life skills orientation programme · 2019. 3. 20. · life skills orientation programme syllabus,...

• JUNIORSCHOOLLOPSYLLABUS• SECONDARYSCHOOLORDINARYLOPSYLLABUS• SECONDARYSCHOOLADVANCEDLOPSYLLABUS

ZIMBABWE

MINISTRYOFPRIMARYANDSECONDARYEDUCATION

LIFESKILLSORIENTATIONPROGRAMME

CurriculumDevelopmentandTechnicalServicesP.O.BOXMP133MountPleasant

Harare

© All Rights Reserved2015

Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6

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

• The Life-skills Orientation Programme Syllabus National Panel • Representatives from:

- Scripture Union Zimbabwe (SU)- Zimbabwe Parks and Wild Life Management Authority (ZPWLMA)- Zimbabwe Republic Police (ZRP)- Zimbabwe School Examinations Council (ZIMSEC)- United Nations International Children’s Fund (UNICEF)- UnitedNationsEducationalScientificandCulturalOrganisation(UNESCO)- Laying Solid Foundations (LASOF)

i


ii

CONTENTS

ACKNOWLEDGEMENTS.................................................................................................................i

CONTENTS.......................................................................................................................................ii

1.0PREAMBLE................................................................................................................................1

2.0PRESENTATIONOFTHESYLLABUS....................................................................................1

3.0AIMS............................................................................................................................................2

4.0OBJECTIVES..............................................................................................................................2

5.0METHODOLOGYANDTIMEALLOCATION..............................................................................2

6.0SYLLABUSTOPICS..................................................................................................................3

7.0SCOPEANDSEQUENCE..........................................................................................................4

8.0COMPTENCYMATRIX...............................................................................................................6

JUNIORSCHOOLGRADE7...........................................................................................................6

SECONDARYSCHOOLORDINARYLEVELFORM4....................................................................12

SECONDARYSCHOOLADVANCEDLEVELFORM6...................................................................18

9.0SCHEMEOFASSESSMENT.....................................................................................................24


1

1.0PREAMBLE

1.1Introduction

The Life-skills Orientation is an out-of-school programme covering the Junior School (Grade 7), Secondary Sschool Ordinary Level (Form 4) and Secondary School Advanced Level (Form 6) education. The syllabus covers activities that enhance life-skills and has thematic links to other learning areas across the curriculum. The skills include:

• relating• caring• giving• thinking• working• managing.

This syllabus is facilitating the learner to become a patri-otic and a responsible citizen. It promotes Zimbabwean identity, norms and values through the inclusion of Life-skills, volunteerism, exposure to work and outward bound activities. The programme contributes towards the development of Unhu/Ubuntu/Vumunhu through nurturing of important virtues of life such as punctuality, commit-ment, honesty, empathy, resilience and perseverance.

1.2Rationale

The Life-skills Orientation Programme creates synergies between schools, communities and enterprise (industry). Learners are given opportunities to relate theory to practice, and practice to theory in a diligence continuum of dialogue on practice thus bridging the gap between classroom knowledge and practical life. It also encom-passes relationships between learners and their commu-nity. The Life-skills Orientation Programme moulds the character of the learners. It is the foundation of important virtues for life; linking academic achievement, businesses development, self reliance and employment.

The Life-skills Orientation Programme is designed to provide the following practical lifeskills:

• Criticalthinkingandproblemsolving• Collaborationandleadingwithinfluence• Agilityandadaptability• Takinginitiativeandbeingenterprising• Effectiveoralandwrittencommunicationskills• Capabilitytoaccessandanalyseinformation

1.3SummaryofContent

This syllabus will cover theory, practical and problem solving activities in areas such as:

• Identityandpatriotism• Leadership• Health• Environmentalissues• Rightsandresponsibilities• Enterpriseandvolunteerism• Maintenanceskills

1.4Assumptions

The syllabus assumes that learners have knowledge of:

• businessesopportunities;• personalidentity;• communicationskills;• interpersonalskills;• independentdailylivingskills;• experiencedpeerpressure;• Sciences,HumanitiesandTechnicalLearning

Areas;• localenvironment;

1.5Cross-cuttingthemes

• Genderroles• Children’srightsandresponsibilities• Disastermanagement• Healthissues• Heritage• ConstitutionofZimbabwe• Financialliteracy• Environmentalissues• Informationtechnology

2.0PRESENTATIONOFTHESYLLABUS2.1 The Life-skills Orientation Programme is presented as a single document which covers:

• JuniorSchool(Grade7)• SecondarySchoolOrdinaryLevel(Form4)• SecondarySchoolAdvancedLevel(Form6)2..2 All levels have the same topics that are spiral in

nature.


2

3.0AIMS

The syllabus aims to:

3.1 Guide learners to achieve their full physical, intellectual, personal, emotional and social abilities

3.2 develop a spirit of national consciousness, identity and patriotism through acquiring skills and interacting with the environment

3.3 promote personal development anchored on Unhu/Ubuntu/Vumunhu in all facets of life

3.4 develop learners’ skills to respond to challeng-es and play an active and responsible role in society

3.5 enable learners to exercise their constitutional rights and responsibilities while respecting the rights of others

3.6 guide learners to make informed and responsi-ble decisions about their health, environment, learning area choices, further studies and busi-nesses

4.0OBJECTIVES

On completion of each level of the Life-skills Orientation Programme learners should have:

4.1 exhibit Unhu/Ubuntu/Vumunhu which will help them to interact meaningfully with others in society

4.2 apply the knowledge, skills and understanding needed to manage their environment

4.3 familiarise themselves with the world of work through work related learning leading to the selection of businesses that match their incli-nations

4.4 develop critical thinking, individual initiative, interpersonal, enquiring and problem solving skills

4.5 develop an awareness of children’s rights and their responsibilities

4.6 practice health habits that will prepare them for responsible family, community, national, regional and global life

4.7 demonstrate patriotism, volunteerism and cele-bration of human diversity

5.0METHODOLOGYANDTIMEALLOCATION

5.1 Methodology

A spiral approach is adopted, beginning with the learner’s immediate environment, broadening to an explorationofhis/herwidercommunityandfinallyextending to the wider world. Learners need to develop appropriate Life-skills through active participation in planned activities. Effective development of life skills depends upon the use of participatory methods. These include the following:

(a) Exposure to enterprise environments(b) Edu-tour targeting historical and heritage sites (c) Engagement in volunteerism(d) Outbound programming(e) Carrying out research(f) E-learning (g) Role playing(h)Dramatization(i) Group work(j) Simulation(k) Question and answer(l) Participation in the institutions and community

activities in areas such as hospitals, red-cross and junior calls, uniformed services and parliament.

(m) Under study

5.2TimeAllocation

This is an out-of-school programme

For adequate coverage of the syllabus, the following allocation is advised.

Junior School (Grade 7): 6 weeks (Mid October to 1st weekofDecember)Secondarey School Ordinary Level (Form 4): 2 months (End of November to end of January)Secondary School Advanced Level (Form 6): 2 months (End of November to end of January)

Junior School Level at least one (1) educational tourSecondary School Ordinary Level at least two (2) educational toursSeconary School Advanced Level at least two (2) educational tours.Learners participate in sport festivals in line with the


3

Schools Annual Sport Science and Arts Festivals (SASSAF) concept. The sport festivals are done at school, cluster, district, provincial and national levels when learners are on holiday.

6.0SYLLABUSTOPICS

6.1 Identity and patriotism6.2 Leadership 6.3 Health6.4 Environmental issues6.5 Rights and responsibilities6.6 Enterprise and volunteerism6.7 Maintenance skills


4

7.0

SCOPE

ANDSEQ

UEN

CE

5

7.S

COPE

ANDSEQ

UEN

CE

TOPIC

JU

NIORSCHOOLGRAD

E7

SECONDAR

YSC

HOOLORDINAR

YLE

VELFO

RM4

SECONDAR

YSC

HOOLAD

VANCED

LEV

EL

FORM

6

Id

entit

y an

d Pa

triot

ism

Self-

awar

enes

s

Fam

ily b

elie

fs, n

orm

s an

d va

lues

Patri

otis

m

Se

lf-es

teem

Com

mun

al a

war

enes

s

C

omm

unity

bel

iefs

, nor

ms

and

valu

es

Pa

triot

ism

Se

lf-ac

tual

isat

ion

N

atio

nal,

inte

rnat

iona

l and

glo

bal

awar

enes

s

Nat

iona

l bel

iefs

, nor

ms

and

valu

es

Pa

triot

ism

Lead

ersh

ip

D

efin

ing

lead

ersh

ip

Le

ader

ship

qua

litie

s

Fa

mily

lead

ersh

ip ro

les

and

resp

onsi

bilit

ies

Lead

ersh

ip c

halle

nges

Con

flict

man

agem

ent

Le

ader

ship

qua

litie

s

Com

mun

al le

ader

ship

role

s an

d re

spon

sibi

litie

s

Lead

ersh

ip c

halle

nges

Con

flict

man

agem

ent

Le

ader

ship

qua

litie

s

Lead

ersh

ip s

tyle

s

Nat

iona

l, in

tern

atio

nal a

nd g

loba

l le

ader

ship

role

s an

d re

spon

sibi

litie

s

Lead

ersh

ip c

halle

nges

Con

flict

man

agem

ent

Health

Fa

mily

hea

lthy

livin

g

Firs

t aid

Subs

tanc

e ab

use

HIVandAIDs

Oth

er c

omm

on a

nd

emer

ging

illn

esse

s

C

omm

unal

Healthyliving

Fi

rst A

id

Su

bsta

nce

abus

e

HIVa

nd AIDS

Oth

er c

omm

on a

nd e

mer

ging

illn

esse

s

In

tern

atio

nal a

nd g

loba

l Healthyliving

Fi

rst A

id

Su

bsta

nce

abus

e

HIVa

nd AIDS

Oth

er c

omm

on a

nd e

mer

ging

illn

esse

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Envi

ronm

enta

l Iss

ues

C

once

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nat

ural

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In

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ems

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usta

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Indi

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Disasters

C

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Su

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In

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Disasters

Rig

hts

and

Res

pons

ibilit

ies

In

dige

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sys

tem

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hu

man

righ

ts

C

hild

ren’

s rig

hts

and

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In

dige

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sys

tem

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hum

an

right

s

Hum

an ri

ghts

and

re

spon

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In

dige

nous

sys

tem

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hum

an ri

ghts

Con

stitu

tiona

l rig

hts

and

resp

onsi

bilit

ies


5

6

Pr

otec

tion

of c

hild

ren’

s rig

hts

Ente

rpris

e an

d vo

lunt

eeris

m

Va

lue

of w

ork

Vo

lunt

eeris

m

En

terp

rise

oppo

rtuni

ties

So

cial

ser

vice

s

Va

lue

of w

ork

Vo

lunt

eeris

m

En

terp

rise

oppo

rtuni

ties

So

cial

ser

vice

s

Va

lue

of w

ork

Vo

lunt

eeris

m

En

terp

rise

oppo

rtuni

ties

So

cial

ser

vice

s

Mai

nten

ance

ski

lls

M

aint

enan

ce in

the

hom

e

M

aint

enan

ce in

the

Com

mun

ity

Mai

nten

ance

in th

e na

tion


6

8.0COMPT

ENCYMAT

RIX

JUNIORSCHOOLGRADE7

7

7.C

OMPT

ENCYMAT

RIX

JU

NIORSCHOOLGRAD

E7

TO

PIC

OBJE

CTIVE

SLe

arne

rswillbeableto

:UNITCONTE

NT

(kno

wledg

e,skillsand

attitud

es)

SUGGES

TEDLEA

RNING

ACTIVITIES

ANDNOTE

SSU

GGES

TED

LEAR

NING

RES

OURCES

SELF

IDEN

TITY

COMMUNITYIDEN

TITY

id

entif

y in

divi

dual

st

reng

th

st

ate

the

mea

ning

of s

elf

- aw

aren

ess

ex

plai

n th

e im

porta

nce

of s

elf-a

war

enes

s

Se

lf co

ncep

t

Self

awar

enes

s

Dem

onstratin

g in

divi

dual

st

reng

th

Describingself-

awar

enes

s

Debatingontheimporta

nce

of s

elf-a

war

enes

s

IC

T to

ols

R

esou

rce

pers

on/s

Rel

ated

lite

ratu

re

B

raille

mat

eria

l

id

entif

y th

emse

lves

by

tote

m, s

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mes

and

tri

be

st

ate

com

mon

tote

ms

in

thei

r com

mun

ity

co

mpa

re v

ario

us fa

mily

be

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Fa

mily

bel

iefs

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ms

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ngua

ges

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ting

tote

ms,

sur

nam

es a

nd

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s

R

elat

ing

tote

ms

to w

ildlif

e co

nser

vatio

n

R

eciti

ng p

rais

e po

ems

of th

eir

tote

ms

Si

ngin

g an

d da

ncin

g to

son

gs

rela

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tem

s.

C

ompa

ring

vario

us fa

mily

be

liefs

Prac

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othe

r la

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de

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IC

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esou

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Illus

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ures

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ated

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mat

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l


7

8

TOPIC

OBJE

CTIVE

SLe

arne

rswillbeableto

:UNITCONTE

NT

(kno

wledg

e,skillsand

attitud

es)

SUGGES

TEDLEA

RNING

ACTIVITIES

ANDNOTE

SSU

GGES

TED

LEAR

NING

RES

OURCES

UNHU/UBUNTU

/VUMUNHU

PATR

IOTISM

st

ate

norm

s an

d va

lues

Nor

ms

and

Valu

es

lis

ting

norm

s an

d va

lues

role

pla

ying

nor

ms

and

valu

es

re

cogn

isin

g di

vers

ity o

n di

ffere

nt n

orm

s an

d va

lues

IC

T to

ols

R

esou

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pers

on/s

Rel

ated

lite

ratu

re

Br

aille

mat

eria

l

st

ate

char

acte

ristic

s of

a

patri

otic

citi

zen

id

entif

y w

ith p

lace

s of

na

tiona

l im

porta

nce

in

terp

ret s

igns

and

sy

mbo

ls o

f the

cou

ntry

Pa

triot

ism

Nat

iona

l sig

ns a

nd

sym

bols

Li

stin

g ch

arac

teris

tics

of a

pa

triot

ic c

itize

n VisitingDistrict,P

rovi

ncia

l, an

d NationalH

eroesAc

re

Dem

onstratingknow

ledgeof

sign

s an

d sy

mbo

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ir co

untry

Rec

ogni

sing

the

valu

e of

na

tiona

l her

itage

IC

T to

ols

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esou

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pers

on/s

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ated

lite

ratu

re

Br

aille

mat

eria

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LEAD

ERSH

IP

CONFL

ICTMAN

AGEM

ENT

gi

ve th

e m

eani

ng o

f le

ader

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iden

tify

lead

ersh

ip

qual

ities

dem

onst

rate

pos

itive

at

titud

e to

war

ds

lead

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ip

Le

ader

ship

qua

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s

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er-fo

llow

er

rela

tions

hip

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Iden

tifyi

ng le

ader

ship

qua

litie

s

Parti

cipa

ting

in te

am b

uild

ing

activ

ities

Parti

cipa

ting

in p

hysi

cal

activ

ities

IC

T to

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elat

ed li

tera

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ourc

e pe

rson

/s

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aille

mat

eria

l

id

entif

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ch

alle

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Lead

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listin

g le

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cha

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es

fin

ding

pos

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ns

IC

T to

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R

elat

ed li

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gi

ve th

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t

iden

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lict

m

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e co

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onfli

ct m

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t

defin

ing

conf

lict

pa

rtici

patin

g in

team

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ldin

g ac

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id

entif

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ng w

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lict

IC

T to

ols

R

esou

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pers

on/s

Rel

ated

lite

ratu

re

Br

aille

mat

eria

l


8

9

TOPIC

OBJE

CTIVE

SLe

arne

rswillbeableto

:UNITCONTE

NT

(kno

wledg

e,skillsand

attitud

es)

SUGGES

TEDLEA

RNING

ACTIVITIES

ANDNOTE

SSU

GGES

TED

LEAR

NING

RES

OURCES

PERSO

NAL

HEA

LTH

FIRST

AIDTEC

HNIQUES

SU

BST

ANCEAB

USE

HIVANDAIDS

st

ate

the

impo

rtanc

e of

pe

rson

al h

ygie

ne a

nd

phys

ical

fitn

ess

an

alys

e th

e im

porta

nce

of

a ba

lanc

ed d

iet

de

mon

stra

te th

e im

porta

nce

of p

hysi

cal

exer

cise

s

dem

onst

rate

hea

lthy

habi

ts

id

entif

y im

plic

atio

ns o

f bad

ha

bits

HealthyLiving

Healthyhabits

Res

earc

hing

on

the

impo

rtanc

e of

per

sona

l hyg

iene

and

ph

ysic

al fi

tnes

s

Iden

tifyi

ng c

ompo

nent

s of

a

bala

nced

die

t

Perfo

rmin

g ph

ysic

al e

xerc

ises

Prac

tisin

g he

alth

y ha

bits

Discussingimplicationsofbad

heal

thy

habi

ts

IC

T to

ols

R

esou

rce

pers

on/s

Brai

lle m

ater

ial

st

ate

situ

atio

ns w

here

firs

t Ai

d ca

n be

app

lied

ap

ply

first

Aid

ski

lls

Fi

rst A

id

Li

stin

g si

tuat

ions

whe

re fi

rst

Aid

can

be a

pplie

d

Si

mul

atin

g si

tuat

ions

requ

iring

fir

st a

id

Dem

onstratingfirstaidskills

IC

T to

ols

1s

t Aid

kits

id

entif

y co

mm

only

abu

sed

subs

tanc

es

an

alys

e th

e he

alth

and

so

cial

effe

cts

of s

ubst

ance

ab

use

Su

bsta

nce

Abus

e

Peer

pre

ssur

e

List

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ses

of s

ubst

ance

abu

se

Br

ain

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min

g co

mm

only

ab

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ces

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C

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ant

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stan

ce a

buse

Dramatizingnegativeeffectsof

subs

tanc

e ab

use

IC

T to

ols

R

esou

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pers

on/s

Post

ers

R

elat

ed li

tera

ture

Brai

led

mat

eria

l

givethemeaningofH

IV

andAIDS

HIVa

nd AIDS

Tran

smis

sion

Sym

ptom

s

Discussingthemeaningofthe

term

sHIVandAIDS

IC

T to

ols

R

esou

rce

pers

on/s

Rel

ated

lite

ratu

re


9

10

TOPIC

OBJE

CTIVE

SLe

arne

rswillbeableto

:UNITCONTE

NT

(kno

wledg

e,skillsand

attitud

es)

SUGGES

TEDLEA

RNING

ACTIVITIES

ANDNOTE

SSU

GGES

TED

LEAR

NING

RES

OURCES

COMMONANDEMER

GING

ILLN

ESSE

S

explainthemodesofH

IV

trans

mis

sion

list s

igns

and

sym

ptom

s of

AIDS

ex

plai

n w

ays

of p

reve

ntin

g HIV/AIDS

as

sess

the

impa

ct o

f HIV/AIDs

Pr

even

tion

Im

pact

Ex

plainingmodesofH

IV

trans

mis

sion

Discussingsignsand

symptom

sofAIDS

View

ingmaterialsonHIVAND

AIDSprevention

Discussingwaysofpreventing

AIDS

Br

aille

mat

eria

l

Id

entif

y ot

her c

omm

on

and

emer

ging

illn

esse

s

id

entif

y ca

uses

of

com

mon

illn

esse

s

O

ther

com

mon

illn

esse

s (C

ance

r, m

alar

ia, b

ilhar

zia,

di

arrh

oea,

cho

lera

etc

;)

Br

ains

torm

ing

com

mon

illn

esse

s

Brai

nsto

rmin

g ca

uses

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12

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SLe

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13

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LEAD

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15

16

ENVIRONMEN

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16

17

SO

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RVICES

VO

LUNTE

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Brai

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17

18

MAINTE

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aint

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Res

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18

SECONDARY

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LEV

ELFORM6

19

SE

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19

20

LEAD

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20

21

HIV/AIDS

SUBST

ANCEAB

USE

explaintheimporta

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21

INDIGEN

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researchingonindigenous

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22

23

SOCIALSE

RVICES

VO

LUNTE

ERISM

re

sear

ch o

n so

cial

ser

vice

s ne

eds

in th

e co

mm

unity

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al s

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com

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ity

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sign

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ocia

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vice

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prog

ram

me

eval

uate

ben

efits

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ocia

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babw

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d be

yond

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atio

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23

MAINTE

NANCESK

ILLS

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ainte-

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ills•

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edia

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24

9.0SCHEMEOFASSESSMENTThe syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modificationsmustbevisibleincontinuousassessmentbearinginmindcandidateswithspecialneeds.

9.1ASSESSMENTOBJECTIVES

On completion of each Life-skills Orientation Programme learners should be able to:

9.1.1discussthesignificanceofUnhu/Ubuntu/VumunhuintheLife-skillsOrientationProgramme9.1.2 participate in all Life-skills related activities without fear of being judged or labelled 9.1.3demonstrateself-confidence,Self-management,Self-esteem,Character,Self-discipline9.1.4 listen and respond sensitively to questions, suggestions and criticism9.1.5 demonstrate skills in creativity, decision-making and problem solving 9.1.6 communicate clearly and effectively 9.1.7 demonstrate competencies acquired in work related learning9.1.8showtheabilitytomanageconflict,environmentandhealth9.1.9 demonstrate patriotism, volunteerism and acceptance of human diversity9.1.10 demonstrate an awareness of children’s rights and responsibilities9.1.11 evaluate the contribution of physical exercises, diet for a healthy life style

The Life-skills Orientation Programme will be assessed through continuous assessment. This will be in the form of profiling.Learnersareexpectedtorecordworkcoveredasevidence.Alearnerisexpectedtoacquire,developanddemonstrate skills in the areas shown in the Assessment model.

9.2ASSESSMENTMODEL

Assessment of learner performance LOP

Continuous assessment

Unhu/Ubuntu/Vumunhu SkillsSelf-management, Self-esteem, Character, Self-discipline

RELATING SKILLSCommunication,Cooperation,Conflictmanagement,Acceptingdifferences

CARING SKILLSSharing, Empathy, Concern for others, nurturing relationships, Patriotism

GIVING SKILLSVolunteering, Responsible citizenship

THINKINGSKILLSDecisionmaking,Criticalthinking,Learningtolearn,Problemsolving

WORKING SKILLSTeamwork, Self-motivation, Marketable skills, Initiative and enterprise, Technological

skillsMANAGING SKILLS

Leadership,resilience,keepingrecords,Goalsetting,Planning,Disastermanagement, Wise use of resources

ExitProfile

life skills orientation programme · 2019. 3. 20. · life skills orientation programme syllabus,...

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