ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FAMILY AND RELIGIOUS STUDIES SYLLABUS

FORMS 5 & 6

Curriculum Development Unit © All rights reserved

P.O. Box MP 133 2015
MOUNT PLEASANT
HARARE

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 for their professional and technical input
 Representatives from Universities (Zimbabwe Open University and University of Zimbabwe)
 Zimbabwe Schools Examinations Council (ZIMSEC)
 Representatives from various Religious Traditions and Institutions
 United Nations International Children’s Educational Fund (UNICEF)
 United Nations Educational Scientific and Cultural Organisation (UNESCO)
 Publishers

CONTENTS PAGE

Acknowledgements
Preamble

Aims

Assessment Objectives

Scheme of Assessment

Methodology and Time Allocation

Presentation of the Syllabus

Scope and Sequence Chart

1.0 PREAMBLE

1.1 INTRODUCTION

The Family and Religious Studies learning area is a two year syllabus that provides learners with skills that enable them to critically
reflect on religious concepts and experiences. The learning area helps the learners understand and interpret religious and moral
concepts in their everyday life. It is a multi-faith, non-proselytising approach to the study of religion which makes learners to be aware
of their respective religious identities in the context of Unhu/Ubuntu/Vumunhu and religious plurality. It inculcates in the learners the
invaluable ability to hold responsible dialogue where they tolerate each other’s religion in a peaceful environment. The learning area
enables learners to evaluate and synthesise religious concepts to formulate theoretical frameworks for sustainable development. The
syllabus employs a thematic approach that will graduate learners to a mature relationship with religious and moral thinking and
practice. The learning phase will see learners being assessed through both continuous assessment and summative examination.

1.2 RATIONALE

The Family and Religious Studies learning area focuses on selected concepts in four religions in Zimbabwe; Indigenous Religion,
Judaism, Christianity and Islam. The learning area facilitates the respect for human dignity and diversity. The Family and Religious
Studies learning area is significant in that it enables learners to actively conceptualise, analyse, evaluate and apply data gathered from
their observations of religious phenomena to develop Unhu/Ubuntu/Vumunhu, social responsibility and ethical principles from the
religions. The learning area develops learners into critical, self-driven and responsible citizens who participate in sustainable
development.

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
 Learning and innovation

1.3 SUMMARY OF CONTENT

 This syllabus covers aspects of Indigenous Religion, Judaism, Christianity and Islam. The focus is to draw concepts from these
religions that enable learners to reflect on their lives within their socio- political and economic environment.

1.4.0 METHODOLOGY AND TIME ALLOCATION

1.4.1 METHODOLOGY

This syllabus is based upon a learner-centred, hands-on, multi-faith, non-proselytising and non-confessional problem posing approach.
This approach develops critical thinking, evaluation, synthesis and practical application of concepts to everyday life. The methodology
comprises the following teaching and learning methods:

 Lecture and Signing

 Group Work and Discussion
 Seminars
 Workshop
 Drama, Role-play and Simulation
 Video and Film Show
 E-learning
 Discovery
 Projects
 Research and assignment
 Case Studies
 Educational Tours

The above suggested methods are enhanced by the application of methods that employ multi-sensory approaches to teaching
such as individualization, totality, concreteness, tactility, stimulation and self-activity.

1.4.2 TIME ALLOCATION

Eight periods of 40 minutes per week should be allocated for adequate coverage of the syllabus. A minimum of two seminars
per year and some educational tours should be allocated.
1.5 ASSUMPTIONS

It is assumed that learners:

 are aware of background issues

 are aware of diversity of religions
 are aware that religion is dynamic
 are conscious of Unhu/Ubuntu/Vumunhu and moral values in the diversity of religions
 have the potential to critique different religions in a rational manner
 are aware that the religion has the potential to influence change in the society

1.6 CROSS-CUTTING THEMES

Family and Religious Studies as a learning area encompasses the cross-cutting themes listed here-under:

 Gender
 Health
 Environmental management
 Enterprise
 Human Rights
 Sexuality
 Heritage
 Good Citizenship, Social Responsibility and Governance
 Conflict Transformation, Tolerance and Peace-Building

2.0 PRESENTATION OF SYLLABUS

 The Family and Religious Studies syllabus is presented as a single document which covers aspects of Indigenous Religion and
Judaism in Form 5 and aspects of Christianity and Islam in Form 6.

3.0 AIMS

The aims of the syllabus are to:

 enable the learner to appraise the four religions in Zimbabwe

 integrate the concept of Unhu/Ubuntu/Vumunhu with various religious beliefs in shaping the character and behaviour of the
learner
 develop critical consciousness of how religion shapes identity and national values
 enable the learner to evaluate the role of religion in fostering the dignity of hard work and teamwork for sustainable
development

4.0 SYLLABUS OBJECTIVES

By the end of form 6 learners should be able to:

4.1 identify the key aspects in the four religions in Zimbabwe

4.2 apply concepts from the religions in problem solving
4.3 evaluate the elements of Unhu/Ubuntu/Vumunhu in the Indigenous Religion
4.4 delineate the traits of Unhu/Ubuntu/Vumunhu in Judaism, Christianity and Islam
4.5 Discuss concepts in the four religions that shape identity and national values
4.6 Assess the role of religion in fostering the dignity of hard work and team work
4.7 synthesise religious concepts from the four religions into the models of hard work and team work for
 Sustainable development

5.0 PRESENTATION OF THE SYLLABUS

5.1 RELIGIONS

 Indigenous Religion
 Judaism
 Christianity
 Islam

5.2 Indigenous Religion

 Tenets Of Indigenous Religion

 Indigenous Religion and Medium ship
 Unhu/Ubuntu/Vumunhu in Indigenous Religion

5.3 Indigenous Religion and Contemporary issues

 Indigenous Religion and Marriage

 Indigenous Religion and Gender Relations
 Indigenous Religion and Land
 Indigenous Religion and the Natural Environment
 Indigenous Religion and Health
 Indigenous Religion and Politics
5.4 Judaism

Prophecy
 Prophecy and its origins – including possible origins outside ancient Israel
 The early manifestations of prophecy and functions of prophets
 Methods used by prophets to receive and communicate their messages
 True and false prophets
 Prophecy, politics and social justice

Note: Examples on the above concepts may be drawn from pre-canonical prophets and canonical prophets – Amos,
Hosea, Isaiah of Jerusalem and Jeremiah

5.5 Judaism and Contemporary issues

 Marriage institution
 Death and related beliefs
 Health and well being
 The portrayal of women in Judaism
 Judaism and the land question
 Environmental conservation

5.6 Islam

 Tenets of Islam
 Mohamed, prophecy and revelation
 Ethics in Islam
 5.7 Islam and Contemporary issues

 Islam and gender relations

 Islam and social responsibility
 Islam in Politics (peace building)
 Islam and marriage
 Islam and the natural environment

5.8 CHRISTIANITY

 Tenets of Christianity
 Jesus – birth, baptism, death and resurrection
 Key teachings of Christianity

5.9 Christianity and contemporary issues:

- Christianity and marriage
- Christianity and enterprise
- Christianity and politics (peace building)
- Christianity and health/wellbeing
- Christianity and gender relations
- Christianity, prophecy and miracles in the contemporary Zimbabwean context

6.0. SCOPE AND SEQUENCE

6.1. TOPIC 1: Indigenous Religion

SUB TOPIC FORM 5 FORM 6
Tenets Of Indigenous Religion  Concept of God -
 Existence and functions of spirits
 Concept of ancestors
 Totems and indigenous identities
 Communication with the spirits
 Symbolism
 Belief in life after death
 The nature of Medium ship

Indigenous Religion and  Concept of medium ship -

Medium ship
Unhu/Ubuntu/Vumunhu in  Family relations and ethical conduct -
Indigenous Religion  Respect for the elders
 Community and Social responsibility

Indigenous Religion and  Marriage institution -

Marriage  Divorce
Indigenous Religion and  Status of women in Indigenous Religion -
Gender Relations  Women participation in politics

Indigenous Religion and Land  Concept of land in Indigenous Religion -

 Indigenous Religion and land ownership
Indigenous Religion and the  Reverence for nature and kinship with -
Natural Environment nature
 Sacred phenomena in the natural
environment
 Taboos and the natural environment
SUB TOPIC FORM 5 FORM 6
Indigenous Religion and -
Enterprise
 Indigenous Religion and wealth
creation

Indigenous Religion and Health  Concept of health -

 Methods of healing

Indigenous Religion and  Governance -

Politics

6.2. TOPIC 2: Judaism

SUB TOPIC FORM 5 FORM 6

Tenets of Judaism  Covenant -
SUB TOPIC FORM 5 FORM 6
 Law
Prophecy  Prophecy and its origins – including -
possible origins outside ancient Israel
 The early manifestations of prophecy
 Functions of prophets
 Ways in which prophets received their
messages
 Methods used by prophets to
communicate their message
 True and false prophets
 Prophecy, politics and social justice
Judaism and Contemporary  Marriage institution -
issues  Death and related beliefs
 Health and well being
 Status of women in Judaism
 Judaism and the land question
 Environmental conservation

6.3. TOPIC 3: Christianity

Tenets of Christianity -  Authority of the Bible
 Sin
 Salvation
 Holy Spirit
 Concept of the church
 Eschatology
Jesus’s life -  Birth
 Baptism
 Passion and Death
 Resurrection
Ministry of Jesus -  Kingdom of God
 Parables
 Miracles
 Ethics of Jesus

6.4. TOPIC 4: Islam

SUB TOPIC FORM 5 FORM 6
Tenets of Islam -  Authority of the Koran
 Concept of Allah
 Five pillars of Islam
 Sharia Law
Mohammad, prophecy and -  Role of Mohammad in Islam
revelation  Mohammad as the prophet
Ethics in Islam -  Love
 Rules of behaviour
Islam and gender relations -  Status of women in Islam
 Participation of women in politics
Islam and social responsibility -  Humanitarian service
 Islamic charity organisations/NGOs
Islam and Politics -  Concept of governance in Islam
 Concept of Jihad
 Islam and conflict transformation
Islam and marriage -  Marriage institution
 Divorce
Islam and the natural -  Natural environment preservation
environment
COMPETENCY MATRIX

FORM 5

TOPIC 1: INDIGENOUS RELIGION

SUB TOPIC 1: TENETS OF INDIGENOUS RELIGION

KEY LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

CONCEPT Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Concept of  explain the concept of  God  Discussing the concept of God  ICT tools
God God  Attributes  Explaining the attributes of God  Large print
 identify the attributes books
of God  Talking book
 Braille book
Existence  explore the  Spirit existence  Discussing the challenges  ICT tools
and functions existence of spirits  Types of spirits such involved in establishing the  Large print
of spirits  examine the types as ancestral spirits, existence of spirits books
of spirits shavi spirits and  Researching on types of  Talking book
 explain the avenging spirits spirits.  Braille book
functions of spirits  Functions of spirits  Exploring functions of spirits

Concept of  explain the concept  Ancestors  Discussing the concept of  ICT tools
ancestors of ancestors ancestors  Large print
 Relationship with books
God  Talking book
 Braille book

Totems and  Identify lineages of  Totems  Exploring the history of  ICT tools
Indigenous totems and founding  Importance totems  Large print
KEY LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
CONCEPT Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
identities  identity books
ancestors  Talking book
-Spiritual Role  Discussing the importance of  Braille book
 explain the importance -Social role totems  Resource
of totems in  Migration from Guruuswa Person
Indigenous Religion to Baradzano  Case study
 Spiritual leaders

 Totems and founding

ancestors
Communicati  identify different ways  Forms of  Comparing and contrasting the  ICT tools
on with the of communicating with communication such as different ways of communicating  Large print
spirits spirits - Kusuma/kudira/ with spirits books
ukubika emadlozini  Talking book
 Assess the different  Kupira/ ukuthethela  Evaluating the different ways of  Braille book
ways of communicating communicating with spirits
with spirits

Symbolism  identify the symbols in  Symbols in Indigenous  Examining the symbols in  ICT tools
Indigenous Religion Religion Indigenous Religion  Large print
books
interpret the significance  Significance of  Deducing the significance of  Talking book
of symbols symbols symbols  Braille book
KEY LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
CONCEPT Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Beliefs in Life  explain the concept of  Concept of life after  Analysing the concept of life after  ICT tools
after Death life after death in death death  Braille
Indigenous Religion books
 Talking
 examine rituals  Rituals associated with  Researching on rituals books
associated with life life after death such as associated with life after death  Resource
after death Kurova guva/ ukubuyisa person
 Large print
 Life after death such as  Exploring evidence of life after books
 discuss evidence of life Ngozi (Avenging Spirits), death in indigenous Religion
after death in Vadzimu (Ancestral
Indigenous Religion Spirits)

The nature of  Explain the practice of  Initiation into medium  Researching on the initiation and  ICT tools
medium ship medium ship ship such as call practice of medium ship  Braille books
 Delineate the through dreams,  Talking
observances sickness and  Discussing the observances and books
(Miko)and the ethical misfortune ethical principles of mediums  Resource
principles of mediums  Practice of medium person
 Discuss the criteria to ship
distinguish true from  Observances of  Debating the criteria to
false medium ship mediums such as diet distinguish true from false
and etiquette medium ship
 Ethics of medium
ship
 Criteria to distinguish
true from false
medium ship
SUB TOPIC 3: INDIGENOUS RELIGION AND MEDIUMSHIP

KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED SUGGESTED

OBJECTIVE: knowledge, attitude) LEARNING LEARNING
Learners should be ACTIVITIES RESOURCES
able to:-
Concept of Medium  explain the concept  Medium ship  Examining the  ICT tools
ship of medium ship  Examples of early concept of medium  Large print books
 identify early and and contemporary ship giving  Talking book
contemporary mediums. examples of  Braille book
mediums Early mediums; mediums  Resource person
 Assess the Chaminuka,  Researching on
interaction between Nehanda and early and
the early mediums Thobela contemporary
and the white Contemporary mediums
settlers mediums;  Discussing the
Mushore, Nemamwa suppression of
 Critique the roles of and Tangwena indigenous
Mediums in the  Interaction between religious institutions
Liberation Struggle the early mediums citing examples
in Zimbabwe and the white  Assessing the role
settlers such as of mediums in the
suppression of Liberation Struggle
indigenous in Zimbabwe
religious institutions
 The roles of
Mediums in the
Liberation Struggle
in Zimbabwe
SUB TOPIC 4: UNHU/UBUNTU/VUMUNHU IN INDIGENOUS RELIGION

KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING

CONCEPT OBJECTIVE: knowledge, attitude) ACTIVITIES RESOURCES
Learners should be
able to:-
Family  examine the nature  Nature of family  Discussing the nature of family  ICT tools
relations of family relations relations relations  Large print books
and ethical in Indigenous  Aspects of ethical  Evaluating the importance of  Talking book
conduct Religion conduct ethical conduct in shaping  Braille book
 identify ethical family relations
aspects that affect
family relations in
Indigenous Religion
Respect for  explain the concept  Concept of  Discussing the concept of  ICT tools
the elders of respect in respect respect in Indigenous  Large print books
Indigenous Religion  Value of respect Religion  Talking book
 examine the value for elders  Assessing the value of  Braille book
of respecting elders respect for elders
in Indigenous
Religion
Community  identify  Elements of  Discussing elements that  ICT tools
and Social elements that communal life enhance communal life  Large print books
responsibili enhance  Factors  Examining the factors that  Talking book
ty communal life in affecting negatively impact on the  Braille book
Indigenous communal communal system in
Religion system Indigenous Religion
 evaluate the
factors that
negatively affect
the communal
KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING
CONCEPT OBJECTIVE: knowledge, attitude) ACTIVITIES RESOURCES
Learners should be
able to:-
system

SUB TOPIC 5: INDIGENOUS RELIGION AND MARRIAGE

KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING

CONCEPT OBJECTIVE: Learners knowledge, attitude) ACTIVITIES RESOURCES
should be able to:-
Marriage  identify the types of  Marriage types  Explore the types of  ICT tools
Institution marriage in marriage in Indigenous  Large print books
Indigenous Religion Religion  Talking book
 explain pre and post  Marital rites  Discussing the stages in  Braille book
marital rites both pre and post marital
rites
Divorce  explain the nature  Nature of divorce  Discussing the nature  ICT tools
of divorce in of divorce in  Large print books
Indigenous  Procedures of divorce Indigenous Religion  Talking book
Religion  Examining the  Braille book
 highlight the procedures of
procedures of facilitating divorce
facilitating divorce

SUB TOPIC 6: INDIGENOUS RELIGION AND GENDER RELATIONS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Status of  examine the status of  Status of women  Discussing the status of  ICT tools
women in women in Indigenous women in Indigenous Religion  Large print books
Indigenous Religion  Analysing factors which may  Talking book
Religion  evaluate factors which  Women’s progress promote or hinder women’s  Braille book
may promote or hinder progress in Indigenous
women’s progress in Religion
Indigenous Religion
Women  evaluate the  Women in politics  Analysing women’s  ICT tools
participation in involvement of participation in politics  Large print books
politics women in politics in  Factor promoting  Explaining factors which  Talking book
Indigenous Religion promote or hinder women's  Braille book
 identify factors which participation in politics
may promote or  Factors hindering
hinder women’s
participation in
politics

SUB TOPIC 7: INDIGENOUS RELIGION AND LAND

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Land in Indigenous  Explain the concept  Concept of land  Discussing the concept  ICT tools
religion of land in Indigenous of land in Indigenous  Text books
Religion - Ancestors Religion  Braille Books
 Assess the land - Chiefs  Analysing the concept of  Resource person
ownership system in - Mediums land ownership in  Talking book
Indigenous religion  Land ownership Indigenous Religion
SUB-TOPIC 8: INDIGENOUS RELIGION AND NATURAL ENVIRONMENT

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Reverence for  examine reverence for  Reverence  Discussing reverence of  ICT tools
nature and kinship nature in Indigenous  Kinship with nature nature in Indigenous Religion  Text books
with nature Religion  Analysing human kinship with  Braille Books
 explain human kinship nature in Indigenous Religion  Resource person
with nature in Indigenous  Talking book
Religion
Sacred phenomena  identify the sacred  Sacred phenomena  Explaining the significance of  ICT tools
in the natural phenomena in the natural sacred natural phenomena in  Text books
environment environment  Significance Indigenous Religion  Braille Books
 Assess the significance  Researching on the  Resource person
of sacred phenomena in significance of sacred  Talking book
the natural environment phenomena

Taboos and the  Analyse taboos that  Taboos  Discussing taboos and their  ICT tools
natural environment protect the natural significance in protecting the  Text books
environment environment  Braille Books
 Resource person
 Talking book
SUB-TOPIC 9: INDIGENOUS RELIGION AND ENTERPRISE

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Indigenous Religion  explain the values on  Values on wealth  Discussing the values on  ICT tools
and wealth creation wealth creation in creation wealth creation in Indigenous  Text books
Indigenous Religion  Prohibited ways of Religion  Braille Books
wealth creation such  Resource person
 identify the prohibited as:  Examining the prohibited  Talking book
ways of wealth creation -negative manipulation of ways of wealth creation
supernatural powers and
any such unacceptable
means

SUB-TOPIC 10: INDIGENOUS RELIGION AND HEALTH

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Concept of Health  analyse the concept of  Holistic nature of the  Identifying areas of  ICT tools
health in Indigenous concept of health in indigenous life that are  Text books
Religion Indigenous Religion included under health  Braille Books
KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
 Resource person
 Talking book
Methods of Healing  delineate the relationship  Relationship  Discussing ways in which the  ICT tools
between the spiritual between the spiritual realm influences the  Text books
world and healing spiritual world and healing practice  Braille Books
 examine methods of healing  Researching on different  Resource person
healing in Indigenous  Significance of the methods of healing,  Talking book
Religion spiritual realm in the highlighting the religious
healing practice practitioners involved and
 Forms of healing tools used in each method
-spiritual
-physical

SUB TOPIC 11: INDIGENOUS RELIGION AND POLITICS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Concept of  explain the concept of  Governance  Discussing the concept of  ICT tools
governance governance in -Spirit medium ship governance  Large print
Indigenous Religion -Chieftainship  Exploring the processes of books
 identify the processes  Processes of governance  Talking book
of governance governance  Braille book
Indigenous Religion
KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES

TOPIC 2: JUDAISM

SUB TOPIC: TENETS OF JUDAISM

KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

OBJECTIVE: knowledge, attitude) ACTIVITIES LEARNING
Learners should be RESOURCES
able to:-
Covenant  identify different  Covenant  Discussing the various  ICT tools
types of covenants  Significance of types of covenants and  Large print books
 explain the covenants their significance  Talking book
significance of the  Braille book
covenants
Law  distinguish  Laws – casuistic and  Analysing different  ICT tools
different types apodictic types of laws in the  Large print books
of laws in the Pentateuch  Talking book
Pentateuch  Decalogue  Assessing the  Braille book
significance of the
 interpret the Decalogue
Decalogue
SUB TOPIC: PROPHECY

KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

OBJECTIVE: knowledge, attitude) ACTIVITIES LEARNING
Learners should be RESOURCES
able to:-
Prophecy and its  reflect on  Prophecy  Delineating the different  ICT tools
origins definitions of  Theories definitions of prophecy  Large print books
prophecy  Discussing theories on  Talking book
 critique theories on origins of prophecy  Braille book
origins of prophecy
Early manifestations  examine early  Early forms of  Explaining early  ICT tools
of prophecy forms of prophecy forms of prophecy  Large print books
prophecy  Talking book
 Similar forms in  Tracingahh the  Braille book
 compare the surrounding nations development of the
early forms with forms of prophecy
similar
phenomena in
surrounding
nations
Functions of prophets  explain  Functions of  Evaluating functions  ICT tools
functions of prophets of prophets  Large print books
prophets  Talking book
 Braille book
 assess the
functions of
prophets
KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
OBJECTIVE: knowledge, attitude) ACTIVITIES LEARNING
Learners should be RESOURCES
able to:-
Ways in which  Identify ways in  Methods of reception  Discussing ways in  ICT tools
prophets received which prophets which prophets received  Large print
messages received their their messages  books
message  Significance  Talking book
 Assessing the  Braille book
 examine methods significance of methods
used by prophets
to receive their
message

Methods used by  identify methods  Communication  Discussing the methods  ICT tools
prophets to used by prophets used by prophets to  Large print books
communicate their to communicate  Significance communicate their  Talking book
message their message message  Braille book
 evaluate methods
used by prophets  Assessing the
to communicate effectiveness of the
their message methods used.
KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
OBJECTIVE: knowledge, attitude) ACTIVITIES LEARNING
Learners should be RESOURCES
able to:-
True and false  Explain the  True and false  Examining the  ICT tools
prophecy concept of false prophecy concept of true and  Large print books
prophecy false prophecy  Talking book
 Braille book
 Trace the  Criteria used to  Researching on
circumstances differentiate true and circumstances that
that led to the false prophecy led to the
development of development of
criteria to criteria to distinguish
distinguish true true and false
and false prophecy
prophecy
 Analysing the criteria
 assess the criteria used to differentiate
used to between true and
differentiate false prophets
between true and
false prophecy
Prophecy, politics and  examine the  Involvement of  Discussing the  ICT tools
social justice involvement of prophets in politics relationship of  Large print books
prophets in prophecy, politics  Talking book
politics  Prophets and social and social justice  Braille book
 explain how justice
prophets  Evaluating the
addressed relationship of
social injustice prophecy, politics
and social justice
SUB TOPIC: JUDAISM AND CONTEMPORARY ISSUES

KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

OBJECTIVE: Learners knowledge, attitude) ACTIVITIES LEARNING
should be able to:- RESOURCES
Marriage institution  Examine the  nature of  Discussing the nature of  ICT tools
nature of marriage marriage  Text books
marriage in  marriage rites  Braille Books
Judaism  Evaluating the significance of  Resource person
 Explore marriage the marriage rites  Talking book
rites in Judaism
Death and related  Explain how  Perceptions of  Discussing the Jewish  ICT tools
beliefs death is perceived death perceptions of death  Text books
in Judaism  Comparison with  Researching on perceptions  Braille Books
 Compare three religions on death in Judaism  Resource person
perceptions of -Indigenous comparing with other  Talking book
death in Judaism Religion religions
with perceptions -Christianity
of death in other -Islam
religions
Health and well  Explore the  Well-being  Discussing the concept of  ICT tools
being concept of well-  Health well- being and health in  Text books
being and health Judaism  Braille Books
in Judaism  Resource person
 Talking book
Status of women in  Identify the roles  Roles of women  Exploring the roles of  ICT tools
Judaism of women in  Status of women women in Judaism  Text books
Judaism  Braille Books
 Assess the status  Evaluating the status of  Resource person
KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
OBJECTIVE: Learners knowledge, attitude) ACTIVITIES LEARNING
should be able to:- RESOURCES
of women in women in Judaism  Talking book
Judaism
Judaism and the Assess the land tenure Discussing the challenges  ICT tools
land question system in Judaism Land tenure associated with the land tenure  Text books
system system in Judaism.  Braille Books
Evaluate the significance - Deuteronomic Exploring the significance of  Resource person
of the land in Judaism Law land in Judaism  Talking book

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Environment  Evaluate Jewish  Jewish attitudes  Discussing the Jewish  ICT tools
conservation attitudes to the natural towards attitudes to the natural  Text books
environment nature( referenc environment  Braille Books
 Assess how the e to Jewish  Resource
Jewish attitudes scriptures)  Analysing the impact of person
influence Jewish attitudes on  Talking book
environmental  Conservation environmental
conservation conservation
FORM 6

TOPIC 3: CHRISTIANITY

SUB-TOPIC 1: TENETS OF CHRISTIANITY

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Authority of the Bible  ICT tools
 Evaluate the relationship  The Old and New  Discussing how  Text books
between the Old Testament covenants different Christians in  Braille Books
and the New Testament Zimbabwe value the  Resource
Old and New person
Testaments  Talking book
Sin  Examine the biblical  Biblical texts on sin  Analysing the concept of sin  ICT tools
meaning of sin  Various perceptions from the Old Testament and  Text books
 Critique the various of sin New Testament  Braille Books
perceptions of sin among  Debating perceptions of sin in  Resource
Christians in Zimbabwe society and ways of person
overcoming sin  Talking book

Salvation  Examine the concept of  New Testament  Discussing the New  ICT tools
salvation in the New soteriology Testament concepts that form  Text books
Testament -Gospels, Acts, the basis of Christian  Braille Books
 Analyse the different Pauline and non- soteriology  Resource
concepts of salvation Pauline epistles  Assessing the problems person
across denominations in  Different concepts of associated with the Christian  Talking book
Zimbabwe salvation in churches soteriology in society
in Zimbabwe (salvation is only through
Jesus Christ)
KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Holy Spirit  Explain the concept of the  Concept of the Holy  Interpreting the concept of  ICT tools
Holy Spirit Spirit (pneumatology) Holy Spirit  Text books
 Explore the function of the  Functions of the Holy  Discussing the functions of  Braille Books
Holy Spirit in Christianity Spirit in Christianity the Holy Spirit as interpreted  Resource
by different churches person
 Talking book
Concept of the  Explain the concept of the  Ecclesiology  Comparing the New  ICT tools
Church church  Origins of the early Testament concept of the  Text books
 Draw conclusions from church church to contemporary  Braille Books
Acts and relevant epistles  Development of the understandings of the church  Resource
about the origins and early church  Discussing the challenges person
development of the early associated with the mission of  Talking book
church the church in society

Eschatology  Explain eschatology  Definition of  Researching on  ICT tools

 Examine the biblical view eschatology eschatological concepts in the  Text books
of the last things  Examples of Gospels and Pauline letters  Braille Books
 Develop a logical view of eschatological   Resource
death and life after death concepts in the  Comparing the Christian view person
gospels and Pauline of death and the here-after  Talking book
letters (1 with similar concepts in
Thessalonians and 1 society
Corinthians)
 Death and the here-
after
SUB-TOPIC 2: JESUS’ LIFE

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Birth  examine the birth  The virgin birth  Debating the presence of  ICT tools
narratives in the gospels  Similarities and birth narratives in Matthew  Text books
 Investigate challenges differences in the birth and Luke  Braille Books
associated with the birth of narratives in the  Comparing birth narratives  Resource person
Jesus. Gospels in Matthew and Luke  Talking book

Baptism  Explain the rite of baptism  Rite of baptism  Critiquing various forms of  ICT tools
in the New Testament  Significance of baptism in the different  Text books
 Assess the significance of baptism churches in Zimbabwe today  Braille Books
baptism to Jesus, the early  Comparing the birth  Resource person
church and Christians narratives in the Gospels  Talking book
today  Evaluating the significance
of baptism
Passion and Death  Interpret the passion  Passion narratives in  Researching on the passion  ICT tools
narratives the four gospels narratives  Text books
 Assess the reasons for the  Reasons for the  Debating the significance of  Braille Books
crucifixion of Jesus death of Jesus the death of Jesus in  Resource person
Christianity  Talking book
Resurrection  Interpret the resurrection  Resurrection  Exploring the resurrection  ICT tools
narratives narratives in the four narratives  Text books
 Evaluate the evidence for gospels  Discussing the challenges  Braille Books
the resurrection of Jesus  Evidence for the associated with the historicity  Resource person
resurrection of Jesus of the resurrection of Jesus  Talking book
SUB-TOPIC 3: MINISTRY OF JESUS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Kingdom of God  Explain the meaning of the  Meaning of the  Assessing the extent to  ICT tools
kingdom of God from the Kingdom of God which the Kingdom of God is  Text books
gospels  Nature of the central to Jesus’ teaching  Braille Books
 Examine the dimensions Kingdom of God and ministry  Resource person
of the Kingdom of God -present  Evaluating the extent to  Talking book
-future which the Kingdom of God is
central to the ministry of the
church today
Parables  Examine the nature of a  Nature of parable as  Critiquing views on Jesus’  ICT tools
parable a literary genre parables  Text books
 Explain why Jesus taught  Reasons for teaching  Discussing why Jesus  Braille Books
in parables in parables taught in parables  Resource person
 Talking book
Miracles  Examine the concept of  Concept of miracles  Exploring the various terms  ICT tools
miracles in the New  Significance of used by New Testament  Text books
Testament miracles writers to refer to miracles  Braille Books
 Assess the significance of  Evaluating the significance  Resource person
miracles in the New of miracles.  Talking book
Testament
Ethics of Jesus  Identify the basic elements  Elements of Jesus’  Assessing the extent to  ICT tools
of Jesus’ ethics from the ethics which Jesus’ ethics are  Text books
gospels  Challenges of Jesus’ applicable to Christians  Braille Books
 Evaluate the challenges ethics  Discussing the elements of  Resource person
associated with the ethics Jesus' ethics.  Talking book
of Jesus
SUB-TOPIC 4: CHRISTIANITY AND CONTEMPORARY ISSUES

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Christianity and the  Analyse the marriage  Jesus’ teaching on  Discussing on marriage  ICT tools
marriage institution institution in Christianity marriage. institution in Christianity  Text books
 Assess the challenges of  Challenges of Jesus’  Researching on marriage  Braille Books
Jesus’ teaching on teaching on marriage. crises in the church today  Resource person
marriage to Christians and how the church is  Talking book
today. dealing with divorce.
Christianity and  explain the term enterprise  Enterprise  Discussing the term  ICT tools
enterprise  delineate the link between  Relationship enterprise  Text books
the Christian faith and between Christianity  Examining texts in the New  Braille Books
enterprise and enterprise Testament that promote  Resource person
enterprise  Talking book
 Exploring the link between
Christian faith and enterprise
Christianity and  Interpret texts in the new  Concepts of good  Explaining good  ICT tools
politics testament that refer to good governance and governance and responsible  Text books
governance and responsible citizenship  Braille Books
responsible citizenship citizenship  Discussing relationship  Resource person
 Reflect on the relations  Church State between Christianity and the  Talking book
between Christianity and relations state
the State.
Christianity, health  Explain the New  New Testament  Discussing the concept of  ICT tools
and wellbeing Testament concept of conceptions of health health and well-being in the  Text books
health and wellbeing and wellbeing New Testament  Braille Books
 Evaluate the challenges  Christian  Assessing arguments for  Resource person
associated with Christian conceptions of health and against the prosperity  Talking book
KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
conceptions of health and and wellbeing such as gospel as an example of a
wellbeing the prosperity gospel Christian conception of
health and wellbeing in
Zimbabwe today.
Status of women in  analyse the positive  Positive portrayal of  Researching on the positive  ICT tools
Christianity portrayal of women in the women in the New portrayal of women in the  Text books
New Testament Testament New Testament  Braille Books
 examine texts in the New  Negative portrayal of  Assessing negative  Resource person
Testament that portray women in the New portrayal of women in the  Talking book
women negatively Testament New Testament.
Christianity,  Analyse contemporary  Contemporary  Researching on  ICT tools
prophecy and Christian conceptions of Christian conceptions contemporary prophetic  Text books
miracles in prophecy and miracles in of prophecy and ministry in Zimbabwe.  Braille Books
Zimbabwe today Zimbabwe miracles in Zimbabwe  Critiquing the challenges of  Resource person
 Identify the challenges of  Challenges of contemporary prophetic  Talking book
contemporary Christian contemporary ministry.
conceptions of prophecy prophetic activities
and miracles in Zimbabwe
TOPIC 4: ISLAM

SUB TOPIC: TENETS OF ISLAM

Authority of the  Explain the nature of the  Nature of the Koran  Identifying the nature of the  Textbooks
Koran Koran  Significance of the Koran  Talking book
 Evaluate the importance Koran  Analysing the significance of braille
of the Koran in Islam the Koran  ICT tools
Concept of Allah  Explain the concept of  The deity of Allah  Discussing the concept of  Textbooks
Allah Allah  Talking book
 Identify the attributes of  Attributes of Allah  Analysing the attributes of braille
Allah Allah  ICT tools
Five pillars of Islam  Identify the five pillars  Pillars of Islam  Examinig the five pillars of  Textbooks
of Islam Islam  Talking book
 Assess the significance  Significance of the  Evaluating the five pillars of braille
of the five pillars of Islam five pillars Islam  ICT tools
Shariah Law  Explain Shariah Law  Shariah Law  Discussing Shariah Law  Textbooks
how instances where  Instances where  Illustrating the application of  Talking book
Shariah Law is applied applicable Shariah Law in Islam braille
 ICT tools

SUB TOPIC: MUHAMMAD, PROPHECY AND REVELATION

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
Role of Muhammad  explain the role of  Muhammad’s role  Identifying key events  Textbooks
Muhammad in the involving Muhammad in the  Talking book
KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
establishment of Islam establishment of Islam braille
 evaluate the legacy of  Muhammad’s legacy  Examining the  ICT tools
Muhammad achievements of
Muhammad in Islam
Muhammad as a  analyse the concept of a  Concept of a prophet  Discussing the  Textbooks
Prophet prophet in Islam in Islam characteristics of a prophet  Talking book
 explore the extent of  Muhammad’s in Islam braille
Muhammad’s prophetic prophetic status  Illustrating Muhammad’s  ICT tools
status prophetic status

SUB TOPIC: ETHICS IN ISLAM

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
Love  delineate the categories  Categories of love  Identifying the types of love  Textbooks
of love emphasised in Islam  Talking book
 assess how love is  Discussing how love is braille
demonstrated in Islam expressed in Islam  ICT tools
Rules of behaviour  Identify the sources of  Sources of ethics  Explaining the sources of  Textbooks
ethical principles in Islam behaviour  Talking book
 examine the rules of braille
behaviour in Islam  Rules of behaviour  Discussing the rules of  ICT tools
behaviour in Islam
SUB TOPIC: ISLAM AND GENDER RELATIONS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
Status of women  identify the role of  Role of women in  Discussing the role of  Textbooks
women in Islam Islam women in Islam  Talking book
 evaluate the perception  Perception of women  Distinguishing factors which braille
of women in Islam may hinder or promote  ICT tools
women’s progress in Islam
Participation of  analyse the extent to  Women in politics  Evaluating women’s  Textbooks
women in politics which women are participation in politics  Talking book
involved in politics in braille
Islam  ICT tools

SUB TOPIC: ISLAM AND SOCIAL RESPONSIBILITY

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
Humanitarian  explain the concept of  Concept of  Discussing the concept of  Textbooks
service humanitarian service humanitarian service humanitarian service  Talking book
 delineate the relationship  Link between Jihad  Examining types of braille
between Jihad and and humanitarian humanitarian services  ICT tools
humanitarian service service offered in Islam
KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
Islamic charity  identify Islamic related  Charity  Discussing the activities of  Textbooks
organisations/NGOs NGOs and their roles organisations/ NGOs Islamic charity  Talking book
 analyse the contribution  Contribution of Islam organisations/ NGOs braille
of Islam to social  Assessing the contribution  ICT tools
development in of Islamic charity
Zimbabwe organisations to social
development in Zimbabwe

SUB TOPIC: ISLAM AND POLITICS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Islam and  explain the Islamic  Islamic concept of  Discussing the Islamic  Textbooks
governance concept of governance governance concept of governance  Talking book
 assess the challenges of  Perceptions of  Examining the challenges of braille
Islamic perceptions of governance Islamic perceptions of  ICT tools
governance governance
Concept of Jihad  explore the meaning of  Meaning of Jihad  Exploring the meaning of  Textbooks
Jihad Jihad  Talking book
 evaluate the importance  Importance of Jihad  Assessing the importance of braille
of a Jihad Jihad.  ICT tools
Islam and conflict  explain conflict  Conflict  Analysing the nature of  Textbooks
transformation transformation transformation conflict transformation  Talking book
 illustrate the modes of  Modes of conflict  Examining modes of conflict braille
conflict transformation in transformation transformation in Islam  ICT tools
Islam
SUB TOPIC: ISLAM AND MARRIAGE

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Marriage Institution  Evaluate the meaning of  Meaning of marriage  Discussing the meaning of  Textbooks
marriage in the Koran  Importance of marriage in Islam  Talking book
 assess the importance marriage  Analysing the significance of braille
of marriage in Islam marriage in Islam  ICT tools
Divorce  explain the causes of  Causes of divorce  Discussing the causes of  Textbooks
divorce in Islam divorce in Islam  Talking book
braille
 ICT tools

SUB TOPIC: ISLAM AND NATURAL ENVIRONMENT

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Natural environment  identify the sources of  Sources of natural  Interpreting the sources of  Textbooks
preservation Islamic environmental environmental Islamic environmental  Talking book
practice practice practice braille
 explain the principles of  Principles of  Examining the principles of  ICT tools
environmental environmental environmental preservation
preservation in Islam preservation in Islam
SCHEME OF ASSESSMENT

The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications
should be visible in both the continuous and summative assessment to enable all learners to access assessments.

ASSESSMENT OBJECTIVES

By the end of the course learners should be able to:

 identify key aspects in the four religions in Zimbabwe

 apply concepts from the religions in problem solving
 evaluate the elements of Unhu/Ubuntu/Vumunhu in the Indigenous Religion
 delineate the traits of Unhu/Ubuntu/Vumunhu in Judaism, Christianity and Islam
 discuss concepts in the four religions that shape identity and national values
 assess the role of religion in fostering the dignity of hard work and team work
 synthesise religious concepts from the four religions into the models of hard work and team work for
Sustainable development
 ASSESSMENT MODEL

ASSESSMENT OF LEARNER PERFORMANCE IN FRS

100%

Continuous assessment Summative assessment

Profiling Assignments Tests FRS 1 Essays 35% FRS 2 Essays

Projects
35%

Profile Continuous Assessment

Mark= 30% Examination
Mark= 70%

Exit Profile
FINAL MARK
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.

45
The learners shall be assessed through both continuous assessment and summative examination. The summative examination consists
of two component papers which are FRS 1 and FRS 2.

SUMMATIVE ASSESSMENT

PAPER DESCRIPTION

FRS 1 (3 hours)
This component consists of 10 essay questions on two religions in this syllabus. The component is in two sections of which Section A is
covering Indigenous Religion and Section B covering Judaism.

FRS 2 (3 hours)

This component consists of 10 essay questions on two religions in this syllabus. The component is in two sections of which Section A is
covering Christianity and Section B covering Islam.

NOTE: In both papers candidates must answer four questions, choosing at least one question from each section.

46
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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