HERITAGE STUDIES SYLLABUS

ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONHERITAGE STUDIESSYLLABUSFORMS 1 - 42015 - 2022Curriculum Development and Technical ServicesP. O. Box MP 133Mount PleasantHarare All Rights Reserved2015

Heritage Studies Syllabus Forms 1 - 4ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education would like to acknowledge the following for their valuedcontribution in the production of this syllabus: The National Heritage Studies Syllabus Panel for their professional and technical inputRepresentatives from universities, technical colleges, teachers’ colleges, church organisations, bookpublishers and former educationistsThe Zimbabwe School Examinations Council for their contribution on assessment (ZIMSEC)United Nations International Children’s Fund (UNICEF)United Nations Education Scientific and Cultural Organisation (UNESCO)i

Heritage Studies Syllabus Forms 1 - 4CONTENTSACKNOWLEDGEMENTS.iCONTENTS. iiPREAMBLE.12.0 PRESENTATION OF THE SYLLABUS.23.0 AIMS.24.0 OBJECTIVES.25.0 SYLLABUS TOPICS. 26.0 SCOPE AND SEQUENCE. 37.0 COMPETENCY MATRIX. 6FORM 1.6FORM 2.15FORM 3.23FORM 4.328.0 ASSESSMENT. 41ii

Heritage Studies Syllabus Forms 1 - 4PREAMBLE 1.1 Introduction1.4 MethodologyThe Heritage Studies syllabus covers four years ofsecondary education (Forms 1 – 4). The syllabus coversthe national history of the people of Zimbabwe, liberationstruggle, natural resources, cultural norms and values,beliefs, historical sites, indigenous crafts and foodheritage.I In teaching Heritage Studies learner- centred participatory methodologies should be used. These include: The focus of the syllabus is on facilitating the learner tobecome a responsible citizen of Zimbabwe, who is patriotic, competent, self-reliant and has a sense of nationalpride. The syllabus also aims at upholding the spirit ofUnhu/Ubuntu/Vumunhu/Vumunhu (societal norms andvalues). It is envisaged that the syllabus will produce acreative learner who has the knowledge to explore andexploit the available resources for survival. The syllabusutilises Information and Communication Technologies(ICTs) to enhance the teaching and learning of HeritageStudies.1.2 RationaleCase tional toursRole playProjectGroup workDemonstrationResource personSongs and poemsFolkloreQuiz1.4.1 Time AllocationThe Heritage Studies syllabus seeks to develop individuals who have a collective responsibility for protecting andinvesting in their cultural, natural and liberation heritageand wealth creation for posterity. It develops a spirit ofnational consciousness and moulds the human characterwhich is the foundation of Unhu/Ubuntu/Vumunhu(societal norms and values).The subject should be allocated at least four periods of35- 40 minutes duration per week.1.5AssumptionsIt is assumed that leaners: have a background knowledge of national celebrations such as Independence Day and Heroes Day: know the significance of the national flag and symbols have visited national shrines and monuments are aware of our cultural norms and values are aware of indigenous crafts and artefacts engage in project work, cooperative work andself-reliant activitiesThe syllabus seeks to uphold our national unity, sovereignty and governance by embracing the ZimbabweanConstitution, national symbols and events which fosterpatriotism, national identity and a sense of pride andownership of factors of production such as naturalresources such as land.1.3the National Schools Pledge and national anthemIt also instils innovative, problem solving, criticalthinking, leadership, communication, enterpriseand technological skills.Summary of ContentThe thrust of the Heritage Studies syllabus is preservingand sustaining main: national history and the gains of the liberationstruggle the natural environment Unhu/Ubuntu/Vumunhu (cultural norms, valuesand beliefs) historical sites indigenous crafts indigenous food heritage national symbols such as the Zimbabwe flag1.6 1Cross - cutting themesheritage studiesUnhu/Ubuntu/Vumunhu (societal norms and values)gender roleschildren’s rights and responsibilitieshuman rightschild protectionenvironmental issuesdisaster and risk management

Heritage Studies Syllabus Forms 1 - 4 rites of passage for boys and girls (sexuality)enterprise skillsfinancial literacychronic and infectious diseases such as diabetes,Ebola, hypertension and HIV/AIDS4.24.34.42.0 PRESENTATION OF THESYLLABUS4.54.6The Form 1 – 4 Heritage Syllabus is presented as asingle document. All forms have the same topics that aredevelopmental in nature.4.73.04.8AIMS4.9The syllabus aims to:3.13.23.33.43.53.63.73.8inculcate and sustain Unhu/Ubuntu/Vumunhu(societal norms and values) through interactionwith the family, community and society at largeunderstand and appreciate Zimbabwe’s pre-colonial, colonial and post- colonial historydevelop an appreciation of the importance ofChimurenga/Umvukela/liberation war heroesand heroines, national heritage, symbols, identity and eventsfoster in learners a spirit of patriotism throughinvolvement in national celebrations andeventsuphold Zimbabwe’s constitutional rights suchas respect for self, others, the vulnerable anddisadvantaged and propertyprepare learners to face rapid changes in theirsocio-economic environment without losingtheir identity and integritydevelop attitudes and skills consistent withsustainable environmental management andglobal challengesprepare learners for life and work with respectto life skills such as team work and enterpriseskills5.05.15.25.35.45.55.65.75.85.94.0 OBJECTIVESBy the end of the four year secondary Heritage Studiescourse, learners should be able to:4.1explain key events and the significanceof the Anglo-Ndebele war, first and second2Chimurenga/Umvukela/liberation struggledescribe the significance of national symbols,events and heritage sitesidentify norms and values appropriate forresponsible behaviourdescribe the operations of various governmentstructures and systemsdemonstrate skills and knowledge gained toimprove the quality of life of individuals,families and communitiesexplain concepts and issues relating toheritage studies, gender, human rights andresponsibilitiesexamine various ways of managing thenational environment for sustainable developmentexplain the production and marketing of goodsand servicesstate the fundamental rights and freedomsenshrined in the Zimbabwean ConstitutionSYLLABUS TOPICSSocialisationIdentityCultural Heritage: Norms and ValuesNational History: Sovereignty and GovernanceNational HeritageConstitution of ZimbabweRights and ResponsibilitiesProduction, Distribution of Goods and ServicesGlobal Issues

Socialisation in the home 3 Norms and values at the workplaceBirth and Death rites and ceremoniesInheritance and heirship practicesin contemporary families and societiesFORM 3Norms and values in the community Main features of the indigenous Zimbabwean cultureInheritance and heirship practices of indigenous families and societiesContemporary courtship practices The concept of Unhu/Ubuntu/VumunhuAttributes of Unhu/Ubuntu/VumunhuNorms and valuesConcept of inheritanceFORM 2FORM 1TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES Family and the communityIndigenous community gatherings,ceremonies and eventsFORM 3Forms of personal identity: Totems, totem praises and genealo- gyPurpose of totem systemsIndigenous herbsIndigenous languages and culturesof the people of Zimbabwe Types of familiesLanguage and national identityIndigenous hunting and productiontoolsNational identification documents:- Birth certificate- National identity- PassportFORM 2FORM 1 Threats to indigenous culture inZimbabweZimbabwean and foreign normsand valuesFORM 4Indigenous marriages:Contemporary marriagesIndigenous wise sayings- proverbs- idioms Indigenous religious practices FORM 4Information and CommunicationTechnologies in socialisationFORM 4Role of the community in socialisa- tionRole of religious beliefs in socialisationRole of the media in socializationFORM 3TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITYRole of the school in socialisationRole of peers in socialisationRole of the media in socialisationResponsible use of the mediaFORM 2FORM 1TOPIC 1: SOCIALISATION6.0 SCOPE AND SEQUENCEHeritage Studies Syllabus Forms 1 - 4

Rites of passageIndigenous courtship practicesof different ethnic groupsIndigenous entertainment Indigenous and contemporarycourtship practicesIndigenous marriage practicesDance and drama Indigenous marriage counsellorsForms of indigenous entertainmentFORM 3FORM 2 4 ColonisationAnglo-Ndebele war(1893-94)First Chimurenga/ Umvukela (189697)Heroes and heroines of the 1stChimurenga/UmvukelaExpropriation of resources in colonial ZimbabweLiberation Struggle/SecondChimurenga/Umvukela (1966-79)National shrines, monuments andworld heritage sitesNational Schools PledgeNatural resourcesFORM 3 FORM 3National events and celebrations Participation in and commemorationof national events National Schools Pledge Natural resources National symbols, monuments andshrinesNational Schools PledgeNatural resourcesFORM 2FORM 1TOPIC 5: NATIONAL HERITAGE Early Iron Age societiesLate Iron Age StatesContribution of Iron Age communities to contemporary societiesMissionaries explorers, traders,concession seekers, adventurersand hunters Pre-colonial societies:- Hunter-gatherer communities- Social and economic activitiesIndigenous Political StructuresFORM 2FORM 1TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE FORM 1TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES CONTD.Sport, arts and cultureMen and women in marriageIndependent ZimbabweLocal government structuresSystems of GovernanceStructures and functions of thecentral governmentGovernment as a social serviceproviderZimbabwe as a member of regional and international organisations Heritage sitesNational Schools PledgeNatural resourcesFORM 4 FORM 4 FORM 4Heritage Studies Syllabus Forms 1 - 4

Constitution of ZimbabweIndigenous entitlementsRights and responsibilities Constitution of ZimbabweRights and responsibilitiesCivic responsibilities at communityand national levelFORM 3Children s rights and responsibili ties at school Participation in voluntary community activitiesRoles and responsibilities of Zimbabwean citizensFORM 2 FORM 35 Environmental issuesPollutionHazards, risks and disastersHuman traffickingFORM 1TOPIC 9: GLOBAL ISSUES Climate changeDisastersFORM 2 Types of industriesThe informal sectorIndigenous conservation and management of resourcesContemporary methods of manufacturing goods Factors of production:Concept of industryThe informal sectorStorage of indigenous and contemporary foodsFORM 2FORM 1Land ownership in ZimbabweConstraints to the informal sectorNational strategic reserves Land degradationPollutionPandemics and chronic illnessesHuman traffickingFORM 3 FORM 3TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES FORM 1TOPIC 7: RIGHTS AND RESPONSIBILITIESDeclaration of Rights in ZimbabweZimbabwean citizenshipRules and laws of ZimbabweFORM 2FORM 1TOPIC 6: CONSTITUTION OF ZIMBABWEConstitution of ZimbabweEntitlements of men and womenin the indigenous societiesGender equity and equality incontemporary ZimbabweVoluntary community activitiesFactors of productionFactors inhibiting productionEnterprise skills and employmentcreation:Conservation and preservation ofresources Waste managementChild labourFORM 4 FORM 4 FORM 4 FORM 4Heritage Studies Syllabus Forms 1 - 4