FAMILY AND RELIGIOUS STUDIES SYLLABUS
ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONFAMILY AND RELIGIOUSSTUDIES SYLLABUSFORM 1-4Carriculum Developmwent UnitP. O. Box MP 133MOUNT PLEASANTHARARE All Rights ReservedCopyright (2015-2022)FAMILY AND RELIGOIUS STUDIES.indd 126/10/2016 10:30:30 AM
FAMILY AND RELIGOIUS STUDIES.indd 226/10/2016 10:30:31 AM
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contributionin the production of this syllabus: The National Family and Religious Studies panel for their professional and technical inputRepresentatives from Universities (Zimbabwe Open University and University of Zimbabwe)Zimbabwe Schools Examinations Council (ZIMSEC)Representatives from various Religious InstitutionsUnited Nations International Children’s Educational Fund (UNICEF)United Nations Educational Scientific and Cultural Organisation (UNESCO)PublishersiFAMILY AND RELIGOIUS STUDIES.indd 326/10/2016 10:30:31 AM
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)CONTENTS.PAGEAcknowledgement.iPreamble.1Aims .2Assessment objectives.2Scheme of Assessment.2Methodology and Time Allocation.2Presentation of the Syllabus.2Scope and Sequence Chart.3iiFAMILY AND RELIGOIUS STUDIES.indd 426/10/2016 10:30:31 AM
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)1.0 PREAMBLE1.3 SUMMARY OF CONTENTThis syllabus covers the respective historical backgrounds, beliefs and practices, rituals, rites andfundamental themes of Indigenous Religion, Judaism, Christianity and Islam. The focus is to drawconcepts from these religions that help learners toreflect on their lives in the context of socio-religiousenvironment.1.1 INTRODUCTIONThe Family and Religious Studies (FRS) learningarea is a four-year syllabus that provides learnerswith opportunities to harness cognitive, religiousand moral experiences. These experiences helpthe learners understand, interpret and apply religious and moral concepts to their everyday life. Itis a multi-faith approach to the study of religion,which makes learners to be aware of their respective religious identities in the context of Unhu/Ubuntu/Vumunhu, religious plurality, as well asboth their horizontal and vertical relationships withtheir respective families, communities, nation, theglobal village and the natural environment.The Family and Religious Studies syllabus seeksto develop critical reflection of socio-economic andpolitical issues, religious tolerance, and initiative interms of formulating ideologies that help in transforming the learners to contribute to sustainabledevelopment. The syllabus follows a spiral approach that will lead learners to grow into a maturerelationship with religious and moral thinking andpractice. The learning phase will see learners being assessed through both continuous assessmentand summative examination.1.4 ASSUMPTIONSIt is assumed that learners: 1.5 CROSS-CUTTING THEMESThe Family and Religious Studies as a learningarea encompasses the cross-cutting themes listedhere-under:1.2 RATIONALEThe Family and Religious Studies learning areafocuses on the study of the respective historicalbackgrounds, beliefs and practices, practitioners,rites and rituals of selected religions in Zimbabweand their impact on an individual, family, local, national and global communities respectively. Thelearning area facilitates the respect for human dignity and diversity. Family and Religious Studies issignificant in the development of Unhu/Ubuntu/ Vumunhu, social responsibility and a sense of soundethical norms from other religions. The learningarea also leads to the understanding of the role ofreligion in the formulation of appropriate ideologiesthat may help motivate, propel and sustain development. Problem solvingCritical thinkingDecision makingConflict terpriseTechnologyGenderHealthEnvironmental managementEnterpriseChildren’s Rights and ResponsibilitiesHuman RightsSexualityHeritageGood Citizenship, Social Responsibility and -Building2.0 PRESENTATION OF SYLLABUSThe Family and Religious Studies syllabus is presented as a single document, which covers Forms1- 4. All forms have the same topics which aredevelopmental.The Family and Religious Studies syllabus enables learers to develop skills in: belong to a familyare aware of diversity of religions and cultureare conscious of some expectations of Unhu/Ubuntu/ Vumunhu and moral values of their respectivereligionsare affected in some way by religion at family, community and national levels respectivelyinteract with their peers from different religiousbackgrounds and the environment around themare aware of the existence of a supreme beingare aware of the existence of spirits3.0 AIMS.The aims of the syllabus are to:3.13.2promote the religious and moral development ofthe learnerfoster an understanding of the importance of belonging to a family, religion and community as awhole1FAMILY AND RELIGOIUS STUDIES.indd 126/10/2016 10:30:31 AM
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)3.33.43.53.63.73.8enable the learner to appreciate religious and cultural diversity in Zimbabweintegrate the concept of Unhu/Ubuntu/Vumunhuwith various religious beliefs in shaping the character and behaviour of the learnerpromote national heritage and identitydevelop the spirit of national consciousness andpatriotismenable the learner to appreciate the value and dignity of hard work and teamwork for sustainable development through their respective religionsenable the learner to appreciate the impact of technology on religion and moral valuesThe above-suggested methods are enhanced bythe application of methods that employ multi-sensory approaches to teaching such as individualization, totality, concreteness, tactility, stimulation andself-activity.5.2 TIME ALLOCATIONFour periods of 40 minutes per week should beallocated for adequate coverage of the syllabus.Students will go on educational tours.6.0 Topics4.0 SYLLABUS OBJECTIVESBy the end of the course learners should be ableto:4.1 outline various religions in Zimbabwe4.2 describe the main features of a religion4.3 identify heritage sites of religious importance inZimbabwe4.4 explain the significance of heritage sites and howthey foster national identity4.5 define the concept of Unhu/Ubuntu/Vumunhu4.6relate the concept of Unhu/Ubuntu/Vumunhu tothe various religious beliefs in Zimbabwe4.7 explain the role of religion in fostering teamwork,hard work and good citizenship4.8 understand the importance of ICT in the study ofreligion4.9discuss the effects of ICT on religious and moralvalues4.10 appreciate religious and cultural diversity in Zimbabwe4.11 understand the importance of belonging to a family5.0 METHODOLOGY AND TIME ALLOCATION5.1 METHODOLOGYNote: For each of one of the religions below it is important to cover the historical background, key beliefs and practices. When studying these religions,one needs to focus on the contemporary issues in5.26.1 RELIGIONS Concept of religionIndigenous ReligionJudaismChristianityIslam6.2 CONTEMPORARY ISSUES Religion, Family and IdentityReligion and EducationReligion and Gender RolesReligion, Ethics, Health and SexualityReligion and DisabilityReligion and the Natural EnvironmentReligion, Technology and EnterpriseReligion and the Liberation Struggle-Chimurenga/UmvukelaReligion, Rights and Social ResponsibilityReligion and Conflict managementThis syllabus is based upon a learner-centred,hands-on, multi-faith, non-proselytising andnon-confessional problem posing approach. Thisapproach encourages initiative, self-motivation,reflective thinking and practical application of concepts to everyday life. The methodology comprisesthe following teaching and learning methods: Lesson delivery and note takingDiscussionDrama, Role-play and SimulationVideo and Film ShowE-learningGroup WorkResearchCase StudiesEducational Tours2FAMILY AND RELIGOIUS STUDIES.indd 226/10/2016 10:30:31 AM
FAMILY AND RELIGOIUS STUDIES.indd 3 Historical background Beliefs in the SupremeBeing Historical background Beliefs in the SupremeBeingChristianityIslamJudaismIndigenous ReligionFORM 1 Definition, types andcharacteristics of religion Historical background Names of the SupremeBeing Beliefs in the SupremeBeing Historical background Beliefs in the SupremeBeingSUB-TOPICConcept of Religion7.0 SCOPE AND SEQUENCE7.1TOPIC 1: RELIGION9 Key beliefs Scripture Symbols Key beliefs Scripture Symbols Key beliefs Scripture SymbolsFORM 2 Different religions inZimbabwe Key beliefs Symbols Totems and taboos Religion and the Liberation Struggle-Chimurenga/Umvukela Religion, Rights and Social Responsibility Religion and Conflict management Rites and rituals Religious practitioners Sacred places Rites and rituals Religious practitioners Sacred places Rites and rituals Religious practitioners Sacred placesFORM 3 National distribution ofthe religions Rites and rituals Religious practitioners Sacred places Rites of passage Attire Feasts Sacred Days Rites of passage Attire Feasts Sacred Days Rites of passage Attire Feasts Sacred DaysFORM 4 Global distribution of thereligions Rites of passage Sacred Days AttireFAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)326/10/2016 10:30:33 AM
FAMILY AND RELIGOIUS STUDIES.indd 4Religion and DisabilityReligion, Ethics, Health andSexuality. Disability defined Forms of disability The concept of education Types of Education Examples of Formal andInformal Education Characteristics of FormalEducation Characteristics of InformalEducation Background Gender Gender roles Ethics Values Unhu/Ubuntu and FamilyIdentity Health Chronic conditions SexualityReligion and EducationReligion and Gender The concept of family Structure of a family IR and Family IdentityFORM 1Religion, Family and IdentitySUB-TOPIC10 Possible causes ofdisability Religious perception ondisability Gender roles Religion and GenderDevelopment Unhu/Ubuntu andCommunity Identity Religion and sexuality Causes of selectedchronic conditions Religious beliefs andchronic conditions Names and Totems IR and CommunityIdentity Family values Community values Formal Education Informal EducationFORM 2 Religion and perceptionsabout disability Religion andmarginalisation of personswith disability Gender in various religions Religion and WomenEmpowerment Unhu/Ubuntu andZimbabwean Identity Religious beliefs, sexualityand behaviour change Religious beliefs andchronic conditions Religion in formal education IR in informal education Inter-dependency of families IR and Zimbabwean IdentityFORM 3 Disability and ReligiousIntervention measures Unhu/Ubuntu and AfricanIdentity in I.R Religious beliefs, sexuality andbehaviour change Faith-healing and chronicconditions Gender in various religions Gender based violence Religion and Education Religion and establishment ofeducational institutions andcapacity building Negative impact of religion oneducation Changing culture and differenttypes of families Family and the national values IR and African IdentityFORM 4FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)426/10/2016 10:30:33 AM
FAMILY AND RELIGOIUS STUDIES.indd 5Religion and ConflictManagementReligion, Rights and SocialResponsibilityReligion and: Right to life Right to Human Dignity Right to education Right to Freedom of Worship Social responsibility Conflict defined Causes of conflict Levels of conflictinterpersonalDefinitions of: TechnologyEnterprise Background to the LiberationStruggle Causes of the LiberationStruggleReligion, Technology andEnterpriseReligion and the LiberationStruggle Environment defined Environmental issuesFORM 1Religion and the NaturalEnvironmentSUB-TOPIC Religion and use oftechnology Judaism and the naturalenvironment Islam and the naturalenvironmentFORM 311Religion and:Religion and: Right to health care Rights of the elderly Right to Personal Liberty Rights of persons withdisabilities Right to language andculture Right to Freedom ofWorship Levels of conflict Levels of conflictfamilycommunity Conflict Management Religious causes of conflict Impact of conflict Role of religion in conflictManagement Religion and the Role of Christianity inLiberation struggleChimurenga/Umvukela 1and 2 Forms of enterprise Christianity and thenatural environmentFORM 2 Levels of conflictnational and global Impact of conflict Religion and ConflictManagement Right to freedom ofConscience and Worship Leadership, rights and socialresponsibility Religion and technology Role of technology andenterprise Role of IR inChimurenga/Umvukela 1 and 2 Role of Christianity in theliberation struggleFORM 4FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)526/10/2016 10:30:33 AM
FAMILY AND RELIGOIUS STUDIES.indd 6Names of the SupremeBeingHistorical BackgroundKEY CONCEPT list names of the SupremeBeing identify the attributes of theSupreme BeingOBJECTIVES:Learners should be able to: define IR trace the historicalbackground of IR Names Attributes Definition HistoryCONTENT12 Definition Types CharacteristicsCONTENTTOPIC: RELIGIONSUB-TOPIC: INDIGENOUS RELIGION (IR)OBJECTIVES:Learners should be able to:Definition, types and define religioncharacteristicsof identify the types of religionreligion list characteristics of religionKEY CONCEPTSUB-TOPIC: CONCEPT OF RELIGIONTOPIC 1: RELIGIONSFORM 18.0 COMPETENCY MATRIXSUGGESTEDLEARNING RESOURCESACTIVITIES Explaining the term IR ICT tools Discussing the history and Text booksdevelopment of IR Braille books Resource person Stating the names of the Supreme ICT toolsBeing Text books Describing the attributes of the Braille booksSupreme Being Resource personSUGGESTED LEARNINGRESOURCESACTIVITIES Explaining the meaning of religion ICT tools Naming the types of religion Text books Identifying the characteristics of Braille booksreligionFAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)626/10/2016 10:30:34 AM
FAMILY AND RELIGOIUS STUDIES.indd 7 list names of the SupremeBeing identify the attributes of theSupreme BeingNames of the SupremeBeingHistorical BackgroundKEY CONCEPT list names of the SupremeBeing identify the attributes of theSupreme BeingOBJECTIVES:learners should be able to: define Christianity narrate the historicalbackground of ChristianitySUB-TOPIC: CHRISTIANITY Names Attributes Definition HistoryCONTENT Names AttributesOBJECTIVESCONTENTLearners should be able to: define Judaism Definition narratethehistorical Historybackground of JudaismTOPIC: RELIGIONNames of the SupremeBeingHistorical backgroundKEY CONCEPTSUB-TOPIC: JUDAISMTOPIC: RELIGIONS13and Stating the names of the SupremeBeing Describing the attributes of theSupreme BeingSUGGESTED LEARNINGACTIVITIES Explaining the term Christianity Tracing the history anddevelopment of Christianity Stating the names of the SupremeBeing Describing the attributes of theSupreme BeingSUGGESTED LEARNINGACTIVITIES Explaining the term Judaism Tracingthehistorydevelopment of JudaismICT toolsText booksBraille booksResource personICT toolsText booksBraille booksResource person ICT toolsText booksBraille booksResource personICT toolsText booksBraille BooksResource personRESOURCES RESOURCESFAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)726/10/2016 10:30:34 AM
FAMILY AND RELIGOIUS STUDIES.indd 8 list names of the SupremeBeing identify the attributes of theSupreme Being Names AttributesOBJECTIVES:CONTENTlearners should be able to: define Islam Definition narratethehistorical Historybackground of IslamOBJECTIVES:CONTENTLearners should be able to: Concept of the Family define a family, family structure Familyand identity Structure of a family Structure IR and Family Identity describe the structure of a family Identity explain the role of IR in shapingfamily identityKEY CONCEPT14TOPIC: RELIGION AND CONTEMPORARY ISSUESSUB-TOPIC: RELIGION, FAMILY AND IDENTITYNames of the SupremeBeingHistorical backgroundKEY CONCEPTTOPIC: RELIGONSUB-TOPIC: ISLAMand ICT tools Text books Braille books Resource person ICT tools Text books Braille books Resource personRESOURCESSUGGESTEDLEARNING SUGGESTEDACTIVITIESRESOURCES Describing a family structure and ICT toolsidentity Text books Narrating the origin of their own Braille booksfamily Family pictures Discussing the role of IR inshaping family identity Stating the names of the SupremeBeing Describing the attributes of theSupreme BeingSUGGESTED LEARNINGACTIVITIES Explaining the term Islam Tracingthehistorydevelopment of IslamFAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)826/10/2016 10:30:34 AM
FAMILY AND RELIGOIUS STUDIES.indd 9 list types of education outline characteristics of formaleducation state characteristics of informaleducationOBJECTIVESLearners should be able to: define Education Types Characteristics EducationCONTENTGenderKEY CONCEPT15OBJECTIVESCONTENTLearners should be able to: define gender Gender outlinethecharacteristics Gender characteristicsassociated with a particulargenderTOPIC: RELIGION AND CONTEMPORARY ISSUESSUB-TOPIC: RELIGION AND GENDER ROLESTypes of EducationEducationKEY CONCEPTTOPIC: RELIGION AND CONTEMPORARY ISSUESSUB-TOPIC: RELIGION AND EDUCATIONof Text books ICT tools Braille books Talking book Text books ICT tools Braille books Talking bookRESOURCESSUGGESTED LEARNINGRESOURCESACTIVITIES Discussing the meaning of gender Text books Identifying the characteristics ICT toolsassociated with femininity and Braille booksmasculinity Talking book Stating types of educationcharacteristics Identifying characteristics offormal and informal educationSUGGESTED LEARNINGACTIVITIES Outlining the definitioneducationFAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)926/10/2016 10:30:35 AM
FAMILY AND RELIGOIUS STUDIES.indd 10OBJECTIVES:CONTENTLearners should be able to: define ethics, values, health, Ethicschronic conditions and sexuality Values give examples of valuesSUGGESTED LEARNINGRESOURCESACTIVITIES Explaining the meaning of ethics, ICT toolsvalues, health, chronic conditions Text booksand sexuality Braille books Identifying ethics and values they Video clipsuphold in their respective familiesand communitiesChronic conditionsHealth and SexualityKEY CONCEPT state examplesconditionsofchronic ExamplesconditionsOBJECTIVES:CONTENTLearners should be able to: give the meaning of health and Healthsexuality Sexuality16ofSUGGESTED LEARNINGRESOURCESACTIVITIES Discussing the meaning of health Text booksand sexuality ICT tools Braille books
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4) 9 Religion and the Liberation Struggle-Chimurenga/Umvukela Religion, Rights and Social Responsibility Religion and Conflict management 7.0 SCOPE AND SEQUENCE 7.1 TOPIC 1: RELIGION SUB-TOPIC FOR M 1 FORM 2 FORM 3 FORM 4 Concept of Religion Definition, types and c haracteristics of religion Different religions in Zimbabwe .
1.6.1 A religious knowledge curriculum 26 1.6.2 A religious studies curriculum 27 1.6.3 A religious education curriculum 27 1.7 Religious knowledge and the national curriculum 29 1.8 Religious knowledge and the humanities 31 1.9 Conclusion 35 CHAPTER TWO: REVIEW OF THE RELIGIOUS KNOWLEDGE CURRICULUM IN NIGERIA 36 2.1 The development of the religious knowledge curriculum in 36 2.1.1 The .
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