History Teachers Forms 1-4

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES
HISTORY
SECONDARY SCHOOL LEVEL
FORMS 1-4
2015-2022
TEACHER’S GUIDE
Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
History Teachers’ Guide 2015-2022 Forms 1-4
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their
valued contribution in the production of this Teachers’ Guide
zz The National History panel for their professional and technical input
zz UNICEF
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TABLE OF CONTENTS
Acknowledgements...........................................................................................................2
Organisation of the guide..................................................................................................4
UNIT 1: Curriculum framework for Zimbabwe Primary and Secondary
Education 2015-2022........................................................................................................5
UNIT2: Syllabus interpretation...........................................................................................7
UNIT 3: Scheme of work.................................................................................................12
UNIT 4: Lesson plan........................................................................................................14
UNIT 5: Record keeping.................................................................................................19
UNIT 6: Curriculum delivery............................................................................................21
UNIT 7: Scope of the guide.............................................................................................24
UNIT 8:Annexure.............................................................................................................27
Conclusion.......................................................................................................................31
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ORGANIZATION OF THE TEACHERS’ GUIDE
The guide is divided into two parts

zz Part A: Critical Documents
zz Part B: Curriculum Delivery (content, Objectives,Methodology,Instructional Material
Assessment and Evaluation)
Introduction
This guide serves to assist the teacher in implementing the Form 1-4 History syllabus in line
with the new curriculum. It also assists the teacher in effective lesson planning and delivery. It
also seeks to assist the teacher in syllabus interpretation of the new curriculum. The teacher also
needs to be aware of the following critical documents: Curriculum Framework, National Syllabus,
School syllabus, Schemes of Work/Scheme Cum Plan, Lesson Plans, Learner Profile record,
Progress Records and Register of Attendance.
Rationale
The guide is a departure from traditional learning styles which emphasized on knowledge acquisi-
tion. It seeks to develop in learners the following skills, problem solving, critical thinking, decision
making, conflict resolution, leadership, self-management, communication enterprise, technology
and innovation. It emphasizes on the active involvement of the learner in the teaching learning
process.
How the guide will help the teacher?
It is important to note that this guide does not dictate what the teacher should do but gives a gen-
eral direction to the teacher when sequencing materials and in formulating objectives in tandem
with new syllabus requirements. It also suggests to you as a teacher to use learner centered ap-
proaches for various lessons and the ideal material resources when conducting lessons. This will
help the teacher to deliver captivating lessons .
zz Objectives of the guide
After reading this guide the teacher should be able to:

- interpret both the national and school syllabus correctly
- use learner centered methodologies appropriate to History in line with the new curriculum
- prepare engaging and appropriate learning aids
- evaluate your own teaching and improve on it
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Unit 1:
Curriculum Framework for Zimbabwe Primary and Secondary Education 2015-

2022
Introduction:
This is a policy document that outlines underpinning principles, national philosophy, learning are-
as, the description and expectations of MOPSE {Ministry of Primary and Secondary Education] at
policy level. It prescribes what the government expects you to deliver as you go about your duties.
The teacher should therefore be familiar with the document. It also informs the teacher where
History as a Learning Area is placed.
It is important for you to familiarize with the curriculum framework for Zimbabwe Primary and Sec-
ondary Education 2015-2022.
Objectives
After reading this unit the teacher should be able to:

zz Interpret the Curriculum Framework correctly
Key Elements of the Curriculum Framework
Vision: To be the lead provider and facilitator of inclusive quality education for socio – economic
transformation by 2020
Mission: To provide equitable, quality, inclusive relevant and competence-driven Infant, Junior,
Secondary and Non- Formal- Education.
Pillars of the Curriculum
Five pillars underpin the Curriculum Framework for Primary and Secondary Education, 2015 –
2022, namely:
1. The legal and regulatory framework

2. Teacher capacity development
3. Teacher professional standards
4. Infrastructure development and
5. The centre for education research, innovation and development (CERID)
Aims of the curriculum
The Curriculum Framework is driven by the following aims:
zz Promote and cherish the Zimbabwean identity

zz Prepare learners for life and work in a largely agro-based economy and an increasingly
globalised and competitive environment.
zz Foster life-long learning in line with the opportunities and challenges of the knowledge
society.
zz Prepare learners for participatory citizenship, peace and sustainable development.
zz Prepare and orient learners for participation leadership and voluntary service
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Principles underpinning the curriculum
The Ministry of Primary and Secondary Education cherishes the following principles:
zz inclusivity
zz life-long learning
zz equity and fairness
zz gender sensitivity
zz respect (Ubuntu/Unhu/Vumunhu)
zz responsiveness
zz balance
zz diversity
zz transparency
zz accountability
Organization of the Curriculum
The Framework organizes the curriculum into three learning levels which include Infant, Junior
and Secondary school. The graduates of the education system will have exit profiles such as crit-
ical thinking, leadership, communication and team building
Learning Areas for the New Learning Levels
They are quite a number of new learning areas as outlined in the curriculum framework which
among the humanities is Economic History for secondary school.
Pathways for Forms 5 & 6
STEM Visual & Per- Humanities & Design and COMMER-

Disciplines forming Arts Languages Technology CIALS
e.g e.g. e.g. e.g. e.g. Econom-
Pathways
Additional Film, English & Wood, Metal , ics, Principles 16 months Forms 5 & 6
Maths, Theatre arts, Indigenous Food , ofAccounts,
Physics, Music, Art, Literatures, Building, Tech- Business
Cumulative:
Chem, Bio, Physical Foreign nical Graphics, Studies, ICT,

Geo, ICT, Education, Language, Textile, ICT, Agric, Art,
Agric, Art, ICT, Agric, Heritage, ICT, Agric, Art,- Physical Edu-
Physical Sport Agric, Art, Physical cation, Sport
Education, Physical Edu- Education,
Sport cation, Sport
Conclusion
As a teacher it is important for you to read and understand the key elements of the curriculum
framework so that you are guided in your operations. It will also help you to know policy areas of
emphasis and you will in turn emphasize those areas as you deliver.
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UNIT 2
SYLLABUS INTERPRETATION
Introduction
Syllabuses are key documents for effective curriculum interpretation by the teacher. There are two
types of syllabuses national syllabus and the school syllabus. It is a plan that states exactly what
learners should learn at school in a particular learning area. A syllabus is a major curriculum doc-
ument which prescribes what government would like to see taught in all schools as spelt out in the
curriculum framework. It also outlines the experiences that learners should undergo in a particular
course of study i.e. Infant, Junior and Secondary. As a teacher you are required to teach from the
Syllabus since Examinations are set from the syllabus.
Objectives of syllabus interpretation
After reading this unit the teacher should be able to:
zz unpack the syllabus,

zz derive the school syllabus from the national syllabus
zz produce a school syllabus.
National syllabus
A syllabus is a major curriculum document which prescribes what government would like to see
taught in all schools as spelt out in the curriculum framework
Key elements of the National Syllabus
To interpret the syllabus, you need to identify its components and establish links. Components of
the syllabus include:
Cover page
This is the front cover of the syllabus that states the learning area and level.
Acknowledgements
This is the list of those who participated in the development of the syllabus. It includes funders of
the syllabus as well as experts or consultants.
Contents page
This lists the contents of the syllabus and their relating page numbers.
Preamble
The preamble introduces you to the syllabus. It has five sub-titles
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Introduction:
It gives you a brief insight into History.
Rationale: This is a justification of why History is included in the curriculum.

Summary of contents This is a summary of what should be learnt in History.
Assumptions: Learners do not come tabularasa into the classroom. It is that knowledge the
learners are presumed to be aware of.
Cross cutting themes: These are emerging and contemporary issues that cut across all learning
areas. As a History teacher you should find ways of incorporating them in your teaching whenever
possible. Cross cutting issues may be examined and they include the following Gender, Children
s Rights and Responsibilities, Disaster risk management, Financial literacy, Sexuality, HIV and
AIDS Education, Child protection, Heritage studies, Human rights, Collaboration, Environmental
issues and ICTs
Presentation of the Forms 1 – 4 History syllabus
This is a description of how the syllabus is presented.
Aims
This is a description of what History intends to achieve (major outcomes). They may differ from
level to level for the same learning area. They cover all domains of Bloom’s taxonomy and should
cater for all learners (inclusivity).
Syllabus objectives
These are specific outcomes to be achieved and are derived from the aims. They should be
SMART (Specific, Measurable, Achievable, Result oriented and Time framed)
Methodology and Time allocation
Methodologies are broad approaches that are suggested for you the teacher. They are guided by
the curriculum framework’s thrust i.e. skills or competence based, promoting critical thinking and
problem solving. They are also learner centered rather than teacher centered.
Time allocation reflects the number of periods and their duration for History. You should allocate
time appropriately for learners with individual special needs. It is your responsibility to plan for
Edu-tours and projects.
Topics
These are study areas to be covered in forms 1 – 4 History syllabus
Scope and sequence
It shows you the depth and breadth of the content. Sequence refers to ordering of the information
which is arranged according to logical ordering of the subject from the simplex to complex. Gen-
erally, the same concept cuts across all levels differing in depth as children progress to higher
levels. (Spiral approach)
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Competence matrix
It is a table that gives you the concepts/content to be taught or competencies to be acquired. It

is developed from the scope and sequence. It includes topic, objectives, unit content, suggested
learning activities and resources as shown below
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COMPETENCY MATRIX
FORM 1
TOPIC 1: CONCEPTUALISATION OF HISTORY
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
Introduction to zz define History zz definition of the term zz Explaining the term zz Textbooks
History zz explain the importance of History History zz ICT tools
the study of History zz Why study History zz Discussing reasons for zz Brailed material
the study of History
Sources of zz list sources of History zz Sources of History zz Stating the sources of zz ICT
History zz describe sources of zz Advantages and disad- History. zz Textbooks
History vantages of each of the zz Outlining sources of zz Artefacts
zz explain the advantages sources of History History. zz Documents
and disadvantages of zz Discussing the zz Brailed material
each of the sources of advantages and
History disadvantages of sources
of History
zz Compiling their history
using various sources of
history
Types of zz identify the different types zz Types of History for exam- zz Explaining different types zz Textbooks
History of History ple of History zz ICT tools
zz describe the different -Social History zz Discussing on types of zz Brailed material
types of History -Political History History
-Economic History zz Researching on family
-Local History History
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Assessment
This section gives you information on how History will be assessed, the weighting and skills to
be tested, types of questions and duration of each paper. It gives you the teacher information on
how the assessment namely continuous, and summative will be conducted and the percentage
allocated to each. It also includes information on profiling. This section also has assessment ob-
jectives, scheme of assessment, specification grid and assessment model. The assessment will
be based on 30% continuous and 70% summative.
School Syllabus
This is the broken down document of the national/ official syllabus drafted at the school. You can
reorganize topics in the national syllabus to form your school syllabus to suit your local conditions.
Factors influencing the school syllabus
- Level of learner performance

- Availability of facilities and funds
- Time allocation
- Local conditions
- Supply of textbooks and other teaching materials
- Technology
- Communities
Elements of a school syllabus.
Aims
These are broad indications of what is to be achieved
Objectives
Expected learner behaviour at the end of teaching/ learning experience (competencies). These
are derived from aims
Topics/Activities
Aspects to be covered (content)
Methodology
These are teaching approaches or strategies to achieve desired outcomes. They should be learn-
er –centered.
Instructional or teaching materials
Media to be used during the learning-teaching process.
Assessment
Measurement of objective achievement. This can be continuous or summative

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UNIT 3
SCHEMING
Definition of schemes of work
A scheme of work is a plan for content to be taught by the teacher or learnt by the student. A well
prepared scheme of work does the following:
zz Give an overview of the total course content
zz Provide for a sequential listing of learning tasks
zz Show a relationship between content and resource materials
zz Provide a basis for long range planning, training and evaluation of the learning area
A scheme of work can be made to cover two weeks one month, or even one term. Each year is
divided into three terms each with approximately three months or thirteen weeks. A scheme of
work should be made for each term, ideally before classes begin.
COMPONENTS OF A SCHEMES OF WORK
a. Level of learners: state the level of learners you are scheming for.
b. subject: indicate the learning area you are scheming for
c. Week ending: the date should be clearly indicated
d. Topic: topics should follow the order which they are supposed to be taught from simplex to
complex.
Objectives:
Each lesson should have objectives which pinpoint the anticipated learning behavior of the learn-
ers. The objectives must be stated in a manner that it is measurable
.
Methods and activities
You as the teacher should state specific activities that the learners and the teacher will perform
while in the class as well as homework.
Resources
Materials necessary for content coverage should be noted down with relevant page numbers
for ease of referencing during lesson planning. References include books, journals, handouts,
magazines, equipment or apparatus that are available and appropriate. You should not indicate
teaching aids that will not be available in class.
Evaluation
This should be done immediately when the lesson is over. You are supposed to indicate whether
what was planned for has been covered, whether there was over-planning or failure of a lesson
and reasons for either case to help you in subsequent and future planning.
Avoid remarks like excellent, ok, taught because they are not useful. Instead use comments like,
the lesson was not well done because of inadequate teaching aids or learners were able to apply
concepts learnt in solving problems as evident from supervised practice.
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13
STRUCTURE OF A SCHEMES OF WORK
FORM 1 SCHEMES OF WORK

Layout is usually horizontal and comprise the following columns;
Week Topic/ Aims: By the Competencies Methods/ Activities Sources/ Evaluation

ending Content end of the week, References/
pupils should be Media
able to:
23-01-17 Conceptu- zz Define the term Research skills -In groups learners define Artifacts
alisation of history Critical thinking the term History Charts
history Picture books
Why study Communication -Textual study on why we ICT tools
History zz State the reasons skills study of History Brailed

why we study history Creative Skills Material
Sources of -Learners presentation on Work-cards
History zz Describe sources sources of History Resource per-
of history -simulating various methods sons
of collecting historical infor-African Heritage
mation. book 1 page 12
Visiting local archaeological Focus on history
sites. page 13
-singing as way of passing
history from one generation
to another
-Learners debate on the dis-
zz Explain the advan- advantages and advantages
tages and disadvan- of the different sources of
tages of each of the history
Written Test sources of the sourc- -Teacher gives instruction for
es of history the test Chalkboard
zz Pupils write a test -Individual written work African Heritage
on Conceptualization -Teacher supervises the test Book 1 .Page
of History -Revision of work
UNIT 4
LESSON PLANS
WHAT IS A LESSON PLAN?
It is a written account of the preparation for a lesson that shows in summary form, how your lesson
is going to proceed. It is your immediate translation of the schemes of work into action, showing
us what you are going to teach, for how many minutes, to whom, how and why.
COMMON FEATURES OF LESSON PLANS
Date and time when the lesson will be taken

Topic – specific topic to be covered
Class- specify class being taught
Sources of material – names of sources, the authors, publishers and page numbers.
Instructional media should also be mentioned here
ASSUMED KNOWLEDGE: a short abstract of what learners should already know, related to
concepts or skills in the lesson. Also an indication of pupils’ previous experiences that can be
exploited during the lesson
LESSON OBJECTIVES: these are statements indicating what pupils should achieve within a
single lesson in terms of knowledge, skills, attitudes or values. There may be one or more and
must be realistic, precise, simple and clearly stated. SMART- Specific, Measurable, Achievable,
Result oriented and Time specific. They must be behavioural, promoting the cognitive, affective
and psychomotor domains in learners
4. LESSON INTRODUCTION-Is the start of the lesson. May be a recap of previous work, check-
ing assumed knowledge or teacher exposition. It should motivate learners to arouse and gain
attention while short, interesting and relevant to the content of the lesson
5. LESSON DEVELOPMENT –Is the heart of the lesson. It gives a step by step description of
how the teaching and learning will be conducted. The lesson concept is dealt with at length.
Step 1- You expose the content of the lesson to the learners either by demonstration or discus-
sion, presenting situations or problems
Step 2 – Learners practice under your supervision in groups, pairs or as individuals.
Step 3 - More explanation from you or report back from groups
Step 4 – Individual work under your supervision and learners are given homework
Step 5 – You may give extension work for early finishers
Conclusion
Example of a lesson plan
DATE: 10-01 -2017

Time: 0900- 0935
Class: 1A
Topic: Conceptualization of History

Source of material: African Heritage Book 1 page 11
Work cards, textbooks
14
Assumed knowledge: Learners have knowledge of folklores and songs that say past events and
are aware of how information about the past is collected.
Competencies: Research skills, communication skills, Critical thinking and collaboration
Lesson objectives: by the end of the lesson learners should be able to:
- State various sources of History
- Describe advantages and disadvantages of each of the sources of history
Introduction ( 5 minutes)
Role plays showing various methods of collecting Historical information
Step 1 5 minutes
Textual study in groups identifying advantages and disadvantages of each of the method of col-
lecting historical information
Step 2 7 minutes
Learners report back on advantages and disadvantages of each of the method of collecting his-
torical information
Step 3 5 minutes
Class discussion on advantages and disadvantages of these methods of collecting historical in-
formation
Step 4 8 minutes
Guided note making.
Step 5 3 minutes
Give learners homework as project work on collecting their family or local history using various
learnt methods
Conclusion 5minutes
Few learners state advantages and disadvantages of each of the learnt methods
Evaluation
what work was covered?
how well was it done?
what remains to be done?
any strengths and weaknesses in the approaches used?
how are the weaknesses to be corrected?
what was the progress of the class as well as individuals?
was the lesson successful?
what contributed to the success or failure of the lesson?
NB. You might opt for a scheme-cum-plan, which is a scheme of work, coupled with a lesson plan
all in one. Here is a sample of a scheme-cum-plan.

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STRUCTURE OF A SCHEMES OF WORK
FORM 1 SCHEMES OF WORK

Layout is usually horizontal and comprise the following columns;
WEEK SUB LEARNING COMPETENCIES CONTENT {SKILLS, SUGGESTED Sources/ Evaluation

ENDING TOPIC OBJECTIVE KNOWLEDGE, LEARNING References/
Introduction Learners should ATTITUDES ACTIVITIES Media
to History be able to: AND NOTES
22/01/2017 What is zz define History Research skills zz definition of the Teacher exposition zz Textbooks
history -Communi term History Textual study on zz ICT tools
cation skills what is History in zz Brailed ma-
-Collaborati groups terial
on skills Class discussion zz A f r i c a n
on what is History Heritage Book
Learners write 1 page 12
individual notes
Why study zz explain the im- zz Why study History Teacher narrates
History portance of study own genealogy
of History History and learn-
ers take turns
Discussing rea-
sons for the study
of History in groups
Guided note mak-
ing by pupils
16
17
Sources zz list sources of zz Sources of History Teacher exposition zz ICT

of History History Pupil presentation zz Step ahead
on the sources of book 1 page
Advan- History. 13
tages and Outlining sourc- zz Artefacts
disad- zz describe sourc- zz Advantages and es of History in
vantages es of History disadvantages of groups.
of each explain the ad- each of the sources Drammatise on
of the vantages and of History various methods of
sources of disadvantages of collecting Histori- Pictures

History each of the sourc- cal information. Archaeologi-
es of History Guided note mak- cal sites
ing by learners Resource
person
Teacher exposition
Discussing the
advantages and
disadvantages of
sources of History
in groups
zz Compiling their zz Documents

history using vari- zz Brailed
ous sources of his- material
tory
Revision Write a revision Conceptualization of Teacher instruction zz ICT tools

Test test history Teacher supervis- zz Brailed
es written materials
work zz African
Revision of Heritage book
work 1
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UNIT 5
RECORD KEEPING

Introduction
Records are critical documents about teaching-learning process which you must keep as a teach-
er. They should be accurate and up to date. They must be kept safely for continuity. The following
are some of the reasons why you should keep records: Records help guide you on your day-to-
day operations, help you to track learner’s performance, planning and re-adjustment of plans,
source documents for reference, profiling and counseling

Types of Records
You are expected to keep the following documents:

zz Curriculum Framework for Primary and Secondary Education 2015-2022
zz Syllabuses (National and School)
zz Schemes of work, lesson plans/scheme cum plans
zz Class attendance register
zz Social record
zz Progress record
zz Remedial record
zz Performance Lag Address Programme (PLAP) record
zz Learner profile
zz Asset and stock control registers
zz Circulars
zz Minutes
Attendance Register
This is a critical document you should have as a teacher to track, record your learner’s class or
lesson attendance, over and above this, the register contains information on address, contact
numbers, names of guardians/ parents, dates of birth, religion and birth registration numbers. The
attendance register should be up-dated daily and accordingly. Registers are usually provided by
the school.
Social Record
This is a child study record where information pertaining to the learner is entered. It is an impor-
tant record because it informs you the teacher on the following aspects about the learner:
zz The learner’s socio-economic status
zz Health aspects
zz Learner’s position in the family
zz Learner’s physical address and contact numbers
zz Names of guardians/ parents
zz Learner’s behaviour
zz Number of meals per day
zz Distance from school
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Progress Record
You should have a progress record to capture learner performances. This record gives you an
insight into the actual academic performance level of the learner. The following are included:
zz Theory tests
zz Practical tests
zz Projects and
zz Any other exercises that you think are important in assessing learner performance.
The progress record also includes continuous assessment records and PLAP records. The tem-
plate on continuous assessment will be provided to the school by ZIMSEC.
Performance Lag Address Programme (PLAP) record
Learner profile
The learner profile will comprise those aspects that cannot be assessed through the Continuous
Assessment model. The profiling will include soft skills and other aspects. The profile of the learn-
er will be compiled by the teacher and is passed on to the teacher of the next level
Asset and stock control registers
This is a record of non-perishable assets of the institution and the control register is used to mon-
itor the distribution and use of material.
Circulars
This is the record of communication done in and outside the school but has to be in line with the
department.
Minutes
These are recordings of deliberations of meetings that would have taken place in the departmen-
tal or staff meetings.
Conclusion
All these documents are equally important and you should administer them honestly and con-
sistently. They should also be readily available for supervision. Records should be accurate and
constantly be up-dated. You should also keep them safe. Record keeping is something that you
cannot do without as it plays a vital role in day to day running of institutions. If well-kept and main-
tained they provide the required information whenever demand for it arises.
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PART B - CURRICULUM DELIVERY
Introduction
This unit covers content, objectives, learning-teaching materials, methodologies, assessment/

evaluation and class management.
Content
It is what the syllabus prescribes to be covered over a given time frame. It includes skills, knowl-
edge and competences that have to be acquired by learners.
Objectives
These are statements outlining what learners should have achieved after a taught concept.
Methodologies
As a teacher it is important for you to use problem solving and learner–centered approaches. You
are the facilitator and the learner is the doer. You should select appropriate teaching methods for
your lessons. They should be varied and motivating. The following methods are suggested for you
and you should select one or several depending on: The subject matter, instructional objectives,
the learner, the teacher, the time, instructional materials, and the environment.
It is advisable that the learner be exposed to more than one method in a lesson. Teaching meth-
ods can be grouped under three main categories: Cognitive development methods Affective de-
velopment methods and Psychomotor development methods
a) COGNITIVE DEVELOPMENT METHODS

These are mainly deductive
- Discussion Method
- Questioning/Socratic Method
- Team Teaching Method
- Talk Chalk/Recitation Method
- Field Trip/Educational tours Method
b) AFFECTIVE DEVELOPMENT METHODS

- Modelling Method
- Simulation Method
- Dramatic Method
- Simulation Games
- Role-Playing Method
c) PSYCHOMOTOR DEVELOPMENT METHODS

These are more learner activity based and heuristic
- Inquiry Method
- Discovery Method
- Process Approach Method
- Demonstration Method
- Programmed Learning Method
- Dalton Plan/Assignment Method
- Project Method
- Microteaching Method
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- Mastery Learning
- Points to consider when selecting teaching methodologies

- Your subject matter should determine the most suitable teaching method/methods to use.
- The instructional objectives to be achieved by the end of the lesson also determine the
choice of teaching methods.
- You must be very familiar with the teaching methods you want to use and be convinced they
are the most appropriate for that lesson.
- You must consider the age, interest, level of development of the learners and ensure that all
learners will benefit from the method you have chosen.
- You must consider time in relation to the methods chosen.
- You should consider the environment and the size of the class in settling for methods to
employ
Instructional (teaching-learning) aids
These are materials that enhance the teaching- leaning process. They assist you the teacher to
achieve desired objectives while in learners they help in concretizing the concepts. They help
learners learn better and faster, motivating them and stimulating interest. The facilitator can pro-
vide charts, artefacts.
SELECTING APPROPRIATE INSTRUCTIONAL AIDS
When selecting instructional aids, you have to consider the following; Topic, Level of learners,
available resources, environment and, number of learners
These teaching-learning aids should be of good quality and user friendly considering the available
resources in the school. Some of the teaching-learning aids appropriate in teaching History are;
- Charts
- Flash cards
- ICT tools
- Textbooks
- Newspapers
- Magazines
- Work cards
- Artefacts
- Coins
Instructional aids should be used effectively; they must serve the purpose they are meant for rath-
er than be mere window dressing. You should design your media with the topic in mind. Charts
and cards must be clearly written, with visible colours and correct size of script for the level of
learners. Electronic equipment should be checked before the lesson so that it is in good working
order. If using complicated technical aids, make sure you practice beforehand so that you do not
embarrass yourself in front of the class.
CLASS MANAGEMENT
This is the process of planning, organizing, leading and controlling class activities to facilitate
learning.
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Creating an effective learning environment

This covers classroom organization from:
Physical environment
The classroom must be clean, tidy and airy classroom and furniture arranged carefully for safety.
Emotional environment
You need to be firm yet warm and pleasant. As a teacher you must set the right tone, telling your
learners what behavior you expect from them.
Grouping
You may group your learners according to needs, abilities, and problems but never by sex. En-
courage them to share ideas in groups.
Class control and discipline

You must be knowledgeable of the school policy on discipline. Good behavior must be acknowl-
edged and punishments must be corrective not cruel. You should create an atmosphere of trust
and honesty in your class and aim for intrinsic discipline.
Motivation
As a teacher you must make your learners feel important through recognizing and rewarding
achievements, as encouraging those who are lagging behind. Rewards should not be food, but
positive remarks, or items related to learning like pencils and crayons or even displaying their
work on the wall. Calling learners by their names creates good rapport with your class.
Supervision
You must check learners’ work in order to guide and correct them in all areas from group discus-
sions, games to field trips.
EVALUATION
This is the measuring of the success of teaching in terms of teacher and learner performance. It
provides you with feedback on the acquisition of knowledge, skills and attitudes by learners. At
this level, learners will be assessed through continuous and summative assessment.
For continuous assessment (30%), specific tasks and assignments will be administered through-
out the course and the marks collated. Assessment tasks are outlined at the end of the syllabus
and these include written exercises theory exercises and research projects. Summative assess-
ment constitutes (70%) of the total.
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SCOPE OF THE GUIDE
UNIT 7
TOPICS COVERED
Form 1
1. Conceptualisation of History
2. Origins of Humankind
3. Ancient Civilisation in Africa: Egypt
4. Development of Zimbabwean Societies
5. Slavery and the Slave Trade
6. Early European Contacts with Zimbabwe: Portuguese and Missionaries
NB: Below is a breakdown of a sample topics from the syllabus for Forms 1 - 4 .However this does
not mean it is the only way they can be taught .This serves as a guide.
Topic Origins of humankind
Objectives
By the end of the lesson pupils should be able to

a) Identify the major theories of the origins of man
b) Describe Charles Darwin theory of evolution of man
c) Explain why Africa is regarded as the cradle of mankind
zz Africa as the cradle of mankind

Sites where remains of hominids were found eg Olduvai Gorge, lake Turkana
Methodology
Flipped lesson
Simulation
Debate
Project work
Educational tour to museum, national archives
zz Teaching Aids
Documentaries /national geographic
Map of Africa
Talking books
Brailed material
Pictures
Human skull (made of plastic)
Activities
Modelling
Making paintings, pencil and pen art of hominids
Group discussion on theories of evolution
Marking sites on African map
Writing a report on the stage of evolution
Assessment
24
Writing tests and exercise

Project work
Assessing models
Assessing pupil’s collections on various stages of evolution
Assessing reports made by pupils on the stage chosen
FORM 2
1. Colonisation
2. Colonial Administration in Rhodesia
3. Nationalism
4. The Armed Struggle
5. Post-Independence developments in Zimbabwe
THEME Colonisation of Zimbabwe
TOPIC - Causes of the Anglo – Ndebele War 1893 - 4
Objectives
By the end of lesson learners should be able to:
a) Identify causes of the Anglo Ndebele 1893- 94 war

b) describe the causes of the Anglo Ndebele War
Methodology
Simulation game on the Victoria Incident
Class debate on most important causes of the Anglo Ndebele 1893-4
Group presentation on the causes of the Anglo – Matebele War
Learning Materials
ICT Tools
Job cards
Realia
Assessment
Project Work on the causes of the Anglo Matabele war
Learners can carry out research work on causes of the war
Learners can do report writing, songs poems on the Anglo- Ndebele War
Form 3
1. Conceptualisation of History
2. Early Stone Age
3. Slavery and the Slave Trade
4. Early European Contacts with Zimbabwe: Portuguese and Missionaries
5. Colonisation
6. Colonial Administration in Rhodesia
25
7. Nationalism
8. The Armed Struggle
9. Post-Independence developments in Zimbabwe
FORM 3
THEME: Industrialization in Zimbabwe in the stone age and iron age
Topic: Early Industrialisation- Iron Age
Objectives
By the end of the topic learners should be able to:
a) List iron age tools and weapons

b) describe industries of the iron age
c) explain the benefits brought by the use of iron
Methodology
Picture study
Guided discovery
Gallery walk
Learning Materials
Iron tools
Artefacts
Talking books
Pictures
ICT tools
Assessment
Written exercises
Undertaking project work on Iron age tools
Conclusion
This guide you on interpreting the syllabus, making your own school syllabus, deriving a scheme
and a lesson plan or scheme-cum plan, choosing appropriate methods and instructional aids,
managing your class and making and maintaining records and finally evaluating yours and your
learners progress.
NB Refer to Annex A for details on each of the topics below
26
27
SCOPE AND SEQUENCE ANNEXTURE A
SCOPE AND SEQUENCE

TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Conceptualisation of  Introduction to  Economic thinking
economic history economic history before the 20th
century
 Economic thinking in
the 20th century
 New economic
thinking
Economic Systems in  Economic  Economic
Zimbabwe organisation of pre- organisation of pre-

colonial societies colonial societies
 Means and modes of  Means and modes of
production of pre- production of pre-
colonial societies colonial societies
 Conservation  Conservation and
systems of pre- preservation systems
colonial societies of pre-colonial
societies
Industrialisation in  Early  Early industrialisation:
Zimbabwe in The Stone Industrialisation: The Stone Age and
Age and the Iron Age Stone Age the Iron Age
 Early
Industrialisation: Iron
Age
Development Of  Merchant capitalism
Capitalism in pre-colonial
Zimbabwe
Economic Domination Of  The Prazo System
Pre- Colonial Zimbabwe and African
Response
Colonisation Of  The colonisation process
Zimbabwe  Anglo-Ndebele War (1893-
4) and the First
Chimurenga/Umvukela(18
96-7)
Economic Systems in  Capitalism in the colonial  Features of the
Colonial Zimbabwe period colonial economy
 Colonial labour market  Gender and the
 African agriculture in colonial economy
colonial Zimbabwe
 African response to
colonial economic
exploitation
Industrial Developments  Industrial development in
In Zimbabwe Since The the colonial period to 1953
Colonial Era  Industrial Development
during the Federation of
Rhodesia and Nyasaland
(1953-1963) and the
Unilateral Declaration of
Independence (UDI)
(1965-1979)
 Industrial developments
since 1980
Colonial Economic  The Second  The Second

Domination And the Chimurenga/Umvukela Chimurenga/Umvukel
Second (1966-1979) a 1966-1979
Chimurenga/Umvukela
Zimbabwe
28
29
Economic Domination-  The Prazo System
the First and African
Chimurenga/Umvukela In Response
Zimbabwe  Treaties and
colonisation
 Anglo-Ndebele War
(1893-4) and the First
Chimurenga/Umvukel
a (1896-7)
Economic Developments  Economic
In Zimbabwe Since 1980 achievements and
challenges since
1980
 Colonial economic
legacy in Zimbabwe,
South Africa and
Mozambique)
 Land Reform
Programmes since
1980
 Economic sanctions
in Zimbabwe
 Comparison of Land
acquisition
programmes (South
Africa and
Mozambique)
Indigenisation,  Indigenisation of the
Empowerment And Economy
Enterprise Skills
Economic Policies Since  Land Reform Programmes
1980 since 1980
 Economic policies
Resource Management  Value Addition and  Value addition and
And Utilisation Beneficiation beneficiation
 Ethics in economic  Ethics in economic
development development
 Protection of Intellectual  Protection of
Property Intellectual Property
International Economic  Economic relations
Relations between Zimbabwe
and the international
community
 Colonial economic
legacy in Zimbabwe,
South Africa and
Mozambique)
30
CONCLUSION
We hope this guide will help you as you undertake the new curriculum. It should guide you on
interpreting the syllabus, making your own school syllabus, deriving a scheme and a lesson plan
or scheme-cum plan, choosing appropriate methods and instructional aids, managing your class
and making and maintaining records and finally evaluating your own work and your learners pro-
gress.
31

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

Curriculum Development Unit © All Rights Reserved

Organisation of the guide..................................................................................................4

UNIT 1: Curriculum framework for Zimbabwe Primary and Secondary

UNIT2: Syllabus interpretation...........................................................................................7

UNIT 3: Scheme of work.................................................................................................12

UNIT 4: Lesson plan........................................................................................................14

UNIT 5: Record keeping.................................................................................................19

UNIT 6: Curriculum delivery............................................................................................21

UNIT 7: Scope of the guide.............................................................................................24

ORGANIZATION OF THE TEACHERS’ GUIDE

The guide is divided into two parts

How the guide will help the teacher?

zz Objectives of the guide

After reading this guide the teacher should be able to:

Curriculum Framework for Zimbabwe Primary and Secondary Education 2015-

After reading this unit the teacher should be able to:

Key Elements of the Curriculum Framework

Pillars of the Curriculum

1. The legal and regulatory framework

Aims of the curriculum

The Curriculum Framework is driven by the following aims:

zz Promote and cherish the Zimbabwean identity

Principles underpinning the curriculum

Organization of the Curriculum

Learning Areas for the New Learning Levels

Pathways for Forms 5 & 6

STEM Visual & Per- Humanities & Design and COMMER-

Chem, Bio, Physical Foreign nical Graphics, Studies, ICT,

Objectives of syllabus interpretation

After reading this unit the teacher should be able to:

zz unpack the syllabus,

Key elements of the National Syllabus

The preamble introduces you to the syllabus. It has five sub-titles

It gives you a brief insight into History.

Rationale: This is a justification of why History is included in the curriculum.

Presentation of the Forms 1 – 4 History syllabus

This is a description of how the syllabus is presented.

Methodology and Time allocation

These are study areas to be covered in forms 1 – 4 History syllabus

Scope and sequence

It is a table that gives you the concepts/content to be taught or competencies to be acquired. It

TOPIC 1: CONCEPTUALISATION OF HISTORY

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Factors influencing the school syllabus

- Level of learner performance

Elements of a school syllabus.

These are broad indications of what is to be achieved

Aspects to be covered (content)

Instructional or teaching materials

Media to be used during the learning-teaching process.

Measurement of objective achievement. This can be continuous or summative

Definition of schemes of work

COMPONENTS OF A SCHEMES OF WORK

FORM 1 SCHEMES OF WORK

Week Topic/ Aims: By the Competencies Methods/ Activities Sources/ Evaluation

History zz State the reasons skills study of History Brailed