MINISTRY OF PRIMARY AND SECONDARY EDUCATION

VIBRANT LEGEND COLLEGE PVT SCHOOL

YEAR: 2024
DOCUMENT: : Family and Religious Studies Schemes of
Work

CLASSES : Form Four

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: DEPARTMENT CODE:

OFFICERS’ NAME :

OFFICERS’ CODE :
TEACHER :

ADDRESS :

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SUBJECT BEING TAUGHT :

EDUCATIONAL QUALIFICATIONS :

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TEACHING EXPERIENCE :

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AIMS
To help pupils develop:

1. An enquiring, critical and empathetic approach to the study of religion especially in its
individual and corporate of religion in the modern world.
2. An insight into the religious and spiritual areas of experience particularly the African and
Christian traditions which have profound affected their culture.
3. The ability to investigate, analyse facts and draw conclusions on religious issues.
4. A respect for people whose beliefs differ from their own and on increasing spirit of tolerance
and cooperation among various religious groups.

OBJECTIVES
By the end of the course leaners should be able:

1. Recall, select and present relevant facts in organized manner.

2. Understanding the language terms and concepts used in Religious Studies.
3. Understand the principles and beliefs of religion being studied.
4. Understand religious and non-religious response to moral issues in the people’s own context
(Zimbabwe).
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion - Define what is - Whole class - Team work Chalkboard Turn Up
religion. discussing on the - Critical College ‘O’
- Identify different definition of Thinking Level
examples of religion. Family and
religions . - Group work, Religious
learners Studies
identifying pg.12
different types of
religions.

Global - Demonstrate how - Recap of the - Discussing Chalkboard Turn Up

distribution of the Globe came to previous lesson. Critical - Map College ‘O’
religions. have different - Discussing on Thinking Level
types of religions. the history of Family and
- Illustrate how different Religious
religions are religions in the Studies
distributed in the world. pg.12
world.

The impact of - Explain the - Group - Group work - Turn Up

having various interaction of discussions on - Critical Chalkboard College ‘O’
religions. different religions the importance of Thinking -Charts Level
in the world. religion to the Family and
society. Religious
Studies
pg.14
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Indigenous - Define what is - Explaining the - Team work Chalkboard Turn Up
Religion (IR) Indigenous term Indigenous - Critical College ‘O’
Religion (IR) Religion. Thinking Level
- Trace the - Tracing the Family and
Historical historical Religious
background of IR background of IR Studies
pg.22

Indigenous - Identify the rites - Dramatizing - Discussing Chalkboard Turn Up

Religion. of passages in IR. various rites of Critical - Internet College ‘O’
- Rites of passages in IR. Thinking Level
passage Family and
Religious
Studies
pg.22-23

Attire in IR - Define the term - Learners - Group work - Turn Up

attire. discuss in group - Critical Chalkboard College ‘O’
- Describe regalia the importance of Thinking -Pictures Level
in IR. regalia in IR. Family and
- State the value of Religious
rituals in IR Studies
pg.39
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Sacred days - Define what is a - Recap of the - Group work - Turn Up
scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in IR. discussion on Family and
- Outline their sacred days in Religious
importance. IR. Studies
Question and pg.42
Answer.
- Learners write
notes.

Judaism - Define what is - Explaining the - Team work Chalkboard Turn Up

Judaism term Judaism. - Critical College ‘O’
- Trace the - Tracing the Thinking Level
Historical historical Family and
background of background of I Religious
Judaism Judaism Studies
pg.70

Judaism. - Identify the rites - Dramatizing - Discussing Chalkboard Turn Up

- Rites of of passages in various rites of Critical - Internet College ‘O’
passage Judaism. passages in Thinking Level
Judaism. Family and
Religious
Studies
pg.78
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Attire in - Define the term - Learners - Group work - Turn Up
Judaism attire. discuss in group - Critical Chalkboard College ‘O’
- Describe regalia the importance of Thinking -Pictures Level
in Judaism. regalia in Family and
- State the value of Judaism. Religious
rituals in Judaism Studies
pg.80

Sacred days - Define what is a - Recap of the - Group work - Turn Up

scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in Judaism. discussion on Family and
- Outline their sacred days in Religious
importance. IR. Studies
Question and pg.85
Answer.
- Learners write
notes.

- Attempt - Teacher writes - Answering. - Turn Up

Revision answering test on the - Critical Chalkboard College ‘O’
exercise questions on the chalkboard. Thinking Level
topics covered. - Learners write Family and
the test in their Religious
exercise books. Studies
- Teacher pg.76 and
supervises as 88
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Christianity - Define what is - Explaining the - Team work Chalkboard Turn Up
Christianity term Christianity. - Critical College ‘O’
- Trace the - Tracing the Thinking Level
Historical historical Family and
background of background of Religious
Christianity Christianity Studies
pg.55

Christianity. - Identify the rites - Dramatizing - Discussing Chalkboard Turn Up

- Rites of of passages in various rites of Critical - Internet College ‘O’
passage Christianity. passages in Thinking Level
Christianity. Family and
Religious
Studies
pg.64

Attire in - Define the term - Learners - Group work - Turn Up

Christianity attire. discuss in group - Critical Chalkboard College ‘O’
- Describe regalia the importance of Thinking -Pictures Level
in Christianity. regalia in Family and
- State the value of Christianity Religious
rituals in Studies
Christianity pg.55
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Sacred days - Define what is a - Recap of the - Group work - Turn Up
scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in discussion on Family and
Christianity. sacred days in Religious
- Outline their Christianity. Studies
importance. Question and pg.66
Answer.
- Learners write
notes.

Islam - Define what is - Explaining the - Team work Chalkboard Turn Up

Islam. term Islam. - Critical College ‘O’
- Trace the - Tracing the Thinking Level
Historical historical Family and
background of background of Religious
Islam. Islam. Studies
pg.44

Islam. - Identify the rites - Dramatizing - Discussing Chalkboard Turn Up

- Rites of of passages in various rites of Critical - Internet College ‘O’
passage Islam. passages in Thinking Level
Islam. Family and
Religious
Studies
pg.49
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Attire in IR - Define the term - Learners - Group work - Turn Up
attire. discuss in group - Critical Chalkboard College ‘O’
- Describe regalia the importance of Thinking -Pictures Level
in Islam. regalia in Islam. Family and
- State the value of Religious
rituals in Islam. Studies
pg.52

Sacred days - Define what is a - Recap of the - Group work - Turn Up

scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in Islam. discussion on Family and
- Outline their sacred days in Religious
importance. Islam. Studies
Question and pg.52
Answer.
- Learners write
notes.

- Attempt - Teacher writes - Answering. - Turn Up

Revision answering test on the - Critical Chalkboard College ‘O’
exercise questions on the chalkboard. Thinking Level
topics covered. - Learners write Family and
the test in their Religious
exercise books. Studies
- Teacher pg.54
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
- Compare - Recap of the - Team work Chalkboard Turn Up
Comparison of Christianity and previous lesson. - Critical -Charts College ‘O’
Religions in Judaism. -Small group Thinking Level
the world. - Contrast discussion on the Family and
Christianity and similarities and Religious
Judaism. differences Studies
between pg.89
Christianity and
Judaism.
- Feedback.
Learners write
notes.

- Compare and - In groups - Group work. Chalkboard Turn Up

Comparison of contrast Islam and learners discuss Critical - Internet College ‘O’
Islam and Indigenous on the Thinking -Charts Level
Indigenous Religions. similarities and Family and
Religions differences Religious
between Islam Studies
and Indigenous pg.90
Religions.
- Learners write
notes.

- Compare - Recap of the Communication Chalkboard Turn Up

Comparison of Christianity and previous lesson. College ‘O’
Religions in Indigenous - Whole class Level
Zimbabwe, Religion. discussion on the Family and
Christianity - Contrast similarities and Religious
versus Christianity and differences Studies
Indigenous Indigenous between pg.91
Religion Religions Christianity and
Indigenous
Religion.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
- Compare Islam - In groups Critical Chalkboard Turn Up
Comparison of and Judaism. learners compare Thinking -Charts College ‘O’
Islam and - Identify religious and contrast Level
Judaism contributions to the Islam and Family and
development of Judaism. Religious
Zimbabwe. - Whole class Studies
- Identify religious discussion on the pg.92
values in the contribution of
Zimbabwean religion to the
environment. development of
Zimbabwe.

- Attempt - Teacher writes - Answering. - Turn Up

Revision answering test on the - Critical Chalkboard College ‘O’
exercise questions on the chalkboard. Thinking Level
topics covered. - Learners write Family and
the test in their Religious
exercise books. Studies
- Teacher pg.88
supervises as
learners write.

- Identify agents of - Listing various Critical -Internet Turn Up

Religion, cultural change. agents of cultural Thinking - College ‘O’
Family and - Explain how change. Chalkboard Level
Changing change in culture - Describing Family and
Culture is affecting the how change in Religious
nature of the culture is Studies
family. affecting the pg.95
nature of family.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING lesson, learners AND ACTIVITIES SKILLS,
should be able to KNOWLEDGE
AND ATTITUDE
Family, - Describe the - Whole class Critical Chalkboard Turn Up
National role of the discussion on how Thinking -Wordcrds College ‘O’
values and family in Indigenous Religion Level
Good promoting through Family and
Citizenship national values Unhu/Ubuntu/Vumunhu Religious
and good shapes national values. Studies
citizenship. pg.101

- Explain the - Recap of the previous Critical Chalkboard Turn Up

IR and African role of IR in lesson. Thinking College ‘O’
Identity fostering - Discussion on how IR Level
African Identity. fosters African Identity. Family and
Religious
Studies
pg.101

- Attempt - Teacher writes test on Critical -Internet Turn Up

Revision answering the chalkboard. Thinking - College ‘O’
Exercise questions on the - Learners write the test Chalkboard Level
topics covered. in their exercise books Family and
Religious
Studies
pg.102
Second Term
OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
- Religion and - Explain what is - Small group -Critical Chalkboard Turn Up
Education. education. discussion. Thinking - Internet College ‘O’
- Identify the - Feedback. Level
various types of - Teacher refines Family and
education. and corrects the Religious
discussions. Studies
pg.103

Religion and - Demonstrate the - Recap of the - Critical Chalkboard Turn Up

Education. role of Religion in previous lesson. Thinking -Charts College ‘O’
education. - Small group - Discussion Level
discussion on Family and
informal Religious
education and the Studies
role of Religion pg.103
in education.

Religion and - Define and -Learners define - Critical - Turn Up

Gender roles explain the word gender and Thinking Chalkboard College ‘O’
Gender and gender roles. Level
Gender roles. - Citing gender in Family and
- Identify what various religions. Religious
various religions - Comparing and Studies
say about gender Contrasting pg.108
and gender roles gender roles in
various religions.
- Learners write
notes
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Gender Based - Identify forms of - In small groups, - Group work. Chalkboard Turn Up
Violence Gender Based demonstrate how - Critical -Projector College ‘O’
Violence. religion enhances Thinking. Level
- State causes of women Family and
Gender Based empowerment. Religious
Violence. - Feedback. Studies
- Teacher pg.111
corrects and
refines the
discussions.

Religion and - State possible - Researching. - Critical -Internet Turn Up

Gender Based ways of solving - Problem Thinking. - College ‘O’
Violence gender based solving. Chalkboard Level
violence. Family and
Religious
Studies
pg.111-113

Indigenous - Explain how IR - Discussing how Discussing -Internet Turn Up

Religion and beliefs help shape religious beliefs - College ‘O’
Unhu/Ubuntu societal attitudes help shape Chalkboard Level
on morals and societal attitude Family and
values. of morals and Religious
values. Studies
pg.119
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religious - Assess the Recap of the - Critical Chalkboard Turn Up
beliefs and contributions of IR previous lesson. Thinking. -Charts College ‘O’
sexuality. to Unhu/Ubuntu. - Learners give Level
- Assess the their Family and
contribution of understanding of Religious
religious beliefs in the term Studies
shaping feminity Unhu/Ubuntu. pg.117
and masculinity. - Whole class
discussion on the
contribution of
IR to
Unhu/Ubuntu.

Revision Test - Answer questions Teacher write -Answering. - Turn Up

on topics covered. test on the - Critical Chalkboard College ‘O’
chalkboard. Thinking. Level
Family and
Religious
Studies
pg.115

Religion and - Define disability. - Defining - Group work. Chalkboard Turn Up

disability - Identify religious disability. - Critical -Pictures College ‘O’
perceptions about - In groups, Thinking. Level
disability. learners identify Family and
- Explain religious and explain Religious
perceptions about religious Studies
disability. perceptions about pg.123
disability.
- Feedback.
- Teacher
corrects and
refines the
discussions.
- Learners write
notes.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Explain the - Explaining the Critical Chalkboard Turn Up
Disability. severity of severity of Thinking College ‘O’
- Severity of different types of different types of Level
disability. disability. disability. Family and
- Intervention - Illustrate - Whole class Religious
of religion to religious attitude discussion on Studies
disability. towards disability. religion and pg.126
- Explain religious intervention
measures to measures to
disability. disability.
- Learners write
notes.
Revision test - Answer questions Teacher write -Answering. Chalkboard Turn Up
on topics covered. test on the - Critical College ‘O’
chalkboard. Thinking. Level
Family and
Religious
Studies
pg.127

Religion and - Define and - Group - Group work. Chalkboard Turn Up

the concept of explain the concept discussion on the - Critical College ‘O’
Human Rights of Human Rights. forms of and Thinking. Level
and Freedom - Identify the development of Family and
of Worship. benefits and human rights. Religious
challenges Studies
associated with pg.133
freedom of
worship.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Leadership, - Define and - Identifying and Critical Chalkboard Turn Up
Rights and explain the concept explaining forms Thinking College ‘O’
Social of Social of social Level
Responsibility. Responsibility. responsibility. Family and
Religious
Studies
pg.134

Religion and - Identify - Role playing. Discussing -Internet Turn Up

levels of leadership styles. - Discussing. - College ‘O’
leadership. - Explain how - Learners will be Chalkboard Level
religion shapes writing notes. Family and
leadership styles. Religious
Studies
pg.135

Religion and - Identify the - Discussing on - Group work. Chalkboard Turn Up

Colonial period of Colonial the political, - Critical -Projector College ‘O’
Zimbabwe Zimbabwe. social and Thinking. Level
- Assess the social, economic Family and
political and situation in Religious
economic Colonial Studies
environment on Zimbabwe and pg.146
Colonial its impact to the
Zimbabwe. people.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Role IR in the - Identify the IR - Group work Critical Chalkboard Turn Up
Liberation religious discussions Thinking College ‘O’
Struggle. practitioners who - Listing IR Level
participated in the practitioners who Family and
Liberation participated in Religious
Struggle. the Liberation Studies
- Explain their Struggle. pg.146
roles in the
Liberation
Struggle.

Role of - Identifying - Recap of the Discussing -Internet Turn Up

Christianity in Christian religious previous lesson. - College ‘O’
the Liberation practitioners who Listing and Chalkboard Level
Struggle. participated in the discussion on the Family and
liberation struggle. roles played Religious
- Explain their Christian Studies
roles in the practitioners in pg.147-148
liberation struggle. the liberation
struggle.

Revision test - Answer questions Teacher write -Answering. -Internet Turn Up

on topics covered. test on the - Critical - College ‘O’
chalkboard. Thinking. Chalkboard Level
Family and
Religious
Studies
pg.148
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Identify various - Group work - Group work. Chalkboard Turn Up
Enterprise forms of discussions on - Critical -Pictures College ‘O’
enterprise. the different Thinking. Level
- Explain various forms of Family and
forms of technology Religious
enterprise. carried by Studies
religions in pg.142
Zimbabwe.

Religion and - Identify forms of - Group work Critical Chalkboard Turn Up

Technology technology. discussions on Thinking -Projector College ‘O’
- Examine the the different Level
forms of forms of Family and
interaction technology Religious
between religion carried by Studies
and technology religions in pg.143
Zimbabwe.

Impact of - Describe the - Presenting and Discussing -Internet Turn Up

religion on positive impact of discussing - College ‘O’
enterprise religion on religious Chalkboard Level
technology use and teachings that Family and
enterprise. encourage Religious
enterprise. Studies
pg.144
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Identifying levels - Discussing Critical Chalkboard Turn Up
Conflict of conflict levels and types Thinking College ‘O’
(levels and (communal, of conflict. Level
types of national and Family and
conflict) global). Religious
- Stating types of Studies
conflicts pg.137
( political, racial,
cultural etc.)

Religion and - Identifying the - Discussing the Discussing -Internet Turn Up

influence to causes of conflict causes of conflict - College ‘O’
conflict. at different levels. from community Chalkboard Level
to global level. Family and
Religious
Studies
pg.138

Religion and - Illustrate methods - Stating the - Group work. Chalkboard Turn Up
conflict of conflict efforts by - Critical College ‘O’
management. management. religious people Thinking. Level
- Identifying to manage Family and
religious efforts at conflict. Religious
managing conflict. Studies
pg.140
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Impact of - Explaining the - Outlining Critical Chalkboard Turn Up
conflict impact of religious possible results Thinking -Pictures College ‘O’
based conflict. of conflict. Level
Family and
Religious
Studies
pg.140

Revision test - Answer questions Teacher write -Answering. -Internet Turn Up

on topics covered. test on the - Critical - College ‘O’
chalkboard. Thinking. Chalkboard Level
Family and
Religious
Studies
pg.141