literature in zimbabwean indigenous … ministry of primary and secondary education literature in...

ZIMBABWE

MINISTRY OF PRIMARY ANDSECONDARY EDUCATION

LITERATURE IN ZIMBABWEANINDIGENOUS

LANGUAGES SYLLABUS

FORM 1 – 4(2015 – 2022)

Curriculum Development UnitP. O. Box MP 133

MOUNT PLEASANTHARARE

©All Rights Reserved2015

LITERATURE IN INDEGINOUS LANGUAGES#1.indd 1 26/10/2016 10:31:58 AM

i

LITERATURE IN ZIMBABWEAN INDIGENOUS LANGUAGES SYLLABUS (FORM 1 – 4)

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus:

• TheNationalLiteratureinZimbabweanIndigenousLanguagespanel • Governmentdepartments • Representativesofvariousorganisations • Publishers • ZIMSEC • UNICEF • UNESCO


ii

TABLE OF CONTENTS .................................................................................................................................PAGE

1.0 PREAMBLE ..............................................................................................................................................1

1.1 INTRODUCTION ......................................................................................................................................1

1.2 RATIONALE .............................................................................................................................................1

1.3 SUMMARYOFCONTENT .......................................................................................................................1

1.4 CROSSCUTTINGTHEMES .....................................................................................................................1

1.5 ASSUMPTIONS .......................................................................................................................................1

2.0 PRESENTATIONOFSYLLABUS ............................................................................................................1

2.1 Form1and2SetbooksandIndigenousKnowledgeSystems ................................................................1

2.2 Forms3and4SetbooksandIndigenousKnowledgeSystems ..............................................................1

3.0 AIMS.........................................................................................................................................................1

4.0 OBJECTIVES ...........................................................................................................................................2

5.0 METHODOLOGYANDTIMEALLOCATION ...........................................................................................2

5.1 Methodology .............................................................................................................................................2

5.2 TimeAllocation .........................................................................................................................................2

6.0 TOPICS ....................................................................................................................................................2

7.0 SCOPEANDSEQUENCE .......................................................................................................................3

8.0 COMPETENCYMATRIX ..........................................................................................................................9

9.0 ASSESSMENT ........................................................................................................................................44

FORM1AND2 .......................................................................................................................................44

9.1 SCHEMEOFASSESSMENT ..................................................................................................................44

9.2 DESCRIPTIONOFPAPERS ..................................................................................................................45

FORM3AND4 .......................................................................................................................................45



1

1.0 PREAMBLE 1.1 INTRODUCTION

TheForm1to4LiteratureinZimbabweanIndig-enousLanguagessyllabusisafour-yearlearningphase that highlights areas to be covered in the learning of Literature inZimbabwean IndigenousLanguages.Literatureisanideologicaltoolwhichis used to create self-awareness, promote patri-otismandUnhu/Ubuntu/Vumunhu. Italso fostersa foundation for the promotion of Zimbabweanculture and heritage. The teaching and learning of visual, manual and tactile skills is emphasised in order to accommodate learners with diverse needs. The syllabus is intended to capture and build onto skills such as creativity, critical thinking andproblemsolvingacquiredfromInfantandJun-iorLevels.Thissyllabuspromotestheintegrationofrelatedspeechvarieties/dialects.

1.2 RATIONALE

Literature in Zimbabwean Indigenous Languag-eshasbeenan integralpartof theZimbabweanculture through Indigenous Knowledge Systems.Throughout history, humanity has endeavoured to sustain and develop literature in order to preserve culture and heritage. The study of Literature inZimbabweanIndigenousLanguageswillperpetu-ate this endeavour. This is even more pronounced in contemporary society and the ability to under-stand literary concepts is central to most facets of our everyday lives. This syllabus will build onto theInfantandJuniorLevels,afoundationforap-propriate indigenous language usage in different situationsaswellasinscientificandtechnologicaladvances.

Literature develops important generic skills inlearners. Therefore, a good understanding of liter-ary concepts and the ability to apply them in prac-tical situations will be valuable attributes in our so-ciety.

1.3 SUMMARY OF CONTENT

TheForm1to4LiteratureinZimbabweanIndige-nousLanguagessyllabusfocusesonthestudyofthe story lines, plots, themes, settings, characters, genres,IndigenousKnowledgeSystems(Orature)and techniques among others, with a view to de-veloping the following skills in learners:

• appropriate communication• creativity• critical thinking • problem solving• evaluation and analysis of linguistic and cultural ma-

terials• socialinteraction/groupdynamics• useof InformationandCommunicationTechnology

(ICT)

1.4 ASSUMPTIONS

Itisassumedthatthelearner:

• can communicate in the indigenous language being used in the learning area

• is conversant with some aspects of IndigenousKnowledgeSystems(Orature)

• hassomeknowledgeofhis/herculturalvaluesandnorms

• has knowledge of Information and CommunicationTechnology(ICT)

• is familiar with local heritage including symbols and sites

• has exposure to project and cooperative work • has exposure to performing arts

1.5 CROSS-CUTTING THEMES IntheteachingandlearningofLiteratureinZimba-

bweanIndigenousLanguagesfromForms1to4,the following crosscutting themes have to be taken into consideration:

• Environmental issues• DisasterRiskManagement• Healthissues,HIVandAIDS• Cultureandheritage• Financialmanagement• Enterprise• Gender• Childprotection• InformationandCommunicationTechnology

(ICT)• Lifeskills• Respectforhumanrights• Children`srightsandresponsibilities

2.0 PRESENTATION OF THE SYLLA-BUS

This Literature in Zimbabwean Indigenous Lan-guagessyllabusforForms1to4isintheformofone document.

3.0 AIMS The syllabus aims to:



2

• lay the foundation in the learner for the lifelong habit of reading and writing extensively for enjoy-ment, knowledge and enterprise

• develop in learners an appreciation for aesthetic qualities of literature

• expose learners to ideological, social, political, economic,scientificandtechnologicalexperienc-es of characters in literary works for application in real life experiences

• Inculcate in learnersanappreciationofnationalheritage and culture

• develop in learners an appreciation of various au-thors’ world views

• develop in learners the ability to apply technolog-ical skills in a variety of ways

4.0 OBJECTIVES

Itisexpectedthatbytheendofthefour-yearlearn-ing period, learners will be able to:

4.1.1 outline the storylines in chronological sequence4.1.2 illustrate the plots in prose or drama4.1.3 discuss contextual and cross-cutting themes in lit-

erary works4.1.4 describe the actions, feelings, motives, roles and

qualities of characters in a text4.1.5 explain ideas and issues raised in a text 4.1.6 evaluate settings of place and time4.1.7 identify literary techniques 4.1.8 analyse heritage, cultural aspects and practices

portrayed in literary works 4.1.9 discuss the author’s attitude to his/her subject

matter4.1.10 analyse poems paying attention to content and po-

etic devices 4.1.11 relate literary works to their personal and social

experiences4.1.12 apply technology in research and production of

creative works4.1.13 create literary works 4.1.14 enterprise through creative works

5.0 METHODOLOGY AND TIME ALLO-CATION

5.1 Methodology

The communicative and multi-sensory approach-es are recommended to enhance inclusive partici-pation, responsiveness and critical analysis in the teachingandlearningofLiteratureinZimbabweanIndigenousLanguages.Inthisregard,thefollow-ing learner centred methodologies are suggested:

• discussion• debating• dramatising• singing• dancing• filming• educational tours • imitation/simulation/roleplay• quiz• problem solving• research• games• riddles• oral presentations, performance and display• mock trials• interviews• case studies• internship

5.2 Time Allocation

The learning area should be allocated 4 periods of 35minutesperweekforForms1and2and5peri-odsof35minutesperweekforForms3and4.ForForms3and4thefiveperiodsareinclusiveofonedouble period.

Learnerstogoonatleasttwoeducationaltoursperyear.

6.0 TOPICS

• Backgroundtothestudyofliterature• Historicalbackgroundtotexts• Storyline, plot and subplots in texts• Conflictandconflictmanagementintexts• • Setting(timeandplace)intexts• Themes and sub-themes in texts• Characterisationintexts• Literarytechniquesintexts• Heritage,culturalvaluesandbeliefsintexts• Lessonsintexts• Creativeworks



3

12

7.0

SCO

PEA

ND

SE

QU

EN

CE

TOPI

CFO

RM

ON

EFO

RM

TW

OFO

RM

TH

REE

FOR

M F

OU

R

1.B

AC

KG

RO

UN

D T

O

THE

STU

DY

OF

LITE

RA

TUR

E

•Definitionof

liter

atur

e

•Genresof

liter

atur

e:dr

ama,

pros

e, p

oetry

•Indigenous

Know

ledge

Syst

ems(Orature)

such

as:

−fo

lkta

les

−so

ngs

−rid

dles

−ga

mes

•Si

gnifi

canc

e

of li

tera

ture

in s

ocie

ty

•Importa

nce

of

Indigenous

Know

ledge

Syst

ems

(Orature)

•So

cio-

econ

omic

,

polit

ical

and

cultu

ral i

ssue

s in

liter

ary

wor

ks

•R

ole

of li

tera

ture

inth

e

Zimbabw

ean

expe

rienc

es

•Pr

oduc

tion

of

liter

ary

wor

ks

•Th

e im

pact

of

liter

atur

e in

the

loca

l and

inte

rnat

iona

l

com

mun

ity

•So

cio-

econ

omic

,

polit

ical

and

cultu

ral i

ssue

s in

liter

ary

wor

ks

•Roleofliterature

inth

e

Zimbabw

ean

expe

rienc

es

•Pr

oduc

tion

of

liter

ary

wor

ks

•Th

e im

pact

of

liter

atur

e in

the

loca

l and

inte

rnat

iona

l

com

mun

ity

2.H

ISTO

RIC

AL

BA

CK

GR

OU

ND

TO

TE

XTS

•Au

thor

’s

biog

raph

y

•Au

thor`ss

ourc

es

•Au

thor`s

biog

raph

y

•Au

thor`s

•Au

thor

’s

biog

raph

y

•Au

thor`ss

ourc

es

•Au

thor

’s

biog

raph

y

•Au

thor`ss

ourc

es



4

13

of in

spira

tion

sour

ces

of

insp

iratio

n

of in

spira

tion

•Au

thor`s

perc

eptio

n of

the

wor

ld

of in

spira

tion

•Au

thor`s

perc

eptio

n o

f the

wor

ld

3.ST

OR

YLIN

E,PL

OTS

A

ND

SUB

PLO

TSIN

TE

XTS

•St

oryl

ine

•Se

quen

ce o

f

even

ts in

line

ar

prog

ress

ion

in

sim

plex

plo

ts

•Com

prehensionof

the

plot

•St

oryl

ine

•Se

quen

ce o

f

even

ts in

linea

r

prog

ress

ion

in s

impl

ex

plot

s

•Com

prehens

ion

ofth

e

plot

and

subp

lots

•Ty

pes

of p

lots

and

subplots(simplex

andcomplex)

•Outlineeventsin

chro

nolo

gica

l

orde

r fro

m

sim

plex

and

com

plex

plo

ts

•Relationship

betw

een

plot

s an

d

subp

lots

•Pl

ot d

evel

opm

ent

•Ty

pes

of p

lots

(simplexand

complex)

•Outlineeventsin

chro

nolo

gica

l

orde

r fro

m

simplex/com

plex

plot

s

•Relationship

betw

een

plot

s an

d

subp

lots

•Pl

ot d

evel

opm

ent

4C

ON

FLIC

T A

ND

C

ON

FLIC

T M

AN

AG

EMEN

T IN

TEX

TS

•Ty

pes

of c

onfli

cts

•Causesof

conf

licts

•Conflictlines

•Conflictbuildup

•Ty

pes

of

conf

licts

•Causesof

conf

licts

•Conflictlines

•Ty

pes

of c

onfli

cts

•Conflictlines

•Conflictbuildup

•Si

gnifi

canc

e of

conf

lict i

n pl

ot

•Ty

pes

of c

onfli

cts

•Conflictlines

•Conflictbuildup

•Si

gnifi

canc

e of

conf

lict i

n pl

ot



5

14

•Conflict

man

agem

ent

•Conflictbuild

up

•Conflict

man

agem

ent

deve

lopm

ent

•Conflict

man

agem

ent

deve

lopm

ent

•Conflict

man

agem

ent

5.SE

TTIN

G I

N T

EXTS

•Pl

ace

•Ti

me

•Chronological

orde

r of e

vent

s

•Pl

ace

•Ti

me

•Chronologic

al o

rder

of

even

ts

•Ap

propriaten

ess

of

setti

ng in

rela

tion

to

even

ts

•Pl

ace,

tim

ean

d

chro

nolo

gica

l

orde

r of e

vent

s

•Si

gnifi

canc

e of

setti

ng

•Realismand

fant

asy

of e

vent

s

in re

latio

n to

setti

ng

•Pl

ace,

tim

e an

d

chro

nolo

gica

l

orde

r of e

vent

s

•Si

gnifi

canc

e of

setti

ng

•R

ealis

m a

nd

fant

asy

of e

vent

s

in re

latio

nto

setti

ng

6.TH

EMES

AN

D

SUB

-TH

EMES

IN T

EXTS

•Identificat

ion

of

them

es

•M

ain

and

sub-

them

es

•Em

ergi

ng is

sues

in re

latio

n to

the

envi

ronm

ent

•Identification

of th

emes

•M

ain

and

sub-

them

es

•Em

ergi

ng

issu

es in

rela

tion

to

the

•M

ain

and

sub-

them

es

•Em

ergi

ng is

sues

in re

latio

n to

the

envi

ronm

ent

•Si

gnifi

canc

e an

d

rela

tions

hip

of

them

es a

nd s

ub

•M

ain

and

sub-

them

es

•Em

ergi

ng is

sues

in re

latio

n to

the

envi

ronm

ent

•Si

gnifi

canc

e an

d

rela

tions

hip

of

them

es a

nd s

ub



6

15

envi

ronm

ent

them

esth

emes

7.C

HA

RA

CTE

RIS

ATI

ON

IN T

EXTS

•Identificationof

maj

or a

nd m

inor

char

acte

rs

•R

elat

ions

hips

amon

g ch

arac

ters

•Rolesof

char

acte

rs

•Pe

rson

al

resp

onse

sto

char

acte

rs

•Culturalvalues,

belie

fsan

d m

oral

s

disp

laye

d by

char

acte

rs

•Description

of c

hara

cter

s

•Relationship

s am

ong

char

acte

rs

•Rolesof

char

acte

rs

•Pe

rson

al

resp

onse

sto

char

acte

rs

•Cultural

valu

es,

belie

fsan

d

mor

als

disp

laye

d by

char

acte

rs

•Descriptionof

char

acte

rs

•Rolesof

char

acte

rs

•Contributionof

char

acte

rsto

plo

t

deve

lopm

ent

•Character

deve

lopm

ent

•Relationships

amon

g ch

arac

ters

•Ap

tnessofnam

es

•Realismand

fant

asy

in

char

acte

rs

•Pe

rson

al

resp

onse

sto

char

acte

rs

•Culturalvalues,

belie

fsan

d m

oral

s

•Descriptionof

char

acte

rs

•Roles

of

char

acte

rs

•Contributionof

char

acte

rs to

plo

t

deve

lopm

ent

•Character

deve

lopm

ent

•Relat

ions

hips

amon

g ch

arac

ters

•Ap

tnessofnam

es

•Realismand

fant

asy

in

char

acte

rs

•Pe

rson

al

resp

onse

sto

char

acte

rs

•Culturalvalues,

belie

fsan

d m

oral

s



7

16

disp

laye

d by

char

acte

rs

•Charactersin

rela

tion

to

cros

s-cu

tting

issu

es

disp

laye

d by

char

acte

rs

•Charactersin

rela

tion

to

cros

s-cu

tting

issu

es

8.LI

TER

AR

Y TE

CH

NIQ

UES

IN T

EXTS

•Id

entif

icat

ion

of

lingu

istic

dev

ices

•Ti

tling

of te

xts

•Identification

of li

ngui

stic

devi

ces

•Ti

tling

of

text

s

•Li

tera

ryde

vice

s in

dram

a an

d pr

ose

•Ti

tling

of te

xts

•Po

etic

dev

ices

Lite

rary

dev

ices

in

dram

a an

d pr

ose

•Ti

tling

of te

xts

•Po

etic

dev

ices

9. H

ERIT

AG

E,

CU

LTU

RA

L VA

LUES

A

ND

BEL

IEFS

IN T

EXTS

•Heritagesites

•Culturalv

alue

s

and

belie

fs

•Indigenous

Know

ledge

Syst

ems(Orature)

•Importa

nceof

valu

es a

nd b

elie

fs

in s

ocie

ty

•Culturaldiversity

•Heritage

site

s

•Cultural

valu

es a

nd

belie

fs

•Indigenous

Know

ledge

Syst

ems

(Orature)

•Importa

nce

of v

alue

s

•Indigenous

and

cont

empo

rary

cultu

ralb

elie

fs

•Pl

ace

and

role

of

the

portr

ayed

valu

es a

nd b

elie

fs

in s

ocie

ty

•Indigenous

Know

ledge

Syst

ems(Orature)

•Com

parisonof

•Indigenous

and

cont

empo

rary

cultu

re a

nd b

elie

fs

•Pl

ace

and

role

of

the

portr

ayed

valu

es a

nd b

elie

fs

in s

ocie

ty

•Indigenous

Know

ledge

Syst

ems(Orature)

•Com

parisonof



8

17

Culturaldiversity

of v

alue

s

and

belie

fs

in s

ocie

ty

Cultural

dive

rsity

Com

parisonof

portr

ayed

val

ues

and

belie

fs to

real

life

situ

atio

ns

Culturaldiversity

Com

parisonof

portr

ayed

val

ues

and

belie

fs to

real

life

situ

atio

ns

Culturaldiversity

10. L

ESSO

NS

IN T

EXTS

Identificationof

less

ons

lear

nt

Lessonsrelating

to c

ross

cutti

ng

them

es

Identification

of le

sson

s

lear

nt

Lessons

rela

ting

to

cros

s-cu

tting

them

es

Identificationof

less

ons

lear

nt

A

pplic

abilit

y of

less

ons

lear

nt

Lessonsrelating

to c

ross

-cut

ting

them

es

Identificationof

less

ons

lear

nt

A

pplic

abilit

y of

less

ons

lear

nt

Lessonsrelating

to c

ross

-cut

ting

them

es

11. C

REA

TIVE

WO

RK

S

Type

s of

cre

ativ

e

wor

ks

P

rodu

ctio

n of

crea

tive

wor

ks

P

rese

ntat

ion

of

crea

tive

wor

ks

E

xhib

ition

of

crea

tive

wor

ks

P

ublic

atio

n of

mat

eria

ls

Ty

pes

of

crea

tive

wor

ks

P

rodu

ctio

n

of c

reat

ive

wor

ks

P

rese

ntat

ion

of c

reat

ive

wor

ks

E

xhib

ition

of

Ty

pes

of c

reat

ive

wor

ks

P

rodu

ctio

n of

crea

tive

wor

ks

P

rese

ntat

ion

of

crea

tive

wor

ks

E

xhib

ition

of

crea

tive

wor

ks

P

ublic

atio

n of

mat

eria

ls

Ty

pes

of c

reat

ive

wor

ks

P

rodu

ctio

n of

crea

tive

wor

ks

P

rese

ntat

ion

of

crea

tive

wor

ks

E

xhib

ition

of

crea

tive

wor

ks

P

ublic

atio

n of

mat

eria

ls



9

18

Copyrightis

sues

M

arke

ting

stra

tegi

es

crea

tive

wor

ks

P

ublic

atio

n

of m

ater

ials

Copyrig

ht

issu

es

M

arke

ting

stra

tegi

es

Copyrightis

sues

M

arke

ting

stra

tegi

es

Copyrightis

sues

M

arke

ting

stra

tegi

es



10

19

8.0

CO

MPE

TEN

CY

MAT

RIX

FO

RM

1

TOPI

C

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be

able

to:

UN

IT C

ON

TEN

T (K

now

ledg

e, s

kills

and

at

titud

es)

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES

SUG

GES

TED

RES

OU

RC

ES

1. B

ACK

GR

OU

ND

TO

TH

E ST

UD

Y O

F LI

TER

ATU

RE

de

fine

liter

atur

e

ex

plai

n th

e

impo

rtanc

e of

liter

atur

e in

soc

iety

id

entif

y th

e di

ffere

nt

genr

es o

f lite

ratu

re

di

scus

s ty

pes

of

Indigenous

Knowledg

e

Sys

tem

s(Orature)

Definitio

nofliterature

Importanceof

litera

ture

Genresofliterature:

po

etry

pr

ose

dr

ama

Indigenous

Know

ledgeSystem

s

(Orature) s

uch

as:

rid

dles

fo

lkta

les

ga

mes

cl

an p

rais

es

Definingliterature

Discussingdifferent

genr

es o

f lite

ratu

re

E

xpla

inin

g th

e

impo

rtanc

e of

lite

ratu

re

in s

ocie

ty

Discussingtypesof

IndigenousKnowledge

Sys

tem

s (Orature)

Te

lling

stor

ies

and

sing

ing

P

rese

ntat

ion

of p

oem

s

Referencebooks

Resourcepersons

ICTtools

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

Herita

ge s

ites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries



11

20

poet

ry

2. H

ISTO

RIC

AL

BAC

KG

RO

UN

D T

O

TEXT

S

giveauthor`sbrief

biog

raph

y

di

scus

s au

thor

’s

sour

ces

of

insp

iratio

n

Au

thor`sbiography

Au

thor`ssourcesof

insp

iratio

n su

ch a

s:

pe

rson

al

expe

rienc

es

era(h

isto

rical

period)

so

cio-

econ

omic

issu

es

po

litic

al is

sues

cu

ltura

l iss

ues

Researchingonauthor`s

life

and

hist

ory

Dis

cuss

ing

issu

es th

at

inspiredtheauthor`s

wor

k

Citingpolitical,socio-

econ

omic

and

cul

tura

l

issu

es b

eing

rais

ed in

text

s

Relatingauthor`sissues

to th

e en

viro

nmen

t

Referencebooks

Resourcepersons

ICTtools

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

M

useu

ms

and

mon

umen

ts

Heritagesites

Docum

entaries

Archives

3. S

TOR

YLIN

E,

PLO

TS A

ND

SU

BPL

OTS

IN T

EXTS

na

rrate

eve

nts

in

orde

r of t

heir

occu

rrenc

e

id

entif

y th

e m

ain

plot

and

sim

plex

plot

s

Se

quen

ce o

f eve

nts

in li

near

pro

gres

sion

in s

impl

ex p

lot

Com

prehensionof

plot

s

Tr

acin

g th

e ev

ents

of a

plot

Identifyingthesimplex

and

mai

n pl

ot

W

ritin

g bo

ok re

view

s

Dramatis

ing

even

ts in

plot

s

ICTtools

Drama

cost

umes

and

pro

ps

Referencebooks

Resourceperson

Ta

lkin

g bo

oks

Braille

equ

ipm

ent



12

21

4.

SETT

ING

IN

TEXT

S

iden

tify

plac

es

whe

re e

vent

s oc

cur

de

scrib

e tim

es

whe

n ev

ents

occ

ur

de

scrib

e th

e

chro

nolo

gica

l ord

er

of e

vent

s in

rela

tion

to ti

me

and

plac

e

se

tting

in te

rms

of

plac

e su

ch a

s:

co

untry

on

the

bus

village/urban

Se

tting

in te

rms

of

time

such

as:

se

ason

s

da

ys o

f the

wee

k

tim

e of

the

day

Chronologicalorder

of e

vent

s

Discussingthe

rela

tions

hip

betw

een

even

ts a

nd p

lace

s

Relatingeventstotime

and

plac

e

Visitingre

levantsites

Referencebooks

M

aps

Calendars

ICTtools

Resourcepersons

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Docum

entaries

Relevantsites

Culturalcentre

s

5. C

ON

FLIC

T AN

D

CO

NFL

ICT

MAN

AGEM

ENT

IN

TEXT

S

id

entif

y ty

pes

of

conf

licts

di

scus

s ca

uses

of

conf

licts

tra

ce c

onfli

ct b

uild

-up

ex

plai

n ho

w c

onfli

cts

are

man

aged

.

Ty

pes

of c

onfli

cts

Causesofconflicts

Conflictlines

Conflictbuildup

Conflict

man

agem

ent

Identifyingtypesof

conf

licts

Discuss

ing

caus

es o

f

conf

licts

Tr

acin

g co

nflic

t bui

ld- u

p

ex

plai

ning

how

con

flict

s

are

man

aged

Dramatisingconflicts

ICTtools

Drama

cost

umes

and

pro

ps

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent



13

22

6. T

HEM

ES A

ND

SU

B-

THEM

ES IN

TEX

TS

id

entif

y m

ain

and

sub-

them

es

di

scus

s em

ergi

ng

issu

es in

rela

tion

to

the

envi

ronm

ent

Identificationof

them

es

M

ain

and

sub-

them

es

E

mer

ging

issu

es in

rela

tion

to th

e

envi

ronm

ent

Identifyingmainandsub-

them

es

Relatingthem

esto

ever

yday

life

Researchingon

cro

ss-c

uttin

g th

emes

rais

ed

Dramatisingonthem

es

Debatingonthem

es

ICTtools

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Dramacostum

esandprops

7.C

HAR

ACTE

RIS

ATIO

N IN

TEX

TS

id

entif

y m

ajor

and

min

or c

hara

cter

s

ex

plai

n th

e

rela

tions

hips

amon

g ch

arac

ters

st

ate

role

s o

f

char

acte

rs

di

scus

s cu

ltura

l

valu

es, b

elie

fs a

nd

mor

als

disp

laye

d

by c

hara

cter

s

Identificationof

maj

or a

nd m

inor

char

acte

rs

re

latio

nshi

ps a

mon

g

char

acte

rs

ro

les

of c

hara

cter

s

pe

rson

al re

spon

se to

char

acte

rs

cu

ltura

l val

ues,

belie

fs a

nd m

oral

s

disp

laye

d by

char

acte

rs

Identifyingmajorand

min

or c

hara

cter

s

E

xpla

inin

g th

e

rela

tions

hips

am

ong

char

acte

rs

S

tatin

g ro

les

of

char

acte

rs

Discussing

cultu

ral

valu

es, b

elie

fs a

nd

mor

als

disp

laye

d by

char

acte

rs

Describingtheirfeelings

tow

ards

cha

ract

ers

ICTtools

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent



14

23

Roleplaying

Q

uiz

on c

hara

cter

s

Debating

on c

hara

cter

s

Si

ngin

g ab

out c

hara

cter

s

8.

LITE

RAR

Y

TEC

HN

IQU

ES IN

TE

XTS

id

entif

y lin

guis

tic

devi

ces

ex

plai

n th

e

rele

vanc

e of

a ti

tle

as

sess

the

impa

ct

of a

title

on

the

read

er

cr

eate

app

ealin

g

title

s fo

r lite

rary

wor

ks

Id

entif

icat

ion

of

lingu

istic

dev

ices

such

as:

id

ioph

ones

pr

over

bs

id

iom

s

Ti

tling

:

re

leva

nce

of a

title

im

pact

of a

title

on th

e re

ader

Id

entif

ying

ling

uist

ic

devi

ces

D

iscu

ssin

g th

e re

leva

nce

of a

title

D

iscu

ssin

g im

pact

of a

title

on

the

read

er

Ti

tling

lite

rary

wor

ks

Quiz

Researchingonliterary

devi

ces

ICTtools

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

9. H

ERIT

AGE,

C

ULT

UR

AL V

ALU

ES

AND

BEL

IEFS

IN

TEXT

S

id

entif

y va

lues

,

belie

fs a

nd h

erita

ge

aspe

cts

linke

d to

Unhu/Ubuntu/

Vum

unhu

di

scus

s va

lues

and

belie

fs in

rela

tion

to

Heritagesites

Culturalvaluesand

belie

fs

Indigenous

KnowledgeSystems

(Orature) s

uch

as:

ta

boos

di

scus

sing

val

ues

and

belie

fs in

rela

tion

to te

xts

Role-

play

ing

a va

riety

of

cultu

ral p

ract

ices

Visitingheritagesites

id

entif

ying

asp

ects

of

cultu

ral d

iver

sity

P

ictu

res

Artefacts

such

as

mb

ira

, cla

y

pots

, ani

mal

ski

ns, r

eed

mat

s, in

dige

nous

wea

pons

ICTtools

Heritagesites

Dramacostum

esandprops



15

24

text

s

re

late

Indigenous

Knowledge

Sys

tem

s (Orature)

to th

eir c

ultu

re

de

mon

stra

te p

ride

in th

eir c

ultu

ral

herit

age

id

entif

y as

pect

s of

cultu

ral d

iver

sity

m

yths

le

gend

s

fig

urat

ive

lang

uage

m

edic

ines

Importa

nceofvalues

and

belie

fs

Culturaldiversity

RelatingIndigenous

KnowledgeSystems

(Orature) t

o th

eir c

ultu

re

Dramatising

Cartooning

S

culp

turin

g

P

aint

ing/dr

awin

g

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Culturecentre

s

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

10.

LESS

ON

S IN

TE

XTS

di

scus

s le

sson

s

lear

nt

se

lect

rele

vant

cros

s-cu

tting

them

es

an

alys

e le

sson

s

rela

ting

to

cros

s-cu

tting

them

es

Identificationof

less

ons

Lessonsrelatingto

cros

s-cu

tting

them

es

D

iscu

ssin

g le

sson

s

lear

nt

S

elec

ting

rele

vant

cro

ss-

cutti

ng th

emes

A

naly

sing

less

ons

in

rela

tion

to c

ross

-cut

ting

issu

es

Dramatisingmoral

less

ons

ICT

tool

s

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Dramaco

stum

es a

nd p

rops



16

25

11.

CR

EATI

VE

WO

RK

S

iden

tify

type

s of

crea

tive

wor

ks

co

mpo

se c

reat

ive

wor

ks

pr

esen

t cre

ativ

e

wor

ks

ex

hibi

t cre

ativ

e w

orks

di

scus

s co

pyrig

ht

issu

es

de

vise

mar

ketin

g

stra

tegi

es

Ty

pes

of c

reat

ive

wor

ks

P

rodu

ctio

n of

crea

tive

wor

ks

P

rese

ntat

ion

of

crea

tive

wor

ks

E

xhib

ition

of c

reat

ive

wor

ks

P

ublic

atio

n of

crea

tive

wor

ks

Copyrightis

sues

M

arke

ting

stra

tegi

es

Identifyingtypesof

crea

tive

wor

ks

C

ompo

sing

cre

ativ

e

wor

ks

P

rese

ntin

g cr

eativ

e

wor

ks

E

xhib

iting

cre

ativ

e w

orks

D

iscu

ssin

g co

pyrig

ht

issu

es

D

evis

ing

mar

ketin

g

stra

tegi

es

P

artic

ipat

ing

in a

var

iety

of fe

stiv

als

D

ram

a co

stum

es a

nd p

rops

ICTtools

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Docum

entaries

Culturecentre

s

M

useu

ms

and

mon

umen

ts

Archives

Fe

stivalvenues



17

26

FOR

M 2

TOPI

C

OB

JEC

TIVE

S: L

earn

ers

shou

ld b

e ab

le to

: U

NIT

CO

NTE

NT

(Kno

wle

dge,

ski

lls

and

attit

udes

)

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES

SUG

GES

TED

R

ESO

UR

CES

1. B

ACK

GR

OU

ND

TO

TH

E ST

UD

Y O

F LI

TER

ATU

RE

di

scus

s th

e si

gnifi

canc

e

of li

tera

ture

in s

ocie

ty

ex

plai

n th

e im

porta

nce

of Indigenous

KnowledgeSystems

(Orature)

Si

gnifi

canc

e of

litera

ture

in

soci

ety

such

as:

na

tion

build

ing

ed

ucat

ing

Importanceof

Indigenous

Know

ledge

Syst

ems

(Orature)

Discussingtheroleof

liter

atur

e in

soc

iety

E

xpla

inin

g th

e ro

le o

f

IndigenousKnowledge

Sys

tem

s (Orature) i

n

soci

ety

Reference

book

s

Resource

pers

ons

ICTtools

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries



18

27

2. H

ISTO

RIC

AL

BAC

KG

RO

UN

D T

O

TEXT

S

giveauthor`sbiography

di

scus

s au

thor

’s

sour

ces

of in

spira

tion

Au

thor`s

biog

raph

y

Au

thor`ssources

of in

spira

tion

such

as:

pe

rson

al

expe

rienc

es

era(historical

period)

so

cio-

econ

omic

,

polit

ical

,

and

c

ultu

ral

i

ssue

s

Researchingonauthor`s

life

and

hist

ory

Discussingissuesthat

inspiredtheauthor`s

wor

k

Discuss

ing

polit

ical

,

soci

o-ec

onom

ic a

nd

cultu

ral i

ssue

s be

ing

rais

ed in

text

s

Relatingauthor`sissues

to th

e en

viro

nmen

t

Reference

book

s

Resource

pers

ons

ICTtools

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

3. S

TOR

YLIN

E, P

LOTS

AN

D S

UB

PLO

TS IN

TE

XTS

na

rrate

eve

nts

in o

rder

of th

eir o

ccur

renc

e

id

entif

y th

e m

ain

plot

and

subp

lots

di

scus

s si

mpl

ex p

lots

Se

quen

ce o

f

even

ts in

chro

nolo

gica

l

orde

r

Com

prehension

of s

impl

ex p

lots

Identifyingeventsintheir

chro

nolo

gica

l ord

er

Id

entif

ying

the

mai

n pl

ot

Discussingsimplexplots

W

ritin

g bo

ok re

view

s

Dramatis

ing

even

ts in

plot

s

ICTtools

Drama

cost

umes

and

prop

s

Reference

book

s

Braille



19

28

equi

pmen

t

Ta

lkin

g bo

oks

4. S

ETTI

NG

IN T

EXTS

iden

tify

plac

es w

here

even

ts o

ccur

de

scrib

e tim

es w

hen

even

ts o

ccur

re

late

tim

e an

d pl

ace

to

real

life

exp

erie

nces

Se

tting

in fo

rm o

f

plac

e

Se

tting

in fo

rm o

f

time

A

ppro

pria

tene

ss

of ti

me

A

ppro

pria

tene

ss

of p

lace

D

escr

ibin

g pl

ace

whe

re

even

ts o

ccur

in te

xts

D

escr

ibin

g tim

es w

hen

even

ts o

ccur

Relating

time

and

plac

e

to re

al li

fe s

ituat

ions

Reference

book

s

M

aps

Calendars

ICTtools

Resource

pers

ons

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Relevantsites

Docum

entaries

Culturalcentre

s

5. C

ON

FLIC

T AN

D

CO

NFL

ICT

MAN

AGEM

ENT

IN

TEXT

S

id

entif

y ty

pes

of c

onfli

cts

id

entif

y ca

uses

of

conf

licts

tra

ce c

onfli

ct b

uild

-up

ex

plai

n ho

w c

onfli

cts

are

Ty

pes

of

conf

licts

Causesof

conf

licts

Conflictlines

Identifyingconflicts

Dramatisingconflicts

Describingconflictbuild

up

Discu

ssin

g ca

uses

of

ICTtools

Drama

cost

umes

and

prop

s

Resource



20

29

man

aged

Conflictbuildup

Conflict

man

agem

ent

conf

licts

E

xpla

inin

g ho

w c

onfli

cts

are

man

aged

pers

ons

Reference

book

s

Ta

lkin

g bo

oks

Braille

equi

pmen

t

6. T

HEM

ES A

ND

SU

B-

THEM

ES IN

TEX

TS

id

entif

y m

ain

and

sub-

them

es

di

scus

s em

ergi

ng

issu

es in

rela

tion

to th

e

envi

ronm

ent

Identificationof

them

es

M

ain

and

sub-

them

es

E

mer

ging

issu

es

in re

latio

n to

the

envi

ronm

ent


them

es

Relatingthem

esto

ever

yday

life

Researchingon

cros

scut

ting

them

es

rais

ed

Debatingonthem

es

Dramatis

ing

on th

emes

ICTtools

Resource

pers

ons

Reference

books/Braille

Ta

lkin

g bo

oks

Braille

equi

pmen

t

Drama

cost

umes

and

prop

s

7.C

HAR

ACTE

RIS

ATIO

N

IN T

EXTS

desc

ribe

char

acte

rs

ex

plai

n th

e re

latio

nshi

p

betw

een

char

acte

rs

st

ate

role

s o

f

char

acte

rs

Descriptionof

char

acte

rs

R

elat

ions

hip

betw

een

char

acte

rs

Describingcharacters

E

xpla

inin

g th

e

rela

tions

hip

betw

een

char

acte

rs

S

tatin

g ro

les

of

ICTtools

P

ictu

res

Resource

pers

ons

Reference



21

30

di

scus

s cu

ltura

l val

ues,

belie

fs a

nd m

oral

s

disp

laye

d by

cha

ract

ers

ex

pres

s th

eir f

eelin

gs

tow

ards

cha

ract

ers

R

oles

of

char

acte

rs

P

erso

nal

resp

onse

s to

char

acte

rs

C

ultu

ral v

alue

s,

belie

fs a

nd

mor

als

disp

laye

d

by c

hara

cter

s

char

acte

rs

D

iscu

ssin

g cu

ltura

l

valu

es, b

elie

fs a

nd

mor

als

disp

laye

d by

char

acte

rs

Describingtheirfeelings

tow

ards

cha

ract

ers

Justifyingtheir

impr

essi

ons

tow

ards

char

acte

rs

Roleplaying

Quizoncharacter

s

Si

ngin

g ab

out c

hara

cter

s

Pl

ayin

g ga

mes

on

char

acte

rs

book

s

Ta

lkin

g bo

oks

Braille

equi

pmen

t

8. L

ITER

ARY

TEC

HN

IQU

ES IN

TEX

TS

id

entif

y lin

guis

tic

devi

ces

ex

plai

n th

e re

leva

nce

of

a tit

le

as

sess

the

impa

ct o

f a

title

on

the

read

er

cr

eate

app

ealin

g tit

les

Id

entif

icat

ion

of

lingu

istic

dev

ices

such

as:

id

ioph

ones

pr

over

bs

id

iom

s

Ti

tling

:

Id

entif

ying

ling

uist

ic

devi

ces

D

iscu

ssin

g th

e re

leva

nce

of a

title

D

iscu

ssin

g im

pact

of a

title

on

the

read

er

Ti

tling

lite

rary

wor

ks

ICTtools

Resource

pers

ons

Reference

book

s

Ta

lkin

g bo

oks

Braille



22

31

for l

itera

ry w

orks

rele

vanc

e of

a tit

le

im

pact

of a

title

on

the

read

er

Quiz

Researchingonliterary

devi

ces

equi

pmen

t

9. H

ERIT

AGE,

CU

LTU

RAL

VAL

UES

AN

D B

ELIE

FS IN

TEX

TS

id

entif

y v

alue

s, b

elie

fs

and

herit

age

aspe

cts

linke

d to

Unhu/Ubuntu/Vu

munhu

di

scus

s va

lues

and

belie

fs in

rela

tion

to

text

s

re

late

Indigenous

KnowledgeSystems

(Orature) t

o th

eir

cultu

re

de

mon

stra

te p

ride

in

thei

r cul

tura

l her

itage

id

entif

y as

pect

s of

cultu

ral d

iver

sity

Heritagesites

Culturalvalues

and

belie

fs

Indigenous

Knowledge

Sys

tem

s

(Orature) s

uch

as:

ta

boos

m

yths

le

gend

s

fig

urat

ive

lang

uage

m

edic

ines

Importa

nceof

valu

es a

nd

belie

fs

D

iscu

ssin

g va

lues

and

belie

fs in

rela

tion

to te

xts

Role-

play

ing

a va

riety

of

cultu

ral p

ract

ices


id

entif

ying

asp

ects

of

cultu

ral d

iver

sity

RelatingIndigenous

KnowledgeSystems

(Orature) t

o th

eir c

ultu

re

Dramatising

C

arto

onin

g

S

culp

turin

g

P

aint

ing/dr

awin

g

P

ictu

res

Artefactssuch

as m

bira

, cla

y

pots

, ani

mal

skin

s, re

ed

mat

s,

indi

geno

us

wea

pons

ICTtools

Heritagesites

Resource

pers

ons

Reference

book

s

Ta

lkin

g bo

oks

Braille

equi

pmen

t



23

32

Cultura

l div

ersi

ty

Culturalcentre

s

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

10.

LESS

ON

S IN

TEX

TS

di

scus

s le

sson

s le

arnt

se

lect

rele

vant

cros

s-cu

tting

them

es

an

alys

e le

sson

s

rela

ting

to c

ross

-cut

ting

them

es

Identificationof

less

ons

Lessonsrelating

to c

ross

-cut

ting

them

es

D

iscu

ssin

g le

sson

s

lear

nt

S

elec

ting

rele

vant

cro

ss-c

uttin

g th

emes

A

naly

sing

less

ons

in

rela

tion

to c

ross

-cut

ting

issu

es

ICTtools

Resource

pers

ons

Reference

book

s

Ta

lkin

g bo

oks

Braille

equi

pmen

t

11 C

REA

TIVE

WO

RK

S

iden

tify

type

s of

cre

ativ

e

wor

ks

co

mpo

se c

reat

ive

wor

ks

pr

esen

t cre

ativ

e w

orks

ex

hibi

t cre

ativ

e w

orks

di

scus

s co

pyrig

ht is

sues

de

vise

mar

ketin

g

Ty

pes

of c

reat

ive

wor

ks

P

rodu

ctio

n of

crea

tive

wor

ks

P

rese

ntat

ion

of

crea

tive

wor

ks

E

xhib

ition

of

Identifyingtypesof

crea

tive

wor

ks

C

ompo

sing

cre

ativ

e

wor

ks

P

rese

ntin

g cr

eativ

e

wor

ks

E

xhib

iting

cre

ativ

e w

orks

D

ram

a

cost

umes

and

prop

s

ICTtools

Resource

pers

ons

Referen

ce



24

33

stra

tegi

es

crea

tive

wor

ks

P

ublic

atio

n of

crea

tive

wor

ks

Copyrightis

sues

M

arke

ting

stra

tegi

es

D

iscu

ssin

g co

pyrig

ht

issu

es

D

evis

ing

mar

ketin

g

stra

tegi

es

book

s

Ta

lkin

g bo

oks

Braille

equi

pmen

t

Docum

entaries

Culturecentre

s

M

useu

ms

and

mon

umen

ts

Archives

Fe

stivalvenues



25

34

FOR

M 3

TOPI

C

OB

JEC

TIVE

S: L

earn

ers

shou

ld b

e ab

le to

: U

NIT

CO

NTE

NT

(Kno

wle

dge,

sk

ills

and

attit

udes

) SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

SU

GG

ESTE

D

RES

OU

RC

ES

1.B

ACK

GR

OU

ND

TO

TH

E ST

UD

Y O

F LI

TER

ATU

RE

id

entif

y so

cio-

econ

omic

,

polit

ical

, cul

tura

l and

herit

age

issu

es in

lite

rary

wor

ks

di

scus

s th

e si

gnifi

canc

e of

issu

es ra

ised

in li

tera

ry

wor

ks to

the

com

mun

ity

re

late

issu

es ra

ised

to th

eir

envi

ronm

ent

di

scus

s th

e pr

oduc

tion

of

liter

ary

wor

ks

So

cio-

econ

omic

, pol

itica

l, c

ultu

ral

and

herit

age

issu

es in

lite

rary

wor

ks s

uch

as:

ge

nder

en

terp

rise

pa

triot

ism

Unhu/Ubuntu/Vu

mun

hu

Roleoflite

ratu

re in

the

Zimbabw

ean

expe

rienc

es s

uch

as

trans

mis

sion

of:

va

lues

no

rms

at

titud

es

be

liefs

aw

aren

ess

Pr

oduc

tion

of lit

erar

y w

orks

Identifyi

ng s

ocio

-

econ

omic

, pol

itica

l,

cultu

ral a

nd h

erita

ge

issu

es in

lite

rary

wor

ks

Discussingtheimportance

of is

sues

rais

ed in

lite

rary

wor

ks

Relatingraised

issu

es to

thei

r env

ironm

ent

Assessingtheroleof

liter

atur

e in

soc

iety

Discussinghowlitera

ry

wor

ks a

re p

rodu

ced

Referencebooks

Resource

pers

ons

ICTtools

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries



26

35

2. H

ISTO

RIC

AL

BAC

KG

RO

UN

D T

O

TEXT

S

discussauthor`sbiography

di

scus

s is

sues

that

insp

ired

the

auth

or

analysetheauthor`s

perc

eptio

n of

the

wor

ld

Au

thor`sbiography

Au

thor`ssourcesofinspiration

such

as:

pe

rson

al e

xper

ienc

es

pe

riod

pl

ace

so

cio-

econ

omic

issu

es

be

liefs

pr

actic

es

ge

nder

Au

thor`sperceptionoftheworld

Researchingon

auth

ors’

biog

raph

y

Discussingauthors`

biog

raph

y in

rela

tion

to

thei

r wor

ks

Discussingissuesthat

insp

ired

the

auth

or

Analysingtheauthor`s

perc

eptio

n of

the

wor

ld

Inte

rvie

win

g au

thor

s

Referencebooks

Resource

pers

ons

ICTtools

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Docum

entaries

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives



27

36

3. S

TOR

YLIN

E:

PLO

TS A

ND

SU

BPL

OTS

IN

TEXT

S

id

entif

y th

e m

ain

and

sub-

plot

s

di

scus

s th

e pl

ots

and

subp

lots

of t

he te

xts

in

sequ

ence

ex

plai

n th

e re

latio

nshi

p

betw

een

mai

n pl

ot a

nd

subp

lots

co

mpa

re a

nd c

ontra

st s

ub-

plot

s

an

alys

e th

e pu

rpos

e an

d

effe

ctiv

enes

s of

plo

ts

Ty

pes

of p

lots

and

sub

-plo

ts

Se

quen

cing

of p

lots

Relationshipbetweenplots

Su

itabi

lity

of p

lots

Identifyingthemainand

subp

lots

Tr

acin

g th

e ev

ents

of p

lots

Discussingthe

rela

tions

hip

betw

een

plot

s

W

ritin

g bo

ok re

view

s

Conductingan

educ

atio

nal t

our

Dramatis

ing

even

ts in

plot

s

ICTtools

Drama

cost

umes

and

prop

s

Referencebooks

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

4. C

ON

FLIC

T AN

D

CO

NFL

ICT

MAN

AGEM

ENT

IN

TEXT

S

id

entif

y ty

pes

of c

onfli

cts

di

scus

s th

e ca

uses

of

conf

licts

an

alys

e th

e si

gnifi

canc

e of

conf

lict m

anag

emen

t in

plot

deve

lopm

ent

ev

alua

te c

onfli

ct

man

agem

ent

Ty

pes

of c

onfli

cts

Causesofconflicts

Conflictlines

Conflictbuildup

Si

gnifi

canc

e of

con

flict

in p

lot

deve

lopm

ent

Conflictmanagem

ent

Identifyingtypesof

conf

licts

Discussingthe

ca

uses

of c

onfli

cts

Analysingthesignificance

of c

onfli

ct m

anag

emen

t in

plot

dev

elop

men

t

E

valu

atin

g co

nflic

t

Referencebooks

Resource

pers

ons

ICTtools

Ta

lkin

g bo

oks

Braille

equi

pmen

t



28

36

3. S

TOR

YLIN

E:

PLO

TS A

ND

SU

BPL

OTS

IN

TEXT

S

id

entif

y th

e m

ain

and

sub-

plot

s

di

scus

s th

e pl

ots

and

subp

lots

of t

he te

xts

in

sequ

ence

ex

plai

n th

e re

latio

nshi

p

betw

een

mai

n pl

ot a

nd

subp

lots

co

mpa

re a

nd c

ontra

st s

ub-

plot

s

an

alys

e th

e pu

rpos

e an

d

effe

ctiv

enes

s of

plo

ts

Ty

pes

of p

lots

and

sub

-plo

ts

Se

quen

cing

of p

lots


Su

itabi

lity

of p

lots


subp

lots

Tr

acin

g th

e ev

ents

of p

lots

Discussingthe

rela

tions

hip

betw

een

plot

s

W

ritin

g bo

ok re

view

s

Conductingan

educ

atio

nal t

our

Dramatis

ing

even

ts in

plot

s

ICTtools

Drama

cost

umes

and

prop

s

Referencebooks

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

4. C

ON

FLIC

T AN

D

CO

NFL

ICT

MAN

AGEM

ENT

IN

TEXT

S

id

entif

y ty

pes

of c

onfli

cts

di

scus

s th

e ca

uses

of

conf

licts

an

alys

e th

e si

gnifi

canc

e of

conf

lict m

anag

emen

t in

plot

deve

lopm

ent

ev

alua

te c

onfli

ct

man

agem

ent

Ty

pes

of c

onfli

cts

Causesofconflicts

Conflictlines

Conflictbuildup

Si

gnifi

canc

e of

con

flict

in p

lot

deve

lopm

ent

Conflictmanagem

ent

Identifyingtypesof

conf

licts

Discussingthe

ca

uses

of c

onfli

cts


of c

onfli

ct m

anag

emen

t in

plot

dev

elop

men

t

E

valu

atin

g co

nflic

t

Referencebooks

Resource

pers

ons

ICTtools

Ta

lkin

g bo

oks

Braille

equi

pmen

t



29

37

m

anag

emen

t

Dramatisingconflictbuild

up a

nd m

anag

emen

t

5. S

ETTI

NG

IN

TEXT

S

desc

ribe

setti

ng

sequ

entia

lly

ex

amin

e th

e si

gnifi

canc

e of

setti

ng

de

scrib

e ho

w th

e

envi

ronm

ent a

ffect

s ev

ents

Pl

ace,

tim

e an

d se

quen

ce o

f

even

ts

Si

gnifi

canc

e of

set

ting

such

as:

sa

cred

pla

ces

m

onum

ents

ci

ties

Se

tting

in re

latio

n to

cro

sscu

tting

issu

es

Outliningeventsinthe

text

s an

d re

latin

g th

em to

time

and

plac

e

Discussingthecredibility

of e

vent

s in

rela

tion

to

setti

ng

Visitingre

levantsites

Researchingonthe

sign

ifica

nce

of th

e se

tting

Referencebooks

Resource

pers

ons

ICT

tool

s

Ta

lkin

g bo

oks

Braille

equi

pmen

t

Relevantsites

Docum

entaries

Culturalcentre

s



30

38

6. T

HEM

ES A

ND

SU

B-T

HEM

ES IN

TE

XTS

id

entif

y m

ain

and

sub-

them

es

de

bate

em

ergi

ng i

ssue

s in

rela

tion

to th

e en

viro

nmen

t

ex

amin

e th

e re

latio

nshi

p

betw

een

the

mai

n an

d su

b-

them

es

an

alys

e th

e si

gnifi

canc

e of

mai

n an

d su

b-th

emes

di

scus

s cr

oss-

cutti

ng

them

es a

s po

rtray

ed

M

ain

and

sub-

them

es

E

mer

ging

issu

es in

rela

tion

to

the

envi

ronm

ent

S

igni

fican

ce o

f mai

n an

d su

b-

them

es

Relationshipbetweenmainand

sub-

them

es

Cross

-cut

ting

them

es s

uch

as:

ge

nder

he

ritag

e

h

uman

righ

ts

ch

ild p

rote

ctio

n as

por

traye

d


them

es

Debatingem

ergingissues

in re

latio

n to

the

envi

ronm

ent

E

xam

inin

g th

e re

latio

nshi

p

betw

een

the

mai

n an

d

sub-

them

es

Analysingthe

sign

ifica

nce

of m

ain

and

sub-

them

es

Discussing

cros

s-cu

tting

them

es a

s po

rtray

ed

Dramatisingthem

es

Com

posingandsinging

song

s on

them

es

ICTtools

Reference

boo

ks

Resource

pers

ons

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s



31

39

7.C

HAR

ACTE

RIS

ATI

ON

IN T

EXTS

desc

ribe

char

acte

rs

ex

plai

n th

e re

latio

nshi

ps

betw

een

and

amon

g

char

acte

rs

as

sess

the

cont

ribut

ion

of

char

acte

rs

to p

lot

deve

lopm

ent

illu

stra

te th

e d

evel

opm

ent

of c

hara

cter

s

ex

amin

e th

e ap

tnes

s of

nam

es

ju

stify

thei

r per

sona

l

resp

onse

s to

cha

ract

ers

as

sess

real

ism

and

fant

asy

in re

latio

n to

cha

ract

ers

di

scus

s th

e in

fluen

ce o

f

gend

er s

tere

otyp

ing

on

char

acte

rs

di

scus

s cu

ltura

l val

ues,

belie

fs a

nd m

oral

s

(Unhu/Ubuntu/Vum

unhu)

portr

ayed

by

char

acte

rs

Des

crip

tion

of c

hara

cter

s

Contributionofcharactersto

plot

dev

elop

men

t

Characterdevelopment

Relationshipsamong

char

acte

rs

Aptnessofnam

es

Realismandfantasyin

char

acte

rs

P

erso

nal r

espo

nses

to

char

acte

rs

Culturalvalues,beliefsand

mor

als

(Unhu/Ubuntu/Vum

unhu)

disp

laye

d by

cha

ract

ers

Charactersinrelationtoc

ross

-

cutti

ng is

sues

D

escr

ibin

g ch

arac

ters

Discussingcultura

l

valu

es, b

elie

fs a

nd m

oral

s

(Unhu/Ubuntu/Vum

unhu)

portr

ayed

by

char

acte

rs

Assessingre

alismand

fant

asy

in re

latio

n to

char

acte

rs

Relatingcharactersto

cros

s-cu

tting

issu

es

Roleplayingand

sim

ulat

ion

P

layi

ng g

ames

M

ock-

trial

s

Debating

Researching

Dramatising

cros

s-cu

tting

them

es

ICTtools

Referenceboo

ks

Resource

pers

ons

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s



32

40

re

late

cha

ract

ers

to

cro

ss-c

uttin

g th

emes

8. L

ITER

ARY

TEC

HN

IQU

ES IN

TE

XTS

id

entif

y lit

erar

y te

chni

ques

di

scus

s lit

erar

y te

chni

ques

ex

plai

n th

e re

leva

nce

of a

title

as

sess

the

impa

ct o

f a ti

tle

on th

e re

ader

cr

eate

app

ealin

g tit

les

for

own

wor

ks

cr

eate

ow

n w

orks

usi

ng

sele

cted

lite

rary

tech

niqu

es

Literarydevicesindramasuch

as:

so

liloqu

y

as

ide

st

age

dire

ctio

ns

Narrativetechniquessuchas

:

in

terio

r mon

olog

ue

so

ngs

le

tters

iro

ny

fla

shba

ck

fl

ash-

forw

ard

in

med

ia re

sour

ces

P

oetic

dev

ices

suc

h as

lin

king

dev

ices

pr

over

bs

Identifyinglitera

ry

tech

niqu

es

D

iscu

ssin

g lit

erar

y

tech

niqu

es

A

sses

sing

the

impa

ct o

f a

title

on

the

read

er

C

reat

ing

own

wor

ks u

sing

sele

cted

lite

rary

tech

niqu

es

D

ram

atis

ing

ICTtools

Referen

ce b

ooks

Resource

pers

ons

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s



33

41

pa

ralle

lism

Ti

tling

:

re

leva

nce

of a

title

im

pact

of a

title

on

the

read

er

9. H

ERIT

AGE,

CU

LTU

RAL

VA

LUES

AN

D

BEL

IEFS

IN T

EXTS

id

entif

y w

ith v

alue

s an

d

belie

fs li

nked

to

Unhu/Ubuntu/Vu

munhu

an

alys

e va

lues

and

bel

iefs

in re

latio

n to

text

s

ex

plai

n th

e im

porta

nce

of

IndigenousKnowledge

Sys

tem

s (Orature)

de

bate

on

chan

ges

and

adap

tatio

ns in

val

ues

and

belie

fs in

rela

tion

to

cros

scut

ting

issu

es

co

mpa

re a

nd c

ontra

st

indi

geno

us a

nd

cont

empo

rary

val

ues

and

belie

fs

de

mon

stra

te a

n

appr

ecia

tion

of th

eir a

nd

Indigenousandcontemporary

cultu

ral b

elie

fs

P

lace

and

role

of t

he p

ortra

yed

valu

es a

nd b

elie

fs in

soc

iety

IndigenousKnowledgeSystems

(Orature)

Com

parisonofportrayedvalues

and

belie

fs to

real

life

situ

atio

ns

Cultura

l div

ersi

ty

Identifyingwithvaluesand

belie

fs li

nked

to

Unhu/Ubuntu/

Vum

unhu

Analysingvaluesand

belie

fs in

rela

tion

to te

xts

E

xpla

inin

g th

e im

porta

nce

of IndigenousKnowledge

Sys

tem

s (Orature)

Debatingonchangesand

adap

tatio

ns in

val

ues

and

belie

fs in

rela

tion

to

cros

scut

ting

issu

es

Com

paringand

cont

rast

ing

indi

geno

us

and

con

tem

pora

ry

valu

es a

nd b

elie

fs

Growingindigenous

P

ictu

res

Artefactssuch

as m

bira

, cla

y

pots

, ani

mal

skin

s, re

ed m

ats,

indi

geno

us

wea

pons

ICTtools

Heritagesites

Referencebooks

Resource

pers

ons

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Dramaco

stum

es

and

prop

s

Culturalcentre

s



34

42

otherpeople`scultures

pl

ants

Dem

onstratingan

appr

ecia

tion

of th

eir a

nd


Dramatis

ing

Cartooning

Dancing

Painting/draw

ing

V

isiti

ng h

erita

ge s

ites

Role-

play

ing

a va

riety

of

cultu

ral p

ract

ices

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

Immediate

envi

ronm

ent

10.

LESS

ON

S IN

TE

XTS

id

entif

y le

sson

s

di

scus

s le

sson

s le

arnt

an

alys

e le

sson

s re

latin

g to

cros

s-cu

tting

them

es

Identificationoflessonslearnt

Less

ons

rela

ting

to c

ross

-cut

ting

them

es

Identifyinglessons

D

iscu

ssin

g le

sson

s le

arnt

R

esea

rchi

ng o

n

cros

s-cu

tting

them

es in

rela

tion

to le

sson

s le

arnt

A

naly

sing

less

ons

rela

ting

to c

ross

-cut

ting

them

es

Dramatisinglessons

rela

ting

to c

ross

-cut

ting

issu

es

ICTtools

Referencebooks

Resource

pers

ons

Braille

equi

pmen

t

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s



35

43

11. C

REA

TIVE

W

OR

KS

id

entif

y ty

pes

of c

reat

ive

wor

ks

co

mpo

se c

reat

ive

wor

ks

pr

esen

t cre

ativ

e w

orks

ex

hibi

t cre

ativ

e w

orks

di

scus

s co

pyrig

ht is

sues

de

vise

mar

ketin

g st

rate

gies

Ty

pes

of c

reat

ive

wor

ks

P

rodu

ctio

n of

cre

ativ

e w

orks

P

rese

ntat

ion

of c

reat

ive

wor

ks

E

xhib

ition

of c

reat

ive

wor

ks

P

ublic

atio

n of

cre

ativ

e w

orks

Copyrightis

sues

M

arke

ting

stra

tegi

es

Identifying

typ

es o

f

crea

tive

wor

ks

C

ompo

sing

cre

ativ

e w

orks

P

rese

ntin

g cr

eativ

e w

orks

E

xhib

iting

cre

ativ

e w

orks

D

iscu

ssin

g co

pyrig

ht

issu

es

Roleplayingmarketing

stra

tegi

es

D

ram

a co

stum

es

and

prop

s

ICTtools

Resource

pers

ons

Referencebooks

Ta

lkin

g bo

oks

Braille

equi

pmen

t

Docum

entaries

Culturec

entre

s

M

useu

ms

and

mon

umen

ts

Archives

Fe

stivalvenues



36

44

FOR

M 4

TO

PIC

O

BJE

CTI

VES:

Lea

rner

s sh

ould

be

able

to:

UN

IT C

ON

TEN

T ( K

now

ledg

e,

skill

s an

d at

titud

es)

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES

SUG

GES

TED

R

ESO

UR

CES

1.B

ACK

GR

OU

ND

TO

TH

E ST

UD

Y O

F LI

TER

ATU

RE

id

entif

y so

cio-

econ

omic

, pol

itica

l,

cultu

ral a

nd h

erita

ge is

sues

in

liter

ary

wor

ks

di

scus

s th

e si

gnifi

canc

e of

issu

es

rais

ed in

lite

rary

wor

ks to

the

com

mun

ity

re

late

issu

es ra

ised

to th

eir

envi

ronm

ent

di

scus

s th

e pr

oduc

tion

of li

tera

ry

wor

ks

So

cio-

econ

omic

, pol

itica

l,

cultu

ral a

nd h

erita

ge is

sues

in

litera

ry w

orks

suc

h as

:

ge

nder

en

terp

rise

pa

triot

ism

Unhu/Ubuntu/Vu

mun

hu

Roleoflite

ratu

re in

the

Zimbabw

ean

expe

rienc

es

such

as

trans

mis

sion

of:

va

lues

no

rms

at

titud

es

be

liefs

aw

aren

ess

Pr

oduc

tion

of lit

erar

y w

orks

Identifyi

ng s

ocio

-eco

nom

ic,

polit

ical

, cu

ltura

l and

herit

age

issu

es in

lite

rary

wor

ks

Discussingtheimportance

of is

sues

rais

ed in

lite

rary

wor

ks

Relatingraisedissuesto

thei

r env

ironm

ent

Discussinghowliterary

wor

ks a

re p

rodu

ced

Referencebooks

Resourcepersons

ICTtools

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries



37

45

2. H

ISTO

RIC

AL

BAC

KG

RO

UN

D

TO T

EXTS

relateauthor`sbiographytoworks

an

alys

e is

sues

that

insp

ired

the

auth

or

co

mmentontheauthor`s

perc

eptio

n of

the

wor

ld

Au

thor`sbiography

Au

thor`ssourcesof

insp

iratio

n

Au

thor`sperceptionofthe

wor

ld

R

esea

rchi

ng o

n au

thor

’s

biog

raph

y

Relatingauthor`sbiography

to w

orks

Analysingissuesthat

insp

ired

the

auth

or

Com

mentin

g on

the

author`sperceptionofthe

wor

ld

Interviewingtheauthor(s)

ICTtools

Referencebooks

Resourcepersons

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

D

ocum

enta

ries

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives

3. S

TOR

YLIN

E:

PLO

TS A

ND

SU

BPL

OTS

IN

TEXT

S

id

entif

y th

e m

ain

and

sub-

plot

s

di

scus

s th

e pl

ots

and

sub

plot

s o

f

the

text

s in

seq

uenc

e

ex

plai

n th

e re

latio

nshi

p be

twee

n

mai

n pl

ot a

nd s

ubpl

ots

co

mpa

re a

nd c

ontra

st s

ub-p

lots

an

alys

e th

e pu

rpos

e an

d

effe

ctiv

enes

s of

plo

ts

Ty

pes

of p

lots

and

sub

plot

s

S

eque

ncin

g of

plo

ts


Su

itabi

lity

of p

lots


subp

lots

Tr

acin

g th

e ev

ents

of p

lots

Discussingtherelationship

betw

een

plot

s

W

ritin

g bo

ok re

view

s

Dramatis

ing

even

ts in

plo

ts

Conductinganeducational

tour

ICTto

ols

Referencebooks

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s

Heritagesites

M

useu

ms

and

mon

umen

ts

Archives



38

46

Docum

entaries

4. C

ON

FLIC

T AN

D C

ON

FLIC

T M

ANAG

EMEN

T IN

TEX

TS

id

entif

y ty

pes

of c

onfli

cts

di

scus

s th

e ca

uses

of c

onfli

cts

an

alys

e th

e si

gnifi

canc

e of

con

flict

man

agem

ent i

n pl

ot d

evel

opm

ent

ev

alua

te c

onfli

ct m

anag

emen

t

Ty

pes

of c

onfli

cts

Causesofconflicts

Conflictlines

Conflictbuildup

Si

gnifi

canc

e of

con

flict

in p

lot

deve

lopm

ent

Conflictmanagem

ent

Identifyingtypesofcon

flict

s

Discussingthecausesof

conf

licts


of c

onfli

ct m

anag

emen

t in

plot

dev

elop

men

t

E

valu

atin

g co

nflic

t

man

agem

ent

Dramatisingconflictbuild

up a

nd m

anag

emen

t

Referencebooks

Resourcepersons

ICTtools

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

5. S

ETTI

NG

IN

TEXT

S

desc

ribe

setti

ng s

eque

ntia

lly

ex

amin

e th

e si

gnifi

canc

e of

setti

ng

de

scrib

e ho

w th

e en

viro

nmen

t

affe

cts

even

ts

Pl

ace,

tim

e an

d se

quen

ce o

f

even

ts

Si

gnifi

canc

e of

set

ting

such

as:

sa

cred

pla

ces

m

onum

ents

ci

ties

Outliningeventsinthetext

and

rela

ting

them

to ti

me

and

plac

e

Discussingthecredibilityof

even

ts in

rela

tion

to s

ettin

g

Visitingre

levantsites

Researchingonthe

Reference

boo

ks

Resourcepersons

ICTtools

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Relevantsites

Docum

entaries



39

47

Se

tting

in re

latio

n to

cro

ss-c

uttin

g is

sues

sign

ifica

nce

of th

e se

tting

Culturalcentre

s

6. T

HEM

ES A

ND

SU

B-T

HEM

ES IN

TE

XTS

id

entif

y m

ain

and

sub-

them

es

de

bate

em

ergi

ng i

ssue

s in

rela

tion

to th

e en

viro

nmen

t

ex

amin

e th

e re

latio

nshi

p

betw

een

the

mai

n an

d

sub

-them

es

an

alys

e th

e si

gnifi

canc

e of

mai

n an

d su

b-th

emes

di

scus

s cr

oss-

cutti

ng th

emes

as p

ortra

yed

M

ain

and

sub-

them

es

E

mer

ging

issu

es in

rela

tion

to th

e en

viro

nmen

t

S

igni

fican

ce o

f mai

n an

d

sub-

them

es

Relationshipbetween

mai

n

and

sub-

them

es

Cross

-cut

ting

them

es s

uch

as:

ge

nder

he

ritag

e

h

uman

righ

ts

ch

ild p

rote

ctio

n as

portr

ayed


them

es

Debatingem

ergingissues

in re

latio

n to

the

envi

ronm

ent

E

xam

inin

g th

e re

latio

nshi

p

betw

een

the

mai

n an

d

sub-

them

es


of m

ain

and

sub-

them

es

Discussingcross-

cutti

ng

them

es a

s po

rtray

ed

Dramatisingthem

es

Com

posingandsinging

song

s on

them

es

ICTtools

Referencebooks

Resourcepersons

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

7.

CH

ARAC

TER

ISAT

ION

IN T

EXTS

de

scrib

e ch

arac

ters

ex

plai

n th

e re

latio

nshi

ps

betw

een

and

amon

g ch

arac

ters

as

sess

the

cont

ribut

ion

of

Descriptionofcharacters

Contribution

of c

hara

cter

s

to p

lot d

evel

opm

ent

Characterdevelopment

de

scrib

ing

char

acte

rs

Assessingre

alismand

fant

asy

in re

latio

n to

char

acte

rs

ICTtools

Referencebooks

Resourcepersons

Braille

equ

ipm

ent



40

48

char

acte

rs

to p

lot

deve

lopm

ent

illu

stra

te th

e d

evel

opm

ent o

f

char

acte

rs

ex

amin

e th

e ap

tnes

s of

nam

es

ju

stify

thei

r per

sona

l res

pons

es

to c

hara

cter

s

as

sess

real

ism

and

fant

asy

in

rela

tion

to c

hara

cter

s

di

scus

s th

e in

fluen

ce o

f gen

der

ster

eoty

ping

on

char

acte

rs

di

scus

s cu

ltura

l val

ues,

bel

iefs

and

mor

als

(Unhu/Ubuntu/Vum

unhu)

portr

ayed

by

char

acte

rs

Relationshipsamong

char

acte

rs

Aptnessofnam

es

Realismandfantasyin

char

acte

rs

P

erso

nal r

espo

nses

to

char

acte

rs

Culturalvalues,beliefsand

mor

als

disp

laye

d by

char

acte

rs

Charactersinrelation

to

cros

s-cu

tting

issu

es

Discussingculturalvalues,

belie

fs a

nd m

oral

s

(Unhu/Ubuntu/Vum

unhu)

portr

ayed

by

char

acte

rs

Roleplayingandsimulation

P

layi

ng g

ames

M

ock-

trial

s

Debating

Researching

Dramatising

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s

8. L

ITER

ARY

TEC

HN

IQU

ES IN

TE

XTS

id

entif

y lit

erar

y te

chni

ques

di

scus

s lit

erar

y te

chni

ques

ex

plai

n th

e re

leva

nce

of a

title

as

sess

the

impa

ct o

f a ti

tle o

n

the

read

er

cr

eate

app

ealin

g tit

les

for o

wn

wor

ks

Literarydevicesindrama

such

as:

so

liloqu

y

as

ide

st

age

dire

ctio

ns

Narrativetechniquessuch

as:

Identifyinglitera

ry

tech

niqu

es

D

iscu

ssin

g lit

erar

y

tech

niqu

es

A

sses

sing

the

impa

ct o

f a

title

on

the

read

er

C

reat

ing

own

wor

ks u

sing

ICTtools

Referencebooks

Resourcepersons

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s



41

49

cr

eate

ow

n w

orks

usi

ng

sele

cted

lite

rary

tech

niqu

es

in

terio

r mon

olog

ue

so

ngs

le

tters

iro

ny

fla

shba

ck, f

lash

-forw

ard,

in m

edia

reso

urce

s

P

oetic

dev

ices

suc

h as

:

lin

king

dev

ices

pr

over

bs

pa

ralle

lism

Ti

tling

:

re

leva

nce

of a

title

im

pact

of a

title

on

the

read

er

sele

cted

lite

rary

tech

niqu

es

D

ram

atis

ing

9. H

ERIT

AGE,

C

ULT

UR

AL

VALU

ES A

ND

B

ELIE

FS IN

TE

XTS

id

entif

y w

ith v

alue

s an

d be

liefs

linke

d to

Unhu/Ubuntu/Vu

munhu

an

alys

e va

lues

and

bel

iefs

in

rela

tion

to te

xts

ex

plai

n th

e im

porta

nce

of

IndigenousKnowledge

Sys

tem

s (Orature)

Indigenousand

cont

empo

rary

cul

tura

l

belie

fs

P

lace

and

role

of t

he

portr

ayed

val

ues

and

belie

fs

in s

ocie

ty

IndigenousKnowledge

Sys

tem

s (Orature)

Identifyingwithvaluesand

belie

fs li

nked

to

Unhu/Ubuntu/Vu

munhu

Analysingvaluesand

belie

fs in

rela

tion

to te

xts

E

xpla

inin

g th

e im

porta

nce

of IndigenousKnowledge

Sys

tem

s (Orature)

P

ictu

res

Artefactssuchas

mbi

ra, c

lay

pots

,

anim

al s

kins

, ree

d

mat

s, in

dige

nous

wea

pons

ICTtools

Heritagesites



42

50

de

bate

on

chan

ges

and

adap

tatio

ns in

val

ues

and

belie

fs in

rela

tion

to

cros

s-cu

tting

issu

es

co

mpa

re a

nd c

ontra

st

indi

geno

us a

nd c

onte

mpo

rary

valu

es a

nd b

elie

fs

de

mon

stra

te a

n ap

prec

iatio

n of

theirandotherpeople`s

cultu

res

Com

parisonofportrayed

valu

es a

nd b

elie

fs to

real

life

situ

atio

ns

Culturaldiversity

Debatingonchangesand

adap

tatio

ns in

val

ues

and

belie

fs in

rela

tion

to

cros

s-cu

tting

issu

es

Com

paringandcontrasting

indi

geno

us a

nd

cont

empo

rary

val

ues

and

belie

fs

Grow

ing

indi

geno

us p

lant

s

Dem

onstratingan

appr

ecia

tion

of th

eir a

nd


Dramatis

ing

Dancing

Cartooning

Painting/draw

ing


Role-

play

ing

a va

riety

of

cultu

ral p

ract

ices

Referencebooks

Resourcepersons

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

Dramacostum

es

and

prop

s

Culturalcentre

s

M

useu

ms

and

mon

umen

ts

Archives

Docum

entaries

Immediate

envi

ronm

ent

10. L

ESSO

NS

IN

TEXT

S

iden

tify

less

ons

di

scus

s le

sson

s le

arnt

an

alys

e le

sson

s re

latin

g to

Identificationoflessons

lear

nt

Lessonsrelatingto

Identifyinglessons

D

iscu

ssin

g le

sson

s le

arnt

R

esea

rchi

ng o

n

ICTtools

Refer

ence

boo

ks

Resourcepersons



43

51

cros

s-cu

tting

them

es

cros

s-cu

tting

them

es

cros

scut

ting

them

es in

rela

tion

to le

sson

s le

arnt

A

naly

sing

less

ons

rela

ting

to c

ross

-cut

ting

them

es

Braille

equ

ipm

ent

Ta

lkin

g bo

oks

11. C

REA

TIVE

WO

RK

S

iden

tify

type

s of

cre

ativ

e w

orks

co

mpo

se c

reat

ive

wor

ks

pr

esen

t cre

ativ

e w

orks

ex

hibi

t cre

ativ

e w

orks

di

scus

s co

pyrig

ht is

sues

de

vise

mar

ketin

g st

rate

gies

Ty

pes

of c

reat

ive

wor

ks

P

rodu

ctio

n of

cre

ativ

e w

orks

P

rese

ntat

ion

of c

reat

ive

wor

ks

E

xhib

ition

of c

reat

ive

wor

ks

P

ublic

atio

n of

cre

ativ

e w

orks

Copyrightis

sues

M

arke

ting

stra

tegi

es

Identifying

typ

es o

f

crea

tive

wor

ks

C

ompo

sing

cre

ativ

e w

orks

P

rese

ntin

g cr

eativ

e w

orks

E

xhib

iting

cre

ativ

e w

orks

D

iscu

ssin

g co

pyrig

ht is

sues

Roleplaying

mar

ketin

g

stra

tegi

es

ICTtools

Resourcepersons

Referencebooks

Ta

lkin

g bo

oks

Braille

equ

ipm

ent

Dramacostum

es

and

prop

s

Docum

entaries

Culturecentre

s

M

useu

ms

and

mon

umen

ts

Archives

Fe

stivalvenues



44

9.0 ASSESSMENT

The syllabus scheme of assessment is based on theprincipleofinclusivity.Arrangements,accom-modationandmodificationsmustbevisibleinbothcontinuous and summative assessment to enable candidates with diverse needs to access assess-ment.

The learning area will be assessed through con-tinuousandsummativeassessment.Continuousassessment will constitute 30% and summative assessment 70%.

9.1 ASSESSMENT OBJECTIVES

It is expected that by the end of Forms 1 to 4,learners will be assessed on their ability to:

9.1.1 communicate clearly and effectively the knowl-edge, understanding and insight supported by tex-tual references

9.1.2 assess the writer’s presentation of ideas 9.1.3 evaluate the themes and major concerns in a text9.1.4 critique the actions, feelings, motives and qualities

of characters in selected texts9.1.5 analyse how place and time settings influence

content in literary works9.1.6 analyse the writer’s literary techniques 9.1.7 evaluate heritage and cultural aspects or practices

portrayed in literary works9.1.8 evaluate the author’s sources of inspiration in rela-

tion to the subject matter9.1.9 relate literary works to their experiences9.1.10 apply technology in research on a variety of issues

including crosscutting themes9.1.11 produce, edit, exhibit or publish creative works



45

53

9.1.

7 ev

alua

te h

erita

ge a

nd c

ultu

ral a

spec

ts o

r pra

ctic

es p

ortra

yed

in li

tera

ry w

orks

9.1.

8 ev

alua

te th

e au

thor

’s s

ourc

es o

f ins

pira

tion

in re

latio

n to

the

subj

ect m

atte

r

9.1.

9 re

late

lite

rary

wor

ks to

thei

r exp

erie

nces

9.1.

10 a

pply

tech

nolo

gy in

rese

arch

on

a va

riety

of i

ssue

s in

clud

ing

cros

scut

ting

them

es

9.1.

11 p

rodu

ce, e

dit,

exhi

bit o

r pub

lish

crea

tive

wor

ks

9.2

SCH

EM

E O

F A

SSE

SSM

EN

T 9.

2.1

SUM

MA

TIVE

ASS

ESSM

ENT

PAPE

R

DES

CR

IPTI

ON

D

UR

ATI

ON

M

AR

KS

WEI

GH

TIN

G

Pape

r 1

Poet

ry a

nd In

dige

nous

Kno

wle

dge

Syst

ems(

Ora

ture

)

1 ho

ur

30

min

utes

50

35%

Subt

otal

50

35

%

Pape

r 2

Dra

ma

and

pros

e 1

hour

30

m

inut

es

50

35

%

Subt

otal

50

35

%

Gra

nd T

otal

10

0 70

%



46

9.2.2 DESCRIPTION OF PAPERS

The summative assessment will consist of two pa-pers:

Paper 1:PoetryandIndigenousKnowledgeSys-tems(Orature)(50marks)

Duration1hour30minutes

Candidates are expected to answer a total of 2questionsfromthispaper,1fromSectionAand1fromSectionB.

Section A: Poetry 3 questions from 1 or 2 anthologies covering indig-

enous and contemporary poetry. Candidatesareexpected toanswerany1ques-

tionfromthissection(25marks)

Section B: Indigenous Knowledge Sys-tems (Orature)

4 questions from 1 text. Candidatesareexpected toanswerany1ques-


Paper 2: DramaandProse(Totalmarks50) Duration:1hour30minutes

Candidates are expected to answer a total of 2questionsfromthispaper,1fromSectionAand1fromSectionB

Section A: Drama 1 drama text 3 questions Candidatesareexpected toanswerany1ques-


SectionB:Prose 2 prose texts 4 questions Candidatesareexpected toanswerany1ques-


9.2.3 CONTINUOUS ASSESSMENT (30%)

Profiling,TestsandOral/Aural(ReceptiveandEx-pressive)Assignmentsareadministeredandcol-latedfromForm1throughtoForm4.ProjectsoncreativeworksaredoneandassessedfromForm1throughtoForm4.Allthemarksscoredfromtheaforementioned aspects, except for profiling,willcontributetothefinalmark.

i



47

56

9.2.

3 C

ON

TIN

UO

US

ASSE

SSM

ENT

(30%

) Profilin

g,TestsandOral/Au

ral(ReceptiveandExpressive)A

ssignm

entsareadm

inisteredandcollatedfromForm1

throughtoForm4

.

Proj

ects

on

crea

tive

wor

ks a

re d

one

and

asse

ssed

from

Form1

thro

ugh

to Form4.A

llthemarksscoredfromtheaforem

entioned

aspe

cts,

exc

ept f

or p

rofil

ing,

will

cont

ribut

e to

the

final

mar

k.

Con

tinuo

us A

sses

smen

t will

be

as fo

llow

s:

LEVE

L A

SSES

SMEN

T TA

SK

FREQ

UEN

CY

PER

CEN

TAG

E W

EIG

HTI

NG

TO

TAL

WEI

GH

TIN

G

Form

1

Theo

ry te

sts

2

per t

erm

0.

5%

5%

Assignm

ents

2

per t

erm

0.

5%

Pra

ctic

al p

rese

ntat

ions

1

per t

erm

1%

Creativeworks/projects(publications/exhibitions)

1

per y

ear

3%

Form

2

Theo

ry te

sts

2

per t

erm

0.

5%

5%

Assignm

ents

2

per t

erm

0.

5%

Pra

ctic

al p

rese

ntat

ions

1

per t

erm

1%


1

per y

ear

3%

Form

3

Theo

ry te

sts

2

per t

erm

1%

10%

Assignm

ents

2

per t

erm

2%

Pra

ctic

al p

rese

ntat

ions

1

per t

erm

2

%


1

per y

ear

5%

Form

4

Theo

ry te

sts

2

per t

erm

1%

10

%

Assignm

ents

2

per t

erm

2%

i



48

57

Pra

ctic

al p

rese

ntat

ions

1

per t

erm

2%


1 pe

r yea

r

5%

TOTA

L

30%

30

%

9.2.

4 S

PEC

IFIC

ATI

ON

GR

ID

ASS

ESSM

ENT

OB

JEC

TIVE

S PO

ETR

Y IN

DIG

ENO

US

KN

OW

LED

GE

SYST

EMS

(OR

ATU

RE)

DR

AM

A

PRO

SE

CO

NTI

NU

OU

S A

SSES

SMEN

T

9.1.

1 ✔

✔

✔

✔

✔

9.1.

2 ✔

✔

✔

✔

✔

9.1.

3 ✔

✔

✔

✔

✔

9.1.

4 ✔

✔

✔

✔

✔

9.1.

5 ✔

✔

✔

✔

✔

9.1.

6 ✔

✔

✔

✔

✔

9.1.

7 ✔

✔

✔

✔

✔

9.1.

8 ✔

✔

✔

✔

✔

9.1.

9 ✔

✔

✔

✔

✔

9.1.

10

✔

✔

✔

✔

✔

9.1.

11

✔

✔

✔

✔

✔



49

TextsforForms1to4willbeprescribedincircu-lars.

The prescribed texts will consist of prose, drama,

poetryandIndigenousKnowledgeSystems(Ora-ture)coveringdifferenthistoricalperiods.Thehis-toricalperiodsfullycapturetheZimbabweanexpe-riencenamely:thePre-colonial,Colonial(includingtheFirstandSecondChimurenga/Umvukela)andPost-independence(includingtheThirdChimuren-ga/UmvukelaandContemporary).



50

59

9.3

Ass

essm

ent M

odel

Ass

essm

ent o

f Lea

rner

Per

form

ance

in L

itera

ture

in Z

imba

bwea

n In

dige

nous

Lan

guag

es

Ass

essm

ent o

f lea

rner

per

form

ance

in L

itera

ture

in Z

imba

bwea

n In

dige

nous

Lan

guag

es

100%

Con

tinuo

us A

sses

smen

t 30

%

Sum

mat

ive

Ass

essm

ent

70%

Poet

ry a

nd In

dige

nous

K

now

ledg

e Sy

stem

s 35

%

D

ram

a, P

rose

35

%

Cre

ativ

e w

orks

/ Pr

ojec

ts

16%

10%

Test

s and

as

sign

me

nts

6%

Prac

tical

Pr

esen

tatio

ns

8%

Prof

iling

Con

tinuo

us

Ass

essm

ent

Mar

k= 3

0%

Sum

mat

ive

Ass

essm

ent

Mar

k= 7

0%

Prof

ile

EXIT

PR

OFI

LE

FIN

AL

MA

RK

100%



51

9.4 LEARNER PROFILE

The learner profile will comprise those aspectsthatcannotbeassessedthroughtheContinuousAssessmentmodel.Theprofilingwillincludesoftskillsandotheraspects.Theprofileofthelearnerwill be compiled by the teacher and passed on to thenextteacherthroughouttheForm5to6level.Theprofilewillnotcontribute to thefinalmarkatthe end of the form 5 - 6 as shown on the assess-ment model but will assist to give a full picture of the learner’s competency



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