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ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
FORMS 1 - 42015 - 2022
GUIDANCE AND COUNSELLING SYLLABUS
Curriculum Development and Technical ServicesP. O. Box MP 133Mount Pleasant
Harare
© All rights reserved2015
Guidance and Counselling Syllabus Forms 1 - 4
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus:
• The National Guidance and Counselling panel for their professional and technical input• Zimbabwe School Examinations Council (ZIMSEC)• Representatives from various Guidance and Counselling Institutions• Publishers• National AIDS Council (NAC)• Southern Africa HIV and AIDS Information Dissemination Service (SAfAIDS)• LASOF Careers Institute• Nhaka Leadership Solutions• UnitedNationsScientificandCulturalOrganisation(UNESCO)• United Nations Children’s Fund (UNICEF)
i
Guidance and Counselling Syllabus Forms 1 - 4
ii
CONTENTSACKNOWLEDGEMENTS .................................................................................................................. i
CONTENTS ........................................................................................................................................ ii
1.0 PREAMBLE ................................................................................................................................. 1
2.0 PRESENTATION OF THE SYLLABUS ....................................................................................... 1
3.0 AIMS ............................................................................................................................................. 2
4.0 SYLLABUS OBJECTIVES .......................................................................................................... 2
5.0 METHODOLOGY AND TIME ALLOCATION .............................................................................. 2
6.0 TOPICS ........................................................................................................................................ 2
7.0 SCOPE AND SEQUENCE ........................................................................................................... 3
8.0 COMPETENCY MATRIX .............................................................................................................. 6
FORM 1 .............................................................................................................................................. 6
FORM 2 .............................................................................................................................................. 17
FORM 3 .............................................................................................................................................. 26
FORM 4 .............................................................................................................................................. 37
ASSESSMENT ................................................................................................................................... 47
Guidance and Counselling Syllabus Forms 1 - 4
1
1.0 PREAMBLE
1.1 Introduction
The Guidance and Counselling learning area is a Form 1 to 4 secondary school syllabus comprising six topics namely: Unhu/Ubuntu/Vumunhu (Norms and Values), Relationships, Health including Sexuality, HIV and AIDS, Human Growth and Development, Child Protection and Career Guidance. It prepares learners for an indepen-dent productive adulthood and life-long learning. This syllabus is designed to equip learners with age-appropri-ate,culturallyrelevant,scientificallyaccurateknowledgeand skills which will produce responsible citizens who will positively contribute towards nation building.
1.2 Rationale
Guidance and Counselling is a learning area that seeks to empower learners with essential life skills that enable them to survive in a changing socio-economic environment comprising the family, local, national and global communities. The learning area is very significantinthedevelopmentofUnhu/Ubuntu/Vumunhuattributes as it gives a sense of positive self-image and high self-esteem, cherishes diversity and celebrates differences among learners. It prepares learners to cope with developmental changes and a variety of risky factors such as HIV and AIDS, early marriages, teenage pregnancies, drug and substance abuse.
The Guidance and Counselling syllabus enables learners to develop skills in:
• Self-management• Managingdiversity• Criticalthinking• Decisionmaking• Problemsolving• Communication• LearningandInnovation• Leadership• Enterprise• Assertiveness• Technology
1.3 Summary of Content
This syllabus covers the following essential themes in Guidance and Counselling: relationships, health, human growth and development, Unhu/Ubuntu/Vumunhu (norms
and values, beliefs, citizenship), child protection and career guidance. The thrust of this syllabus is to produce a competent, versatile and empowered learner who is able to cope with dynamic life trends.
1.4 Assumptions
It is assumed that learners:
• belongtoafamily• areawareofbasicrelationships• havesomecommunicationskills• areconsciousofgeneralpersonalhygieneand
common diseases• areabletoidentifyphysicalchangesatadoles-
cence stage• areawareofthediversityofreligionsandculture• areconsciousoftypesandeffectsofchildabuse• havedifferentinterestsincareerchoices
1.5 Coss Cutting Themes
• Genderroles• Children’srightsandresponsibilities• Crisismanagement• FinancialLiteracy• Sexuality,HIVandAIDS• ChildProtection• HeritageStudies(Constitution)• HumanRights• Collaboration• EducationforSustainableDevelopment
2.0 PRESENTATION OF THE SYLLABUS
The Guidance and Counselling Syllabus is presented as a single document which covers Forms 1 – 4. All forms have the same topics which are developmental and spiral
Guidance and Counselling Syllabus Forms 1 - 4
2
3.0 AIMSThe syllabus enables learners to:
3.1 experience personal development anchored on Unhu/Ubuntu/Vumunhu in all facets of life
3.2 develop the need for relationships and a sense of belonging to the family, community and so-ciety through management and celebration of diversity
3.3 develop into total and mature individuals, aware of rights and responsibilities, with ability to respond to real life challenges and social dynamics
3.4 manage adolescence and live healthy produc-tive lives
3.5 acquire career planning and development skills that contribute to wealth creation and achieve-ment of national development goals
3.6 interact and engage various educational and other support systems related to Guidance and Counselling
4.0 SYLLABUS OBJECTIVES
By the end of Form 4 learners should be able to:
4.1 describethesignificanceofUnhu/Ubuntu/Vu-munhu (norms and values) to the individual, family and community
4.2 demonstrate the ability to manage intra- per-sonal and inter- personal relationships
4.3 demonstrate an awareness of children’s rights and responsibilities
4.4 embrace diversity and overcome stigma and discrimination
4.5 describe the processes in human development (personal, social, emotional and physical)
4.6 apply relevant information related to life skills, sexuality, HIV and AIDS Education
4.7 employ self-assessment tools that guide career profilingnecessaryforidentificationofcareerpathways
4.8 familiarize with the world of work through work related learning leading to selection of a career that matches one’s inclination
5.0 METHODOLOGY AND TIME ALLOCATION This syllabus is based upon a learner-centred, hands on, multi-cultural, interactive and real life approach. It promotes innovation, assertiveness, self-motivation, critical thinking and pragmatic application of concepts to everyday life.
5.1 Methodology
• GamesandQuizzes• ImitationorSimulation• Videoandfilmshows• Educationaltours• Drama,songandpoetry• Casestudy• Groupdiscussions• Discovery• Research• Debate• Workrelatedlearning
The above suggested methods are enhanced through the application of multi-sensory approaches to teaching and principlesofindividualization,unification,concreteness,tactility (touch), stimulation and self-activity.
5.2 T ime Allocation
For adequate coverage of the syllabus a time allocation of four periods of 40 minutes per week should be allocated. It is recommended that learners should go on educational tours at least twice a year.
6.0 TOPICS• Unhu/Ubuntu/Vumunhu(normsandvalues),beliefs
and citizenship• Relationships• Health• Humangrowthanddevelopment• Childprotection• Careerguidance
Guidance and Counselling Syllabus Forms 1 - 4
3
7.0
SCO
PE A
ND
SEQ
UEN
CE
7.1
TOPI
C 1
: UN
HU
/UB
UN
TU/V
UM
UN
HU
(NO
RM
S A
ND
VA
LUES
), B
ELIE
FS A
ND
CIT
IZEN
SHIP
7.2
TOPI
C 2
: R
ELAT
ION
SHIP
S
8
7.2
TOPI
C 2
: R
ELAT
ION
SHIP
S
SUB
-TO
PIC
FO
RM 1
FO
RM 2
FO
RM 3
FO
RM 4
Fa
mily
Type
s of
fam
ilies
Ty
pes
of re
latio
nshi
ps
C
omm
unic
atio
n sk
ills
R
oles
of f
amily
m
embe
rs
Ab
usiv
e re
latio
nshi
ps
Pe
rson
al id
entit
y an
d lif
e sk
ills
C
onfli
cts
and
Con
flict
M
anag
emen
t
Com
mun
icat
ion
in
rela
tions
hips
C
halle
nges
to fa
mily
co
hesi
on
M
anag
ing
rela
tions
hips
Con
flict
man
agem
ent
Pe
er p
ress
ure
7
C
hild
pro
tect
ion
C
aree
r gui
danc
e
7.0
SCO
PE A
ND
SEQ
UEN
CE
7.1
TOPI
C 1
: UN
HU
/UB
UN
TU/V
UM
UN
HU
(NO
RMS
AND
VAL
UES
), B
ELIE
FS A
ND
CIT
IZEN
SHIP
SUB
-TO
PIC
FO
RM 1
FO
RM 2
FO
RM 3
FO
RM 4
Unh
u /U
bunt
u/Vu
mun
hu
U
nhu/
Ubu
ntu/
Vum
unhu
Unh
u /U
bunt
u/Vu
mun
hu a
t hom
e,
scho
ol a
nd c
omm
unity
Nor
ms
valu
es a
nd b
elie
fs in
Zi
mba
bwe
U
nhu/
Ubu
ntu/
Vum
unhu
in v
ario
us
role
s an
d co
ntex
ts
G
room
ing
and
etiq
uette
Self-
imag
e an
d se
lf-es
teem
G
room
ing
and
etiq
uette
Self-
imag
e an
d se
lf-es
teem
Rel
igio
us a
nd
Indi
geno
us b
elie
fs
Va
rious
relig
ions
in
Zim
babw
e
G
room
ing
and
etiq
uette
Self-
imag
e an
d se
lf-es
teem
Con
cept
of r
espe
ct
R
espe
ct a
nd to
lera
nce
G
room
ing
and
etiq
uette
Self-
imag
e an
d se
lf-es
teem
Citi
zens
hip
Pa
triot
ism
Guidance and Counselling Syllabus Forms 1 - 4
4
7.3
TO
PIC
3:
HEA
LTH
7.4
TOPI
C 4
: H
UM
AN
GR
OW
TH A
ND
DEV
ELO
PMEN
T
9
7.3
TOPI
C 3
: H
EALT
H
SUB
-TO
PIC
FO
RM 1
FO
RM 2
FO
RM 3
FO
RM 4
H
ealth
man
agem
ent
Pe
rson
al a
nd e
nviro
nmen
tal
hygi
ene
Im
mun
izat
ion
Sexu
al a
nd re
prod
uctiv
e he
alth
HIV
and
AID
S
Dru
g an
d su
bsta
nce
abus
e
Hea
lthy
livin
g
Se
xual
and
repr
oduc
tive
heal
th
H
IV a
nd A
IDS
Com
mun
icab
le a
nd
non-
com
mun
icab
le
dise
ases
Dru
g an
d su
bsta
nce
abus
e
Hea
lthy
livin
g
Pe
rson
al a
nd e
nviro
nmen
tal
hygi
ene
Gro
omin
g an
d et
ique
tte
Se
xual
and
repr
oduc
tive
heal
th
H
IV a
nd A
IDS
C
omm
unic
able
and
non
co
mm
unic
able
dis
ease
s
Dru
g an
d su
bsta
nce
abus
e
Hea
lthy
livin
g
Se
xual
and
re
prod
uctiv
e he
alth
an
d rig
hts
H
IV a
nd A
IDS
St
igm
a an
d di
scrim
inat
ion
D
rug
and
subs
tanc
e ab
use
M
enta
l Hea
lth
Ba
sic
care
and
su
ppor
t for
peo
ple
with
dis
abilit
ies
H
ealth
y liv
ing
10
7.4
TOPI
C 4
: H
UM
AN G
RO
WTH
AN
D D
EVEL
OPM
ENT
SUB
-TO
PIC
FO
RM 1
FO
RM 2
FO
RM 3
FO
RM 4
Se
xual
ity
Pu
berty
and
ado
lesc
ence
Sex
and
sexu
ality
Psyc
ho-s
ocia
l sup
port
syst
ems
D
isab
ility
An
atom
y an
d Ph
ysio
logy
Sexu
ality
Teen
age
preg
nanc
y
Ps
ycho
-soc
ial s
uppo
rt sy
stem
s
Dis
abilit
y
An
atom
y an
d Ph
ysio
logy
Sexu
ality
Teen
age
preg
nanc
y
Ps
ycho
-soc
ial s
uppo
rt sy
stem
s
Dis
abilit
y
Adol
esce
nce
and
stre
ss
man
agem
ent
An
atom
y an
d Ph
ysio
logy
Sex
and
sexu
ality
Dis
abilit
y
Psyc
ho-s
ocia
l sup
port
Teen
age
preg
nanc
y
Guidance and Counselling Syllabus Forms 1 - 4
5
7.5
TOPI
C 5
: CH
ILD
PR
OTE
CTI
ON
7.6
TOPI
C 6
: CA
REE
R G
UID
AN
CE
12
7.6
TOPI
C 6
: CAR
EER
GU
IDA
NC
E SU
B-T
OPI
C
FORM
1
FORM
2
FORM
3
FORM
4
Car
eers
Stud
y sk
ills
C
aree
r aw
aren
ess
En
terp
rise
In
terv
iew
s
Gui
danc
e an
d C
ouns
ellin
g Po
rtfol
io
In
divi
dual
tran
sitio
nal p
rogr
ams
C
aree
r exp
lora
tion
St
udy
skills
Inte
rvie
ws
Indi
vidu
al tr
ansi
tiona
l pr
ogra
ms
G
uida
nce
and
Cou
nsel
ling
Portf
olio
Ente
rpris
e
St
udy
skills
Ente
rpris
e
Indi
vidu
al tr
ansi
tiona
l pr
ogra
ms
G
uida
nce
and
Cou
nsel
ling
Portf
olio
Inte
rvie
ws
C
aree
r pla
nnin
g
St
udy
skills
Ente
rpris
e
Indi
vidu
al tr
ansi
tiona
l pr
ogra
ms
G
uida
nce
and
Cou
nsel
ling
Portf
olio
Car
eer p
lann
ing
W
ork
rela
ted
lear
ning
ex
perie
nce
11
7.5
TOPI
C 5
: CH
ILD
PR
OTE
CTI
ON
SU
B-T
OPI
C
Form
1
Form
2
Form
3
Form
4
Chi
ld R
ight
s an
d R
espo
nsib
ilitie
s
Con
cept
of C
hild
Rig
hts
and
Res
pons
ibilit
ies
C
hild
abu
se
Po
licie
s an
d le
gisl
atio
n on
Chi
ld
Rig
hts
in Z
imba
bwe
D
rug
and
Subs
tanc
e Ab
use
C
once
pt o
f Chi
ld
Rig
hts
and
Res
pons
ibilit
ies
C
hild
Abu
se
Po
licie
s an
d
legi
slat
ion
on C
hild
rig
hts
in S
outh
ern
Afric
a
C
once
pt o
f Chi
ld R
ight
s an
d R
espo
nsib
ilitie
s
Chi
ld a
buse
Polic
ies
and
legi
slat
ion
on
Chi
ld ri
ghts
in S
outh
ern
Afric
a
C
once
pt o
f Chi
ld
Rig
hts
and
Res
pons
ibilit
ies
C
hild
abu
se
Po
licie
s an
d le
gisl
atio
n on
Chi
ld
right
s in
the
Wor
ld
Guidance and Counselling Syllabus Forms 1 - 4
6
8.0
CO
MPE
TEN
CY
MAT
RIX
FOR
M 1
8.1
TOPI
C 1
: U
NH
U/U
BU
NTU
/VU
MU
NH
U (N
OR
MS
AN
D V
ALU
ES),
BEL
IEFS
AN
D C
ITIZ
ENSH
IP
14
8.0
CO
MPE
TEN
CY
MAT
RIX
FO
RM 1
8.1
TOPI
C 1
: U
NH
U/U
BU
NTU
/VU
MU
NH
U (N
OR
MS
AND
VAL
UES
), B
ELIE
FS A
ND
CIT
IZEN
SHIP
SU
B TO
PIC
: U
NH
U/U
BUN
TU/V
UM
UN
HU
K
EY C
ON
CEP
T O
BJE
CTI
VES:
L
earn
ers
shou
ld b
e ab
le to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
R
ESO
UR
CES
C
once
pt o
f U
nhu/
Ubu
ntu/
Vum
unhu
d
efin
e U
nhu/
Ubu
ntu/
Vum
unhu
an
d re
late
d co
ncep
ts
list
cha
ract
eris
tics
of
Unh
u/U
bunt
u/Vu
mun
hu
U
nhu/
Ubu
ntu/
Vum
unhu
co
ncep
ts
C
hara
cter
istic
s of
U
nhu/
Ubu
ntu/
Vum
unhu
D
escr
ibin
g U
nhu/
Ubu
ntu/
Vum
unhu
Anal
ysin
g U
nhu/
Ubu
ntu
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
ase
stud
y
Rea
ding
nov
els
Vi
deos
Unh
u /U
bunt
u/Vu
mun
hu
at h
ome
,sch
ool a
nd
com
mun
ity
desc
ribe
Unh
u/U
bunt
u/Vu
mun
hu a
t ho
me,
sch
ool a
nd c
omm
unity
U
nhu/
Ubu
ntu/
Vum
unhu
at
hom
e, s
choo
l and
co
mm
unity
D
ram
atis
ing
Unh
u/U
bunt
u/Vu
mun
hu a
t ho
me,
sch
ool a
nd
com
mun
ity
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
ase
stud
y
Rea
ding
nov
els
Vi
deos
N
orm
s, v
alue
s an
d be
liefs
in
Zim
babw
e
stat
e th
e no
rms,
val
ues
and
belie
fs in
the
loca
lity
N
orm
s, v
alue
s an
d be
liefs
List
ing
norm
s, v
alue
s an
d be
liefs
Des
crib
ing
norm
s, v
alue
s an
d be
liefs
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
ase
stud
y
Rea
ding
nov
els
Vi
deos
Unh
u/U
bunt
u/Vu
mun
hu in
va
rious
role
s an
d co
ntex
ts
ou
tline
Unh
u/U
bunt
u/Vu
mun
hu
in v
ario
us ro
les
and
cont
exts
disc
uss
the
fact
ors
affe
ctin
g U
nhu/
Ubu
ntu/
Vum
unhu
U
nhu/
Ubu
ntu/
Vum
unhu
ro
les
in d
iffer
ent c
onte
xts
Fact
ors
affe
ctin
g
U
nhu/
Ubu
ntu/
Vum
unhu
D
emon
stra
ting
Unh
u/U
bunt
u/Vu
mun
hu
role
s in
diff
eren
t con
text
s
In
volv
ing
lear
ners
in
cultu
ral e
xcha
nge
prog
ram
s
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
ase
stud
y
Rea
ding
nov
els
Vi
deos
Guidance and Counselling Syllabus Forms 1 - 4
7
15
Gro
omin
g an
d Et
ique
tte
de
fine
groo
min
g an
d et
ique
tte
di
stin
guis
h ac
cept
able
si
tuat
iona
l beh
avio
r fro
m
unac
cept
able
beh
avio
r
D
efin
ition
of
-dre
ss c
ode
-tabl
e m
anne
rs
-Wal
king
sty
le
-dep
ortm
ent
-situ
atio
nal a
ppro
pria
te
com
mun
icat
ion
-b
ody
post
ure
-eye
con
tact
Man
agem
ent o
f beh
avio
r: -U
nacc
epta
ble
situ
atio
nal b
ehav
ior
-acc
epta
ble
beha
vior
D
emon
stra
ting
depo
rtmen
t
Dis
cuss
ing
man
neris
ms
incl
udin
g sp
ittin
g
Dem
onst
ratin
g ap
prop
riate
si
tuat
iona
l beh
avio
rs
D
iscu
ssin
g be
havi
ors
portr
ayed
in v
ideo
s
Dra
mat
isin
g si
tuat
iona
l be
havi
ors
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Pict
ures
Self-
imag
e an
d se
lf-es
teem
defin
e se
lf-im
age
and
self-
este
em
ex
plai
n th
e im
porta
nce
of s
elf-
imag
e an
d se
lf-es
teem
asse
ss s
elf-i
mag
e an
d se
lf-es
teem
Se
lf-im
age
and
self-
este
em
Si
gnifi
canc
e of
sel
f-im
age
and
self-
este
em
D
escr
ibin
g se
lf-im
age
and
self-
este
em
D
ebat
ing
on th
e im
porta
nce
of s
elf-i
mag
e an
d se
lf-es
teem
Parti
cipa
ting
in p
ublic
sp
eaki
ng
IC
T to
ols
Br
aille
mat
eria
l
Pam
phle
ts
Guidance and Counselling Syllabus Forms 1 - 4
8
8.2
TOPI
C 2
: REL
ATIO
NSH
IPS
SUB
TO
PIC
: T
YPES
OF
FAM
ILIE
S
15
8.2
TOPI
C 2
: REL
ATIO
NSH
IPS
SUB
TOPI
C:
TYP
ES O
F FA
MIL
IES
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
R
ESO
UR
CES
Fa
mily
type
s
list t
ypes
of f
amilie
s
desc
ribe
diffe
rent
type
s of
fam
ilies
Diff
eren
t fam
ily ty
pes
su
ch a
s:
Nuc
lear
, ext
ende
d,
Chi
ld
hea
ded
, one
pa
rent
Id
entif
ying
diff
eren
t typ
es o
f fa
milie
s
Play
ing
role
s of
diff
eren
t fa
mily
mem
bers
Stor
y te
lling
IC
T to
ols
Brai
lle m
ater
ial
Vi
deos
Type
s of
R
elat
ions
hips
iden
tify
diffe
rent
type
s of
re
latio
nshi
ps
de
scrib
e th
e di
ffere
nt ty
pes
of
rela
tions
hips
D
iffer
ent t
ypes
of
rela
tions
hips
suc
h as
: -fr
iend
ship
s -d
atin
g an
d co
urts
hip
-m
arria
ge(re
fer t
o co
nstit
utio
n)
Li
stin
g di
ffere
nt ty
pes
of
rela
tions
hips
Brai
nsto
rmin
g on
diff
eren
t ty
pes
of re
latio
nshi
ps
R
ole
play
ing
diffe
rent
type
s of
re
latio
nshi
ps
Pa
mph
lets
Brai
lle m
ater
ial
R
esou
rce
pers
on(s
)
Cas
e st
udy
R
eadi
ng n
ovel
s
Vide
os
Com
mun
icat
ion
skill
s
stat
e ty
pes
of c
omm
unic
atio
n
illust
rate
effe
ctiv
e co
mm
unic
atio
n
Ty
pes
of
com
mun
icat
ion
Ba
rrier
s to
co
mm
unic
atio
n
Form
s of
co
mm
unic
atio
n
Li
stin
g th
e di
ffere
nt ty
pes
of
com
mun
icat
ion
D
iscu
ssin
g ef
fect
ive
com
mun
icat
ion
El
ectro
nic
and
prin
t m
edia
Brai
lle m
ater
ial
Si
gn la
ngua
ge
mat
eria
l
Guidance and Counselling Syllabus Forms 1 - 4
9
8.3
TOPI
C 3
: HEA
LTH
SUB
TO
PIC
: H
EALT
H M
AN
AG
EMEN
T
16
8.3
TOPI
C 3
: HEA
LTH
Su
b TO
PIC
: HEA
LTH
MAN
AGEM
ENT
Key
Con
cept
Top
ic
Obj
ectiv
es
Lear
ners
sho
uld
be a
ble
to:
Uni
t Con
tent
Sugg
este
d le
arni
ng a
ctiv
ities
R
esou
rces
Pers
onal
and
en
viro
nmen
tal
hygi
ene
de
fine
pers
onal
and
en
viro
nmen
tal h
ygie
ne a
nd o
ther
re
late
d te
rms
St
ate
the
impo
rtanc
e of
hyg
iene
list w
aste
man
agem
ent l
aws
de
scrib
e w
ays
of d
ispo
sing
was
te
D
efin
ition
of k
ey
conc
epts
rela
ted
to
pers
onal
and
en
viro
nmen
tal h
ygie
ne
Pe
rson
al h
ygie
ne e
.g.
-bat
hing
-o
ral c
are
-ear
car
e -e
ye c
are
-laun
dry
-han
d w
ashi
ng
M
enst
rual
hyg
iene
envi
ronm
enta
l hyg
iene
-w
aste
dis
posa
l e.g
. re
cycl
ing
-Wat
er a
nd S
anita
tion
Hyg
iene
(WAS
H)
D
escr
ibin
g pe
rson
al a
nd
envi
ronm
enta
l hyg
iene
Dem
onst
ratin
g ha
nd w
ashi
ng,
dent
al c
are
and
prop
er to
ilet
use
D
iscu
ssin
g m
enst
rual
hy
gien
e m
anag
emen
t
Dem
onst
ratin
g w
aste
dis
posa
l
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Guidance and Counselling Syllabus Forms 1 - 4
10
18
Key
Con
cept
To
pic
Obj
ectiv
es
Lear
ners
sho
uld
be a
ble
to:
Uni
t Con
tent
Sugg
este
d le
arni
ng a
ctiv
ities
R
esou
rces
Imm
uniz
atio
n
de
fine
imm
uniz
atio
n
desc
ribe
impo
rtanc
e of
im
mun
izat
ion
di
spel
myt
hs a
nd
mis
conc
eptio
ns o
n im
mun
izat
ion
Im
mun
izat
ion
R
atio
nale
for i
mm
uniz
atio
n
Myt
hs a
nd m
isco
ncep
tions
Imm
uniz
atio
n se
rvic
e pr
ovid
ers
D
escr
ibin
g im
mun
izat
ion
C
ompo
sing
imm
uniz
atio
n so
ngs,
po
ems
D
ram
atis
ing
imm
uniz
atio
n m
yths
and
m
isco
ncep
tions
/ben
efits
of
imm
uniz
atio
n
Wat
chin
g vi
deos
on
imm
uniz
atio
n
R
esou
rce
pers
on(s
)
ICT
tool
s
Chi
ld h
ealth
car
d
Cha
rts
Pa
mph
lets
Pict
ure
code
s
Vide
o
Sexu
al a
nd
repr
oduc
tive
heal
th a
nd
right
s (S
RH
R)
de
fine
SRH
R
st
ate
repr
oduc
tive
heal
th
right
s an
d re
spon
sibi
litie
s
outli
ne s
exua
l re
prod
uctiv
e he
alth
ch
alle
nges
and
pr
even
tion
stra
tegi
es
Se
xual
and
repr
oduc
tive
heal
th a
nd
right
s (S
RH
R)
R
epro
duct
ive
heal
th ri
ghts
and
re
spon
sibi
litie
s
Sexu
al h
ealth
Sexu
al re
prod
uctiv
e he
alth
ch
alle
nges
-te
enag
e pr
egna
ncy
-STI
s
-HIV
Prev
entio
n st
rate
gies
-V
olun
tary
Med
ical
Mal
e ci
rcum
cisi
on (V
MM
C)
D
escr
ibin
g SR
HR
Iden
tifyi
ng s
exua
l and
repr
oduc
tive
heal
th ri
ghts
and
resp
onsi
bilit
ies
D
iscu
ssin
g im
porta
nce
of s
exua
l he
alth
Iden
tifyi
ng S
RH
cha
lleng
es a
nd
prev
entio
n m
easu
res
W
atch
ing
STI a
nd H
IV v
ideo
s
Ag
e ap
prop
riate
au
dio-
visu
al
mat
eria
ls e
.g.
-vid
eos
-Pic
ture
cod
es
-Pam
phle
ts
-Pos
ters
-B
raille
mat
eria
l
Res
ourc
e pe
rson
(s)
IC
T to
ols
HIV
and
AID
S
de
fine
HIV
and
AID
S
desc
ribe
mod
es o
f tra
nsm
issi
on
id
entif
y w
ays
of
prev
entio
n
stat
e m
yths
and
m
isco
ncep
tion
on H
IV
and
AID
S
delib
erat
e on
trea
tmen
t, ca
re a
nd s
uppo
rt
H
IV a
nd A
IDS
M
odes
of t
rans
mis
sion
Way
s of
pre
vent
ing
HIV
tra
nsm
issi
on
H
IV T
estin
g
C
omm
on m
yths
and
mis
conc
eptio
ns
Tr
eatm
ent,
Car
e an
d Su
ppor
t for
pe
ople
livi
ng w
ith H
IV (P
LHIV
)
Posi
tive
livin
g
St
igm
a an
d D
iscr
imin
atio
n
Gen
der a
nd H
IV
Ex
plai
ning
HIV
and
AID
S
Iden
tifyi
ng m
odes
of t
rans
mis
sion
Dis
cuss
ing
way
s of
pre
vent
ing
HIV
tra
nsm
issi
on
St
atin
g H
IV a
nd A
IDS
myt
hs a
nd
mis
conc
eptio
ns
D
escr
ibin
g H
IV tr
eatm
ent,
care
, su
ppor
t and
adh
eren
ce
O
utlin
ing
posi
tive
livin
g in
clud
ing
nutri
tion
for P
LHIV
Dis
cuss
ing
stig
ma
and
disc
rimin
atio
n
Ag
e ap
prop
riate
au
dio-
visu
al
mat
eria
ls e
.g.
-vid
eos
-Pic
ture
cod
es
-Pam
phle
ts
-Pos
ters
-B
raille
mat
eria
l
Res
ourc
e pe
rson
(s)
IC
T to
ols
Guidance and Counselling Syllabus Forms 1 - 4
11
18
ex
plor
e st
igm
a an
d di
scrim
inat
ion
on H
IV
and
AID
S
Dis
cuss
gen
der
dyna
mic
s in
HIV
Anal
ysin
g ge
nder
dyn
amic
s in
HIV
Dru
g an
d su
bsta
nce
abus
e
de
fine
drug
and
su
bsta
nce
abus
e
id
entif
y ty
pes
of d
rugs
an
d su
bsta
nces
stat
e ef
fect
s of
dru
g an
d su
bsta
nce
abus
e
st
ate
way
s of
pre
vent
ing
drug
and
sub
stan
ce
abus
e
dist
ingu
ish
betw
een
drug
an
d su
bsta
nce
abus
e
D
rug
and
subs
tanc
e ab
use
Cau
ses
of d
rug
and
subs
tanc
e ab
use
Ty
pes
and
sour
ces
of d
rugs
and
su
bsta
nces
Way
s of
pre
vent
ing
drug
and
su
bsta
nce
abus
e
Effe
cts
of d
rug
and
subs
tanc
e ab
use
M
anag
emen
t of d
rug
and
subs
tanc
e ab
use-
reha
bilit
atio
n
D
efin
ing
drug
and
sub
stan
ce a
buse
Wat
chin
g v
ideo
s an
d di
scus
sing
is
sues
dep
icte
d in
vid
eos
R
esea
rchi
ng o
n dr
ugs
and
subs
tanc
es
D
ram
atis
ing
on d
rug
and
subs
tanc
e ab
use
D
ebat
ing
on d
rug
and
subs
tanc
e ab
use
R
esou
rce
pers
on(s
)
Age
appr
opria
te
audi
o-vi
sual
m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
IC
T to
ols
Hea
lthy
livin
g
de
fine
heal
thy
livin
g
desc
ribe
the
impo
rtanc
e of
a b
alan
ced
diet
H
ealth
y liv
ing
e.g.
-N
utrit
ion
-eat
ing
habi
ts
-wei
ght c
ontro
l -w
elln
ess
-Bal
ance
d di
et
-Phy
sica
l fitn
ess
M
enta
l hea
lth
Ex
plai
ning
com
pone
nts
of h
ealth
y liv
ing,
nut
ritio
n an
d ba
lanc
ed d
iet
R
esea
rchi
ng o
n lo
cal
bala
nced
die
t
Parti
cipa
ting
in p
hysi
cal f
itnes
s ac
tiviti
es
D
iscu
ssin
g co
mm
on m
enta
l hea
lth
prob
lem
s
au
dio-
visu
al
mat
eria
ls e
.g.
-vid
eos
-Pic
ture
cod
es
-Pam
phle
ts
-Pos
ters
-B
raille
mat
eria
l
Res
ourc
e pe
rson
(s)
IC
T to
ols
Guidance and Counselling Syllabus Forms 1 - 4
12
8.4
TOPI
C 4
: HU
MA
N G
RO
WTH
AN
D D
EVEL
OPM
ENT
SUB
TO
PIC
: SE
XUA
LITY
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
toU
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
-TI
ESLE
AR
NIN
G R
ESO
UR
CES
Pube
rty
and
adol
esce
nce
•definepubertyandadolescence
•identifyphysical,emotionaland
psyc
holo
gica
l cha
nges
•managethephysical,emotional
and
psyc
holo
gica
l cha
nges
•Pu
bertyandadoles-
cenc
e•
Changesassociatedwith
pube
rty a
nd a
dole
scen
ce- P
hysi
cal c
hang
es- P
hysi
olog
ical
cha
nges
- Em
otio
nal c
hang
es•
Waysofmanaging
chan
ges
in p
uber
ty a
nd
adol
esce
nce
•Researchingonpubertyand
adol
esce
nce
•Describingphysical,emotional
and
psyc
holo
gica
l cha
nges
•Discussingwaysofmanaging
chan
ges
asso
ciat
ed w
ith p
uber
ty
and
adol
esce
nce
•ICTtools
•Resourcesperson(s)
•Charts
•Textbooks
•Braillematerial
Sex
and
Sexu
ality
•explainthemeaningofsexand
sexu
ality
•statetheconsequencesofearly
sexu
al d
ebut
•practicewaysofdelayingsexual
debu
t
•Meaningofterms
asso
ciat
ed w
ith s
ex a
nd
sexu
ality
suc
h as
- Sex
- Sex
ualit
y- S
exua
l deb
ut- A
bstin
ence
•
Consequencesofearly
sexu
al d
ebut
suc
h as
-Tee
nage
pre
gnan
cies
-Ear
ly m
arria
ges
-STI
s•
Waysofdelayingsex
debu
t -S
ettin
g lim
its o
n ho
w
fa
r the
y go
in e
xpre
ss-
ing
rom
antic
affe
ctio
n-A
void
ing
sexu
al s
timul
at-
ing
situ
atio
ns
•Researchingonpubertyand
adol
esce
nce
•Describingthephysical,emotional
and
psyc
holo
gica
l cha
nges
•Listingthewaysofmanaging
chan
ges
asso
ciat
ed w
ith p
uber
ty
and
adol
esce
nce
•Dem
onstratingwaysofmanaging
chan
ges
in p
uber
ty a
nd a
dole
s-ce
nce
•Researchingonsexandsexuality
•Explainingtheconsequencesof
early
sex
ual d
ebut
•Discussingwaysofdelaying
sexu
al d
ebut
•ICTtools
•Pa
mphlets
•Resourceperson(s)
•Braillematerials
•Signlanguagematerials
•Talkingbook
•Videos
Guidance and Counselling Syllabus Forms 1 - 4
13
20
Key
Con
cept
To
pic
Obj
ectiv
es
Lear
ners
sho
uld
be a
ble
to:
Uni
t Con
tent
Sugg
este
d le
arni
ng a
ctiv
ities
R
esou
rces
Psyc
ho-s
ocia
l su
ppor
t sys
tem
s
defin
e ps
ycho
-soc
ial s
uppo
rt sy
stem
s
acce
ss s
ervi
ces
for p
sych
o-so
cial
sup
port
syst
ems
Ps
ycho
-soc
ial s
uppo
rt sy
stem
s
Serv
ice
prov
ider
s th
at
offe
r psy
cho-
soci
al
supp
ort s
yste
ms
D
escr
ibin
g ps
ycho
-soc
ial s
uppo
rt sy
stem
s
List
ing
serv
ice
prov
ider
s th
at
offe
r psy
cho-
soci
al s
uppo
rt sy
stem
s
Iden
tifyi
ng th
e se
rvic
e pr
ovid
ers
that
offe
r psy
cho-
soci
al s
uppo
rt se
rvic
es
Tr
aini
ng in
pee
r edu
catio
n
IC
T To
ols
R
esou
rce
pers
on(s
)
Text
boo
ks
Br
aille
mat
eria
l
Dis
abili
ty
de
fine
disa
bilit
y
iden
tify
diffe
rent
type
s an
d fo
rms
of d
isab
ility
fin
d w
ays
of a
ssis
ting
peop
le
with
dis
abilit
ies
pr
omot
e in
clus
ion
of p
eopl
e w
ith
disa
bilit
ies
D
isab
ility
D
iffer
ent t
ypes
and
fo
rms
of d
isab
ility
Su
ppor
t Sys
tem
s fo
r pe
ople
with
dis
abilit
y
C
lass
ifyin
g di
sabi
litie
s
Expl
aini
ng d
iffer
ent f
orm
s of
di
sabi
lity
Se
lect
ing
way
s of
ass
istin
g pe
ople
with
dis
abilit
y de
pend
ing
on th
e na
ture
of t
he d
isab
ility
Id
entif
ying
lear
ners
with
di
sabi
litie
s in
com
mun
ities
who
ar
e de
priv
ed o
f edu
catio
n
Sens
itizi
ng c
omm
uniti
es o
n di
sabi
litie
s
Appr
ecia
ting
incl
usio
n of
peo
ple
with
dis
abilit
ies
in s
choo
ls a
nd
com
mun
ities
IC
T To
ols
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
hild
-led
Prot
ectio
n C
omm
ittee
s
Brai
lle m
ater
ial
Si
gn la
ngua
ge
dict
iona
ry
Guidance and Counselling Syllabus Forms 1 - 4
14
8.5
TOPI
C 5
: CH
ILD
PR
OTE
CTI
ON
SUB
TO
PIC
: RIG
HTS
AN
D R
ESPO
NSI
BIL
ITIE
S
21
8.5
TOPI
C 5
: CH
ILD
PR
OTE
CTI
ON
SU
B T
OPI
C: R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G R
ESO
UR
CES
Chi
ld ri
ghts
and
re
spon
sibi
litie
s
defin
e ch
ild ri
ghts
and
re
spon
sibi
litie
s
stat
e ex
ampl
es o
f chi
ld ri
ghts
an
d re
spon
sibi
litie
s
D
efin
ition
Exam
ples
of c
hild
righ
ts
and
resp
onsi
bilit
ies
Li
stin
g ch
ild ri
ghts
and
re
spon
sibi
litie
s
D
escr
ibe
child
righ
ts a
nd
resp
onsi
bilit
ies
IC
T to
ols
Te
xt b
ooks
Zim
babw
ean
Con
stitu
tion
2013
Chi
ld ri
ghts
pol
icie
s
Chi
ld a
buse
defin
e ch
ild a
buse
stat
e ty
pes
and
form
s of
chi
ld
abus
e
iden
tify
com
mon
lear
ner
inci
denc
es
de
scrib
e pr
even
tion
and
man
agem
ent o
f chi
ld a
buse
D
efin
ition
Type
s an
d fo
rms
of c
hild
ab
use
C
omm
on le
arne
r in
cide
nces
suc
h as
sex
pa
rties
, sat
anis
m,
porn
ogra
phy,
teen
age
preg
nanc
ies,
ex
amin
atio
n st
ress
, su
icid
e
Rep
ortin
g st
ruct
ures
su
ch a
s C
hild
-led
Prot
ectio
n C
omm
ittee
s
R
efer
ral s
yste
ms
Ex
plai
ning
chi
ld a
buse
Nam
ing
type
s an
d fo
rms
of c
hild
ab
use
D
iscu
ssin
g in
cide
nces
Iden
tifyi
ng re
porti
ng s
truct
ures
Offe
ring
psyc
ho-s
ocia
l s
Se
cret
ary’
s C
ircul
ar
Min
ute
No
5 of
200
0
Dire
ctor
Circ
ular
No
27
of 2
008
IC
T to
ols
N
ewsp
aper
s
Res
ourc
e pe
rson
(s) -
th
e vi
ctim
frie
ndly
uni
t
Vide
os
Au
dio
tape
s
Brai
lle m
ater
ial
mat
eria
ls
Polic
ies
and
Legi
slat
ion
on
Chi
ld R
ight
s in
Zi
mba
bwe
de
fine
polic
y an
d le
gisl
atio
n
id
entif
y po
licie
s an
d le
gisl
atio
n
Po
licy
and
legi
slat
ion
Po
licie
s an
d le
gisl
atio
n
St
atin
g po
licie
s an
d le
gisl
atio
n
Ex
plai
ning
pol
icie
s an
d le
gisl
atio
n
Zi
mba
bwea
n C
onst
itutio
n 20
13
Ed
ucat
ion
Act 1
996
R
esou
rce
pers
on(s
) D
rug
and
subs
tanc
e ab
use
de
fine
drug
and
sub
stan
ce
abus
e
list t
ypes
of d
rugs
and
su
bsta
nces
iden
tify
sour
ces
of d
rugs
and
su
bsta
nces
stat
e th
e ef
fect
s of
dru
g an
d su
bsta
nces
dr
ug a
nd s
ubst
ance
ab
use
ty
pes
of d
rugs
and
su
bsta
nces
sour
ces
of d
rugs
and
su
bsta
nces
effe
cts
of d
rugs
and
su
bsta
nces
Ex
plai
ning
dru
g an
d su
bsta
nce
abus
e
Diff
eren
tiatin
g be
twee
n dr
ugs
and
subs
tanc
es
An
alys
ing
the
effe
cts
of d
rugs
an
d su
bsta
nces
Iden
tifyi
ng c
omm
only
abu
sed
drug
s an
d su
bsta
nces
R
esou
rce
pers
on(s
)
Pict
ures
Pam
phle
ts
Fl
yers
ICT
tool
s
Audi
o an
d vi
sual
tape
s
Guidance and Counselling Syllabus Forms 1 - 4
15
8.6
TOPI
C 6
: CA
REE
R G
UID
AN
CE
SUB
TO
PIC
: CA
REE
RS
23
8.6
TOPI
C 6
: CAR
EER
GU
IDA
NC
E SU
B TO
PIC
: CAR
EER
S K
EY C
ON
CEP
T O
BJE
CTI
VES;
The
lear
ner
shou
ld b
e ab
le to
; U
NIT
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
LE
ARN
ING
RES
OU
RC
ES
Stud
y sk
ills
expl
ain
appr
opria
te s
tudy
ski
lls
de
sign
a s
tudy
tim
etab
le
ap
prop
riate
stu
dy h
abits
Stud
y pr
oces
ses
St
udy
timet
able
D
iscu
ssin
g th
e im
porta
nce
of
note
mak
ing
and
read
ing
note
s
Stud
y pa
ck
IC
T to
ols
Car
eer a
war
enes
s
deve
lop
care
er a
war
enes
s
iden
tify
a ca
reer
pat
hway
that
m
atch
es th
e le
arne
r’s
orie
ntat
ion
C
aree
r aw
aren
ess
skills
Sele
ct c
aree
r pat
hway
an
d op
tion:
-
empl
oym
ent
- se
lf-em
ploy
men
t -
terti
ary
educ
atio
n
Ex
plai
ning
car
eer a
war
enes
s sk
ills
Ex
plor
ing
Lear
ner p
assi
ons
and
inte
rest
s
Expl
orin
g ex
it op
tions
Atte
ndin
g ca
reer
day
s
Dev
elop
ing
a jo
b se
arch
st
rate
gy (f
or e
mpl
oym
ent o
ptio
n)
D
esig
ning
a b
usin
ess
and
mar
ketin
g pl
an (f
or s
elf-
empl
oym
ent o
ptio
n)
Fo
rmul
atin
g a
terti
ary
educ
atio
n pl
an
IC
T to
ols
R
esou
rce
pers
on(s
)
Rep
orts
on
labo
ur
mar
ket t
rend
s
Ente
rpris
e
na
me
diffe
rent
inco
me
gene
ratin
g pr
ojec
ts
dr
aft p
ropo
sals
iden
tify
nich
e in
bus
ines
s
In
com
e ge
nera
ting
proj
ects
Proj
ect p
ropo
sals
Nic
he in
bus
ines
s
Li
stin
g in
com
e ge
nera
ting
proj
ects
Writ
ing
prop
osal
s
Det
erm
inin
g pr
oduc
t or s
ervi
ce
to b
e of
fere
d
Det
erm
inin
g m
arke
t
R
esou
rce
pers
on(s
)
Cha
rts
IC
T to
ols
Inte
rvie
ws
prep
are
for a
n in
terv
iew
desc
ribe
type
s of
inte
rvie
ws
Prep
arin
g fo
r an
inte
rvie
w
Ty
pes
of in
terv
iew
s
R
ole
play
ing
and
dram
atiz
ing
D
iscu
ssin
g ty
pes
of in
terv
iew
s
ICT
tool
s
C
harts
Res
ourc
e pe
rson
(s)
Gui
danc
e an
d co
unse
lling
po
rtfo
lio
id
entif
y th
e im
porta
nce
of
portf
olio
s in
ass
essm
ent
prog
ram
s
Im
porta
nce
of p
ortfo
lios
in a
sses
smen
t pro
gram
s
R
elev
ance
of p
rofil
ing
in
care
er c
hoic
es
D
iscu
ssin
g th
e im
porta
nce
of
portf
olio
s in
ass
essm
ents
Res
earc
hing
on
rele
vanc
e of
pr
ofilin
g in
car
eer c
hoic
es
IC
T to
ols
R
esou
rce
pers
on(s
)
Cha
rts
Guidance and Counselling Syllabus Forms 1 - 4
16
24
de
scrib
e th
e re
leva
nce
of
prof
iling
in c
aree
r cho
ices
Indi
vidu
al
tran
sitio
nal
prog
ram
s
na
me
voca
tiona
l cen
tres
desc
ribe
the
impo
rtanc
e of
vo
catio
nal c
entre
s in
car
eer
choi
ces
Vo
catio
nal c
entre
s
Im
porta
nce
of v
ocat
iona
l ce
ntre
s
Id
entif
ying
voc
atio
nal c
entre
s
D
iscu
ssin
g th
e im
porta
nce
of
voca
tiona
l cen
tres
C
ase
stud
ying
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
ase
stud
y
Vide
os
Guidance and Counselling Syllabus Forms 1 - 4
17
FOR
M 2
CO
MPE
TEN
CY
MAT
RIX
SUB
TO
PIC
: UN
HU
/UB
UN
TU/V
UM
UN
HU
8.7
TOPI
C 1
: U
NH
U/U
BU
NTU
/VU
MU
NH
U (V
ALU
ES),
BEL
IEFS
AN
D C
ITIZ
ENSH
IP
25
FORM
2
8.7
TOPI
C 1
: U
NH
U/U
BU
NTU
/VU
MU
NH
U (V
ALU
ES),
BEL
IEFS
AN
D C
ITIZ
ENSH
IP
SUB
TOPI
C: U
NH
U/U
BUN
TU/V
UM
UN
HU
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
R
ESO
UR
CES
G
room
ing
and
Etiq
uette
de
scrib
e im
porta
nce
of g
room
ing
and
etiq
uette
dist
ingu
ish
acce
ptab
le s
ituat
iona
l be
havi
or fr
om u
nacc
epta
ble
beha
vior
Ac
cept
able
situ
atio
nal
beha
vior
Una
ccep
tabl
e si
tuat
iona
l be
havi
or
M
anag
emen
t of b
ehav
ior
St
atin
g w
ays
to c
arry
on
esel
f
Dis
cuss
ing
man
neris
ms
Dem
onst
ratin
g ap
prop
riate
si
tuat
iona
l beh
avio
rs
D
iscu
ssin
g be
havi
ors
portr
ayed
in v
ideo
s
Dra
mat
izin
g si
tuat
iona
l be
havi
ors
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Brai
lle m
ater
ial
Si
gn la
ngua
ge
mat
eria
l
Self-
imag
e an
d se
lf-es
teem
expl
ain
how
one
can
bui
ld p
ositi
ve s
elf-
imag
e an
d se
lf-es
teem
outli
ne re
ason
s fo
r neg
ativ
e se
lf-im
age
and
self-
este
em
Po
sitiv
e se
lf-im
age
and
self-
este
em
R
easo
ns fo
r neg
ativ
e se
lf-im
age
and
self-
este
em
R
esea
rchi
ng o
n w
ays
of
build
ing
posi
tive
self-
imag
e an
d se
lf-es
teem
Dis
cuss
ing
reas
ons
for
nega
tive
self-
imag
e an
d se
lf-es
teem
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Brai
lle m
ater
ial
Si
gn la
ngua
ge
mat
eria
l
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G
RES
OU
RC
ES
26
Rel
igio
us a
nd
indi
geno
us b
elie
fs
de
fine
relig
ion
and
indi
geno
us b
elie
fs
ex
plai
n re
ligio
n an
d in
dige
nous
bel
iefs
com
pare
relig
ious
and
indi
geno
us
belie
fs
Rel
igio
n an
d in
dige
nous
be
liefs
type
s of
relig
ions
and
in
dige
nous
bel
iefs
myt
hs a
nd m
isco
ncep
tions
Mod
ern
vers
us in
dige
nous
pr
actic
es
Ex
plai
ning
relig
ion
and
indi
geno
us b
elie
fs
C
ompa
ring
relig
ion
and
indi
geno
us b
elie
fs
D
iscu
ssin
g m
yths
and
mis
conc
eptio
ns
D
elib
erat
ing
on re
ligio
ns
and
indi
geno
us b
elie
fs
Si
ngin
g an
d da
ncin
g
Deb
atin
g on
indi
geno
us
and
mod
ern
prac
tices
Res
ourc
e
Pers
on(s
)
Pict
ures
Cha
rts
Guidance and Counselling Syllabus Forms 1 - 4
18
8.8
TOPI
C 2
: REL
ATIO
NSH
IPS
SUB
TO
PIC
: FA
MIL
Y
27
8.8
TOPI
C 2
: REL
ATIO
NSH
IPS
SUB
TOPI
C: F
AMIL
Y
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lea
rner
s sh
ould
be
able
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G
RES
OU
RC
ES
Rol
e of
fam
ily
mem
bers
in
rela
tions
hips
id
entif
y ro
les
of fa
mily
mem
bers
in
rela
tions
hips
desc
ribe
the
role
of d
iffer
ent f
amily
m
embe
rs in
rela
tions
hips
R
ole
of fa
mily
mem
bers
in
rela
tions
hips
e.g
. -b
uild
ing
-sup
porti
ng
-mai
nten
ance
Pl
ayin
g ro
les
of
diffe
rent
fam
ily
mem
bers
Dra
mat
izin
g ro
les
of fa
mily
mem
bers
in
rela
tions
hips
iden
tifyi
ng ro
les
of
diffe
rent
fam
ily
mem
bers
Vi
deos
ICT
tool
s
Stud
y pa
ck
Br
aille
mat
eria
l
Abus
ive
rela
tions
hips
st
ate
the
form
s of
abu
se in
re
latio
ns
de
scrib
e ab
usiv
e re
latio
nshi
ps
id
entif
y su
ppor
t ser
vice
s av
aila
ble
to s
urvi
vors
of a
buse
in
rela
tions
hips
expl
ain
way
s of
pre
vent
ing
abus
e
Fo
rms
of a
buse
Abus
ive
rela
tions
hips
Way
s of
pre
vent
ing
abus
e in
rela
tions
hips
Supp
ort s
ervi
ces
R
ole
play
ing
on
abus
ive
rela
tions
hips
Dis
cuss
ing
form
s of
abu
se in
re
latio
nshi
ps
C
ase
stud
ying
R
esou
rce
pers
on(s
)
Vide
os
Pers
onal
iden
tity
and
life
skill
s
dem
onst
rate
life
ski
lls
illu
stra
te th
e ch
arac
teris
tics
of
pers
onal
iden
tity
Li
fe s
kills
-
self
este
em
- as
serti
vene
ss
- cr
itica
l thi
nkin
g -
com
mun
icat
ion
skills
-
nego
tiatio
n sk
ills
At
tribu
tes
of p
erso
nal
iden
tity
Pu
blic
spe
akin
g
Faci
litat
ing
film
sc
reen
ing
D
ebat
ing
Pa
rtici
patin
g in
qu
iz c
ompe
titio
ns
St
udy
pack
Vide
o sc
reen
ing
equi
pmen
t
Guidance and Counselling Syllabus Forms 1 - 4
19
8.9
TOPI
C 3
: H
EALT
H
SUB
TO
PIC
: HEA
LTH
MA
NA
GEM
ENT
28
8.9
T
OPI
C 3
: H
EALT
H
SUB
TOPI
C: H
EALT
H M
ANAG
EMEN
T K
ey C
once
pt T
opic
O
bjec
tives
Le
arne
rs s
houl
d be
abl
e to
: U
nit C
onte
nt
Su
gges
ted
lear
ning
ac
tiviti
es
Res
ourc
es
Sexu
al a
nd
repr
oduc
tive
Hea
lth
and
Rig
hts
(SR
HR
)
ou
tline
com
pone
nts
of S
RH
iden
tify
sexu
al a
nd re
prod
uctiv
e he
alth
righ
ts a
nd re
spon
sibi
litie
s
expl
ain
sexu
al re
prod
uctiv
e he
alth
ch
alle
nges
and
pre
vent
ion
stra
tegi
es
S
RH
com
pone
nts
R
epro
duct
ive
heal
th ri
ghts
an
d re
spon
sibi
litie
s
Sexu
al h
ealth
sexu
al re
prod
uctiv
e he
alth
ch
alle
nges
-T
eena
ge p
regn
ancy
e.g
. -S
TIs
-H
IV
-Vol
unta
ry M
edic
al M
ale
Circ
umci
sion
(VM
MC
)
Myt
hs a
nd m
isco
ncep
tions
ab
out r
epro
duct
ive
heal
th
D
escr
ibin
g SR
H
com
pone
nts
D
iscu
ssin
g se
xual
and
re
prod
uctiv
e he
alth
rig
hts
and
resp
onsi
bilit
ies
D
iscu
ssin
g th
e im
porta
nce
of s
exua
l he
alth
Des
crib
ing
SRH
ch
alle
nges
and
pr
even
tion
mea
sure
s
Wat
chin
g ST
I and
HIV
vi
deos
Ag
e ap
prop
riate
au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
R
esou
rce
pers
on(s
)
ICT
tool
s
HIV
and
AID
S
di
ffere
ntia
te H
IV fr
om A
IDS
ex
plai
n m
odes
of H
IV tr
ansm
issi
on
de
scrib
e w
ays
of p
reve
ntin
g th
e sp
read
of H
IV a
nd A
IDS
stat
e m
yths
and
mis
conc
eptio
ns o
n H
IV a
nd A
IDS
di
scus
s tre
atm
ent,
care
and
sup
port
ex
plor
e w
ays
of fi
ghtin
g st
igm
a an
d di
scrim
inat
ion
in H
IV a
nd A
IDS
disc
uss
gend
er d
ynam
ics
in H
IV
H
IV a
nd A
IDS
M
odes
of t
rans
mis
sion
Way
s of
pre
vent
ing
HIV
in
clud
ing
prev
entin
g m
othe
r to
child
tra
nsm
issi
on o
f HIV
(P
MTC
T)
H
IV T
estin
g
M
yths
and
mis
conc
eptio
ns
Tr
eatm
ent,
Car
e an
d Su
ppor
t for
peo
ple
livin
g w
ith H
IV (P
LHIV
)
Posi
tive
livin
g
St
igm
a an
d D
iscr
imin
atio
n
Gen
der a
nd H
IV
D
istin
guis
hing
H
IV
from
AID
S
Des
crib
ing
mod
es o
f tra
nsm
issi
on
D
iscu
ssin
g w
ays
of
prev
entin
g H
IV
C
larif
ying
HIV
and
AI
DS
myt
hs a
nd
mis
conc
eptio
ns
D
escr
ibin
g H
IV
treat
men
t, ad
here
nce,
ca
re a
nd s
uppo
rt fo
r th
e in
fect
ed a
nd
affe
cted
Out
linin
g po
sitiv
e liv
ing
incl
udin
g nu
tritio
n fo
r PLH
IV
Ag
e ap
prop
riate
au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
R
esou
rce
pers
on(s
)
ICT
tool
s
Guidance and Counselling Syllabus Forms 1 - 4
20
29
D
iscu
ssin
g st
igm
a an
d di
scrim
inat
ion
An
alys
ing
gend
er
dyna
mic
s in
HIV
Com
mun
icab
le a
nd
non-
com
mun
icab
le
dise
ase
(NC
Ds)
de
fine
com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
ses
ou
tline
com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
ses
de
scrib
e w
ays
of p
reve
ntin
g co
mm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
expl
ain
way
s of
man
agin
g
com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
ses
lis
t ser
vice
s av
aila
ble
for m
anag
ing
com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
ses
C
omm
unic
able
e.g
. ch
oler
a, d
ysen
tery
, Ebo
la,
TB, H
epat
itis,
HIV
and
no
n-co
mm
unic
able
di
seas
es e
.g. d
iabe
tes,
ca
ncer
, hyp
erte
nsio
n (H
BP) ,
epile
psy
Prev
entin
g co
mm
unic
able
an
d no
n-co
mm
unic
able
di
seas
es
C
ompl
icat
ions
of
com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
ses
M
anag
emen
t of
co
mm
unic
able
and
non
- co
mm
unic
able
dis
ease
s
Serv
ices
ava
ilabl
e fo
r m
anag
ing
com
mun
icab
le
and
non-
com
mun
icab
le
dise
ases
C
lass
ifyin
g co
mm
unic
able
and
no
n-co
mm
unic
able
di
seas
es
Ex
plai
ning
way
s of
pr
even
ting
com
mun
icab
le a
nd
non-
com
mun
icab
le
dise
ases
Des
crib
ing
com
plic
atio
ns o
f co
mm
unic
able
and
no
n-co
mm
unic
able
di
seas
es
D
iscu
ssin
g m
anag
emen
t of
com
mun
icab
le a
nd
non-
com
mun
icab
le
dise
ases
Iden
tifyi
ng a
vaila
ble
serv
ices
Res
earc
hing
on
com
mun
icab
le a
nd
non-
com
mun
icab
le
dise
ases
Vi
deos
Dra
ma
Po
etry
Song
Pam
phle
ts
Po
ster
s
Res
ourc
e pe
rson
(s)
R
esou
rce
cent
ers
Ed
ucat
iona
l tou
rs
Dru
g an
d su
bsta
nce
abus
e
desc
ribe
type
s of
dru
gs a
nd
subs
tanc
es
st
ate
effe
cts
of d
rug
and
subs
tanc
e ab
use
list w
ays
of p
reve
ntin
g dr
ug a
nd
subs
tanc
e ab
use
D
rugs
and
sub
stan
ces
pr
one
to a
buse
Effe
cts
of d
rug
and
subs
tanc
e ab
use
W
ays
of p
reve
ntin
g dr
ug
and
subs
tanc
e ab
use
O
utlin
ing
type
s of
dr
ugs
and
subs
tanc
es
D
iscu
ssin
g ef
fect
s of
dr
ug a
nd s
ubst
ance
ab
use
R
esou
rce
pers
on(s
)
Age
appr
opria
te
audi
o-vi
sual
mat
eria
ls
-vid
eos
-Pic
ture
cod
es
-Pam
phle
ts
-Pos
ters
Guidance and Counselling Syllabus Forms 1 - 4
21
30
id
entif
y w
ays
of m
anag
ing
drug
and
su
bsta
nce
addi
ctio
n
M
anag
ing
drug
and
su
bsta
nce
abus
e e.
g.
reha
bilit
atio
n
Id
entif
ying
way
s of
pr
even
ting
dru
g an
d su
bsta
nce
abus
e
Visi
ting
inst
itutio
ns
man
agin
g cl
ient
s re
cove
ring
from
dru
g an
d su
bsta
nce
abus
e
W
atch
ing
vid
eos
on
drug
and
sub
stan
ce
abus
e
Dra
mat
izin
g on
dru
g an
d su
bsta
nce
abus
e
Res
earc
hing
on
dr
ugs
and
subs
tanc
es
-Bra
ille m
ater
ial
IC
T to
ols
Hea
lthy
livin
g
de
scrib
e h
ealth
y liv
ing
ou
tline
impo
rtanc
e of
wel
lnes
s
stat
e im
porta
nce
of a
bal
ance
d di
et
N
utrit
ion
Ea
ting
habi
ts
W
eigh
t con
trol
Ad
oles
cenc
e an
d nu
tritio
n ch
alle
nges
Die
t and
phy
sica
l pe
rform
ance
Bala
nced
die
t
Phys
ical
fitn
ess
M
enta
l hea
lth
R
esea
rchi
ng o
n he
alth
y liv
ing
stan
dard
s
Dem
onst
ratin
g ph
ysic
al fi
tnes
s
Dis
cuss
ing
men
tal
heal
th p
robl
ems
Au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
R
esou
rce
pers
on(s
)
ICT
tool
s
Film
scr
eeni
ng
equi
pmen
t
Guidance and Counselling Syllabus Forms 1 - 4
22
8.10
TO
PIC
4: H
UM
AN
GR
OW
TH A
ND
DEV
ELO
PMEN
T
SUB
TO
PIC
: SE
XUA
LITY
30
8.10
TOPI
C 4
: HU
MAN
GR
OW
TH A
ND
DEV
ELO
PMEN
T SU
B TO
PIC
: SE
XUAL
ITY
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
RES
OU
RC
ES
Anat
omy
and
phys
iolo
gy
ex
plai
n hu
man
re
prod
uctio
n
desc
ribe
myt
hs a
nd
mis
conc
eptio
ns a
bout
hu
man
repr
oduc
tion
H
uman
Rep
rodu
ctio
n
m
yths
and
m
isco
ncep
tions
abo
ut
hum
an re
prod
uctio
n
Br
ains
torm
ing
Fa
cilit
atin
g vi
deo
scre
enin
g
Questioningand
answ
erin
g on
myt
hs a
nd
mis
conc
eptio
ns a
bout
hu
man
repr
oduc
tion
R
esou
rce
pers
on(s
)
Stud
y pa
ck
Vi
deos
Post
ers
Pa
mph
lets
Sexu
ality
stat
e w
ays
of p
reve
ntin
g pr
egna
ncy
de
scrib
e la
ws
and
right
s on
age
of c
onse
nt a
nd
age
of m
arria
ge.
Pr
even
tion
of P
regn
ancy
Age
of c
onse
nt a
nd a
ge
of m
arria
ge a
ccor
ding
to
Zim
babw
ean
Con
stitu
tion
Id
entif
ying
way
s of
pr
even
ting
preg
nanc
y
Deb
atin
g on
age
of
cons
ent a
nd a
ge o
f m
arria
ge.
Zi
mba
bwe
Con
stitu
tion
IC
T to
ols
R
esou
rce
pers
on(s
)
Teen
age
Preg
nanc
y
iden
tify
the
effe
cts
of
early
pre
gnan
cies
on
hum
an d
evel
opm
ent.
de
scrib
e st
rate
gies
of
prev
entin
g te
enag
e pr
egna
ncie
s.
Ef
fect
s of
Ear
ly
Preg
nanc
ies
Pr
even
tion
of T
eena
ge
Preg
nanc
ies
R
ole
play
ing
and
dram
atiz
ing
R
esea
rchi
ng o
n m
etho
ds
of p
reve
ntin
g te
enag
e pr
egna
ncie
s.
R
esou
rce
pers
on(s
)
ICT
Tool
s
Psyc
ho-s
ocia
l sup
port
Sy
stem
s
desc
ribe
form
s of
soc
ial
supp
ort s
yste
ms
as
sist
teen
ager
s th
at
need
psy
cho-
soci
al
supp
ort s
yste
ms
Ps
ycho
-soc
ial s
uppo
rt sy
stem
s fo
r tee
nage
rs.
R
ole
play
ing
D
ebat
ing
Questioningand
answ
erin
g
Vide
o Sc
reen
ing
IC
T To
ols
Stud
y pa
ck
Fi
lm S
cree
ning
Eq
uipm
ent
32
Dis
abili
ty
de
fine
disa
bilit
y
disc
uss
the
way
s of
em
pow
erin
g th
ose
with
di
sabi
litie
s
Em
pow
erm
ent o
f peo
ple
with
Dis
abilit
ies
R
esea
rchi
ng o
n w
ays
of
empo
wer
ing
peop
le w
ith
disa
bilit
ies
Pa
rtici
patin
g in
co
mm
unity
reha
bilit
atio
n pr
ojec
ts.
R
esou
rce
pers
on(s
)
Post
ers
IC
T to
ols
Guidance and Counselling Syllabus Forms 1 - 4
23
8.11
TO
PIC
5: C
HIL
D P
RO
TEC
TIO
N
SUB
TO
PIC
: RIG
HTS
AN
D R
ESPO
NSI
BIL
ITIE
S
32
8.11
TOPI
C 5
: CH
ILD
PR
OTE
CTI
ON
SU
B TO
PIC
: RIG
HTS
AN
D R
ESPO
NSI
BILI
TIES
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lea
rner
s sh
ould
be
able
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G
RES
OU
RC
ES
Con
cept
of c
hild
rig
hts
and
resp
onsi
bilit
ies
de
fine
child
righ
ts a
nd
resp
onsi
bilit
ies
st
ate
child
righ
ts a
nd
resp
onsi
bilit
ies
di
stin
guis
h be
twee
n ch
ild ri
ghts
an
d re
spon
sibi
litie
s
C
hild
righ
ts a
nd
resp
onsi
bilit
ies
D
iffer
ence
s be
twee
n ch
ild
right
s an
d re
spon
sibi
litie
s
Rig
hts
and
priv
ilege
s
N
amin
g ch
ild ri
ghts
and
re
spon
sibi
litie
s
Expl
aini
ng c
hild
righ
ts a
nd
resp
onsi
bilit
ies
D
iscu
ssin
g th
e di
ffere
nces
be
twee
n ch
ild ri
ghts
and
re
spon
sibi
litie
s
Deb
atin
g on
chi
ld ri
ghts
and
re
spon
sibi
litie
s
R
esou
rce
pers
on(s
)
Pam
phle
ts
C
hild
Rig
hts
part
3 of
the
Con
stitu
tion
item
81
page
38.
Chi
ld a
buse
defin
e ch
ild a
buse
list f
orm
s of
chi
ld a
buse
expl
ain
effe
cts
of c
hild
abu
se
fin
d w
ays
of c
opin
g w
ith a
buse
C
hild
abu
se
Fo
rms
of c
hild
abu
se
Ef
fect
s of
chi
ld a
buse
Way
s of
cop
ing
with
abu
se
Ex
plai
ning
chi
ld a
buse
Iden
tifyi
ng fo
rms
of c
hild
ab
use
An
alys
ing
effe
cts
of c
hild
ab
use
D
iscu
ssin
g w
ays
of c
opin
g w
ith a
buse
Res
earc
hing
on
lear
ner
inci
denc
es
R
esou
rce
pers
on(s
)
Pam
phle
ts
C
onst
itutio
n
Mag
azin
e
Audi
o vi
sual
tape
s
Brai
lle m
ater
ial
IC
T to
ols
Po
licie
s an
d le
gisl
atio
n on
chi
ld
right
s in
Sou
ther
n Af
rica
st
ate
polic
ies
and
legi
slat
ion
on
child
righ
ts
in S
outh
ern
Afric
a
expl
ain
polic
ies
and
legi
slat
ion
on c
hild
righ
ts in
Sou
ther
n Af
rica
Po
licie
s an
d le
gisl
atio
n on
ch
ild ri
ghts
in S
outh
ern
Afric
a
N
amin
g di
ffere
nt p
olic
ies
and
legi
slat
ion
on c
hild
righ
ts in
So
uthe
rn A
frica
Dis
cuss
ing
polic
ies
and
legi
slat
ion
on c
hild
righ
ts in
So
uthe
rn A
frica
R
esou
rce
pers
on(s
)
Text
book
s
Pam
phle
ts
C
onst
itutio
n
M
agaz
ine
Au
dio
visu
al ta
pes
Br
aille
mat
eria
l
Afric
an C
harte
r
Gen
eva
conf
eren
ce o
n ch
ild ri
ghts
Guidance and Counselling Syllabus Forms 1 - 4
24
8.12
TO
PIC
6: C
AR
EER
GU
IDA
NC
E
SUB
TOPI
C: C
AR
EER
S
34
8.12
TOPI
C 6
: CAR
EER
GU
IDA
NC
E Su
btop
ic: C
AREE
RS
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ner s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
ACTI
VITI
ES
LEAR
NIN
G R
ESO
UR
CES
Car
eer
Expl
orat
ion
ex
plor
e th
e w
orld
of w
ork
re
sear
ch th
e la
bour
mar
ket
ex
plor
e ca
reer
s th
at fi
t res
ults
of
the
lear
ner’s
sel
f-ass
essm
ent
C
aree
r clu
ster
s an
d pa
thw
ays
ar
eas
of g
row
th a
nd
oppo
rtuni
ty in
the
labo
ur
mar
ket
Th
e lin
k be
twee
n ca
reer
ch
oice
and
the
lear
ner’s
or
ient
atio
n
Ex
plai
ning
var
ious
ca
reer
s
Dis
cuss
ing
wor
k-re
late
d le
arni
ng, v
olun
teer
ing
and
info
rmat
iona
l int
ervi
ews
Find
ing
info
rmat
ion
on
labo
ur m
arke
ts
Ill
ustra
ting
the
link
betw
een
care
er c
hoic
e an
d th
e le
arne
r’s
orie
ntat
ion
C
ompa
ring
self-
asse
ssm
ent r
esul
ts w
ith
care
er p
athw
ays
D
iscu
ssin
g im
plic
atio
ns o
f se
lf-as
sess
men
t res
ults
fo
r car
eer p
lann
ing
Job
rela
ted
lear
ning
Educ
atio
nal t
ourin
g
Atte
ndin
g ca
reer
day
s
IC
T to
ols
R
esou
rce
pers
on(s
)
Rep
orts
on
labo
ur m
arke
t tre
nds
Stud
y sk
ills
cr
eate
tim
etab
les
Tim
etab
les
D
evel
opin
g tim
etab
les
for
- da
y -
wee
k -
year
R
esou
rce
pers
on(s
)
Cha
rts
IC
T to
ols
Te
xtbo
oks
Guidance and Counselling Syllabus Forms 1 - 4
25
35
Inte
rvie
ws
desi
gn a
cur
ricul
um v
itae
w
rite
an a
pplic
atio
n le
tter
pr
epar
e fo
r an
inte
rvie
w
cu
rricu
lum
vita
e
Appl
icat
ion
lette
r
Inte
rvie
w p
roce
dure
s an
d re
quire
men
ts
C
omm
on e
rrors
C
rafti
ng a
cur
ricul
um
vita
e
writ
ing
an a
pplic
atio
n le
tter
pa
rtici
patin
g in
moc
k in
terv
iew
s
R
esou
rce
pers
on(s
)
ICT
tool
s
Vide
os
C
ase
stud
ies
Indi
vidu
al
tran
sitio
nal
prog
ram
s
id
entif
y pr
actic
al le
arni
ng a
reas
av
aila
ble
in v
ocat
iona
l Cen
tres
expl
ore
on v
ario
us v
ocat
iona
l C
entre
s
Pr
actic
al le
arni
ng a
reas
Type
s of
voc
atio
nal
train
ing
Cen
tres
N
amin
g vo
catio
nal
train
ing
Cen
tres
Tour
ing
voca
tiona
l ce
ntre
s
disc
ussi
ng
R
esou
rce
pers
on
IC
T to
ols
Gui
danc
e an
d co
unse
lling
po
rtfo
lio
de
scrib
e im
porta
nce
of p
ortfo
lios
in a
sses
smen
t
disc
uss
the
rele
vanc
e of
pro
filin
g in
car
eer c
hoic
es
cr
eate
a p
ortfo
lio in
Gui
danc
e an
d C
ouns
ellin
g
Po
rtfol
ios
in a
sses
smen
t
Prof
iling
in c
aree
r cho
ices
Dis
cuss
ing
the
impo
rtanc
e of
por
tfolio
s in
as
sess
men
t
Questioningand
answ
erin
g
Com
pilin
g po
rtfol
ios
R
esou
rce
pers
on(s
)
ICT
tool
s
Ente
rpris
e
de
fine
ente
rpris
e
stat
e ty
pes
of e
nter
pris
e
Ente
rpris
e
type
s
C
larif
ying
mea
ning
of a
n en
terp
rise
Id
entif
ying
type
s of
en
terp
rises
IC
T to
ols
Vi
deos
Cas
e st
udie
s
Guidance and Counselling Syllabus Forms 1 - 4
26
CO
MPE
TEN
CY
MAT
RIX
FOR
M 3
8.13
TO
PIC
1:
UN
HU
/UB
UN
TU/V
UM
UN
HU
(NO
RM
S A
ND
VA
LUES
), B
ELIE
FS A
ND
CIT
IZEN
SHIP
SUB
TO
PIC
: U
NH
U/U
BU
NTU
/VU
MU
NH
U
36
CO
MPE
TEN
CY
MAT
RIX
FORM
3
8.13
TOPI
C 1
: U
NH
U/U
BU
NTU
/VU
MU
NH
U(N
ORM
S AN
D V
ALU
ES),
BEL
IEFS
AN
D C
ITIZ
ENSH
IP
SUB
TOPI
C:
UN
HU
/UBU
NTU
/VU
MU
NH
U
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
R
SOU
RC
ES
Gro
omin
g an
d Et
ique
tte
ap
ply
appr
opria
te g
room
ing
and
etiq
uette
idea
ls
cr
itiqu
e ac
cept
able
/ un
acce
ptab
le s
ituat
iona
l be
havi
or
Ac
cept
able
situ
atio
nal
beha
vior
e.g
. Gro
omin
g,
pers
onal
hyg
iene
, dre
ssin
g,
mak
e up
, pos
ture
etiq
uette
, re
spec
t pro
toco
l, po
liten
ess,
ver
bal a
nd n
on-
verb
al c
ues,
man
neris
ms,
Una
ccep
tabl
e si
tuat
ion
al
beha
vior
Man
agem
ent o
f beh
avio
r
D
emon
stra
ting
appr
opria
te
way
s of
ca
rryi
ng o
nese
lf
D
iscu
ssin
g pr
os a
nd c
ons
of
man
neris
ms
Dem
onst
ratin
g ap
prop
riate
si
tuat
iona
l beh
avio
rs
D
iscu
ssin
g be
havi
ors
portr
ayed
in v
ideo
Dra
mat
isin
g si
tuat
iona
l be
havi
ors
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Dra
ma
skits
Vide
o sc
reen
ing
equi
pmen
t
Self-
imag
e an
d se
lf-es
teem
dem
onst
rate
attr
ibut
es
asso
ciat
ed w
ith p
ositi
ve s
elf-
imag
e an
d hi
gh s
elf-e
stee
m
di
stin
guis
h tra
its o
f neg
ativ
e se
lf-im
age
and
low
sel
f-est
eem
At
tribu
tes
asso
ciat
ed w
ith
posi
tive
self-
imag
e an
d hi
gh s
elf-e
stee
m
Tr
aits
of n
egat
ive
self-
imag
e an
d lo
w s
elf-e
stee
m
Pa
rtici
patin
g in
pub
lic s
peak
ing
sess
ions
Prac
tisin
g po
sitiv
e se
lf-ta
lk
W
ritin
g an
d re
citin
g po
ems
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Dra
ma
skits
Vide
o sc
reen
ing
equi
pmen
t
Con
cept
of r
espe
ct
de
fine
the
term
resp
ect
ex
plai
n w
ays
of s
how
ing
resp
ect
in s
ocie
ty
di
scus
s th
e im
porta
nce
of
resp
ect i
n so
ciet
y
R
espe
ct
Im
porta
nce
Giv
ing
mea
ning
to th
e te
rm
resp
ect
M
entio
ning
way
s in
whi
ch
resp
ect i
s sh
own
in s
ocie
ty
Res
ourc
e Pe
rson
(s)
Pi
ctur
es
Guidance and Counselling Syllabus Forms 1 - 4
27
37
Res
pect
and
to
lera
nce
de
fine
key
conc
epts
rela
ted
to
resp
ect a
nd to
lera
nce
diffe
rent
iate
bet
wee
n re
spec
t an
d to
lera
nce
as
sess
the
impo
rtanc
e of
resp
ect
and
tole
ranc
e
Ke
y co
ncep
ts re
late
d to
re
spec
t and
tole
ranc
e
Res
pect
for s
elf,
adul
ts,
peer
s an
d ot
hers
Res
pect
and
tole
ranc
e fo
r di
vers
ity e
.g.
- Pe
ople
livi
ng w
ith
disa
bilit
y, a
lbin
ism
, HIV
an
d AI
DS
and
thos
e w
ith h
ealth
rela
ted
cond
ition
s
Impo
rtanc
e of
resp
ect a
nd
tole
ranc
e
Dis
cuss
ing
key
conc
epts
re
late
d to
resp
ect a
nd
tole
ranc
e
Dra
mat
izin
g re
spec
tful
beha
vior
Rol
e pl
ayin
g go
od a
nd b
ad
beha
vior
Anal
ysin
g go
od a
nd b
ad tr
aits
fro
m th
e ro
le p
lay
Res
ourc
e Pe
rson
(s)
Pi
ctur
es
Guidance and Counselling Syllabus Forms 1 - 4
28
8. 1
4 T
OPI
C 2
: REL
ATIO
NSH
IPS
SUB
TO
PIC
: CO
NFL
ICT
MA
NA
GEM
ENT
38
8.14
T
OPI
C 2
: REL
ATIO
NSH
IPS
SUB
TOPI
C: C
ON
FLIC
T M
ANAG
EMEN
T K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
RES
OU
RC
ES
Con
flict
and
con
flict
M
anag
emen
t
list c
ause
s of
con
flict
s
at h
ome,
sch
ool
and
in
the
com
mun
ity
di
scus
s ef
fect
s of
con
flict
s
expl
ain
way
s of
reso
lvin
g co
nflic
t
C
ause
s of
con
flict
Effe
cts
of c
onfli
ct
C
onfli
ct M
anag
emen
t
R
ole
play
ing
D
iscu
ssin
g ca
uses
of
conf
lict
Questioningand
answ
erin
g
Pi
ctur
es
C
harts
ICT
tool
s
Com
mun
icat
ion
in
rela
tions
hips
desc
ribe
the
natu
re o
f co
mm
unic
atio
n in
di
ffere
nt re
latio
nshi
p
N
atur
e of
com
mun
icat
ion
in re
latio
nshi
ps e
.g.
- pa
rent
to p
aren
t -
pare
nt to
chi
ld
- pe
er to
pee
r -
teac
her t
o pu
pil
Fa
cilit
atin
g fil
m s
cree
ning
Deb
atin
g
Dra
mat
izin
g
IC
T to
ols
Fi
lm s
cree
ning
equ
ipm
ent
Pi
ctur
es
C
harts
Guidance and Counselling Syllabus Forms 1 - 4
29
8.15
TO
PIC
3: H
EALT
H
SUB
TO
PIC
: HEA
LTH
MA
NA
GEM
ENT
39
8.15
TOPI
C 3
: HEA
LTH
SU
B TO
PIC
: HEA
LTH
MAN
AGEM
ENT
Key
Con
cept
Top
ic
Obj
ectiv
es
Lear
ners
sho
uld
be a
ble
to:
Uni
t Con
tent
Sugg
este
d le
arni
ng
activ
ities
R
esou
rces
Pers
onal
and
en
viro
nmen
tal h
ygie
ne
st
ate
the
impo
rtanc
e of
pe
rson
al a
nd
envi
ronm
enta
l hyg
iene
outli
ning
was
te
man
agem
ent l
aws
ap
ply
appr
opria
te p
erso
nal
and
envi
ronm
enta
l hy
gien
e pr
actic
es
ap
ply
appr
opria
te
way
s of
dis
posi
ng w
aste
in
clud
ing
recy
clin
g
Pe
rson
al h
ygie
ne e
.g.
-bat
hing
-o
ral c
are
-laun
dry
-Han
d w
ashi
ng
M
enst
rual
Hyg
iene
Envi
ronm
enta
l hyg
iene
e.
g.
-was
te d
ispo
sal
-wat
er a
nd s
anita
tion
(WAS
H)
O
pen
defe
catio
n
D
emon
stra
ting
pers
onal
an
d en
viro
nmen
tal
hygi
ene
Dis
cuss
ing
the
impo
rtanc
e of
per
sona
l an
d en
viro
nmen
tal
hygi
ene
D
iscu
ssin
g m
enst
rual
hy
gien
e m
anag
emen
t
Dem
onst
ratin
g w
aste
di
spos
al
D
ispo
sing
was
te
appr
opria
tely
Educ
atio
nal t
ourin
g
View
ing
vide
os
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Film
scr
eeni
ng e
quip
men
t
Gro
omin
g an
d et
ique
tte
ex
plai
n gr
oom
ing
and
etiq
uette
iden
tify
sign
s of
gro
omin
g in
an
indi
vidu
al
G
room
ing
Et
ique
tte
D
iscu
ssin
g gr
oom
ing
and
role
pla
ying
Rol
e pl
ayin
g
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Film
scr
eeni
ng e
quip
men
t
Sexu
al a
nd R
epro
duct
ive
Hea
lth a
nd R
ight
s (S
RH
R)
de
fine
sexu
al a
nd
repr
oduc
tive
heal
th
de
fine
com
pone
nts
of
sexu
al a
nd re
prod
uctiv
e he
alth
defin
e se
xual
ity
ou
tline
com
pone
nts
of
sexu
ality
Se
xual
and
repr
oduc
tive
heal
th ri
ghts
SR
H c
ompo
nent
s
Sexu
ality
Com
pone
nts
of s
exua
lity
Anat
omy
and
phys
iolo
gy
of s
exua
l and
D
escr
ibin
g se
xual
and
re
prod
uctiv
e he
alth
Expl
aini
ng S
RH
co
mpo
nent
s
Des
crib
ing
sexu
ality
c
ompo
nent
s
Dem
onst
ratin
g an
atom
y an
d ph
ysio
logy
of s
exua
l
Ag
e ap
prop
riate
au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
R
esou
rce
pers
on(s
)
Guidance and Counselling Syllabus Forms 1 - 4
30
40
de
fine
sexu
al e
xpre
ssio
n
expl
ain
cons
eque
nces
of
early
sex
ual a
ctiv
ities
(d
ebut
)
expl
ain
way
s of
pre
vent
ing
sexu
al a
nd re
prod
uctiv
e he
alth
cha
lleng
es
repr
oduc
tive
heal
th
syst
em
C
onse
quen
ces
of e
arly
se
xual
act
iviti
es
Pr
even
ting
sexu
al a
nd
repr
oduc
tive
heal
th
chal
leng
es
M
yths
and
m
isco
ncep
tions
and
repr
oduc
tive
heal
th
syst
em
Id
entif
ying
way
s of
pr
even
ting
sexu
al a
nd
repr
oduc
tive
heal
th
chal
leng
es
In
terro
gatin
g se
xual
and
re
prod
uctiv
e he
alth
m
yths
and
m
isco
ncep
tions
Wat
chin
g S
TI a
nd H
IV
vide
os
IC
T to
ols
Vi
deo
scre
enin
g eq
uipm
ent
HIV
and
AID
S
ex
plai
n m
odes
of H
IV
trans
mis
sion
disc
uss
the
impo
rtanc
e of
kn
owin
g on
e’s
HIV
sta
tus
de
liber
ate
on w
ays
of H
IV
prev
entio
n
disc
uss
treat
men
t, ca
re,
supp
ort a
nd p
ositi
ve li
ving
addr
ess
HIV
and
AID
S st
igm
a an
d di
scrim
inat
ion
in th
e sc
hool
and
co
mm
unity
disc
uss
myt
hs a
nd
mis
conc
eptio
ns
disc
uss
gend
er d
ynam
ics
in H
IV
H
IV a
nd A
IDS
Mod
es o
f tra
nsm
issi
on
Pr
even
tion
of H
IV
trans
mis
sion
e.g
. -
Abst
ain
- B
e fa
ithfu
l -
Cor
rect
and
co
nsis
tent
co
ndom
us
e -
Del
ay s
exua
l deb
ut
- Ea
rly tr
eatm
ent o
f ST
Is
- Fr
ee a
nd fr
ank
disc
ussi
ons
- H
IV te
stin
g an
d co
unse
ling
- Vo
lunt
ary
Med
ical
M
ale
Circ
umci
sion
(V
MM
C)
C
omm
on m
yths
and
m
isco
ncep
tions
Trea
tmen
t, C
are,
Sup
port
and
posi
tive
livin
g fo
r ch
ildre
n an
d ad
ults
livi
ng
with
HIV
D
istin
guis
hing
H
IV fr
om
AID
S
Des
crib
ing
mod
es o
f tra
nsm
issi
on
D
iscu
ssin
g w
ays
of
prev
entin
g H
IV
C
larif
ying
HIV
and
AID
S m
yths
and
m
isco
ncep
tions
Des
crib
ing
HIV
tre
atm
ent,
care
and
su
ppor
t
Out
linin
g po
sitiv
e liv
ing
incl
udin
g nu
tritio
n fo
r PL
HIV
Dis
cuss
ing
stig
ma
and
disc
rimin
atio
n
Des
crib
ing
HIV
trea
tmen
t ad
here
nce
An
alys
ing
gend
er
dyna
mic
s in
HIV
Ag
e ap
prop
riate
au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
R
esou
rce
pers
on(s
)
ICT
tool
s
Educ
atio
nal t
ours
Film
scr
eeni
ng e
quip
men
t
Guidance and Counselling Syllabus Forms 1 - 4
31
41
St
igm
a an
d D
iscr
imin
atio
n
Gen
der a
nd H
IV
Com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
se
(NC
Ds)
di
scus
s th
e m
agni
tude
of
com
mon
and
pre
vailin
g
com
mun
icab
le a
nd n
on-
com
mun
icab
le d
isea
ses
di
scus
s pr
even
tion
stra
tegi
es fo
r co
mm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
pres
ent w
ays
of m
anag
ing
co
mm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
iden
tify
serv
ices
ava
ilabl
e fo
r man
agin
g no
n-co
mm
unic
able
and
co
mm
unic
able
dis
ease
s
C
omm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
Th
e ro
le o
f fam
ily a
nd
com
mun
ity in
pre
vent
ion
and
man
agem
ent o
f co
mm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
Com
plic
atio
ns o
f co
mm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
Serv
ices
ava
ilabl
e fo
r m
anag
ing
non-
com
mun
icab
le a
nd
com
mun
icab
le d
isea
ses
An
alys
ing
the
mag
nitu
de
of c
omm
on a
nd
prev
ailin
g c
omm
unic
able
an
d no
n-co
mm
unic
able
di
seas
es
R
esea
rchi
ng w
ays
of
prev
entin
g co
mm
unic
able
and
non
-co
mm
unic
able
dis
ease
s
Dis
cuss
ing
man
agem
ent
of c
omm
unic
able
and
no
n-co
mm
unic
able
di
seas
es
Id
entif
ying
ava
ilabl
e se
rvic
es
Vi
ewin
g ed
ucat
iona
l vi
deos
Vi
deos
Dra
ma
Po
etry
Song
Pam
phle
ts
Po
ster
s
Res
ourc
e pe
rson
(s)
Ed
ucat
iona
l tou
rs
Dru
g an
d su
bsta
nce
abus
e
desc
ribe
drug
and
su
bsta
nce
abus
e
stat
e th
e so
urce
s of
dru
g an
d su
bsta
nce
abus
e
an
alys
e th
e lo
ng a
nd s
hort
term
effe
cts
of d
rug
and
subs
tanc
e ab
use
d
rugs
and
sub
stan
ce
abus
e
Sour
ces
Long
and
sho
rt te
rm
effe
cts
Ex
plai
ning
dru
g an
d su
bsta
nce
abus
e
Exam
inin
g th
e so
urce
s of
dr
ug a
nd s
ubst
ance
ab
use
R
esea
rchi
ng o
n th
e lo
ng
term
and
sho
rt te
rm
effe
cts
of d
rug
and
subs
tanc
e ab
use
R
esou
rce
pers
on(s
) e.g
. fro
m C
ID a
nd S
urvi
vor
Ag
e ap
prop
riate
au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
R
esou
rce
pers
on(s
)
ICT
tool
s
Hea
lthy
livin
g
di
scus
s im
porta
nce
of
heal
thy
livin
g
Goo
d an
d ba
d ea
ting
habi
ts
R
esea
rchi
ng o
n he
alth
y liv
ing
stan
dard
s
Age
appr
opria
te
audi
o-vi
sual
mat
eria
ls e
.g.
-vid
eos
Guidance and Counselling Syllabus Forms 1 - 4
32
42
pa
rtici
pate
in s
ome
form
of
exer
cise
and
spo
rt
parti
cipa
te in
som
e fo
rm o
f re
crea
tiona
l act
iviti
es
pl
an a
bal
ance
d di
et
W
eigh
t man
agem
ent
D
iet a
nd p
hysi
cal
perfo
rman
ce
Ba
lanc
ed d
iet
Ph
ysic
al fi
tnes
s
Men
tal h
ealth
D
emon
stra
ting
phys
ical
fit
ness
Dis
cuss
ing
com
mon
he
alth
pro
blem
s in
clud
ing
men
tal h
ealth
Parti
cipa
ting
in re
crea
tion
activ
ities
-Pic
ture
cod
es
-Pam
phle
ts
-Pos
ters
-B
raille
mat
eria
l
Res
ourc
e pe
rson
(s)
IC
T to
ols
Guidance and Counselling Syllabus Forms 1 - 4
33
8.16
TO
PIC
4: H
UM
AN
GR
OW
TH A
ND
DEV
ELO
PMEN
T
SUB
TO
PIC
: SEX
UA
LITY
42
8.16
TOPI
C 4
: HU
MAN
GR
OW
TH A
ND
DEV
ELO
PMEN
T SU
B TO
PIC
: SEX
UAL
ITY
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
RES
OU
RC
ES
Anat
omy
and
Phys
iolo
gy
id
entif
y m
yths
and
m
isco
ncep
tions
abo
ut
repr
oduc
tion
de
scrib
e se
xual
act
ivity
an
d as
soci
ated
risk
s
disc
uss
the
law
s an
d rig
hts
on a
ge o
f con
sent
an
d m
arria
ge.
H
uman
Rep
rodu
ctio
n
Ris
ks o
f sex
ual a
ctiv
ity
Th
e la
ws
and
right
s on
ag
e of
con
sent
and
m
arria
ge.
Vi
ewin
g vi
deos
Rol
e pl
ayin
g
Deb
atin
g
Dis
cuss
ing
cont
ents
of
the
Zim
babw
e C
onst
itutio
n on
age
of
cons
ent a
nd a
ge o
f m
arria
ge
IC
T To
ols
Vi
deos
Vide
o sc
reen
ing
equi
pmen
t
Adol
esce
nce
and
Stre
ss
Man
agem
ent
de
scrib
e ch
alle
nges
as
soci
ated
with
ad
oles
cenc
e st
age
di
scus
s w
ays
of s
tress
m
anag
emen
t at
adol
esce
nce
stag
e
C
halle
nges
at
adol
esce
nce
Stre
ss m
anag
emen
t at
adol
esce
nce
D
iscu
ssin
g ch
alle
nges
fa
ced
by a
n ad
oles
cent
Deb
atin
g
Rol
e pl
ayin
g an
d dr
amat
izin
g
IC
T to
ols
R
esou
rce
pers
on(s
)
Psyc
ho-s
ocia
l sup
port
Sy
stem
s
stat
e th
e se
rvic
e pr
ovid
ers
that
offe
r ps
ycho
-soc
ial s
uppo
rt
desc
ribe
proc
edur
es o
f se
ekin
g ps
ycho
-soc
ial
supp
ort
Se
rvic
e pr
ovid
ers
of
psyc
ho-s
ocia
l sup
port
Ac
cess
ing
psyc
ho-s
ocia
l su
ppor
t ser
vice
s
Id
entif
ying
psy
cho-
soci
al
supp
ort s
ervi
ce p
rovi
ders
Dis
cuss
ing
way
s of
ge
tting
psy
cho-
soci
al
supp
ort s
ervi
ces
IC
T to
ols
C
harts
Pict
ures
Res
ourc
e pe
rson
(s)
Guidance and Counselling Syllabus Forms 1 - 4
34
8.17
TO
PIC
5: C
HIL
D P
RO
TEC
TIO
N
44
8.17
TO
PIC
5: C
HIL
D P
RO
TEC
TIO
N
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
R
SOU
RC
ES
Chi
ld ri
ghts
and
re
spon
sibi
litie
s
reca
ll C
hild
Rig
hts
and
Res
pons
ibilit
ies
id
entif
y ch
alle
nges
rela
ted
to
Chi
ld R
ight
s an
d R
espo
nsib
ilitie
s
disc
uss
Chi
ld R
ight
s an
d R
espo
nsib
ilitie
s
C
hild
Rig
hts
and
Res
pons
ibilit
ies
ch
alle
nges
am
ong
lear
ners
on
Chi
ld R
ight
s an
d R
espo
nsib
ilitie
s
Si
ngin
g an
d da
ncin
g
R
eciti
ng p
oem
s
Expl
aini
ng th
e ch
alle
nges
that
le
arne
rs h
ave
on C
hild
Rig
hts
and
Res
pons
ibilit
ies
Sh
owin
g do
cum
enta
ry o
n vi
olat
ion
on C
hild
Rig
hts
R
esou
rce
Pers
on(s
)
Pict
ures
Audi
o an
d vi
deo
tape
s
Con
stitu
tions
Chi
ld a
buse
defin
e ex
ploi
tatio
n
desc
ribe
child
abu
se
ex
plai
n fo
rms
of c
hild
abu
se
ou
tline
repo
rting
stru
ctur
es
an
alys
e th
e ef
fect
s of
chi
ld
abus
e
desc
ribe
way
s of
cop
ing
with
ab
use
C
hild
abu
se
Lo
ng te
rm a
nd s
hort
term
ef
fect
s
Form
s of
chi
ld a
buse
How
to re
port
child
abu
se
W
ays
of c
opin
g w
ith a
buse
Rol
e of
pee
r edu
cato
rs a
nd
child
led
prot
ectio
n co
mm
ittee
s
Def
initi
on o
f exp
loita
tion
Ex
plai
ning
chi
ld a
buse
Dis
cuss
ing
the
effe
cts
of c
hild
ab
use
R
eciti
ng fo
rms
of c
hild
abu
se.
D
escr
ibin
g re
porti
ng s
truct
ures
disc
ussi
ng w
ays
of c
opin
g w
ith
abus
e
delib
erat
ing
on fo
rms
of
expl
oita
tion
R
esou
rce
Pers
on(s
)
Pict
ures
Audi
o an
d vi
deo
tape
s
Con
stitu
tions
Dru
g an
d su
bsta
nce
abus
e
desc
ribe
drug
and
sub
stan
ce
abus
e
stat
e th
e so
urce
s of
dru
g an
d su
bsta
nces
abu
se
an
alys
e th
e lo
ng a
nd s
hort
term
ef
fect
s of
dru
g an
d su
bsta
nce
abus
e
D
rug
and
subs
tanc
e ab
use
So
urce
s of
dru
g an
d su
bsta
nce
abus
e
Long
and
sho
rt te
rm e
ffect
s of
dru
g an
d su
bsta
nce
abus
e
Ex
plai
ning
dru
g an
d su
bsta
nce
abus
e
Exam
inin
g th
e so
urce
s of
dru
g an
d su
bsta
nce
abus
e
Res
earc
hing
on
the
long
and
sh
ort t
erm
effe
cts
of d
rug
and
subs
tanc
e ab
use
R
esou
rce
Pers
on(s
)
Pict
ures
Audi
o an
d vi
deo
tape
s
Con
stitu
tions
Cha
rts
Polic
ies
and
legi
slat
ion
on c
hild
rig
hts
in A
fric
a
st
ate
polic
ies
and
legi
slat
ion
on
child
righ
ts
in A
frica
expl
ain
polic
ies
and
legi
slat
ion
on c
hild
righ
ts in
Afri
ca
Po
licie
s an
d le
gisl
atio
n on
ch
ild ri
ghts
in A
frica
Dis
cuss
ing
polic
ies
and
legi
slat
ion
on c
hild
righ
ts in
Af
rica
Anal
ysin
g po
licie
s an
d le
gisl
atio
n on
chi
ld ri
ghts
in
Afric
a
R
esou
rce
Pers
on(s
)
Pict
ures
Audi
o an
d vi
deo
tape
s
Con
stitu
tions
Cha
rts
Guidance and Counselling Syllabus Forms 1 - 4
35
8.18
TO
PIC
6: C
AR
EER
GU
IDA
NC
E
45
FORM
3
8.18
TOPI
C 6
: CAR
EER
GU
IDA
NC
E
Key
con
cept
O
bjec
tives
: Le
arne
rs s
houl
d ab
le to
U
nit c
onte
nt
Sugg
este
d le
arni
ng a
ctiv
ities
Le
arni
ng re
sour
ces
Stud
y sk
ills
se
t ow
n st
udy
goal
s
deve
lop
own
stud
y tim
e ta
ble
m
anag
e ow
n st
udy
setti
ng
St
udy
time
tabl
e
Con
duci
ve s
tudy
en
viro
nmen
ts
Se
tting
stu
dy g
oals
Dev
elop
ing
own
time
tabl
e
Man
agin
g ow
n st
udy
setti
ng
IC
T
R
esou
rce
pers
on(s
)
Ente
rpris
e
desi
gn a
pro
ject
pro
posa
l
Inst
itute
an
inco
min
g ge
nera
ting
proj
ect
m
arke
t the
pro
duct
from
the
proj
ect
En
terp
risin
g
Des
igni
ng a
pro
ject
pro
posa
l
Pres
entin
g th
e pr
ojec
t pr
opos
ed fo
r dis
cuss
ion
R
esou
rce
pers
on
IC
T To
ols
Indi
vidu
al
tran
sitio
nal p
rogr
am
ex
plai
n ca
reer
inte
rest
s in
Vo
catio
nal T
rain
ing
ex
hibi
t ski
lls in
any
of t
he
prac
tical
are
as th
ey a
re
inte
rest
ed in
desi
gn m
odel
s in
diffe
rent
lear
ning
are
as
Ty
pes
of v
ocat
iona
l tra
inin
g sk
ills
M
odel
s of
lear
ning
are
as
D
escr
ibin
g ca
reer
inte
rest
s
Ill
ustra
ting
skills
Show
casi
ng o
f m
odel
s
Tour
ing
of V
ocat
iona
l Cen
tres
W
ork
rela
ted
expe
rienc
e
Tour
ing
R
esou
rce
pers
on(s
)
Gui
danc
e an
d co
unse
lling
po
rtfo
lios
ex
plai
n th
e re
leva
nce
of
portf
olio
s in
ass
essm
ent
di
scus
s th
e im
porta
nce
of
prof
iling
in c
aree
r cho
ices
crea
te a
Gui
danc
e an
d C
ouns
ellin
g po
rtfol
io
R
elev
ance
of l
earn
ers
prof
iling
in a
sses
smen
t
Impo
rtanc
e of
pro
filin
g in
ca
reer
cho
ices
Portf
olio
s
D
iscu
ssin
g re
leva
nce
of
lear
ners
pro
filin
g in
as
sess
men
t
Questioningandanswering
C
ompi
ling
portf
olio
R
esou
rce
pers
on
IC
T to
ols
Sa
mpl
es o
f po
rtfol
ios
Inte
rvie
ws
de
sign
cur
ricul
um v
itae
w
rite
an a
pplic
atio
n le
tter
pr
epar
e fo
r an
inte
rvie
w
D
esig
ning
a C
V
Appl
icat
ion
lette
r writ
ing
Pr
epar
atio
n fo
r an
inte
rvie
w
Fo
rmul
atin
g a
CV
W
ritin
g an
app
licat
ion
lette
r
Dis
cuss
ing
prep
arat
ion
for a
n in
terv
iew
M
odel
cur
ricul
um
vita
e
Res
ourc
e pe
rson
(s)
IC
T To
ols
Guidance and Counselling Syllabus Forms 1 - 4
36
45
Car
eer p
lann
ing
ex
plor
e ca
reer
pat
hway
s
Dev
elop
an
unde
rsta
ndin
g of
ca
reer
pat
hway
s
ST
EM –
Sci
ence
, Te
chno
logy
, Eng
inee
ring
and
Mat
hem
atic
s C
aree
r Pa
thw
ay
Vi
sual
and
Per
form
ing
Arts
C
aree
r pat
hway
Hum
aniti
es a
nd L
angu
ages
C
aree
r Pat
hway
Des
ign
Tech
nolo
gy C
aree
r Pa
thw
ay
C
omm
erci
als
Car
eer
Path
way
Car
eer d
ecis
ion
mak
ing
skills
Ex
plai
ning
car
eer p
athw
ay
Jo
b re
late
d le
arni
ng
At
tend
ing
care
er d
ays
IC
T to
ols
R
esou
rce
pers
on(s
)
Rep
orts
on
labo
ur
mar
kets
New
spap
ers
U
nive
rsity
pr
ospe
ctus
Guidance and Counselling Syllabus Forms 1 - 4
37
CO
MPE
TEN
CY
MAT
RIX
FOR
M 4
8.19
TO
PIC
1:
UN
HU
/UB
UN
TU (V
ALU
ES),
BEL
IEFS
AN
D C
ITIZ
ENSH
IP
SUB
TO
PIC
: UN
HU
/UB
UN
TU/V
UM
UN
HU
47
CO
MPE
TEN
CY
MAT
RIX
FORM
4
8.19
TOPI
C 1
: U
NH
U/U
BU
NTU
(VAL
UES
), B
ELIE
FS A
ND
CIT
IZEN
SHIP
S
UB
TOPI
C: U
NH
U/U
BUN
TU/V
UM
UN
HU
KEY
CO
NC
EPT
OB
JEC
TIVE
S: L
earn
ers
shou
ld b
e ab
le to
U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
LE
ARN
ING
R
ESO
UR
CES
G
room
ing
and
Etiq
uette
de
scrib
e im
porta
nce
of g
room
ing
and
etiq
uette
dist
ingu
ish
acce
ptab
le s
ituat
iona
l be
havi
or fr
om u
nacc
epta
ble
beha
vior
• Ac
cept
able
situ
atio
nal
beha
vior
•
Una
ccep
tabl
e si
tuat
ion
al
beha
vior
•
Man
agem
ent o
f beh
avio
r
St
atin
g w
ays
to c
arry
one
self
Dis
cuss
ing
man
neris
ms
Dem
onst
ratin
g ap
prop
riate
si
tuat
iona
l beh
avio
rs
D
iscu
ssin
g be
havi
ors
portr
ayed
in
vid
eo
D
ram
atis
ing
situ
atio
nal
beha
vior
s
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Vide
o sc
reen
ing
equi
pmen
t
Self-
imag
e an
d se
lf-es
teem
parti
cipa
te in
a n
umbe
r of
lead
ersh
ip ro
les
de
velo
p ta
lent
in d
iffer
ent a
reas
plan
for f
utur
e ca
reer
s
Le
ader
ship
role
s
Tale
nt d
evel
opm
ent
C
aree
r pla
nnin
g
In
itiat
ing
proj
ects
Show
casi
ng le
ader
ship
ski
lls
W
ritin
g po
ems
that
dep
ict
Zim
babw
ean
prid
e
Rec
iting
poe
ms
that
dep
ict
Zim
babw
ean
prid
e
Rea
ding
sto
ries
abou
t pat
riotic
an
d su
cces
sful
Zim
babw
eans
IC
T to
ols
R
esou
rce
pers
on(s
)
Pam
phle
ts
Vi
deos
Vide
o sc
reen
ing
equi
pmen
t
Citi
zens
hip
de
fine
citiz
ensh
ip
id
entif
y qu
aliti
es o
f a g
ood
citiz
en
st
ate
role
s an
d re
spon
sibi
litie
s of
du
ty b
eare
rs a
nd ri
ghts
hol
ders
ci
tizen
ship
qual
ities
of a
goo
d ci
tizen
role
s an
d re
spon
sibi
litie
s of
du
ty b
eare
rs a
nd ri
ghts
ho
lder
s
D
iscu
ssin
g el
emen
ts o
f a g
ood
citiz
en
As
sess
ing
qual
ities
of a
goo
d ci
tizen
Com
parin
g an
d co
ntra
stin
g ba
d an
d go
od c
itize
ns
R
esou
rce
pers
on(s
)
Con
stitu
tion
of
Zim
babw
e
IC
T to
ols
Br
aille
mat
eria
l
Patr
iotis
m
de
fine
patri
otis
m
ex
plai
n pa
triot
ism
Patri
otis
m
Im
porta
nce
of p
atrio
tism
Dis
cuss
ing
patri
otis
m
Si
ngin
g an
d da
ncin
g of
pat
riot
R
esou
rce
pers
on(s
)
Guidance and Counselling Syllabus Forms 1 - 4
38
8.20
TO
PIC
2: R
ELAT
ION
SHIP
SUB
TO
PIC
: MA
NA
GIN
G R
ELAT
ION
SHIP
S
48
8.20
TOPI
C 2
: REL
ATIO
NSH
IPS
SUB
TO
PIC
: Man
agin
g re
latio
nshi
ps
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G R
ESO
UR
CES
Cha
lleng
es to
fam
ily
cohe
sion
stat
e th
e ch
alle
nges
th
at a
ffect
fam
ily u
nity
disc
uss
the
chal
leng
es th
at c
an
affe
ct fa
mily
coh
esio
n
C
halle
nges
to fa
mily
co
hesi
on
R
ole
play
ing
R
esea
rchi
ng o
n fa
mily
con
flict
s
Wat
chin
g vi
deos
IC
T to
ols
Vi
deos
Pict
ures
Res
ourc
e pe
rson
(s)
Mai
ntai
ning
rela
tions
hips
iden
tify
way
s of
m
aint
aini
ng
rela
tions
hips
W
ays
of m
aint
aini
ng
rela
tions
hips
Deb
atin
g
Con
duct
ing
quiz
zes
Questioningand
answ
erin
g
Wat
chin
g vi
deos
IC
T to
ols
R
esou
rce
pers
on(s
)
Cha
rts
Pi
ctur
es
Con
flict
Man
agem
ent
id
entif
y w
ays
of
man
agin
g co
nflic
ts
ex
plor
e on
con
flict
re
solu
tion
C
onfli
ct m
anag
emen
t
Con
flict
reso
lutio
n
Dis
cuss
ing
conf
lict
reso
lutio
ns
R
ole
play
ing
Questioningand
answ
erin
g
R
esou
rce
pers
on(s
)
ICT
tool
s
Vide
os
Peer
pre
ssur
e
cate
goriz
e fo
rms
of
peer
pre
ssur
e
disc
uss
effe
cts
of
peer
pre
ssur
e
Fo
rms
of p
eer
pres
sure
Effe
cts
of p
eer
pres
sure
D
ram
atiz
ing
R
esea
rchi
ng
Fa
cilit
atin
g fil
m
scre
enin
g
IC
T to
ols
Fi
lm s
cree
ning
eq
uipm
ent
•discusstheimportance
of p
atrio
tism
•
distinguishbetweena
patri
ot a
nd a
trai
tor
•Pa
triotssuchasjunior
pres
iden
t, se
nato
rs,
juni
or p
arlia
men
taria
ns
and
coun
cilo
rs•
Patriotismversus
t
reac
hery
•Recitingpoemson
patri
ots
•Identifyingpatriots
•Undertakingeduca
-tio
nal t
ours
to c
ultu
rally
re
leva
nt
•ConstitutionofZimba
-bw
e•
ICTtools
•Pictures
•Charts
•Au
diovisual
•Braillematerial
Guidance and Counselling Syllabus Forms 1 - 4
39
8.21
TO
PIC
3: H
EALT
H
SUB
TO
PIC
: HEA
LTH
MA
NA
GEM
ENT
50
8.21
TOPI
C 3
: HEA
LTH
SUB
TO
PIC
: HEA
LTH
MAN
AGEM
ENT
Key
Con
cept
Top
ic
Obj
ectiv
es
Lear
ners
sho
uld
be a
ble
to:
Uni
t Con
tent
Sugg
este
d le
arni
ng
activ
ities
R
esou
rces
Sexu
al a
nd re
prod
uctiv
e H
ealth
an
d R
ight
s (S
RH
R)
ar
ticul
ate
sexu
al,
repr
oduc
tive
heal
th, r
ight
s an
d re
spon
sibi
litie
s
ou
tline
com
pone
nts
of
sexu
ality
ex
plai
n th
e co
nseq
uenc
es o
f ea
rly s
exua
l act
iviti
es (d
ebut
)
ex
plai
n w
ays
of p
reve
ntin
g se
xual
and
repr
oduc
tive
heal
th c
halle
nges
Se
xual
and
re
prod
uctiv
e he
alth
rig
hts
and
resp
onsi
bilit
ies
C
ompo
nent
s of
se
xual
ity
D
iffer
ent f
orm
s of
se
xual
exp
ress
ion
C
onse
quen
ces
of
early
sex
ual a
ctiv
ities
ST
I, H
IV P
reve
ntio
n st
rate
gies
Pr
even
tion
of te
enag
e pr
egna
ncie
s
M
yths
and
m
isco
ncep
tions
on
sexu
al a
nd
repr
oduc
tive
heal
th
right
s
Ex
plai
ning
the
link
betw
een
sexu
al a
nd
repr
oduc
tive
heal
th
right
s an
d re
spon
sibi
litie
s
D
escr
ibin
g co
mpo
nent
s of
sex
ualit
y
Id
entif
ying
diff
eren
t fo
rms
of s
exua
l ex
pres
sion
D
iscu
ssin
g w
ays
of
prev
entin
g se
xual
and
re
prod
uctiv
e he
alth
ch
alle
nges
D
iscu
ssin
g co
nseq
uenc
es o
f ear
ly
sexu
al d
ebut
D
ram
atiz
ing
situ
atio
ns
that
dep
ict t
he
cons
eque
nces
of e
arly
se
xual
deb
ut
Ag
e ap
prop
riate
aud
io-
visu
al m
ater
ials
e.g
.
-vid
eos
-Pic
ture
cod
es
-Pam
phle
ts
-Pos
ters
-B
raille
mat
eria
l
Res
ourc
e pe
rson
(s)
IC
T to
ols
Vi
deo
scre
enin
g eq
uipm
ent
Guidance and Counselling Syllabus Forms 1 - 4
40
51
C
orre
ctin
g se
xual
and
re
prod
uctiv
e he
alth
rig
hts,
myt
hs a
nd
mis
conc
eptio
ns
Vi
ewin
g fil
ms
on S
RH
, H
IV a
nd A
IDS
HIV
and
AID
S
di
scus
s th
e m
agni
tude
of
HIV
am
ong
lear
ners
and
yo
ung
peop
le –
nat
iona
lly,
regi
onal
ly a
nd g
loba
lly
ex
plai
n ke
y dr
iver
s of
HIV
am
ong
lear
ners
and
you
ng
peop
le
di
scus
s th
e H
IV p
reve
ntio
n st
rate
gies
as
they
rela
te to
le
arne
rs a
nd y
oung
peo
ple
de
liber
ate
on tr
eatm
ent,
adhe
renc
e, c
are,
sup
port
and
posi
tive
livin
g
di
scus
s ge
nder
dyn
amic
s in
H
IV
O
verv
iew
of H
IV a
nd
AID
S na
tiona
lly,
regi
onal
ly a
nd
glob
ally
Ke
y dr
iver
s of
HIV
Pr
even
tion
of H
IV
trans
mis
sion
-Abs
tain
-B
e fa
ithfu
l -C
orre
ct a
nd
cons
iste
nt c
ondo
m
use
-Del
ay s
exua
l deb
ut
-Ear
ly tr
eatm
ent o
f ST
Is
-Fre
e an
d fra
nk
disc
ussi
ons
-HIV
test
ing
and
coun
sellin
g -V
olun
tary
Med
ical
M
ale
Circ
umci
sion
(V
MM
C)
Tr
eatm
ent,
Adhe
renc
e, C
are,
Su
ppor
t and
pos
itive
An
alyz
ing
trend
s on
HIV
an
d AI
DS
amon
g yo
ung
peop
le –
nat
iona
lly,
regi
onal
ly a
nd g
loba
lly
D
iscu
ssin
g ke
y dr
iver
s of
HIV
am
ong
youn
g pe
ople
Id
entif
ying
role
s an
d re
spon
sibi
litie
s of
le
arne
rs a
nd y
oung
pe
ople
in H
IV
prev
entio
n st
rate
gies
C
larif
ying
HIV
and
AID
S m
yths
and
m
isco
ncep
tions
O
utlin
ing
posi
tive
livin
g in
clud
ing
nutri
tion,
tre
atm
ent,
adhe
renc
e,
care
and
sup
port
for
PLH
IV
Ag
e ap
prop
riate
au
dio-
visu
al m
ater
ials
-v
ideo
s
-P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
-Sig
n la
ngua
ge
mat
eria
l
Res
ourc
e pe
rson
(s)
IC
T to
ols
Ed
ucat
iona
l tou
rs
Fi
lm s
cree
ning
eq
uipm
ent
R
esea
rch
Rep
orts
su
ch a
s Zi
mba
bwe
Dem
ogra
phic
Hea
lth
Surv
ey (Z
DH
S)
Guidance and Counselling Syllabus Forms 1 - 4
41
52
livin
g fo
r chi
ldre
n an
d ad
ults
livi
ng w
ith H
IV
Stig
ma
and
disc
rimin
atio
n
addr
ess
HIV
and
AID
S st
igm
a an
d di
scrim
inat
ion
in
the
hom
e, s
choo
l, co
mm
unity
and
bey
ond
St
igm
a an
d D
iscr
imin
atio
n
G
ende
r and
HIV
C
omin
g up
with
st
rate
gies
to a
ddre
ss
stig
ma
and
disc
rimin
atio
n
D
ram
atis
ing
stig
ma
and
disc
rimin
atio
n
An
alys
ing
gend
er
dyna
mic
s in
HIV
Po
licie
s an
d St
rate
gic
docu
men
ts s
uch
as
Zim
babw
e N
atio
nal
AID
S St
rate
gic
Plan
(Z
NAS
P) 1
11
Dru
g an
d su
bsta
nce
abus
e
defin
e pr
evai
ling
type
s of
dr
ugs
and
subs
tanc
es
lis
t the
effe
cts
of d
rug
and
subs
tanc
e ab
use
on m
enta
l an
d ph
ysic
al h
ealth
st
ate
way
s of
pre
vent
ing
drug
and
sub
stan
ce a
buse
ou
tline
way
s of
man
agin
g dr
ug a
nd s
ubst
ance
ad
dict
ion
D
rugs
and
su
bsta
nces
pr
one
to
abus
e
Ef
fect
s of
dru
g an
d su
bsta
nce
abus
e
W
ays
of p
reve
ntin
g
drug
and
sub
stan
ce
abus
e
M
anag
ing
drug
and
su
bsta
nce
abus
e e.
g.
reha
bilit
atio
n
O
utlin
ing
prev
ailin
g ty
pes
of d
rug
and
subs
tanc
e pr
one
to
abus
e
D
ebat
ing
effe
cts
of
prev
ailin
g dr
ug a
nd
subs
tanc
e pr
one
to
abus
e
Id
entif
ying
way
s of
m
anag
ing
the
effe
cts
of
drug
and
sub
stan
ce
abus
e
Vi
sitin
g in
stitu
tions
m
anag
ing
clie
nts
reco
verin
g fro
m d
rug
and
subs
tanc
e ab
use
W
atch
ing
vide
os
R
esou
rce
pers
on(s
) su
ch a
s:
- C
rimin
al In
vest
igat
ion
Dep
artm
ent
- Vi
ctim
Frie
ndly
Uni
t
- su
rviv
or
Au
dio-
visu
al m
ater
ials
-v
ideo
s -P
ictu
re c
odes
-P
amph
lets
-P
oste
rs
-Bra
ille m
ater
ial
IC
T to
ols
Guidance and Counselling Syllabus Forms 1 - 4
42
53
D
ram
atis
ing
on d
rug
and
subs
tanc
e ab
use
D
ebat
ing
on d
rug
and
subs
tanc
e ab
use
R
esea
rchi
ng o
n pr
evai
ling
drug
s an
d su
bsta
nces
pro
ne to
ab
use
Guidance and Counselling Syllabus Forms 1 - 4
43
8.22
T
OPI
C:
4
H
UM
AN
GR
OW
TH A
ND
DEV
ELO
PMEN
T
SUB
TO
PIC
: SEX
UA
LITY
54
8.22
TO
PIC
: 4
HU
MAN
GR
OW
TH A
ND
DEV
ELO
PMEN
T
SU
B TO
PIC
: SEX
UAL
ITY
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G R
ESO
UR
CES
Anat
omy
and
phys
iolo
gy
id
entif
y co
mpo
nent
s of
re
prod
uctiv
e he
alth
and
rig
hts
de
scrib
e pr
enat
al
deve
lopm
ent a
nd c
hild
be
arin
g
C
ompo
nent
s of
sex
ual a
nd
repr
oduc
tive
heal
th ri
ghts
Pren
atal
dev
elop
men
t and
ch
ild b
earin
g
D
iscu
ssin
g co
mpo
nent
s of
sex
ual r
epro
duct
ive
heal
th
R
esea
rchi
ng o
n an
atom
y an
d ph
ysio
logy
Faci
litat
ing
vide
o sc
reen
ing
IC
T to
ols
St
udy
kits
Film
scr
eeni
ng e
quip
men
t
Sex
and
Sexu
ality
defin
e se
xual
ity
de
scrib
e co
mpo
nent
s of
hu
man
sex
ualit
y
disc
uss
sexu
ality
desc
ribe
the
dang
ers
of
sexu
al in
timac
y in
you
ng
peop
le
Se
xual
ity
C
ompo
nent
s of
hum
an
sexu
ality
e.g
. -
sexu
al in
timac
y -
sexu
al id
entit
y -
sexu
al a
nd
repr
oduc
tive
heal
th
- se
xual
ity
D
iscu
ssin
g hu
man
se
xual
ity
Br
ain
stor
min
g
Cas
e st
udyi
ng
R
eciti
ng p
oem
s
Questioningand
answ
erin
g
R
esou
rce
pers
on(s
)
ICT
tool
s
Cha
rts
Pi
ctur
es
Dis
abili
ty
di
scus
s w
ays
of
empo
wer
ing
peop
le w
ith
disa
bilit
y
Em
pow
erm
ent o
f peo
ple
with
dis
abilit
ies
Id
entif
ying
pro
ject
s th
at
can
empo
wer
with
di
sabi
litie
s
Res
earc
hing
on
stra
tegi
es o
f em
pow
erin
g pe
ople
with
dis
abilit
ies
R
esou
rce
pers
on(s
)
ICT
tool
s
Cha
rts
Pi
ctur
es
Guidance and Counselling Syllabus Forms 1 - 4
44
8.23
TO
PIC
5: C
HIL
D P
RO
TEC
TIO
N
SUB
TO
PIC
: RIG
HTS
AN
D R
ESPO
NSI
BIL
ITIE
S
55
8.23
TOPI
C 5
: CH
ILD
PR
OTE
CTI
ON
SU
B T
OPI
C: R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
K
EY C
ON
CEP
T O
BJE
CTI
VES:
Lea
rner
s sh
ould
be
able
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G
RSO
UR
CES
C
hild
righ
ts a
nd
resp
onsi
bilit
ies
as
sess
chi
ld ri
ghts
and
re
spon
sibi
litie
s
diffe
rent
iate
bet
wee
n rig
hts
and
priv
ilege
s
eval
uate
the
sign
ifica
nce
of c
hild
rig
hts
and
resp
onsi
bilit
ies
C
hild
righ
ts a
nd
resp
onsi
bilit
ies
D
iffer
ence
s be
twee
n rig
hts
and
priv
ilege
s
Sign
ifica
nce
of c
hild
righ
ts
and
resp
onsi
bilit
ies
D
iscu
ssin
g ar
ticle
s on
chi
ld
right
s an
d re
spon
sibi
litie
s
Anal
ysin
g ch
ild ri
ghts
and
pr
ivile
ges
R
esea
rchi
ng o
n th
e im
porta
nce
of c
hild
righ
ts a
nd
resp
onsi
bilit
ies
R
eciti
ng p
oem
s on
chi
ld ri
ghts
an
d re
spon
sibi
litie
s
R
esou
rce
pers
on(s
)
Con
stitu
tion
ICT
tool
s
Pict
ures
Cha
rts
Au
dio
visu
al
Br
aille
mat
eria
l
Chi
ld a
buse
desc
ribe
Chi
ld a
buse
outli
ne fo
rms
of C
hild
abu
se
an
alys
e th
e ef
fect
s of
chi
ld
abus
e
asse
ss m
anag
emen
t of c
hild
ab
use
case
s
stat
e th
e fu
nctio
ns o
f rep
ortin
g st
ruct
ures
C
hild
abu
se
Fo
rms
of c
hild
abu
se
Ef
fect
s of
chi
ld a
buse
Man
agem
ent o
f chi
ld a
buse
Func
tions
of r
epor
ting
stru
ctur
es
Ex
plai
ning
chi
ld a
buse
Exam
inin
g fo
rms
of c
hild
abu
se
at h
ome,
sch
ool a
nd in
the
com
mun
ity
As
sess
ing
effe
cts
of c
hild
ab
use
di
scus
sing
way
s of
man
agin
g ch
ild a
buse
cas
es
re
citin
g po
ems
on c
hild
abu
se
R
esou
rce
pers
on(s
)
Con
stitu
tion
ICT
tool
s
Pict
ures
Cha
rts
Au
dio
visu
al
Br
aille
mat
eria
l
Polic
ies
and
legi
slat
ion
on c
hild
rig
hts
in A
fric
a
ex
plai
n po
licie
s an
d le
gisl
atio
n on
chi
ld ri
ghts
in
Afri
ca
di
scus
s po
licie
s an
d le
gisl
atio
n on
chi
ld ri
ghts
in A
frica
Po
licie
s an
d le
gisl
atio
n on
ch
ild ri
ghts
in A
frica
An
alys
ing
the
polic
ies
and
legi
slat
ion
on c
hild
righ
ts
glob
ally
.
Exam
inin
g th
e im
porta
nce
of
polic
ies
and
legi
slat
ions
on
child
righ
ts g
loba
lly
R
esou
rce
pers
on(s
)
Con
stitu
tion
ICT
tool
s
Pict
ures
Cha
rts
Au
dio
visu
al
Br
aille
mat
eria
l
Guidance and Counselling Syllabus Forms 1 - 4
45
8.24
TO
PIC
6: C
AR
EER
GU
IDA
NC
E
SUB
TO
PIC
: C
AR
EER
S
56
8.24
TOPI
C 6
: CAR
EER
GU
IDA
NC
E
SUB
TO
PIC
: C
AREE
RS
KEY
CO
NC
EPT
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to
UN
IT C
ON
TENT
SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES
LEAR
NIN
G
RES
OU
RC
ES
Stud
y sk
ills
sele
ct a
var
iety
of l
earn
ing
met
hods
and
sty
les
to im
prov
e le
arni
ng c
apab
ilitie
s
Le
arni
ng m
etho
ds
U
sing
a v
arie
ty o
f lea
rnin
g m
etho
ds
St
udy
pack
s
Cha
rts
Ti
met
able
sam
ples
Pict
ures
ICT
mat
eria
l
Ente
rpris
e
desc
ribe
the
com
pone
nts
of a
pr
ojec
t pro
posa
l
desi
gn a
pro
ject
pro
posa
l
mar
ket p
rodu
cts
from
inco
me
gene
ratin
g pr
ojec
ts
C
ompo
nent
s of
a p
roje
ct
prop
osal
Des
igni
ng a
pro
ject
pr
opos
al
M
arke
ting
of p
rodu
cts
Id
entif
ying
com
pone
nts
of a
pr
ojec
t pro
posa
l
Pres
entin
g of
pro
ject
pr
opos
al fo
r dis
cuss
ion
R
esea
rchi
ng o
n pr
ojec
t pr
opos
als
R
esou
rce
pers
on(s
)
ICT
Tool
s
Sam
ple
of a
pro
ject
pr
opos
al
Indi
vidu
al
tran
sitio
nal p
rogr
ams
id
entif
y Vo
catio
nal t
rain
ing
Cen
tres
ex
plor
e in
tere
sts
in V
ocat
iona
l Tr
aini
ng C
entre
s
de
sign
mod
els
in d
iffer
ent
lear
ning
are
as
Ex
ampl
es o
f Voc
atio
nal
train
ing
cent
res
Diff
eren
t mod
els
of
Voca
tiona
l Tra
inin
g C
entre
s
N
amin
g of
Voc
atio
nal
Trai
ning
Cen
tres
D
emon
stra
ting
Prac
tical
sk
ills
Sh
ow c
asin
g m
odel
s of
vo
catio
nal s
kills
IC
T To
ols
R
esou
rce
pers
ons
C
harts
Pict
ures
Gui
danc
e an
d C
ouns
ellin
g po
rtfo
lio
de
scrib
e th
e co
mpo
nent
s of
a
portf
olio
of a
sses
smen
t
disc
uss
the
impo
rtanc
e of
pr
ofilin
g
C
ompo
nent
s of
an
asse
ssm
ent p
ortfo
lio
Im
porta
nce
of le
arne
r pr
ofilin
g
Id
entif
ying
com
pone
nts
of a
po
rtfol
io
Ex
plor
ing
on im
porta
nce
of
prof
iling
R
esou
rce
pers
on(s
)
ICT
Tool
s
Sam
ple
of a
n as
sess
men
t por
tfolio
Inte
rvie
ws
de
sign
a C
V
writ
e an
app
licat
ion
lette
r
prep
are
for a
n in
terv
iew
D
esig
ning
a C
V
Appl
icat
ion
lette
r writ
ing
In
terv
iew
pre
para
tion
Fo
rmul
atin
g a
CV
D
iscu
ssin
g ap
plic
atio
n le
tter
writ
ing
R
ole
play
ing
on in
terv
iew
s
IC
T To
ol
Br
aille
mat
eria
l
Sign
lang
uage
m
ater
ial
Sa
mpl
e of
a
curri
culu
m v
itae
Car
eer p
lann
ing
m
ake
a pu
rpos
eful
and
in
form
ed c
aree
r cho
ice
C
aree
r dec
isio
n m
akin
g sk
ills
Ex
plai
ning
car
eer d
ecis
ion
mak
ing
skills
ICT
tool
s
Res
ourc
e pe
rson
(s)
Guidance and Counselling Syllabus Forms 1 - 4
46
57
de
velo
p ca
reer
dec
isio
n m
akin
g sk
ills
id
entif
y a
care
er p
athw
ay th
at
mat
ches
the
lear
ner’s
orie
ntat
ion
deve
lop
a ca
reer
pla
n
prac
tice
the
gene
ral s
kills
ex
pect
ed fr
om s
choo
l lea
vers
in
a w
ork
envi
ronm
ent
Se
lect
car
eer p
athw
ay a
nd
optio
n:
- Em
ploy
men
t -
Self-
empl
oym
ent
- Te
rtiar
y
Car
eer p
lan
Se
lf-m
anag
emen
t ski
lls
Pr
oble
m s
olvi
ng s
kills
Com
mun
icat
ion
and
team
w
ork
skills
Initi
ativ
e an
d en
terp
rise
skills
Tech
nolo
gica
l ski
lls
Vi
rtues
of p
rodu
ctiv
ity a
nd
punc
tual
ity
C
omm
itmen
t, ho
nest
y an
d pe
rsev
eran
ce
Ex
plor
ing
care
er p
athw
ays
Ex
plor
ing
exit
optio
ns
D
evel
op a
job
sear
ch
stra
tegy
(for
em
ploy
men
t op
tion)
Dev
elop
a b
usin
ess
and
mar
ketin
g pl
an (f
or s
elf-
empl
oym
ent o
ptio
n)
D
evel
op a
terti
ary
educ
atio
n pl
an (f
or T
ertia
ry o
ptio
n)
Vo
lunt
eerin
g
Prac
ticin
g w
ork
rela
ted
lear
ning
Ref
lect
ing
on le
sson
s fro
m
volu
ntee
ring
and
wor
k re
late
d le
arni
ng
R
epor
ts o
n la
bour
m
arke
t tre
nds
Wor
k re
late
d le
arni
ng
expe
rienc
e(Sc
hool
on
the
shop
floo
r pr
ogra
mm
e)
id
entif
y bu
sine
ss o
ppor
tuni
ties
in Z
imba
bwe
and
beyo
nd
cr
eate
jobs
that
pro
vide
su
stai
nabi
lity
Bu
sine
ss o
ppor
tuni
ties
Jo
b cr
eatio
n
Exam
inin
g bu
sine
ss
oppo
rtuni
ties
Sh
adow
ing
busi
ness
rela
ted
jobs
Payi
ng ra
tes
and
taxe
s to
th
e go
vern
men
t
Pa
mph
lets
Res
ourc
e pe
rson
(s)
C
ase
stud
y
Rea
ding
nov
els
Vi
deos
Guidance and Counselling Syllabus Forms 1 - 4
47
ASSESSMENT
9.1 ASSESSMENT OBJECTIVES
Learners will be assessed in the ability to:
1.1 discussthesignificanceofUnhu/Ubuntu/Vumunhu(normsandvalues)totheindividual,familyandcommu-nity
1.2 demonstrate the ability to manage intra-personal and inter-personal relationships1.3 demonstrate an awareness of children’s rights and responsibilities 1.4 evaluate measures to address stigma and discrimination1.5 analyse the effects of stigma and discrimination1.6 demonstrate acceptance of human diversity1.7 examine human development (personal, social, emotional and physical) processes, challenges and resolu-
tions in relation to behavior1.8 analyse relevant information related to life skills, sexuality, HIV and AIDS Education1.9 examine the gender dynamics of Sexuality and HIV1.10 employself-assessmenttoolsthatguidecareerprofilingnecessaryforidentificationofcareerpathways1.11 demonstrate competencies acquired in work related learning1.12 analyse different career pathways to match one’s inclination1.13 evaluate the contribution of physical exercises, diet, sport and recreation for a healthy lifestyle
9.2 SCHEME OF ASSESSMENT
The scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modificationsshouldbevisibleinbothsummativeandcontinuousassessmenttoenableALLLEARNERStoaccessassessment. Guidance and Counselling will be assessed continuously from Form 1 – 4. Learners will be assessed in the following areas:
9.3 CONTINUOUS ASSESSMENT
Continuous assessment will focus on examination of the following practical skills:
9.3.1.1 Problem solving skills9.3.1.2 Leadership skills9.3.1.3 Evaluation skills 9.3.1.4 Communication skills9.3.1.5 Originality and creativity 9.3.1.6 Collaboration skills9.3.1.7 Management skills9.3.1.8 Enterprise skills9.3.1.9 Research skills9.3.1.10 Deportment, etiquette and grooming9.3.1.11 Negotiation skills9.3.1.12Conflictresolutionskills9.3.1.13 Risk management
9.3.2 Theory
9.3.2.1 Writing assignments
Title Duration Marks Weighting (%)Paper 1: Theory
Multiple choice
1 hour 15 minutes 40 20%
Paper 2:Structured paper
Section A: Structured questionsSection B: Semi-structured EssaysSection C: Case Study based
2 hours 100 50%
Continuous assessment 30 30%
Total for paper 1 and 2 170 100%
ASSESSMENT AREASPaper Unhu/Ubuntu/
Vumunhu(Norms and Values),beliefs and citizenship
Relationship Health Human Growth and Development
Child Protection
Career Guidance
1 20% 10% 20% 20% 20% 10%2 20% 10% 20% 20% 20% 10%
Guidance and Counselling Syllabus Forms 1 - 4
48
9.3.2.2 Writing exercises and tests
9.3.3 Examinations
Title Duration Marks Weighting (%)Paper 1: Theory
Multiple choice
1 hour 15 minutes 40 20%
Paper 2:Structured paper
Section A: Structured questionsSection B: Semi-structured EssaysSection C: Case Study based
2 hours 100 50%
Continuous assessment 30 30%
Total for paper 1 and 2 170 100%
9.3.4 SPECIFICATION GRID
ASSESSMENT AREASPaper Unhu/Ubuntu/
Vumunhu(Norms and Values),beliefs and citizenship
Relationship Health Human Growth and Development
Child Protection
Career Guidance
1 20% 10% 20% 20% 20% 10%2 20% 10% 20% 20% 20% 10%
Form of Assessment WeightingContinuous 30%Summative 70%Total 100%
Guidance and Counselling will be assessed using continuous and summative assessment.
Guidance and Counselling Syllabus Forms 1 - 4
49
9.4 Continuous Assessment
Level Assessment task Frequency WeightingForm 1 Practical Assignment
Theory Test Written Research Project
1 per term1 per term1 per year
5
Form 2 Practical Assignment Theory Test Written Research Project
1 per term1 per term1 per year
5
Form 3 Practical Assignment Theory Test Written Research Project
1 per term1 per term1 per year
10
Form 4 Theory TestsWritten Research Project (continued from form 3)
10
Total 30
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to con-tinuousassessmenttaskstocomeoutwithanexitprofile.
Paper Description
Paper 1This component consists of 40 multiple choice questions which are chosen from the 6 topics of the syllabus. Questionsshouldbeequallydistributedacrossthe6topics.Eachquestioncarries1 mark.
Paper 2
This component has three sections.• SectionA-Structured(30marks)consistsofsix structured questions. Each question carries 5 marks. Candi-
dates are expected to answer all questions in this section writing their responses on the question paper. • SectionB-Semistructured(30marks).Thispaperconsistsof6 semi -structured essay questions. Candidates
are expected to choose any 3 questions. Each question in this section carries 10 marks. Candidates are ex-pected to write their responses on separate paper provided.
• SectionC-Casestudybased(40marks).Thissectionconsistsof4 case study based questions. Candidates are expected to choose any 2 questions. Each question in this section carries 20 marks
9.5 SPECIFICATION GRIDSkill Paper 1 Paper 2Knowledge and understanding 35 10Comprehension 30 15Application and analysis 20 20Synthesis and evaluation 15 25Practical skills 30Total 100 100