FAMILY, RELIGION AND MORAL EDUCATION

[Pages:32]ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

FAMILY, RELIGION AND MORAL EDUCATION

JUNIOR (GRADES 3-7)

2015 - 2022

TEACHER'S GUIDE

Curriculum Development and Technical Services P.O. Box MP 133 Mount Pleasant Harare

? All Rights Reserved Copyright 2015

Family, Religion and Moral Education - (Junior Grade 3-7)

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this teacher `s guide l The National Family, Religion and Moral Education panel. l Curriculum Development and Technical Services staff. l United Nations International Children's Educational Fund (UNICEF)

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Family, Religion and Moral Education - (Junior Grade 3-7)

TAbLE Of CONTENTS

1

Acknowledgements ........................................................................................1

2

Introduction .....................................................................................................3

3

Aims .................................................................................................................3

4

Critical Documents ........................................................................................3

5

Syllabus interpretation ...................................................................................9

6

Scheme of work ............................................................................................15

7

Lesson plan ..................................................................................................18

8

Record keeping .............................................................................................20

9

Curriculum delivery ......................................................................................22

10 Scope of the guide .......................................................................................27

11 Conclusion ....................................................................................................30

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Family, Religion and Moral Education - (Junior Grade 3-7)

1.0 ORGANISATION Of THE GUIDE

The Grade 3 ? 7 Family, Religion and Moral

Education (FAREME) is a learning area which falls

under humanities. The learning area is designed to

promote in learners an awareness and an

appreciation of different religions practised in

Zimbabwe. The learning area seeks to develop a

sense of family cohesion, unity, moral uprightness,

inclusivity and tolerance among citizens with

acceptable

behaviours

and

values

(Unhu/Ubuntu/Vumunhu). This Teacher `s Guide

will lead leaners to grow into a mature relationship

with religious and moral thinking and practice.

This guide is divided into two parts. Part A of the guide focuses on the critical documents that you as the teacher must have in the course of curriculum delivery for Family, Religion and Moral Education. Part B of the guide focuses on the curriculum delivery on the content which is the objectives, methodology, instructional materials, class management and assessment.

A detailed study of this guide will assist the teacher, to have ideas on how to properly teach curriculum content on the 2015-2022 Primary School (Grade 3-7) Family, Religion and Moral Education learning area.

To enrich your understanding of the Family, Religion and Moral Education learning area, it is very important that you read through the given guidelines comprehensively.

1.1 AIMS Of THE TEACHER'S GUIDE

useful, comprehensive and update class records l Use relevant teaching and learning materials in the delivery of your lesson l Use effective teaching techniques suitable for the learning area and level of learners l Demonstrate skills of setting reliable and valid tests/ examination questions l Design appropriate schemes for problem solving l Manage your class effectively l Be resourceful l Guide learners to study effectively on their own l Objectively evaluate your own teaching and learners' progress

PART A: CRITICAL DOCUMENTS

INTRODUCTION

l As a teacher you need to know the critical documents you should have in order to deliver the curriculum effectively. The following documents should be at your disposal:

l Curriculum Framework l National Syllabus for Family, Religion and Moral

Education l School syllabus for Family, Religion and Moral

Education l Schemes of Work/ Scheme Cum Plan l Lesson Plans l Learner Profile l Progress Records l Register of Attendance

l Translate the national syllabuses into meaningful and functional school syllabuses, schemes of work and record books

l Prepare relevant daily teaching notes

l Appreciate the need to keep and maintain

RATIONALE

As a facilitator of the Family, Religion and Moral Education learning area, you should focus on the study of religious teachings, practitioners, rites and rituals of selected religions in Zimbabwe and their impact on an

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Family, Religion and Moral Education - (Junior Grade 3-7)

individual and family as well as local, national and the global community. FAREME is significant in the development of moral responsibility and behavior, capacity for discipline, sound ethical norms and values (Unhu/Ubuntu/Vumunhu)

ObJECTIVES

As a facilitator you should be able to: l enable learners to identify various religions practiced in Zimbabwe l enable learners to identify religious founders, practitioners, holy days, sacred books and places, ceremonies/festivals and symbols l enable learners to compare and contrast religious teachings and practices l enable learners to discuss the importance of good moral values in different religions l enable learners to demonstrate ways of showing reverence for the Supreme Being l enable learners to examine attributes associated with diverse religions in promoting tolerance

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Family, Religion and Moral Education - (Junior Grade 3-7)

UNIT1

1.1 CURRICULUM fRAMEWORK fOR ZIMbAbWE PRIMARY AND SECONDARY EDUCATION 2015-2022

This is a policy document that outlines the underpinning principles, the national philosophy, principles, learning areas, the description and expectations of the Ministry of Primary and Secondary Education (MoPSE) at policy level. It prescribes what the government expects you to deliver as you go about your duties. As a teacher, you should be familiar with the Curriculum Framework document.

KEY ELEMENTS Of THE CURRICULUM

Vision:

To be the lead provider and facilitator of inclusive quality education for socioeconomic transformation by 2020.

Mission: To provide equitable, quality, inclusive and relevant infant and junior education.

Principles underpinning the Curriculum

The Ministry of Primary and Secondary Education seeks to promote the following principles: Inclusivity Life-long learning Equity and fairness Gender sensitivity Respect (Unhu/Ubuntu/Vumunhu) Responsiveness Balance Diversity Transparency Accountability

Pillars of the Curriculum

Five (5) pillars underpin the Curriculum Framework for Primary and Secondary Education. The five pillars are as follows:

The legal and regulatory framework Teacher capacity development programme Teacher professional standards (TPS) Infrastructure development and The center for education research, innovation and development (CERID)

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Family, Religion and Moral Education - (Junior Grade 3-7)

Aims

The Curriculum Framework is driven by the following aims:

l Motivate learners to cherish the Zimbabwean identity and value their heritage, history and cultural traditions and prepare them for participatory citizenship.

l Prepare learners for life and work in a largely agro-based economy and increasingly globalized and competitive environment.

l Ensure learners demonstrate desirable literacy and numeracy skills including practical competences necessary for life

l Prepare and orient learners for participation in voluntary service and leadership l Foster lifelong learning in line with the emerging opportunities and challenges of the knowledge society.

Organisation of the Curriculum

The Framework organizes the Curriculum into three (3) learning levels including:

Infant school which covers Early Childhood Development (ECD) to Grade 2 and emphasizes the acquisition of the foundational skills for learning.

Junior school which covers Grades 3 to 7 which reinforces the foundational skills.

Secondary school which covers Forms 1 to 6 which prepares learners for various pathways including University education, technical and vocational training and being employed in various professions like teaching, nursing and many others.

Learner exit profile

The Curriculum Framework prepares graduates of the education system to have the following exit profiles: l Skills

The school graduates should have the following skills: ? Critical thinking ? Problem solving ? Leadership ? Communication and team building ? Technological

l Knowledge The school graduates should attain knowledge in the following areas: ? Basic literacy and numeracy ? Business and financial literacy ? Mastery of specific subject content

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Family, Religion and Moral Education - (Junior Grade 3-7)

l National identity Under national identity, school graduates should: ? Manifest patriotism ? Recognise and value of national symbols ? Participate in citizenship activities

l Values The school graduates should have the following values: ? Discipline ? Integrity ? Honesty ? Unhu/Ubuntu/Vumunhu

l Attitudes and dispositions The school graduates should have the following attitudes and dispositions: ? Self-initiative and enterprising ? Self-managing ? Ability to plan and organize

Learning Areas for the New Learning Levels

The Framework outlines the following learning areas for the three learning levels: Infant School

? Languages (Indigenous language as medium of instruction) ? Visual and performing Arts (Expressive Arts) ? Physical Education ? Mass Displays ? Mathematics and Science ? Family and Heritage Studies (Social Studies) ? Information Communication Technology (ICT)

l Junior School ? Languages including Foreign ones like French, Portuguese and others ? Mathematics ? Heritage and LOP ? Social Studies ? Science and Technology (ICT) ? Visual and Performing Arts ? Family, Religion and Moral Education ? Physical Education, Sport and Mass Displays

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