Zimbabwe Lower 6 Curriculum - Indigenous Languages (Shona, Ndebele)

This curriculum outlines the two-year learning program for Shona and Ndebele at the Lower 6 level (Forms 5-6) in Zimbabwe. It builds upon the Form 1-4 syllabus and aims to further develop learners' language and literary skills. The curriculum emphasizes a communicative approach and aims to equip learners with skills for effective communication, critical thinking, problem-solving, and cultural understanding. It also seeks to promote the values of Unhu/Ubuntu/Vumunhu and heritage studies.

Curriculum Aims:

• Develop comprehensive language skills (listening, speaking, reading, writing, visual, tactile, manual, and non-verbal communication).
• Foster an appreciation for Indigenous languages, their aesthetic qualities, and cultural identity.
• Enable accurate, appropriate, and effective language use.
• Cultivate a lifelong reading habit.
• Develop an understanding of social, cultural, political, technological, and economic factors influencing language use in Zimbabwe.
• Promote wealth creation through creative works.
• Encourage understanding and acceptance of diverse indigenous cultures.

Curriculum Topics:

• Composition Writing
• Creative Writing
• Registers
• Comprehension
• Summary
• Language Structure

Form 5 and 6 - Scope and Sequence:

The curriculum covers similar topics in both forms, with increasing complexity and depth. Learners are expected to develop their skills in comprehension, summary writing, composition writing, creative writing, language structure, and the use of appropriate registers. The curriculum also incorporates indigenous cultural aspects and cross-cutting themes such as heritage studies, gender, health, environmental issues, and enterprise. Specific learning activities include research, group work, debates, observations, interviews, projects, case studies, seminars, dramatizations, storytelling, songs, and internships. Assessment includes continuous assessment (30%) through practical assignments, theory tests, projects, and oral/aural assessments, and summative assessment (70%) through two written papers.