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1 Final Teacher's Guide

The document is a teacher's guide for implementing the Heritage Based Curriculum for Primary and Secondary Education in Zimbabwe from 2024 to 2030. It aims to equip teachers with strategies to create inclusive learning environments that leverage Zimbabwe's cultural heritage, fostering pupils' competences for life and work. The guide outlines objectives for facilitating learning, assessing progress, and engaging pupils in project-based and community-oriented activities.

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knowledge pasurai
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87 views

1 Final Teacher's Guide

The document is a teacher's guide for implementing the Heritage Based Curriculum for Primary and Secondary Education in Zimbabwe from 2024 to 2030. It aims to equip teachers with strategies to create inclusive learning environments that leverage Zimbabwe's cultural heritage, fostering pupils' competences for life and work. The guide outlines objectives for facilitating learning, assessing progress, and engaging pupils in project-based and community-oriented activities.

Uploaded by

knowledge pasurai
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PREAMBLE

• The teacher must understand the significance of Heritage-based Education from a Zimbabwean
context.
• The focus being to exploit Zimbabwe’s tangible and intangible heritage incorporating the
physical, social and cultural traditions, histories, and lived experiences of diverse communities
into the learning process.
• By grounding education in the rich heritage of the pupils, the teacher creates more inclusive,
relevant and meaningful learning experiences for them.
• This teacher’s guide serves to give some ideas to the teacher on how to implement the Heritage
Based Curriculum for Primary and Secondary Education 2024 – 2030 from ECD A to form 6.
• The intention is to ensure that the teacher facilitates pupils’ learning and assessment as they
acquire and apply competences to produce goods and services.
AIMS OF THE GUIDE
1. Equip teachers with the necessary learning and assessment strategies
to implement the Heritage Based Curriculum for primary and
secondary education
2. Ensure that pupils’ learning is geared towards acquisition of
competences for life and for work
3. Guide teachers to provide an inclusive and conducive environment
for learning and assessment
4. Ensure that teacher assessment accurately measures pupil’s learning
and that it is reliable over time and across different assessors
OBJECTIVES

The guide enables teachers to:


1. Facilitate pupils’ learning in the acquisition of knowledge, skills, values, attitudes and positive disposition
2. Foster in pupils, application of acquired competences and innovation in solving their own, family,
community and national problems
3. Provide an inclusive and conducive environment for school based continuous learning and school based
continuous assessment
4. Provide information about learners’ progress and achievement
5. Track learner progress in relation to learning standards
6. Monitor learner progress in relation to development of 21st century skills
7. Assess competences critical for problem solving, creativity and innovation
8. Evaluate pupils’ abilities to apply what they have learnt in real life situation
9. Ensure consistency and fairness in assessments
10.Improve pupils’ learning through feedback
UNDERSTANDING HERITAGE BASED CURRICULUM 2024 - 2030

The teacher must understand the thrust of the Heritage Based Education from a Zimbabwean context.

The teacher is, therefore, called upon to:


1. create an environment for pupils to solve problems and come up with solutions and innovations
using locally available resources as much as is possible
2. select diverse learning materials, such as texts, media, artefacts, that represent multiple heritage
narratives
3. assist pupils to design projects and activities that allow them to explore and share their social and
cultural identities
4. incorporate instructional methods aligned with the learning styles and traditions of different
communities
5. invite guest speakers, elders, and community members to share their heritage knowledge and
experiences
FACILITATION OF PUPILS’ LEARNING
1. Design authentic, project-based learning experiences that require pupils to apply skills in real-world contexts
2. Facilitate discussions and activities that encourage critical analysis, innovation, multiple perspectives, and
creative problem-solving
3. Incorporate collaborative group work, where pupils learn to communicate effectively, delegate
responsibilities, and work interdependently
4. Explicitly facilitate digital research, evaluation, communication, and provide opportunities for pupils to apply
them
5. Build in pupils, opportunities for self-reflection, goal-setting, and adapting learning strategies based on
feedback
6. Offer timely, specific feedback to help pupils identify areas for improvement and next steps
7. Encourage a growth mindset, where pupils see challenges as opportunities for learning and development
8. Use performance-based learning, such as demonstrations, presentations, projects, and portfolios
9. Incorporate at all times and in all learning areas the learning of knowledge, skills, values, attitudes and
positive dispositions
10. Model strong critical thinking, communication and collaborative skills during learning
COMPETENCES TO FOCUS ON FOR THE HBC
• Cognitive Competences
These are related to the mind
• Technical skills
This is related to application of specific knowledge, skills and
abilities
• Digital skills
This is related to use of digital technologies, tools and applications
• Socio-emotional skills
Ability and traits that help pupils interact and relate with others,
SCHOOL BASED CONTINUOUS LEARNING (SBCL)

1. Pupils work through self-paced learning materials and demonstrate mastery of


competences through projects and assessments
2. Each pupil has a personalized learning plan based on his/her strengths,
weaknesses, interests, and goals
3. Teacher meets frequently with pupils to provide guidance, feedback, and support
4. Pupils can work through material on their own schedule, with options to
accelerate or take more time as needed and as advised by the teacher
5. Pupils progress based on demonstrated mastery, not just seat time
6. Hands-on activities, internships, and community projects are embedded
throughout the curriculum
TYPES OF SCHOOL BASED
PROJECTS
1. Design projects: Creating solutions, products, or prototypes to address a problem or need.
2. Science fair projects: Experimental investigations into scientific principles or phenomena.
3. Engineering projects: Designing and building solutions to real-world problems.
4. Mathematical modelling projects: Applying mathematical concepts to real-world
scenarios.
5. Business plans: Developing entrepreneurial ideas and strategies.
6. Service-learning projects: Addressing community needs and social issues.
7. Multimedia projects: Creating videos, podcasts, or interactive
presentations.
8. Event planning projects: Organizing events, conferences, or festivals.
9. Innovation challenges: Developing innovative solutions to real-world problems.
10. Community-based projects: Collaborating with community organizations or partners.
11. Environmental projects: Focusing on sustainability, conservation, or environmental issues.
12. Historical projects: Exploring and presenting historical events, figures, or cultural heritage.
Execution of a fully-fledged School Based Project
for Junior and Secondary School levels
Stage 1: Problem Identification
Stage 2: Investigation of related ideas
Stage 3: Generation of Ideas/Solutions
Stage 4:Choice of best idea (from stage 3,giving reasons)
Stage 5: Refinement of chosen solution
Stage 6: Presentation of Results
Stage 7: Evaluation and Recommendations
Execution Stages for Infant School Based Project

Stages Project Stage Description


1 Understanding and adoption of what is to be done
according to teacher/learner’s theme

2 Exploration of the theme as guided by the teacher


3 Participation in engagement activities
4 Collecting or selecting relevant materials to use
5 Creating the project
6 Collaboration with others in refining the project
7 Presentation of the project
Examples of SBP at Infant School Module
i) Painting
ix) Shape Recognition: Measuring with Non-standard Units
ii) Collage Making
x) Community Helpers
iii) Modelling
iv) Planting: The teacher can teach pupils about seeds and xi) Cultural Celebrations: Introduce simple cultural
growth by letting them plant seeds. celebrations and customs through stories and crafts

v) Sink or Float Experiment: The teacher may allow pupil to xii) Mapping: Create simple maps of the school or
use a tub of water and different objects to demonstrate classroom, marking important areas
buoyancy.
xiii) Music Exploration: Provide simple instruments for
vi) Nature Walk and Observation: The class may take nature them to explore rhythms
walk around the school to observe plants, insects, and
birds xiv) Dance and Movement: Teach them simple dances or
movements to songs they enjoy
vii) Storytelling: The pupils listen to a story and teacher asks
them to retell the stories using props xv) Singing Games: Play singing games that involve
viii)Recognition Games: The teacher uses large foam letters movement and interaction
and ask them to find specific letters or match letters
I THANK YOU

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