ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

HISTORY SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
History Syllabus Forms 5 - 6

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

• The National History panel for their professional and technical input
• Zimbabwe School Examinations Council (ZIMSEC)
• United Nations Scientific and Cultural Organisation (UNESCO)
• United Nations Children’s Emergency Fund (UNICEF)
• Publishers
• Universities and Teachers’ Colleges

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History Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENT...........................................................................................................................i

CONTENTS...............................................................................................................................................ii

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

2.0 PRESENTATION OF SYLLABUS......................................................................................................2

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..................................................................................................................4

8.0 COMPETENCY MATRIX.....................................................................................................................6

9.0 ASSESSMENT...................................................................................................................................30

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History Syllabus Forms 5 - 6

1.0 PREAMBLE social and economic emancipation.

The History syllabus enables learners to develop skills

1.1 INTRODUCTION
in:

The History syllabus covers the last two years of second-
• Critical thinking
ary education (Forms 5 and 6). It builds on the Forms
• Resource Management
1 to 4 History syllabus by continuing with the earlier
• Heritage preservation
themes in greater detail. The syllabus also introduces
• Problem solving
new themes in the study of the History of Zimbabwe
• Enterprise
and the wider world. In order to safeguard Zimbabwe’s
• Decision making
important national heritage and enable learners to par-
• Conflict resolution
ticipate effectively in the local and international commu-
• Leadership
nity, it is crucial for learners studying History to acquire
• Self-management
skills and knowledge for a deeper understanding of how
• Communication
societies develop socially, economically and politically
• Technology and innovation
and the way they relate to each other. The syllabus is de-
signed for learners from diverse backgrounds and deals
with socio-economic as well as political status of both 1.4 ASSUMPTIONS
men and women from the Stone Age era to the present.
It seeks to promote Unhu/Ubuntu/Vumunhu (societal It is assumed that learners:
norms and values), instill patriotism and celebrate diver-
sity which are critical for nation-building and responsible • Have knowledge of the dynamics in History
citizenship. • Have communication skills
• Are aware of the different developmental stages
that Zimbabwean societies have passed through
1.2 RATIONALE
• Are aware of the importance of regional and inter-
national relations
The learning area provides learners with deep under-
• Have knowledge of causes, events and impact of
standing and critical analysis of political, social and
wars
economic developments of societies in Zimbabwe, Africa
• Are aware of different modes of production from
and the wider world. In addition, the syllabus promotes
communalism to socialism
in learners the importance of protecting the territorial
• Have acquired leadership, self-management,
integrity, sovereignty of Zimbabwe and African states
research, problem solving and technological skills
as well as the need for a harmonious relationship with
• Are aware of human rights and responsibilities
the rapidly evolving international community. The study
• Have general knowledge of heritage studies
of History seeks to produce a learner who is pro-active,
• Have engaged in project work, co-operative work
productive and adds value to the community. The learner
and self-assessment activities
will be equipped with important life skills such as conflict
resolution, business creativity, vocational and analyti-
cal skills. The methodologies employed in this syllabus
1.5 CROSS CUTTING THEMES
are inclusive and learner-centred. This learning area
seeks to inculcate in learners values and norms such • Gender
as responsible citizenship, Unhu/Ubuntu/Vumunhu and • Heritage studies
patriotism. • Enterprise
• Human Rights and responsibilities
• Conflict and Crisis Management
1.3 SUMMARY OF CONTENT
• Financial Literacy
• Sexuality, HIV / AIDS
This syllabus covers historical developments in Zim-
• Constitution of Zimbabwe
babwe, sub-Saharan Africa and the wider world. The
• Collaboration
learning area enables learners to draw lessons from the
• Environmental issues
evolving international relations. It ensures sustenance
• Health
of nationalism and patriotism through an appreciation
• ICT skills
of Zimbabwe and other countries ‘struggles for political,

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History Syllabus Forms 5 - 6

2.0 PRESENTATION OF use of the following learner-centred and multi-sensory

approaches:
SYLLABUS
• Researches
The History Syllabus is presented as a single document • Debates
which covers Forms 5 and 6. • Symposiums and seminars
• Exhibitions

3.0 AIMS •
•
Surveys
Media
• Documentaries and films
The syllabus seeks to: • Realia
• Modelling
• sustain interest in the study of History by promot- • Case studies
ing an understanding of national, regional and • Group discussions
international historical events • Projects
• inculcate appropriate skills and tools of analysing • Educational tours
historical transformations of societies • Use of resource persons
• develop an understanding of the impact of coloni- • E-learning
sation on African nations • Work-related learning
• conscientise learners on demography, democracy, • Folklore
human rights and responsibilities • Drama, songs and poetry
• nurture skills consistent with Unhu/Ubuntu/Vumun- • Role play
hu for nation building • Imitation or Simulation
• develop literacy and desirable numeracy skills • Games and Quizzes
including practical competences necessary for life
TIME ALLOCATION
4.0 SYLLABUS OBJECTIVES
For the successful and effective coverage of this sylla-
By the end of Form 6 learners should be able to: bus, 10 periods of 35 minutes should be allocated per
week. Learners should go on educational tours twice a
• interpret historical evidence year and two weeks of continuous work-related learning
• analyse historical events in their context per year. They should also participate in at least one ex-
• demonstrate appropriate skills and tools for histori- hibition or festival and one skills-based seminar per year.
cal analysis
• assess the impact of colonisation on African na- 6.0 TOPICS
tions
• participate in national events as demonstration of 1. Sources of History
patriotism 2. Development of pre-colonial societies and states
• examine population dynamics, gender, democracy, 3. Early Foreign contacts with Zimbabwe
human rights and responsibilities in History 4. Transition from Slave Trade to Legitimate Trade
• apply ICT skills in the study of History 5. Imperialism in Africa
• demonstrate the concept of Unhu/Ubuntu/Vumun- 6. Colonisation of Zimbabwe and Primary Resistance
hu in nation building 7. First Chimurenga/Umvukela
• exhibit literacy and desirable numeracy skills 8. Colonial Administration in Rhodesia
including practical competences through project 9. Primary Resistance Movements and Armed Strug-
work, exhibitions, festivals, planning and organis- gles in other African countries
ing seminars and symposiums 10. Second Chimurenga / Umvukela in Zimbabwe
11. Post-Independence Developments in Zimbabwe
5.0 METHODOLOGY AND TIME (1980-2000)

ALLOCATION 12. Indigenisation, Land Reform and Empowerment in

Zimbabwe

13. The Constitution of Zimbabwe
The teaching of History will be accomplished through the
14. The French Revolution and the Napoleonic Era
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History Syllabus Forms 5 - 6

15. Nationalism in Europe

16. The First World War and Peace Settlements
17. Fascism and the Second World War
18. The Communist Revolutions
19. Regional and International Relations

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History Syllabus Forms 5 - 6

7.0 SCOPE AND SEQUENCE

7 SCOPE AND SEQUENCE

TOPIC FORM 5 FORM 6

Sources of History  Types of sources
 Interpretation of sources
Development of pre-colonial societies and states  Pre-colonial societies (San and Khoi-Khoi)
Internal organisation
 Indigenous knowledge systems
 Bantu migrations
 Impact of the Bantu migrations
 Origins of states
 Internal organisation of states
 Decline of various pre-colonial states

Early Foreign contacts with Zimbabwe  Individuals and groups

 States
Transition from Slave Trade to Legitimate Trade  Abolition of Slave Trade
 Transition to Legitimate Trade
Imperialism in Africa  Scramble and Partition of Africa
Colonisation of Zimbabwe and Primary Resistance  The Occupation of Zimbabwe
 Anglo-Ndebele War

First Chimurenga/Umvukela 1  Causes, Course and Results of the First

Chimurenga/Umvukela
Colonial Administration in Rhodesia  Colonial rule
Primary Resistance Movements and Armed Struggles in other  Initial primary resistance in Ethiopia (Menelik
African countries II)

History Syllabus Forms 5 - 6

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History Syllabus Forms 5 - 6

TOPIC FORM 5 FORM 6

 Post pacification resistance in Tanzania (Maji
Maji) Uprising
 Armed struggle in Mozambique
Second Chimurenga/Umvukela  Rise of African Nationalism
 The Armed struggle
 Lancaster House Conference
Post-Independence Developments in Zimbabwe (1980-2000)  Political Developments
 Social Developments
 Economic Developments
 Foreign Policy
Indigenisation, Land Reform and Empowerment and  Indigenisation, Empowerment and enterprise
Zimbabwe skills
 Land reform: theory and practice after 1980
 Protection of intellectual property
The Constitution of Zimbabwe  Human rights and responsibilities
 Democracy in Zimbabwe
The French Revolution and the Napoleonic Era  The French Revolution
 Napoleonic era
Nationalism in Europe  The Vienna Settlement and
Congress System
 The Restored Bourbons in France
 Unification in Germany and Italy
The First World War and Peace Settlements  The First World War
 Peace Settlements and the League
of Nations
Fascism and the Second World War  Fascism in Italy and Germany
 Second World War
The Communist Revolutions  Russian (1905-1945) and Chinese
(1900-1976) Revolutions
Regional and International Relations  Regional and International
organisations

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History Syllabus Forms 5 - 6

8.0 COMPETENCY MATRIX

8.0 COMPETENCY
TOPIC MATRIX
1: SOURCES OF HISTORY
TOPIC 1: SOURCES OF HISTORY

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} AND NOTES LEARNING
RESOURCES
Types of Sources of  identify sources of history  Sources of history such  Discussing the sources of history  Artefacts
History  explain these sources of history as;  Analysing the sources of history  ICT tools
- Written evidence  Undertaking educational tours  MP4 Recorders
- Archaeology  Brailed material
- Oral traditions / oral  Resources
history persons
- Visual sources  Talking books
 examine the sources of history  Advantages and  Debating the strength and  Sign Language
disadvantages of these weaknesses of each source Interpreters
sources
Interpretation of  evaluate the contribution of  Contribution of various  Assessing the contribution of  Artefacts
sources various sources in recovering sources to the study of sources in recovering pre-colonial  ICT tools
pre-colonial history history history  MP4 Recorders
 Undertaking projects on the  Brailed material
contribution of sources  Resources
persons

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History Syllabus Forms 5 - 6

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History Syllabus Forms 5 - 6

TOPIC 2: DEVELOPMENT OF PRE-COLONIAL SOCIETIES AND STATES

TOPIC 2: DEVELOPMENT OF PRE-COLONIAL SOCIETIES AND STATES

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} AND NOTES LEARNING
RESOURCES
Pre-colonial  explain the internal organisation  San and Khoi-Khoi  Discussing the internal organisation  Artefacts
societies (San and of these societies internal organization of the San and Khoi-Khoi  ICT tools
Khoi-Khoi) Internal  Touring Stone Age historical sites  MP4 Recorders
organisation  Role playing San activities  Brailed material
 Watching documentaries on the  Resource persons
San and Khoi-Khoi  Talking books
 Sign Language
Interpreters
Indigenous  examine the impact of San and  Impact of knowledge  Undertaking a project on the San  Artefacts
knowledge systems Khoi-Khoi’s indigenous systems such as; and Khoi-Khoi’s indigenous  ICT tools
knowledge systems on present - Medicine knowledge systems  MP4 Recorders
societies - Paint  Analysing the impact of the San  Brailed material
- Poison and Khoi-Khoi’s indigenous  Resources
- Hunting methods knowledge systems on present persons
societies  Talking books
 Sign Language
Interpreters
Bantu migrations  trace the origins of the Bantu  Origins of the Bantu  Outlining the origins of the Bantu  Brailed material
migrations and equipment
 explain theories of the Bantu  Theories of the Bantu  Discussing the theories of the  ICT
migrations migrations origins of the Bantu migrations  Maps
 analyse the causes of the Bantu  Causes of Bantu  Debating the causes of the Bantu  Pictures
migrations migrations migrations
Impact of the Bantu  evaluate the impact of Bantu  Impact of Bantu  Undertaking research on the impact  Maps
migrations migrations on pre-colonial migrations of the Bantu migrations  ICT
societies in Southern Africa

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History Syllabus Forms 5 - 6

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} AND NOTES LEARNING
RESOURCES
Origins of states  examine the origins of pre-  Origins of pre-colonial  Debating the origins of pre-colonial  Brailed material
colonial states in Sub-Saharan states such as: states and equipment
Africa - Mapungubwe  ICT
 explain the theories of the origins - Great Zimbabwe  Discussing theories on origins of  Maps
of pre-colonial states - Mutapa pre-colonial states  Talking books
- Rozvi  Sign Language
- Torwa Interpreters
- Zulu
- Ndebele
- Gaza
- Mandinka
 analyse the controversies  Theories on the origins  Debating the controversies
surrounding the origins and e.g Great Zimbabwe, surrounding the origins of Great
construction of Great Zimbabwe Mutapa, Rozvi Zimbabwe, Mutapa and Rozvi
states
Internal  outline the internal organisation of  Internal organisation  Explaining the internal organisation  Brailed material
organisation pre-colonial states such as; of pre-colonial states and equipment
 analyse the contribution of - Political  Debating on factors that led to the  ICT
internal organisation to the - Economic development and expansion of  Maps
development and expansion of - Social states  Talking books
states  Sign Language
Interpreters
Decline  examine factors that led to the  Factors leading to the  Explaining factors that led to the  Brailed material
decline of states demise / fall of states demise of states and equipment
 compare the impact of internal  Internal and external  Debating the impact of internal and  ICT
and external factors to the decline factors that led to the external factors in the decline  Maps
of states decline of states  Talking books
 Sign
 Language
Interpreters

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History Syllabus Forms 5 - 6

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History Syllabus Forms 5 - 6

TOPIC 3: EARLY FOREIGN CONTACTS WITH ZIMBABWE

TOPIC 3: EARLY FOREIGN CONTACTS WITH ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to:- KNOWLEDGE, NOTES LEARNING
ATTITUDES} RESOURCES
Individuals and  identify groups that had early  Individuals and  Naming individuals and groups that had early  ICT tools
groups contacts with Zimbabwean groups that had contact with the Zimbabwean societies  MP4 Recorders
societies contact with  Brailed material
Zimbabwean  Archival material
societies such as;  Talking books
- Traders  Sign Language
- Missionaries Interpreters
- Hunters
- Concession
seekers
- explorers
 outline the activities of these  Activities of these  Discussing the activities of these groups
individuals and groups groups
 assess the impact they had on  Impact on  Debating the impact they had on
Zimbabwean societies Zimbabwean Zimbabwean societies
societies
States  identify states that had early  States that had  Listing the states that had contact with  ICT tools
contact with Zimbabwean contact with Zimbabwean societies  MP4 Recorders
societies Zimbabwe such as;  Brailed material
- Persia  Archival material
- China  Talking books
- India  Sign Language
- Portugal Interpreters
- Germany  Maps
- Britain
- Arabia
- Transvaal
- Orange Free
State
 examine the nature of their  Nature of activities  Researching on the nature of their activities
activities
 evaluate the impact of their  Impact of their  Assessing the impact of their activities on
activities on Zimbabwean activities Zimbabwean societies
societies

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History Syllabus Forms 5 - 6

TOPIC 4: TRANSITION FROM SLAVE TRADE TO LEGITIMATE TRADE

TOPIC 4: TRANSITION FROM SLAVE TRADE TO LEGITIMATE TRADE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Abolition of Slave  explain the abolition of Slave  Abolition of Slave  Discussing reasons for the  Maps
Trade Trade Trade abolition of Slave Trade  Songs
 analyse the process leading to the  Process of abolition  Researching on the process of  Films and
abolition of Slave Trade abolition documentaries
 examine the impact of the abolition  Impact of abolition of  Debating on the impact of  ICT tools
of Slave Trade on Africa Slave Trade abolition  Resource persons
 Models of slave
equipment
 Talking books
 Sign Language
Interpreters
Transition to  outline reasons for the transition to  Reasons for transition  Explaining the transition to  Maps
Legitimate Trade legitimate trade  States that switched to legitimate trade  ICT tools
 identify states that successfully legitimate trade and  Listing states that successfully  Songs
switched to legitimate trade and states that failed in switched to legitimate trade and  Drama
those that failed East and West Africa those that failed  Documentaries
 assess the impact of the transition  Impact of the transition  Debating the impact of the  Talking books
from Slave trade to legitimate from Slave trade to transition on African societies  Sign Language
trade on African societies legitimate trade such Interpreters
as;
- development of
cities and towns
- emergence of
powerful states
like Opobo

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History Syllabus Forms 5 - 6

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History Syllabus Forms 5 - 6

TOPIC 5: IMPERIALISM IN AFRICA

TOPIC 5: IMPERIALISM IN AFRICA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Scramble and  explain the causes of the Scramble  Causes of the  Discussing the causes  ICT tools
Partition of Africa for Africa scramble  Simulating the partition of Africa  Documentaries
 analyse the process of the partition  Process of the  Explaining the terms of the Berlin  Talking Books
of Africa partition of Africa Colonial Conference 1884-5  Songs
 examine the terms of the Berlin  Terms of the  Drama
Colonial Conference 1884-5 Berlin Colonial  Maps
Conference 1884-  Sign Language
5 Interpreters
 assess the effects of the partition of  Effects of the  Analysing the effects of the
Africa on both Africa and Europe partition of Africa Scramble and Partition of Africa
on both Africa and  Dramatising the Scramble and
Europe Partition of Africa

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History Syllabus Forms 5 - 6

TOPIC 6: COLONISATION OF ZIMBABWE AND PRIMARY RESISTANCE

TOPIC 6: COLONISATION OF ZIMBABWE AND PRIMARY RESISTANCE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
The Occupation of  examine the reasons for the  Reasons for the  Analysing the reasons for  Resource person
Zimbabwe colonisation of Zimbabwe colonisation colonisation of Zimbabwe  ICT tools
 analyse the steps taken to occupy  Steps taken  Researching on the steps taken  Documentaries
Zimbabwe up to 1890 - Treaties and to occupy Zimbabwe up to 1890  Talking Books
Concessions  Role playing the granting of the  Songs
- Royal Charter Royal Charter  Drama
- Pioneer  Simulating the hoisting of the  Maps
Column Union Jack, grabbing of land and  Copies of treaties
displacement of indigenous  Sign Language
people Interpreters
 Designing a project on  Brailed material and
expropriation of resources equipment
 Visiting archives and museums
 Researching on the role played
by Chaminuka in conscientising
the society on the coming of the
whites
Anglo-Ndebele War  examine the causes of Anglo-  Causes of the  Discussing the causes of Anglo-  Resource persons
(1893-4) Ndebele war Anglo-Ndebele war Ndebele war  ICT tools
 Events of the  Dramatising the Anglo-Ndebele  Documentaries
Anglo-Ndebele war war  Talking Books
 Results of the  Songs
Anglo-Ndebele war  Drama
 assess the events of the Anglo-  Assessing the results of the  Maps
Ndebele war Anglo-Ndebele war  Sign Language
 analyse the results of the Anglo-  Visiting historical battle sites Interpreters
Ndebele war

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History Syllabus Forms 5 - 6

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History Syllabus Forms 5 - 6

TOPIC 7: FIRST CHIMURENGA / UMVUKELA 1896-7

TOPIC 7: FIRST CHIMURENGA / UMVUKELA 1896-7

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Causes, Course and  explain the causes of the First  Causes of the First  Discussing the causes of the  Brailed material and
Results of the First Chimurenga / Umvukela Chimurenga / First Chimurenga / Umvukela equipment
Chimurenga /  analyse the curse of the First Umvukela  Role playing the events of the  MP4 Recorders
Umvukela Chimurenga / Umvukela  Course of Chimurenga First Chimurenga / Umvukela  Talking books
 assess the impact of the First  Impact of the First  Analysing the impact of the First  ICT tools
Chimurenga / Umvukela Chimurenga / Chimurenga / Umvukela  Documentaries
Umvukela  Carrying out a project on lessons  Songs
 examine the role played by spirit  Role played by spirit learnt from the First  Films
mediums in the First mediums, heroes and Chimurenga/Umvukela  Resource person
Chimurenga/ Umvukela heroines in the First  Singing the national anthem  Sign Language
Chimurenga /  Reciting the national pledge Interpreters
Umvukela  Participating in national events to  Maps
promote a sense of patriotism  Photographs
 account for African defeat in the  Reasons for African and national pride
First Chimurenga defeat in the First  Researching on the role played
Chimurenga/Umvukela by spirit mediums

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History Syllabus Forms 5 - 6

TOPIC 8: COLONIAL ADMINISTRATION IN RHODESIA

TOPIC 8: COLONIAL ADMINISTRATION IN RHODESIA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Colonial Rule  explain the nature of Colonial  Colonial legislation  Discussing the nature of Colonial  Songs
Administration in Rhodesia  Nature of Colonial Administration  Films and
Administration documentaries
- Company Rule  ICT tools
(1890-1923)  Resource persons
- Settler Rule (1923-  Sign Language
79) Interpreters
 assess the impact of Colonial  Impact of Colonial  Debating the impact of Colonial  Brailed material and
Administration in Rhodesia Administration Administration equipment
 Undertaking a tour to museums
and National Archives of
Zimbabwe

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History Syllabus Forms 5 - 6

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History Syllabus Forms 5 - 6

TOPIC 9: PRIMARY RESISTANCE MOVEMENTS AND ARMED STRUGGLES IN OTHER AFRICAN COUNTRIES

TOPIC 9: Primary Resistance Movements and Armed Struggles in other African countries

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES RESOURCES
Initial Primary  assess the causes and nature  Resistance in Ethiopia  Discussing the causes and  MP4 Recorders
Resistance in of the initial primary - Causes nature of initial primary  Talking books
Ethiopia (Menelik II) resistance - Nature resistance in Ethiopia  ICT tools
 examine the results of initial - Results  Analysing results of initial  Sign Language
primary resistance in Ethiopia primary resistance Interpreters
 Brailed material and
equipment
 Maps
Post Pacification  explain the causes, course  Maji-Maji Uprising in  Discussing the causes, course  MP4 Recorders
Resistance in and results of the Maji-Maji Tanzania and results  Talking books
Tanzania (Maji-Maji Uprising - Causes  ICT tools
Uprising) - Course  Sign Language
- results Interpreters
 assess the effectiveness of  effectiveness of methods  Debating the effectiveness of  Brailed material and
methods employed by Maji- used by the Maji-Maji methods used in resisting equipment
Maji colonial domination  Maps
 Pictures
Armed Struggle in  analyse the causes, course  Armed struggle in  Discussing the causes, course  MP4 Recorders
Mozambique and results of the armed Mozambique and results  Talking books
struggle in Mozambique - Causes  ICT tools
- Course  Resource person
- Results  Sign Language
 examine the contribution of  Contribution of foreign  Debating the contribution of Interpreters
foreign states in states foreign states in the  Brailed material and
Mozambique’s armed Mozambican liberation struggle equipment
struggle  Maps

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History Syllabus Forms 5 - 6

TOPIC 10: SECOND CHIMURENGA / UMVUKELA

TOPIC 10: SECOND CHIMURENGA / UMVUKELA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Rise of African  assess the nature of early  Nature of early  Discussing the nature of early  Brailed material and
Nationalism African nationalist organisations African nationalist African nationalist organisations equipment
 analyse the transition from organisations up to  Researching on the transition  MP4 Recorders
Trade-Unionism to Mass 1957 from Trade-Unionism to mass  Talking books
Nationalism  Transition from nationalism  ICT tools
 explain the formation of Trade-Unionism to  Interviewing resource persons  Documentaries
nationalist political parties Mass Nationalism  Songs
 Nationalist Political  Films
Parties  Resource person
 Sign Language
 Maps
 Photographs

Armed Struggle  explain the causes of the  Causes of the Second  Discussing the causes of the  Brailed material and
Second Chimurenga/Umvukela Chimurenga / Second Chimurenga / equipment
 analyse the main political and Umvukela Umvukela  MP4 Recorders
military developments in the  Attempts to end the  Role playing the main events of  Talking books
Second Chimurenga / war by peaceful the Second Chimurenga /  ICT tools
Umvukela means Umvukela  Documentaries
 Battles fought  Songs
 assess the impact of the  Impact of the Second  Analysing the impact of the  Films
Second Chimurenga / Chimurenga / Second Chimurenga /  Resource person
Umvukela on Africans Umvukela ,chiefs Umvukela  Sign Language
warn Africans  Touring heroes acres and battle Interpreters
 Role played by spirit sites, prisons, detention and  Maps
 examine the role played by mediums, women,war restriction camps  Photographs
spirit mediums, peasants, collaborators chiefs ,  Carry out a project on lessons
chiefs,churches,women, organizations and learnt from the Second
organizations and war churches in the Chimurenga/Umvukela
collabrators in the Second Second Chimurenga /  Singing the national anthem

20
16

History Syllabus Forms 5 - 6

 16

History Syllabus Forms 5 - 6

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Chimurenga / Umvukela Umvukela  Reciting the national pledge
 Interviewing former freedom
fighters, detainees,
collaborators and restrictees
 Participating in national events
to promote a sense of
patriotism and national pride
 Researching on the role played
by spirit mediums

Lancaster House  explain the reasons behind the  Reasons for  Discussing the reasons behind
Conference convening of the Lancaster convening the convening the conference
House Conference Lancaster House  Debating the advantages and
Conference disadvantages of the Lancaster
House Settlement
 assess the key provisions of  Provisions of the  Researching on the impact of
the Lancaster House Lancaster House the Lancaster House
Settlement Settlement conference

21

17
History Syllabus Forms 5 - 6

TOPIC 11: POST-INDEPENDENCE DEVELOPMENTS IN ZIMBABWE (1980-2000)

TOPIC 11: POST-INDEPENDENCE DEVELOPMENTS IN ZIMBABWE (1980-2000)

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Political  examine the composition of the  Composition of the  Researching on the composition  MP4 Recorders
Developments 1980 Government of National 1980 Government of and effectiveness of the  Talking books
Unity National Unity Government of National Unity  ICT tools
 analyse the policy of  The reconciliation  Debating on the impact of the  Resource person
reconciliation policy policy of reconciliation  Brailed material and
 explain the political challenges  Challenges faced for  Discussing the political equipment
faced by the Government of example political challenges faced by the  Sign Language
National Unity challenges Government of National Unity Interpreters
 Photographs
 Unity Accord of 1987  Simulating the 1987 Unity Accord  Documents
 outline the terms of the unity talks  Documentaries
accord

Economic  explain government economic  Government economic  Examining governments  MP4 Recorders
Developments blueprints blueprints such as economic blueprints  Talking books
 analyse government economic Growth with Equity,  ICT tools
achievements Transitional National  Resource person
Development Plan,  Brailed material and
Five Year Plan equipment
 Economic  Discussing government  Sign Language
Achievements economic achievements Interpreters
 examine the economic  Challenges faced by  Photographs
challenges faced by government the government such  Assessing economic challenges  Documents
as balance of payment faced by the government  Documentaries
deficit, external
interference

22

18

History Syllabus Forms 5 - 6

 18

History Syllabus Forms 5 - 6

Social  examine social developments  Ssocial developments  Comparing social developments  MP4 Recorders
Developments after 1980 such as before and after independence  Talking books
 assess the social challenges - Education  Researching on social  ICT tools
faced by the government - Health developments since 1980  Resource person
- Human rights  Touring health and educational  Brailed material and
 Social challenges institutions established after 1980 equipment
 Analyzing social challenges  Sign Language
faced by the government Interpreters
 Photographs
 Documents
 Documentaries

23

19
History Syllabus Forms 5 - 6

TOPIC 12: INDIGENISATION, LAND REFORM AND EMPOWERMENT IN ZIMBABWE

TOPIC 12: INDIGENISATION, LAND REFORM AND EMPOWERMENT IN ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Indigenisation,  outline the indigenisation and  Indigenisation and  Discussing the indigenisation  Brailed material and
Empowerment and empowerment policies empowerment and empowerment policies equipment
Enterprise Skills introduced after independence policies  Assessing the implementation  Documentaries
 examine the implementation of such as Affirmative of the indigenisation and  MP4 Recorders
these policies after Action,indigenisation empowerment policies  Talking books
independence of the civil service, the  ICT tools
security sector and  Resource person
local councils  Sign Language
 Implementation of the Interpreters
policies
 design business models that  Business models that  Undertaking a project that
promote indigenisation and promote utilises indigenous knowledge
national pride indigenisation and systems
national pride
Land Reform:  identify the laws governing  Laws governing Land  Outlining laws governing Land  Brailed material and
Theory and Land Reform from 1980 Reform,for example Reform from 1980 equipment
Practice after 1980 assess the implementation of Lancaster House  Discussing the implementation  Policy documents
the Land Reform policies after Agreement terms of the Land Reform policies  Documentaries
1980 Land Acquisition Act  Touring resettlement farms  MP4 Recorders
 assess reasons for the Third 1992  Undertaking a research project  Talking books
Chimurenga Laws after 2000 chronicling the history of the  ICT tools
 Land Reform policies land tenure system in  Resource person
Zimbabwe  Sign Language
 analyse the impact of the Third  Reasons for Third  Researching on the Interpreters
Chimurenga Chimurenga background of the Third
Chimurenga
Protection of  identify laws and regulations  Laws and regulations  Outlining laws and regulations  Constitution of
Intellectual governing protection of governing intellectual governing intellectual property Zimbabwe
Property intellectual property in property  Researching government’s  Acts of Parliament
Zimbabwe  Government’s efforts efforts in enforcing the  Brailed material and
 analyse the government’s in enforcing the registration of intellectual equipment
efforts in enforcing registration registration of property  Documentaries
of intellectual property within intellectual property  MP4 Recorders
and outside Zimbabwe  Talking books
 evaluate the successes and  Successes and  Assessing the successes and
24
20

History Syllabus Forms 5 - 6

 20

History Syllabus Forms 5 - 6

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
challenges faced by individuals challenges faced in challenges faced in registering  ICT tools
and institutions in registering registering intellectual intellectual property  Resource person
intellectual property in property  Sign Language
Zimbabwe Interpreters

25

21
History Syllabus Forms 5 - 6

TOPIC 13: THE CONSTITUTION OF ZIMBABWE

TOPIC 13: THE CONSTITUTION OF ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Human Rights and  outline human rights and  Human Rights and  explaining human rights and  Resource persons
Responsibilities responsibilities Responsibilities responsibilities  Songs
 assess efforts made by the  Efforts made by the  Evaluating efforts made by the  MP4 Recorders
Government of Zimbabwe in Government of Government of Zimbabwe in  Talking books
promoting human rights and Zimbabwe in promoting promoting human rights  ICT tools
responsibilities human rights  Researching on the rights and  Films/documentaries
responsibilities accorded to  Copy of the
children in Zimbabwean Constitution of
societies Zimbabwe
 Participating in voluntary work at  UN Charter
children’s homes and other  Sign Language
shelters of the needy. Interpreters
Democracy in  describe the characteristics and  Characteristics and  Discussing characteristics and  Documentaries
Zimbabwe types of democracy types of democracy types of democracy  Copy of the
 examine the roles of the  The roles of the  Researching on the roles of the Constitution of
executive, legislature and executive, legislature executive, legislature and Zimbabwe
judiciary and judiciary judiciary  Resource person
 assess government efforts in  Government efforts in  Examining the effort made by the  ICT tools
promoting democracy promoting democracy government in promoting  Brailed materials and
democracy equipment
 Participating in Child Parliament  Sign Language
and Junior Council activities Interpreters

26

22

History Syllabus Forms 5 - 6

 22

History Syllabus Forms 5 - 6

TOPIC 14: THE FRENCH REVOLUTION AND THE NAPOLEONIC ERA

TOPIC 14: THE FRENCH REVOLUTION AND THE NAPOLEONIC ERA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
The French  analyse the causes of the French  Causes of the French  Explaining the causes of the  Documentaries
Revolution Revolution Revolution French Revolution  ICT tools
 examine the events of the  Events of the French  Discussing the events of the  Brailed materials and
French Revolution Revolution French Revolution equipment
 assess the impact of the French  Impact of the French  Evaluating the impact of the  Talking books
Revolution on France and the Revolution on France French Revolution on France and  Maps
world and the world the world  Sign Language
Interpreters
The Napoleonic Era  explain the rise of Napoleon  The rise of Napoleon  Discussing the rise of Napoleon  Documentaries
Bonaparte Bonaparte Bonaparte  ICT tools
 examine the Domestic and  Domestic and Foreign  Analysing Napoleon Bonaparte’s  Brailed materials and
Foreign policies of Napoleon policies domestic and foreign policies equipment
Bonaparte  Impact of Napoleon  Examining the impact of  Talking books
 assess the impact of Napoleon Bonaparte’s policies on Napoleon Bonaparte’s policies  Sign Language
Bonaparte’s policies on France France and Europe on France and Europe Interpreters
and Europe  Fall of Napoleon  Assessing the reasons that led to  Maps
 analyse the factors that led to the Bonaparte Napoleon fall
fall of Napoleon Bonaparte

27
23
History Syllabus Forms 5 - 6

TOPIC 15: NATIONALISM IN EUROPE

TOPIC 15: NATIONALISM IN EUROPE

SUB-TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
The Vienna  assess the Vienna Settlement  The Vienna Settlement  Discussing the principles of the  Documentaries
Settlement and  examine the Congress System  The Congress System Vienna Settlement  ICT tools
The Congress  Simulating the Vienna  Brailed materials and
System Congress equipment
 analyse the reasons for the  Reasons for the collapse of the  Assessing the reasons for the  Talking books
collapse of the Congress System Congress System collapse Congress System  Sign Language
Interpreters
 Maps
The Restored  examine the reign of the  The reign of the Restored  Analysing the reign of the  Documentaries
Bourbons in Restored Bourbons Bourbons Restored Bourbons  ICT tools
France  analyse the fall of the Restored - Louis XVIII  Brailed materials and
Bourbons - Charles X equipment
 Reasons for the fall of the  Discussing the reasons for the  Talking books
Bourbons fall of the Bourbons  Sign Language
Interpreters
 Maps
Unification in  explain the background to the  Background to the unification in  Tracing the background of the  Documentaries
Germany and unification in Germany and Italy Germany and Italy unification in Germany and Italy  ICT tools
Italy  analyse the process of the  Process of unification in  Examining the process of  Brailed materials and
unification in Germany and Italy Germany and Italy unification in Germany and Italy equipment
 Talking books
 Sign Language
Interpreters
 Maps
 Photographs

28

24

History Syllabus Forms 5 - 6

 24

History Syllabus Forms 5 - 6

TOPIC 16: THE FIRST WORLD WAR AND PEACE SETTLEMENTS

TOPIC 16: THE FIRST WORLD WAR AND PEACE SETTLEMENTS

SUB-TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
The First World  explain causes of the First World  Causes of the First World War  Discussing the causes of the  Resource person
War War First World War Documentaries
 examine events of the First  Events of the First World War  Researching on the events of  ICT tools
World War the First World War  Brailed materials and
 analyse results of the First World  Results of the First World War  Debating the results of the war equipment
War  Talking books
 evaluate the impact of the First  Impact of the First World War  Assessing the impact of the  Maps
World War on the world on the world First World War on the world
 Visiting archives and national
monuments
Peace  assess the Paris Peace  Paris Peace Settlement  Simulating Paris Peace  Resource person
Settlements and Settlement Settlement Documentaries
the League of  evaluate the work of the League  The League of Nations  Examining the work of the  ICT tools
Nations of Nations League of Nations  Brailed materials and
 analyse factors leading to the  The collapse of the League of  Assessing the factors that led equipment
collapse of the League of Nations Nations to the collapse of the league of  Talking books
nations  Copy of the
Versailles Treaty
 Maps
 Organogram of the
League of Nations

29
25
History Syllabus Forms 5 - 6

TOPIC 17: FASCISM AND THE SECOND WORLD WAR

TOPIC 17: FASCISM AND THE SECOND WORLD WAR

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES RESOURCES
Fascism in Italy and  explain the rise of Hitler in  Rise of Mussolini in Italy  Tracing the rise of Mussolini  MP4 Recorders
Germany Germany and Mussolini in (1919-22) and Hitler  Documentaries
Italy  Rise of Hitler in Germany  Films and videos
(1919-33)  ICT tools
 examine Hitler and  Domestic policies  Comparing Mussolini and  Brailed materials and
Mussolini’s domestic policies Hitler’s domestic policies equipment
 assess Hitler and Mussolini’s  Foreign policies  Debating the foreign policies of  Talking books
foreign policies Hitler and Mussolini
 evaluate the impact of Hitler  Impact of Mussolini and  Researching on the impact of
and Mussolini’s policies on Hitler’s policies on the world Mussolini and Hitler’s policies
the world on the world
The Second World  explain the causes of the  Causes of the Second  Discussing the causes of the  Brailed materials and
War second world war World War Second World War equipment
 examine events of the  Events of the Second World  Researching on the events of  Talking books
Second World War War the Second World War  Maps
 Sign language
 analyse results of the  Results of the Second  Debating the results of the war interpreters
Second World War World War  Resource persons
 evaluate the impact of the  Impact of the Second World  Assessing the impact of the  Documentaries
Second World War on the War on the World Second World War on the  pictures
World World
 Visiting archives and
mnuments

30
26

History Syllabus Forms 5 - 6

 26

History Syllabus Forms 5 - 6

TOPIC 18: COMMUNIST REVOLUTIONS

TOPIC 18: COMMUNIST REVOLUTIONS

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
Russian (1905-1945)  examine the causes of the  Causes of the  Researching on the causes of  Resource person
and Chinese (1900- Chinese and Russian revolutions in Russia the Russian and Chinese  Talking books
1976) Revolutions Revolutions and China revolutions  MP4 Recorders
 analyse the events of the  Events of the  Assessing the revolutionary  Sign language
Chinese and Russian revolutions events in Russia and China Interpreters
Revolutions  Documentaries
 compare the revolutionary  Revolutionary policies  Discussing the revolutionary  Films
policies in Russia and China in Russia and China policies in Russia and China  Brailed materials and
equipment
 Songs
 Maps

31
27
 TOPIC 19: REGIONAL AND INTERNATIONAL RELATIONS

TOPIC 19: REGIONAL AND INTERNATIONAL RELATIONS

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
 analyse the origins and aims of  Origins and aims of;  Discussing the concept of  Resource person
History Syllabus Forms 5 - 6

Regional and regional and international - United Nations integration  Talking books
International organisations - African Union  Researching on the origins and  MP4 Recorders
Organisations - Southern African aims of the organisations  Sign language
Development Interpreters
Community  Documentaries
 assess the concept of integration  Concept of Integration  Videos
 examine the structures and work  Structure and work of  Explaining the structure of the  Brailed materials and
of regional and international the regional and organisations equipment
organisations international  Simulating the United Nations  Maps
organisations General Assembly in session  Organograms

28
32
History Syllabus Forms 5 - 6

9.0 ASSESSMENT
The syllabus’ scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications must be visible in both continuous and summative assessments to enable candidates with special needs
to access assessments.

a) ASSESSMENT OBJECTIVES

By the end of Form 6, learners should be able to:

• analyse historical concepts

• discuss historical events in their context
• examine major themes in the history of Zimbabwe and other parts of the world
• empathise with African societies’ historical experiences in order to make informed judgements
• examine African responses to foreign domination
• suggest possible solutions to social, political and economic challenges in Zimbabwe
• apply skills of analysis in carrying out research projects
• demonstrate ICT skills in research projects
• appreciate Zimbabwe’s heritage

b) SCHEME OF ASSESSMENT

This learning area will be assessed through continuous and summative assessment in Forms 5 and 6. Continuous
assessment will comprise course work. Summative assessment will comprise a written final examination.

Course Work

Course work will consist of project work and theory.

Practical Skills

The syllabus will be assessing the following practical skills through project work:

• Originality and creativity

• Research
• Resource Management
• Heritage preservation
• Enterprise
• Analysis
• Evaluation
• Problem solving
• Leadership
• Communication
• Collaboration
• ICT

Theory

The theory component will consist of :

• Written assignments and

• Tests

29
 Theory

The theory component will consist of :

History Syllabus Forms 5 - 6
 Written assignments and
 Tests

EXAMINATIONS
EXAMINATIONS

Paper Description
Paper Description
This learning area has two papers, Papers 1 and 2. Paper 1 is the History of Zimbabwe (Pre-colonial, Colonial, Post-colonial) a
This learning
section area has
consists of 4two papers,
essay PapersCandidates
questions. 1 and 2. Paper 1 is the History
are expected of Zimbabwe
to answer (Pre-colonial,
four questions Colonial,
from at least three sections. Each questio
Post-colonial)
the International Affairs and has 5 sections A-E. Each section consists of 4 essay questions. Candidatestoare expected to answ
and has 4 sections, A-D. Each section consists of 4 essay questions. Candidates are expected
answer
three four questions
sections. Eachfrom at least
question three25
carries sections.
marks. Each question carries 25 marks. Paper 2 is the International Affairs
and has 5 sections A-E. Each section consists of 4 essay questions. Candidates are expected to answer four ques-
tions from at least three sections. Each question carries 25 marks.

Title Duration Marks Weighting (%)

Summative Assessment
History Paper 1: History of 3 hours 100 35%
Zimbabwe (Pre-colonial, Colonial,
Post-colonial) 3 hours 100
Paper 2: Regional and 35 %
International History
Continuous Assessment
Continuous Assessment 100
100 30%
30%
Continuous Assessment 100 30%
Total
Total 300
300 100%
100%
Total 300 100%
C)C)
SPECIFICATION
C) SPECIFICATION
GRID
SPECIFICATION GRID
GRID
C) SPECIFICATION GRID
Paper 1: 1:
Paper
Paper History of Zimbabwe
1: History
History of Zimbabwe
of Zimbabwe
Paper 1: History of Zimbabwe
TheThe guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
guide below illustrates the relationship between the assessment objectives and components of the scheme of
assessment
The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
Sources of
 Sources of History
History Early Foreign
 Early Foreign First
 First Post-
 Post-
Development of
 Development of
Sources of History contacts
contacts with
with
 Early Foreign Chimurenga
Chimurenga
 First //  Independence
Independence
Post-
pre-colonial
pre-colonial Zimbabwe
Zimbabwe
contacts with Umvukela
Umvukela in
in
Chimurenga / Developments in
Developments in
Independence
 Development of
societies
societies and states Colonisation
and states  Colonisation
 Zimbabwe of of Zimbabwe
Zimbabwe
Umvukela in Zimbabwe
Zimbabwe (1980-
(1980-
Developments in
pre-colonial
in
in Zimbabwe
Zimbabwe Zimbabwe
Zimbabwe and
and  Second
Second
Zimbabwe 2000)
2000)
Zimbabwe (1980-
societies and states  Colonisation of
in Zimbabwe Primary and
Primary
Zimbabwe Chimurenga //
 Chimurenga
Second Indigenisation,
 Indigenisation,
2000)
Resistance
Resistance
Primary Umvukela
Umvukela in
in
Chimurenga /  Land Reform and
Land Reform and
Indigenisation,
Colonial
 Colonial
Resistance Zimbabwe in
Zimbabwe
Umvukela Empowerment
Empowerment
Land Reform and in
in
Administration
Administration inin Zimbabwe Zimbabwe
Zimbabwe
Empowerment in
 Colonial
Zimbabwe
Zimbabwe
Administration in The
 The Constitution
Constitution
Zimbabwe
Zimbabwe of
of Zimbabwe
Zimbabwe
 The Constitution
 of Zimbabwe
25%
25% 25%
25% 25%
25%  25%
25%
25% 25% 25% 25%
Paper 2: Regional and International History
Paper 2:
Paper 2: Regional
Regional andand International
International History
History
The guide below illustrates the relationship between the assessment objectives and components of the scheme of
Paper 2: Regional and International History
The guide below illustrates the relationship between the assessment objectives and components of
The guide below illustrates the relationship between the assessment objectives and components
assessment of the
the scheme
scheme of
of assessment
assessment
The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
History Syllabus Forms 5 - 6

Development  The
 Development The French
French  Nationalis
Nationalis  The
The First
First The
 The
of
of pre-colonial
pre-colonial
 Development Revolution
Revolution
 The French m
m in
in World
World
 Nationalis  The First  Communist
Communist
The
societies
societies and
and
of pre-colonial and
and the
the
Revolution Europe
Europe
m in War
War
World and
and Revolutions
Revolutions
Communist
states
states in
in Africa
Africa
societies and 
 Napoleonic
Napoleonic
and the Europe Peace
Peace
War and  Regional
Regional
Revolutions
Transition Era Settleme
Settleme
 Transition Era
states in Africa  Napoleonic Peace  and
and
Regional
from Slave nts
nts International
 from Slave
Transition Era Settleme International
and
Trade
Trade to
to
from Slave 
 Fascism
Fascism
nts Relations
Relations
International
Legitimate
Legitimate
Trade to and
and the
the
 Fascism Relations
Legitimate and the

30
History Syllabus Forms 5 - 6

Trade Second
 Imperialism in World
Africa War
 Primary
Resistance
Movements
and Armed
Struggles in
other African
countries
20% 20% 20% 20% 20%

History will be assessed using continuous and summative assessment.

Form of assessment Weighting

Continuous 30%

Summative 70%

Total 100%

Continuous Assessment

Level Assessment task Frequency Weighting

Form 5 Practical Assignment 1 per term 15

Theory test 1 per term
Written assignment 1 per term
Written Research 1 (continued to Form
Project 6)
Form 6 Practical Assignment 1 per term 15
Theory test 1 per term
Written assignment 1 per term
Written Research 1 (continued from
Project Form 5)
Total 30

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to
NOTE: All
continuous assessment
assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assess
tasks.

Specification Grid

Skill Paper 1 and 2

Knowledge and understanding 5

Comprehension 5

Application and analysis 30

Synthesis and evaluation 40

Practical skills 20

Total 100

31