MOPSE MASHONALAND WEST PROVINCE

IMPLEMENTATION MODALITIES

… by its very nature, education is a multi-stakeholder activity. The current reforms in the education sector provide huge opportunities for strengthening parental involvement in the accountabilities in the education system.

By former President of the Republic of Zimbabwe, Cde. R. G. Mugabe
at the Children’s Party: 17 April 2016

The process started with the review of the Curriculum for Primary and Secondary Education resulting in the Curriculum Framework 2015-2022 that has been under implementation in phases:

Inception Phase – September to December 2015

Phase 1 – January to December 2016

Phase 2 – January 2017 marks implementation for selected classes:

Infant School: ECD A, Grade 1
Junior School: Grade 3
Secondary School: Form 1, Form 3 and Form 5

Phases and Activities

Year	Activity
Phase 1: 2016 Preparation and syllabus development	Development and printing of syllabi for all levels – ECD to ‘A’ Level Development of learning materials including textbooks, handbooks, manuals Induction of all teachers and supervisors into new curriculum framework Training in syllabus interpretation for supervisors and teachers taking the following classes in 2017: ECD, ECD ‘A’, Grade 1, Grade 3, Form 1, Form 3 and Form 5.
Phase 2: 2017 Preparation and Implementation	Implementation of new curriculum by the following classes: ECD, ECD ‘A’, Grade 1, Grade 3, Form 1, From 3 and Form 5 Continuing training in syllabus interpretation for supervisors and teachers taking the following classes in 2018: ECD ‘B’, Grade 2, Grade 4, Form 2, Form 4 and Form 6.
2018: Implementation continues	Continuing Implementation of new curriculum by the following classes: ECD ‘B’, Grade 2, Grade 4, Form 2, Form 4 and Form 6 Continuing training in syllabus interpretation for supervisors and teachers
2019 Implementation	Continuing training in syllabus interpretation for supervisors and teachers taking following classes in 2020: Grade 6, Form 4
2020: Implementation	Continuing Implementation of new curriculum by the following classes: Grade 6, Form 4 Training in syllabus interpretation for supervisors and teachers taking the following classes in 2020: Grade 7
2021: Implementation	Implementation of first Junior School Examination at Grade 7. That exam will transform into the new nomenclature: Junior School Examination
2022:Implementation	Implementation at full scale Inception of the second cycle of reform

The following classes will continue with the old curriculum until they reach the class in which the curriculum is being implemented.

Infant school: ECD B, Grade 2
Junior School: Grade 4 to 7
Secondary School: Form 2, Form 4, and Form 6

Learning Areas Per Level

INFANT SCHOOL (ECD A-GRADE 2)
The medium of instruction at this level shall be the indigenous language which is commonly used or spoken in a particular area as outlined in the Constitution of Zimbabwe. The infant school consists of the following learning areas.
- Languages (indigenous Language as medium of instruction)
- Visual and Performing Arts
- Physical Education
- Mass Displays
- Mathematics and Science
- Heritage Studies (Social Studies)
- Information and Communication Technology (ICT)
JUNIOR SCHOOL (GRADES 3 TO 7)
The learning areas for Junior School are as follows:
- Languages
- Mathematics
- Heritage and Life-skills Orientation Programme
- Science and Technology
- Agriculture
- Information and Communication Technology
- Visual and Performing Arts
- Family, Religion and Moral Education
- Physical Education, Sport and Mass Displays
SECONDARY SCHOOL LEVEL
FORMS 1 TO 4

The secondary school curriculum should offer learners from Forms 1 to 4 a broad based curriculum from which they acquire the necessary competences from different learning areas to cater for their diverse talents, interests, aptitudes and abilities. The choice of Learning Areas at this level guides learners on progression to various career paths or further studies and should be guided by the Ministry’s emphasis on STEAM/STEM, Visual and Performing Arts, Humanities and Languages, Design and Technology and Commercials. Each learner shall participate in at least ten (10) learning areas, seven (7) of which will be cross cutting and three (3) to five (5) others will be necessary electives. The necessary electives indicate a choice of Pathway by the learner at Forms 5 and 6.

FORMS 1 TO 4

In Forms 1 to 4, all learners engage in the following cross cutting Learning Areas:
- Agriculture Forms 1-4
- Physical Education, Sport and Mass Displays Forms 1-4
- General Science Forms 1-4
- Mathematics Forms 1-4
- Indigenous Language Forms 1-4
- English Language Forms 1-4
- Heritage Studies and LOP Forms 1-4
The Necessary Electives

The necessary electives shall be chosen from the Learning Areas in the following categories:

Sciences
- Computer Science Forms 1-4
- Geography Forms 1-4
- Physics Forms 3 – 4
- Chemistry Forms 3 – 4
- Biology Forms 3 – 4
Mathematics
- Additional Mathematics Forms 3 – 4
- Pure Mathematics Forms 3-4
- Statistics Forms 3 – 4
Languages
- Literature in English Forms 1-4
- Literature in Zimbabwe Indigenous Languages Forms 1-4
- Foreign Languages Forms 1-4
Humanities
- History Forms 1-4
- Sociology Forms 1-4
- Economic History Forms 1- 4
- Family and Religious Studies Forms 1-4
Commercials
- Business & Enterprise Skills Forms 1- 4
- Commerce Forms 1-4
- Commercial Studies Forms 3 – 4
- Economics Forms 1-4
- Principles of Accounts Forms 1-4
Technical Vocational
- Building Technology and Design Forms 1-4
- Design and Technology Forms 1 – 4
- Food Technology and Design Forms 1-4
- Metal Technology and Design Forms 1- 4
- Home Management and Design Forms 3 – 4
- Technical Graphics and Design Forms 1-4
- Textile Technology and Design Forms 1-4
- Wood Technology and Design Forms 1-4
Music and Arts
- Art Forms 1- 4
- Dance Forms 1- 4
- Musical Arts Forms 1- 4
- Theatre Arts Forms 1-4
FORMS 5 AND 6
The Curriculum promotes the five Pathway system which includes the following: Science, Technology, Engineering, Arts and Mathematics (STEAM); Visual and Performing Arts; Humanities and Languages; Design and Technology and Commercials. A learner is placed into a pathway of choice using the acquired competences (knowledge, skills and attitudes) and learner profile record. All Learning Areas have the same weight.

Syllabus Time Allocation

The Curriculum for Primary and Secondary Education is based on the Curriculum Framework 2015-2022 and the approved syllabuses by the Ministry.
Schools should adhere to the optimal time allocated in each individual learning area syllabus.

Teaching and Learning Resources

The successful implementation of the Curriculum Framework will be dependent on a number of critical inputs which include qualified teachers by teaching level, diverse teaching and learning materials as well as a supportive environment including prudent financial management.

Curriculum Implementation and Monitoring of Quality

As part of the implementation of the Curriculum Framework 2015-2022, talent development, talent assessment and corrective programming will be organised at school, cluster, district, provincial and national levels.

Supervision, Inspection and Monitoring

Internal and external supervision shall be undertaken to ensure effective implementation of the Curriculum. Heads shall ensure that teachers are supervised in line with Teacher Professional Standards (TPS) at least once every month.

School Annual Science, Sport and Arts Festivals (SASSAF)

The School Annual Science, Sport and Arts Festivals shall be organised at all levels as part of an assessment strategy to gauge or measure the levels of achievement that learners have acquired. These Festivals shall provide opportunities or space for teachers, learners and their communities to appreciate the general performance of learners against the goals of the Curriculum.

The areas of exhibition and performance include: Science, Technology, Engineering, Arts and Mathematics (STEAM/STEM). The Festivals are organised as follows:

First Term: School and Cluster levels (SASSAF, CASSAF)
Second Term: District and Provincial levels (DASSAF, PASSAF)
Third Term: National level (NASSAF)

Collaborations

The Ministry has already deployed resources at cluster level for, inter alia, production of teaching and learning materials that are appropriate for the learning needs of all learners.
Additionally, districts shall consolidate skills training through peer support, model lessons and in-service training.

Assessment

It is important to ensure that assessment methods are consistent with the Curriculum Framework and that they contribute to the desired exit-profile competencies such as continuous assessment (learner profile record, portfolio and project based assessment).

The Assessment Framework Model

Model here

Responsibilities

SCHOOL LEVEL

Each teacher shall gain ownership of the curriculum, develop an in-depth knowledge of content and the appropriate teaching methodologies and approaches. The responsibility for the quality of educational provision in individual schools at the local level rests with the head, teachers, parents, business and the community.

DISTRICT LEVEL

The District Schools Inspector (DSI) shall ensure that School Heads are supervised in line with Teacher Professional Standards (TPS) at least once every term. The school as a registered institution shall, in areas of governance and financial management, also be supervised at least once every term.

PROVINCIAL LEVEL

The Provincial Education Director (PED) shall ensure that District Schools Inspectors are supervised for effectiveness and efficiency in the performance of their responsibilities as outlined above at least once every term. The PED shall sample some schools in each district to check on issues of governance and financial management in such registered school institutions.

NATIONAL LEVEL

The Ministry shall provide continuous professional development and support, inspection, monitoring and evaluation as well as enforce ethical conduct and adherence to good governance and financial management protocols.

Heads shall attend the All Heads Conference (ALHECO) once a year as indicated from time to time to reflect on the progress made in the education sector as the implementation of the Curriculum continues.