10 October 2024

SECRETARY'S CIRCULAR NO 10 OF 2024

DISTRIBUTION
Chief Directors
Head Office Directors
Provincial Education Directors
Provincial Education Services Directors
Provincial Directors FAHD
Director ZIMSEC
Head Office Deputy Directors
Deputy Provincial Education Directors
District Schools Inspectors
School Inspectors
Education Officers
Heads of Primary Schools
Heads of Secondary Schools
Heads of Correspondence and Independent Colleges
Staff Associations
Teachers Unions
Association of Trust Schools
Responsible Authorities
Church Education Secretaries
Vice Chancellors of Universities
Principals of Teachers' Colleges; Polytechnics, VTCs and Industrial
Training Colleges

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 IMPLEMENTATION OF THE HERITAGE BASED CURRICULUM
FRAMEWORK 2024 - 2030

This circular replaces Secretary's Circular Number 4 of 2024 on the

implementation of the Heritage Based Curriculum for Primary and
Secondary Education 2024 - 2030.

1.0 INTRODUCTION

The Heritage Based Curriculum Framework 2024 to 2030 is building on

the strengths of the preceding Competence Based 2015 to 2022
Curriculum Framework and adopting a heritage based curriculum. The
heritage refers to the natural endowments of Zimbabwe; flora, fauna,
water, minerals and human resources; that our education should exploit.
The underlying principle is an education system that produces goods and
services useful to the economy, based on heritage. Our Heritage Based
Curriculum is, therefore, delivered conscious of the environment it seeks
to transform with a mandate of ensuring that pupils acquire knowledge,
skills, values and attitudes for life and for work. It integrates and reinforces a
strong scientific and technological bias as part of the Government's skills
development strategy.

2.0 AIMS OF THE CURRICULUM

In order to produce a highly competent pupil who has a Zimbabwean

outlook, the following aims of education will be pursued:

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 promote and cherish the Zimbabwean Identity;
 prepare pupils for life and work in an innovation and knowledge
driven economy;
 foster life-long learning; and
 prepare pupils for participatory citizenship, peace and sustainable
development

The task of curriculum implementation requires focused and committed

leadership to lead and a teacher fit for the purpose of implementation in
schools.

3.0 LEARNING AREAS INFRASTRUCTURE

The organisation of the Zimbabwe school system spans the years from
Infant to Upper Secondary School level. The Infant school level is still a 4-
year module from Early Childhood Development (ECD) A to Grade 2, while
Junior school level runs for 5 years, from Grade 3 to Grade 7. Transition to
secondary education follows formal completion of primary school
education. The secondary school cycle last for six years (Forms 1 - 6). At
the end of Form 4, pupils sit for the Ordinary level national school
examinations.
3.1. 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 module now
consists of six (6) learning areas which are: Indigenous Language;
English Language; Mathematics; Science and Technology;
Physical Education and Arts; and Social Science.
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 3.2 JUNIOR SCHOOL (Grades 3 to 7)

The learning areas for Junior School are as follows: Indigenous

Language; English Language; Mathematics; Science and
Technology; Physical Education and Arts; and Social Science.
Please note that learning areas for Infant and Junior have been
rationalised through integration for Science and Technology; Physical
Education and Arts; and Social Science.
3.3 SECONDARY SCHOOL LEVEL

3.3.1 Lower Secondary School (Forms 1 to 4)

In Forms 1 to 4, all pupils study the following three (3) core and
compulsory learning areas:

i) Mathematics Syllabus

ii) Combined Science

iii) Heritage Studies

In addition, pupils will also study a minimum of three (3) necessary

electives, but not exceeding 6, from the following categories:

Sciences

• Computer Science Forms 1 to 4

• Geography Forms 1 to 4

• Physics Forms 3 to 4

• Chemistry Forms 3 to 4

• Biology Forms 3 to 4

• Statistics Forms 3 to 4

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 • Additional Mathematics Forms 3 to 4

• Pure Mathematics Forms 3 to 4

• Agriculture Forms 1 to 4

 Languages

• Literature in English Forms 3 to 4

• Literature in Indigenous Languages Forms 1 to 4

• Foreign Languages Forms 1 to 4

• Indigenous language Forms 1 to 4

• English for communication Forms 1to 4

 Humanities

• History Forms 1 to 4

• Sociology Forms 1 to 4

• Economic History Forms 1 to 4

• Family and Religious Studies Forms 1 to 4

• Guidance and Counselling and Life Skills Education Forms 1 to 4

 Commercials

• Business and Enterprise Skills Forms 1 to 4

• Commerce Forms 1 to 4

• Commercial Studies Forms 1 to 4

• Economics Forms 1 to 4

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 • Principles of Accounts Forms 1 to 4

 Technical and Vocational Education

• Wood Technology and Design Forms 1 to 4

• Metal Technology and Design Forms 1 to 4

• Technical Graphics and Design Forms 1 to 4

• Building Technology and Design Forms 1 to 4

• Textiles Technology and Design Forms 1 to 4

• Food Technology and Design Forms 1 to 4

• Home Management and Design Forms 1 to 4

• Design and Technology Forms 1 to 4

 Physical Education and Arts

• Art Forms 1 to 4

• Dance Forms 1 to 4

• Musical Arts Forms 1 to 4

• Theatre Arts Forms 1 to 4

• Physical Education Forms 1 to 4

• Sport and Mass Displays Forms 1 to 4

The recommended maximum number of learning areas for study per

pupil is therefore nine (9).

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 Schools are encouraged to offer Higher Education Examination Council
(HEXCO) and other vocational courses and ensure that pupils are
trade tested through recognised institutions.

3.3.2 Upper Secondary School level (Forms 5 and 6)

Forms 5 and 6 pupils study learning areas according to career pathways.

A pupil is placed into a pathway of choice using the acquired
competences (knowledge, skills and values) and profile record. All
Learning Areas have the same weight. The curriculum promotes five
pathways which are Science, Technology, Engineering, Arts and
Mathematics (STEAM); Visual and Performing Arts; Technical and
Vocational Education and Training; Humanities; and Commercials. Pupils
can chose learning areas across pathways depending on their carrier or
vocational choices. The learning areas for selection in each pathway are
shown below.

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STEM VISUAL AND HUMANITIES TVET COMMERCIALS

PERFORMING

ARTS

 Additional  Film  Sociology  Wood  Economics

Mathemati Technology
cs  Musical Art  Indigenous and Design  Accounting
 Business Enterprise
 Mechanical  Theatre Art Literature  Metal Skills
Mathemati Technology  Business Studies
cs  Art  Foreign and Design
Language
 Pure  Sport  Food ,
Mathemati Science  Literature Technology
cs and in and Design
Technology
 Statistics English  Building
 Sport Technology
 Physics Manageme  Indigenous and Design
nt Physical language
 Chemistry  History  Technical
 Physical  Heritage
 Biology Education, studies Graphics
Sports and and Design
 Software Mass
Displays  Textiles
Engineerin Technology
g and Design

 Computer  Home
Manageme
Science nt and
Design
 Geography
 Design and
 Agriculture Technology
Engineerin
g ,

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 Crop
Science

 Horticultur
e

 Animal
Science

 Computer
Software
Engineerin
g

NB Pathways are interdisciplinary at Advanced Level. Choice of the three

Learning areas can cross pathways.

4.0 LEARNER EXIT PROFILES

The curriculum prepares pupils to acquire knowledge, skills, values, attitudes

and attributes as a result of their learning experience from Early Childhood
Development to Form 6. These are the exit profiles denoted by knowledge;
skills; values; and dispositions possessed after learning at any given level in
any learning area.
 Skills: Problem - solving skills; critical thinking skills; leadership skills;
communication and teamwork skills; research skills; innovation skills and
technological skills.
 Knowledge: Numeracy and literacy skills; content mastery; and business
and financial literacy.
 Values: Discipline; manifestation of patriotism; unhu/ubuntu/vumunhu;
volunteerism; honesty; and pride in being Zimbabwean
 Attitudes and dispositions: Entrepreneurial skills; self-management
skills; planning and organising skills.

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 5.0 IMPLEMENTATION MODALITIES

The implementation of the Heritage Based Curriculum Framework for Primary

and Secondary Education 2024 - 2030 will be as follows:

 In 2024, all pupils will continue with the 2015 to 2022 Curriculum
Framework for Primary and Secondary Education except for Continuous
Assessment Learning Activity (CALA).
 With effect from 1 May 2024, the School Based Project replaced CALA
except for Grade 7, Form 4 and Form 6 pupils who are to complete the last
cycle for their CALAs for assessment with Zimbabwe School Examinations
Council (ZIMSEC). The remaining pupils, ECD A to Grade 6, Forms 1 to 3
and Form 5, will embark on School Based Projects; one per learning area
per year as part of continuous assessment.
 In 2025, Grade 7, Forms 4 and 6 pupils will continue to use the 2015 to
2022 Curriculum Framework for Primary and Secondary Education except
for CALA that has been replaced with School Based Project.
 In 2025, ECD A to Grade 6, Forms 1, 2, 3, and 5 pupils will commence the
full implementation of the Heritage Based Curriculum 2024 to 2030.

6.0 RESPONSIBILITIES
6.1 School Level

Each teacher shall have 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. School Head shall submit curriculum
implementation reports quarterly to the district office.

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6.2 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. District School Inspector shall submit curriculum implementation
reports quarterly to the provincial office.

6.3 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 in 6.2 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. Provincial
Education Director shall submit curriculum implementation reports quarterly
to the Chief Director Curriculum Development and Technical Services (CDTS).

6.4 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. Chief
Director CDTS shall submit curriculum implementation reports quarterly to
the Secretary’s Office.

School 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.

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7.0 CONCLUSION

This circular deliberates on the direction to the implementation of the

Heritage Based Curriculum Framework for Primary and Secondary Education
commencing May 2024. Therefore, it is incumbent upon every school to
effectively implement the provisions of this circular.

The interpretation of this circular rests with the Secretary for Primary and
Secondary Education.

Mr. Moses Mhike

SECRETARY FOR PRIMARY AND SECONDARY EDUCATION

cc - Chief Secretary to the Office of the President and Cabinet

- Secretary for Public Service Commission
- Secretary for Higher and Tertiary Education, Innovation, Science and
Technology Development
- Secretary for Skills Audit and Development

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