10 October 2024

SECRETARY'S CIRCULAR NO ? OF 2024 ON SCHOOL BASED

PROJECT LEARNING FOR THE HERITAGE BASED CURRICULUM
FRAMEWORK FOR PRIMARY AND SECONDARY EDUCATION 2024 -
2030

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
Teacher Unions
Association of Trust Schools
Responsible Authorities
Church Education Secretaries
Vice Chancellors of Universities
Principals of Teachers' Colleges, Polytechnics, Vocational Training
Centres and Industrial Training Colleges

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This circular provides guidelines for the implementation of the School Based
Project for the Heritage Based Curriculum Framework for Primary and
Secondary Education 2024-2030. Thee guidelines serve to highlight the
model for the implementation from Infant School Module to Upper
Secondary School level as per the requirements of the Heritage Based
Curriculum Framework with effect from 01 May 2024.

1.0 PREAMBLE

The Heritage Based Curriculum Framework for Primary and Secondary

Education 2024 - 2030 builds on the strength of the Competence Based
Curriculum and fosters the acquisition of 21 st century competences. Multi-
dimensional pupil - centred learning strategies shall be used to enable
pupils acquire the targeted knowledge, skills, values and positive
dispositions in their various learning areas.

The thrust of the curriculum is to ensure pupils are able to produce goods
and services for self, family, community and nation using our tangible and
intangible heritage.

2.0 SCHOOL BASED PROJECT

A School Based Project is a learning activityy that provides pupils with the
opportunity to analyse, synthesise and apply knowledge in a real-life (hands
– on) situation. It is geared at solving problems in the classroom, school,
community and the world at large. It fosters pupils’ creativity, innovation,
critical thinking and their ability to work with others to solve real life
problems. A School Based Project should mainly be done within the school
environment using locally available resources as much as is possible. The
teacher acts as a facilitator directing pupils’ throughout project activities to
acquire skills. These include skills for collaboration, teamwork, problem
solving, critical thinking, research, leadership, technological, analysis and
synthesis among others. Pupils develop portfolios, models, write-ups,
reports or performances as they progress with the project.

3.0 SCHOOL BASED PROJECT EXECUTION STAGES

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Project activities shall be done in stages and will be iterative to allow
adjustments and re-adjustments as pupils get feedback from the teacher,
peers and even from parents or guardians. Progressive scoring guides and
learner progress report shall be used in every stage of project execution
and marks shall be awarded based on the Progressive Scoring guide that
will be provided.

The model hereto illustrated is most applicable to Junior and Secondary

School Modules.

3.1 Stage 1: Problem Identification

This is a process where a pupil recognises and defines a specific issue,

innovation or challenge that he or she wants to address. The activities to be
carried out include:

 problem description
 a brief statement of intent on how he or she intends to solve the
problem
 stating the main idea as a theme or topic
 clearly stating the design specifications, being a set of requirements
to be satisfied by the material, product, or service after the whole
project process

3.2 Stage 2: Investigation of related ideas

A pupil will carry out a research or investigation on the current situation of

his or her problem to find out existing solutions that might solve or related
to the problem, situation, passion, interest or intended innovation.

Activities include a pupil:

 searching for information on related existing ideas that might be an

intervention to the problem or situation

 collecting and recording data using various methods including

drawings, illustrations, pictures, audio – visuals, performances,
writings and objects

 analysing each item on whether it will solve the problem by

considering its strengths and weaknesses and proffer
recommendations

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 3.3
Stage 3: Generation of Ideas

A pupil creates own possible ideas or solutions to solve the problem.

Activities at this ideation stage include a pupil:

 modifying existing solutions as per the researches in stage 2 if

necessary
 creating new ideas to solve the problem.
 analysing the possible ideas created through experimenting and
testing
 presenting the possible solutions using drawings, illustrations,
pictures, audio – visuals, and performances among others.
 analysing, synthesising and establishing connections and
relationships.

3.4 Stage 4: Development of Ideas

A pupil chooses the best possible solution or idea generated in stage 3. The
chosen idea will have the most impact as an intervention to the problem,
situation or innovation. After selection a pupil will:

 refine or develop the chosen idea to ensure it meets the design

specifications stated in stage 1
 continue to analyse and synthesise information as he or she improves
the idea
 experiment and test refined idea through the production of a mock-
up, demonstrations, drawings, performances, audio - visuals and
other forms of presentations

3.5 Stage 5: Presentation of Results

A pupil presents final solution (goods and services) such as drawings,

artefacts, portfolios, flyers and banners, demonstrations, performances,
audio and visuals, write-ups, reports and musical pieces.

3.6 Stage 6: Evaluation and Recommendations

At this last stage, pupil’s activities include:

 comments on achievements, and challenges faced in coming up with
the product, linking to the statement of intent and design
specifications
 recommendations for further improvement of the solution, or the
innovation

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4.0 CONSIDERATIONS FOR SCHOOL BASED PROJECTS AT INFANT
SCHOOL MODULE

Infant School pupils (ECD to Grade 2) achieve outcomes through play and
exploration. They observe, manipulate, and explore objects and materials.
The teacher takes a very active role to develop in them skills in the
cognitive, psychomotor and affective domains. The School Based Project
shall therefore focus on pupils’ passion, interest and talent by providing
learning platforms such as play centres, variety of toys, learning corners,
teacher - pupil talk and educational tours which present to pupils
opportunities to express themselves.

The teacher and the pupils engage and collaborate throughout the project
process. The goal is to help pupils understand the importance of what they
are learning and to drive their own learning journeys. Subsequently, pupils
shall produce goods and services following some thought processes and be
involved on hands - on experiences.

The activities are as follows:

 the teacher launches a situation as a School Based Project Learning unit

 pupils are encouraged to investigate their topic and are provided with a
variety of first - hand, authentic resources to research new information.
These can include books, magazines, video clips, resource persons,
educational tours and others as provided by the teacher
 pupils use available both traditional and non - traditional resources as
they solve a real - life problem
 pupils produce outputs such as artefacts, demonstrations,
performances.
 pupils show-case their work

The main activities, at Infant School Module, will be observation,

brainstorming and recording. Throughout the work, the teacher closely
assists, supervises, guides and monitors progress. Parents and guardians
need to be involved regularly and should also support their children’s
learning.

It should be noted that school based project learning, for both primary and
secondary levels, should embrace the diversity of all pupils. The learning
environment should be inclusive, safe, accessible, flexible and conducive to
all learners including those with disability. All pupils should be given an
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opportunity to acquire the targeted skills, values and attitudes. Pupils’
project activities should be age appropriate. Teachers should ensure safe
learning environments.

Evidence of the execution of school based project learning should be readily

available through periodic presentation of pupils’ work at school and cluster
levels. Monitoring and evaluation will be done by Ministry officials to ensure
compliance.

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 Ministry of 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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