Understanding

Heritage Based
Projects
with
Musendo Power
Subjects on offer
Ordinary level Advanced level

 Accounts Accounting
 Business Enterprise Skills Business Enterprise Skills
 Commerce Business Studies
 Commercial Studies Economics
 Economics
 STAGES OF THE PROJECT
Stage 1
What is the problem?

Stage 2
What evidence do you have related to the problem?

Stage 3
What are the possible solutions to the problem?

Stage 4
Which idea do you think is the best and why? [from stage 3 giving reasons]

Stage 5
Perfect the idea

Stage 6
Present your data

Stage 7
Give conclusion, indicating successes and weaknesses during the project. Then give
recommendations.
SCHOOL BASED PROJECT EXECUTION STAGES

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.

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

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

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.
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
1continue to analyse and synthesize 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

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.

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
 PROJECT TEMPLATE

NAME OF SCHOOL : MUSENDO HIGH

NAME OF PUPIL : MUSENDO POWER

LEVEL : ORDINARY

PROJECT TITLE : CONSUMER PROTECTION

LEARNING TITLE : COMMERCE

SYLLABUS TOPIC : CONSUMER PROTECTION

PROJECT OBJECTIVES : DOCUMENTATION

PROJECT DESCRIPTION : RESEARCH

PROJECT EXECUTION PLAN : 3 MONTHS

As a Form 3 learner living in Macheke Community, I have realized that local business people
exploit consumers by not providing receipts whenever consumers purchase commodities from
their shops.

I intend to educate the local people on the need to be vigilant against being exploited.

The main idea of this project is to educate local people on consumer rights.

Stage 2: Investigation of Related Ideas

Existing solutions used to educate consumers on their rights include:

 Consumer rights clubs

 Workshops

 Social media campaigns

 Posters and flyers

 Radio announcements

Activities

 I searched for information on related existing ideas online and in books.

 I collected and recorded data using surveys and interviews.

Stage 3: Generation of Ideas

I generated the following ideas to educate local people on consumer rights:

 Creating a consumer rights manual in the local language

 Organizing a consumer rights awareness campaign using posters, flyers, and

 Creating a consumer rights song and dance

 Developing a consumer rights board game

 I brainstormed and came up with a list of possible solutions.

 I analyzed each solution and selected the top three.

 I presented my solutions to my peers and received feedback.

Stage 4: Development of Ideas

I refined my top solution, creating a consumer rights manual in the local language.

Activities

 I researched and gathered information on consumer rights.

 I designed and wrote the manual.

 I tested the manual with a group of local people and received feedback.

Stage 5: Presentation of Results

I presented my final solution, the consumer rights manual, to my peers and teachers. The reaction
was positive, with many commenting on the importance of consumer rights education. One
teacher suggested adding more visuals to the manual, while a peer suggested translating it into
other local languages.

Stage 6: Evaluation and Recommendations

Problems Encountered

During the project, I encountered the following problems:

 Limited access to resources and information

 Difficulty in designing and writing the manual

 Limited time to test and refine the manual

I evaluated the effectiveness of my solution and found that it was well received by the local
community. The manual was easy to understand, and the local language made it accessible to all.

Recommendations

Based on the evaluation, I recommend the following:

 Adding more visuals to the manual to make it more engaging

 Translating the manual into other local languages to reach a wider audience

 Distributing the manual to local schools and community centers to increase its
impact
RELATED PROJECT TOPICS FOR COMMERCIAL SUBJECTS

 Flooding of second hand clothes in our location.

 Failure by the school authorities to computerise fees records

 Shortage of commodities in Shops.

 Why some Shops are not accepting ZIG when buying commodities.

 Why small businesses are failing to grow in my area.

 Closing of businesses in Macheke, Zimbabwe.

 An investigation on the effects of price controls on consumer commodities.

 An investigation on the impact of minimum wage increases on employment and business

 High unemployment rate in Macheke, Zimbabwe

 Failure of the school tuckshop to grow.

 Closure of the school tuckshop.

 Closure of businesses in my community.

 Blockage of shop entrances by vendors.

 Increase in the rate of unemployed youth in my community.

 Increase in students vendors at our school

 Effects of learners bringing cellphones in accounting lessons

Contact details
Mr A. Musendo [Tinofamba nevanofamba] is a renowed Facilitator in Commercial subjects. Feel
free to invite him for any Seminar or even Staff Development Workshops for Teachers and
Learners.

Cell Numbers:
0771-075849 / 0774-453126 / 0715-938061