1.
Heritage: Indigenous Marriage Practices
Grade 6 Social Science
Project Title: Indigenous Marriage Practices in Zimbabwe
Objectives
1. Explain at least three traditional marriage customs.
2. Describe why these customs are important.
3. Compare one traditional custom with a modern wedding ritual.
4. Present findings in a clear, creative format.
Stage 1: Problem Identification
i) Problem Description
Many young people today know little about how marriages were traditionally arranged and celebrated in
Zimbabwe. If we don’t learn these customs, we risk losing an important part of our culture.
ii) Statement of Intent
This project aims to help Grade 6 learners understand and appreciate indigenous marriage practices by
researching and sharing key customs.
iii) Main Idea/Theme
“Indigenous marriage practices are a vital part of Zimbabwe’s living heritage.”
iv) Design Specification
• Research at least three distinct marriage customs (e.g. lobola negotiations, ceremonial dress,
wedding songs).
• Create simple illustrations or diagrams for each custom.
• Write a short paragraph comparing one traditional ritual with its modern equivalent.
• Package everything into a poster, booklet, or skit script.
Stage 2: Investigation of Related Ideas
Existing Knowledge & Sources
• Oral Interviews: Talk with an elder (grandparent or community member) about one ceremony.
• Library/Internet: Find a children’s article on “Lobola” or traditional wedding songs.
• Textbook Review: Revisit any class materials on Zimbabwean cultural practices.
Stage 3: Generation of Ideas
Presentation Formats (choose four to brainstorm):
1. Illustrated storyboard of marriage steps.
2. Short role-play skit.
3. Colourful poster with captions.
4. Mini-booklet with facts and “Did you know?” boxes.
Stage 4: Development of Ideas
Developing Your Chosen Format
• Poster Plan:
o Materials: large paper, coloured pencils.
o Sections: “Lobola,” “Ceremonial Dress,” “Music & Dance.”
o Layout: three panels, each with title, drawing, two facts.
• Booklet Plan:
o Materials: A4 sheets folded in half.
o Pages: Title page + three custom pages + summary page.
o Illustrations: a small diagram beside each paragraph.
Stage 5: Presentation of Results
• Create your poster/booklet/skit script.
• Share in class:
o Posters up on walls.
o Booklets passed around.
o Skits performed live.
• Explain each custom aloud (1–2 minutes per custom).
Stage 6: Evaluation
1. Peer Feedback: Two “stars” (what worked well) + one “wish” (one improvement).
2. Self-Assessment:
o Did I cover three customs?
o Which new fact surprised me most?
o How can I make it even better?
3. Teacher Checklist:
o ✔ Three customs described
o ✔ Illustrations included
o ✔ Traditional vs. modern comparison
o ✔ Clear class presentation
2. Multilingual AI Chatbot for Indigenous Languages
Grade 6
Project Title: WhatsApp Chatbot in Zimbabwe’s Indigenous Languages
Objectives
1. Design a simple chatbot that can use at least three indigenous languages.
2. Explain why having local-language chatbots is helpful.
3. Show how the chatbot can answer basic questions.
4. Demonstrate the chatbot in a short role-play.
Stage 1: Problem Identification
Problem Statement
Many Zimbabweans cannot find information in their home languages because there is no easy-to-use
chatbot on WhatsApp.
Statement of Intent
To build a basic WhatsApp chatbot that replies in three local languages (e.g. Shona, Ndebele, and
English).
Design Specifications
1. Works on WhatsApp.
2. Supports Shona, Ndebele, English.
3. Gives correct answers to simple questions (e.g. “What is the date today?”).
4. Easy for anyone to use.
Stage 2: Investigation of Existing Solutions
Four Examples
1. Google Translate (Global, Success 8/10) – Translates many languages.
2. Microsoft Bot Framework (Global, Success 8.5/10) – Builds chatbots.
3. Africa’s Talking (Africa, Success 8/10) – APIs for African-language bots.
4. Local Language App (Zimbabwe, Success 7.5/10) – Dictionary for some local languages.
Stage 3: Generation of Ideas
Proposed Solutions
1. Multilingual Chatbot – Replies in three languages.
o Strengths: Local-language support.
o Weaknesses: Needs coding skills.
2. Language Plugin – Adds language options to existing chat.
o Strengths: Easier to build.
o Weaknesses: Less full-featured.
3. Offline Dictionary – Phone app with translations.
o Strengths: Works without internet.
o Weaknesses: Not interactive.
4. AI Translator – Real-time translations.
o Strengths: Fast, many languages.
o Weaknesses: Harder to maintain.
Stage 4: Development of Solution
Chosen Solution: Multilingual Chatbot
Rationale: It best meets the goal of easy local-language access and can run on WhatsApp.
Materials Needed:
• Simple code editor (e.g. Replit)
• WhatsApp API
• Word lists in Shona, Ndebele, English
Process:
1. Plan chat flow (greetings, date, fun facts).
2. Code responses in each language.
3. Connect to WhatsApp.
4. Test with friends.
Stage 5: Presentation of Results
• Demo Role-Play: Show classmates how the bot answers in three languages.
• Poster/Slides:
o Flowchart of chat.
o Screenshots of sample chats.
Stage 6: Evaluation & Recommendations
Evaluation Metrics:
1. User Testing: 5 classmates try it.
2. Accuracy: % of correct replies.
3. Ease of Use: Peers rate 1–5.
Results:
• Accuracy 90%
• Ease of Use 4/5
Recommendations:
1. Add more question types.
2. Include more local languages.
3. Improve user interface (clearer menus).
3. Project Development Plan: Drug Abuse Among Learners
Grade 6 Social Science & Health
Project Title: Understanding and Addressing Drug Abuse Among Learners
Stage 1.0: Problem Identification
1.1 Problem Description
Some learners try harmful substances (like glue or alcohol). This can damage their health, schoolwork,
and friendships.
1.2 How to Solve
By finding out why learners start using drugs and what helps them stop, we can create programs to keep
them safe.
Stage 2.0: Investigation of Related Ideas
2.0 Literature Review
• Psychological & social reasons for drug use.
• Common substances (glue, alcohol).
• Effects on health and learning.
2.1 Data Collection
• Surveys/Interviews: Ask peers, teachers, parents about causes and solutions.
• Questionnaire: Include questions on peer pressure, home life, and awareness.
2.2 Analysis
Find common reasons and effects to decide which solutions to try first.
Stage 3.0: Generation of Ideas
3.0 Brainstorm Solutions
1. Education Programs: Lessons on dangers of drugs.
2. Counseling Services: Help from a trusted adult.
3. Peer Mentoring: Older students guide younger ones.
4. Policy Changes: School rules on substances.
3.1 Testing
• Pilot lessons in one class.
• Start a small peer-mentor group.
• Survey before & after pilot.
Stage 4.0: Development of Ideas
4.1 Evaluating Solutions
• Check change in student knowledge.
• Count how many ask for help.
• See if peer mentors reduce pressure.
4.2 Implementation Plan
• Roll out programs school-wide.
• List resources: teacher time, materials.
• Schedule ongoing training.
Stage 5.0: Presentation of Results
• Report: Causes, effects, substances, program results.
• Visuals: Charts of survey results, graphs of program impact.
• Presentation: To classmates and teachers, with sample testimonies.
Stage 6.0: Evaluation & Recommendations
6.1 Follow-Up Surveys
Check if drug use reports went down after programs.
6.2 Recommendations
• Adjust lessons based on feedback.
• Add social media awareness.
• Suggest stronger support services.
4. Creating a Podcast on the Dangers of Drug Abuse
Grade 6 Science & Technology
1. Problem Identification
Many teenagers don’t know how dangerous drugs can be. There are few fun, easy resources for them to
learn.
2. Investigation of Related Ideas
• Research: Listen to existing podcasts and read simple articles.
• Interviews: Talk with a counselor and a recovered user.
• Class Survey: Ask classmates what they know.
3. Generation of Possible Solutions
1. Expert Interviews: Short episodes with professionals.
2. Story Format: Fictional character experiences.
3. Mix Format: Facts + personal stories + Q&A.
4. Group Production: Multiple student voices.
4. Selecting the Best Solution
Chosen: Mix of facts, stories, and Q&A—most engaging and informative for peers.
5. Refinement of Selected Solution
• Scripts: Write age-appropriate, simple scripts.
• Guests: Invite counselor & recovered teen.
• Audio Production: Use Audacity to record and edit.
• Interaction: Listeners send questions for future episodes.
• Promotion: Posters and class announcements.
6. Presentation of the Final Solution
• Launch: Upload to Anchor or Spotify.
• Listening Party: Play an episode in class.
• Share Link: Via school newsletter or WhatsApp group.
• Feedback Form: Simple survey for listeners.
7. Evaluation & Recommendations
• Metrics:
o Number of listens.
o Positive feedback %.
• Recommendations:
1. Cover other health topics next (e.g. nutrition).
2. Partner with local youth groups.
3. Add quizzes or challenges.
