Projected Form 4 PROJECTS
[16/6, 17:45] RJ .........: ---
ӥ *Musoro webasa:*
*Kutorwa kwezvinodhaka neVana veChidiki Munharaunda Yangu*
---
*Chikamu 1: Kuzivikanwa Kwedambudziko*
*i. Dambudziko:*
Vana vechidiki vakawanda munharaunda yangu vari kutanga
kushandisa zvinodhaka zvakaita se mbanje, broncleer, fodya, uye doro.
Izvi zviri kukonzera kudonha kwehupenyu hwavo, kusiiwa kwezvikoro,
uye kukwira kwematsotsi.
*ii. Chinangwa Chebasa:*
Basa iri riri kutsvaga kunzwisisa zvinokonzera kutorwa kwezvinodhaka
nevanhu vechidiki uye kukanganisa kwazvinoita munharaunda.
Rinopawo mhinduro dzekudzivirira dambudziko iri.
*iii. Dingindira:*
Kurwisa kushandiswa kwezvinodhaka nevadiki uye kudzidzisa vanhu
nezvengozi yazvo.
*iv. Zvabuda mubasa:*
- Gwaro rakanyorwa nezvawanikwa
- Tafura inoratidza zvidzidzo kubva kuongororo
- Poster inokurudzira vana kurega zvinodhaka
---
*Chikamu 2: Kuongorora Mifungo Yakafanana*
*i. Zvandakaita:*
- Kuita ongororo kuvanhu 20 munharaunda
- Kutaura nemufundisi uye mutarisiri wevana
- Kutarisa nzvimbo dzinowanzoitika dambudziko iri
- Kuverenga mapepa enhau nezvinodhaka
*ii. Mibvunzo yeOngororo:*
1. Makamboona here kushandiswa kwezvinodhaka nevadiki?
Zvinodhaka zvakanyanya kushandiswa ndedzipi?
3. Ko izvi zviri kukanganisa sei hupenyu hwavo?
4. Munofunga kuti zvinokonzerwa nei?
5. Munoda mhinduro dzakaita sei?
*iii. Tafura yezvawanikwa:*
| *Mubvunzo* | *Zvakawanikwa*
|
|---------------------------------------------|-------------------------------------------|
| Kushandiswa kwezvinodhaka kwechokwadi here? | 80% vakati hongu
|
| Zvakanyanya kushandiswa | Mbanje, Broncleer,
Doro |
| Kukanganisa | Kudonha
muzvidzidzo, kurwara, kuba |
| Zvikonzero | Kushaya mabasa,
kushushikana, kudyidzana |
| Zvinodiwa | Kudzidzisa,
zvirongwa zvevana, kurapwa |
---
*Chikamu 3: Kuongorora neKududzira*
*i. Zvakakosha zvandakaona:*
| *Dambudziko* | *Tsananguro*
|
|---------------------------|----------------------------------------------------------|
| Kushayikwa kweruzivo | Vana havazivi ngozi yezvinodhaka
|
| Kumanikidzwa neshamwari | Vamwe vanotanga nokuda
kweshamwari dzine tsika dzakaipa |
| Vana vanotandara pasina zvinovabatsira |
| Kushaya rubatsiro | Zvirongwa zvekubatsira varikuda kurega
zvishoma |
*ii. Mhedzisiro:*
| *Chikamu* | *Kukanganisa* |
|-----------------|--------------------------------------------------|
| Utano | Zvirwere, kusuruvara, kufa
|
| Mhuri | Kukakavara, kushungurudzika, kuputsika kwemhuri
|
| Munharaunda | Kuwanda kwematsotsi, kusagadzikana
|
| Dzidzo | Kudonha kuzvikoro, kusatarisirwa neramangwana
|
---
*Chikamu 4: Zvingaitwa*
1. *Kudzidzisa munharaunda:*
- Kuronga misangano nezvidzidzo pamusoro pezvinodhaka
- Kupindira kuzvikoro nezvirongwa zvinodzidzisa vana
2. *Kubatsira vanoda kurega:*
- Kuvaka nzvimbo dzekurapa uye kubatsira vanenge vatorwa
- Kuita mapoka evanenge vapora kuti vabatsire vamwe
3. *Mitambo nezviitiko zvevadiki:*
- Kuronga mitambo yemitambo, nhetembo uye hunyanzvi kudzivirira
kusara vasingaite
4. *Mitemo yakasimba:*
- Kusunga uye kuranga vanotengesa zvinodhaka zvisiri pamutemo
5. *Kubatsira kwemhuri:*
- Kudzidzisa vabereki nezvekutarisa vana vavo zvakanaka
---
*Chikamu 5: Mhedziso*
*i. Tafura yemazano:*
| *Zvandakadzidza* | *Zvakakosha Sei*
|
|-------------------------------------------|------------------------------------------------------|
| Kushandiswa kwezvinodhaka kuri kukura | Kunokanganisa utano,
dzidzo, nemhuri |
| Vana vanoda rubatsiro nekurairwa | Zvirongwa
zvekuvadzidzisa zvinodiwa |
| Munharaunda inogona kushanda pamwe chete | Kana vanhu
vakabatana, dambudziko rinogona kugadziriswa |
*ii. Mhedziso:*
Kushandiswa kwezvinodhaka nevadiki kuri kuparadza ramangwana
revana vazhinji. Kuburikidza neprojekiti iyi, ndakadzidza kuti ruzivo,
rutsigiro uye kudyidzana kwemunharaunda zvakakosha. Tinofanira
kubatsira vana vedu kudzivirira nzira dzisiri dzakanaka uye kuvavakira
ramangwana riri nani.
---
*Chikamu 6: Zvikurudziro Zveramangwana*
- Kuramba tichidzidzisa vadiki nguva dzese
- Kupa vana zvinhu zvavanobatikana nazvo (sports, hunyanzvi,
maworkshop)
- Kukurudzira hurumende kuvaka nzvimbo dzekurapa varikutorwa
- Kurima tsika dzekutaura kuvana uye kuvapa rutsigiro
---
*Zvinyorwa Zvandakashandisa (Bibliography)*
- Hurongwa hweZimbabwe National Drug Master Plan
- Kukurukurirana nevakuru vemunharaunda
- Ongororo yakaitwa nevagari
[21/6, 07:30] RJ .........: *CHISHONA PUROJEKITI
*Musoro weChirongwa:
*Kudzidzisa Magaririro evanhu veShona Kuburikidza neNhetembo*
---
*Chikamu 1: Kuzivikanwa kweDambudziko*
*Tsanangudzo yedambudziko: *
Magaririro evanhu veShona ari kurasika nekuda kwekufurirwa netsika
dzakabva kune dzimwe nyika. Zvinyorwa uye tsika dzakaita
senhetembo zvakakosha mukurondedzera nhoroondo, tsika, uye maitiro
evanhu veShona asi vanhu vechidiki havasi kuaziva kana
kuacherechedza zvakakwana.
*Chinangwa Chechirongwa: *
- Kuongorora nzira dzinotsanangura magaririro evanhu veShona.
- Kushandisa nhetembo senzira yekudzidzisa uye kusimudzira tsika
dzeShona.
- Kubatsira vechidiki kunzwisisa nekuremekedza nhaka
yemadzitateguru avo.
*Musoro mukuru: *
Nhetembo senzira yehupenyu, kuratidza nhaka netsika dzevaShona,
uye kudzidzisa zvizvarwa zvinotevera.
*Tsanangudzo yekugadzirwa: *
- Rondedzero yenhetembo dzakanyorwa nezveupenyu hwemazuva ose
hwevaShona.
- Rondedzero yezvinonzi nhetembo dzinodzidzisa tsika uye maitiro.
- Zvakataurwa naShona vanyanduri venhetembo vepakutanga
nemazuva ano.
---
*Chikamu 2: Kuferefeta Pfungwa Dzakabatana*
*Nzira dziripo dzekugadzirisa dambudziko: *
1. *Kudzidzisa kuburikidza nenhetembo:* Tsika dzevanhu veShona
dzinotsanangurwa kuburikidza nenhetembo dzine kudzidzisa uye
kudzora maitiro.
2. *Kuchengetedza nhetembo:* Kutora nekuchengetedza nhetembo
dzakanyorwa kana dzakaridzwa.
3. *Mitambo Yetsika:* Kugadzira nzvimbo dzinopa vechidiki mukana
wekuona uye kupinda mukuita nhetembo.
4. *Mabhuku nenhepfenyuro:* Kushandisa mabhuku nenhepfenyuro
kutaura zvemagaririro kuburikidza nenhetembo.
*Kuunganidza data: *
- Kuongorora nhetembo dzakanyorwa dzinotaura nezve magaririro
evanhu veShona.
- Kuongorora nhoroondo uye kushandiswa kwe nhetembo
mukudzidzisa tsika.
- Kusangana nevanyanduri venhetembo uye kutora maonero avo.
*Ongororo yeData (Kubatsira uye Kunyunyuta): *
*Kubatsira:*
- Nhetembo dzinokwezva pfungwa uye dzinogadzira nzira iri nyore
yekudzidzisa tsika.
- Nhetembo dzinobatanidza nhoroondo netsika dzechinyakare.
- Kupinda mukutamba nenhetembo kunokurudzira kufarira kwemitambo
netsika.
*Kunyunyuta:*
- Kwakawanda kwe nhetembo dzakanyorwa kunoita kuti dzirege
kuwanika nyore kuvanhu vechikoro.
- Vamwe vechidiki havasi kunzwisisa mitauro inorema muShona.
- Nhepfenyuro hadzisi kunyatsopa nzvimbo yakawanda yetsika.
---
*Chikamu 3: Kugadzira Mazano*
*Mazano Akasarudzwa kubva kuChikamu 2: *
1. *Kudzidzisa Kuburikidza neNhetembo:* Nhetembo dzinotsanangura
tsika nemaitiro eShona.
2. *Mitambo yetsika:* Kugadzira nzvimbo yekuita uye kunakidzwa
nhetembo dzechivanhu.
3. *Mabhuku nenhepfenyuro:* Kushandisa midhiya kuparadzira
nhetembo nezvekudzidzisa tsika.
*Kubatsira uye Kunyunyuta kweChese: *
1. *Kudzidzisa Kuburikidza neNhetembo:*
- _Kubatsira:_ Inobatsira kufambisa mashoko etsika pakati
pezvizvarwa.
- _Kunyunyuta:_ Inoda nzvimbo dzakanaka nemidziyo yekuridza
kana kukurukura.
2. *Mitambo yetsika:*
- _Kubatsira:_ Inobatanidza vanhu mukuita chaiko tsika.
- _Kunyunyuta:_ Kuitirwa kwemitambo kunoda nguva uye rubatsiro
rwemari.
3. *Mabhuku nenhepfenyuro:*
- _Kubatsira:_ Inowedzera kuwanikwa kwenhetembo kunyika
dzakasiyana.
- _Kunyunyuta:_ Kushaikwa kwemari kunogona kukanganisa
kugadzirwa kwemabhuku.
---
*Chikamu 4: Kuongorora uye Kusarudza Zvinobatsira*
*Zvinhu zvinoshanda zvakanyanya: *
Nzira yekushandisa *Kudzidzisa Kuburikidza neNhetembo* ndiyo
yakakodzera nekuti inobatanidza tsika netsika dziripo dzinovaraidza
nekurayiridza.
*Kufananidza/Chati: *
1. *Tsika dzinodadisa dzakapfuura* → 2. *Kunyandura dzeShona
senzira yekuremekedza nhaka* → 3. *Kubatanidza zvizvarwa
zvakapfuura nezvimwe zvemazuva ano kuburikidza nenhetembo.*
---
*Chikamu 5: Kuvandudzwa kweMazano*
1. Kuburitsa *bhuku rinenhetembo* dzinotsanangura tsika neupenyu
hwevaShona.
2. Kugadzira *mitambo nenhepfenyuro* zvinokurudzira kupindwa
muchiitiko ichi.3. Kushandisa makadhi uye *vimbiso* kubva kune
vanotsigira tsika dzemuno.
*Kuratidzwa kwemifungo: *
- Rondedzero yenhetembo dzine tsananguro.
- Nzira dzekuisa dzakakwana dzemadimikira ekudzidzisa vechidiki.
---
*Chikamu 6: Kuongorora uye Kurudziro*
*Kuongorora: *
- *Nguva yakashandiswa:* Mavhiki matanhatu ekutsvaga uye kuronga.
- *Matambudziko Akasangana:*
- Kushaikwa kwevanhu vanoziva zvakadzama nenhetembo
dzechivanhu.
- Kuwanikwa kwenzvimbo dzekuita zvinhu tsika.
- *Mari Yakashandiswa:* Mabhuku emuraini, mitengo yekuburitsa
zvinyorwa.
*Kurudziro: *
1. *Kuwedzera Kufarira:* Kugadzira mafambiro anoshanda
mukusimudzira nzvimbo dzechivanhu.
2. *Kubatsira Vashandisi:* Kupa mukana wekushandira pamwe kune
vechidiki.
3. *Kuenderera mberi kweChirongwa:* Kutsvaga rutsigiro rwemari
nemaonero ekupamhidzira.
---
Mazano aya anoratidza kuti nhetembo inobatsira pakudzidzisa tsika
uye magaririro evanhu veShona mukubatanidza vechidiki nenhaka yavo.
[22/6, 17:43] RJ .........: Topic : The causes and impact of drug abuse
at Glenview High 1
Stage 1 : PROBLEM IDENTIFICATION
1.1 Problem Description
The problem of drug and substance abuse has been a subject of
great concern at Glenview 1 High School. Drug and substance abuse
is mainly caused by peer pressure, ignorance, influence of social
meadia and stress. These causes have dangerous ends which include
dropping out of school, unwanted pregnancies, health complications
and deviant behaviour. If not handled well, drug and substance abuse
can be catastrophic leading to death.
1.2 Statement of Intent
The project intends to stop drug and substance abuse at my school.
Students need to be taught on the dangers of this topic. Awareness
campaigns, counseling, consultations of health personnel, peer
education and community engagement can all be used holistically to
solve this problem. This will go a long way to ensure a drug free
generation.
1.3 Design Specifications
The project will use the following in its research :
*books
*illustrations
*pictures
*the internet
[22/6, 18:55] RJ .........: Stage 2: INVESTIGATION OF RELATED IDEAS
2.1 Evidence of related ideas
The project will explored the following used ideas
a) awareness campaigns
b) peer education
c) community engagement
d) counseling
2.2 Analysis of ideas
Advantages
*Awareness campaigns are advantageous in the sense they will
educate and give students more information about the dangers of
drug and substance abuse
*peer education gives room for participation since students will be
taught by fellow trained students on this issue
*community engagement enables other members of the society to be
educated on the topic
*counseling offers emotional and psychological support
Disadvantages
*awareness campaigns are usually costly
*peer education requires close monitoring as students may not be
able to respect each other
*community engagement may be time consuming
*counseling requires only experts in that field
[22/6, 20:02] RJ .........: Stage 3: GENERATION OF IDEAS
3.1 Evidence of possible solution
The three propsed solutions are
a) awareness campaigns
b) peer education
c) community engagement
3.2 Advantages
*Awareness campaigns will involve the dissemination of information
through the the use of flyers, charts, dramas, poems to convey the
dangers of drug and substance abuse.
Awareness campaigns attract a large audience at once
Poems and dramas can also be viewed as edutainment since they
can educate and entertain at the same time
*Peer education makes the students to be more active and
participative.
If students are taught by fellow students they might understand
better.
They will have the liberty to ask and probe more about the subject
without fear or shyness
*Community engagement will ensure that parents and guardians can
also teach their children at home
The community will have a responsibility of ensuring that it breeds a
drug free generation
Disadvantages
Awareness campaigns will need more capital so as to make them
effective
Peer education recquires supervision from responsible school
authorities
It needs serious enforcement
Commmunity engagement is time consuming
It can also be costly
[24/6, 15:29] RJ .........: Stage 4 : DEVELOPMENT OF CHOSEN IDEA
4.1 Indication of choice
The best selected possible solution is Awareness campaigns
4.2 Justification of choice
This solution was selected because:
a) it captures a large audience at once
b) give fully detailed information
c) can be useful to all age groups
4.3 Developments
* students can be educated during their gathering like the assembly.
Poems can be recited in front of all students which will rich with
information that totally condemns drug and substance abuse
[24/6, 15:29] RJ .........: * those who have challenges in reading and
writing can benefit from dramas which will show the consequences
of this topic.
* charts and pictures of drugs can be used. these will also have fully
detailed information. they should be displayed on the notice board so
that students can have chances to see and read them freely.
[24/6, 15:29] RJ .........: Stage 5 : PRESENTATION OF FINAL SOLUTION
( PLEASE LEAVE A FULL PAGE YATICHAISA CHART RINE
MAPICTURES EMADRUGS NERELEVANT INFORMATION)
[24/6, 15:29] RJ .........: Stage 6 : EVALUATION AND
RECOMMENDATIONS
6.1 Relevance to statement of intent
The project was inline with the statement of intent. The given
solutions will go a long way in solving the problem of drug and
substance abuse among students at Glenview High 1 school.
6.2 Challenges
The major challenges were mobilising material for awareness
campaigns.
6.3 Recommendations
* There is great need to involve other stakeholders
* This issue must be taught even at home
* stiff punishment for offenders must be implemented so that they
will stop the habit and not influence other students to be engaged in
it
[28/6, 09:41] RJ .........: TOPIC: THE CHALLENGES OF NOT KNOWING
THE REVELANCE AND IMPORTANCES OF TOTEMS AMONGST
LEARNERS AT GLENVIEW 1 HIGH
[28/6, 09:42] RJ .........: Kana muri kunyorera paGlenview high 1 let's
use it as the name of school
[28/6, 09:53] RJ .........: Stage 1 : Problem Identification
1.1 Problem Description
Most students at my school do not know their totems and their
importances. This is mainly caused by cultural erosion which is being
attributed to globalisation , coping other people's cultures and the use
of social media platforms. Due to these factors, totems have lost
their importances. This has lead to the aspect of Unhu / Ubuntu
loosing ist value too.
1.2 Statement of intent
I intend to find ways in which I can help students at my school to
learn about the importances of totems . This can be done through
the use of poems, awareness campaigns, dramas and illustrations of
well labelled totems. Consultation of community elders will be a great
advantage too.
1.3 Design Specifications
The project will use
. Well labelled pictures of totems and their pictures
.the internet for further research
.library
. Interviews with community leaders
[28/6, 12:13] RJ .........: Stage 2: Investigation of related ideas
2.1 Evidence of related ideas
The following ideas have been used before
a) poems
b)dramas
c) consultations with elders from the local community
d) well labelled illustrations of totems
2.2 Analysis of ideas
Strengths
*Poems involves students active participation
*Dramas capture a large audience and shows the African settings
*Consultations of community elders will give students the necessary
wisdom
*A well labelled illustration of a totems will show how totems are
recited
Weaknesses
*Poems and dramas need students who are more attentive as some
will end up following the entertainment aspect
*Consultations with community elders is time consuming
*Illustrations of totems need time to prepare
[28/6, 12:39] RJ .........: Stage 3 Generation of ideas
3.1 Evidence of possible ideas
The three best selected ideas are;
a ) poems
b ) consultations of community elders
c)the use of illustration of a totem
a ) Poems
Strengths
-give a deeper meaning and understanding
Weaknesses
-not all students will be able to recite totems by heart
b) consultations of community elders
Strengths
-enables further questions and clarification
Weaknesses
-may require a token of appreciation
c) an illustration of a totem
Strengths
-students will see the animal or part of animal regarded as a totem
-fosters unity
Weaknesses
-recquires extra costs to purchase the materials to make the
illustrations
[28/6, 15:34] RJ .........: Stage 4 : Development of chosen idea
4.1 Indication of choice
A fully written totem with a picture has been selected as the best
possible solution.
4.2 Justification of choice
This solution has been selected as the best because of the following
points
*Students will be able to see from the pictures their totems
*Reading and reciting of the totem will be easier and also in full
detail
*To get a better and deeper understanding
4.3 Developments
* Students will be given time to read, understand and recite their
totems
* Those who will be able to recite their totems by heart will be
rewarded. This will motivate students
* They should also be able to recite them during assembly.
* Students will therefore gain a sense of belonging
[28/6, 15:37] RJ .........: Stage 5: Presentation of final solution
LEAVE A PAGE PATICHAISA PIC REMHUKA NEMUTUPO
WAKADETEMBWA
[28/6, 15:47] RJ .........: Stage 6 : Evaluation and Recommendations
6.1 Relevance to statement of intent
The project was relevant and was greatly inline with the statement of
intent. The given solution satisfied the intention of educating the
students on the relevance of knowing the importances of their totems.
6.2 Challenges
Some students were reluctant to learn about their totems. They
viewed totems as something of the past
6.3 Recommendations
-the importances of totems should be taught at home hence the
need to involve parents
-if possible, all learners must have their totems on posters at home
# the end#
Kwasara iwe kuti upedzewo
[28/6, 15:55] RJ .........: After you finish projects we need to start
revisions of any Art subject topics dzinokunetsai
But I need serious people
I need life and energy panyaya dzechikoro please!
Vanogara kumaterrace vaye don't be surprised one day takubuditsa