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Cameroon Nursery School
Curriculum
English Subsystem
REPUBLIC OF CAMEROON
Peace – Work – Fatherland
------------------
MINISTRY OF BASIC EDUCATION
-------------------
REPUBLIQUE DU CAMEROUN
Paix – Travail – Patrie
---------------
MINISTERE DE L’EDUCATION DE BASE
---------------
2018
We are building today what tomorrow will be.
3
Cameroon Nursery School Curriculum English Subsystem
Foreword
Nursery and Primary Education is the foundation of sustainable learning. It is on this basis that
Cameroon has ratifi ed several conventions related to compulsory education. These conventions
range from the Jomtien Education Framework of 1990, the Salamanca Statement of 1994, the
Dakar Framework of 2000 to the Incheon Declaration of 2015 precisely the fourth Sustainable
Development Goal (SDG4).
Besides these international conventions, the Constitution of the Republic of Cameroon
guarantees the right of the child to education and further highlights it in the1998 Law to Lay
Down Guidelines for Education. In view of becoming an emergent nation by the year 2035,
the government developed the Growth and Employment Strategy Paper (GESP) in 2009 to
provide major orientations to all sectors of the society. The document tasked ministries in
charge of education to develop the human capital required to attain this vision. The 2013-2020
Education and Training Sector Strategy Paper (ETSSP) clearly defi nes the missions of each
sub-sector in the educational system.
This curriculum is designed to guide the development of knowledge, skills and attitudes in
the learners and to set the foundation for learning with emphasis on Science, Technology,
Engineering and Mathematics (STEM). The curriculum therefore responds to one of the key
missions assigned to the Ministry of Basic Education (MINEDUB).
This new pedagogic tool replaces the one of 1987 for the nursery and that of 2000 for the primary.
My fervent wish is that the entire education community explores and makes maximum use of
this document in order to enable the nursery and primary school learners attain knowledge-
based, skill-based and attitude-based profi ciencies upon graduation. In this way, they will be
able to cope with the diff erent educational and/or professional options available to them at
the end of the primary school cycle and embrace lifelong learning, no matter the post-primary
path they choose.
4
Cameroon Nursery School Curriculum English Subsystem
Preface
This curriculum has taken into consideration the fact that learners have unique personalities, talents,
attitudes, and interests that they bring into the classroom. They also have a variety of experiences
which the teacher must build on, in order to eff ect and aff ect the teaching – learning process. The
learners’ uniqueness and variety of experiences are primordial in the development of any school
curriculum. Analyses of curricula that have been successful in many countries throughout the world
suggest that appropriate curriculum design should:
• involve parents in their children’s education
• develop an atmosphere based on sound human relationships
• establish a balance between child-directed and teacher-directed activities
• specify objectives and needs of individual learners
• emphasise on pragmatic and play-based learning in pre-primary and primary education
Basic Education moulds learners and encourages them to be dynamic and creative. Hence, the 1996
Constitution of the Republic of Cameroon clearly spells out the State’s engagement in guaranteeing
the child’s right to education. Cameroon also adheres to the Human Rights Declaration and related
legal instruments. Every child is endowed with learning potentials which need to be awakened and
guided by appropriate instruction and instructional materials. Consequently, the Ministry of Basic
Education (MINEDUB) has undertaken a massive reform of the Nursery and the Primary school
curricula, an activity that aims at ensuring quality basic education for all Cameroonian children.
This will therefore serve as an important reference and working document for teachers and the entire
education community.
In order to render the curriculum standard and to guarantee quality assurance, the following phases
and procedures were followed:
• writing and validating the Cameroon National Core Skills Framework
• carrying out needs analysis
• writing and validating the Curriculum Framework
• training of 105 writers by consultants
• writing the fi rst draft
• reading and evaluating the fi rst draft by the scientifi c committee
• integrating the recommendations and suggestions of the scientifi c committee
• experimenting the curriculum in all the ten regions of Cameroon
• integrating the recommendations and suggestions from the fi eld
• re-evaluating the curriculum by the scientifi c committee
• integrating the recommendations and suggestions from the scientifi c committee
• reviewing the curriculum by the consultants and the scientifi c committee
• fi nalising and validating the curriculum
The inclusive nature of this document therefore makes it user-friendly, thus, the classroom teachers
should be able to claim ownership of it and be totally accountable for its implementation.
It is also worth noting that priority was given to national expertise by working with two renowned
consultants representing the language of instruction of the two subsystems.This was done in strict
respect of the specifi cities of the two subsystems of education in conformity with the provisions of
the 1998 Law to Lay Down Guidelines for Education in Cameroon. Following the recommendations
of the Curriculum Framework, the two subsystems have the same domains, weighting, core skills
and broad-based competences, and activities for the nursery cycle and subjects for the primary cycle.
5
Cameroon Nursery School Curriculum English Subsystem
However, each subsystem has maintained its specifi cities with regards to learning strategies/methods,
teaching-learning materials, and assessment strategies and tools.
As a matter of fact, this is a hands-on document aimed at rendering the job of the classroom practitioner
lighter and more enjoyable. The annual time allocation has been calculated and activities for the
Nursery school as well as subjects for the Primary school cycle identifi ed and built under appropriate
domains. The competences from the National Core Skills Framework to be developed by each subject
area have also been clearly stated. Besides, the activities and/or subjects are technically distributed to
represent the weighting that was hitherto given to the various domains. The major teaching-learning
approach: the Project Based Learning which is supported by the Integrated-Theme Learning and the
Cooperative Learning strategies has been explained. Furthermore, the importance of assessment is
reiterated in order to encourage the classroom teacher to constantly exploit and maximise its use. A
glossary is provided to situate the user on the contextual use of some key concepts.
Summarily, the ADDIE Model guided the entire process of the curriculum development as follows:
A for the Analysis phase, explains the situational analysis (teachers, learners, supervisors, education
community)
D for the Design phase, focuses on the structure of teaching-learning and assessment of learning
outcomes
D for the Development phase, is where the writing and re-writing of all the planned activities in
the design phase are carried out
I for the Implementation phase, covers the period of the experimentation. This period off ers
feedback for revision
E for the Evaluation phase, is where plans for the evaluation of the entire curriculum are made as
it is progressively being used
It is worthy to mention here that globalisation has severely impacted contemporary instructional
processes. Increasingly, our society is rocked by various challenges which include economic
recession, advancing technologies, changing family relationships, violence in communities, exclusion,
intolerance and identity crisis. These issues constitute a serious hurdle to pedagogues who must derive
appropriate strategies to handle them. Educators and parents are, therefore, called upon to embrace
this important change and to work in harmony. Learners are expected to acquire necessary life skills
such as autonomy, honesty, adaptability to technological changes, respect for self, respect for others
and respect for institutions, as well as the 21st century skills: collaboration, teamwork, creativity,
problem solving and critical thinking for eff ective lifelong learning.
6
Cameroon Nursery School Curriculum English Subsystem
Table of ContentsForeword..............................................................................................................................................3
Preface..................................................................................................................................................4
List of Tables..........................................................................................................................................8
List of acronyms/abbreviations..............................................................................................................9
Camera-lens view of the Curriculum...................................................................................................10
Figure 1: Camera-lens view of the Curriculum..................................................................................................10
General introduction..........................................................................................................................11
Learner’s profi le at the end of nursery school in Cameroon.........................................................17
Figure 2: Key elements of the Cameroon nursery school curriculum..........................................19
Defi nition of domains, related activities and presentation of scope and sequence tables...........20
Domain 1: Literacy and Communication and related activities.......................................................20
Competences to be developed.......................................................................................................20
Terminal learning outcomes..........................................................................................................21
Domain 2: Science and Technological Skills Development and related activities..........................24
Competences to be developed.......................................................................................................24
Terminal learning outcomes..........................................................................................................25
Domain 3: Practical Life Skills and related activities......................................................................29
Competences to be developed:......................................................................................................29
Terminal learning outcomes..........................................................................................................30
Domain 4: Arts and Crafts and related activities..............................................................................32
Competences to be developed:......................................................................................................33
Terminal learning outcomes..........................................................................................................33
Domain 5: Motor Skills and related activity.....................................................................................35
Competences to be developed:......................................................................................................35
Terminal learning outcomes..........................................................................................................35
Resources and intervention strategies..............................................................................................37
Resources and Intervention Strategies for Nursery One...............................................................38
DI: Literacy and Communication....................................................................................................39
D2: Science and Technological Skills Development......................................................................45
D3: Practical Life Skills..................................................................................................................50
D4: Arts and Crafts..........................................................................................................................55
D5: Motor Skills..............................................................................................................................58
7
Cameroon Nursery School Curriculum English Subsystem
Resources and Intervention Strategies for Nursery Two................................................................59
D1: Literacy and Communication................................................................................................60
D2: Science and Technological Skills Development....................................................................66
D3: Practical Life Skills................................................................................................................77
D4: Arts and Crafts.......................................................................................................................82
D5: Motor Skills...........................................................................................................................86
Instructional Strategies......................................................................................................................87
Project Based Learning (PBL)......................................................................................................87
Benefi ts of Project Based Learning...............................................................................................89
Cooperative Learning (CL)...........................................................................................................89
Assessment strategies.....................................................................................................................90
Figure 3: The benefi ts of assessment in nursery schools..............................................................91
Authentic techniques for assessing Nursery School learners.......................................................92
Bibliography.......................................................................................................................................93
Glossary..............................................................................................................................................94
Appendices..........................................................................................................................................96
Appendix A: Observation checklist to assess learners over a period of time..........................96
Appendix B: Elements to be considered in planning..................................................................98
List of Contributors...........................................................................................................................99
8
Cameroon Nursery School Curriculum English Subsystem
List of TablesTable 1: Weighting and time allocation per annum.............................................................................................14Table 2: Weekly time schedule (24 weeks per annum).......................................................................................16Table 3: Expected learning outcomes for domain 1, Literacy and Communication..........................................22Table 4: Scope and sequence progression for Literacy and Communication.....................................................23Table 5: Expected learning outcomes for domain 2...........................................................................................26Table 6: Scope and sequence progression for Science and Technological Skills Development........................28Table 7: Expected learning outcomes for domain 3: Practical Life Skills..........................................................31Table 8: Scope and Sequence Progression for Practical Life Skills...................................................................32Table 9: Expected learning outcomes for domain 4: Arts and Crafts.................................................................34Table 10: Scope and sequence progression for Arts and Crafts..........................................................................34Table 11: Expected learning outcomes for domain 5: Motor Skills...................................................................36Table 12: Scope and sequence progression for Physical Education and Sports.................................................36Table 13: Intergrated Learning Themes for the Nursery.....................................................................................37
Nursery 1Table 14: Storytelling.........................................................................................................................................39Table 15: Poetry/Rhymes....................................................................................................................................40Table 16: Sign Language and Gestures...............................................................................................................41Table 17: Reading...............................................................................................................................................42Table 18: Writing................................................................................................................................................43Table 19: French.................................................................................................................................................44Table 20: Mathematics.......................................................................................................................................45Table 21: Sensory and Perceptive Education.....................................................................................................46Table 22: Science and Technology.....................................................................................................................47Table 23: Agriculture..........................................................................................................................................49Table 24: Citizenship.........................................................................................................................................50Table 25: Character Education...........................................................................................................................51Table 26: Environmental Education...................................................................................................................52Table 27: Safety Education.................................................................................................................................53Table 28: Health Education and Nutrition.........................................................................................................54 Table 29: Music and Dance.................................................................................................................................55 Table 30: Drawing and Colouring.......................................................................................................................56Table 31: Handwork...........................................................................................................................................57 Table 32: Physical Education and Sports............................................................................................................58
Nursery 2Table 33: Storytelling.........................................................................................................................................60Table 34: Poetry/Rhymes....................................................................................................................................61Table 35: Sign Language and Gestures..............................................................................................................62Table 36: Reading...............................................................................................................................................63Table 37: Writing................................................................................................................................................64Table 38: French.................................................................................................................................................65Table 39: Mathematics………………………………………………..……………………...…..............…….66Table 40: Information and Communication Technologies……………………………………................…......68Table 41: Sensory and Perceptive Education............................................................................................……..71Table 42: Resources and intervention strategies for Science and Technology...................................................73Table 43: Agriculture………..............................................................................................................................76Table 44: Citizenship..........................................................................................................................................77Table 45: Character Education............................................................................................................................78Table 46: Environmental Education....................................................................................................................79Table 47: Safety Education.................................................................................................................................80Table 48: Health Education and Nutrition..........................................................................................................81Table 49: Music and Dance………………………………………..……………..………………..............…..82Table 50: Drawing and Colouring..............................................................……..……….………...............…..83Table 51: Painting …………………………………………….……………………...………..........................84Table 52: Handwork…………………………………,.……………….…………………………...............…..85 Table 53: Physical Education and Sports……………………………...……...……….………….....................86
9
Cameroon Nursery School Curriculum English Subsystem
List of acronyms/abbreviations
CD Compact Disc
CL Cooperative Learning
CPC Community-based Preschool Centres
D1 Domain One
D2 Domain Two
D3 Domain Three
D4 Domain Four
D5 Domain Five
DO Divisional Offi cer
DVD Digital Video Disc/Digital Versatile Disc
ECD Early Childhood Development
EFA Education For All
ETSSP Education and Training Sector Strategy Paper
GESP Growth and Employment Strategy Paper
HIV/AIDS Human Immunodefi ciency Virus/Acquired Immune Defi ciency Syndrome
ICTs Information and Communication Technologies
IEP Individual Education Plan
IPHIL Integrative, Play/Project based, Holistic Investigative, Learning centres
IQ Intelligence Quotient
ITL Integrated Theme Learning
KSAs Knowledge, Skills and Attitudes
MINEDUB Ministry of Basic Education
PBL Project-Based Learning
SDGs Sustainable Development Goals
SDO Senior Divisional Offi cer
SL Sign Language
STEM Science, Technology, Engineering and Mathematics
TV Television
VCD Video Compact Disc
10
Cameroon Nursery School Curriculum English Subsystem
Camera-lens view of the curriculum
This Curriculum is built on the acronym “IPHIL”, pronounced as “I feel”, which refl ects the semantic
meaning given to the acronym in this document.
IPHIL means:
I - Integrative
P - Play-based/Project-based
H - Holistic
I - Investigative/Innovative
L - Learning-centres
The curriculum is meant to literally refl ect the child’s feelings as prempted in IPHIL. IPHIL is engraved
on the priority pages of this document in order to emphasize the absolute need for teachers to stimulate
all the elements of learners’ development. This shows the degree of importance the State of Cameroon
places on te child’s education, with emphasis on knowledge, skills and attitudes. All the aspects of
the child’s cognitive, psychomotor and aff ective development. The teacher should always do an auto-
evaluation to fi nd out if he/she can equally “feel” the teaching-learning process in all its dimensions.
If he/she does not “feel”, remedial measures should be taken with the help of IPHIL and/or with other
related remedial strategies.
In summary, this curriculum is integrative; the learning activities are both play-based and project-
based and aims at the holistic development of the child, while striving to build the child’s investigative
and innovative skills through the use of diverse contextualised learning centres. The activities are
interlinked. Children play and learn: to them, playing is learning and learning is playing. Both playing
and learning contribute to the holistic development of the child. Project-based learning awakens in
the young learner both investigative and innovative skills. The use of learning centres is consequently
inevitable in the Nursery School setting. The integrative nature of this document is captured in fi gure
1.
Figure 1: Camera-lens view of the curriculum
11
Cameroon Nursery School Curriculum English Subsystem
General introduction
The World Conference on Education For All (EFA) of 1990 in Jomtien, Thailand underlined the
importance of Early Childhood Development (ECD) as a crucial aspect of Basic Education. Article 5
of the Declaration of that conference emphasised that “Learning begins at birth. This calls for early
childhood care and initial education.” In April 2000, the World Education Forum held in Dakar,
Senegal, as a follow up to Jomtien. During this conference, the profi le of ECD was further elevated
and there was a commitment to “expand and improve pre-primary education”.
The Incheon Declaration in South Korea, further underlines the place of Nursery Education as an
integral part of lifelong learning in the Education 2030 Agenda which recommends that “... at least
one year of free and compulsory quality pre-primary education and that all children have access
to quality early childhood development, care and education”. The Sustainable Development Goals
(SDGs) pushed the agenda of education further by not only stating that education transforms lives, but
that it is the main driver of development. SDG number 4 aims to: “Ensure inclusive and equitable
quality education and promote lifelong learning for all”.
Cameroon has ratifi ed and implemented international conventions related to pre-primary education.
The Growth and Employment Strategy Paper of 2009 in response to Vision 2035, calls for a sustainable
future, based on the provision of education for all Cameroonians. It acknowledges the importance of
pre-primary education in the training of every young child and has projected access rate to 50% by
2020. In response to the Education Sector Strategy Paper (2013) that aligns Pre-primary Education
as the fi rst level of formal education in Cameroon, MINEDUB has increased access to pre-primary
education by creating Community-based Preschool Centres (CPCs) in some rural areas of the country.
In spite of all these steps, the problem of “quality” remains a major concern. In order to address this
situation, there was the dire need to replace the 1987 Nursery School Syllabus.
This Curriculum falls in line with the provisions of the 1998 Law to Lay Down Guidelines for
Education in Cameroon which states in Article 4 that: “The general aim of education is to ensure
the intellectual, physical, civic and moral development of the child as well as its economic, socio-
cultural, political and moral integration in the society.”
Taking into consideration the holistic development of the child, and the urgent need for Early Childhood
Development services for all children, this document is diverse and fl exible. It builds on the guidelines
for curriculum development proposed by Akashi et al (2004):
1. Cultural activities: Cherishing traditions
2. Language: Using letters and words
3. Numeracy: Using everyday numbers
4. Music: Using tunes and rhythms
5. Art: Encouraging creativity (art work = drawing, construction art, cardboard play art)
6. Environment: Learning to coexist with nature. Nature is full of fascinating elements to stimulate
children’s curiosity.
7. Peer relationships: Developing positive interaction between children.
12
Cameroon Nursery School Curriculum English Subsystem
From a broader viewpoint, daily basic habits, which equally build attitudes in Nursery School children
should include:
• Greetings
• Washing of hands
• Gargling (where applicable)
• Using the toilet
• Putting personal belongings away in a tidy manner
• Tidying up
• Disposing refuse
• Rest
Emphasis should always be laid on the fact that every activity requires setting up and tidying up
afterwards. All the concerns above are underpinned in this curriculum.
The Nursery School subjects or learning areas are subdivided into activities to render them more learner-
friendly. The activities are extracted from the fi ve domains of Nursery Education in Cameroon. These
domains are: Literacy and Communication, Science and Technological Skills Development, Practical
Life Skills, Arts and Crafts, and Motor Skills. The justifi cation for each activity is equally provided.
The competences that will be developed via the domains are likewise identifi ed. The domains are
carefully weighted, taking into account children’s holistic development.
In the teaching resources and intervention strategy tables, the expected learning outcomes highlighted
in terms of knowledge, skills and attitudes are linked to the seven National Core Skills namely:
1. Communication in the two offi cial languages (English and French) and the use of at least one
national language
2. Use of basic notions in mathematics, science and technology
3. Practice of social and citizenship values (morality, good governance and budgetary transparency)
4. Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship
5. Use of basic information and communication technology concepts and tools
6. Practice of lifelong learning
7. Practice of physical, sport and artistic activities
These core skills are refl ected in various activities and stated in terms of learning outcomes while
covering the most appropriate levels of taxonomies. In addition to the National Core Skills, are four
broad-based competences namely:
1. Intellectual competences
2. Methodological competences
3. Personal and interpersonal competences
4. Communication competences
While the National Core Skills, except for the sixth (practice of life-long learning) are related directly
to developing Knowledge, Skills and Attitudes (KSAs) in relation to activities of particular domains,
the broad-based competences which cut across are the pillars of behaviour change and integration
into the society. In order to refl ect these features in the present curriculum, they have been carefully
13
Cameroon Nursery School Curriculum English Subsystem
examined and stated in terms of learning expectations. Hence, we must bear these in mind during the
observation and the assessment of learners. It should be noted that the main reason for the broad-based
and the practice of lifelong learning competences is to render this curriculum more integrative and
useful in and out of the school setting. That makes the curriculum move away from rote-learning and
accumulation of knowledge, to integrative and skill-based learning.
In table 1 and table 2, the weighting and time allocation per annum and per week are specifi ed.
Activities are identifi ed per domain, to help in the development of the National Core Skills and the
Broad-based Competences.
14
Cameroon Nursery School Curriculum English Subsystem
Table 1: Weighting and time allocation per annum
S/C Domain Percentage & total
number of hours per
annum
Activities No. of hours
per year
0. Routines 360 hours
NB: 720 hours – 360
hours
Morning routines 60 hours
Learning centre activities 60hours
Short break: toileting /washing,
drink water/milk/yoghurt/natural
juice/fruits
60hours
Long break: Toileting, washing
and lunch 120 hours
Rest, Dance and Music, and
Dismissal
60 hours
1. Literacy and
Communication
35%
126 hours Storytelling 30 hours
Poetry/ Rhymes 24 hours
Reading 24 hours
Writing 24 hours
French 12 hours
Sign Language and Gestures 12 hours
2. Sciences &
Technological Skill
Development
25%
90 hours Mathematics 24 hours
ICTs 12 hours
Sensory and Perceptive Education 18 hours
Science and Technology 24 hours
Agriculture 12 hours
3. Practical Life Skills
25%
90 hours Citizenship 24 hours
Character Education 12 hours
Environmental Education 18 hours
Safety Education 12 hours
Health Education and Nutrition 24 hours
4. Arts and Crafts
10%
36 hours Drawing and Colouring 12 hours
Painting 12 hours
Graphic Arts 6 hours
Handwork 6 hours
5. Motor Skills 5% 18 hours Physical Education and Sports
(PES)
18 hours
Grand Total 720 hours 720 hours
15
Cameroon Nursery School Curriculum English Subsystem
Table 1 shows the distribution of time per activity per year. A total of 720 hours are “supposed” to
be spent by learners per school year, excluding all public holidays and other offi cial school related
celebrations. The 720 hours are calculated based on the fact that Nursery Schools open its doors to
learners every day at 7.30am and close them at 1.30pm. Time adjustments could be done depending
on local realities.
The total number of hours per week will subsequently be broken down into daily schedules by various
schools, bearing in mind the child’s psychological dispositions as well as socio-cultural contexts. The
time is however not prescriptive.
Table 2 further shows the time distribution of activities per week.
16
Cameroon Nursery School Curriculum English Subsystem
Table 2: Weekly time schedule (24 weeks per annum)
S/N Activities Total time/per week
Routines
1. Arrival and orientation 2 hours 30 minutes
2. Voluntary learning centre activities 2 hours 30 minutes
3. Short break : Toileting, washing of hands, drinking of water/milk/yoghurt 2 hours 30 minutes
4. Long break : Toilet, washing of hands, lunch 5 hours
5. Rest, Music and Dance, Closing 2hours 30 minutes
Domain 1(D1): Literacy and CommunicationCompetences to be developed• Communication in the two offi cial languages (English and French) and use of at least one national language• Practice of lifelong learning and the 4 broad-based competences
1. Storytelling 1 hour
2. Poetry/Rhymes 30 minutes
3. Sign language /Gestures 30 minutes
4. Reading 1 hour 30 minutes
5. Writing 30 minutes
6. French 30minutes
7. National Languages Impromptu
Domain 2 (D2): Science & Technological Skills DevelopmentCompetences to be developed• Use of basic Information and Communication Technology concepts and tools• Use of basic notions in Mathematics, Science and Technology• Practice of lifelong learning and the 4 broad-based competences
1. Mathematics 1hour
2. ICTs 30minutes
3. Sensory and Perceptive Education 30minutes
4. Science and Technology 30minutes
5. Agriculture 30 minutes
Domain 3 (D3): Practical Life SkillsCompetence to be developed• Practice of social and citizenship values (Morality, good governance and budgetary transparency) • Practice of lifelong learning and the 4 broad-based competences
1. Citizenship 30minutes
2. Character Education 30minutes
3. Environmental Education 30minutes
4. Safety Education 30minutes
5. Health Education and Nutrition 30minutes
Domain 4 (D4): Arts and CraftsCompetences to be developed• Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship• Practice of lifelong learning and the 4 broad-based competences
1. Drawing and Colouring 30 minutes
2. Painting 30 minutes
3. Handwork 30 minutes
4. Music and Dance 30 minutes
Domain 5 (D5):Motor SkillsCompetences to be developed• Practice of physical, sport and artistic activities• Practice of lifelong learning and the 4 broad-based competences
Physical Education and Sports (PES) 30 minutes
17
Cameroon Nursery School Curriculum English Subsystem
Learner’s profi le at the end of nursery school in Cameroon
It is universally acknowledged that nursery education has a four-dimensional assignment: socialization,
education, learning and practice. To perform this assignment and to take the country through the
path of emergence, the Ministry of Basic Education intends to develop the skills of learners under its
guidance. At the end of the Nursery School cycle, the learner is expected to acquire National Core
Skills in view of stepping into primary school and to acquire autonomous skills. Furthermore, at the
end of this cycle, the young learner should acquire key values in the fi ve domains. Similarly, the
learner should be capable of demonstrating the acquisition and the four broad-based competences.
The Cameroon Education System outlines skills to be acquired in both cycles: Nursery and Primary
education as follows:
1. Communication in the two offi cial languages (English and French) and the use of at least
one national language
Communication in English, French and a National Language implies the ability to listen, to speak, to
read and write basic words and sentences for the Nursery School cycle. The learner should be able to
communicate orally and to learn how to read and write.
2. Use of basic notions in Mathematics, Science and Technology
Introducing notions of mathematics, science, and technology involves the acquisition of knowledge,
skills and attitudes, and the ability to use them to solve problems. These skills introduce the learner to
STEM subjects in later learning.
3. Practice of social and citizenship values (morality, good governance and budgetary
transparency)
This entails inculcating patriotic, moral, citizenship and good governance values in the learners.
4. Demonstration of the spirit of autonomy, a sense of initiative, creativity and
entrepreneurship
This skill aims at developing the learner’s self-esteem, social integration, creative, managerial and
entrepreneurial potentials.
5. Use of basic information and communication technology concepts and tools
For the nursery level, these are related to healthy, safe and responsible use of various ICT devices for
learning and leisure activities.
6. Practice of lifelong learning
This implies that the learner will demonstrate the desire and willingness to undertake and continue
education, organize self, especially through effi cient time and information management, individually
or in groups.
7. Practice of physical, sports and artistic activities
This skill provides children with a platform to develop their psycho-motor capacity, imagination,
individual and interpersonal skills and improve their well being.
18
Cameroon Nursery School Curriculum English Subsystem
Broad-based competences
The National Core Skills Framework comprises four broad-based competences to be acquired by
learners as follows:
1. Intellectual competences
• exploiting information
• solving real life problems
• acquiring logical thinking and a sense of observation
• exercising critical judgement
• practising creative and innovative thinking
2. Methodological competences
• giving oneself effi cient working methods
• exploiting information and communication technologies
• organizing one’s learning
• arousing the desire to learn and participate in all activities
3. Personal and interpersonal competences
• developing one’s personality
• acquiring abilities in view of one’s socio-cultural integration and individual fulfi lment
• cooperating with others
4. Communication competences
• communicating meaningfully in the two offi cial languages and in at least one national language.
19
Cameroon Nursery School Curriculum English Subsystem
Fig
ure
2:
Key
ele
men
ts o
f th
e C
am
eroon n
urs
ery
school
curr
iculu
m
20
Cameroon Nursery School Curriculum English Subsystem
Defi nition of domains, related activities and presentation of scope and sequence tables
D1: Literacy and Communication and related activities
Literacy and communication here refers not only to language skills that will enable the learners to
communicate in English and, to an extent, in the second offi cial language (French), but to also read
and write. Communication involves all forms including communicating with persons without speech
and those who can express themselves only in a national language. The activities that have been
highlighted to facilitate the learning-teaching process will enable the learners to acquire competences
in communicating in the two offi cial languages and in at least one Cameroonian language. They have
been taken from the National Core Skills Framework and are briefl y described below.
Competences to be developed• Communication in the two offi cial languages (English and French) and use of at least one national
language
• Practice of lifelong learning and the 4 broad- based competences
This domain will constitute a series of activities that are briefl y described as follows:
1) Storytelling: Storytelling is very useful as a communication aid in the Nursery School. It
instils the love for reading, arouses learners’ imagination, improves language, makes them
comfortable with speaking and builds confi dence/self-esteem. Storytelling improves memory
and attention. It is equally fun, entertaining, encourages creativity, transmits moral, social and
cultural values.
2) Poetry/Rhymes: In addition to all the reasons for teaching storytelling, poetry and rhymes
enhance children’s pronunciation and fl uency skills.
3) Sign Language (SL)/Gestures: The world is moving towards inclusive education. Hence,
including SL in the learning-teaching process is an opportunity to open the minds of learners
towards communicating with persons without speech. This is also going to increase vocabulary
and language skills and IQs. It is fun and helps in bonding, acceptance of others and improves
on fi ne motor skills.
Gestures: Gestures enhance attention and a sense of observation. It equally develops
imagination and creativity.
4) Reading: The love of language, reading and books starts early in life before the child starts
formal education. Hence teaching reading to Nursery School learners is important because
it will prepare them to love books and reading in the future. Reading is very important for
literacy.
5) Writing: This skill is taught in the nursery school in order to prepare the learners for handwriting
and creative writing skills. It equally develops fi ne motor skills, coordination between the eye
and the hand, a sense of observation and permits a gradual exploration of working space.
6) French: French is taught in order to develop children’s interest in the second offi cial language.
It is also intended to promote patriotism and national integration.
7) National Languages: The teaching of National Languages will stimulate vocabulary from
diverse local languages and encourage various cultural practices.
21
Cameroon Nursery School Curriculum English Subsystem
Terminal learning outcomes
Acquiring competences in English as a fi rst offi cial language, French as a second offi cial language,
a Cameroonian language and in sign language/gestures will entail gaining knowledge, skills and
attitudes as well as verbal and non-verbal communication skills. At the end of Nursery 2, learners will:
1. Listen attentively
2. Speak audibly, fl uently and confi dently
3. Recite short rhymes and poems
4. Communicate using gestures/signs
5. Read pictures and short texts
6. Write numbers, their names, the name of their school, dates, simple words and short sentences
7. Communicate in French with interest
8. Identify with their cultures and local languages
Table 3 breaks down the terminal learning outcomes into annual expected learning outcomes, expressed
in terms of knowledge, skills and attitudes.
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Cameroon Nursery School Curriculum English Subsystem
Table 3: Expected learning outcomes for domain 1, Literacy and Communication
S/N Activities Nursery 1 Nursery 2
1. Storytelling • Listen to short stories
• Identify characters in a story
• Chant stories
• Value books
• Value reading
• Bond with mates and teachers
• Enjoy stories
• Listen to short stories
• Identify characters and their roles
• Chant stories
• Guess the end of a story
• Value books and reading
• Bond with mates and others
• Tell their own stories
• Produce the sounds of animate/
inanimate objects/characters in a
story
• Say the moral of a story
2. Poetry/Rhymes • Listen to poems and rhymes
• Recite poems and rhymes
• Listen to poems and rhymes
• Recite poems and rhymes
• Perform rhymes/poems
• Use near-native pronunciation in
English
3. Sign Language /
Gestures
• Perform non-verbal
communication
• Mime and mimic various
occupations
• Identify with persons who
are diff erent and have special
needs
• Use facial expressions to express
emotions
• Perform simple commands
• Sign simple manners
• Identify with persons who are
diff erent and have special needs
4. Reading • Read pictures
• Listen to short texts
• Read words aloud
• Recognize letter-sounds
• Interpret picture-stories
• Read simple sentences aloud
• Read their names
• Read the names of their classmates
• Read short texts.
5. Writing • Reproduce models
• Write letters and numbers (1-
10)
• Write letters of the alphabet
• Write all the letters of the alphabet
and numbers (1-20)
• Write their names
• Write the name of their school
• Copy short sentences
• Write dates
6. French • Réciter un poème/comptine
• Dire bonjour/bonsoir aux amis,
enseignants et camarades
• Se présenter
• Chanter une chanson
• Réciter un poème/comptine
• Se présenter
• Citer les jours de la semaine
• Citer les mois de l’année
• Chanter l’Hymne Nationale
7. National
Languages
• Name items in local languages • Name items in local languages
• Greet in a national language
Table 4 presents a scope and sequence progression chart with units that have been carved out following
each activity for Literacy and Communication. We must bear in mind that these are gradual steps to
attain the competences in the National Core Skill Framework. This table will permit the user of this
document to see the progression of contents clearly, while at the same time see the activity/unit that is
applicable to each class.
23
Cameroon Nursery School Curriculum English Subsystem
Table 4: Scope and sequence progression for Literacy and Communication
Activities and Units Nursery 1 Nursery 2
Storytelling
Short stories x x
Guessing story-endings x
Telling a story x
Producing sounds of animal-characters in a story x
Poetry and Rhymes Nursery 1 Nursery 2
Poems and rhymes x x
Recitation x x
Pronunciation x
Sign Language/Gestures Nursery 1 Nursery 2
Mimes and mimics x x
Persons with special needs x x
Facial expressions x x
Simple manner signs x
Reading Nursery 1 Nursery 2
Picture reading x x
Letter-sounds (Alphabet) x x
Listening and reading short words x x
Listening and reading short sentences and texts x
Writing Nursery 1 Nursery 2
Pre-letter formation x x
Letters and numbers x x
Words x x
Handwriting x
Names x
Sentences x
French Nursery 1 Nursery 2
Récitation x x
Chants x x
Salutations x x
Se présenter x x
Compter x
Jours de la semaine x
Les mois x
National Languages Nursery 1 Nursery 2
Naming items in local languages x x
Greetings x
24
Cameroon Nursery School Curriculum English Subsystem
D2: Science and Technological Skills Development and related
activities
This domain is going to introduce notions of information and communication technologies (ICTs),
mathematics, science and technology, and agriculture to the learners. This will instil in them the
love for mathematics, science, technology and agriculture which are vectors of skills development
in the 21st century. It will be done through diverse activities that are described immediately after the
competences to be developed by this domain.
Competences to be developed
• Use of basic information and communication technology concepts and tools
• Use of basic notions in mathematics, science and technology
• Practice of lifelong learning and the broad-based competences
1) MathematicsMathematics will help learners make better choices, take decisions and solve problems in daily life.
This learning area will enable them develop a sense of logical thinking while applying mathematical
operations (addition, subtraction and division) and using geometric concepts (shapes and sizes).
2) Information and Communication Technologies (ICTs)Information and Communication Technologies introduce learners to information and communication
technologies. It is an activity that is integrative and will go a long way not only to arm learners in
the use of ICT concepts and tools but to equally develop their interest in mathematics, science and
technology.
3) Sensory and Perceptive EducationThe goal of this activity is to develop the child’s fi ve senses. Teaching sensory and perceptive
education is going to help in identifying children’s learning styles. Carrying out activities in this area
will assist the practitioner to identify problems faced by learners especially in terms of auditory and
visual impairments.
4) Science and Technology (ST)Activities in ST will be geared towards developing young learners’ interest and awareness in Science
and Technology. Children of nursery school age are scientifi cally and technologically oriented, always
doing little experiments and investigations and trying to create models once given the opportunity.
5) AgricultureAgriculture is geared at developing learners’ interest and awareness in agricultural activities. Children
should grow in an African society which is mostly agrarian, bearing in mind that half of the income
and living expenses come from agricultural activities. Hence, at this stage they should be aware of its
importance and practise it. This will sustain their interest and skills in this area as they grow up and
eventually earn a living. Practising agricultural activities contributes to sustainable development and
food security, hence cannot be underestimated.
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Cameroon Nursery School Curriculum English Subsystem
Terminal learning outcomes
Acquiring competences in the domain of Science and Technological Skills Development will require
developing knowledge, skills and attitudes in Mathematics, ICTs, Sensory and Perceptive Education,
Science and Technology; and Agriculture. At the end of Nursery two learners are expected to:
1. Write numbers from 1 – 10
2. Use ICT tools responsibly
3. Use the fi ve senses in diverse ways
4. Show interest in science and technology
5. Show love for agricultural activities
6. Demonstrate a sense of punctuality
7. Exhibit behaviour of helping friends and mates
Table 5 describes the Expected learning outcomes for Science and Technological Skill Development
per class. Meanwhile table 6 highlights the scope and sequence progression for various units in this
domain. Table 6 clearly shows that Information and Communication Technologies will not be done in
Nursery One.
NB: The terminal learning outcomes determine the various learning activities for this domain. They
are expressed in terms of KSAs.
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Cameroon Nursery School Curriculum English Subsystem
Table 5: Expected learning outcomes for domain 2, Science and Technological Skills Development
S/N Activities Nursery 1 Nursery 2
1. Mathematics • Count numbers from 1 – 10
• Write numbers from 1 – 5
• Classify elements of a set
• Sort objects according to
colour, size and shape
• Use mathematical operations
(addition and subtraction)
• Comply with time
• Show interest in being
punctual
• Identify various shapes
• Bond with peers and teacher
• Count numbers from 1 – 20
• Write numbers from 1 – 10
• Classify elements of a set
• Build subsets
• Match numbers to objects
• Use simple mathematical
operations (addition,
subtraction and division)
• Read time in hours
• Bond with mates and others
• Comply with time
• Show interest in being
punctual
• Share with peers and others
2. Information and
Communication
Technologies
N/A
• Identify a computer system
• Identify common ICT devices
• Simulate the use of a remote
control, the keypad of a
communication device, the
keyboard and the mouse of a
computer system
• Play with the keyboard and
the mouse of a computer
• Identify the Power buttons of
common ICT devices
3. Sensory and
Perceptive
Education
• Identify primary colours
(sight)
• Distinguish tastes (taste)
• Diff erentiate smells (smell)
• Identify voice pitch (hearing)
• React to an external stimulus
(touch)
• Create awareness of those
who are diff erent and have
special needs
• Display colours (sight)
• Diff erentiate tastes (taste)
• Distinguish smells (smell)
• Recognise voice pitch
(hearing)
• React to an external stimulus
(touch)
• Create awareness of those
who are diff erent and have
special needs
4. Science and
Technology
Science
• Describe day and night
• Identify diff erent gravitational
forces
• Recognise environmental
danger and natural disasters
• Use water and powdered
substances to produce paste
• Show interest in science and
experiments
Science
• Describe day and night
• Identify seasons
• Identify diff erent gravitational
forces
• Recognise environmental
danger and natural disasters
• Use water and powdered
substances to produce paste
• Show interest in science and
experiments
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Cameroon Nursery School Curriculum English Subsystem
Technology
• Identify sources of light
• Identify appliances that use
electrical energy
• Identify materials and tools
for plumbing
• Use materials in their
environment to produce
technological miniatures
• Recognise the dangers of
electricity and electrical
appliances
• Show interest in science and
technology
Technology
• Identify sources of light
• Use materials in their
environment to produce
technological miniatures
• Use materials to produce
water system connections
• Classify appliances that use
electricity
• Recognise the dangers of
electricity and electrical
appliances
• Show interest in science and
technology
5. Agriculture • Identify plants
• Describe the uses of soil
• Identify sources of manure
• Describe the planting and
harvesting process
• Plant seeds and seedlings
• Care for plants and the
environment
• Identify various types of soil
• Describe the uses of soil
• Identify sources of manure
• Describe the planting and
harvesting process
• Plant seeds and seedlings
• Care for plants and the
environment
• Categorize agricultural
activities
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Cameroon Nursery School Curriculum English Subsystem
Table 6: Scope and sequence for Science and Technological Skill Development
Activities and Units Nursery 1 Nursery 2
Mathematics
Counting x x
Writing numbers x x
Mathematical operations x x
Sets x x
Subsets x
Time x
ICTs Nursery 1 Nursery 2
The computer system x
ICT devices x
The keypad of a communication device x
Remote control of a device x
Keyboard and mouse of a computer x
Power buttons of ICT devices x
ICT devices and safety measures x
ICT devices and hygienic measures x
Basic notions of Abstraction x
Basic concepts of Algorithm x
Basic notions of Programming x
Sensory and Perceptive Education Nursery 1 Nursery 2
The sense of sight x x
The sense of taste x x
The sense of smell x x
The sense of hearing x x
The sense of touch x x
Science and Technology Nursery 1 Nursery 2
Science
Astronomy (Stars) x x
Gravity (Weight) x x
Nature study x x
Experiments x x
Technology and Engineering
Sources of light x x
Construction x x
Plumbing x x
Water systems connection x
Electrical appliances x x
Safety and security x x
Agriculture Nursery 1 Nursery 2
Gardening x x
Sources of manure x x
Cultivation x x
Other agricultural activities x
29
Cameroon Nursery School Curriculum English Subsystem
D3: Practical Life Skills and related activities
This domain develops the young learners’ life skills. Activities here are carried out through:
Citizenship, Character Education, Environmental Education, Safety Education, and Health Education
and Nutrition. As usual, the activities are carried out in fun ways and are aimed at instilling in the
learner good behaviour as well as good personal and interpersonal relationships. This domain is
geared towards appropriate character building which is a foundation for acquiring other life skills.
The activities that have been chosen to facilitate the development of the competences below have been
explained thereafter.
Competences to be developed:
• Practice of social and citizenship values (morality, good governance and budgetary transparency)
• Practice of lifelong learning and the broad-based competences
CitizenshipCitizenship is one of the six pillars of character construction; the others are trustworthiness, respect,
responsibility, fairness and caring. Teaching Citizenship in the Cameroon Nursery School will build
up children’s integrity. Citizenship is going to develop the children’s sense of empathy, volunteerism,
knowledge of key state/local offi cials, and the care for the common good. Citizenship is a vehicle of
patriotism and highlights aspects of unity, love and living together.
Character Education The aim of introducing Character Education in the Nursery School is to continue to build up children’s
characters. Needless to say that success in life does not only depend on academics; it also depends on
good character, which must be built up from the early stage of every child’s development. Character
Education will focus on the diff erences between right and wrong, good manners, respect and good
interpersonal relationships.
Environmental EducationEnvironmental Education lays a solid foundation for love of nature and raises awareness in children
that they live in an environment which is close to nature. Therefore, nature and the environment should
be taken care of. It aims at developing the children’s sense of wonder, respect for nature and other
creatures both living and nonliving. Summarily, this activity is geared towards developing children’s
positive and caring attitudes towards where they live and interact.
Safety EducationSafety Education is part of life skill processes. Children must be taught how to be safe and how to stay
safe. That is the reason for which the teacher must lay out safety rules followed by signs/icons that can
easily be read by the children and post them in the classrooms. Home safety, road safety and school
safety constitute major areas of concern for the Nursery School learning-teaching process. Safety
Education therefore imbibes in the children not only security measures but defensive mechanisms as
well.
30
Cameroon Nursery School Curriculum English Subsystem
Health Education and Nutrition
Nutrition is an important component of staying healthy. Health Education and Nutrition therefore,
is taught in the Nursery School in Cameroon in order to raise awareness in children about the value
of food and make them know that there are certain things that contribute negatively to one’s state of
health. These include: bad nutrition, lack of sleep, bad postures and unhygienic living conditions.
Terminal learning outcomes
Having acquired competences in practical life skills and citizenship values, the learners, at the end of
Nursery 2 should:
• Adhere to state and societal norms
• Practise good behaviour and love for self and others
• Adhere to good fi nancial practices
• Volunteer to help others
• Conform with environmental rules
• Practise healthy lifestyles/habits
The above terminal learning outcomes have been broken down for the two years of nursery education
in table 7. Similarly, the expected learning outcomes in the same table have been further developed
into units and classifi ed in a scope and sequence chart in table 8.
*Note that the terminal learning outcomes refl ect the various learning activities that make up this
domain and are stated in terms of KSAs.
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Cameroon Nursery School Curriculum English Subsystem
Table 7: Expected learning outcomes for domain 3, Practical Life Skills
S/N Activities Nursery 1 Nursery 2
1. Citizenship • Recognise self
• Identify key state and local
offi cials
• Show love for self and others
• Recognise self
• Identify key state and local
offi cials
• Display love for self and
others
• Recognise the common
good
• Practise good leadership
• Practise giving voluntary
assistance to peers
• Identify good leadership
qualities
2. Character Education • Share with peers and others
• Conform to simple etiquettes
• Comply with transparent
fi nancial practices
• Share with peers and
others
• Conform to simple
etiquettes
• Comply with transparent
fi nancial practices
• Listen (high level skill for
the aff ective domain) to
others and show concern
3. Environmental
education
• Dispose waste properly
• Assist in the upkeep of the
environment
• Identify weather conditions
• Dispose waste properly
• Assist in the upkeep of the
environment
• Discriminate between hot
and cold weather
• classify waste
4. Safety education • Recognise dangerous objects
and places
• Comply with safety rules at
home, on their way to school,
and in school
• Recognise dangerous
objects and areas in their
environment
• Follow safety rules at all
times
5. Health and nutrition
education
• Demonstrate healthy eating
habits
• Identify a fi rst aid box
• Use appropriate posture
• Demonstrate healthy eating
habits
• Identify items in a fi rst aid
box
• Use appropriate posture
32
Cameroon Nursery School Curriculum English Subsystem
Table 8: Scope and sequence for Practical Life Skills
Activities and Units Nursery 1 Nursery 2
Citizenship
Self-introduction x x
National emblems and offi cials x x
Leadership qualities x
Common good x
Volunteerism x
Character Education Nursery 1 Nursery 2
Good behaviour x x
Simple etiquettes x x
Solidarity x
Environmental Education Nursery 1 Nursery 2
The environment x x
Climate change x x
Pollution x
Recycling waste x
Safety Education Nursery 1 Nursery 2
Home safety (kitchen, toilet, electrical appliances etc.) x x
Road safety (Road users, pedestrian paths, car track) x x
School safety (Playground, classroom, school yard, toilets) x x
Health and Nutrition Education Nursery 1 Nursery 2
Good health habits x x
Treatment x x
Body postures x x
D4: Arts and Crafts and related activities
The rationale of this domain is to awaken the child’s spirit of creativity, appreciation, aesthetics,
critical thinking and spatial awareness. Activities that constitute the domain will equally probe into
children’s sense of curiosity and wonder of the world around them. Crafts particularly inculcates
cultural awareness in the learners. Drawing, sculpting with clay, threading beads on a string/thread and
other activities will help to develop the child’s visual-spatial skills. Grappling with the painting brush,
and other painting materials defi nitely incites the children’s inventiveness and sense of innovation that
will impact their adult life. Today’s society needs people who seek new ways and directions, think and
make things better; not just people who follow. Arts and Crafts plays this role. The domain does not
only have playful activities for children, but it equally leads to improved academic performance; helps
the child to develop mentally, socially and emotionally. Counting pieces during activities, lays the
foundation for maths; likewise, experimenting with paint and other materials lays a science foundation
for the child. Colours used for painting and colouring, as well as discussions during these activities
develop children’s vocabulary skills. As usual, the competences to be developed via this domain are
listed and the activities which constitute the domain will be briefl y explained.
33
Cameroon Nursery School Curriculum English Subsystem
Competences to be developed:
• Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship
• Practice of lifelong learning and the broad-based competences
Music and DanceHuman beings naturally love music. They feel music both physically and emotionally because it helps
to set a mood. Music calms and relaxes children and can stop them from crying or being naughty.
Music and Dance help children to socialise.
Visual Arts: Drawing and ColouringLearners express their feelings and emotions in a creative manner through this activity. Drawing and
colouring enhances children’s fi ne motor skills and eye-hand coordination. It develops the child’s
sense of initiative and autonomy.
Visual Arts: PaintingGrappling with a painting brush and learning how to control paint, scissors and other art tools motivates
learners’ subsequent writing skills. To this eff ect, learners equally develop a taste for aesthetics and
skills that will fetch them entrepreneurial interests in the future.
Handwork Handwork has been chosen as an Arts and Crafts activity because it involves learning how to
make beautiful and useful things with the hands. Making things with the hands is part of a cultural
heritage for the Cameroonian child. Hence, handwork, like other arts and crafts activities, enhances
culture. It is an opportunity to awaken the spirit of autonomy, initiative, creativity, socialisation and
entrepreneurship. Children will equally be drilled on space management and coordination. As a result
of their productions, they will have a sense of fulfi lment and self-esteem.
Terminal learning outcomes
After active participation in the four activities related to this domain, the learners should, at the end
of Nursery 2:
• Relate to music through singing and dancing
• Draw and colour to express beauty and their thoughts
• Combine primary colours to form secondary colours
• Organise natural, found and/or recycled materials to craft objects/articles
In table 9 the terminal learning outcomes for this domain have been transposed to expected learning
outcomes per year of studies. Also, table 10 shows clearly the progression of classroom activities from
one year to the next. As will be observed in both tables, Painting will be done only in Nursery Two.
34
Cameroon Nursery School Curriculum English Subsystem
Table 9: Expected learning outcomes for domain 4, Arts and Crafts
S/N Activities Nursery 1 Nursery 2
1. Music and dance • Display at least one
Cameroonian dance step
• Present a song
• Display at least two
Cameroonian dance steps
• Present two songs
2. Drawing and
colouring
• Identify at least three colours
• Draw an image
• Use at least two colours to
colour
• Identify at least 4 colours
• Draw objects
• Use at least three colours to
colour
• Explain a drawing they have
presented
3. Painting • Not applicable • Use a painting brush
• Mix colours to form other
colours
• Describe their artwork
4. Handwork • Identify materials in their
environment that can be used
for handwork
• Produce a design
• Identify materials in their
environment that can be used
for handwork
• Produce a design
• Describe the object they have
produced
Table 10: Scope and sequence progression for Arts and Crafts
Activities and Units Nursery 1 Nursery 2
Music and dance
Musical instruments x x
Sol-fa notations x x
Traditional music and dance x x
Modern Cameroonian music and dance x x
Foreign music (Non Cameroonian music) x
Drawing and colouring Nursery 1 Nursery 2
Colours x x
Shapes and colouring x x
Drawing and colouring objects x
Painting Nursery 1 Nursery 2
Tools/materials used for painting x
Liquid colours x
Stamping x
Free painting x
Handwork Nursery 1 Nursery 2
Handwork materials x x
Handwork practical sessions x x
35
Cameroon Nursery School Curriculum English Subsystem
D5: Motor Skills and related activity
This domain enables children to act, to express and to increase awareness of their bodies through
physical and sporting activities. In relation to body movements, motor activities here are subdivided
into athletics, gymnastics and team sports. Nevertheless, motor activity (fi ne and gross motor skills) is
a broad-fi eld domain which is carried out on a daily basis in the Nursery School setting in Cameroon.
They are mostly used as transitions from one activity to the other. Motor activities enable the learner
to acquire balance and coordination. These activities, equally allow the learner to develop his/her
muscles through physical and sporting activities such as running, climbing, jumping, throwing,
playing with a ball and dancing. By participating in organized collective activities, they socialize.
Children’s participation in physical activities and sports discourages discrimination and stereotypes.
Motor activities consequently lead to appropriate muscle development, leisure and healthy living. The
main activity for this domain will be Physical Education and Sports. The reason for identifying this
activity as crucial will be explained immediately after the competences that develops this domain.
Competences to be developed
• Practice of physical, sport and artistic activities
• Practice of lifelong learning and the broad-based competences
Physical Education and Sports (PES)PES is a set of physical activities that contribute to the physical, moral, health and social development
of the learner. Physical Education and Sports contributes to the movement of the body to acquire and
foster motor behaviour that is essential for the physical growth of each child. It promotes harmonious
development of the body and makes the child fi t to perform individual and collective tasks. It is
through physical and sporting activities that the child’s brain internalises the foundations of laterality
(left, right) directionality (up, down, in, out) and position in space (over, under, behind). These are
concepts that are important to the child’s mathematical thinking, vocabulary development, reading
and writing skills. PES contributes to body fi tness.
Terminal learning outcomes
Taking part in PES activities will groom the learner to:
• perform “baby” athletics, team sports and gymnastics
• conform with physical growth, body coordination, cognitive and interpersonal development
• follow physical education rules
• expose self to fair play
Table 11 and 12 highlight the Expected learning outcomes per level and the scope and sequence
progression chart respectively.
36
Cameroon Nursery School Curriculum English Subsystem
Table 11: Expected learning outcomes for Domain 5, Motor Skills
S/N Activities Nursery 1 Nursery 2
1. Athletics
• Awareness and
movement of the
body (Mobility)
• Physical eff ort
and locomotion
• Locate parts of the body
• Reproduce diff erent
movements
• Use various locomotive
skills (walking, running)
to move from one place
to the other
• Move the diff erent parts
of the body following
instructions
• Locate parts of the body
• Reproduce diff erent movements
• Use various locomotive skills
(walking, running, galloping,
hopping) to move from one place
to the other
• Move the diff erent parts of the
body following instructions
2. Team sports
• Handling/
manipulation
• Team sports
(Opposition,
cooperation)
• Use thumb/forefi nger in
pincer grasp
• Practise social
and interpersonal
communication skills
• Tolerate others
• Use thumb/forefi nger in pincer
grasp
• Use a variety of tools and
materials to build grasp and
release skills (throwing, catching,
carrying, dragging, kicking,
pulling)
• Practise social and interpersonal
communication skills
• Tolerate others
3. Gymnastics
• Body movement
and balance
• Build appropriate body
movement and balance
• Build appropriate body movement
and balance
Table 12: Scope and sequence progression for Physical Education and Sports
Activities and Units Nursery 1 Nursery 2
Athletics
Parts of the body x x
Walking x x
Running x x
Galloping x
Hopping x
Team sports Nursery 1 Nursery 2
Tug-of-war x x
Basket games x x
Water race x x
Fashion parade x x
Football x
Gymnastics Nursery 1 Nursery 2
Stretching x x
Equilibration and laterality x x
Rhythm movements with music (Ballet) x x
37
Cameroon Nursery School Curriculum English Subsystem
Resources and intervention strategies
The contents, techniques and possible didactic materials will be presented in tabular form. The
techniques and didactic materials are not exhaustive, although techniques that best suit an activity
should be chosen, while taking into account the contexts and the class sizes. Note should be taken that
the major Nursery Education learning-teaching approach will be the Project-Based Learning which
has been discussed at length.
This task is challenging, given that Cameroon has embraced Inclusive Education. Hence all the
learners in the classroom must be taken care of, irrespective of their diff erences. By implication,
an Individual Education Plan (IEP) must be developed in order to take care of “that” child who
needs extra attention, be he/she hard-of-hearing, visually challenged, dyslexic, physically challenged
or otherwise. This is a more cost eff ective approach to Nursery Education. The use of play and games
is, of course, a very useful technique for Nursery School activities and cannot be belaboured.
Resources/Didactic materials are very important in any learning-teaching context in general and in
a nursery school setting in particular. In the case where the means are not there, found, natural and
recycled materials should be used. These are recommended in order to rekindle the spirit of creativity
in both the learners and the teachers alike. They are less expensive. It equally calls for creativity,
innovation and resourcefulness. The materials must be harmless, attractive and manipulative. They
can also be produced by the learners, the teachers, the parents and the community.
Table 13 presents the intergrated learning themes on which all teaching-learning activities are centred
Table 13: Integrated Learning Themes for the Nursery
No Integrated Learning Theme
1 The school
2 The body
3 The family and home
4 Festivities/Celebrations
5 Plants
6 Animals
7 Occupations
8 Travelling
38
Cameroon Nursery School Curriculum English Subsystem
Resources and Intervention
Strategies for Nursery One
39
Cameroon Nursery School Curriculum English Subsystem
DI:
Lit
era
cy a
nd
Co
mm
un
icati
on
Tab
le 1
4:
Sto
ryte
llin
g
Un
itE
xp
ecte
d l
earn
ing o
utc
om
esC
on
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sh
ort
sto
ries
•
Lis
ten t
o s
hort
sto
ries
•
Dis
tinguis
h b
etw
een e
vil
and g
ood
•
Rea
d p
ictu
re s
tori
es
•
Def
end s
elf
from
dan
ger
•
Pra
ctis
e m
ora
l val
ues
•
Val
ue
books
and r
eadin
g
•
Hold
books
in t
he
right
posi
tion
•
Foll
ow
the
appro
pri
ate
read
ing
dir
ecti
on, le
ft t
o r
ight
•
Sit
ere
ct w
hil
e re
adin
g
•
Com
ic s
tori
es
•
Fic
tion
•
Tra
dit
ional
sto
ries
•
Nar
rati
on
•
Ques
tions
and a
nsw
ers
•
Dem
onst
rati
on:
May
use
body t
o s
how
act
ions
in
the
story
•
Cooper
ativ
e le
arnin
g
•
Chan
ting/S
ingin
g
•
Lib
rary
vis
its
•
Role
-pla
y/D
ram
atiz
atio
n
•
Pla
y “
Hid
e an
d s
eek”
•
Sto
rybooks
•
Pic
ture
char
ts
•
Audio
-vis
ual
aid
s
•
Dru
ms/
Gongs/
Flu
tes
•
Big
/min
i books:
Cre
ate
your
ow
n b
ig o
r m
ini
book b
y
usi
ng c
ard b
oar
d p
aper
•
Res
ourc
e per
sons
•
Fli
pbooks
•
Ass
ort
ed d
ram
a co
stum
es
•
Vid
eo p
roje
ctors
Oth
er u
sefu
l did
acti
c m
ater
ials
/res
ourc
es f
or
Sto
ryte
llin
g i
ncl
ude:
Post
-its
, m
arker
s, e
xper
ience
books,
nat
ura
l en
vir
onm
ent,
tel
evis
ion/R
adio
/
Tel
ephone,
Colo
urs
/Gum
, Im
ages
/pic
ture
s, N
ewsp
aper
s, C
arto
on s
trip
es, F
lannel
boar
ds
40
Cameroon Nursery School Curriculum English Subsystem
Tab
le 1
5:
Poet
ry a
nd
Rh
ym
es
Un
its
Exp
ecte
d l
earn
ing o
utc
om
esC
on
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Rh
ym
es
•
Lis
ten t
o r
hym
es a
nd p
oem
s
•
Dis
tinguis
h b
etw
een g
ood a
nd e
vil
•
Lull
pee
rs a
nd s
ibli
ngs
to s
leep
•
Def
end s
elf
from
dan
ger
•
Pra
ctis
e m
ora
l val
ues
•
Lull
abie
s
•
Sound r
hym
es
•
Counti
ng r
hym
es
•
Song r
hym
es
•
Rec
itat
ion
•
Dem
onst
rati
on
•
Cooper
ativ
e le
arnin
g
•
Role
-pla
y/D
ram
atiz
atio
n
•
Gam
es
•
Chan
ting/s
ingin
g
•
PB
L
•
Pic
ture
char
ts
•
Let
ter
card
s
•
Rhym
e ca
rds
•
Fla
shca
rds
•
Word
car
ds
•
Rhym
e books
Poem
s•
Rec
ite
poem
s
•
Buil
d fi
ne/
smal
l m
oto
r sk
ills
•
Rec
ognis
e fr
uit
s, a
nim
als
•
Show
love
for
sch
ooli
ng
•
Anim
al p
oem
s
•
Fru
it r
hym
es/p
oem
s
•
Counti
ng r
hym
es/
poem
s
•
Fam
ily r
hym
es/p
oem
s
•
PB
L
•
Pro
nunci
atio
n
•
Rec
itat
ion
•
Dem
onst
rati
on
•
Cooper
ativ
e le
arnin
g
•
Role
-pla
y/D
ram
atiz
atio
n
•
Chan
ting/s
ingin
g
•
Pic
ture
char
ts
•
Rhym
e ca
rds
•
Fla
shca
rds
•
Word
car
ds
•
Poem
books
•
Dem
onst
rati
ve
pic
ture
s
•
VC
D/D
VD
41
Cameroon Nursery School Curriculum English Subsystem
Tab
le 1
6:
Sig
n L
an
gu
age
an
d G
estu
res
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Mim
es a
nd
mim
ics
•
Imit
ate
var
ious
occ
upat
ions
•
Buil
d l
ove
for
occ
upat
ions
•
Buil
d s
mal
l m
oto
r sk
ills
•
Occ
upat
ions
•
Com
pound c
are
•
Mim
ing a
nd m
imic
kin
g
•
Role
-pla
y:
sile
nt
acts
•
Illu
stra
tions
•
Vis
ual
cues
•
Imit
atio
n
•
Gam
es/P
airi
ng
•
Puppet
s/ o
bje
cts/
Pic
ture
s
•
Illu
stra
ted s
cenes
/Com
ic
stri
pes
•
TV
and o
ther
audio
-vis
ual
aids
•
Sig
n l
anguag
e al
phab
et
•
Inte
rnet
appli
cati
ons
and
web
site
s li
ke
YouT
ube
•
Res
ourc
e per
sons
Faci
al
exp
ress
ion
s
•
Per
form
non-v
erbal
com
munic
atio
n
•
Dis
pla
y t
hei
r m
oods
via
faci
al e
xpre
ssio
ns
•
Hap
pin
ess
•
Sad
nes
s
•
Sic
knes
s
•
Surp
rise
•
Dan
ger
•
Illu
stra
tions/
Gam
es
•
Role
-pla
y:
sile
nt
acts
•
Pai
ring
•
Cooper
ativ
e le
arnin
g
•
Imit
atio
n
•
Com
ic s
trip
es/V
isual
aid
s
•
TV
and o
ther
audio
-vis
ual
aids
Char
ts/s
ign l
anguag
e
alphab
et
•
Inte
rnet
appli
cati
ons
and
web
site
s li
ke
YouT
ube
•
Pic
ture
s/R
esourc
e per
sons
42
Cameroon Nursery School Curriculum English Subsystem
Tab
le 1
7:
Rea
din
g
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Pic
ture
rea
din
g
•
Rea
d p
ictu
res
•
Nam
e obje
cts
•
Const
ruct
a p
hoto
gal
lery
/
album
•
Shar
e in
form
atio
n
•
Fru
its
•
Veg
etab
les
•
Flo
wer
s
•
Fam
ily m
ember
s
•
Anim
als
•
Inte
ract
ion
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g/r
hym
es
•
Role
-pla
y/I
llust
rati
ons
•
Vis
ual
cues
•
PB
L
•
Pic
ture
s/P
ictu
re c
ards
•
Char
ts
•
Vis
ual
aid
s
•
Pic
ture
books
Let
ter-
sou
nd
s •
Rec
ogniz
e le
tter
-sounds
•
Spel
l si
mple
word
s
•
Pro
nounce
word
s co
rrec
tly
•
Let
ters
of
the
alphab
et
•
Short
pas
sages
wit
h c
onte
xtu
al
voca
bula
ry i
tem
s
•
Dri
llin
g
•
Role
-pla
y/
Gam
es
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g/r
hym
es/
Illu
stra
tions
•
Alp
hab
et/
Word
car
ds
•
Fli
p c
har
ts/P
ictu
res
•
Word
bas
ket
•
Audio
-vis
ual
aid
s
Lis
ten
ing a
nd
read
ing w
ord
s
•
Lis
ten a
nd r
ead s
hort
word
s
•
Rec
ogniz
e w
ritt
en
languag
e
•
Nam
es o
f le
arner
s
•
Short
pas
sages
wit
h
targ
eted
word
s
•
Dri
llin
g
•
Role
-pla
y/G
ames
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g/r
hym
es
•
Illu
stra
tions
•
Nam
e ca
rds
•
Fli
p c
har
ts
•
Alp
hab
et/b
lend c
har
ts
•
Big
/Min
i books:
Pre
par
ed a
nd
dec
ora
ted b
y t
he
teac
her
•
Word
bas
ket
/A
udio
-vis
ual
aids
43
Cameroon Nursery School Curriculum English Subsystem
Tab
le 1
8:
Wri
tin
g
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Pre
-let
ter
form
ati
on
•
Rep
roduce
model
s
•
Sket
ch m
odel
s
•
Hold
wri
ting m
ater
ials
corr
ectl
y
•
Foll
ow
the
right
ord
er o
f w
riti
ng
•
Love
wri
ting
•
Scr
ibbli
ng
•
Rai
ndro
ps
•
Str
okes
/ Z
igza
g
•
Wav
es /
Can
e
•
Hooks
/Curv
es
•
Ver
tica
l li
nes
•
Hori
zonta
l li
nes
•
Tra
cing (
lett
ers
and
num
ber
s)
•
Sm
all
moto
r ex
erci
ses
•
Fre
e w
riti
ng
•
Pen
cil
gra
bbin
g
•
Tra
cing
•
Dra
win
g
•
Chal
k
•
Pen
cil
•
Arm
-boar
d
•
Tra
cing p
aper
/book
•
San
d t
ray
•
Ste
nci
ls:
lett
ers,
num
ber
s
Let
ters
an
d
nu
mb
ers
•
Wri
te l
ow
erca
se l
ette
rs
•
Wri
te w
ord
s
•
Hold
wri
ting m
ater
ials
corr
ectl
y
•
Foll
ow
the
right
ord
er o
f w
riti
ng
•
Use
the
appro
pri
ate
han
d t
o w
rite
•
Shar
e w
ith p
eers
who d
o n
ot
hav
e
•
Let
ters
of
the
alphab
et
•
Com
mon/s
imple
word
s
•
Num
ber
s 1 –
5
•
Fin
e/sm
all
moto
r ex
erci
ses
•
Han
d-e
ye
coord
inat
ion
•
Pen
cil
gra
bbin
g
•
Tra
cing
•
Pro
per
let
ter
form
atio
n
•
Dra
win
g
•
Colo
uri
ng
•
Chal
k/P
enci
l/A
rm-
boar
d/
Cra
yons
•
Tra
cing p
aper
/book
•
San
d t
ray
•
Ste
nci
ls:
lett
ers,
num
ber
s, w
ord
s
•
Rel
ated
tex
tbooks
•
Let
ter/
word
/num
ber
card
s/pap
er
44
Cameroon Nursery School Curriculum English Subsystem
Tab
le 1
9:
Fre
nch
Un
ités
Att
ente
s C
on
ten
us
Tec
hn
iqu
esM
até
riel
s d
idact
iqu
es
Poés
ie e
t
Com
pti
nes
•
Réc
iter
un p
oèm
e/co
mpti
ne
•
Montr
er l
’inté
rêt
pour
la
langue
fran
çais
e
•
Com
pti
nes
•
Poés
ie
•
Imit
atio
n/I
nte
ract
ion
•
Réc
itat
ions/
Chan
ts
•
Tra
vau
x e
n a
teli
er
•
Tra
vau
x e
ntr
e pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s
•
Obse
rvat
ion
•
Ob je
ts d
iver
s
•
Imag
es
Ch
an
ts•
Chan
ter
une
chan
son
•
Chan
ter
en f
rança
is p
our
le
pla
isir
•
Les
chan
sons
•
Réc
itat
ions/
Chan
ts
•
Tra
vau
x e
n a
teli
er
•
Tra
vau
x e
ntr
e pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s
•
Obje
ts d
iver
s
•
Imag
es
Salu
tati
on
s•
Dir
e bonjo
ur/
bonso
ir a
ux
amis
, au
x e
nse
ignan
ts e
t
aux c
amar
ades
•
Se
soci
alis
er a
vec
ses
cam
arad
es e
t l’
ense
ignan
t
•
Bonjo
ur/
Bonso
ir
•
Bon a
prè
s m
idi
•
Bon n
uit
•
Jeu d
e rô
le/J
eux
•
Illu
stra
tions
•
Tra
vau
x e
n a
teli
er/p
airs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s
•
Obje
ts d
iver
s
•
Imag
es
Se
pré
sen
ter
•
Se
pré
sente
r
•
Dir
e so
n n
om
en c
as
d’é
gar
emen
t
•
La
pré
senta
tion
•
Jeu d
e rô
le /
Jeux/I
llust
rati
ons
•
Tra
vau
x e
n a
teli
er/T
ravau
x
entr
e pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Imag
es/
photo
s
Com
pte
r •
Com
pte
r le
s nom
bre
s
•
Par
tager
avec
les
am
is
•
1 –
10
•
Imit
atio
n
•
Réc
itat
ions/
chan
ts
•
Jeu d
e rô
le/J
eux
•
Les
bât
onnet
s , le
s ét
iquet
tes
•
Les
mat
érie
ls div
ers
Jou
rs d
e la
sem
ain
e
•
Cit
er l
es j
ours
de
la
sem
aine
•
Les
jours
de
la
sem
aine
•
Réc
itat
ion/I
llust
rati
ons/
Dém
onst
rati
ons
•
Jeu d
e rô
le/J
eux
•
Tra
vau
x e
n a
teli
er/p
airs
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s /
Imag
es
•
Les
éti
quet
tes
45
Cameroon Nursery School Curriculum English Subsystem
D2
: S
cie
nce a
nd
Tech
no
log
ical S
kills
Develo
pm
en
t
Tab
le 2
0:
Math
emati
cs
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Cou
nti
ng
•
Count
num
ber
s fr
om
1-1
0
•
Iden
tify
quan
tity
•
Run e
rran
ds
at h
om
e/sc
hool
•
Car
ry o
ut
pro
ject
s w
ith p
eers
•
Num
ber
s 1 –
10
•
Fie
ld o
bse
rvat
ion
•
Cooper
ativ
e le
arnin
g
•
Gam
es/p
lay
•
Rhym
es/s
ongs/
Counti
ng
•
Dem
onst
rati
ons
•
Counti
ng s
tick
s/ b
lock
s
•
Tab
les/
chai
rs
•
Div
erse
fru
its
•
Num
ber
car
ds
•
Peb
ble
s/A
bac
us
•
Par
ts o
f th
e body
Wri
tin
g
nu
mb
ers
•
Wri
te n
um
ber
s pro
gre
ssiv
ely
•
Hold
wri
ting m
ater
ials
corr
ectl
y
•
Foll
ow
the
right
ord
er o
f w
riti
ng
•
Shar
e w
riti
ng m
ater
ials
wit
h p
eers
•
Wri
ting n
um
ber
s
1 –
5
•
Dri
llin
g:
wit
h fi
nger
s/
toes
in t
he
air,
on t
he
fl oor,
on s
and t
ray,
on
pee
r’s
bac
k
•
Tra
cing/D
emonst
rati
on/
Role
pla
y
•
Chal
k/A
rm b
oar
d
•
Pen
cil
•
Pap
er/b
ook
•
Work
book
Cla
ss
if
yin
g
elem
ents
•
Cla
ssif
y e
lem
ents
of
a se
t
•
Iden
tify
colo
urs
•
Expre
ss s
imil
arit
y
•
Use
num
ber
s
•
Arr
ange
thei
r per
sonal
bel
ongin
gs
•
Shar
e w
ith o
ther
s
•
Ele
men
ts o
f a
set
•
Pri
mar
y c
olo
urs
•
Shap
es/S
izes
•
Quan
titi
es
•
Dis
cuss
ions/
elic
itat
ion
•
Ques
tions
and a
nsw
ers
•
Sort
ing/m
atch
ing
•
Mea
suri
ng
•
Div
erse
obje
cts:
fru
its,
colo
ure
d p
enci
ls, pen
s,
pla
stic
cork
s an
d b
ott
les,
cloth
es, hat
s, m
arble
sto
nes
,
peb
ble
s, books,
toys
Math
emati
cal
op
erati
on
s
•
Use
mat
hem
atic
al o
per
atio
ns:
addit
ion a
nd s
ubtr
acti
on
•
Work
wit
h p
eers
and o
ther
s
•
Acc
ept
diff
ere
nce
s an
d t
he
opin
ions
of
oth
ers
•
Addit
ion n
ot
more
than
10
•
Subtr
acti
on n
ot
more
than
10
•
Ques
tions
and a
nsw
ers
•
Eli
cita
tions
•
Dem
onst
rati
on
•
Gam
es /
Songs
•
Counti
ng s
tick
s
•
Pla
stic
bott
les/
cork
s,
•
Fru
its/
food i
tem
s
•
Mar
ble
sto
nes
46
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
1:
Sen
sory
an
d P
erce
pti
ve
Ed
uca
tion
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Th
e se
nse
of
sigh
t
•
Iden
tify
pri
mar
y c
olo
urs
(sig
ht)
•
Arr
ange
thei
r bel
ongin
gs
•
Sort
ite
ms
•
Car
ry o
ut
task
s
•
Appra
ise
bea
uty
and
aest
het
ics
•
Pri
mar
y c
olo
urs
(R
ed,
gre
en, blu
e)
•
Oth
er c
olo
urs
to b
e
det
erm
ined
by t
he
conte
xt/
envir
onm
ent
•
Dem
onst
rati
ons
•
Eli
cita
tions
•
Outd
oor
vis
it
•
Wat
chin
g v
ideo
s
•
Bli
ndfo
ldin
g
•
Colo
urs
/ M
asks/
hea
dsc
arf
•
Colo
ure
d i
tem
s: b
ow
ls, cu
ps,
scra
ps
from
tai
lor’
s sh
op
•
VC
Ds/
DV
Ds
•
TV
/Com
pute
r/la
pto
p/P
hone
Th
e se
nse
of
tast
e
•
Dis
tinguis
h t
aste
s (t
aste
)
•
Choose
food a
ppro
pri
atel
y
•
Consu
me
med
icin
es
appro
pri
atel
y
•
Sw
eet
tast
e
•
Bit
ter
tast
e
•
Tas
ting s
ample
s
•
Vid
eo p
rese
nta
tions
•
Role
-pla
y/P
rete
nce
•
Sw
eets
/sugar
/sugar
cane,
li
quid
s/
syru
pse
tc.
•
Bit
ter
her
bs/
dri
nks
Th
e se
nse
of
smel
l
•
Diff
ere
nti
ate
smel
ls (
smel
l)
•
Use
toil
ets
appro
pri
atel
y
•
Solv
e h
ealt
h a
nd
envir
onm
enta
l pro
ble
ms
•
Good s
mel
l
•
Sti
nk (
bad
sm
ell)
•
Was
te m
anag
emen
t
•
Toil
etin
g
•
Han
d w
ashin
g
•
Per
sonal
hygie
ne
•
Sm
elli
ng s
cents
•
Outd
oor
vis
it
•
Dem
onst
rati
ons
•
Vid
eo p
rese
nta
tions
•
Sta
lefo
od /
Dust
bin
•
Was
te m
anag
emen
t ar
eas
•
Toil
et/w
ater
/soap
/toil
et t
issu
e
•
DV
Ds/
VC
Ds
/TV
s
•
Per
fum
es/t
ow
el/b
ody l
oti
on /
com
b
•
Flo
wer
s
Th
e se
nse
of
hea
rin
g
•
Iden
tify
voic
e pit
ch
(hea
ring)
•
Modif
y b
ehav
iour
•
Spea
k s
oft
ly/g
entl
y
•
Spea
kin
g (
soft
voic
e
and l
oud v
oic
e)
•
Sin
gin
g a
nd d
anci
ng
•
Spea
kin
g/S
ingin
g
•
Rec
itat
ion /
Role
-pla
y
•
Conver
sati
ons/
dia
logues
•
Lea
rner
s
•
Audio
-vis
ual
aids
•
Envir
onm
ent
Th
e se
nse
of
tou
ch
•
Rea
ct t
o a
n e
xte
rnal
stim
ulu
s (t
ouch
)
•
Modif
y b
ehav
iour
•
Inte
rpre
t in
form
atio
n
•
Hot/
cold
thin
gs
•
Soft
/har
d o
bje
cts
•
Dry
/wet
obje
cts
•
Gam
es
•
Role
-pla
y
•
Bli
ndfo
ld m
ater
ials
: m
asks,
hea
d
scar
fs
•
Wat
er, st
ones
, cl
oth
es, co
tton
47
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
2:
Sci
ence
an
d T
ech
nolo
gy
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sci
ence
Ast
ron
om
y
(Sta
rs)
•
Des
crib
e day
and n
ight
•
Pla
n p
erso
nal
act
ivit
ies
•
Wea
r ap
pro
pri
ate
cloth
es
•
Day
, nig
ht
•
Sun, m
oon
•
Sta
rs e
tc.
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
Role
-pla
y/S
ongs
•
Illu
stra
tive
char
ts:
star
,
moon, su
n
•
Envir
onm
ent
Gra
vit
y
(Wei
gh
t)
•
Iden
tify
diff
ere
nt
gra
vit
atio
nal
forc
es
•
Tal
k a
bout
pre
ven
ting d
isas
ters
•
Dis
pla
y a
sen
se o
f am
bit
ion f
or
the
scie
nce
s
•
Inte
rpre
t sc
ienti
fi c
noti
ons
and d
ispel
myth
s
•
Dis
pla
y t
alen
t
•
Flo
atin
g
•
Sin
kin
g
•
Fal
ling
•
Pull
ing
•
Exper
imen
tati
on
•
Dis
cover
y/d
iscu
ssio
ns
•
cooper
ativ
e le
arnin
g
•
Dis
pla
y
•
Bal
loons/
Bal
l, s
and
•
Sto
nes
, ro
pes
, m
ud
•
Em
pty
pla
stic
bott
les
•
Fil
led p
last
ic b
ott
les
•
Bas
in/b
uck
et fi
lle
d
wit
h w
ater
Exp
erim
ents
•
Use
wat
er a
nd p
ow
der
ed s
ubst
ance
to
mak
e pas
te
•
Per
form
exper
imen
ts
•
Show
love
for
scie
nce
•
Dis
solv
ing s
ugar
mil
k, in
wat
er;
Mix
ing
soil
, cl
ay, sa
nd/c
emen
t
wit
h w
ater
to m
ake
pas
te
•
Exper
imen
tati
on/t
rial
and e
rror
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
Wood a
sh, so
il, sa
nd,
cem
ent,
cla
y, s
awdust
,
mud
•
Wat
er, bow
l, b
ott
les,
conta
iner
s
•
Sugar
, li
mes
tone
Natu
ral
ph
enom
ena
•
Rec
ognis
e en
vir
onm
enta
l dan
ger
and
nat
ura
l dis
aste
rs
•
Def
end s
elf
from
dan
ger
•
Cry
for
hel
p i
n t
he
face
of
dan
ger
•
Dis
pla
y e
moti
ons
in t
he
face
of
dis
aste
r/dan
ger
•
Flo
odin
g
•
Mounta
in e
rupti
on
•
Lan
dsl
ide
•
Hea
vy r
ainfa
ll
•
Dro
ughts
•
Dis
cover
y/d
iscu
ssio
ns
•
Ques
tions
and a
nsw
ers
•
Excu
rsio
ns
•
Vid
eo p
roje
ctio
ns
•
Nat
ura
l en
vir
onm
ent
•
Char
ts/p
ictu
res
•
Rel
evan
t V
CD
/DV
Ds
•
Rel
evan
t w
ebsi
tes
48
Cameroon Nursery School Curriculum English Subsystem
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Tec
hn
olo
gy a
nd
En
gin
eeri
ng
Con
stru
ctio
n•
Inte
gra
te a
spir
it o
f obse
rvat
ion
•
Const
ruct
min
iatu
re h
ouse
s,
bri
dges
, ca
rs, ae
ropla
nes
etc
•
Show
inte
rest
in t
echnolo
gy
and e
ngin
eeri
ng
•
Buil
din
g c
onst
ruct
ion:
house
, bri
dge
•
Fab
rica
tion a
nd
asse
mbli
ng o
f
auto
mobil
es
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
PB
L
•
Dem
onst
rati
on
•
Tri
al a
nd e
rror
•
Wat
er, cl
ay, sa
nd
•
Cem
ent,
soil
, pla
stic
conta
iner
s
•
Leg
os,
hel
met
s
•
Bam
boo, glo
ves
Plu
mb
ing
•
Iden
tify
mat
eria
ls a
nd t
ools
for
plu
mbin
g
•
Const
ruct
min
iatu
re p
lum
bin
g
chan
nel
s
•
Show
inte
rest
in t
echnolo
gy
and e
ngin
eeri
ng
•
Inte
gra
te a
spir
it o
f obse
rvat
ion
•
Tools
of
the
plu
mber
•
Wat
er p
ipin
g
•
Inst
alla
tion
•
Saf
ety a
nd s
ecuri
ty
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
Dem
onst
rati
on
•
PB
L
•
Tri
al a
nd e
rror
•
Bott
les
of
wat
er,
Sto
nes
, sa
nd
•
Car
dboar
d p
aper
,
Fea
ther
s
•
Old
pla
stic
shoes
,
bal
ls, buck
ets
•
Pla
nta
in s
tem
s, l
eaves
•
Found p
ipes
, ro
pes
,
glo
ves
, j
acket
, hel
met
Sou
rces
of
ligh
t
•
Loca
te s
ourc
es o
f li
ght
•
Use
sourc
es o
f li
ghts
resp
onsi
bly
•
Sta
y a
way
fro
m d
anger
ous
sourc
es o
f li
ght
•
Nat
ura
l so
urc
es o
f
light
•
Art
ifi c
ial
sourc
es o
f
light
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
Dem
onst
rati
on
•
Outd
oor
obse
rvat
ions
•
Envir
onm
ent
•
Torc
h, la
mp, ca
ndle
s
•
Found s
ock
ets,
cab
les
•
Mat
ch/l
ighte
r
Ele
ctri
cal
ap
pli
an
ces
•
Det
ect
appli
ance
s th
at u
se
elec
tric
ity
•
Boot
a co
mpute
r
•
Turn
the
lights
on a
nd o
ff
•
Chan
ge
TV
/Rad
io c
han
nel
s
•
Show
cau
tion i
n u
sing
elec
tric
al a
ppli
ance
s
•
Appli
ance
s th
at u
se
elec
tric
ity
•
Per
sons
that
can
use
thes
e
•
Dis
cover
y
•
Dis
cuss
ions
•
Dem
onst
rati
ons
•
Role
-pla
y a
nd
dra
mat
izat
ion
•
Pee
r tu
tori
ng
•
Rad
io, tv
, ir
on,
com
pute
r, t
elep
hone,
hai
r dry
er, sh
avin
g
mac
hin
e, c
har
ger
,
mic
rophones
, et
c.
•
Pic
ture
s an
d c
har
ts
Safe
ty a
nd
secu
rity
•
Rec
ognis
e th
e dan
ger
s of
the
wro
ng u
se o
f el
ectr
icit
y a
nd
elec
tric
al a
ppli
ance
s
•
Ask
for
hel
p f
rom
adult
s to
use
elec
tric
al a
ppli
ance
s
•
Ele
ctri
cal
shock
•
Dis
cuss
ions/
Dem
onst
rati
ons
•
Role
-pla
y /
dra
mat
izat
ion
•
Sin
gin
g
•
Cooper
ativ
e le
arnin
g
•
Found c
able
s, s
ock
ets
•
Scr
ap, glo
ves
, ja
cket
,
hel
met
•
Illu
stra
tive
char
ts
49
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
3:
Agri
cult
ure
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Gard
enin
g•
Iden
tify
pla
nts
•
Car
e fo
r nat
ure
•
Show
love
for
bea
uti
fyin
g t
he
envir
onm
ent
wit
h fl
ow
ers
and
pla
nts
•
Des
crib
e th
e use
s of
soil
•
Tak
e ca
re o
f th
e en
vir
onm
ent
•
Flo
wer
s
•
Pla
nts
•
Man
ure
•
Soil
s an
d u
ses
•
See
ds
•
See
dli
ngs
•
Dem
onst
rati
ons
•
Obse
rvat
ion
•
Pra
ctic
al w
ork
•
Fil
led b
ags/
tire
s
•
Div
erse
see
dli
ngs
•
Div
erse
veg
etab
les
and s
pic
es
•
Var
ious
seed
s, fl
ow
er b
eds
•
Glo
ves
, so
ils
•
Plo
t of
land
Sou
rces
of
man
ure
•
Iden
tify
sourc
es o
f m
anure
•
Det
ect
was
te
•
Thro
w w
aste
res
ponsi
bly
•
Dis
posi
ng w
aste
•
kit
chen
was
te
•
Gra
ss a
nd l
eaves
•
Anim
al w
aste
•
Dem
onst
rati
on
•
Obse
rvat
ion
•
Pra
ctic
al w
ork
•
Food p
eeli
ngs
and l
eft-
over
s
•
Wood a
sh
•
Gra
ss, le
aves
•
Goat
/cow
dung, glo
ves
Cu
ltiv
ati
on
•
Des
crib
e th
e pla
nti
ng a
nd
har
ves
ting p
roce
ss
•
Show
inte
rest
in c
rop f
arm
ing
•
Pla
nt
seed
s an
d s
eedli
ngs
•
Pla
nti
ng
•
Wee
din
g
•
Wat
erin
g
•
Har
ves
ting
•
Dem
onst
rati
on
•
Obse
rvat
ion
•
Pra
ctic
al w
ork
•
Div
erse
see
ds
and s
eedli
ngs
•
Mac
het
e/hoe
•
Illu
stra
ted c
har
ts o
f a
farm
er’s
tools
•
Wat
erin
g c
an
•
Pla
nti
ng b
ags
•
Glo
ves
50
Cameroon Nursery School Curriculum English Subsystem
D3
: P
racti
cal L
ife S
kills
Tab
le 2
4:
Cit
izen
ship
Un
its
Exp
ecte
d l
earn
ing
ou
tcom
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sel
f –
intr
od
uct
ion
•
Rec
ognis
e se
lf
•
Dis
cuss
wit
h p
eers
and o
ther
s
•
Loca
te s
elf
•
Intr
oduci
ng s
elf
•
The
fam
ily
•
My t
each
er
•
My s
chool
•
Volu
nte
eris
m
•
Dia
logue/
Dis
cuss
ions
•
Role
-pla
y
•
Excu
rsio
ns
and fi
eld
vis
its
•
Illu
stra
tive
char
ts/p
ost
ers,
pic
ture
s/photo
gra
phs
•
Muse
um
s, s
chool
envir
onm
ent,
par
ks,
pal
aces
Nati
on
al
emb
lem
s an
d
Offi
cia
ls
•
Iden
tify
key
sta
te a
nd
loca
l offi
cia
ls
•
Res
pec
t ad
ult
s an
d
hie
rarc
hy
•
Show
love
for
the
countr
y a
nd
com
munit
y
•
The
Cam
eroon F
lag
•
The
Nat
ional
Anth
em,
The
Pre
siden
t, t
he
Pri
me
Min
iste
r, t
he
Min
iste
r of
Bas
ic
Educa
tion, th
e G
over
nor,
the
S.D
.O, th
e D
.O, th
e M
ayor,
the
vil
lage
or
com
munit
y
Chie
f//F
on/S
ult
an/L
amid
o
•
Fie
ld t
rips/
outd
oor
acti
vit
ies
•
Dem
onst
rati
ons
•
Role
-pla
y
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts/p
ost
ers,
pic
ture
s/photo
gra
phs
•
Rel
evan
t ca
lendar
s
•
Lib
rari
es, m
use
um
s
•
Pal
ace,
“la
mid
ade”
51
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
5:
Ch
ara
cter
Ed
uca
tion
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Good
beh
avio
ur
•
Shar
e w
ith p
eers
and o
ther
s
•
Show
love
to e
ver
yone
•
Sal
uta
tions
•
Appre
ciat
ion
•
Love
for
self
and o
ther
s
•
Em
pat
hy
•
Dem
onst
rati
on/
Dia
logue
•
Role
-pla
y
•
Pee
r w
ork
/ buzz
gro
up
•
Sto
ryte
llin
g
•
Cat
chy p
hra
se a
nd
emoti
cons
post
ers
•
Illu
stra
tive
char
ts,
pic
ture
s, g
ifts
Sim
ple
etiq
uet
tes
•
Confo
rm t
o s
imple
eti
quet
tes
•
Confo
rm t
o s
oci
etal
norm
s
•
Res
pondin
g t
o g
reet
ings
•
Poli
tenes
s: “
Ple
ase”
,
“Than
k y
ou”,
“I’
m s
orr
y”,
“Excu
se m
e”
•
Hones
ty
•
Tab
le m
anner
s
•
Obed
ience
•
Punct
ual
ity
•
Dem
onst
rati
on/D
ialo
gue
•
Role
-pla
y/
Sto
ryte
llin
g
•
Pee
r w
ork
/ buzz
gro
up
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts/p
ost
ers,
pic
ture
s, c
utl
erie
s, f
ood,
wat
er, bow
l fo
r w
ashin
g
han
ds
•
Rea
l obje
cts,
tap
, bott
le o
f
wat
er
52
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
6:
En
vir
on
men
tal
Ed
uca
tion
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Th
e
envir
on
men
t
•
Ass
ist
in t
he
upkee
p o
f th
e
envir
onm
ent
•
Thro
w l
itte
r/dir
t in
dust
bin
s
•
Pra
ctis
e cl
eanli
nes
s
•
Ass
emble
was
te
•
Iden
tify
rec
ycl
able
w
aste
•
Cle
anin
g u
p
•
Sort
ing w
aste
•
Was
te m
anag
emen
t
•
Outd
oor
acti
vit
ies
and
fi el
d t
rips
•
Cooper
ativ
e le
arnin
g
•
The
envir
onm
ent
•
Dust
bin
s
•
Illu
stra
tive
char
ts
Cli
mate
chan
ge
•
Dis
crim
inat
e b
etw
een h
ot
and
cold
wea
ther
•
Sel
ect
an a
ppro
pri
ate
dre
ss c
ode
•
Pla
y a
t th
e ri
ght
tim
e/pla
ce
•
Pra
ctis
e a
sense
of
love
and c
are
for
the
envir
onm
ent
•
War
m w
eath
er
•
Cold
wea
ther
•
Rai
ny w
eath
er
•
Sunny w
eath
er
•
Mud/d
ust
•
Types
of
cloth
es
•
Outd
oor
acti
vit
ies
and
fi el
d t
rips
•
Obse
rvat
ion a
nd
Dis
cover
y
•
Cooper
ativ
e le
arnin
g
•
The
envir
onm
ent
•
Illu
stra
tive
char
ts/
pic
ture
s
•
Var
ious
cloth
es:
pull
over
, sh
irt,
tee
shir
t,
a pai
r of
trouse
rs/s
hort
s,
single
t
53
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
7:
Safe
ty E
du
cati
on
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Hom
e sa
fety
•
Foll
ow
saf
ety r
ule
s at
hom
e at
all
tim
es
•
Pro
tect
sel
f fr
om
dan
ger
•
The
kit
chen
•
The
toil
et
•
Ele
ctri
cal
appli
ance
s
•
Role
-pla
y
•
Dem
onst
rati
ons
•
Cooper
ativ
e le
arnin
g
•
Kit
chen
ute
nsi
ls
•
Illu
stra
tive
char
ts o
n
how
to u
se t
he
toil
et a
nd
latr
ine
•
Toil
etri
es
•
Ele
ctri
c ca
ble
, sw
itch
,
dis
trib
uto
r
Road
safe
ty•
Foll
ow
road
saf
ety r
ule
s at
all
tim
es
•
Wal
k o
n t
he
right
side
of
the
road
•
Ask
for
adult
hel
p t
o c
ross
the
road
•
Ped
estr
ian p
aths
•
Tra
ffi c
lig
hts
•
Zeb
ra c
ross
ing
•
Dem
onst
rati
ons/
Dis
cuss
ions
•
Obse
rvat
ion/R
ole
-pla
y
•
Outd
oor
vis
its
•
Dem
onst
rati
ve
char
ts/
pic
ture
s
•
The
road
Sch
ool
safe
ty•
Foll
ow
saf
ety r
ule
s in
sch
ool
at
all
tim
es
•
Pla
y w
ith c
auti
on
•
Rep
ort
any i
nci
den
t to
the
teac
her
•
Cla
ssro
om
saf
ety
•
Pla
ygro
und s
afet
y
•
Usi
ng t
he
toil
et
•
Dem
onst
rati
on
•
Outd
oor
acti
vit
ies
•
Role
- pla
y
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts
•
Cat
chy p
hra
se p
ost
ers
wit
h e
moti
cons
•
Toil
etri
es, w
ater
, ta
p,
soap
54
Cameroon Nursery School Curriculum English Subsystem
Tab
le 2
8:
Hea
lth
Ed
uca
tion
an
d N
utr
itio
n
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Good
hea
lth
hab
its
•
Dem
onst
rate
good h
ealt
h h
abit
s
•
Foll
ow
hygie
ne
and s
anit
atio
n
rule
s
•
Choose
to e
at o
nly
when
nec
essa
ry
•
Pra
ctis
e av
oid
ing s
ugar
y a
nd
salt
y f
ood
•
Choose
the
right
liquid
to d
rink
•
Com
ply
to s
leep
ing t
ime
•
Bru
sh t
eeth
corr
ectl
y a
nd
regula
rly
•
Hygie
ne
•
Eat
ing h
abit
s: t
o i
ncl
ude
when
to,
what
to an
d h
ow
to e
at, al
way
s
was
hin
g h
ands
bef
ore
eat
ing a
nd
afte
r th
e to
ilet
•
Han
d w
ashin
g:
the
step
s of
han
d
was
hin
g
•
Dri
nkin
g h
abit
s: t
o i
ncl
ude
when
to, w
hat
to an
d h
ow
to d
rink
•
Sle
epin
g h
abit
s
•
Bal
ance
die
t
•
Bru
shin
g a
nd b
athin
g
•
Dem
onst
rati
on
•
Pra
ctis
e
•
Role
pla
y
•
Cooper
ativ
e le
arnin
g
•
Fru
its,
food, pota
ble
wat
er, cu
tler
y, p
late
•
Was
hin
g s
oap
, bow
l,
wat
er i
n a
bott
le,
dis
posa
ble
nap
kin
s,
tooth
bru
sh, to
oth
pas
te
•
Illu
stra
tive
char
t
of
good s
leep
ing
posi
tions,
fru
its
and
veg
etab
les,
alc
ohol
Tre
atm
ent
•
Rep
ort
inju
ry o
r sy
mpto
ms
of
illn
ess
•
Sta
y i
n g
ood h
ealt
h
•
Com
ply
wit
h h
ealt
hy h
abit
s
•
Inju
ries
•
Sym
pto
ms
of
illn
esse
s
•
Role
-pla
y a
nd
dra
mat
izat
ion
•
Cooper
ativ
e le
arnin
g
•
Ban
dag
e, p
last
er,
gau
ze, co
tton, em
pty
bott
les/
pac
ks
of
med
icat
ions
•
Illu
stra
tive
char
ts
of
a hosp
ital
or
an
inju
ry s
cene
Bod
y
post
ure
s
•
Use
appro
pri
ate
post
ure
s
•
Sit
and s
tand e
rect
•
Sle
ep c
alm
ly i
n t
he
right
posi
tion
•
Sit
ting p
osi
tions
•
Sta
ndin
g a
nd w
alkin
g p
osi
tions
•
Sle
epin
g p
osi
tions
•
Role
-pla
y a
nd
dra
mat
izat
ion
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts
•
Cla
ssro
om
envir
onm
ent
55
Cameroon Nursery School Curriculum English Subsystem
D4
: A
rts a
nd
Cra
fts
Tab
le 2
9:
Mu
sic
an
d D
an
ce
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Mu
sica
l
inst
rum
ents
•
Iden
tify
tra
dit
ional
and m
oder
n
musi
cal
inst
rum
ents
•
Tra
dit
ional
musi
cal
inst
rum
ents
•
Moder
n m
usi
cal
inst
rum
ents
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Guid
ed t
our
•
Xylo
phone/
Flu
te
•
Dru
m/G
ong
•
Rat
tles
/Char
ts
•
Guit
ar/P
iano
•
Mouth
org
an
•
Res
ourc
e per
son
Tra
dit
ion
al
mu
sic
an
d
dan
ce
•
Dis
pla
y a
t le
ast
one
Cam
eroonia
n d
ance
ste
p
•
Show
love
for
cult
ure
•
“Nja
ng”/
”Bik
uts
i”
•
“Monin
gnkim
”
•
“Bott
le d
ance
”
•
“Ben
sik
in”/
”Asi
ko”
•
“Gum
ba”
/”M
akoss
a”
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Xylo
phone/
Flu
te
•
Dru
m/G
ong
•
Rat
tles
/Char
ts
•
Res
ourc
e per
son
•
Audio
-vis
ual
aid
s
Sol-
fa
nota
tion
s
•
Iden
tify
rhyth
m
•
Buil
d s
elf
confi
den
ce
•
Use
voic
e sp
onta
neo
usl
y t
o
mak
e m
usi
cal
sounds
•
Work
wit
h j
oy a
nd a
ff ec
tion
•
Sim
ple
sol-
fa n
ota
tions
“doh”,
“ti
h”,
“la
h”,
“so
h”,
“fah
”, “
mih
”, “
reh”,
“doh”
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g
•
Res
ourc
e per
son
•
Audio
-vis
ual
aid
s
Mod
ern
Cam
eroon
ian
mu
sic
•
Dan
ce t
o m
usi
c
•
Expre
ss s
elf
free
ly v
ia b
ody
movem
ents
•
“Mak
oss
a”/”
Asi
ko”
•
Moder
n “
nja
ng”
•
Moder
n “
bik
uts
i” e
tc.
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Res
ourc
e per
son
•
Audio
-vis
ual
aid
s
56
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
0:
Dra
win
g a
nd
colo
uri
ng
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing m
ate
rials
Su
gges
ted
res
ou
rces
Colo
urs
•
Iden
tify
the
thre
e pri
mar
y
colo
urs
•
Rel
ate
to a
esth
etic
s an
d
good t
aste
•
Colo
urs
(E
spec
iall
y p
rim
ary:
Red
, blu
e, y
ello
w)
•
Cooper
ativ
e le
arnin
g
•
Dem
onst
rati
on/r
ole
pla
y
•
Colo
ure
d p
enci
ls,
rele
van
t co
loure
d
arti
cles
/obje
cts,
mat
eria
ls
•
Pro
ject
or/
com
pute
r
Sh
ap
es an
d
colo
uri
ng
•
Tra
ce a
n i
mag
e
•
Inte
gra
te c
reat
ive
and
imag
inat
ive
thin
kin
g i
n
acti
vit
ies
•
Rec
tangle
/colo
uri
ng
•
Squar
e/co
louri
ng
•
Tri
angle
/colo
uri
ng
•
Cir
cle/
Colo
uri
ng
•
Illu
stra
tions
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
ted c
har
ts
•
Div
erse
obje
cts
wit
h
rele
van
t sh
apes
:
exer
cise
book, sl
ate,
bal
l/bal
loon, ch
alk b
ox,
ora
nge,
tri
angula
r it
em
from
a m
ath s
et
•
Colo
ure
d p
enci
ls,
rele
van
t co
loure
d
arti
cles
/obje
cts,
mat
eria
ls
57
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
1:
Han
dw
ork
Un
its
Exp
ecte
d l
earn
ing
ou
tcom
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing m
ate
rials
Su
gges
ted
res
ou
rces
Han
dw
ork
mate
rials
•
Iden
tify
mat
eria
ls i
n t
hei
r
envir
onm
ent
that
can
be
use
d f
or
han
dw
ork
•
Foll
ow
good
envir
onm
enta
l ru
les
•
Nat
ura
l m
ater
ials
•
Found m
ater
ials
•
Rec
ycl
able
mat
eria
ls
•
Cooper
ativ
e le
arnin
g
•
Dem
onst
rati
on/r
ole
pla
y
•
PB
L
•
Ass
ort
ed m
ater
ials
dep
endin
g o
n t
he
conte
xt
Car
tons,
pap
er, le
aves
,
scra
ps
from
tai
lor’
s sh
op,
thre
ad, old
cle
an c
loth
es,
wool,
bam
boo, pre
cious
stones
, c
lay a
nd w
ater
,
pla
stic
s, w
ood, pal
m
fronds
Pra
ctic
e
sess
ion
s
•
Pro
duce
a d
esig
n o
f th
eir
choic
e
•
Mould
diff
ere
nt
obje
cts
•
Dec
ora
te i
tem
s
•
Mould
ing p
ots
, cu
ps,
pla
tes
etc.
•
Mak
ing c
row
ns,
kit
es, et
c.
•
Mak
ing d
ecora
tion i
tem
s.
•
Obse
rvat
ion a
nd d
isco
ver
y
•
Pra
ctic
e
•
Cooper
ativ
e le
arnin
g
•
Role
pla
y/d
ram
atiz
atio
n
•
Cla
y an
d w
ater
, pla
stic
s,
cart
ons,
pap
er, le
aves
,
scra
ps
from
tai
lor’
s sh
op,
thre
ad, old
cle
an c
loth
es,
wool,
bam
boo, pre
cious
stones
, w
ood, pal
m
fronds
58
Cameroon Nursery School Curriculum English Subsystem
D5
: M
oto
r S
kills
Tab
le 3
2:
Ph
ysi
cal
Ed
uca
tion
an
d S
port
s
Un
its
Exp
ecte
d l
earn
ing o
utc
om
esC
on
ten
tsS
ugges
t te
ach
ing a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Ath
leti
cs•
Loca
te p
arts
of
the
body
•
Expla
in t
he
nat
ure
of
dis
com
fort
in
thei
r sy
stem
•
Show
com
pas
sion f
or
those
in p
ain
• P
arts
of
the
body
•
Dem
onst
rati
on/R
ole
pla
y
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Tea
m w
ork
and
cooper
ativ
e le
arnin
g
•
Lea
rner
s/sp
ort
s w
ear
•
Pla
ygro
und
•
Rep
roduce
diff
ere
nt
movem
ents
•
Rel
ate
to d
iff e
rent
acti
vit
ies
at h
om
e
and i
n s
chool
•
Show
wil
lingnes
s in
per
form
ing t
asks
• W
alkin
g
• R
unnin
g
• G
allo
pin
g
•
Dem
onst
rati
on
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Tea
m w
ork
/ co
oper
ativ
e
lear
nin
g
•
Pla
ygro
und
•
Runnin
g t
rack
•
Saf
e su
rfac
es
Tea
m s
port
s•
Pra
ctis
e te
am s
port
s
•
Rel
ate
wit
h p
eers
and o
ther
s
har
monio
usl
y
•
Dis
pla
y a
spir
it o
f to
lera
nce
•
Pra
ctis
e so
cial
and i
nte
rper
sonal
com
munic
atio
n s
kil
ls
•
Acc
ept
def
eat,
diff
ere
nce
s an
d
diffi
cu
ltie
s
• T
ug-o
f-w
ar
• B
asket
gam
es
• W
ater
rac
e
• F
ashio
n p
arad
e
(cat
wal
k)
•
Dem
onst
rati
on
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Tea
m w
ork
/cooper
ativ
e
lear
nin
g
•
Rope/
Bal
ls
•
Bas
ket
s m
ade
from
cloth
es
•
Sport
s at
tire
Gym
nast
ics
•
Buil
d a
ppro
pri
ate
body m
ovem
ent
and
bal
ance
•
Beg
in a
body a
war
enes
s pro
cess
•
Show
love
to t
hose
who a
re p
hysi
call
y
impai
red
• T
he
body
• S
tret
chin
g
• E
quil
ibri
um
whil
e
carr
yin
g o
bje
ct
• S
om
ersa
ult
ing
• B
alle
t
•
Dem
onst
rati
on
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Bab
y g
ym
equip
men
t
•
Sli
des
, sw
ings
•
Tra
mpoli
nes
for
bounci
ng a
nd
bal
anci
ng
•
Sport
s at
tire
59
Cameroon Nursery School Curriculum English Subsystem
Resources and Intervention
Strategies for Nursery Two
60
Cameroon Nursery School Curriculum English Subsystem
D1
: L
itera
cy a
nd
Co
mm
un
icati
on
Tab
le 3
3:
Sto
ryte
llin
g
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sh
ort
sto
ries
•
Lis
ten t
o s
hort
sto
ries
•
Dis
tinguis
h b
etw
een e
vil
and
good
•
Def
end s
elf
from
dan
ger
•
Pra
ctis
e m
ora
l val
ues
•
Val
ue
books
and r
eadin
g
•
Hold
books
in t
he
right
posi
tion
•
Foll
ow
the
appro
pri
ate
read
ing d
irec
tion
•
Sit
ere
ct w
hil
e re
adin
g
•
Com
ic s
tori
es
•
Fic
tion
•
Tra
dit
ional
sto
ries
•
Nar
rati
on
•
Ques
tions
and a
nsw
ers
•
Dem
onst
rati
on/R
ole
pla
y
•
Cooper
ativ
e le
arnin
g
•
Chan
ting/S
ingin
g
•
Lib
rary
vis
its
•
Sto
rybooks
•
Pic
ture
char
ts
•
Audio
-vis
ual
aid
s
•
Dru
ms/
Gongs/
Flu
tes
•
Big
/min
i books
•
Res
ourc
e per
sons
•
Fli
pbooks
•
Ass
ort
ed d
ram
a co
stum
es
•
Vid
eo p
roje
ctors
Gu
essi
ng s
tory
end
ings
•
Buil
d s
elf-
este
em t
hro
ugh
soci
alis
atio
n a
nd l
anguag
e
•
Com
ic s
tori
es
•
Fic
tion
•
Tra
dit
ional
sto
ries
•
Imag
inat
ive
stori
es
•
Cooper
ativ
e le
arnin
g
•
Chan
ting/S
ingin
g
•
Role
-pla
y a
nd d
ram
atiz
atio
n
•
Fli
pbooks
•
Ass
ort
ed d
ram
a co
stum
es
•
Vid
eo p
roje
ctors
Narr
ati
ng a
story
•
Bond w
ith m
ates
and
teac
her
s
•
Inte
gra
te i
nto
gro
ups
•
Rea
l li
fe n
arra
tions
•
Nar
rati
on
•
Role
-pla
y a
nd d
ram
atiz
atio
n
•
Vid
eo p
roje
ctio
ns
•
Vid
eos/
Pic
ture
char
ts
•
Dra
win
g a
nd c
olo
uri
ng
mat
eria
ls
Sou
nd
s
of
an
imal
chara
cter
s
•
Buil
d fi
ne/
smal
l an
d g
ross
moto
r sk
ills
•
Fic
tion
•
Tra
dit
ional
sto
ries
•
Role
-pla
y a
nd d
ram
atiz
atio
n
•
Vid
eo p
roje
ctio
ns
•
DV
Ds/
pro
ject
ors
•
Illu
stra
ted p
ictu
res
and
char
ts
61
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
4:
Poet
ry a
nd
Rh
ym
es
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
lea
rn-
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Rh
ym
es
•
Lis
ten t
o r
hym
es a
nd p
oem
s
•
Dis
tinguis
h b
etw
een e
vil
and g
ood
•
Lull
pee
rs a
nd s
ibli
ngs
to s
leep
•
Def
end s
elf
from
dan
ger
•
Pra
ctis
e m
ora
l val
ues
•
Anim
al r
hym
es
•
Fru
it p
oem
s
•
Mat
hem
atic
al
rhym
es
•
Fam
ily p
oem
s
•
Lull
abie
s
•
Sound r
hym
es
•
Rec
itat
ion/D
emonst
rati
on
•
Cooper
ativ
e le
arnin
g
•
Spel
ling a
nd p
ronunci
atio
n
•
Pic
ture
char
ts/L
ette
r ca
rds
•
Rhym
e ca
rds
/Fla
shca
rds
•
Word
car
ds/
Rhym
e books
Poem
s•
Rec
ite
poem
s
•
Buil
d fi
ne/
smal
l m
oto
r sk
ills
•
Rec
ognis
e fr
uit
s, a
nim
als
•
Show
love
for
sch
ooli
ng
•
Anim
al p
oem
s
•
Fru
it p
oem
s
•
Mat
hem
atic
al
poem
s
•
Fam
ily p
oem
s
•
Spel
ling a
nd p
ronunci
atio
n
•
Rec
itat
ion
•
Dem
onst
rati
on
•
Cooper
ativ
e le
arnin
g
•
Pic
ture
char
ts
•
Rhym
e ca
rds
•
Fla
shca
rds/
Word
car
ds
•
“Poem
” books
62
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
5:
Sig
n L
an
gu
age
an
d G
estu
res
Un
its
Exp
ecte
d l
earn
ing
ou
tcom
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Mim
es a
nd
mim
ics
•
Imit
ate
var
ious
occ
upat
ions
•
Buil
d t
hei
r lo
ve
for
occ
upat
ions
•
Buil
d s
mal
l/fi
ne
moto
r
skil
ls
•
Occ
upat
ions
•
Com
pound c
are
•
House
chore
s
•
Sch
ool
chore
s
•
Anim
al b
ehav
iour/
movem
ent
•
Mim
ing a
nd m
imic
kin
g
•
Role
-pla
y (
sile
nt
acts
)
•
Illu
stra
tions
•
Vis
ual
cues
•
Puppet
s/ o
bje
cts/
Pic
ture
s
•
Illu
stra
ted s
cenes
/Com
ic
stri
pes
•
TV
and o
ther
audio
-vis
ual
aids
•
Inte
rnet
appli
cati
ons
and
web
site
s li
ke
YouT
ube
•
Res
ourc
e per
sons
Faci
al
exp
ress
ion
s
•
Per
form
non-v
erbal
com
munic
atio
n
•
Dis
pla
y t
hei
r m
oods
via
fac
ial
expre
ssio
ns
•
Hap
pin
ess
•
Sad
nes
s
•
Sic
knes
s
•
Surp
rise
•
Dan
ger
•
Illu
stra
tions/
Gam
es
•
Role
-pla
y (
sile
nt
acts
)
•
Pai
ring
•
Cooper
ativ
e le
arnin
g
•
Imit
atio
n
•
Com
ic s
trip
es/V
isual
aid
s
•
TV
and o
ther
audio
-vis
ual
aids
char
ts
•
Inte
rnet
appli
cati
ons
and
web
site
s li
ke
YouT
ube
•
Pic
ture
s/R
esourc
e per
sons
Man
ner
s•
Iden
tify
wit
h p
erso
ns
who a
re d
iff e
rent
and
hav
e sp
ecia
l nee
ds
•
Rec
ognis
e per
sons
wit
h s
pec
ial
nee
ds
•
Gre
etin
gs/
Man
ner
s
•
Ple
ase
: U
se fl
at
han
d t
o m
ake
a
circ
ula
r m
oti
on o
n c
hes
t.
•
Sorr
y:
Use
fi s
t to
mak
e a
circ
ula
r
moti
on o
n c
hes
t.
•
Th
an
k y
ou
: T
ouch
the
fi nger
tips
of
one
han
d t
o c
hin
and m
ove
away
fro
m b
ody.
•
You
’re
wel
com
e: T
ouch
fi n
ger
tip
of
one
han
d t
o c
hin
and m
ove
in
an a
rc m
oti
on t
o w
aist
•
Pla
y
•
Illu
stra
tions
•
Gam
es
•
Role
-pla
y (
sile
nt
acts
)
•
Pai
ring
•
Gro
up w
ork
and
cooper
ativ
e le
arnin
g
•
Imit
atio
n /
Inte
ract
ion
•
Pra
ctic
e
•
Com
ic s
trip
es/
Pic
ture
s
•
Vis
ual
aid
s
•
TV
and o
ther
audio
-vis
ual
aids
Char
ts
•
Inte
rnet
appli
cati
ons
and
web
site
s li
ke
YouT
ube
•
Res
ourc
e per
sons
63
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
6:
Rea
din
g
Un
its
Exp
ecte
d l
earn
ing
ou
tcom
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Pic
ture
rea
din
g
•
Rea
d p
ictu
res
•
Nam
e obje
cts
•
Const
ruct
photo
/im
age
gal
leri
es/a
lbum
s
•
Shar
e in
form
atio
n
•
Foll
ow
inst
ruct
ions
•
Fru
its
/V
eget
able
s
•
Anim
als
/Bir
ds
•
Flo
wer
s /P
lants
•
Kit
chen
ute
nsi
ls
•
Fes
tival
s
•
Role
-pla
y
•
Gam
es
•
Dem
onst
rati
on
•
Cooper
ativ
e le
arnin
g
•
Char
ts/p
ictu
res
•
Fli
p c
har
ts
•
Big
/Min
i books
•
Word
bas
ket
•
Audio
-vis
ual
aid
s
Let
ters
of
the
alp
hab
et
•
Rec
ogniz
e le
tter
-sounds
•
Spel
l si
mple
word
s
•
Pro
nounce
word
s
corr
ectl
y
•
The
alphab
et
•
Ble
nded
sim
ple
word
s
•
Short
sen
tence
s
•
Short
pas
sages
incl
udin
g
the
word
s m
et i
n p
ictu
re-
read
ing
•
Cooper
ativ
e le
arnin
g
•
Dem
onst
rati
on
•
Role
pla
y
•
Gam
es
•
Pic
ture
s/P
ictu
re c
ards
•
Char
ts /
Vis
ual
aid
s
•
Pic
ture
books/
Big
/min
i
books
•
Cours
e books/
rela
ted
textb
ooks
•
Car
toon s
trip
s
short
sen
ten
ces
an
d t
exts
•
Rea
d w
ord
s al
oud
•
Nam
e obje
cts
•
Ask
ques
tions
•
Foll
ow
inst
ruct
ions
•
Sim
ple
word
s
•
Short
tex
ts t
o i
ncl
ude
nam
es o
f th
e obje
cts
met
in p
ictu
re r
eadin
g
•
Short
tex
ts t
o i
ncl
ude
conte
xtu
al w
ord
s
•
Role
-pla
y/G
ames
•
Sin
gin
g/r
hym
es
•
Cooper
ativ
e le
arnin
g
•
Fla
sh c
ards/
Fli
p c
har
ts
•
Alp
hab
et/b
lend c
har
ts
•
Big
/Min
i books
(Pre
par
ed
and d
ecora
ted b
y t
he
teac
her
)
•
Word
bas
ket
Audio
-vis
ual
aids
64
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
7:
Wri
tin
g
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Pre
– l
ette
r
form
ati
on
•
Rep
roduce
model
s
•
Sket
ch m
odel
s
•
Hold
wri
ting m
ater
ials
corr
ectl
y
•
Foll
ow
the
right
ord
er o
f
wri
ting
•
Love
wri
ting
•
Tra
cing (
lett
ers
and n
um
ber
s)
•
Long r
abbit
let
ters
(l,
h, b, f,
d, k, t,
)
•
One
arm
ed r
obot
(dow
n a
nd
retr
ace
upw
ards
(r,
i,
•
Long l
adder
(j,
g,
•
Anti
-clo
ckw
ise
lett
ers,
curl
y
cate
rpil
lar
lett
ers
and fi
gure
s
(c, a,
d, e,
g, o, q, f,
s –
0, 6,
8, 9)
•
Zig
zag l
ette
rs a
nd fi
gure
s (v
,
w, x, z
, -
1, 4, 7)
•
Dem
onst
rati
on
•
Pai
r w
ork
•
Cooper
ativ
e le
arnin
g
•
Chal
k/P
enci
l
•
Arm
-boar
d
•
Tra
cing p
aper
/book
•
San
d t
ray
•
Ste
nci
ls:
lett
ers,
num
ber
s
•
“Asc
ender
s” a
nd
“des
cender
s” g
ames
Let
ters
an
d
nu
mb
ers
•
Wri
te l
ow
erca
se, u
pper
case
lett
ers
and n
um
ber
s
•
Wri
te w
ord
s
•
Hold
wri
ting m
ater
ials
corr
ectl
y
•
Foll
ow
the
right
ord
er o
f
wri
ting
•
Shar
e w
ith p
eers
who l
ack
•
Low
erca
se l
ette
rs
•
Upper
cas
e le
tter
s
•
Com
mon w
ord
s
•
Num
ber
s 1 –
10
•
Nam
es
•
Day
s
•
Month
s
•
Dem
onst
rati
on
•
Pai
r w
ork
•
Cooper
ativ
e le
arnin
g
•
Pen
cil/
Arm
-boar
d/
cray
ons
•
Tra
cing s
hee
ts/b
ook
•
San
d t
ray
•
Ste
nci
ls:
lett
ers,
num
ber
s, w
ord
s
•
Let
ter/
word
/num
ber
card
s
Han
dw
riti
ng
•
Wri
te s
imple
sen
tence
s
•
Show
love
for
wri
ting,
aest
het
ics
and n
eatn
ess
•
SV
Os,
(S
ubje
ct, V
erb, O
bje
ct)
•
Dem
onst
rati
on/P
air
work
•
Cooper
ativ
e le
arnin
g
•
Wri
ting p
aper
/books
•
Pen
cils
/Num
ber
card
s
•
Word
car
ds/
Wri
ting
model
s
65
Cameroon Nursery School Curriculum English Subsystem
Tab
le 3
8:F
ren
ch
Un
ités
Att
ente
s C
on
ten
us
Tec
hn
iqu
esM
até
riel
s d
idact
iqu
es
Poés
ie e
t
Com
pti
nes
•
Réc
iter
un p
oèm
e/co
mpti
ne
•
Montr
er l
’inté
rêt
a la
lan
gue
fran
çais
e
•
Com
pti
nes
•
Poés
ie
•
Imit
atio
n /
Inte
ract
ion
•
Réc
itat
ions
/Chan
ts
•
Tra
vau
x e
n a
teli
er/
pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s
•
Obje
ts d
iver
s
•
Imag
es
Ch
an
ts•
Chan
ter
une
chan
son
•
Chan
ter
en f
rança
is pour
le
pla
isir
•
Les
chan
sons
•
Réc
itat
ions
•
Chan
ts
•
Tra
vau
x e
n a
teli
er/
pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s
•
Obje
ts d
iver
s
•
Imag
es
Se
pré
sen
ter
•
Se
pré
sente
r
•
Dir
e so
n n
om
en c
as
d’é
gar
emen
t
•
La
pré
senta
tion
•
Jeu d
e rô
le
•
Illu
stra
tions
•
Tra
vau
x e
n a
teli
er /
pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s
•
Obje
ts d
iver
s
•
Imag
es
Com
pte
r •
Com
pte
r le
s obje
ts
•
S’i
nsé
rer
dan
s la
com
munau
té
•
1 –
10
•
Jeux /
Jeu d
e rô
le
•
Tra
vau
x e
n a
teli
er
•
Obje
ts d
iver
s
Les
jou
rs d
e la
sem
ain
e
•
Cit
er l
es j
ours
de
la s
emai
ne
•
Com
muniq
uer
en f
rança
is
•
Les
jours
de
la s
emai
ne
•
Jeu d
e rô
le /
Jeux
•
Illu
stra
tions
•
Tra
vau
x e
n a
teli
er /
pai
rs
•
Dém
onst
rati
ons
•
Mat
érie
ls au
dio
vis
uel
s
•
Photo
s /O
bje
ts d
iver
s
•
Imag
es
Les
mois
de
l’an
née
•
Cit
er l
es m
ois
de
l’an
née
•
Com
muniq
uer
en f
rança
is
•
Les
mois
de
l’an
née
•
Jeu d
e rô
le
•
Tra
vau
x e
n a
teli
er /
pai
rs
•
Dém
onst
rati
ons
•
Le
cale
ndri
er
•
Les
éti
quet
tes
L’h
ym
ne
•
Chan
ter
l’hym
ne
nat
ional
•
Aim
er l
e pay
s
•
L’h
ym
ne
nat
ional
•
Réc
itat
ion /
Rép
étit
ion
•
Chan
t
•
Le
texte
d l
’hym
ne
66
Cameroon Nursery School Curriculum English Subsystem
D2
: S
cie
nce a
nd
Tech
no
log
ical S
kills
Develo
pm
en
t
Tab
le 3
9:
Math
emati
cs
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
lea
rnin
g
stra
tegie
s
Su
gges
ted
res
ou
rces
Cou
nti
ng
•
Count
num
ber
s fr
om
1-2
0
•
Det
ect
quan
tity
•
Run e
rran
ds
at h
om
e/sc
hool
•
Car
ry o
ut
pro
ject
s w
ith p
eers
•
Num
ber
s 1 –
20
•
Fie
ld o
bse
rvat
ion
•
Cooper
ativ
e te
achin
g
•
Gam
es/p
lay
•
Rhym
es/s
ongs/
Dem
onst
rati
ons
•
Counti
ng s
tick
s/ B
lock
s
•
Tab
les/
chai
rs/D
iver
se f
ruit
s
•
Num
ber
car
ds/
Peb
ble
s
•
Abac
us
/Par
ts o
f th
e body
•
Pla
stic
cork
s
Wri
tin
g
nu
mb
ers
•
Wri
te n
um
ber
s
•
Wri
te n
um
ber
s pro
gre
ssiv
ely
•
Hold
wri
ting m
ater
ials
corr
ectl
y
•
Foll
ow
the
right
ord
er o
f
wri
ting, le
ft t
o r
ight
•
Shar
e w
riti
ng m
ater
ials
wit
h
pee
rs
•
Wri
ting f
rom
1 –
10
•
Dri
llin
g:
wit
h fi
nger
s/to
es i
n
the
air,
on t
he
fl oor,
on s
and
tray
, on p
eer’
s bac
k
•
Tra
cing
•
Dem
onst
rati
on
•
Copyin
g m
odel
s
•
Chal
k
•
Arm
boar
d
•
Pen
cil
•
Pap
er/b
ook
•
Work
book
Cla
ssif
yin
g
sets
an
d
sub
set
s
•
Cla
ssif
y e
lem
ents
of
a se
t
•
Iden
tify
colo
urs
•
Shar
e w
ith o
ther
s
•
Use
num
ber
s
•
Arr
ange
thei
r per
sonal
bel
ongin
gs
•
Expre
ss s
imil
arit
y
•
Ele
men
ts o
f a
set
•
Colo
urs
•
Shap
es
•
Siz
es
•
Sub s
ets
•
Dis
cuss
ions/
elic
itat
ion
•
Cooper
ativ
e le
arnin
g
•
Div
erse
obje
cts:
fru
its,
colo
ure
d p
enci
ls, pen
s,
pla
stic
cork
s an
d b
ott
les,
cloth
es, hat
s, m
arble
sto
nes
,
peb
ble
s, books,
toys
67
Cameroon Nursery School Curriculum English Subsystem
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Math
emati
cal
op
erati
on
s
•
Use
mat
hem
atic
al
oper
atio
ns
(addit
ion
subtr
acti
on a
nd d
ivis
ion)
•
Work
wit
h p
eers
and
oth
ers
•
Acc
ept
diff
ere
nce
s an
d t
he
opin
ions
of
oth
ers
•
Addit
ion n
ot
more
than
20
•
Subtr
acti
on n
ot
more
than
20
•
Div
isio
n n
ot
more
than
10
•
Cooper
ativ
e le
arnin
g
•
Eli
cita
tions
•
Dem
onst
rati
on
•
Outd
oor
acti
vit
ies
•
Counti
ng s
tick
s
•
Pla
stic
bott
les/
cork
s
•
Fru
it/f
ood i
tem
s
•
Mar
ble
sto
nes
•
Div
erse
cla
ssro
om
ite
ms
Tim
e•
Com
ply
wit
h t
ime
•
Show
inte
rest
in b
eing
punct
ual
•
Show
love
for
mat
hem
atic
s
•
Show
inte
rest
in s
chooli
ng
and o
ther
act
ivit
ies
•
Morn
ing/A
fter
noon
•
Even
ing/N
ight
•
Rea
din
g t
ime
in h
ours
•
Outd
oor
obse
rvat
ions
•
Fre
e ta
lk/B
rain
storm
ing
•
Cooper
ativ
e le
arnin
g
•
Eli
cita
tions
•
Nat
ure
•
Vid
eos
•
Illu
stra
ted c
har
ts/p
ictu
res
•
Clo
ck/c
lock
fac
e
•
Bel
l/gong
68
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
0:
Info
rmati
on
an
d C
om
mu
nic
ati
on
Tec
hn
olo
gie
s
Un
itE
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
ts
Su
gges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
did
act
ic m
ate
rial
Th
e co
mp
ute
r
syst
em
•
Iden
tify
a c
om
pute
r sy
stem
•
Rec
ognis
e th
at d
iff e
rent
com
ponen
ts a
re n
eeded
to
hav
e a
com
pute
r sy
stem
•
syst
em u
nit
•
key
boar
d
•
mouse
•
monit
or
•
pri
nte
r/sc
anner
•
Dem
onst
rati
on
•
Dis
cuss
ions
•
Cooper
ativ
e le
arnin
g
•
Com
pute
r eq
uip
men
t:
Monit
or
; K
eyboar
d;
Mouse
; S
yst
em u
nit
;
Pri
nte
r; C
onnec
tions
•
Char
ts/L
oca
lly f
abri
cate
d
mat
eria
ls
ICT
dev
ices
•
Iden
tify
com
mon I
CT
dev
ices
•
Rec
ognis
e th
at t
hes
e dev
ices
tran
smit
info
rmat
ion
•
The
com
pute
r
•
Rad
io /
Tel
evis
ion s
ets
•
Mobil
e an
d fi
x p
hones
•
The
photo
cam
era
•
The
pro
ject
or
•
The
rem
ote
contr
ol
•
Dem
onst
rati
on
•
Dis
cuss
ions
•
Cooper
ativ
e le
arnin
g
•
ICT
dev
ices
in t
he
conte
nts
•
Char
ts c
onta
inin
g p
ictu
res
of
the
diff
ere
nt
ICT
dev
ices
•
Loca
lly f
abri
cate
d
mat
eria
ls
Th
e k
eyp
ad
of
a
com
mu
nic
ati
on
dev
ice
•
Sim
ula
te t
he
use
of
the
key
pad
of
a co
mm
unic
atio
n
dev
ice
•
Rec
ognis
e th
at t
hes
e dev
ices
are
use
d t
o m
ake
dis
tance
com
munic
atio
n
•
Mobil
e phones
•
Han
dli
ng a
mobil
e/
fi xed
phone
or
wal
kie
-
talk
ie dev
ice
•
Dem
onst
rati
on
•
Dis
cuss
ions
•
Cooper
ativ
e le
arnin
g
•
Mobil
e /fi
x p
hones
•
Char
ts c
onta
inin
g
pic
ture
s of
the
diff
ere
nt
com
munic
atio
n d
evic
es
•
Loca
lly f
abri
cate
d
mat
eria
ls
Rem
ote
con
trol
of
dev
ice
•
Sim
ula
te t
he
use
of
a re
mote
contr
ol
dev
ice
•
Rec
ognis
e th
at r
emote
contr
ol
dev
ices
contr
ol
dev
ices
at
a dis
tance
•
Types
of
rem
ote
contr
ol
•
Dem
onst
rati
on
•
Dis
cuss
ions
•
Cooper
ativ
e le
arnin
g
•
Rem
ote
contr
ol
of
a
Tel
evis
ion, D
VD
, R
adio
set,
air
condit
ioner
s
•
Char
ts w
ith t
he
diff
ere
nt
ICT
dev
ices
•
Loca
lly f
abri
cate
d
mat
eria
ls
69
Cameroon Nursery School Curriculum English Subsystem
Un
its
Exp
ecte
d l
earn
ing o
utc
om
esC
on
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Key
board
an
d
mou
se o
f a
com
pu
ter
•
Pla
y w
ith t
he
key
boar
d a
nd t
he
mouse
of
a co
mp
ute
r
•
Rec
ognis
e th
at key
boar
ds
and m
ice
are
use
d t
o e
nte
r in
form
atio
n i
n
com
pute
rs
•
The
key
boar
d o
f a
com
pute
r
•
The
mouse
of
a
com
pute
r
•
Dem
onst
rati
on
•
Dis
cuss
ions
•
Coop
erat
ive
lear
nin
g
•
Com
pute
r m
ouse
and k
eyb
oar
d
•
Char
ts c
onta
inin
g
pic
ture
s of
the
key
boar
ds
and
mouse
•
Loca
lly f
abri
cate
d
mat
eria
ls
Pow
er b
utt
on
s
of
IC
T d
evic
es
•
Iden
tify
the
pow
er b
utt
ons
of
com
mon I
CT
dev
ices
•
Rec
ognis
e th
at a
ll I
CT
dev
ices
hav
e p
ow
er b
utt
ons
to e
nab
le t
hem
funct
ion
•
The
pow
er b
utt
on
of
a co
mp
ute
r an
d
oth
er I
CT
dev
ices
(mob
ile
phones
,
TV
s, D
VD
pla
yer
etc.
)
•
Dem
onst
rati
on:
lear
ner
s
pra
ctis
e to
pow
er a
vai
lab
le
ICT
dev
ices
•
Dis
cuss
ions:
may
focu
s on
lett
ing l
earn
ers
shar
e th
eir
idea
s fr
om
hom
e on h
ow
they
pow
er t
hes
e dev
ices
•
Mob
ile
phones
,
TV
s, D
VD
pla
yer
•
Char
ts c
onta
inin
g
pic
ture
s of
the
diff
ere
nt
dev
ices
•
Loca
lly f
abri
cate
d
mat
eria
ls
ICT
dev
ices
an
d s
afe
ty
mea
sure
s
•
Nam
e b
asic
saf
ety m
easu
res
to b
e
ob
serv
ed w
hil
e usi
ng a
com
pute
r an
d
oth
er I
CT
dev
ices
•
Res
pec
t sa
fety
mea
sure
s w
hil
e usi
ng
ICT
dev
ices
The
dan
ger
s of:
•
touch
ing c
able
s
connec
ted t
o
elec
tric
ity
•
sitt
ing t
oo c
lose
to a
tele
vis
ion s
et
•
usi
ng a
cel
l p
hone
plu
gged
to e
lect
ric
curr
ent
•
usi
ng a
com
pute
r in
the
bed
•
Dem
onst
rati
on:
lear
ner
s
pra
ctis
e to
han
dle
ele
ctri
city
cab
les
app
rop
riat
ely
•
Dis
cuss
ions:
may
focu
s on
lett
ing l
earn
ers
shar
e th
eir
vie
ws
on s
afet
y m
easu
res
whil
e u
sing I
CT
dev
ices
•
Ob
serv
atio
n:
lear
ner
s m
ay
ob
serv
e how
oth
ers
sit
in
front
of
a te
levis
ion s
et o
r a
com
pute
r sy
stem
•
Mob
ile
phones
,
TV
s, D
VD
pla
yer
•
Char
ts c
onta
inin
g
pic
ture
s re
late
d t
o
the
conte
nt
•
Rel
ated
syll
abus/
schem
es o
f w
ork
/
text
books
•
Saf
ety g
loves
•
Char
ger
s
ICT
dev
ices
an
d h
ygie
nic
mea
sure
s
•
Nam
e hygie
nic
condit
ions
to b
e
resp
ecte
d w
hil
e usi
ng a
com
pute
r an
d
oth
er I
CT
dev
ices
•
Rec
ognis
e th
at h
ygie
nic
condit
ions
pro
long t
he
life
sp
an o
f dev
ices
and
the
safe
ty o
f th
e use
r
•
The
dan
ger
s of:
•
Eat
ing b
y a
com
pute
r
•
Dri
nkin
g b
y I
CT
dev
ices
•
Dis
cuss
ion o
n t
he
eff e
cts
of
food p
arti
cles
and w
ater
on
ICT
dev
ices
•
Illu
stra
tive
char
ts
rela
ted t
o t
he
conte
nts
70
Cameroon Nursery School Curriculum English Subsystem
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
lea
rnin
g
stra
tegie
s
Su
gges
ted
res
ou
rces
Basi
c n
oti
on
s of
Ab
stra
ctio
n
•
Iden
tify
co
mm
on o
bje
cts
found a
round t
hei
r
envir
onm
ent
•
Rec
ognis
e th
at c
om
pute
rs
can s
ort
out
obje
cts
(car
s,
bic
ycl
e) o
r it
ems
wit
hout
det
ails
•
The
diff
ere
nt
nat
ure
of
obje
cts
(car
s; t
ruck
s,
bic
ycl
e, h
ouse
etc,
)
•
Dis
cuss
ions:
dis
tinguis
h t
he
types
of
obje
cts
they
see
aro
und
•
Obse
rvat
ion:
lear
ner
s m
ay g
o o
ut
of
the
clas
sroom
to o
bse
rve
the
diff
ere
nt
obje
cts
found a
round or
obse
rve
pic
ture
s an
d d
isti
nguis
h
them
•
Use
pic
ture
s to
hel
p l
earn
ers
reco
gnis
e th
e diff
ere
nce
s in
the
obje
cts
list
ed
•
Char
ts c
onta
inin
g
pic
ture
s of
the
diff
ere
nt
obje
cts
around t
he
school
and b
eyond
•
Loca
lly f
abri
cate
d
mat
eria
ls
Basi
c co
nce
pts
of
Alg
ori
thm
•
Iden
tify
ste
ps
requir
ed
to c
arry
out
a ta
sk a
s an
algori
thm
•
Rec
ognis
e th
at c
om
pute
rs
go t
hro
ugh a
ste
p b
y s
tep
pro
cess
to r
esolv
e a
pro
ble
m
Pro
cess
es:
•
Pre
par
ing t
ea f
or
bre
akfa
st
•
Pre
par
ing f
or
clas
ses
•
Was
hin
g c
loth
es
•
Dem
onst
rati
on:
pra
ctis
e how
to
real
ise
a re
al t
ask b
y g
oin
g t
hro
ugh
diff
ere
nt
step
s
•
Dis
cuss
ions:
may
focu
s on l
etti
ng
lear
ner
s ex
pla
in t
he
diff
ere
nt
step
s
involv
ed i
n p
repar
ing b
reak
fast
,
was
hin
g d
ress
es
•
Char
ts c
onta
inin
g t
he
pic
ture
s of
diff
ere
nt
acti
vit
ies
and t
he
step
s to
be
cover
ed
to e
xec
ute
them
Basi
c n
oti
on
s of
Pro
gra
mm
ing
•
Iden
tify
that
com
pute
rs
requir
e in
stru
ctio
ns
to
exec
ute
a p
rogra
m
•
Rec
ognis
e th
at c
om
pute
rs
requir
e a
seri
es o
f
inst
ruct
ions
to e
xec
ute
a t
ask
•
The
com
pute
r
pro
gra
m
•
Bas
ic t
asks
and
inst
ruct
ions
•
Dem
onst
rati
on:
pra
ctis
e how
to
pro
gra
m a
pro
gra
mm
able
toy t
o
see
how
it
work
s, c
reat
e a
gro
up o
f
lear
ner
s an
d a
ssig
n a
tas
k t
o e
ach
of
them
whic
h r
equir
es e
ach o
f
thei
r co
ntr
ibuti
ons
to a
chie
ve
the
resu
lts
•
Dis
cuss
ions:
shar
e th
eir
vie
ws
on w
hat
they
obse
rved
in
pro
gra
mm
able
toys
•
Char
ts c
onta
inin
g t
he
pic
ture
s of
diff
ere
nt
acti
vit
ies
and t
he
step
s to
be
cover
ed
to e
xec
ute
them
71
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
1:
Sen
sory
an
d P
erce
pti
ve
Ed
uca
tion
Un
its
Exp
ecte
d l
earn
ing o
utc
om
esC
on
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Th
e se
nse
of
sigh
t
•
Iden
tify
colo
urs
•
Arr
ange
thei
r b
elongin
gs
•
Sort
ite
ms
•
Car
ry o
ut
task
s
•
Appra
ise
bea
uty
and
aest
het
ics
•
Red
/Yel
low
•
Blu
e/P
urp
le
•
Ora
nge/
Gre
en
•
Pin
k/B
row
n
•
Dem
onst
rati
ons
•
Role
pla
y
•
Outd
oor
vis
its
•
Colo
urs
•
Colo
ure
d i
tem
s: b
ow
ls, cu
ps,
scra
ps
from
tai
lor’
s sh
op
•
VC
Ds/
DV
Ds
•
TV
/Com
pute
r/la
pto
p/a
ndro
id
phone
•
Mas
ks/
hea
dsc
arf
Th
e se
nse
of
tast
e
•
Dis
tinguis
h t
aste
s
•
Choose
food a
ppro
pri
atel
y
•
Consu
me
med
icin
es
appro
pri
atel
y
•
Sw
eet
tast
e
•
Bit
ter
tast
e
•
Sour
tast
e
•
Dem
onst
rati
on/d
iscu
ssio
ns
•
Role
-pla
y/P
rete
nce
•
Sim
ula
tion
•
Sw
eets
/sugar
/sugar
cane/
liquid
s/
syru
ps
•
Bit
ter
her
bs/
dri
nks
•
Fru
its:
ban
ana/
man
go/p
awpaw
/
pin
eapple
lim
e/le
mon/o
range
Th
e se
nse
of
smel
l
•
Diff
ere
nti
ate
smel
ls
•
Use
toil
ets
appro
pri
atel
y
•
Solv
e hea
lth a
nd
envir
onm
enta
l pro
ble
ms
•
Sti
nk (
Bad
sm
ell)
•
Good s
mel
l
•
Was
te m
anag
emen
t
•
Toil
etin
g
•
Han
d w
ashin
g
•
Per
sonal
hygie
ne
•
Dem
onst
rati
ons/
dis
cuss
ions
•
Outd
oor
vis
it
•
Role
-pla
y/d
ram
atiz
atio
n
•
Cooper
ativ
e le
arnin
g
•
Sta
lefo
od/D
ust
bin
•
Was
te m
anag
emen
t ar
eas
•
Toil
et/P
erfu
me
•
Flo
wer
s
Th
e se
nse
of
hea
rin
g
•
Iden
tify
voic
e pit
ch
•
Modif
y b
ehav
iour
•
Spea
k s
oft
ly
•
Spea
kin
g i
n d
iff e
rent
tones
: so
ft, st
rong,
loud, hig
h, lo
w
•
Musi
c: s
ooth
ing,
gen
tle,
loud, nois
y
•
Nois
e/A
nger
•
Dis
cuss
ion/d
emonst
rati
on
•
Songs
/Rec
itat
ion
•
Conver
sati
ons/
dia
logues
•
Role
-pla
y
•
Lea
rner
s
•
Audio
-vis
ual
aid
s
•
Envir
onm
ent
72
Cameroon Nursery School Curriculum English Subsystem
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
lea
rnin
g
stra
tegie
s
Su
gges
ted
res
ou
rces
Th
e se
nse
of
tou
ch
•
Rea
ct t
o a
n e
xte
rnal
stim
ulu
s
•
Modif
y b
ehav
iour
•
Inte
rpre
t in
form
atio
n
•
Hot/
cold
•
Har
d/s
oft
•
Gen
tle/
soft
touch
•
Aggre
ssiv
e/w
ild t
ouch
•
Gam
es (
may
hav
e to
do a
hid
e
and s
eek a
nd t
ouch
gam
e)
•
Role
-pla
y (
pla
y t
he
role
of
a
bad
per
son a
nd g
ood p
erso
n.
A g
ood p
erso
n t
ouch
es g
entl
y
whil
e a
bad
per
son t
ouch
es
wil
dly
)
•
Bli
ndfo
ld m
ater
ials
: m
asks,
hea
d s
carf
, ro
pes
•
Wat
er, co
tton, st
ones
73
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
2:
Sci
ence
an
d T
ech
nolo
gy
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sci
ence
Ast
ron
om
y
(Sta
rs)
•
Des
crib
e day
and n
ight
•
Pla
n p
erso
nal
act
ivit
ies
•
Wea
r ap
pro
pri
ate
cloth
es
•
Sun
•
Moon
•
Sta
rs
•
Dry
and r
ainy s
easo
ns
•
Cooper
ativ
e le
arnin
g
•
Outd
oor
vis
its
•
Role
-pla
y
•
Dem
onst
rati
on
•
Illu
stra
tive
char
ts
•
Tee
-shir
ts/P
ull
over
s
•
Rai
nco
at/b
oots
•
Envir
onm
ent
Gra
vit
y
(Wei
gh
t)
•
Iden
tify
diff
ere
nt
gra
vit
atio
nal
forc
es
•
Dis
pla
y a
sen
se o
f am
bit
ion
for
the
scie
nce
s
•
Inte
rpre
t sc
ienti
fi c
noti
ons
and
dis
pel
myth
s
•
Show
love
for
scie
nce
•
Exhib
it t
alen
t
•
Flo
atin
g
•
Sin
kin
g
•
Fal
ling
•
Pull
ing
•
Eli
cita
tion
•
Exper
imen
tati
on/t
rial
and
erro
r
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
Bal
loons/
Bal
l, s
and
•
Sto
nes
, ro
pes
, m
ud
•
Em
pty
pla
stic
bott
les
•
Em
pty
pla
stic
bott
les
•
Fil
led p
last
ic b
ott
les
•
Bas
in/b
uck
et fi
lle
d
wit
h w
ater
Natu
re s
tud
y•
Iden
tify
liv
ing a
nd n
on-l
ivin
g
thin
gs
•
Obse
rve
nat
ure
•
Explo
it n
ature
wit
h c
are
•
Flo
wer
s
•
Pla
nts
•
Bir
ds
•
Anim
als
•
Nat
ure
wal
ks/
obse
rvat
ion
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
The
envir
onm
ent
•
Illu
stra
ted c
har
ts/
•
Inse
ct b
ox, sh
ades
•
Lea
f al
bum
, glo
ves
,
caps
Exp
erim
ents
•
Use
wat
er a
nd p
ow
der
ed
subst
ance
s to
mak
e pas
te
•
Per
form
exper
imen
ts
•
Show
love
for
scie
nce
•
Dis
solv
ing h
ard s
ubst
ance
s
•
Mix
ing t
o m
ake
pas
te/
dough
•
Mix
ing t
o f
orm
colo
urs
•
Exper
imen
tati
on/t
rial
and
erro
r
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
•
PB
L
•
Wood a
sh, so
il, sa
nd,
cem
ent,
cla
y, s
awdust
,
mud
•
Wat
er, bow
l, b
ott
les,
conta
iner
s, S
ugar
,
lim
esto
ne,
m
ilk
•
Colo
urs
, fl
ow
ers
74
Cameroon Nursery School Curriculum English Subsystem
Un
its
E
xp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Natu
ral
ph
enom
ena
•
Rec
ognis
e nat
ura
l phen
om
ena
•
Def
end s
elf/
run a
way
fro
m
dan
ger
•
Cry
for
hel
p i
n t
he
face
of
dan
ger
•
Dis
pla
y e
moti
ons
in t
he
face
of
dis
aste
r/dan
ger
•
Flo
odin
g
•
Lan
dsl
ide
•
Mounta
in e
rupti
on
•
Dra
ught
•
Torn
ado /
Ero
sion
•
Thunder
and l
ighte
nin
g
•
Dis
cover
y/d
iscu
ssio
ns
•
Excu
rsio
ns*
Outd
oor
acti
vit
ies
•
Cooper
ativ
e le
arnin
g
•
Nat
ura
l en
vir
onm
ent
•
Char
ts/p
ictu
res
•
VC
D/D
VD
s
•
Rel
evan
t w
ebsi
tes
Tec
hn
olo
gy a
nd
En
gin
eeri
ng
Con
stru
ctio
n•
Use
mat
eria
ls i
n t
hei
r
envir
onm
ent
to p
roduce
tech
nolo
gic
al m
inia
ture
s
•
Show
inte
rest
in m
anual
work
•
Buil
d fi
ne
moto
r sk
ills
•
Buil
din
g c
onst
ruct
ion:
house
, bri
dge,
tunnel
,
stai
rcas
e
•
Fab
rica
tion a
nd
asse
mbli
ng o
f m
inia
ture
sam
ple
s: c
ars,
kit
es,
canoe,
bic
ycl
es,
aero
pla
nes
, sh
ip, to
ys
•
Tri
al a
nd e
rror
•
Dem
onst
rati
on/I
mit
atio
n
•
Cooper
ativ
e le
arnin
g
•
PB
L
•
Buil
din
g b
lock
s/ l
egos
•
San
d, so
il, cl
ay, m
ud,
stic
ks,
sto
nes
, ca
rtons,
pla
nta
in l
eaves
,
bam
boo, pal
m f
ronds,
old
pla
stic
shoes
,
conta
iner
s, r
ounded
scis
sors
, ty
res
•
Illu
stra
tive
char
ts
Plu
mb
ing
•
Iden
tify
mat
eria
ls a
nd t
ools
for
plu
mbin
g
•
Show
love
for
nat
ura
l, f
ound
and r
ecycl
ed m
ater
ials
•
Plu
mbin
g t
ools
/mat
eria
ls
•
Plu
mbin
g p
roce
sses
•
Inst
alla
tion
•
Dis
cover
y/d
iscu
ssio
ns
•
Cooper
ativ
e le
arnin
g
Dem
onst
rati
on
•
Bott
les
of
wat
er, st
ones
,
sand
•
Car
dboar
d p
aper
,
feat
her
s, f
ound p
ipes
•
Old
pla
stic
s sh
oes
,
bal
ls, buck
ets
•
Pla
nta
in s
tem
s/ l
eaves
,
ropes
, m
asks,
jac
ket
s
75
Cameroon Nursery School Curriculum English Subsystem
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sou
rces
of
ligh
t•
Loca
te s
ourc
es o
f li
ght
•
Use
sourc
es o
f li
ght
resp
onsi
bly
•
Sta
y a
way
fro
m d
anger
ous
sourc
es o
f li
ght
•
Nat
ura
l so
urc
es o
f
light
•
Sec
ondar
y s
ourc
es o
f
light
•
Dis
cover
y/d
iscu
ssio
ns
•
Indiv
idual
and g
roup
work
•
Dem
onst
rati
on
•
Tri
al a
nd e
rror
•
Outd
oor
obse
rvat
ions
•
Envir
onm
ent
•
Torc
h/M
obil
e phones
•
Lam
p/C
andle
s, b
amboo
stic
ks
•
Found s
ock
ets,
cab
les
•
Mat
ch/l
ighte
r
Ele
ctri
cal
ap
pli
an
ces
•
Det
ect
appli
ance
s th
at u
se
elec
tric
ity
•
Boot
a co
mpute
r
•
Turn
the
lights
on a
nd o
ff
•
Chan
ge
TV
/Rad
io c
han
nel
s
•
Ask
for
hel
p f
rom
adult
s to
use
elec
tric
al a
ppli
ance
s
•
Appli
ance
s th
at u
se
ener
gy
•
Dis
cover
y/D
iscu
ssio
ns
•
Dem
onst
rati
ons
•
Role
-pla
y/d
ram
atiz
atio
n
•
Songs
•
Cooper
ativ
e le
arnin
g
•
Rad
io, tv
, pre
ssin
g i
ron,
com
pute
r, t
elep
hone,
hai
r
dry
er, sh
avin
g m
achin
e,
char
ger
, m
icro
phones
, et
c.
•
Illu
stra
ted p
ictu
res
and
char
ts
Safe
ty a
nd
secu
rity
•
Rec
ognis
e th
e dan
ger
s in
volv
ed
in t
he
wro
ng u
se o
f el
ectr
icit
y
and e
lect
rica
l ap
pli
ance
s
•
Ask
for
hel
p f
rom
adult
s to
use
elec
tric
al a
ppli
ance
s
•
Pla
y r
easo
nab
ly w
ith n
atura
l,
found a
nd r
ecycl
ed m
ater
ials
•
Dan
ger
s of
elec
tric
ity
: el
ectr
ical
shock
,
burn
s an
d s
cars
•
Dem
onst
rati
ons
•
Role
-pla
y/
dra
mat
izat
ion
•
Songs
•
Cooper
ativ
e le
arnin
g
•
Found c
able
s, s
ock
ets
•
Envir
onm
ent
•
Ban
dag
es, fi
rst
aid b
ox
76
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
3:
Agri
cult
ure
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Gard
enin
g•
Iden
tify
pla
nts
•
Car
e fo
r nat
ure
•
Show
love
for
bea
uti
fyin
g
the
envir
onm
ent
wit
h
fl ow
ers
and p
lants
•
Des
crib
e th
e use
s of
soil
•
Tak
e ca
re o
f th
e
envir
onm
ent
•
Flo
wer
s
•
Pla
nts
•
Man
ure
•
Soil
s an
d u
ses
•
See
ds/
See
dli
ngs
•
Car
ing f
or
pla
nts
•
Dem
onst
rati
ons
•
Obse
rvat
ion
•
Pra
ctic
al w
ork
/outd
oor
•
Cooper
ativ
e le
arnin
g
•
Fil
led b
ags/
tyre
s w
ith l
oam
soil
•
See
ds/
see
dli
ngs
•
Veg
etab
le/s
pic
es
•
Glo
ves
, fl
ow
er b
eds
•
Soil
s: s
andy,
cla
y, l
oam
•
Far
min
g t
ools
Sou
rces
of
man
ure
•
Iden
tify
sourc
es o
f m
anure
•
Det
ect
was
te
•
Thro
w w
aste
res
ponsi
bly
•
Dis
posi
ng w
aste
•
kit
chen
was
te
•
Anim
al w
aste
•
Com
pound w
aste
•
Com
post
man
ure
•
Dem
onst
rati
on
•
Obse
rvat
ion
•
Pra
ctic
al w
ork
/outd
oor
•
Dis
cuss
ions
•
Cooper
ativ
e le
arnin
g
•
Food p
eeli
ngs
and l
eft-
over
•
Wood a
sh/g
rass
•
Goat
/cow
/chic
ken
dung
•
Com
post
pit
•
Glo
ves
/Pla
stic
s
Cu
ltiv
ati
on
•
Des
crib
e th
e pla
nti
ng a
nd
har
ves
ting p
roce
ss
•
Show
inte
rest
in f
arm
ing
•
Pla
nt
seed
s an
d s
eedli
ngs
•
Pla
nti
ng
•
Apply
ing m
anure
•
Wee
din
g
•
Wat
erin
g
•
Har
ves
ting/P
rese
rvat
ion
•
Dem
onst
rati
on
•
Sim
ula
tion
•
Pra
ctic
al w
ork
/outd
oor
•
Cooper
ativ
e le
arnin
g
•
PB
L
•
See
ds
and s
eedli
ngs
•
Man
ure
/glo
ves
•
Far
mer
’s t
ools
•
Wat
erin
g c
an
•
Pla
nti
ng b
ags
Agri
cult
ura
l
act
ivit
ies
•
Iden
tify
var
ious
agri
cult
ura
l ac
tivit
ies
•
Fis
h f
arm
ing
•
Poult
ry f
arm
ing
•
Pig
far
min
g
•
Cat
tle
rear
ing
•
Rab
bit
/snai
l re
arin
g
•
Dem
onst
rati
on
•
Pra
ctic
al w
ork
/outd
oor
•
Fie
ld v
isit
s
•
Cooper
ativ
e le
arnin
g
•
PB
L
•
Illu
stra
ted c
har
ts
•
Nat
ura
l en
vir
onm
ent
•
Per
sonal
or
school
farm
s
•
Pig
ger
y, fi
sh p
onds,
hutc
hes
, sn
ails
77
Cameroon Nursery School Curriculum English Subsystem
D3
: P
racti
cal L
ife S
kills
Tab
le 4
4:
Cit
izen
ship
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Sel
f –
intr
od
uct
ion
•
Rec
ognis
e s
elf
•
Dis
cuss
wit
h p
eers
and o
ther
s
•
Loca
te s
elf
•
Intr
oduci
ng s
elf
•
The
fam
ily:
Par
ents
,
gra
ndpar
ents
, bro
ther
(s),
sist
er(s
)
•
The
teac
her
/The
school
•
The
nei
ghbourh
ood
•
Conver
sati
ons/
dia
logue
•
Dis
cuss
ions
•
Role
-pla
y
•
Sch
ool
tour
•
Illu
stra
tive
char
ts/
post
ers,
pic
ture
s/
photo
gra
phs
•
A f
amil
y a
lbum
/tre
e
•
Sch
ool
envir
onm
ent
Nati
on
al
emb
lem
s an
d
offi
cia
ls
•
Iden
tify
key
sta
te a
nd l
oca
l
offi
cia
ls
•
Res
pec
t pro
per
ty
•
Show
love
for
the
countr
y
•
The
Cam
eroon F
lag
•
The
Nat
ional
Anth
em
•
The
Pre
siden
t/T
he
Pri
me
Min
iste
r
•
Min
iste
rs o
f: B
asic
Educa
tion,
Hea
lth, S
port
s an
d P
hysi
cal
Educa
tion
•
Gover
nor,
S.D
.O, D
O, M
ayor
•
Chie
f /”
Fon”/
Sult
an/”
Lam
ido”
•
Fie
ld t
rips/
outd
oor
acti
vit
ies
•
Dem
onst
rati
ons
•
Role
-pla
y
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts/
post
ers,
pic
ture
s
•
Model
s
•
Effi
gie
s,
monum
ents
,
muse
um
s
Lea
der
ship
•
Iden
tify
good l
eader
ship
qual
itie
s
•
Res
pec
t oth
ers
and a
uth
ori
ty
•
Dis
pla
y l
ove
for
self
and o
ther
s
•
Dem
onst
rate
appro
pri
ate
beh
avio
ur
•
Ass
ist/
hel
p p
eers
and o
ther
s
•
Love
and r
espec
t
•
Lea
der
ship
qual
itie
s
•
Good m
anner
s
•
Tole
rance
•
Bull
yin
g
•
Volu
nte
eris
m (
Hel
pin
g o
ther
s,
Cle
anin
g a
t hom
e/sc
hool)
•
Role
-pla
y/
Dra
mat
izat
ion
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts/
post
ers,
pic
ture
s
•
Cap
tivat
ing/c
atch
y
phra
se p
ost
ers
wit
h
emoti
cons
Com
mon
good
(Com
mu
nit
y
pro
per
ty)
•
Rec
ognis
e th
e co
mm
on g
ood
•
Rel
ate
appro
pri
atel
y i
n t
he
com
munit
y
•
Use
fam
ily a
nd c
om
munit
y
pro
per
ties
appro
pri
atel
y
•
Hosp
ital
•
Wat
er
•
Ele
ctri
city
•
Churc
h/M
osq
ue
•
Publi
c gar
den
s
•
Outd
oor
acti
vit
ies
and e
xcu
rsio
ns
to
rele
van
t pla
ces
•
Cooper
ativ
e le
arnin
g
•
Envir
onm
ent/
hea
lth
care
fac
ilit
y
•
Illu
stra
tive
char
ts/
pic
ture
s
•
Cat
chy p
hra
ses
wit
h
emoti
cons
78
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
5:
Ch
ara
cter
Ed
uca
tion
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
lea
rnin
g
stra
tegie
s
Su
gges
ted
res
ou
rces
Good
beh
avio
ur
•
Shar
e w
ith p
eers
and
oth
ers
•
Show
love
and c
once
rn
•
Lis
ten t
o o
ther
s an
d s
how
conce
rn (
hig
h l
evel
skil
l/
taxonom
y f
or
the
aff e
ctiv
e
dom
ain)
•
Love
•
Res
pec
t
•
Em
pat
hy
•
Shar
ing
•
Soli
dar
ity
•
Dem
onst
rati
on/D
ialo
gue
•
Role
-pla
y
•
Pee
r w
ork
/ buzz
gro
up
•
Sto
ryte
llin
g(t
ell
a m
ora
l st
ory
in
rela
tion t
o t
he
them
es i
n c
onte
xt)
•
Cat
chy p
hra
se a
nd
emoti
cons
post
ers
•
Illu
stra
tive
char
ts,
pic
ture
s
Sim
ple
etiq
uet
te
•
Confo
rm t
o s
imple
etiq
uet
te
•
Confo
rm t
o s
oci
etal
norm
s
•
Gre
etin
gs
•
Poli
tenes
s: “P
leas
e”,
“Than
k y
ou”,
“I’
m s
orr
y”,
“Excu
se m
e”
•
Hones
ty
•
Gra
titu
de
•
Tab
le m
anner
s
•
Obed
ience
•
Punct
ual
ity
•
Nea
tnes
s
•
The
“Don’t
s”:
do n
ot
pic
k
your
nose
, do n
ot
inte
rrupt
adult
s, d
o n
ot
bull
y, d
o n
ot
shout
at o
ther
s, d
o n
ot
take
som
eone’
s th
ing w
ithout
askin
g
•
Dem
onst
rati
on/
Dia
logue
•
Role
-pla
y
•
Pee
r w
ork
/ buzz
gro
up
•
Sto
ryte
llin
g:
stori
es r
elat
ed t
o
the
them
es i
n c
onte
xt
told
by
ever
yone
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
tive
char
ts/
post
ers,
pic
ture
s,
•
Cutl
ery,
food, w
ater
,
bow
l fo
r w
ashin
g
han
ds,
under
-wea
rs,
sock
s, t
issu
e pap
er
79
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
6:
En
vir
on
men
tal
Ed
uca
tion
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Th
e
envir
on
men
t •
Pro
tect
the
envir
onm
ent
•
Loca
te/u
se d
ust
bin
s•
Pra
ctis
e kee
pin
g t
he
envir
onm
ent
clea
n•
Ass
emb
le w
aste
•
Iden
tify
rec
ycl
able
was
te
•
Cle
anin
g u
p
•
Sort
ing w
aste
•
Was
te m
anag
emen
t
•
Dis
cuss
ion
•
Outd
oor
acti
vit
ies
and
excu
rsio
ns
•
Songs
and r
hym
es•
Role
-pla
y a
nd
dra
mat
izat
ion
•
Coop
erat
ive
lear
nin
g
•
Dust
bin
s: b
uck
ets,
em
pty
ca
rtons,
pla
stic
bag
s, s
hopp
ing
bag
s •
Ref
use
: p
eeli
ngs,
gra
ss, le
aves
, le
ft-o
ver
food, p
aper
, ca
ns,
b
ott
les
•
Envir
onm
ent
•
Illu
stra
ted c
har
ts/p
ictu
res
•
Cat
chy p
hra
se p
ost
ers
wit
h
emoti
cons
•
Ste
ms
and s
eedli
ngs
for
pla
nti
ng
•
Bag
s an
d t
yre
s
Cli
mate
chan
ge
•
Dis
crim
inat
e b
etw
een h
ot
and c
old
wea
ther
•
Sel
ect
an a
pp
rop
riat
e dre
ss
code
•
Pla
y a
t th
e ri
ght
tim
e/p
lace
•
Pra
ctis
e of
love
and c
are
for
the
envir
onm
ent
•
War
m w
eath
er•
Cold
wea
ther
•
Rai
ny w
eath
er•
Sunny w
eath
er•
Mud/d
ust
•
Tre
e an
d fl
ow
er p
lanti
ng
•
Outd
oor
acti
vit
ies
and
fi el
d t
rip
s•
Coop
erat
ive
lear
nin
g
•
The
nat
ura
l en
vir
onm
ent
•
Illu
stra
tive
char
ts
Poll
uti
on
•
Iden
tify
the
dan
ger
s of
poll
uti
on
•
Sta
y a
way
fro
m p
ract
ices
th
at c
ause
poll
uti
on
•
Wat
er p
oll
uti
on
•
Air
poll
uti
on
•
Soil
poll
uti
on
•
Nois
e p
oll
uti
on
•
Outd
oor
acti
vit
ies
and
fi el
d t
rip
s•
Ob
serv
atio
n a
nd
Dis
cover
y•
Dis
cuss
ions
•
The
nat
ura
l en
vir
onm
ent
•
Rad
io/t
elep
hone
•
Soil
s, p
last
ics,
box o
f m
atch
es•
Found e
lect
ronic
s, i
llust
rati
ve
char
ts
Rec
ycl
ing
wast
e•
Rec
ycl
e w
aste
•
Cult
ivat
e a
sense
of
crea
tivit
y a
nd i
nit
iati
ve
•
Deg
radab
le a
nd n
on-
deg
radab
le w
aste
: th
e 3-R
s: R
educe
, R
ecycl
e an
d R
euse
•
Ob
serv
atio
n a
nd
dis
cover
y•
Outd
oor
acti
vit
ies
and
fi el
d t
rip
s•
Gro
up
work
and
coop
erat
ive
lear
nin
g
•
Nat
ura
l, f
ound a
nd r
ecycl
able
m
ater
ials
lik
e b
amb
oo, p
aper
, ca
rtons,
cork
s, s
tones
, p
ebb
les,
p
last
ic b
ott
les,
cup
s, b
ags,
shoes
•
Old
clo
thes
and s
crap
s fr
om
ta
ilor’
s sh
op
80
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
7:
Safe
ty E
du
cati
on
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Hom
e sa
fety
•
Foll
ow
house
saf
ety r
ule
s at
all
tim
es
•
Pro
tect
sel
ves
fro
m d
anger
•
The
kit
chen
•
Fir
e
•
Types
of
toil
ets
•
Ele
ctri
cal
appli
ance
s
•
Hot
wat
er a
nd o
il
•
Role
-pla
y/D
emonst
rati
ons
•
Cooper
ativ
e le
arnin
g
•
Kit
chen
ute
nsi
ls
•
Box o
f m
atch
es
•
llust
rati
ve
char
ts o
n
how
to u
se a
toil
et a
nd
a la
trin
e
•
Ele
ctri
c ca
ble
, sw
itch
,
dis
trib
uto
r et
c.
Road
safe
ty•
Foll
ow
road
saf
ety r
ule
s at
all
tim
es
•
Wal
k o
n t
he
right
side
of
the
road
•
Ask
for
adult
hel
p t
o c
ross
the
road
•
Road
use
s
•
Ped
estr
ian p
aths
•
Tra
ffi c
lig
hts
•
Dem
onst
rati
on/R
ole
-pla
y
•
Outd
oor
acti
vit
ies
•
Cooper
ativ
e le
arnin
g
•
Dem
onst
rati
ve
char
ts/
pic
ture
s
Sch
ool
safe
ty•
Foll
ow
sch
ool
safe
ty r
ule
s
at a
ll t
imes
•
Pla
y w
ith c
auti
on
•
Rep
ort
any i
nci
den
t to
the
teac
her
•
Cla
ssro
om
saf
ety
•
Pla
ygro
und s
afet
y
•
Toil
et s
afet
y
•
Sch
ool
yar
d s
afet
y
•
Dem
onst
rati
on
•
Cooper
ativ
e le
arnin
g
•
Outd
oor
vis
its
•
Illu
stra
tive
char
ts
•
Cat
chy p
hra
se p
ost
ers
wit
h e
moti
cons
81
Cameroon Nursery School Curriculum English Subsystem
Tab
le 4
8:
Hea
lth
Ed
uca
tion
an
d N
utr
itio
n
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g
an
d l
earn
ing
stra
tegie
s
Su
gges
ted
res
ou
rces
Good
hea
lth
hab
its
•
Dem
onst
rate
good h
ealt
h h
abit
s
•
Foll
ow
hygie
ne
and s
anit
atio
n r
ule
s
•
Choose
to e
at o
nly
when
nec
essa
ry
•
Choose
the
right
liquid
to d
rink
•
Com
ply
to s
leep
ing t
ime
•
Bru
sh t
eeth
corr
ectl
y a
nd r
egula
rly
•
Sta
y a
way
fro
m a
lcohol
and
cigar
ette
s
•
Sta
y a
way
fro
m d
anger
ous/
shar
p
obje
cts
•
Hygie
ne
•
Eat
ing h
abit
s: t
o i
ncl
ude
when
to, w
hat
to an
d h
ow
to e
at,
alw
ays
was
hin
g h
ands
bef
ore
eati
ng a
nd a
fter
the
toil
et
•
Han
d w
ashin
g:
the
step
s of
han
d w
ashin
g
•
Dri
nkin
g h
abit
s: t
o i
ncl
ude
when
to, w
hat
to an
d h
ow
to
dri
nk
•
Sle
epin
g h
abit
s /B
alan
ced d
iet
•
Bru
shin
g a
nd b
athin
g
•
Alc
ohol/
cigar
ette
s/H
IV/A
IDS
•
Dem
onst
rati
on/
role
pla
y
•
Cooper
ativ
e
lear
nin
g
•
PB
L
•
Fru
its,
food, pota
ble
wat
er, cu
tler
y, p
late
•
Was
hin
g s
oap
, bow
l,
wat
er i
n a
bott
le,
dis
posa
ble
nap
kin
s,
tooth
bru
sh, to
oth
pas
te, to
oth
pic
k, ra
zor
bla
des
•
Illu
stra
tive
char
t
of
good s
leep
ing
posi
tions,
fru
its
and
veg
etab
les,
alc
ohol,
cigar
ette
s
•
Hea
lthy d
iet
char
t
Tre
atm
ent
•
Iden
tify
ite
ms
for
fi rs
t ai
d t
reat
men
t
•
Rep
ort
any i
nju
ry o
r il
lnes
s to
teac
her
or
par
ent/
guar
dia
n/o
lder
sibli
ng
•
Diff
ere
nti
ate
med
icin
es i
n o
rder
to
dis
coura
ge
par
ents
and o
ther
s fr
om
road
side
med
icat
ion
•
Inju
ries
: w
ounds,
fra
cture
s
•
Illn
ess:
chole
ra, m
alar
ia,
dia
rrhoea
, dyse
nte
ry, co
ugh,
infl
uen
za
•
Road
sid
e m
edic
atio
n
•
Role
-pla
y a
nd
dra
mat
izat
ion
•
Obse
rvat
ion a
nd
dis
cover
y
•
Cooper
ativ
e
lear
nin
g
•
PB
L
•
Ban
dag
e, p
last
er,
gau
ze, co
tton, em
pty
bott
les/
pac
ks
of
med
icat
ions
•
Illu
stra
tive
char
ts:
hosp
ital
and i
nju
ry
scen
es
Bod
y
post
ure
s
•
Use
appro
pri
ate
post
ure
s
•
Sit
and s
tand e
rect
•
Sle
ep c
alm
ly i
n t
he
right
posi
tion
•
Sit
ting p
osi
tions
•
Sta
ndin
g/w
alkin
g/r
unnin
g
•
Sle
epin
g p
osi
tions
•
Role
-pla
y a
nd
dra
mat
izat
ion
•
Cooper
ativ
e
lear
nin
g
•
Illu
stra
tive
char
ts
•
clas
sroom
envir
onm
ent
82
Cameroon Nursery School Curriculum English Subsystem
D4:
Art
s a
nd
Cra
fts
Tab
le 4
9:
Mu
sic
an
d D
an
ce
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Mu
sica
l
inst
rum
ents
•
Iden
tify
tra
dit
ional
and
moder
n m
usi
cal
inst
rum
ents
•
Tra
dit
ional
musi
cal
inst
rum
ents
•
Moder
n m
usi
cal
inst
rum
ents
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Guid
ed t
our
•
Xylo
phone/
Flu
te
•
Dru
m/G
ong
•
Rat
tles
/Char
ts
•
Guit
ar/P
iano
•
Mouth
org
an
•
Res
ourc
e per
son
Tra
dit
ion
al
mu
sic
an
d
dan
ce
•
Dis
pla
y a
t le
ast
one
Cam
eroonia
n d
ance
ste
p
•
Show
love
for
cult
ure
•
“Nja
ng”/
”Bik
uts
i”
•
“Monin
gnkim
”
•
“Bott
le d
ance
”
•
“Ben
sik
in”/
”Asi
ko”
•
“Mak
oss
a”/”
Gum
ba”
etc
.
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Sto
ry-t
elli
ng
•
Xylo
phone/
Flu
te
•
Dru
m/G
ong
•
Rat
tles
/Char
ts
•
Res
ourc
e per
son
•
Audio
-vis
ual
aid
s
Sol-
fa
nota
tion
s
•
Iden
tify
rhyth
m
•
Buil
d s
elf
confi
den
ce
•
Sol-
fa n
ota
tions
:
•
“doh”,
“ti
h”,
“la
h”,
“so
h”
, “f
ah”,
“ m
ih”
“reh
”, “
doh”
•
“doh”
“reh
” ”m
ih”
“fa
h”
“soh”
“lah
” “
tih”
“doh”
•
“doh”
“soh”
“mih
” “d
oh”
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Illu
stra
ted c
har
ts
•
Res
ourc
e per
son
•
Audio
-vis
ual
aid
s
Mod
ern
Cam
eroon
ian
mu
sic
•
Dan
ce t
o m
usi
c
•
Expre
ss s
elf
free
ly v
ia b
ody
movem
ents
•
“Mak
oss
a”/”
Asi
ko”
•
Moder
n “
nja
ng”
•
Moder
n “
bik
uts
i”
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
Illu
stra
ted c
har
ts
•
Res
ourc
e per
son
•
Audio
-vis
ual
aid
s
Non
Cam
eroon
ian
mu
sic
•
Iden
tify
non C
amer
oonia
n
musi
c
•
Liv
e har
monio
usl
y w
ith n
on-
nat
ives
•
Musi
c fr
om
any A
fric
an l
anguag
e
zone
e.g. S
wah
ili,
Lin
gal
a, Y
oru
ba,
Ibo
•
Musi
c fr
om
oth
er c
onti
nen
ts
•
Cooper
ativ
e le
arnin
g
•
Sin
gin
g a
nd d
anci
ng
•
CD
s an
d V
CD
s
•
Phone/
radio
/TV
•
Res
ourc
e per
son
•
YouT
ube
chan
nel
s
83
Cameroon Nursery School Curriculum English Subsystem
Tab
le 5
0:
Dra
win
g a
nd
Colo
uri
ng
Un
its
Exp
ecte
d l
earn
ing
ou
tcom
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing m
ate
rials
Su
gges
ted
res
ou
rces
Colo
urs
•
Iden
tify
at
leas
t fo
ur
colo
urs
•
Rel
ate
to a
esth
etic
s an
d
good t
aste
•
Pri
mar
y a
nd s
econdar
y c
olo
urs
:
Red
, blu
e, y
ello
w, gre
en, ora
nge,
purp
le, bro
wn
•
Cooper
ativ
e le
arnin
g
•
Audio
-vis
ual
pro
ject
ions
•
Colo
ure
d p
enci
ls, re
levan
t
colo
ure
d a
rtic
les/
obje
cts,
mat
eria
ls
•
Pro
ject
or/
com
pute
r
Sh
ap
es an
d
colo
uri
ng
•
Tra
ce a
n i
mag
e
•
Inte
gra
te c
reat
ive
and
imag
inat
ive
thin
kin
g i
n
acti
vit
ies
•
The
Cam
eroon fl
ag
•
Rec
tangle
/colo
uri
ng
•
Squar
e/co
louri
ng
•
Tri
angle
/colo
uri
ng
•
Cir
cle/
Colo
uri
ng
•
Cooper
ativ
e le
arnin
g
•
Illu
stra
ted c
har
ts
•
Div
erse
obje
cts
wit
h
rele
van
t sh
apes
e.g
.
exer
cise
book, sl
ate,
bal
l/bal
loon, ch
alk b
ox,
ora
nge,
tri
angula
r it
em
from
a m
ath s
et
•
Colo
ure
d p
enci
ls, re
levan
t
colo
ure
d a
rtic
les/
obje
cts,
mat
eria
ls
Dra
win
g
an
d
colo
uri
ng
div
erse
ob
ject
s
•
Use
at
leas
t tw
o c
olo
urs
to c
olo
ur
•
Alt
er t
houghts
in o
rder
to t
ake
good d
ecis
ions
•
Dra
win
g a
nd c
olo
uri
ng fr
uit
s
•
Dra
win
g an
d c
olo
uri
ng p
lants
•
Dra
win
g a
nd c
olo
uri
ng c
lass
room
obje
cts
•
Dra
win
g a
nd c
olo
uri
ng k
itch
en
ute
nsi
ls
•
Cooper
ativ
e le
arnin
g
•
Role
pla
y/D
ram
atiz
atio
n
•
Colo
ure
d p
enci
ls, re
levan
t
colo
ure
d a
rtic
les/
obje
cts,
mat
eria
ls
•
Illu
stra
ted c
har
ts
84
Cameroon Nursery School Curriculum English Subsystem
Tab
le 5
1:
Pain
tin
g
Un
its
Exp
ecte
d l
earn
ing
ou
tcom
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Pain
tin
g
mate
rials
•
Use
a p
ainti
ng b
rush
•
Man
ipula
te o
bje
cts
and m
ater
ials
wit
hout
diffi
cu
lty
•
Nat
ura
l pai
nti
ng m
ater
ials
•
Found p
ainti
ng m
ater
ials
•
Dyei
ng
•
Pai
nti
ng s
urf
aces
•
Role
pla
y/d
ram
atiz
atio
n
•
Gro
up w
ork
and
cooper
ativ
e le
arnin
g
•
Avoca
do s
eeds,
cola
-nuts
,
fl ow
ers,
pai
nti
ng b
rush
, buck
et,
foam
, sa
nd, glo
ves
, m
ask,
card
boar
d p
aper
, w
ashab
le
pai
nt,
glu
e, s
afet
y s
ciss
ors
,
pen
cil,
dra
win
g t
ools
etc
.
•
Char
ts/p
ictu
res
Liq
uid
colo
urs
•
Mix
colo
urs
to p
roduce
oth
er c
olo
urs
•
Dis
pla
y a
sen
se o
f
aest
het
ics
and l
ove
for
crea
tivit
y
•
Pri
mar
y c
olo
urs
•
Mix
ing c
olo
urs
•
Indiv
idual
and c
oll
abora
tive
work
•
Cooper
ativ
e le
arnin
g
•
Colo
urs
•
Illu
stra
ted c
har
ts
•
Pai
nti
ng b
rush
, w
ater
, m
ask,
glo
ves
, buck
et/p
last
ic c
onta
iner
,
Pra
ctic
e •
Des
crib
e th
eir
artw
ork
•
Dis
cuss
wit
h o
ther
s
more
confi
den
tly
•
Sta
mpin
g
•
Fre
e pai
nti
ng
•
Pai
nti
ng s
hap
es
•
Pai
nti
ng s
tenci
ls
•
Pai
nti
ng w
ith s
ingle
colo
urs
•
Pai
nti
ng w
ith m
ult
iple
colo
urs
•
Obse
rvat
ion a
nd d
isco
ver
y
•
Indiv
idual
and c
oll
abora
tive
work
•
Cooper
ativ
e le
arnin
g
•
Colo
urs
/char
ts
•
Pai
nti
ng b
rush
, w
ater
, m
ask,
glo
ves
, buck
et/p
last
ic c
onta
iner
,
Pro
ject
or/
Tv/C
om
pute
r/
tele
phone
85
Cameroon Nursery School Curriculum English Subsystem
Tab
le 5
2:
Han
dw
ork
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing m
ate
rials
Su
gges
ted
res
ou
rces
Han
dw
ork
mate
rials
•
Iden
tify
mat
eria
ls i
n t
hei
r
envir
onm
ent
that
can
be
use
d f
or
han
dw
ork
•
Foll
ow
good e
nvir
onm
enta
l
rule
s
•
Nat
ura
l m
ater
ials
•
Found m
ater
ials
•
Rec
ycl
able
mat
eria
ls
•
Obse
rvat
ion a
nd
dis
cover
y
•
Coll
ecti
on
•
Dis
cuss
ion
•
Gro
up w
ork
and
cooper
ativ
e le
arnin
g
•
Ass
ort
ed m
ater
ials
dep
endin
g
on y
our
envir
onm
ent
e.g
.
Car
tons,
pap
er, le
aves
, sc
raps
from
tai
lor’
s sh
op, th
read
, old
clea
n c
loth
es, w
ool,
bam
boo,
pre
cious
stones
, c
lay a
nd
wat
er, pla
stic
s, w
ood, pal
m
fronds
Pra
ctic
e
sess
ion
s
•
Pro
duce
a d
esig
n o
f th
eir
choic
e
•
Show
inte
rest
in u
sing t
hei
r
han
ds
to p
roduce
thin
gs
•
Show
love
for
ethic
s an
d
work
wel
l done
•
Mould
ing p
ots
, cu
ps,
pla
tes
•
Mak
ing c
row
ns,
kit
es, et
c.
•
Mak
ing d
ecora
tion i
tem
s
•
Mak
ing b
eads
•
Mak
ing d
ust
ers,
bal
ls, ta
ble
cloth
, ap
rons,
etc
.
•
Scu
lpti
ng c
hai
rs, ca
rs,
aero
pla
nes
, effi
gie
s et
c.
•
Thre
adin
g
•
Sti
tchin
g
•
Dec
ora
ting
•
Pas
ting
•
Wea
vin
g
•
Gro
up w
ork
and
cooper
ativ
e le
arnin
g
•
Dem
onst
rati
on
•
Cla
y a
nd w
ater
, pla
stic
s,
cart
ons,
pap
er, le
aves
, sc
raps
from
tai
lor’
s sh
op, th
read
,
bea
ds,
old
cle
an c
loth
es,
wool,
bam
boo, pre
cious
stones
, w
ood, pal
m f
ronds
•
Thre
ad, ro
unded
cro
chet
ing
pin
, w
ool,
pla
in m
ater
ial,
colo
ure
d p
aper
, ra
ffi a
86
Cameroon Nursery School Curriculum English Subsystem
D5
: M
oto
r S
kills
Tab
le 5
3:
Ph
ysi
cal
Ed
uca
tion
an
d S
port
s
Un
its
Exp
ecte
d l
earn
ing o
utc
om
es
Con
ten
tsS
ugges
ted
tea
chin
g a
nd
learn
ing s
trate
gie
s
Su
gges
ted
res
ou
rces
Ath
leti
cs•
Loca
te p
arts
of
the
body
•
Expla
in t
he
nat
ure
of
dis
com
fort
in
his
/her
syst
em
•
Rep
ort
in c
ase
of
any d
isco
mfo
rt i
n
the
body
•
Par
ts o
f th
e body
•
Dem
onst
rati
on
•
Role
pla
y
•
Imit
atio
n/p
ract
ice
•
Tea
m w
ork
•
Lea
rner
s
•
Sport
wea
r
•
Pla
y g
round
•
Rep
roduce
diff
ere
nt
movem
ents
•
Rel
ate
to d
iff e
rent
acti
vit
ies
at h
om
e
and i
n s
chool
•
Volu
nte
er t
o h
elp a
t hom
e an
d i
n
school
•
Wal
kin
g
•
Runnin
g
•
Gal
lopin
g
•
Hoppin
g
•
Jum
pin
g
•
Sli
din
g
•
Dem
onst
rati
on
•
Obse
rvat
ion a
nd
dis
cover
y
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Tea
m w
ork
•
Pla
y g
round
•
Runnin
g t
rack
•
Saf
e su
rfac
es
Tea
m s
port
s•
Pra
ctis
e te
am s
port
s
•
Rel
ate
wit
h p
eers
and o
ther
s
har
monio
usl
y
•
Dis
pla
y a
spir
it o
f to
lera
nce
•
Pra
ctis
e so
cial
and i
nte
rper
sonal
com
munic
atio
n s
kil
ls
•
Acc
ept
def
eat,
diff
ere
nce
s an
d
diffi
cu
ltie
s
•
Tug-o
f-w
ar
•
Bas
ket
gam
es
•
Wat
er r
ace
•
Fas
hio
n p
arad
e
•
Footb
all
•
Dem
onst
rati
on
•
Obse
rvat
ion a
nd
dis
cover
y
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Rope/
Bal
ls
•
Bas
ket
s m
ade
from
cloth
es
•
Sport
s at
tire
Gym
nast
ics
•
Buil
d a
ppro
pri
ate
body m
ovem
ent
and b
alan
ce
•
Beg
in a
body a
war
enes
s pro
cess
•
Sta
y a
way
fro
m d
anger
ous
pla
y
•
Rep
ort
dan
ger
ous
pla
y t
o t
he
teac
her
•
Body p
arts
•
Str
etch
ing
•
Equil
ibri
um
whil
e ca
rryin
g
obje
ct
•
Som
ersa
ult
ing
•
Wal
kin
g o
n h
ands
and f
eet
•
Bal
let
•
Dem
onst
rati
on
•
Obse
rvat
ion a
nd
dis
cover
y
•
Imit
atio
n/p
ract
ice
•
Fie
ld w
ork
•
Bab
y g
ym
equip
men
t
and g
round
•
Sli
des
, sw
ings
•
Tra
mpoli
nes
for
bounci
ng a
nd
bal
anci
ng
•
Ass
ort
ed b
alle
t outfi
ts
87
Cameroon Nursery School Curriculum English Subsystem
Instructional Strategies
Teaching methods are special procedures through which educational goals are reached (Salla,2010). No
matter how a Curriculum is beautifully laid out, if the learning-teaching approaches/strategies are not
appropriate, the Curriculum will not be able to serve the purpose for which it is intended. In this light,
the Project-Based Learning approach has been highlighted to render the learning-teaching process in
the Nursery School in Cameroon more practical. This approach is powered by the Integrated-Theme
Learning (ITL) and Cooperative Learning (CL) strategies.
The integrated learning themes are very useful when drawing up schemes of work. In order not to
make the themes sound as a repetition, and to sustain learners’ interest, each integrated learning theme
should be subdivided into four components. The column titled context in the schemes of work table,
should carry the components of the theme for the month. A component will run through a week. In
order to make the learning-teaching process in the Nursery School in Cameroon more contextual and
enjoyable, eight integrated themes have been chosen to guide classroom practices. These are:
1. The school
2. The body
3. The family and the home
4. Festivities/Celebrations
5. Plants
6. Animals
7. Occupations
8. Travelling
These themes are going to run through all the activities within a given period. As a matter of fact,
integrated learning themes are guiding principles or guidelines around which all the activities for a
defi ned period of time will centre around. This is going to have an impact on project-based learning.
That is, the end result should always be a project to be realised by the learners.
Project-Based Learning (PBL)
Project-based learning is a pragmatic approach to learning in which learners create their own knowledge
through learning activities built around intellectual inquiry and a high degree of engagement with
meaningful tasks. Projects are designed to allow learners with a variety of diff erent learning styles to
demonstrate their acquired knowledge, skills and attitudes. Therefore, a well-designed Project-Based
Learning activity is one which addresses diff erent learning styles and does not assume that all learners
can demonstrate their knowledge, skills and attitudes in a single or standard way. It is an eff ective way
of connecting classroom activities to the real world through a process of integrating the four broad-
based competences in the learner’s life. PBL is an “investigative” or “discovery” type of learning.
It is a research-based method of learning, wherein, together with the learners, questions are asked,
investigated and solutions proposed and presented.
Commitment to project-based learning enables the learner to solve many problems and makes the
teaching-learning process more skill-based. In practical terms, PBL can be implemented in the
following ways:
88
Cameroon Nursery School Curriculum English Subsystem
1. Identify a problem: This has to be done together with the learners in order to give them ownership
of their learning and of the fi nal product which will be the project. Once a problem is identifi ed, a
project is designed to bring about a solution to the said problem.
2. Identify all the parts of a project namely: Beginning, progression and a culminating event. That
is, you should master how to start off with the project because as mentioned earlier, it should be a
process that involves learning across the curriculum or better still, across all subjects. There is a
progression part in a project in Project-Based Learning in order to show that the project is not an
end in itself but a means to an end. This implies that the subjects are taught in order to enable the
learner either solve a problem or produce something concrete.
3. Brainstorm with colleagues about the progression and set aside a “Project Book” where ideas
are jotted down. Points about the progress of the project should equally be jotted (monitoring
progress). This enables the actors in the project to see what is working and what is not working
and reformulate questions and bring out more concrete solutions. This will also lead or aid in the
culmination event where the entire process will be explained.
4. Discuss with learners. Learners are skilfully guided both in class and at the project site towards the
realisation of the project. The learner’s place should not be taken up by the teacher; they should be
guided to complete or carry out tasks as individuals and as groups as the case may be. The tasks
should not be carried out for them: leading questions and clues are vital in helping them carry out
their tasks.
5. Assign a role to every learner. No learner should feel isolated or abandoned nor left behind.
Assigning roles empowers them and builds the spirit of togetherness, initiative, creativity and
responsibility in the learner.
6. Discuss the progress of the project with individual learners, groups and with the whole class.
Discussing the progress of the project entails participation, improving on aspects that are lacking
and making the project participants (learners) feel anxious to complete the task/solve the problem.
7. Respect all the three parts of the project, that is, introduction (identifying a problem and proposing
a solution that is a project), progression (carrying out the project) and the culmination event
(presenting and evaluating the project).
NB: The culmination event may include a guided visit to the project site (led by a learner) and
presentation event. During the presentation event, each pupil or group of pupils must identify the
parts they played in the project. Empower the learners to be proud of their success story. Time has to
be allocated for rehearsals before the fi nal day of presentation. The teacher should evaluate the success
of the project with the help of the points in the “Project exercise/note book”. Project-based learning
helps us to assess and off er useful help to learners as many times as the need arises.
Benefi ts of Project Based Learning
• Promotes lifelong learning skills
• Enhances logical thinking
• Promotes team spirit/hard work
• Promotes entrepreneurial skills
• Promotes bonding and interaction
• Creates responsible attitudes in learners
• Helps learners to manage their resources
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• Motivates learners
• Builds confi dence in learners
• Renders learning practical
• Situates learning in a real life situation
• Makes learners inquisitive/curious
• Develops problem-solving skills in learners
• Improves on learners communication skills (pitching)
• Makes the task of assessment and evaluation for the teacher easier and more enjoyable
Cooperative Learning (CL)Cooperative learning is a specifi c kind of collaborative learning. In cooperative learning, pupils work
together in small teams on a structured activity. They are individually accountable for their work, and
the work of the group as a whole is also assessed. The Integrated Theme Learning and Cooperative
Learning are supporting strategies of the PBL.
The strategy consists of putting learners into small, mixed-ability learning teams. They are responsible
not only for learning the contents in question, but also for helping their teammates learn. The most
amazing thing here is that the learning process becomes a web, wherein you do not succeed alone. The
learners must be made to understand that if one person fails, the entire team/boat sinks, and if on the
other hand, one person succeeds the success aff ects everyone else. Within cooperative learning teams,
learners discuss with one another, and support each other. Cooperative learning is constituted of teams
because with cooperative learning:
ü goals are shared
ü information is circulated
ü roles are assigned
ü materials are managed
ü teammates depend on one another to complete tasks successfully
ü learners learn to respect each other’s contributions and opinions
ü learners engage in “cognitive collaboration.” (They must organize their thoughts to explain
ideas to team mates)
ü learners have FUN learning
ü learners’ social nature are used to their advantage
ü Social, leadership, communication, decision making, problem solving, and confl ict resolution
skills are developed
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Assessment strategiesAssessment is the process of gathering information about learners. The sole aim of this information
gathering is to make decisions about their education. Furthermore, assessment is a means of objectively
enlightening parents on their children’s progress in school. Hence “progress” is a key word. In the
Nursery School, assessment activities must as much as possible be observable and fun. Strategies used
must be comprehensive. Children must be assessed fairly and at the same time taking into consideration
that development is unequal. Subsequently, all the children cannot “always” be at the same level.
There are many ways through which information can be gathered about learner’s progress. This
can be done through observation checklists, learner’s self-assessment, daily practical assignments;
samples of learner’s work, learner’s willingness to participate and contribute in projects, oral and
written quizzes, portfolios, eating and play habits, willingness to participate in classroom and school
activities, leadership qualities and so on. Some of the listed items like eating and play habits can be
included in the observation checklist. That notwithstanding, various types of assessments and how to
collect the information have been summarily described below:
1) Performance assessment: Milestones in learners’ daily activities, routines, stories, problem-
solving skills, illustrations, observation skills, language, etc. should be noted. Learners’ work
should equally be reviewed in order to determine strengths and weaknesses and keep track of their
progress.
2) Comprehensive assessment: Holistic information about the learners should be collected.
This means that the information will be based on the learner’s social, emotional and physical
(especially in fi ne/small motor skills) development
3) Self-assessment: Learners must be guided to ask questions in order to help in self-oriented
learning. For example:
• What are my personal strengths and weaknesses?
• What skills can I improve on?
• What is one thing I really want to work on?
Overall, note should be taken that in assessing learners, teachers have to take into consideration
knowledge, skills and attitudes as already indicated on the “Expected Learning Outcomes” column of
the teaching-learning resource tables.
Benefi ts of assessing nursery school children are presented in fi gure 3.
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Figure 3: The benefi ts of assessment in nursery schools
It is implied from fi gure 3 that, assessment covers learners’ unique talents, knowledge, skills, attitudes
and progress. This can be documented through observing, collecting and reviewing children’s work
over a period of time. What the children already know must be emphasised in order to encourage
them. Nevertheless, fairness and objectivity is key so that parents and educators should be properly
informed.
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Authentic techniques for assessing Nursery School learners
• Observation of individual learners or groups of learners using observation checklists
• Interviews with children or parents
• Journals for keeping learners’ information
• Performance assessment tasks
• Open-ended questions or problems
• Drawings and Artwork
• Photographs
• Portfolios
• Narrative descriptions
• Audio-visuals
• Work samples for learners with rubrics for analysis
• Computer-based work like drawings and games
• Gross motor activities
• Singing and dancing
• Participation in projects
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Bibliography
Berk, L. E. (2008) Infants and Children.6th Edition. Pearson Education
Inc. Boston, USA.
Education and Training Sector Strategy Paper (2013 – 2020).
Education 2030.Incheon Declaration and Framework for Action.(2015)
Incheon, South Korea.
Kindergarten Curriculum Guide, (2008) Ministry of Education.Republic of Singapore.
Phasha, N, Mahlo D &Deis, J.G. (Eds). (2017)Inclusive Education in African
Contexts.A Critical Reader.Sense Publishers, Rotterdam, Netherlands.
Syllabus Cameroon Nursery Education. (1987) Ministry of National Education, Cameroon.
The Law to Lay Down Guidelines for Education (1994) Ministry of National Education, Cameroon.
The Seychelles Early Learning Framework. Being, Belonging, Becoming.
(2015) Ministry of Education.
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Glossary
Assessment: It is the process of objectively understanding learners’ conditions through observations
and measurements in order to provide feedback to parents, learners themselves and to some extent
pedagogic supervisors. The measurement process is formative that is; it is meant to improve on learning
outcomes and not to pass judgement or do comparisons. Assessment focuses more on the entire learning
process rather than on the fi nal package.
Broad-based competences: As the name implies, these are a series of competences that cut across all
learning areas.
Competence: A competence is the combination of knowledge, skills and attitudes that enables learners
not only to perform tasks but to behave suitably in society. The term competence has been used in
this document to represent the Cameroon National Core Skills. Diff erent variables like learning-
teaching approaches and activities as well as assessment approaches will constitute the attainment of
the competences under review.
Curriculum: This has to do with the process involved in the education of the Nursery School learner
in Cameroon. It is a guide to achieving the aim of Nursery School Education in Cameroon. It includes:
contents, didactic materials, learning/teaching strategies, assessment methods, and so on, that will make
the teacher’s job enjoyable and easier. The Curriculum has been presented here to give room for the
implicit (hidden) Curriculum. That is, every teacher has the opportunity to bring out the peculiarities of
their communities/environments.
Domain: The fi ve major learning-teaching areas in the Nursery School. Activities have been carved out
to constitute domains. The role of the fi ve domains is to help in the development of the seven national
core skills and the 4 broad based competences outlined by the State in the Cameroon National Core
Skills framework.
Expected learning outcomes: It means the same as terminal learning outcomes; however they are
smaller bits of the terminal learning outcomes. They emphasise more on the process that will lead to the
attainment of the terminal learning outcomes or better still that process that will help in assessing the
learning and fi nally defi ning his/her profi le. In other words, the term has been used to distinguish end-of-
year per activity outcomes from the overall end-of-year and end-of-course outcomes for each domain.
Inclusive Education: Inclusive Education generally refers to putting learners with special needs in the
same classroom with learners without special needs. In addition to this, Inclusive Education was used here
to mean “no child left behind”, that is, the teacher should not put any child in a disadvantaged position.
As the name implies, all learners must be included by giving them fair chances, more opportunities
being given to those that do not seem to be at the expected level. It equally means that all learners are
“talented”.
Integrated learning themes: Integrated learning themes refer to some familiar themes to guide learning.
They bring about logical thinking and collaboration in the learning-teaching process, wherein all the
activities are seen as a whole rather than as chunks. The themes run across learning as the case may be.
Though integrated learning themes are broad, they connect learning and make learners examine issues
through diff erent lenses.
Knowledge, Skills and Attitudes (KSAs): This is a concept where learning is viewed as the acquisition
of knowledge, the application of acquired knowledge into skills and the integration of knowledge and
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skills to build attitudes. These three, that is KSAs, when built within a particular time frame, develops
competences in the learners.
Knowledge: These are subject/activity specifi c contents. This elicits lower level thinking skills like
understanding and recall.
Skills: Skills refer to application of knowledge. These involve hands-on/practical tasks. When
these are done over and over, they create connections in the brain and allow for things to be done
automatically. They involve higher level skills like analysing and synthesising.
Attitudes: Attitudes refer to good behaviour and “common sense”. They involve acceptable
behaviour in the society. In more concrete terms attitudes have to do with proper interactions with
the outer world.
Learning centres: They are centres within or outside the classroom that enrich the child’s world.
Children are allowed to play and explore materials in these centres at will and at given times. Learning
centres give children the opportunity to use their best learning methods while the teacher observes and
takes advantage. In learning centres, children learn to make sense of the world around them.
National Core Skills: They are the seven skills that are crucial to learning and working in today’s world.
Portfolio: A fi le where personal information about each learner is kept. It is a compilation of children’s
“special” activities and accomplishments. Its aim is to follow up each learner’s learning and development
progress. Learners and parents should always have access to their portfolios.
Project-based learning (PBL): This is investigative and research-based learning. Learners gain
knowledge, skills and attitudes by working for an extended period of time. It is a hands-on approach to
the learning-teaching process where learners are put at the centre of their own learning. They investigate
and respond to authentic, engaging and complex questions, problems or challenges around them. PBL
promotes critical thinking, problem-solving, communication, collaboration, self-management/self-
esteem, curiosity, creativity, accountability and a sense of responsible behaviour.
Teaching strategies: These are all the possible methods used in the learning/teaching process in order to
achieve desire outcomes. It takes into account classroom size, the nature of the learners, and even their
moods. The teaching strategy will have to include changing learners mood from not “too interested” to
“interested” or from “feeling sad” to “feeling happy”
Terminal learning outcomes: These are statements that describe signifi cant and essential learning that
learners will achieve and can be reliably demonstrated at the end of the Nursery Education. Overall,
these expectations have been further broken down into two years: terminal learning outcomes at the end
of the fi rst year of Nursery Education and terminal learning outcomes at the end of the second year of
studies. They are stated in terms of learner-behaviour, implying that the learning-teaching process must
be learner-centred. In fact, they address knowledge, higher order skills and attitudes that the learner will
demonstrate at the end of the course. In a nutshell, they describe the type of learner that will graduate
from the Cameroon Nursery School system.
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Appendices
Appendix A: Observation checklist to assess learners over a period of time
School/Class: ___________________________________________________
Name of Learner: _______________________________________________
A: Cognitive improvement
1. Recognises colours: Red Yellow: Blue
2. Recognises shapes: Square Triangle Circle
3. Recognizes numbers: 1 2 3 4 5 6 7 8 9 10
4. Recognizes letters of the alphabet: a b c d e f g h I j
etc.
5. Writes their names: Correctly Partially Not at all
6. Listens attentively: Always Sometimes Not at all
7. Recites rhymes: accurately fairly
8. Interprets pictures/images: Accurately Fairly
9. Reads words/sentences: Accurately Fairly With diffi culty
10. Mimes and mimics: Accurately Fairly With diffi culty
11. Shows interest in communicating in sign language: Always Sometimes Not at all
12. Speaks: Fluently Averagely With diffi culties
13. Shares with others: Always Sometimes Not at all
14. Sings the national anthem: Accurately Fairly With diffi culties
15. Identifi es the Cameroon fl ag: Accurately Fairly With diffi culties
16. Loves ___________________learning centre most
17. Works independently and in group: Very well Reluctantly
B: Physical improvement
1. Naps during rest: Always Sometimes Not at all
2. Gets tired easily: Always Sometimes Not at all
3. Gets bored easily: Always Sometimes Not at all
4. Cries: Always Sometimes Not at all
5. Participates in all activities: Always Sometimes Not at all
6. Plays with others: Always Sometimes Not at all
7. Participates actively in motor activities: Always Sometimes Not at all
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C: Social improvement
1. Shows interest in being punctual: Always Sometimes Not at all
2. Discusses cheerfully with peers: Always Sometimes Not at all
3. Greets with respect: Always Sometimes Not at all
4. Shows care, love and concern for others: Always Sometimes Not at all
5. Shows gratitude (thank you): Always Sometimes Not at all
6. Shows remorse ‘I am Sorry’: Always Sometimes Not at all
7. Asks for permission to integrate ‘Excuse me…’: Always Sometimes Not at all
8. Shows special talents in singing, dancing, handwork, drawing, painting, colouring, cutting,
physical education and sports, narration, role-play, sign language, others_______________
9. Possesses leadership qualities: Yes No
10. Gets easily intimidated: Always Sometimes Not at all
11. Obeys school rules and regulations: Always Sometimes Not at all
12. Exhibits shyness: Yes No
13. Shows boldness: Yes No
D: Healthy Habits
1. Naps during rest: Always Sometimes Not at all
2. Eats meals well: Always Sometimes Not at all
3. Eats vegetables well: Always Sometimes Not at all
4. Eats fruits well: Always Sometimes Not at all
5. Drinks water appropriately: Always Sometimes Not at all
6. Selects food: Always Sometimes Not at all
7. Eats _________________________________very well (list them)
8. Displays good toilet habits: Always Sometimes Not at all
9. Washes hands after toileting: Always Sometimes Not at all
10. Complains when feeling unwell: Always Sometimes Not at all
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Appendix B: Elements to be considered in planning weekly and monthly integrated schemes
• Domain
• Key competence(s) to be developed from the National Core Skills Framework
• Integrated learning theme
• Weekly context derived from the integrated learning theme
• Envisaged project
• Project timeline
• Expected learning outcomes stated in terms of knowledge, skills and attitudes
• Possible teaching and learning activities
• Resources refl ecting your context
• Consultation with colleagues and others
Appendix C
Elements to include in a portfolio
• Child’s name
• Child’s vaccination information
• Personal information: For Example:
o Child did not come to school
o Child left school before time because of ill health; mention type of illness especially if
it is cough, chicken pox, mumps etc.
o Child was picked up by someone else; state the name of the person,
o Child showed strange character traits; like aggressiveness, stubbornness, too quiet, etc
• Child’s work (writings, drawings, paintings)
• Extra sheets
• Child’s pictures during activities (Printing of these pictures could be sponsored by the parents)
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LIST OF CONTRIBUTORS
General Supervision Committee
President: Mrs Youssouf née Hadidja Alim, Minister of Basic Education
Vice president: Prof Nalova Lyonga, Minister of Secondary Education
Assisted by
Mr Ndong Soumhet Benoît, Secretary of State, Ministry of Basic Education
Mr Bayaola Boniface, Secretary of State, Ministry of Secondary Education
Members
• Prof Atemajong Justina epse Njika, IGE MINEDUB
• Prof Catherine Awundia Nsata, IGE MINESEC
• Prof Fouda Ndjodo Marcel, Representative MINESUP
• Mr Oyono Mbarga Hervé
• Mrs Tchatoépse Loa Hebga Léa, Representive MINETFOP
• Mr Eric Wiydorla Binfon, Representative MINSEP
• Prof Andjiga Nicholas, Representative ENS-Yaoundé
• Prof Tita Margaret, Representative HTTC Bamenda
• Mr Ousmanou Oumara, Coordinator/PASZEP
Consultants
• Prof Therese Mungah Shalo Tchombe
• Prof Pierre Fonkoua
Scientifi c committee
President: Prof Mbala Ze Barnabé
Vice president: Dr Martha Zama
Rapporteurs: Prof Daniel Nkemleke
Prof Ngbwa Vandelin
Members
• Prof Patrick Kongnyuy
• Dr Richard Akoulouze
• Dr Djeumeni Marcelline
• Dr Egbe Martha
• Mrs Ngon ā Mounang
• Mr Etoua Dieudonné
• Mrs Noubila Kaba
• Mr Yakouba Yaya
• Mr Tatang Joseph
• Mr Ndebi Ntamack Donatien
Technical Coordination
• Mrs Mamat Daiferle, IP/Nursery
Education
• Mr Zame Hans, IP/Primary Education
• Mrs Ndayi Claudette, IP/LNFBEPNL
• Dr Michael Nkwenti, IP/Educational
Technologies
• Mr Mih Julius, IP/Bilingualism
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Writers
Supervisor: Prof Atemajong Justina epse Njika
Coordinator: Wirsiy Hedwig Mufer
Members
• Dr. Michael Nkwenti
• Ashu Lydwina
• Tame Bernard
• Mbah Vincent
• Bara Rose
• Njendoh Judith Foretia
• Atanga Patience epse Tadjou
• Ngah Matilda
• Tazocha Esther
• Waindim Eunice
• Matchinda Tchoutezo epse Koueda
• Fongang Raymond
• Merlin Bissohong