Cameroon Primary School Curriculum · this document in order to enable the nursery and primary school learners attain knowledge-based, skill-based and attitude-based proﬁ ciencies

Cameroon Primary School

Curriculum

REPUBLIC OF CAMEROON

Peace – Work – Fatherland

------------------

MINISTRY OF BASIC EDUCATION

-------------------

REPUBLIQUE DU CAMEROUN

Paix – Travail – Patrie

---------------

MINISTERE DE L’EDUCATION DE BASE

---------------

English Subsystem

Level I: Class 1 & Class 2

2018

We are building today what tomorrow will be.

Cameroon Primary School Curriculum

English Subsystem - Level I: Class 1 & Class 2 3

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.


English Subsystem - Level I: Class 1 & Class 24

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.



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.



Table of Contents

FOREWORD........................................................................................................................................3

PREFACE.............................................................................................................................................4

List of Tables.........................................................................................................................................8

List of Figures.......................................................................................................................................9

List of Abbreviations and Acronyms................................................................................................10

GENERAL INTRODUCTION.........................................................................................................11

PART ONE: OVERVIEW.................................................................................................................13

The Learner’s Profi le............................................................................................................................13

Domains, Weighting, Competences and Subjects................................................................................14

Integrated Learning Themes (ILTs)......................................................................................................15

Pedagogic Approaches.........................................................................................................................16

Project-Based Learning (PBL)........................................................................................................16

Cooperative Learning (CL).............................................................................................................18

Assessment...........................................................................................................................................19

Weighting and Time Allocation...........................................................................................................19

Link between Learning Domains and the National Core Skills/Broad-based Competences...............21

Plan of action for the teaching-learning cycle......................................................................................23

PART TWO: DEFINITION OF DOMAINS AND THEIR RELATED CARRIER

SUBJECTS..................................................................................................................25

Domain 1: Basic Knowledge............................................................................................................25

English Language.......................................................................................................................25

Mathematics...............................................................................................................................26

Science and Technology.............................................................................................................28

Français.....................................................................................................................................29

Domain 2: Communal Life and National Integration.......................................................................30

Social Studies.............................................................................................................................30

Domain 3: Vocational and Life Skills...............................................................................................32

Vocational Studies......................................................................................................................32

Arts.............................................................................................................................................33

Physical Education and Sports...................................................................................................35

Domain 4: Cultural Identity..............................................................................................................36



National Languages and Cultures.................................................................................................36

Domain 5: Digital Literacy...............................................................................................................38

Information and Communication Technologies (ICTs)................................................................38

PART THREE: CONTENTS OF THE SYLLABUS......................................................................40

Contents of English Language ............................................................................................................41

Contents of Mathematics.....................................................................................................................48

Contents of Science and Technology...................................................................................................51

Les Contenus du Français....................................................................................................................56

Contents of Social Studies...................................................................................................................63

Contents of Vocational Studies............................................................................................................65

Contents of Arts...................................................................................................................................69

Contents of Physical Education and Sports.........................................................................................70

Contents of National Languages and Cultures.....................................................................................72

Contents of Information and Communication Technologies...............................................................76

BIBLIOGRAPHY..............................................................................................................................81

GLOSSARY.......................................................................................................................................83

LIST OF CONTRIBUTORS............................................................................................................85



List of Tables

Table 1: Domains, Weighting, Competences to be Developed and Related Subjects........................................15

Table 2: Integrated Learning Themes.………………………………………………..…………................…..16

Table 3: Annual Learning Time in Hours per Level and Subject Area for the Single Shift System…........….20

Table 4: Weekly Learning Hours per Level and Subject Area for the Single Shift System...............................20

Table 5: Annual Learning Time in Hours per Level and Subject Area for the Double Shift System.................21

Table 6: Weekly Learning Hours per Level and Subject Area for the Double Shift System..............................21

Table 7: Terminal Learning Outcomes and Evaluation Criteria (English Language)........................................26

Table 8: Terminal Learning Outcomes and Evaluation Criteria (Mathematics)………….....…..............…….27

Table 9: Terminal Learning Outcomes and Evaluation Criteria (Science and Technology)……….......……...29

Tableau 10: Attentes de fi n de niveau.………….............................................…………...................................30

Tableau 11: Les attentes à la fi n de niveau et les critères d’évaluation…………………..….......……..…......30

Table 12: Terminal Learning Outcomes and Evaluation Criteria (Citizenship)………………..............……...31

Table 13: Terminal Learning Outcomes and Evaluation Criteria (Vocational Studies).......…...............….…..33

Table 14 Terminal Learning Outcomes and Evaluation Criteria (Arts)……….………………..............……..34

Table 15: Terminal Learning Outcomes and Evaluation Criteria (PES)…………………...............……….....36

Table 16: Terminal Learning Outcomes and Evaluation Criteria (National Languages and Cultures).............37

Table 17: Terminal Learning Outcomes and Evaluation Criteria (ICTs)……………………...........................39

Table 18: Integrated Learning Themes for Level I and Level II (classes 1/2/3/4)...............................................40

Table 19: Integrated Learning Themes for Level III (classes 5/6).....................................................................40

Table 20: English Language contents, expected learning outcomes and methodology......……………………41

Table 21: Mathematics contents, expected learning outcomes and methodology.....………..………………...48

Table 22: Science and Technology contents, expected learning outcomes and methodology.…….…..……....51

Tableau 23: Les contenus du Français …...................……………………………………………..….……....56

Table 24: Citizenship contents, expected learning outcomes and methodology……………….……………...63

Table 25: Vocational Studies contents, expected learning outcomes and methodology...……………...….….65

Table 26: Arts contents, expected learning outcomes and methodology…………………..........……….........69

Table 27: Physical Education and Sports contents, expected learning outcomes and methodology.....….…...70

Table 28: National Languages and Cultures contents, expected learning outcomes and methodology .………72

Table 29: Information and Communication Technologies contents, expected learning outcomes and

methodology.................……................................................................................……………..........75



List of FiguresFigure 1: Link between the Learning Domains and the National Core Skills/Broad-based

Competences..................................…………………………………...…….…...... 22

Figure 2: Cyclical Teaching and Learning Process...........…………………………………… 24

Figure 3: Components of English Language ……………………………………...………... 25

Figure 4: Components of Mathematics ……………………………………………...……... 27

Figure 5: Components of Science and Technology………………………...………………. 28

Figure 6: Les composants du français ………………………………...……………………. 29

Figure 7: Components of Social Studies…………………………………………………… 31

Figure 8: Components of Vocational Studies …………………………....…….…………… 32

Figure 9: Components of Arts………………………………………...…………………….. 34

Figure 10: Components of Physical Education and Sports….……………….....…………... 35

Figure 11: Components of National Languages and Cultures……………...……………….. 37

Figure 12 : Components of Information and Communication Technologies……....………... 38



List of Abbreviations and Acronyms

ADEA Association for the Development of Education in Africa

CESA Continental Education Strategy for Africa

EFA Education For All

ETSSP Education and Training Sector Strategy Paper

GACL General Alphabet of Cameroonian Languages

GESP Growth and Employment Strategy Paper

ICT Information and Communication Technology

IGE Inspectorate General of Education

ILT Integrated Learning Theme

MDGs Millennium Development Goals

MINEDUB Ministry of Basic Education

PBL Project Based Learning

PES Physical Education and Sports

SDGs Sustainable Development Goals

UNESCO United Nations Educational Scientifi c and Cultural Organization

UNICEF United Nations International Children’s Emergency Fund



GENERAL INTRODUCTION

In 1990, the World Conference on Education For All (EFA) which held in Jomtien, Thailand, made

a clarion call for universal quality primary education. During this conference, emphasis was laid

on access, equity and quality primary education for all. Apart from declaring that “Education is

the fundamental right for all people, women and men of all ages throughout the world”, the EFA

conference also underscored that

…active and participatory approaches are particularly valuable in assuring learning acquisition and

allowing learners to reach their fullest potentials. It is, therefore, necessary to defi ne acceptable levels

of learning acquisition for educational programmes and to improve and apply systems of assessing

learning achievement.

A decade after Jomtien, in the year 2000, the World Education Forum held in Dakar, Senegal where

the Dakar Framework for Action focused, among others, on “HIV/AIDS, early childhood education,

school health, education of girls and women, adult literacy and education in situations of crisis and

emergency”. To further expand on the education agenda of Jomtien, the Dakar meeting, after careful

evaluation, extended the scope of educational imperatives to include:

• Expanding and improving comprehensive early childhood care and education, especially for

the most vulnerable and disadvantaged children

• Ensuring that by 2015, all children, particularly girls, children in diffi cult circumstances

and those belonging to ethnic minorities, have access to and complete free and compulsory

primary education of good quality

• Ensuring that the learning needs of all young people and adults are met through equitable

access to appropriate learning and life-skills programmes

• Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women,

and equitable access to basic and continuing education for all adults

• Eliminating gender disparities in primary and secondary education by 2005 and achieving

gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to

and achievement in basic education of good quality

• Improving all aspects of the quality of education and ensuring excellence of all so that

recognized and measurable learning outcomes are achieved by all, especially in literacy,

numeracy and essential life skills.

There was renewed zeal to move the agenda of education forward as key stakeholders to the course of

education at the World Education Forum 2015 in Incheon, Korea declared that:

building on the legacy of Jomtien and Dakar, this Incheon Declaration is a historic commitment

by all of us to transform lives through a new vision for education, with bold and innovative

actions, to reach our ambitious goal by 2030. Our vision is to transform lives through

education, recognizing the important role of education as a main driver of development and in

achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed

education agenda that is holistic, ambitious and aspirational, leaving no one behind.

In order to meet up with these education milestones, Cameroon had to carry out major actions which

included the writing of syllabuses on HIV/AIDS, on Human Rights and on ICTs. Furthermore, the

revision of curricula to align with the provisions of the Incheon World Education Forum became im-

perative.



The vision of the new curriculum falls in line with the SDG4 which seeks to ensure inclusive and

equitable quality education and promote lifelong learning for all with focus on access, equity and

inclusion, quality and learning outcomes within a lifelong learning approach. This is in line with the

vision of the Education Forum which states that by 2030, all girls and boys should be able to complete

free, equitable and quality primary and secondary education leading to relevant and eff ective learning

outcomes. Access to quality early childhood development, care and pre-primary education should

be granted so that children are ready for primary education. By the same token, all men and women

should have aff ordable and quality technical, vocational and tertiary education, including university;

and the number of youths and adults who have relevant skills, including technical and vocational

skills, for employment, decent jobs and entrepreneurship should be substantially increased.

In addition, the vision of the Continental Education Strategy for Africa (CESA 2016-2025), reorienting

“Africa’s education and training systems to meet knowledge, competencies, skills, innovation

and creativity required to nurture African core values and promote sustainable development at the

national, sub-regional and continental levels” has carefully been addressed in this curriculum. The

present curricular reform, taking its cue from these instruments, is an attempt to respond to current

trends so as to provide an education, from early childhood, that would address the needs of each

child through the development of their mind-set. This is in corroboration with the law to Lay Down

Guidelines for Education (1998) 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.

Nonetheless, faced with the problem of quality and the phasing out of the Cameroon Primary School

Syllabuses for both subsystems, which date as far back as 2000, the building up of a new curriculum

became a necessity.

The concerns raised by the International, Continental and National instruments reviewed above, were

addressed in the National Core Skills Framework: communication in the two offi cial languages, (English and French), and the use of at least one national language; use of basic notions in Mathematics, Science and Technology; practice of social and citizenship values; demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship; use of basic Information and Communication Technology concepts and tools; pratice of lifelong learning; and the practice of Physical, Sports and Artistic activities. These National Core Skills are hinged on the Broad-Based Competences namely: intellectual, methodological, personal and interpersonal, and communication competences. The National Core Skills Framework constitutes the springboard of this curriculum.

The curriculum is presented in three parts. Part One gives an overview of the document, Part Two defi nes the domains and the subjects, while Part Three provides the contents of the syllabus.



PART ONE

OVERVIEW

This section presents the learner’s profi le at the end of primary school in Cameroon, the domains and

subjects, the competences to be developed, the integrated learning themes, the pedagogical approaches,

assessment strategies, weighting and the time allocated to the diff erent subjects.

The Learner’s Profi le

The Ministry of Basic Education intends to develop the knowledge, skills and attitudes of learners

under its authority. At the end of the primary school cycle, the learner is expected to have acquired

national core skills in view of stepping into secondary school or engaging in other learning contexts

or activities. Furthermore, the learner must equally have acquired key values in the fi ve domains. On

a similar note, they should show interest in learning all the subjects.

The Cameroon Education System outlines seven National Core Skills which should be acquired by the

end of both nursery and primary cycles of education. They include:

1. Communication in the two offi cial languages (English and French) and the use of at least

one national language

Communication in English, in French and in at least one National Language implies the ability to

use the four language skills of these languages. The learner should be able to listen, communicate

orally, and be able to read and to write. The language competence is a prerequisite for access to

other core skills.

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 in these subjet areas and the ability to use them to address

challenges in real life situations.

3. Practice of Social and Citizenship Values (morality, good governance and budgetary

transparency)

This involves inculcating patriotic, moral, citizenship and values of good governance in the

learners of both cycles so as to prepare them for a harmonious insertion into the society.

4. Demonstration of the Spirit of Autonomy, a Sense of Initiative, Creativity, and

Entrepreneurship

Developing this competence in the learner calls for the assembling of multidisciplinary

knowledge and skills in view of developing the learners’ social integration skills, creativity as

well as managerial and entrepreneurial potentials.

5. Use of Basic Information and Communication Technology Concepts and Tools

Generally, this core skill requires the use of information and communication technology tools

in school and in society. It is related to healthy, safe and responsible use of various ICT devices

for learning and for leisure activities. In addition to this, it develops logical and critical thinking,

automated management of information (analysing, summarizing, and assessing), and apt

communication skills.



6. Practice of Lifelong Learning

This implies that the learner will demonstrate the desire and will 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 competence provides learners with a platform to develop their physical, psycho-motor, artistic, personal and interpersonal skills as well as improve their well-being. It enables them to acquire knowledge, skills and attitudes required for their participation in several physical, psycho-motor, sports and leisure activities in order to strengthen social harmony and ensure a healthy lifestyle.

Broad-based CompetencesThe Cameroon National Core Skills Framework comprises four broad-based competences as follows:1. Intellectual competences

Intellectual Competences include:

• exploiting information• solving problems• acquiring logical thinking and a sense of observation • exercising critical judgement• practising creative and innovative thinking

2. Methodological competence

Methodological competences include: • giving oneself effi cient working methods• exploiting information and communication technologies • organizing one’s learning • arousing the desire to learn each subject

3. Personal and interpersonal competences

Personal and interpersonal competences enable the learner to: • develop his/her personality• acquire abilities in view of his/her socio-cultural integration and individual fulfi lment

• cooperate with others

4. Communication competences

Communication competences enable the learner to:

• communicate in an appropriate manner in the two offi cial languages • communicate in at least one national language

Domains, Weighting, Competences and Subjects

In Table 1 that follows, the domains and their weightings are provided. The competences from the National Core Skills Document that each domain develops are indicated and the subjects that are needed to develop these competences are equally listed.



Table 1: Domains, Weighting, Competences to be Developed and Related Subjects

No Domain/Weighting Competences to be Developed Subjects

1 Basic knowledge (60%) - Communication in the two offi cial languages (English and French) and the use of at least one national language

- Use of basic notions in mathematics, science and technology

- Practice of lifelong learning - The four broad-based competences

- English Language- Mathematics - Science and

Technology- French

2 Communal life and national integration (5%)

- Practice of social and citizenship values (Morality, good governance and budgetary transparency)


- Social Studies

3 Vocational and life skills (20%)

- Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship

- Practice of physical, sports and artistic activities


- Vocational Studies- Arts - Physical Education

and Sports

4 Cultural identity (5%) - Practice of lifelong learning - The four broad-based competences

- National Languages and Cultures

5 Digital Literacy (10%) - Use basic information and communication technology concepts and tools


- Information and Communication Technologies (ICTs)

The curriculum is learner - centred and is based on the development of skills needed to meet the challenges of contemporary Cameroon in particular and the world at large. The syllabuses are presented in three levels: Level 1 (class 1 and 2), Level 2 (class 3 and 4) and Level 3 (class 5 and 6). In all, ten subjects have been identifi ed from the fi ve domains namely: English Language, Mathematics, Science and Technology, French, Social Studies, Vocational Studies, Arts, Physical Education and Sports, National Languages and Cultures, and Information and Communication Technologies (ICTs). Details about these subject areas (expected learning outcomes, content areas, suggested methods and didactic materials) are laid out in Part Three.

Integrated Learning Themes (ILTs)

In order to make learning relevant to daily life, eight integrated learning themes have been identifi ed to develop skills necessary in the harmonious integration of learners in their environment. The ILT for the primary school cycle are presented in table 2.



Table 2: Integrated Learning Themes

Level I Level II Level III

- The home

- The village/town

- The school

- Occupations

- Travelling

- Health

- Games

- Communication

- The home

- The village/town

- The school

- Occupations

- Travelling

- Health

- Games

- Communication

- Nature

- The village/town

- The school

- Occupations

- Travelling

- Health

- Sports and leisure

- The universe and space

The use of integrated learning themes represents the fundamentals of project-based learning. They

facilitate the learning-teaching process and make the essence of PBL come to light. The process

entails integrating themes that have been developed in order to facilitate teaching-learning in the

Primary School. These themes will constitute the basis of contextualizing the concepts of the subjects.

Integrated learning themes are the foundation on which all the activities for a defi ned period of time

within the school year are expected to take place. This can be done for some weeks, months or beyond

and has a direct impact on project-based learning. An integrated approach unites all subjects and

gives opportunities to the learners to learn more through variant contents. Children will consequently

develop a deeper understanding of contents in their local contexts.

The approach allows learners to explore, gather, process, refi ne and present information. It also

allows learners to engage in purposeful and relevant learning. Learners are expected to see the

interconnectedness within curriculum areas. It is based on skill development around a particular theme

that is relevant to the pupils in the class.

Pedagogic approaches

Teaching methods are special procedures through which educational goals are attained. The Cameroon

education system has experienced pedagogic evolutions from the Objective-based Approach (OBA)

through the Inferential Thinking Approach, that was referred to as “New Pedagogic Approach” to the

Competence-based Approach (CBA) or the Behavioural Objective-based Approach which is in use

today. The CBA facilitates the development of skills through the practice of Project Based Learning,

Cooperative Learning and Integrated Theme Learning. The underlying philosophy of the CBA requires

that learning should be based on the potentials of the learner. The learner should be responsible for

his/her own learning. Focus is on learning and not on teaching. It is important for the classroom

teachers to diligently determine the characteristics of their learners. Lesson preparation should always

implicitly or overtly provide for gender equity, for inclusiveness and for multiple intelligences.

The pedagogic practices that make the learners more responsible for their own learning include:

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:

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 is paramount and should not be left out. It must be a presentation by

the learners while the teacher evaluates the success of the project with the help of the points in the

“Project exercise/note book”. Project-based learning helps the teacher to assess learners as many

times as the need arises.



Benefi ts of Project-based Learning

Project-based learning:

• promotes lifelong learning skills

• enhances logical thinking

• promotes team spirit and hard work

• promotes entrepreneurial skills

• promotes bonding and interaction

• creates responsible attitudes in learners

• helps learners to manage their resources

• 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

• 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

for the work of the group as a whole. 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 one

person succeeds, the success aff ects everyone else. Within cooperative learning teams, pupils discuss

the material to be learned with one another, and support each other to understand it, and encourage

and help one another to have a clear understanding of their participation. Teams diff er from groups

because cooperative learning is constituted of teams whereby:

• goals are shared

• information is circulated

• roles are assigned

• materials are managed

• teammates depend on one another to complete tasks successfully

• pupils learn to respect each other’s contributions and opinions

• pupils engage in “cognitive collaboration.” They must organize their thoughts to explain

ideas to teammates

• pupils have fun while learning

• pupils’ social nature is used to their advantage

• social, leadership, communication, decision making, problem solving, and confl ict resolution

skills are developed



Assessment

Assessment is the process of passing judgements on learners’ knowledge, skills and attitudes with

the sole aim of making decisions about their education. It is an integral part of the teaching-learning

process in the Primary School and constitutes part of the curriculum. Assessment is a means of

objectively informing parents, guardians and policy makers on learners’ progress in school.

Diverse tools should be used to collect information about the learner in order to moderate and increase

learners’ chances of learning from one another. Nevertheless, learners must be assessed fairly and at

the same time taking into consideration that each learner has their learning styles. Consequently, all

the learners may not always be at the same level of attaining the expected learner outcome.

Assessment in primary schools in Cameroon can take three forms (oral, written, practical). 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/conferencing; oral and

written quizzes; portfolios; willingness to be involved in class and school activities.

It is worth stating that formative and summative assessment should take into consideration knowledge,

skills and attitudes as indicated on the “Expected Learning Outcomes” column of each subject.

Types of Assessment

Diagnostic Assessment: This type of assessment verifi es what the learner already knows and it is

used to improve on the learner’s achievement. Hence, each time we have to embark on a learning and

teaching experience, we must always try to fi nd out learners’ level of competence and/or knowledge,

skills and attitudes about the new material. This helps the teacher develop strategies and activities that

can be used to facilitate learning.

Formative Assessment: This type of assessment keeps the learners in permanent interaction with

the curriculum during the teaching-learning process. It is designed to keep track of learners’ learning

achievements. Their response to this type of interaction equally helps the curriculum user (the teacher)

to provide feedback to both the learner and the parents.

Summative Assessment: It is carried out periodically to show the level of attainment of expected

learning outcomes at the end of the term, year, level or cycle. It is a more judgmental kind of assessment.

Whatever the case, summative assessment must not always be standardized tests. There is need for a

variation in the use of assessment instruments.

Weighting and Time Allocation

Tables 3, 4, 5 and 6 present the weighting and time allocation for the single shift and the double shift

systems.



Table 3: Annual Learning Time in Hours per Level and Subject Area for the Single Shift System

Subject Area Level 1 Level 2 Level 3

English Language and Literature 172.5 172.5 138

Mathematics 69 69 103.5

Science and Technology 69 69 103.5

Français 103.5 103.5 69

Social Studies 34.5 34.5 34.5

Vocational Studies 69 69 69

Arts 34.5 34.5 34.5

Physical Education and Sports 34.5 34.5 34.5

National Languages and Cultures 34.5 34.5 34.5

Information and Communication Technologies (ICTs) 69 69 69

Two short breaks of 15 minutes each 52.9 52.9 52.9

Daily assembly 57.5 57.5 57.5

Daily long break 115 115 115

Total 915.4 915.4 915.4

Table 4: Weekly Learning Hours per Level and Subject Area for the Single Shift System



Mathematics 3 3 4.5


Français 4.5 4.5 3



Arts 1.5 1.5 1.5




Two short breaks of 15 minutes each 2.3 2.3 2.3


Daily long break 5 5 5

Total 39.8 39.8 39.8



Table 5: Annual Learning Time in Hours per Level and Subject Area for the Double Shift System



Mathematics 69 69 103.5


Français 103.5 103.5 69



Arts 34.5 34.5 34.5




One short break of 30 minutes per level 11.5 11.5 11.5


No daily assembly and long break 0 0 0

Total 702 702 702

Table 6: Weekly Learning Hours per Level and Subject Area for the Double Shift System



Mathematics 3 3 4.5


Français 4.5 4.5 3



Arts 1.5 1.5 1.5




One short break of 30 minutes 3 3 3

One weekly assembly 0.5 0.5 0.5

No daily long break 0 0 0

Total 33.5 33.5 33.5

Link between the Learning Domains and the National Core Skills/Broad-

based CompetencesGenerally, the Cameroon education-vision that is expressed in the National Core Skills Framework is

realised through PBL and ILT carried out in the subject areas that are lodged in the fi ve domains. This

is illustrated in fi gure 1.



Fig

ure

1:

Lin

k bet

wee

n t

he

Lea

rnin

g D

om

ain

s and t

he

Nati

onal

Core

Ski

lls/

Bro

ad-B

ase

Com

pet

ence

s



Plan of Action for the Teaching-Learning Cycle

The following steps will enable the teacher to put his/her plan into action:

1. Identify learning outcomes in function of the national core skills and as stated in the integrated

monthly schemes of work.

2. Based on the integrated learning theme of the month, identify a project and plan the activities that

will lead to its realization.

3. The diff erent activities are planned chronologically (entry behaviour, simple to complex) in relation

to the contents and contextualized through the ILT.

4. Monitor the realization of the project and ensure that all learners carry out their tasks.

5. Organize culmination events, that is, presentation of projects and assessment every last Thursday

and Friday of the four weeks. Depending on the level, the presentations and assessment should

cover three forms: oral, written and practice. A checklist should be prepared depending on the

stated learning outcomes in order to record learners’ progress in the class broadsheet (this will

constitute a gradual building of the information for pupils’ report cards which are fi lled every

term).

6. Carry out remediation activities where necessary.

7. Do an auto-evaluation of the process. Note should be taken that this is a cyclical process within

each teacher’s community of practice (the school).

Figure 2 illustrates the cyclical teaching and learning process.



Iden

tify

a p

roje

ct w

ith

in

the

conte

xt

of

the

inte

gra

ted l

earn

ing t

hem

e

(IL

T)

Carr

y o

ut

teac

hin

g-l

earn

ing

acti

vit

ies,

co

nte

xtu

aliz

ing

them

wit

hin

the

ILT

and

inco

rpora

ting t

he

pro

ject

Pro

ject

act

ivit

ies

in

rela

tion t

o t

he

pro

ject

tim

elin

e

Pre

senta

tion o

f pro

ject

s

and a

sses

smen

t (o

rall

y,

pra

ctic

ally

and w

ritt

en)

Rem

edia

tion

(wher

e nec

essa

ry)

Auto

-eval

uat

ion a

nd

con

fi rm

atio

n o

f ac

qu

ired

KS

As

of

learn

ers

Fig

ure

2:

Cyc

lica

l Tea

chin

g a

nd L

earn

ing P

roce

ss

Rec

og

niz

e th

at

the

com

pet

ence

s to

be

dev

elop

ed i

n t

he

learn

er

are

dra

wn

fro

m t

he

Nati

on

al

Core

Sk

ills

Fra

mew

ork



PART TWO

DEFINITION OF DOMAINS AND THEIRRELATED CARRIER SUBJECTS

Part two presents the fi ve domains and their related carrier subjects. Each of these subjects is briefl y

defi ned while highlighting the national core skills that each develops, followed by a visual presentation

of the subject, its components, terminal learning outcomes, and suggested evaluation criteria.

Domain 1: Basic KnowledgeThis domain is fundamental to the development of all other domains. It nurtures and advances literacy

and numeracy skills which are the pillars for a strong foundation in education and vital for living in the

21st century. As the name implies, basic knowledge is intended to create the base and a solid foundation

for all other learning. There is no gainsaying that the ability to read and to work with numbers are

prerequisites for the success of any educational system. Many studies carried out in Cameroon on

learning achievements in the past couple of years show that there is a dwindling eff ect in literacy and

numeracy to the extent that children who leave primary schools in Cameroon today can barely read

and/or write, talk less of manipulating numbers and fi gures confi dently. It is in this light that, it became

necessary to give more learning-teaching time to a domain that will properly develop learners’ literacy

and numeracy skills and hence enhance their performance in other learning domains. Consequently,

a sixty percent learning-teaching time has been assigned to this domain. The domain is going to be

powered by English Language and Literature, Mathematics, Science and Technology and Français.

English Language

English Language is one of the two offi cial languages in Cameroon. It is the language of instruction for

the English Subsystem of Education. A literature component has been added to this subject in level two

and level three. While English Language enables learners to express themselves orally and in writing,

Literature enhances the reading culture in them. The teaching of English will target the development

of the listening, speaking, reading and writing skills with emphasis on grammar, vocabulary and

pronunciation. Like all languages, English is rule-governed, thus the systematic functional teaching

of grammar is strongly recommended. This will enable learners use the language eff ectively.

This subject has been developed from domains that were derived from the following national core

skills:

• Communication in the two offi cial languages (English and French) and the use of at least


• Practice of lifelong learning and the four broad-based competences

The components of the subjects are presented in fi gure 3.

Figure 3: Components of English Language



Terminal Learning Outcomes

At the end of this level, learners will be able to:

• listen attentively for information in a given context

• interpret information and react appropriately

• communicate to express feelings, ideas and thoughts

• read texts fl uently in a given context• write texts legibly and coherently to express feelings, ideas and thoughts• show great interest in communicating in English

Evaluation Criteria

The terminal learning outcomes at the end of level 2 and the accompanying evaluation criteria are illustrated in table 7.

Table 7: Terminal Learning Outcomes and Evaluation Criteria

Skill Terminal Learning Outcomes Evaluation Criteria

Listening

and

Speaking

• Listen attentively for information in a given context.

• Interpret information and react appropriately

• Communicate to express feelings, ideas and thoughts

• Fluency in speaking • Audibility in speech• Sustainance of attention• Willingness to take turns in speaking,• use of appropriate tones in speech

Reading • Read texts fl uently in a given context. • Fluency and audibility in reading,• Respect of voice pitch • Correctness of answers to

comprehension questions• Presentation of materials • Respect of instructions

Writing • Write texts legibly and coherently to express feelings, ideas and thoughts

• Legibility, meaning, coherence, the right posture, right direction, presentation of materials, respect of instructions

Mathematics

Mathematics develops the learner’s creativity, initiative and problem-solving skills. It equally develops logical and inferential thinking, the ability to deduce and visualize in space and time. Through mathematics, the learner improves his/her knowledge of science, technology, agriculture and engineering. It is also necessary for fi nancial literacy and relevant to most forms of employment. Mastering Mathematics entails the acquisition of knowledge, skills and attitudes as well as problem solving skills related to the diff erent integrated learning themes. Primary School learners need these in computation, logical thinking and problem solving to construct knowledge and understand the world around them. The Mathematics syllabus also guides teachers, educators and examiners to prepare for teaching and learning as well as for formative and summative assessment. In this curriculum, fi ve components of Mathematics have been developed, namely: Sets and Logic, Numbers and Operations, Measurement and Size, Geometry and Space, and Statistics and Graphs.

This subject has been developed from domains that were derived from the following national core skills.

• Use of basic notions in Mathematics, Science and Technology• Practice of lifelong learning and the four broad-based competences



The components of the subject are presented in fi gure 4

Figure 4: Components of Mathematics


After the teaching-learning experiences in mathematics, learners will be able to:• solve problems involving sets and logic

• solve problems involving number operations

• solve problems involving measurement units

• construct diff erent geometric shapes

• categorize statistics on graphs

• use mathematical skills in daily life

• show interest in mathematics

Evaluation Criteria

The terminal learning outcomes and the evaluation criteria are illustrated in table 8.

Table 8: Terminal learning outcomes and evaluation criteria

Terminal Learning Outcomes Evaluation Criteria

- Solve problems involving sets and logic

- Solve problems involving number operations

- Solve problems involving measurement units

- Construct diff erent geometric shapes

- Categorize statistics on graphs

- Use mathematical skills in daily life

- Show interest in mathematics

- Group, match and classify objects and

numbers in sets using diff erent attributes

- Correct representation of sets, symbols and

fi gures

- Correct use of symbols, signs and diagrams

- Ordering and consistency

- Appropriate use of operations and formulae

- Associating quantities to fi gures and symbols

- Proper use of mathematics tools

- Solve meaningful daily life problems



Science and Technology

Science and Technology is penetrating every aspect of societal life and therefore has become an important component in the learning-teaching programmes at every level of education. It enables learners to understand themselves and their environment as well as adapt to the ever changing world in which they live. The teaching of Science and Technology develops the spirit of curiosity, creativity and innovation. Through Science and Technology, learners will be able to predict and analyse causes and eff ects of phenomena and use scientifi c approaches to solve emerging problems. These skills will

be developed in Health Education, Environmental Science as well as in Technology and Engineering.


skills:

• Use of basic notions in Mathematics, Science and Technology

• Demonstration of the spirit of autonomy, a sense of initiative, creativity, and innovation


The components of the subject are illustrated in fi gure 5.

Figure 5: Components of Science and Technology



• demonstrate knowledge of the human body, its functioning as well as care and hygiene

• describe the environment including plants and animals

• use scientifi c instruments and technological tools

• respect scientifi c procedures and norms

• construct miniatures and models

• reject superstitious beliefs and myths

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are illustrated in table 9.





- Demonstrate knowledge of the human body, its functioning as well as care and hygiene

- Describe the environment including plants and animals

- Use scientifi c instruments and technological

tools

- Respect scientifi c procedures and norms

- Construct miniatures and models

- Reject superstitious beliefs and myths

- Respect of procedures in experiments;

- Exactitude of experiment results;

- Improvisation of materials in experiments;

- Positive observable change in behaviour

- Dexterity (careful handling and manipulation

of objects)

- Correct interpretation of phenomena/results.

Français

Le français est l’une des deux langues offi cielles du Cameroun. Il est la deuxième langue offi cielle

dans le sous-système anglophone. Il permet aux apprenants de communiquer oralement et par écrit

dans des situations de la vie quotidienne pour un vivre-ensemble harmonieux et de s’ouvrir au monde

francophone. L’acquisition du Français se fait à travers le développement des cinq (5) compétences

de base, à savoir la compréhension orale, l’expression orale en continu, l’expression orale en

interaction, la compréhension écrite (lecture) et la production écrite. Le développement de ces

compétences se fait à travers les sous-disciplines suivantes : Compréhension et expression orale (en

continu et en interaction), compréhension écrite (lecture), production d’écrits, grammaire, vocabulaire,

conjugaison et orthographe. Il s’agit d’acquérir une véritable compétence de communication

langagière qui englobe une composante pragmatique (acte de langage), linguistique (grammaire),

sociolinguistique et socio-culturel.

Il est à noter que l’enseignement de la grammaire, du vocabulaire, de la conjugaison et de l’orthographe

est fait en contexte et lors du développement des compétences de base. Ces compétences se développent

autour des centres d’intérêt suivants : la maison, la ville/village, l’école, les métiers, les voyages, les

jeux, les traditions et la communication.

Cette discipline a été développée à partir des domaines tirés des compétences clés suivantes.

• Communiquer dans les deux langues offi cielles (français et anglais) et pratiquer au moins

une langue nationale

• Apprendre à apprendre tout au long de la vie et les quatre compétences transversales.

Les composantes de cette discipline sont présentées dans la fi gure 6.

Figure 6: Les composantes du français



Tableau 10 : Attentes de fi n de niveau

Compétence Attentes à la fi n du niveau

Compréhension et expression orales

Écouter attentivement et s’exprimer de façon compréhensible avec le gestuel approprié.

Compréhension écrite (lecture)

Lire de courts textes simples en respectant la prononciation et l’intonation puis relever des informations.

Production d’écrits Ecrire des petits textes d’une (01) à trois (03) phrases en rapport avec des situations de la vie quotidienne.

Critères d’évaluation

Les attentes du niveau et les critères d’évaluation du français au niveau 1 sont présenté dans le tableau 11.

Tableau 11 : Les attentes à la fi n du niveau et les critères d’évaluation

Attentes à la fi n du niveau Critères d’évaluation

Écouter attentivement et s’exprimer de façon compréhensible avec le gestuel approprié.

- Production correcte et cohérente- Adéquation de la production à la situation - Respect des règles grammaticales.

Lire de courts textes simples en respectant la prononciation et l’intonation puis relever des informations.

- Déchiff rage/décodage des sons, mots et phrases,

informations pertinentes

- Respect de la prononciation et de l’intonation

Ecrire des petits textes d’une (01) à trois

(03) phrases en rapport avec des situations

de la vie quotidienne.

- Adéquation du texte à la situation

- Correction des énoncés

- Cohérence de la production

Domain 2: Communal Life and National Integration

Communal life and national integration refers to the notion of national unity, national integration and

living together. It transcends the peculiarity of all kinds of geographical, historical, linguistic, cultural,

religious and political entities. Communal life is the feeling of belonging to a particular community

and national integration brings people of various communities together. In essence, communal life

and national integration brings about self-love, love for others and respect for the common good. The

human person is a social being, hence must live with other human beings irrespective of race, religion,

socio-economic status etc. Children socialise more than adults and there is need to consolidate this

value in them. This domain is powered by Social Studies (history, geography and citizenship). Only

the citizenship component will be taught in Level One and all three components taught in Level Two

and Level Three.

Social Studies

Social studies is the study of political, economic, cultural and environmental aspects of society in the

past, present and future. It is intended to enable human beings to understand, preserve and transform

the environment for their wellbeing and for the welfare of the community. This involves inculcating

in learners patriotic, moral and citizenship values as well as good governance qualities in order to

prepare them for a harmonious insertion into the society.



This subject has been developed from domains that were derived from the following national core skills:

• Practice of social and citizenship values (morality, good governance and budgetary transparency)


The components of the subject are presented in fi gure 7.

Figure 7: Component of Social Studies



• identify the eff ects of human activities

• relate human activities to development

• display a spirit of objectivity, tolerance, and patriotism

• practise values of harmonious living

• show love for nation and for the outside world

• respect diff erences in choices and personality

• practise behaviour which will lead to the protection and security of people and national

property

Evaluation Criteria

The terminal learning outcomes and evaluation criteria for Social Studies are illustrated on table 12.



- Identify the eff ects of human activities

- Relate human activities to development

- Practise values of harmonious living

- Show love for nation and for the outside world

- Respect diff erences in choices and personality

- Practice behaviour which will lead to the protection

and security of people and national property

- Display a spirit of objectivity,

tolerance, and patriotism

- Respect of national emblems

- Practise of social values

- Involvement in awareness campaigns

- Logical explanations of events

- Positive change of attitude



Domain 3: Vocational and Life Skills

This domain prepares the learner for the social and professional realities that they would face in life. It provides them with opportunities to showcase talents and skills resulting in their integral development. It equips them with the capacity to adapt to and transform their environments. This is done by providing relevant and contextual technical and vocational training starters. In the context of limited work opportunities, it is necessary to start orientating children to creative enterprise in early education. In this way, a generation of people fully equipped to off er meaningful employment for

themselves and at the same time, possess skills required for full participation in everyday life will

be trained. Vocational studies and life skills is geared towards opening up learners’ minds, a ready

option for taking up technical education studies in secondary school. This domain equally encourages

children who, after primary education, might not be able to go to secondary school, to learn a trade

in order to earn a living. Either way, in order to survive in world economies today, every citizen from

all strata of life needs vocational and life skills. The domain will be developed through three main

subjects namely: Vocational Studies, Arts, and Physical Education and Sports (PES).

Vocational Studies

Vocational Studies is a practical subject, which provides learners with the opportunity to develop talents,

initiative and creativity thereby enhancing their holistic development. It develops learners’ autonomy,

self-esteem and the spirit of entrepreneurship for subsequent self-reliance towards a responsible and

balanced life without any constraints on their ambitions for further education. Vocational Studies is

taught through Arts and Crafts, Agro Pastoral Farming and Home Economics. Only Arts and Crafts

and Agro-pastoral Farming will be taught in level one.

Arts and Crafts: Activities in this component will enable learners to acquire techniques to fabricate

objects using natural and recycled materials from their environment.

Agro Pastoral Farming: This activity will initiate learners into agricultural techniques and animal

farming.

Home Economics: This activity will help learners develop interest in house management such as

laundry, house craft, food and nutrition, needle work and mother craft.


skills:

• Demonstration of the spirit of autonomy, sense of initiative, creativity and entrepreneurship



Figure 8: Components of Vocational Studies




At the end of this level, learners will be able to:- use equipment to produce objects following a spelt out procedure- acquire knowledge, skills and attitudes for productive work at home and effective

home management- acquire knowledge, skills and attitudes to manipulate local materials through given

processes and procedures to produce objects- produce arts objects using local materials- demonstrate a spirit of collaboration- manifest high self-esteem, interest, initiative, creativity, resourcefulness and good

value judgment

Evaluation Criteria

The Terminal Learning Outcomes and Evaluation criteria are presented on table 13.



- Use equipment to produce objects following a spelt out procedure

- Acquire knowledge, skills and attitudes for productive work at home and effective home management

- Acquire knowledge, skills and attitudes to manipulate local materials through given processes and procedures to produce objects

- Produce arts objects using local materials- Demonstrate a spirit of collaboration- Manifest high self-esteem, interest, initiative,

creativity, resourcefulness and good value judgment

- Quality of material used - Respect of instructions - Quality of final product - Consistency in the

explanatory note - Time used to carry out the

task - Involvement in team work

Arts

Arts fosters the learner’s imagination, critical thinking skills, problem-solving, creativity and aesthetic skills. Arts contents should engage, inspire and challenge learners, equipping them with knowledge and skills that can enable them create their own artistic designs. Through this subject, the learner acquires the spirit of open-mindedness and cultivates the attitude to appreciate beauty and develop his/her capacity for concentration, self-esteem, sense of sharing, assiduity, team spirit and patriotism. As learners progress, they should be able to think critically and develop a more rigorous understanding of arts. This subject aims at ensuring that all learners produce creative works, explore their ideas and record their experiences, thus becoming effi cient in drawing, painting and other art and design techniques.

This subject has been developed from domains that were derived from the following core skills:• Practice of physical, sports and artistic activities• Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship• Practice of lifelong learning and the four broad-based competences

It is taught through the following components: visual arts and performing arts.




Figure 9: Components of Arts


At the end of this level, the learner will be able to:

- create artistic objects

- draw imaginative and creative literary images expressing feelings and emotions

- use voice, body and/or inanimate objects to convey feelings and emotions

- show interest in morality and appropriate life styles

Evaluation Criteria The Terminal Learning Outcomes and evaluation criteria are presented in table 14.



- Create artistic objects- Draw imaginative and creative literary

works expressing feelings and emotions - Use voice, body and/or inanimate

objects conveying feelings and emotions

- Show interest in morality and appropriate life styles

- Compliance with guidelines and techniques (correct use of geometric shapes and colours

- Ability to write imaginatively, creatively expressing original thoughts

- Ability to create and sing a song- Synchronization between voice variations and

percussion.- Ability to convey feelings and thoughts through

music- Mastery of the stage and respect for the text - Ability to act a role freely - Ability to recognize and use appropriate costumes,

make-up and hairstyles- Ability to create and execute dance techniques- Descent looks, behaviour, respect, punctuality,

cheerful nature, respond positively to corrections etc.



Physical Education and Sports

Physical Education and Sports is a set of physical activities that contributes to the physical, moral health and social development of the learner. It promotes a harmonious construction of the body and makes the learner fi t to perform individual and collective tasks. It is through physical and sporting activities that the child’s brain internalizes 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 learner’s mathematical thinking, vocabulary development, reading and writing skills. Physical Education and Sports remains an eff ective educational tool as it develops learners’ mental capacities through body fi tness activities.

This subject has been developed from a domain that was derived from the following core skills:• Practice of physical, sports and artistic activities• Practice of lifelong learning and the four broad-based competences


Figure 10: Components of Physical Education and Sports (PES)


Physical Education and Sports enables the learners to:

- discover his/her body

- practise social and interpersonal communication skills

- stimulate his/her physical, intellectual and emotional growth

- maintain a healthy body

Evaluation criteria

The terminal learning outcomes and evaluation criteria of Physical Education and Sports are presented in table 15.





- Discover his/her body- Practise social and interpersonal

communication skills- Stimulate their physical, aff ective,

intellectual and emotional growth

- Maintain a healthy body

- Alertness, vigilance, posture

- Accuracy, respect of rules, fanfare, collaboration

- Respect of signals, endurance

- Identify parts of the body and their roles

- Ability to carry out routine activities eff ectively

Domain 4: Cultural Identity

Cultural identity is a sense of belonging to a group or a nation with distinct ways of doing things. This

is characterised by language, tradition and religion. Cultural identity is, in summary, a set of traits

(customs) that characterises a people and diff erentiates them from other people. The case of Cameroon

is visibly unique because of her multicultural nature. This domain is developed via National Languages

and Cultures.

National Languages and Cultures

National Languages and Cultures constitutes the acquisition of knowledge, skills and attitudes (values)

that enable learners to speak their national language and be rooted in their cultures, hence building

up self-esteem and confi dence. National Languages and Cultures refers to all languages and cultures

in the four major linguistic and cultural zones of Cameroon. This subject includes social practices,

modes of life, arts and crafts as well as architectural designs and literary expressions that bring out a

people’s identity. It helps learners to open up to learning and to be better educated.

Learning National Languages is advantageous especially at this time when it is established worldwide

that learning should start in the mother tongue of the learner.


skills:

• Communication in the two offi cial languages (English and French) and the use of at least


• Practice of social and citizenship values (morality, good governance and budgetary

transparency)





Figure 11: Components of National Languages and Cultures

Terminal Learning ObjectivesAfter learning national languages and cultures the learners will be able to:

• communicate appropriately using at least fi ve sentences in any given context

• sing traditional songs fl uently

• perform cultural activities/scenes

• listen attentively without interrupting the speaker

• read at least fi ve sentences and bring out the meaning in a related theme.

• write a correct and coherent sentence to pass across information

Evaluation Criteria

The terminal learning outcomes and evaluation criteria for National Languages and Cultures are

presented in table 16.



- Communicate appropriately using at least fi ve

sentences in any given context

- Sing traditional songs fl uently

- Perform cultural activities/scenes

- Listen attentively without interrupting the

speaker

- Read at least fi ve sentences and bring out the

meaning in a related theme.

- Write a correct and coherent sentence to pass

across information in any given context

- Respect of rules related to the spoken

languages

- Audibility, fl uency, articulation, intonation in

speech

- Sustainance of dialogue and animation.

- Correctness of responses /correctness of

gestures/actions

- Correctness of form, coherence and neatness

in writing.

- Respect of rhythm and dance steps.

- Observance interactions with others and

participation in projects.



Domain 5: Digital Literacy

Digital literacy underscores the cultural changes produced by the development and transmission of Information and Communication Technologies (ICTs). The achievement of Cameroon’s 2035 Vision will also depend on the country’s potentials to be transformed into an information-based or knowledge-based society in which information processing, knowledge management and creation are essential features that guarantee success. The 21st century is considered as the information era and learners are expected to use ICTs to access valuable and updated resources in order to break the digital divide. Digital literacy does not only refer to computers but has evolved to include telephones, iPad, the internet and all forms of social media. With rapid growth in the number of parents buying digital devices for their children and not being able to control what the children do with these devices, it is important that education takes over its responsibilities. This domain aims at empowering learners with technological skills for present and future actions and it is developed through ICTs.

Information and Communication Technologies (ICTs)

The use of Information and Communication Technologies is an integral part of the modern society. Information is regarded as a valuable asset for all individuals. The ability to construct knowledge from the information gathered is by and large seen as a vital survival skill in today’s society. ICTs will be most relevant and meaningful for pupils if they are used in relation to their immediate environment. Although ICT is universal, it is only by contextualization and application that pupils understand and appreciate its use. Where learning materials can only give general examples, it is recommended that the teacher uses local examples instead. ICT has the potential to stimulate pupils to engage in, enjoy and love learning. Before teaching a specifi c ICT skill, teachers are encouraged to introduce a specifi c

task to be performed, applying the new skill learnt. Tasks chosen should relate to subjects in the

curriculum such as Mathematics, English, Science and Technology.


skills:

• Use of basic information and communication technology concepts and tools


The components of the subject are illustrated in fi gure 12.

Figure 12: Components of Information and Communication Technology




At the end of this level, the learners will be able to:• use computer equipment and ICT tools• apply basic health and safety measures when using computers and other ICT devices• practise basic computational thinking • use ICTs responsibly

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are illustrated in table 17.



- Use computer equipment and ICT tools

- Apply basic health and safety measures when using computers and other ICT devices

- Practise basic computational thinking

- Use ICTs responsibly

- Ability to identify ICT tools and their parts

- Correct use of ICT tools

- Ability to identify characters on the key board

- Respect of health, hygiene and safety rules while manipulating ICT tools

- Ability to explain computational concepts using real life situations



PART THREE

CONTENTS OF THE SYLLABUS

Details of the contents of the ten subjects, the expected learning outcomes, the suggested teaching/learning strategies and the didactic materials for each subject area are presented in the tables that follow. Note should be taken that all the monthly teaching/learning activities are anchored on the integrated learning theme of that month. As a reminder, the integrated learning themes of the primary school cycle are laid out in table 18 and table 19.

Table18: Integrated Learning Themes for Level I and Level II (Classes 1/2/3/4)

No Integrated Learning Theme

1 The home2 The village/town3 The school4 Occupations5 Travelling6 Health7 Games8 Communication

Table 19: Integrated Learning Themes for Level III (Class 5 and Class 6)

No Integrated Learning Theme

1 Nature

2 The village/town

3 The school

4 Occupations

5 Travelling

6 Health

7 Sports an leisure

8 The universe and space



Con

ten

ts o

f E

ngli

sh L

an

gu

age

Tab

le 2

0:

En

gli

sh L

an

gu

age

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Lis

ten

ing a

nd

Sp

eak

ing

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Ph

on

emic

aw

are

nes

s

- L

ette

r s

ound

s -

Sou

nds

of

diag

raph

s -

Mon

osyl

labi

c w

ords

- S

ay le

tter

sou

nds

- C

ombi

ne le

tter

sou

nds

to

form

mon

osyl

labi

c w

ords

- P

rono

unce

mon

osyl

labi

c w

ords

- P

rono

unce

dia

grap

hs a

nd

wor

ds c

onta

inin

g th

em-

Sho

w in

tere

st in

pro

noun

cing

co

rrec

tly

Ph

on

emic

aw

are

nes

s

- S

ound

s of

the

alph

abet

-

Sou

nds

of

diag

raph

s-

Mul

tisy

llab

ic

wor

ds

- S

ay le

tter

sou

nds

- C

ombi

ne le

tter

sou

nds

to

form

mon

osyl

labi

c w

ords

- P

rono

unce

mon

osyl

labi

c w

ords

- R

ead

mul

tisy

llab

ic w

ords

- P

rono

unce

dia

grap

hs a

nd

wor

ds c

onta

inin

g th

em-

Sho

w in

tere

st in

pr

onou

ncin

g co

rrec

tly

- D

emon

stra

tion

- P

honi

c m

etho

d-

Joll

y ph

onic

s a

ppro

ach

- Ass

ocia

tion

of

soun

ds

wit

h si

mil

ar s

ound

s m

ade

by o

bjec

ts a

nd a

nim

als

in

thei

r en

viro

nmen

t-

Rol

e-pl

ay

- Te

amw

ork

- Q

uest

ions

and

ans

wer

s

- R

eal o

bjec

ts,

char

ts, p

ictu

res

and

fl

ashc

ards

- L

angu

age

gam

es

radi

o, ta

pes,

CD

-R

OM

s, r

hym

es,

song

s, te

leph

one

Poli

te r

esp

on

ses

- S

ir/M

adam

- S

orry

- You

are

w

elco

me

- T

hank

you

- R

espo

nd a

ppro

pria

tely

to

peop

le-

Che

rish

bei

ng p

leas

ant a

nd

wel

com

ing

to p

eopl

e

Poli

te a

dd

ress

es

Ple

ase

sir/

mad

am,

my

dear

fri

end,

co

uld

you

- Add

ress

peo

ple

appr

opri

atel

y-

Che

rish

bei

ng p

leas

ant a

nd

wel

com

ing

to p

eopl

e

- R

ole

play

, dia

logu

e,

sing

ing,

illu

stra

tion

s,

team

wor

k, d

emon

stra

tion

s,

- Q

uest

ions

and

ans

wer

s

- R

eal o

bjec

ts,

char

ts, p

ictu

res

and

fl

ashc

ards

- L

angu

age

gam

es

radi

o, ta

pes,

CD

-R

OM

s, te

leph

one

Gre

etin

gs

- M

orni

ng- A

fter

noon

- N

ight

- G

reet

app

ropr

iate

ly in

the

dif-

fere

nt p

erio

ds o

f th

e da

y-

Dis

play

ent

husi

asm

to g

reet

pe

ople

Gre

etin

gs

- M

orni

ng- A

fter

noon

- N

ight

- G

reet

app

ropr

iate

ly in

the

diff

ere

nt

per

iods

of

the

day

- D

ispla

y e

nth

usi

asm

to g

reet

peo

ple

- R

ole

pla

y, r

hym

es, so

ngs

dia

logue,

ill

ust

rati

ons,

team

work

dem

onst

rati

ons,

- Q

ues

tions

and a

nsw

ers

- R

eal

obje

cts,

char

ts,

pict

ures

and

fl as

h-ca

rds

- L

angu

age

gam

es

radi

o, ta

pes,

CD

-R

OM

s, te

leph

one



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Intr

od

uct

ion

of

self

an

d o

ther

s

- In

trod

ucin

g se

lf

- In

trod

ucin

g ot

hers

- In

trod

uce

self

and

oth

ers

ap

prop

riat

ely

- T

reas

ure

intr

oduc

ing

self

and

ot

hers

Intr

od

uct

ion

of

self

an

d o

ther

s

- In

trod

ucin

g se

lf

- In

trod

ucin

g ot

hers

- In

trod

uce

self

and

oth

ers

ap

prop

riat

ely

- T

reas

ure

intr

oduc

ing

self

an

d ot

hers

- R

ole-

play

, dia

logu

e,

illu

stra

tion

s, te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- R

eal o

bjec

ts, c

hart

s,

pict

ures

and

fl as

h-ca

rds

- L

angu

age

gam

es

radi

o, ta

pes,

CD

-R

OM

s, te

leph

one

Ora

l tr

ad

itio

n

- S

tori

es-

Son

gs-

Fol

ktal

es

- R

hym

es

- R

etel

l sto

ries

and

fol

ktal

es-

Rec

ite

rhym

es

- S

ing

song

s -

Dis

play

ent

husi

asm

to e

nter

-ta

in p

eopl

e

Ora

l tr

ad

itio

n

- S

tori

es-

Son

gs-

Fol

ktal

es

- R

hym

es

- R

etel

l sto

ries

and

fol

ktal

es-

Rec

ite

rhym

es

- S

ing

song

s -

Dis

play

ent

husi

asm

to e

n-te

rtai

n pe

ople

- M

imin

g, r

ole-

play

-

Team

wor

k, e

xpla

nati

ons,

-

Dem

onst

rati

ons,

illu

stra

-ti

on-

Que

stio

ns a

nd a

nsw

ers.

- C

hart

s, p

ictu

res

- L

angu

age

gam

es,

radi

o, ta

pes,

rhy

mes

, so

ngs

- P

ictu

re s

tori

es

Dia

logu

e

- Ta

lk w

ith

peer

s, te

ache

r an

d ot

hers

spo

ntan

eous

ly

- C

arry

out

a te

leph

one

conv

er-

sati

on-

Sho

w r

espe

ct f

or p

eopl

e

Dia

logu

e

- Ta

lk w

ith

peer

s, te

ache

r an

d ot

hers

spo

ntan

eous

ly

- C

arry

out

a te

leph

one

con-

vers

atio

n-

Sho

w r

espe

ct f

or p

eopl

e

- M

imin

g, r

ole-

play

- Te

amw

ork,

dri

llin

g

- Il

lust

rati

ons,

dem

onst

ra-

tion

s-

Que

stio

ns a

nd a

nsw

ers

- R

eal o

bjec

ts-

Cha

rts

- L

angu

age

gam

es-

Tele

phon

e

Sk

etch

- A

ctin

g-

Plo

t

- P

lay

the

role

of

a ch

arac

ter

in

a sk

etch

-

Sho

w lo

ve f

or e

nter

tain

men

t

Sk

etch

- Act

ing

- P

lot

- P

lay

the

role

of

a ch

arac

ter

in a

ske

tch

- S

how

love

for

ent

erta

in-

men

t

- M

imin

g-

Pai

r w

ork,

dri

llin

g

- Il

lust

rati

ons

- D

emon

stra

tion

s-

Rol

e-pl

ay a

nd d

ram

ati-

zati

on

- S

tage

pro

ps-

Cos

tum

es

Des

crip

tion

s

- P

eopl

e-

Pla

ces

- O

bjec

ts

- D

escr

ibe

peop

le, p

lace

s an

d ob

ject

s w

ith

prec

isio

n -

Man

ifes

t the

hab

it o

f li

sten

-in

g to

an

inte

rloc

utor

Des

crip

tion

s

- P

eopl

e-

Pla

ces

- Act

ivit

ies

- D

escr

ibe

peop

le, p

lace

s an

d ac

tivi

ties

wit

h pr

ecis

ion

- M

anif

est t

he h

abit

of

list

en-

ing

to a

n in

terl

ocut

or

- M

imin

g-

Team

wor

k, d

rill

ing

-

Illu

stra

tion

s-

Dem

onst

rati

ons

- R

ole-

play

- R

eal o

bjec

ts, c

hart

s,

pict

ures

and

fl as

h-ca

rds

- R

adio

, tap

es, t

ele-

phon

e

Eng

lish

Lan

guag

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Nu

mb

ers:

0 -

50

- L

iste

n an

d sa

y nu

mbe

rs-

Sho

w w

illi

ngne

ss to

cou

nt

Nu

mb

ers:

51 -

100

- L

iste

n an

d sa

y nu

mbe

rs-

Sho

w w

illi

ngne

ss to

cou

nt

- M

imin

g-

Team

wor

k, d

rill

ing

-

Illu

stra

tion

s-

Dem

onst

rati

ons

- C

ount

ing

- C

ount

ing

mat

eria

ls-

Num

ber

card

s

Des

crip

tion

s-

Des

crib

e on

goin

g ac

tivi

ties

- S

how

wil

ling

ness

to d

escr

ibe

acti

viti

es a

ccur

atel

y

Des

crip

tion

- D

escr

ibe

ongo

ing

acti

viti

es-

Sho

w w

illi

ngne

ss to

de-

scri

be a

ctiv

itie

s ac

cura

tely

- M

imin

g-

Team

wor

k, d

rill

ing

-

Illu

stra

tion

s-

Dem

onst

rati

ons

- L

iste

ning

and

spe

akin

g

- D

escr

ipti

ve c

hart

s-

Rel

evan

t pic

ture

s -

Lan

guag

e ga

mes

Rea

din

gS

ou

nd

Rec

og-

nit

ion

(re

ad

ing

alo

ud

)

- L

ette

r so

unds

- M

onos

ylla

bic

wor

ds-

Mul

tisy

llab

ic

wor

ds

- R

ead

lett

er s

ound

s co

rrec

tly

- R

ead

mon

osyl

labi

c w

ords

- R

ead

mul

tisy

llab

ic w

ords

- S

how

inte

rest

in c

orre

ct p

ro-

nunc

iati

on

Sou

nd

Rec

ogn

itio

n

(rea

din

g a

lou

d)

- L

ette

r so

unds

- M

onos

ylla

bic

wor

ds-

Mul

tisy

llab

ic

wor

ds

- R

ead

lett

er s

ound

s co

rrec

tly

- R

ead

mon

osyl

labi

c w

ords

- R

ead

mul

tisy

llab

ic w

ords

- S

how

inte

rest

in r

eadi

ng

- Il

lust

rati

ons

and

dem

on-

stra

tion

s -

Pho

nic

met

hod

- Jo

lly

phon

ics

app

roac

h- A

ssoc

iati

on/ C

oope

rati

ve

lear

ning

, pic

ture

rea

ding

, re

adin

g al

oud

- Q

uest

ions

and

ans

wer

s

- R

elev

ant c

hart

s, p

ic-

ture

s an

d fl

ashc

ards

- L

angu

age

gam

es

radi

o, ta

pes,

CD

-R

OM

s, r

hym

es,

song

s, te

leph

one

-Sto

ry b

ooks

Word

Rec

og-

nit

ion

(re

ad

ing

alo

ud

)

- S

impl

e w

ords

- S

hort

sen

tenc

es-

Num

bers

(0

– 50

)

- R

ead

sim

ple

wor

ds a

nd s

hort

se

nten

ces

alou

d-

Rea

d nu

mbe

rs f

rom

0 –

50

- R

ead

in th

e ri

ght o

rder

(le

ft

to r

ight

)-

Hol

d re

adin

g m

ater

ials

cor

-re

ctly

Word

Rec

ogn

itio

n

(rea

din

g a

lou

d)

- S

impl

e w

ords

- S

hort

sen

tenc

es-

Sho

rt te

xts

- N

umbe

rs 5

1 –

100)

- R

ead

sim

ple

wor

ds a

nd

shor

t sen

tenc

es

- R

ead

num

bers

fro

m 5

1 –

100

- R

ead

shor

t tex

ts-

Sho

w w

illi

ngne

ss to

pr

onou

nce

wor

ds a

nd r

ead

corr

ectl

y

Exp

lana

tion

s, q

uest

ions

an

d an

swer

s, r

ole

play

, te

am w

ork,

illu

stra

tion

s,

dem

onst

rati

ons

- R

eal o

bjec

ts, c

hart

s,

pict

ures

and

fl as

h-ca

rds

- L

ette

r ca

rds

- R

adio

, tap

es, C

D-

RO

Ms,

rhy

mes

, so

ngs,

tele

phon

e-S

tory

boo

ks

Eng

lish

Lan

guag

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Rea

din

g C

om

-

pre

hen

sion

(si

len

t

read

ing)

- P

ictu

res

- S

hort

text

s

- In

terp

ret p

ictu

res

- R

ead

text

s si

lent

ly a

nd a

n-sw

er q

uest

ions

- D

emon

stra

te a

rea

ding

cu

ltur

e

Rea

din

g C

om

-

pre

hen

sion

(si

len

t

read

ing)

- P

ictu

res

- S

hort

text

s

- In

terp

ret p

ictu

res

- R

ead

text

s si

lent

ly a

nd a

n-sw

er q

uest

ions

- D

emon

stra

te a

rea

ding

cu

ltur

e

- E

xpla

nati

ons

- Q

uest

ions

and

ans

wer

s-

Team

wor

k

- R

elev

ant c

hart

s-

Pic

ture

sto

ries

- C

arto

on s

trip

s-

Big

boo

ks

Wri

tin

g

Han

dw

riti

ng

- S

trok

es, c

urve

s

zigz

ag a

nd w

aves

- L

ette

rs o

f th

e al

phab

et-

Nam

es

- D

igit

s fr

om 0

to

50

- P

rodu

ce le

tter

s-

Cop

y na

mes

-

Wri

te n

umbe

rs f

rom

0 to

50

- F

ollo

w th

e co

rrec

t wri

ting

di

rect

ion

(lef

t to

righ

t)

Han

dw

riti

ng

- N

ames

- S

ente

nces

- D

igit

s fr

om 1

-100

- C

opy

thei

r na

mes

and

the

sam

e se

nten

ces

seve

ral t

imes

- S

how

the

enth

usia

sm to

w

rite

- E

xpla

nati

ons

- D

emon

stra

tion

- D

rill

ing

- C

opyi

ng-

Team

wor

k

- P

enci

ls, c

halk

- Arm

boa

rds,

fl an

nel

boar

d -

Pic

ture

s, c

hart

s-

San

d tr

ays,

saw

dus

t, w

riti

ng e

xerc

ise

book

s

Com

posi

tion

- B

uild

wor

ds w

ith

jum

bled

le

tter

s-

Sho

w w

illi

ngne

ss to

bui

ld

wor

ds

Com

posi

tion

- B

uild

sho

rt s

ente

nces

wit

h ju

mbl

ed w

ords

- S

how

wil

ling

ness

to b

uild

w

ords

- D

rill

ing

- Te

amw

ork

- E

xpla

nati

ons

- Q

uest

ions

and

ans

wer

s

- P

enci

ls, c

halk

- Arm

boar

ds, fl

ann

el

boar

d-

Pic

ture

s, c

hart

.

Wri

tin

g

- N

ames

-

Sen

tenc

es

- W

rite

thei

r na

mes

cor

rect

ly-

Wri

te s

hort

sen

tenc

es (

SV

O)

- W

rite

fol

low

ing

the

corr

ect

dire

ctio

n (l

eft t

o ri

ght)

Wri

tin

g

- N

ames

-

Sen

tenc

es

- W

rite

thei

r na

mes

cor

rect

ly

- W

rite

sho

rt te

xts

- W

rite

fol

low

ing

the

corr

ect

dire

ctio

n (l

eft t

o ri

ght)

- D

rill

ing

- Te

amw

ork

- Il

lust

rati

ons

- D

emon

stra

tion

s

- P

enci

ls, c

halk

- Arm

boa

rds,

fl an

nel

boar

d,

- P

ictu

res,

cha

rts

- W

riti

ng e

xerc

ise

book

s

Eng

lish

Lan

guag

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



Gra

mm

ar,

voca

bu

lary

an

d p

ron

un

ciati

on

To b

uild

a l

angu

age,

you

nee

d bu

ildi

ng m

ater

ials

tha

t ar

e ca

lled

“P

arts

of

Spe

ech”

. T

hey

are

eigh

t in

num

ber,

nam

ely:

ver

bs,

noun

s, a

djec

tive

s, a

dver

bs,

prep

osit

ions

, pro

noun

s, c

onju

ncti

ons

and

inte

rjec

tion

s. E

very

wor

d in

Eng

lish

fi ts

into

at l

east

one

of

thes

e ei

ght c

ateg

orie

s;

the

key

to u

nder

stan

ding

and

usi

ng th

e E

ngli

sh la

ngua

ge.

As

conc

erns

voc

abul

ary,

lear

ners

wil

l acq

uire

new

wor

ds a

nd e

xpre

ssio

ns n

atur

ally

thro

ugh

list

enin

g,

spea

king

, rea

ding

and

wri

ting

act

ivit

ies.

How

ever

, tea

cher

s ar

e re

quir

ed to

pla

n an

d sy

stem

atic

ally

teac

h vo

cabu

lary

in c

onte

xt.

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Ver

bs

-R

egul

ar v

erbs

(c

onju

gati

on)

- S

impl

e pr

esen

t-

Sim

ple

past

- S

impl

e fu

ture

- U

se th

e si

mpl

e pr

esen

t pas

t an

d fu

ture

tens

es-A

ppre

ciat

e pr

esen

t, pa

st a

nd

futu

re e

vent

s

Ver

bs

(con

juga

tion

)--

- R

egul

ar v

erbs

- In

trod

ucti

on to

ir

regu

lar

verb

s-

Hel

ping

ver

bs

- U

se r

egul

ar v

erbs

and

so

me

irre

gula

r an

d he

lpin

g ve

rbs

-Man

ipul

ate

verb

s an

d ap

prec

iate

pre

sent

, pas

t and

fu

ture

eve

nts

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s-

Ver

b li

st a

nd p

uzzl

es

Nou

ns

Kin

ds o

f no

uns

- C

omm

on a

nd

prop

er-

Plu

ral

form

atio

n(s

)

-Ide

ntif

y an

d us

e co

mm

on

and

prop

er n

ouns

-Use

the

plur

als

of c

ount

able

no

uns

- U

se n

ouns

in s

impl

e se

nten

ces

-Sho

w in

tere

st in

usi

ng n

ouns

Nou

ns

Kin

ds o

f no

uns

- C

omm

on a

nd p

rope

r-

Plu

ral f

orm

atio

n(s

, es)

-Ide

ntif

y an

d us

e co

mm

on

and

prop

er n

ouns

-Use

the

plur

als

of c

ount

able

no

uns

- U

se n

ouns

in s

impl

e se

nten

ces

-Sho

w in

tere

st in

usi

ng

noun

s

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s-

Nou

n li

st a

nd p

uzzl

es

Ad

ject

ives

- C

omm

on

adje

ctiv

es

-Use

com

mon

adj

ecti

ves

-Sho

w in

tere

st in

usi

ng

com

mon

for

ms

of a

djec

tive

s

Adj

ecti

ves

- C

omm

on a

djec

tive

s-U

se c

omm

on a

djec

tive

s fo

llow

ing

the

teac

her’

s di

rect

ives

-S

how

inte

rest

in u

sing

co

mm

on f

orm

s ad

ject

ives

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s- A

djec

tive

list

and

pu

zzle

s A

dver

bs

- P

lace

- T

ime

- Id

enti

fy a

nd u

se a

dver

bs o

f pl

ace

and

of ti

me

- S

how

inte

rest

in f

ollo

win

g in

stru

ctio

ns

Ad

ver

bs

- P

lace

- T

ime

- Id

enti

fy a

nd u

se a

dver

bs o

f pl

ace

and

of ti

me

- S

how

inte

rest

in f

ollo

win

g in

stru

ctio

ns

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s- A

dver

b li

st a

nd

puzz

les

Eng

lish

Lan

guag

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Pre

posi

tion

s

- L

ocat

ion

- Id

enti

fy a

nd u

se p

repo

si-

tion

s of

loca

tion

- S

how

inte

rest

in lo

cati

ng

the

posi

tion

of

obje

cts

Pre

posi

tion

s

- L

ocat

ion

- T

ime

- Id

enti

fy a

nd u

se p

repo

si-

tion

s of

loca

tion

- S

how

inte

rest

in lo

cati

ng

the

posi

tion

of

obje

cts

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s-

Pre

posi

tion

list

and

pu

zzle

s P

ron

ou

ns

- P

erso

nal p

ro-

noun

s

- U

se p

erso

nal p

rono

uns

to

talk

abo

ut s

elf

and

othe

rs-

Sho

w in

tere

st in

usi

ng

pron

ouns

Pro

nou

ns

- P

erso

nal p

rono

uns

- P

osse

ssiv

e-

Refl

exi

ve

- U

se p

erso

nal p

rono

uns

to

talk

abo

ut s

elf

and

othe

rs-

Sho

w in

tere

st in

usi

ng

pron

ouns

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s-

Pro

noun

list

and

pu

zzle

s C

on

jun

ctio

ns

(Coo

rdin

atin

g)-

Lin

k w

ords

, phr

ases

and

se

nten

ces

wit

h co

nnec

ting

w

ords

- E

xpre

ss th

e de

sire

to u

se

conj

unct

ions

Con

jun

ctio

ns

(Coo

r-di

nati

ng)

- L

ink

wor

ds, p

hras

es a

nd

sent

ence

s w

ith

conn

ecti

ng

wor

ds-

Exp

ress

the

desi

re to

use

co

njun

ctio

ns

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

nsw

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s-

Con

junc

tion

list

and

pu

zzle

s In

terj

ecti

on

s

- H

i !

- H

ello

!

Use

hi

and h

ello

in a

ppro

pri

-

ate

conte

xts

Inte

rjec

tion

s

- H

i !

- H

ello

!

Use

hi

and h

ello

in a

ppro

pri

-

ate

conte

xts

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- In

terj

ecti

on l

ist

and

puzz

les

Voca

bu

lary

- O

pposi

tes

- F

oll

ow

inst

ruct

ions

- S

how

wil

lingnes

s to

use

new

word

s

Voca

bu

lary

- O

pposi

tes

- F

oll

ow

inst

ruct

ions

- S

how

wil

lingnes

s to

use

new

word

s

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- F

lash

card

s

- R

eal

obje

cts

- W

ord

list

Engli

sh L

anguag

e co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Th

e se

nte

nce

Sim

ple

sent

ence

s-

Con

stru

ct s

impl

e se

nten

ces

- F

ollo

w in

stru

ctio

nsT

he

sen

ten

ce

Sim

ple

sent

ence

s-

Con

stru

ct s

impl

e se

nten

ces

- F

ollo

w in

stru

ctio

ns-

Exp

lana

tion

s-

Team

wor

k-

Dem

onst

rati

ons

- Q

uest

ions

and

ans

wer

s

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s an

d pu

zzle

s S

pel

lin

g a

nd

pro

nu

nci

ati

on

Sou

nd a

nd w

ord

buil

ding

- B

uild

one

, tw

o an

d th

ree

syll

able

wor

ds-

Man

ipul

ate

lett

er-s

ound

s to

bu

ild

wor

ds-

Sho

w w

illi

ngne

ss to

spe

ll

and

pron

ounc

e w

ords

cor

-re

ctly

Sp

elli

ng a

nd

pro

nu

n-

ciati

on

Sou

nd a

nd w

ord

buil

-di

ng

- B

uild

one

, tw

o an

d th

ree

syll

able

wor

ds-

Man

ipul

ate

lett

er-s

ound

s to

bu

ild

wor

ds-

Sho

w w

illi

ngne

ss to

spe

ll

and

pron

ounc

e w

ords

cor

-re

ctly

- P

honi

c m

etho

d-

Exp

lana

tion

s-

Team

wor

k-

Dem

onst

rati

ons

- Q

uest

ions

and

ans

wer

s

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s an

d pu

zzle

s

Eng

lish

Lan

guag

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



Con

ten

ts o

f M

ath

emati

cs

Tab

le 2

1:

Math

emati

cs c

on

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Set

s an

d L

ogic

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

- O

bjec

ts-

Set

s-

Iden

tify

set

s-D

iff e

renti

ate

obje

cts

by

thei

r at

trib

ute

s

- A

rran

ge

thin

gs

in a

n

attr

acti

ve

and n

eat

man

ner

-Obje

cts

-Set

s

- V

enn d

iagra

ms

- S

et s

ym

bols

(ф

, ()

,

Ɛ, n u

)

-Cla

ssif

y o

bje

cts

usi

ng a

t

leas

t th

ree

att

ribute

s

- R

epre

sent

sets

usi

ng ven

n

dia

gra

ms

- A

rran

ge

bel

ongin

gs

in a

n

attr

acti

ve

and n

eat

man

ner

- C

ooper

ativ

e le

arnin

g

- R

ole

-pla

y

- M

atch

ing

- D

emonst

rati

on

- Il

lust

rati

on

-Rea

l obje

cts

peb

ble

s,

num

ber

car

ds,

leg

os

-Audio

- vis

ual

aid

s

-Pic

ture

s an

d c

har

ts

-Inst

ruct

ional

gam

es

-Abac

us

Nu

mb

ers

an

d O

per

ati

on

s

-Num

ber

s: 0

- 1

00

-Sym

bols

in

oper

atio

ns

-The

four

mat

hem

atic

al

oper

atio

ns

-Pla

ce v

alue

(ten

s

and unit

s)

-Fra

ctio

ns

-Ass

oci

ate

num

ber

s an

d

sym

bols

to q

uan

titi

es

-Buil

d b

onds

-Wri

te n

um

ber

s in

fi

gure

s

and w

ord

s

-Use

mat

hem

atic

al

oper

atio

ns

to s

olv

e

pro

ble

ms

-Buil

d m

ult

ipli

cati

on t

able

s

-Pla

ce n

um

ber

s under

Ten

s

and U

nit

s

- S

har

e it

ems

obje

ctiv

ely

-Num

ber

s: 1

00 -

200

-Mat

hem

atic

al

oper

atio

ns

(Addit

ion

Subtr

acti

on,

Mult

ipli

cati

on a

nd

Div

isio

n)

-Pla

ce v

alue

(Hundre

ds

, te

ns

and

unit

s)

-Fra

ctio

ns

-Count

and r

ead n

um

ber

s

-Ass

oci

ate

num

ber

s, s

ym

bols

and q

uan

titi

es

-Buil

d b

onds

-Wri

te n

um

ber

s in

fi g

ure

s

and w

ord

s

- U

se m

athem

atic

al

oper

atio

ns

to s

olv

e pro

ble

ms

-Pla

ce n

um

ber

s under

H, T

and U

- S

tate

the

val

ue

of

a num

ber

in a

fi g

ure

-Shar

e it

ems

obje

ctiv

ely

-Cooper

ativ

e le

arnin

g

- R

ole

pla

y

- M

atch

ing

- D

emonst

rati

on

- Il

lust

rati

on

-Rea

l obje

cts

peb

ble

s,

num

ber

car

ds,

leg

os

-Audio

- vis

ual

aid

s

-Pic

ture

s an

d c

har

ts

-Inst

ruct

ional

gam

es

-Abac

us



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Mea

sure

men

t an

d S

ize

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

an

d

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic

Mate

rials

-The

cal

enda

r-T

ime

-Mon

ey

-Ide

ntif

y th

e da

ys o

f th

e w

eek

and

mon

ths

of th

e ye

ar-R

elat

e th

e diff

ere

nt

day

s of

the

wee

k t

o s

pec

ifi c

even

ts

-Ass

oci

ate

spec

ifi c

act

ivit

ies

to d

iff e

rent

per

iods

of

the

day

-Man

age

money

up t

o 1

00fr

s

-Res

pec

t sc

hed

ule

s

-Nat

ura

l unit

s an

d

indic

ators

-Met

ric

syst

em

-Cal

endar

-Tim

e

-Money

-Com

par

e obje

cts

acco

rdin

g

to s

ize,

len

gth

, w

idth

, hei

ght

and c

apac

ity

-Est

imat

e le

ngth

, w

idth

,

hei

ght

and c

apac

ity o

f

obje

cts

-Rel

ate

the

var

ious

month

s

of

the

yea

r to

spec

ifi c

even

ts

-Rea

d t

he

clock

-Iden

tify

curr

ency

unit

s up

to 2

00fr

s

- M

anag

e m

oney

up t

o

200fr

s

-Pro

ble

m s

olv

ing

-Lab

ora

tory

met

hod

-Cooper

ativ

e le

arnin

g

-Indiv

idual

ized

inst

ruct

ion

-Tas

k o

rien

ted a

ppro

ach

-Role

-pla

y

-Inst

ruct

ional

gam

es

- C

lock

fac

es

- R

ule

rs

- T

ape

- P

last

ic b

ott

les

- M

oney

- C

alen

dar

s

- W

atch

Geo

met

ry a

nd

Sp

ace

- P

atte

rns

wit

h 2

D

shap

es (

tria

ngle

s,

rect

angle

s, s

quar

es

and c

ircl

es)

- C

urv

es a

nd l

ines

.

- C

om

ple

te p

atte

rns

usi

ng 2

D

shap

es

- M

anip

ula

te o

bje

cts,

shap

es,

lett

ers

and fi

gure

s

- C

onst

ruct

shap

es, cu

rves

and l

ines

.

- L

oca

te p

oin

ts o

n a

num

ber

line

up t

o 2

0

- P

atte

rns

wit

h 2

D

shap

es

(tri

angle

s, r

ecta

ngle

s,

squar

es)

- C

urv

es a

nd l

ines

- M

anip

ula

te p

atte

rns

usi

ng

2D

shap

es

- C

onst

ruct

var

ious

shap

es

- D

iff e

renti

ate

bet

wee

n

diff

ere

nt

pat

tern

s of

curv

es a

nd l

ines

- L

oca

te p

oin

ts o

n a

num

ber

line

up t

o 5

0

-Pro

ble

m s

olv

ing

-Cooper

ativ

e le

arnin

g

-Indiv

idual

ized

inst

ruct

ion

-Tas

k o

rien

ted a

ppro

ach

- R

ole

-pla

y

- In

stru

ctio

nal

gam

es

- R

eal

obje

cts

- G

eo-b

oar

ds

- T

rian

gle

s

- C

ardboar

ds

- C

arto

ns

Mat

hem

atic

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Gra

ph

s an

d S

tati

stic

s

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

an

d

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic

Mate

rials

- D

ata

- R

anki

ng

-Tal

lyin

g-

Gra

phs

- R

epre

sent

dat

a us

ing

grap

hs-

Arr

ange

num

bers

in

asce

ndin

g an

d de

scen

ding

or

der

of m

agni

tude

- Ta

lly

in 2

s

and

3s

- P

rese

nt d

ata

oral

ly

- S

how

inte

rest

in k

eepi

ng

belo

ngin

gs in

an

orde

rly

man

ner

- D

ata

- R

anki

ng

-Tal

lyin

g -

Gra

phs

- R

epre

sent

dat

a on

gr

aphs

- A

rran

ge n

umbe

rs

in a

scen

ding

and

de

scen

ding

ord

er o

f m

agni

tude

(10

0-20

0)-

Tall

y in

4s

and

5s

- R

epre

sent

dat

a on

gr

aphs

- S

how

inte

rest

in k

eepi

ng

belo

ngin

gs i

n an

ord

erly

m

anne

r

- D

isco

very

met

hod

-Lab

orat

ory

met

hod

-Coo

pera

tive

lear

ning

-Ind

ivid

uali

zed

inst

ruct

ion

-Tas

k or

ient

ed a

ppro

ach

- R

ole-

play

- In

stru

ctio

nal g

ames

-Rea

l obj

ects

-Aud

io-v

isua

l ai

ds-P

ictu

res

-Cha

rts

-Cou

ntin

g m

ater

ials

Mat

hem

atic

s co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



Coon

ten

ts o

f S

cien

ce a

nd

Tec

hn

olo

gy

Tab

le 2

2:

Sci

ence

an

d T

ech

nolo

gy c

on

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Hea

lth

Ed

uca

tion

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g s

trate

gie

s

` D

idact

ic

Mate

rials

Hu

man

bod

y

- P

arts

of

the

body

- P

erso

nal h

ygie

ne

-Diff

ere

nti

ate

par

ts o

f

the

body

- K

eep t

he

body c

lean

on d

aily

bas

es

Hu

man

bod

y

-Par

ts o

f th

e body a

nd

funct

ions

- C

are

for

the

par

ts o

f

the

body

- A

ssoci

ate

body p

arts

to

thei

r fu

nct

ions

- C

lean

the

diff

ere

nt

par

ts

of

the

body w

ith d

iff e

rent

item

s on d

aily

bas

es

- D

emonst

rati

on

- D

iscu

ssio

n

- R

ole

-pla

y a

nd

sim

ula

tions

- T

eam

work

-Char

ts, so

ap, sp

onge,

clea

n w

ater

, buck

ets,

tow

els,

fac

e to

wel

, body l

oti

on, cl

ean

cloth

es/u

nder

wea

rs,

com

b, sh

oes

, f

oot

bru

sh

Th

e S

ense

s

- T

he

fi ve

sense

s an

d

thei

r org

ans

- R

elat

e se

nse

org

ans

to

thei

r fu

nct

ions

- D

iscr

imin

ate

good

from

bad

Th

e S

ense

s

- T

he

fi ve

sense

s an

d

thei

r org

ans

- C

are

of

sense

org

ans

-Rel

ate

the

sense

s to

thei

r

org

ans

- C

are

for

the

sense

org

ans

- D

iscr

imin

ate

good f

rom

bad

- D

emonst

rati

on.

- D

iscu

ssio

n

- O

utd

oor

less

ons

- R

ole

-pla

y a

nd

sim

ula

tion

- T

eam

work

.

- C

har

ts, pic

ture

s,

colo

urs

, m

asks,

hea

dsc

arf,

sw

eets

,

var

ious

fruit

s, b

itte

r-

leaf

, V

CD

s/D

VD

s

TV

, te

lephone

- P

ost

ers,

med

icin

es

Rep

rod

uct

ive

Hea

lth

,

ST

Is an

d H

IV/A

IDS

- H

um

an r

epro

duct

ive

org

ans

- H

IV/A

IDS

(ca

use

s

and p

reven

tion)

-Diff

ere

nti

ate

a m

ale

from

a fe

mal

e

- D

emonst

rate

awar

enes

s of

the

exis

tence

of

HIV

/

AID

S a

nd p

reven

tive

mea

sure

s

- S

how

love

for

livin

g a

hea

lthy l

ife

Rep

rod

uct

ive

hea

lth

,

ST

Is an

d H

IV/A

IDS

- H

IV/A

IDS

(ca

use

s,

sym

pto

ms,

pre

ven

tion,

mode

of

tran

smis

sion

-Hum

an r

epro

duct

ive

org

ans

-Diff

ere

nti

ate

a m

ale

from

a fe

mal

e

-Dem

onst

rate

the

awar

enes

s th

at H

IV/A

IDS

is t

ransm

itte

d t

hro

ugh

blo

od

- S

tay a

way

fro

m s

oil

ed

obje

cts

- S

how

love

for

livin

g a

hea

lthy l

ife

- D

emonst

rati

on

- D

iscu

ssio

n

- F

lipped

cla

ssro

om

s

- G

uid

ed t

ours

- R

ole

-pla

y an

d

sim

ula

tion

- E

duca

tive

talk

s

- T

eam

work

- C

har

ts, pic

ture

s,

kniv

es, nai

ls, bla

de,

nee

dle

s, p

ins

syri

nges

, m

edic

ines

,

sket

ches

, glo

ves

,

mas

ks,

lab

coat



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g

stra

tegie

s `

Did

act

ic

Mate

rials

Dis

ease

s-

Com

mon

dis

ease

s of

the

area

-

Sym

ptom

s -

Pre

vent

ion

- I

dent

ify

com

mon

dis

ease

s of

the

loca

lity

- D

iscu

ss a

bout

cau

ses

and

sym

ptom

s of

som

e di

seas

es

- S

tay

away

fro

m d

irty

en

viro

nmen

ts

- Acc

ept s

leep

ing

unde

r a

mos

quit

o ne

ts

Dis

ease

s-C

omm

on d

isea

ses

of th

e ar

ea (

mal

aria

, ch

oler

a, c

omm

on

cold

, chi

cken

pox

)-S

ympt

oms

-Pre

vent

ion

- R

elat

e di

seas

es to

sym

ptom

s-

Exp

lain

som

e pr

even

tive

m

easu

res

- S

tay

away

fro

m d

irty

en

viro

nmen

ts- A

ccep

t sle

epin

g un

der

a m

osqu

ito

nets

- D

emon

stra

tion

/ dis

cuss

ion

- V

isit

s/ T

eam

wor

k-

Rol

e-pl

ay a

nd s

imul

atio

n-

Edu

cati

ve ta

lks

- R

elev

ant c

hart

s an

d pi

ctur

es,

nail

s-S

yrin

ges,

lab

coat

s,

, aud

io-v

isua

l aid

s,

post

ers,

em

pty

med

icin

e pa

cks

- M

osqu

ito

nets

Toil

ets

- Ty

pes

of T

oile

ts-

Loc

ate

the

scho

ol to

ilet

-Iden

tify

diff

ere

nt

types

of

toil

ets

-Use

toil

ets

resp

onsi

bly

-

Was

h h

ands

at a

ll t

imes

af

ter

usi

ng t

he

toil

et

Toil

ets

-T

ypes

of

toil

ets

-Use

of

the

toil

ets

- Id

enti

fy t

ypes

of

toil

ets

- U

se t

oil

ets

pro

per

ly-

Was

h h

ands

at a

ll t

imes

aft

er

usi

ng t

he

toil

et

- D

emonst

rati

on/

dis

cuss

ion

- O

utd

oor

less

ons

- R

ole

-pla

y a

nd s

imula

tion

- H

ealt

h t

alks

- T

eam

work

-Tis

sue

pap

er,

dis

infe

ctan

ts,

wat

er, so

aps

- Il

lust

rati

ve

char

ts

Hea

lth

hab

its

Good h

ealt

h h

abit

s -

Iden

tify

hea

lthy h

abit

s-

Was

h h

ands

at a

ll t

imes

bef

ore

eat

ing

Hea

lth

hab

its

- G

ood h

ealt

h h

abit

s -

Dis

tinguis

h g

ood h

ealt

h

hab

its

from

bad

ones

- W

ash h

ands

at a

ll t

imes

bef

ore

eat

ing

- D

emonst

rati

on/

dis

cuss

ion

- O

utd

oor

less

ons

- R

ole

-pla

y/s

imula

tion

- T

eam

work

-Pic

ture

s, p

ost

ers,

fr

uit

s, d

rinkin

g

wat

er, cl

ean w

ater

, bow

l, c

lean

pla

stic

bott

les

Min

or

acc

iden

ts

an

d fi

rst

aid

-Types

of

min

or

acci

den

ts

-Fir

st a

id b

ox a

nd

conte

nts

-Fir

st a

id

adm

inis

trat

ion

-Ass

ocia

te i

tem

s in

a fi

rst

ai

d bo

x to

the

trea

tmen

t of

spec

ifi c

min

or a

ccid

ents

- D

emon

stra

te w

ays

of

prev

enti

ng m

inor

acc

iden

ts-

Sta

y aw

ay f

rom

har

mfu

l ob

ject

s an

d pl

aces

Min

or

acc

iden

ts

an

d fi

rst

aid

- Ty

pes

of m

inor

ac

cide

nts

- F

irst

aid

box

co

nten

ts-

Fir

st a

id

adm

inis

trat

ion

-Use

the

item

s in

a fi

rst a

id

box

to tr

eat v

icti

ms

of s

peci

fi c

min

or a

ccid

ents

-Dem

onst

rate

way

s of

pr

even

ting

min

or a

ccid

ents

-Sho

w a

pos

itiv

e at

titu

de

tow

ards

vic

tim

s of

min

or

acci

dent

s

- D

emon

stra

tion

/ dis

cuss

ion

- O

utdo

or le

sson

s -

Rol

e-pl

ay a

nd s

imul

atio

n-

Edu

cati

ve ta

lks

- Te

amw

ork

-Ske

tche

s, c

otto

n,

spir

it, s

ciss

ors,

ba

ndag

es, b

etad

ine,

pl

aste

r, io

dine

, ex

erci

se b

ook

Pu

bli

c h

ealt

h-

Vac

cina

tion

s -

Hea

lth

haza

rds

- E

pide

mic

s an

d pa

ndem

ics

-Exp

lain

som

e co

mm

on

heal

th h

azar

ds a

nd v

acci

nes

- S

how

love

for

taki

ng

requ

ired

vac

cine

s

Pu

bli

c h

ealt

h-

Hea

lth

haza

rds

-Vac

cina

tion

-Som

e co

mm

on

vacc

ines

- E

xpla

in c

omm

on h

ealt

h haz

ards

and t

hei

r eff

ect

s-D

iscu

ss t

he

import

ance

of

vac

cines

- S

how

love

for

takin

g

requir

ed v

acci

nes

- D

emonst

rati

on/d

iscu

ssio

n.

- F

lipped

cla

ssro

om

- H

ealt

h t

alks

- R

ole

-pla

y/s

imula

tion

- T

eam

work

- V

acci

nat

ion c

ards

- S

yri

nges

- C

ott

on

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



En

vir

on

men

tal

Sci

ence

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g /

Lea

rnin

g

Str

ate

gie

s

Did

act

ic

Mate

rials

Imm

edia

te

envir

on

men

ts

- H

ome

envi

ronm

ent

- S

choo

l en

viro

nmen

t-

Car

e of

hom

e an

d sc

hool

en

viro

nmen

ts

- I

dent

ify

the

com

pone

nts

of th

e ho

me

and

the

scho

ol

envi

ronm

ents

-

Car

e fo

r th

e ho

me

and

scho

ol e

nvir

onm

ents

-

Car

e fo

r pl

ants

Imm

edia

te

envir

on

men

ts

- H

ome

envi

ronm

ent

- S

choo

l en

viro

nmen

t-

Car

e of

hom

e an

d sc

hool

env

iron

men

t

- D

escr

ibe

the

com

pone

nts

of th

e ho

me

and

the

scho

ol

envi

ronm

ents

-

Car

e fo

r th

e ho

me

and

the

scho

ol e

nvir

onm

ents

- App

reci

ate

thei

r im

med

iate

en

viro

nmen

t-

Car

e f

or p

lant

s

- P

roje

ct m

etho

d e.

g. tr

ee

plan

ting

- D

emon

stra

tion

- C

oope

rati

ve le

arni

ng

Rea

l obj

ects

, pi

ctur

es, d

raw

ings

, vi

deos

, cut

ting

s,

seed

s, h

oes,

dig

gers

, cu

tlas

ses,

see

dlin

gs,

post

ers

An

imals

- D

omes

tic

and

wil

d an

imal

s.

- H

abit

at a

nd c

are

- Id

enti

fy d

omes

tic

anim

als

- R

ecognis

e th

e diff

ere

nt

hab

itat

s of

dom

esti

c an

imal

s

- S

tay a

way

fro

m d

anger

An

imals

- D

om

esti

c an

imal

s

- W

ild a

nim

als

- H

abit

at a

nd c

are

- D

escr

ibe

the

diff

ere

nt

hab

itat

s of

anim

als

- C

are

for

anim

als

- S

tay a

way

fro

m d

anger

- D

emonst

rati

on/

Dis

cuss

ion

- F

lipped

cla

ssro

om

- R

ole

-pla

y/s

imula

tion

- T

eam

work

- T

alk f

rom

a v

eter

inar

y

nurs

e

Cag

e, w

ater

, so

ap,

glo

ves

, pic

ture

s,

dra

win

gs,

vid

eos,

post

ers

Bir

ds

- D

om

esti

c an

d

wil

d bir

ds

- H

abit

ats

and c

are

- R

ecogniz

e dom

esti

c an

d

wil

d b

irds

in t

hei

r lo

cali

ty

Bir

ds

- D

om

esti

c bir

ds

- W

ild b

irds

- H

abit

ats

of

bir

ds

and c

are

-Des

crib

e th

e diff

ere

nt

hab

itat

s of

bir

ds

- D

emonst

rati

on/

Dis

cuss

ion

- F

lipped

cla

ssro

om

- O

utd

oor

vis

its

- R

ole

-pla

y/s

imula

tion

Cag

e, w

ater

, so

ap,

glo

ves

, pic

ture

s,

dra

win

gs,

vid

eos,

post

ers,

nes

t

Inse

cts

- T

ypes

of

inse

cts

-Use

ful

and h

arm

ful

inse

cts

- D

escr

ibe

the

var

ious

types

of

inse

cts

in t

he

loca

lity

- P

rote

ct i

nse

cts

Inse

cts

-Types

of

inse

cts

- U

sefu

l an

d

har

mfu

l in

sect

s

- C

lass

ify i

nse

cts

- P

rote

ct i

nse

cts

- D

emonst

rati

on/

Excu

rsio

ns

- D

iscu

ssio

ns

- F

lipped

cla

ssro

om

Pic

ture

s, d

raw

ings,

vid

eos,

inse

ct b

ox

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g /

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Pla

nts

-Typ

es o

f pl

ants

-T

ypes

of

fl ow

ers

- C

are

for

pla

nts

-Ide

ntif

y di

ff er

ent t

ypes

of

pla

nts

and fl

ow

ers

- P

lant

tree

s an

d fl

ow

ers

- C

are

for

pla

nts

and

fl ow

ers

Pla

nts

- T

ypes

of

pla

nts

- F

low

ers

- U

ses

of

fl ow

ers

- D

escr

ibe

pla

nts

and

fl ow

ers

acco

rdin

g t

o t

hei

r

char

acte

rist

ic

- P

lant

tre

es a

nd fl

ow

ers

- C

are

for

pla

nts

and

fl ow

ers

- D

emonst

rati

on

-E

xcu

rsio

ns

- D

iscu

ssio

n

- F

lipped

cla

ssro

om

See

ds,

see

dli

ngs,

cutt

ings,

hoes

, dig

ger

s,

mac

het

es, m

anure

,

use

d t

yre

s, b

ags,

pla

stic

s, b

uck

ets

Matt

er

- W

ater

- S

ourc

es o

f w

ater

- C

are

of

wat

er s

ourc

es

-Ide

ntif

y th

e di

ff er

ent

sour

ces

of w

ater

-Pro

tect

sou

rces

of

wat

er

Matt

er

- W

ater

-Goo

d so

urce

s an

d ba

d so

urce

s-

Car

e of

the

sour

ces

of w

ater

- D

escr

ibe

the

diff

eren

t st

ates

of

mat

ter

-Dis

ting

uish

the

sour

ces

of w

ater

Pro

tect

the

sour

ces

of

wat

er

- D

emon

stra

tion

. Exc

ursi

on-

Dis

cuss

ion

- C

oope

rati

ve le

arni

ng

Rea

l Obj

ects

, pic

ture

s,

draw

ings

, vid

eos,

m

odel

s, p

oste

rs

Poll

uti

on

an

d w

ast

e

man

agem

ent

- P

ollu

tion

-W

aste

man

agem

ent

- I

dent

ify

type

s of

po

llut

ion

Dem

onst

rate

way

s of

pr

even

ting

pol

luti

on-

Use

dus

tbin

s co

rrec

tly

Poll

uti

on

an

d w

ast

e

man

agem

ent

- T

ypes

of

poll

utio

n-

Pre

vent

ion

- W

aste

man

agem

ent

-Diff

ere

ntia

te ty

pes

of

poll

utio

n-D

escr

ibe

way

s of

pr

even

ting

pol

luti

on-

Use

dus

tbin

s co

rrec

tly

- D

emon

stra

tion

- E

xcur

sion

- D

iscu

ssio

n-

Out

door

less

ons

to

enab

le le

arne

rs o

bser

ve

Rea

l Obj

ects

, pic

ture

s,

draw

ings

, vid

eos,

m

odel

s, p

oste

rs

En

vir

on

men

tal

haza

rds

- E

nvir

onm

enta

l haz

ards

-

Env

iron

men

tal c

are

- Id

enti

fy e

nvir

onm

enta

l ha

zard

s

- Id

enti

fy s

trat

egie

s to

pr

otec

t the

env

iron

men

t

- U

se c

lean

wat

er to

w

ash

hand

s

- D

rink

onl

y cl

ean

wat

er

En

vir

on

men

tal

haza

rds

- H

azar

ds in

the

loca

lity

- D

escr

ibe

how

en

viro

nmen

tal h

azar

ds

can

be p

reve

nted

- P

rote

ct th

e en

viro

nmen

t

- U

se c

lean

wat

er to

was

h ha

nds

- Q

uest

ion

sour

ces

of

wat

er

- R

ole-

play

/sim

ulat

ion

- E

duca

tive

talk

s-

Team

wor

k

Pic

ture

s, d

raw

ings

, vi

deos

, cut

ting

s,

seed

s, s

eedl

ings

, hoe

s,

mac

hete

s, w

ater

ing

cans

, wat

er, b

ottl

es,

mas

ks, g

love

s

Sci

ence

and

Tec

hnol

ogy

cont

ents

, exp

ecte

d le

arni

ng o

utco

mes

, sug

gest

ed m

etho

dolo

gy a

nd d

idac

tic

mat

eria

ls



Tec

hn

olo

gy a

nd

En

gin

eeri

ng

CL

AS

S 1

CL

AS

S 2

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/l

earn

ing

stra

tegie

s

Did

act

ic m

ate

rials

Mec

han

ism

s an

d

mach

ines

- Ty

pes

of m

achi

nes

- Id

enti

fy diff

ere

nt

types

of

tools

and

mac

hin

es i

n t

he

loca

lity

- C

arry

out

task

s

wil

lingly

Mec

han

ism

s an

d

mach

ines

- T

ypes

of

mac

hin

es

in t

he

loca

lity

- D

escr

ibe

var

ious

types

of

tools

and m

achin

es i

n t

he

loca

lity

- E

xpla

in u

ses

of

diff

ere

nt

mac

hin

es i

n t

hei

r lo

cali

ty

- C

arry

out

task

s w

illi

ngly

- D

emonst

rati

on

- E

xcu

rsio

n/

dis

cuss

ion

- R

ole

-pla

y/s

imula

tion

- E

xplo

it r

esourc

e

per

sons

- T

eam

work

Char

ts, pic

ture

s, v

ideo

s,

model

s, p

ost

ers

Mate

rials

- T

ypes

of

mat

eria

ls

- C

hoic

e an

d

han

dli

ng o

f m

ater

ials

- Id

enti

fy c

om

mon

mat

eria

ls i

n t

he

envir

onm

ent

- S

how

gre

at i

nte

rest

in

recy

clin

g m

ater

ials

Mate

rials

- T

ypes

of

mat

eria

ls

- C

hoic

e an

d

han

dli

ng o

f m

ater

ials

- R

ecogniz

e co

mm

on

mat

eria

ls i

n t

he

envir

onm

ent

- U

se m

ater

ials

to c

onst

ruct

des

ired

shap

es/o

bje

cts

- P

roje

cts

- D

emonst

rati

on

- E

xcu

rsio

n/

dis

cuss

ion

- R

ole

-pla

y/s

imula

tion

- T

eam

work

Rea

l obje

cts

pic

ture

s,

dra

win

gs,

vid

eos,

sket

ches

, m

odel

s, p

ost

ers,

recy

cable

mat

eria

ls

Con

stru

ctio

n-

Buil

din

g

const

ruct

ion

- M

anufa

cturi

ng

- C

lass

ify m

ater

ials

use

d f

or

buil

din

g

house

s

- U

se m

ater

ials

to

const

ruct

min

iatu

re

house

s an

d o

ther

obje

cts

- S

how

love

for

man

ual

work

Con

stru

ctio

n-

Buil

din

g

const

ruct

ion

- M

anufa

cturi

ng

- C

lass

ify m

ater

ials

use

d f

or

const

ruct

ion

- C

onst

ruct

a m

inia

ture

bri

dge

- U

se m

ater

ials

to c

onst

ruct

min

iatu

re h

ouse

s an

d o

ther

obje

cts

- S

how

love

for

man

ual

work

- T

rial

and e

rror

- D

emonst

rati

on

- Im

itat

ion

- T

eam

work

- P

ract

ice

sess

ions

Buil

din

g b

lock

s/ L

egos

sand, 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

, co

nta

iner

s,

rounded

sci

ssors

, ty

res,

illu

stra

tive

char

ts

Ele

ctri

city

-Ele

ctri

cal

dev

ices

-Dan

ger

s o

f

elec

tric

ity

- Id

enti

fy s

om

e

elec

tric

al d

evic

es

- R

ecognis

e th

e dan

ger

s

of

wro

ng u

se o

f

elec

tric

al d

evic

es

- A

sk f

or

hel

p f

rom

adult

s to

use

any

elec

tric

al d

evic

e

Ele

ctri

city

-Ele

ctri

cal

dev

ices

- D

anger

s o

f

elec

tric

ity

- D

escr

ibe

elec

tric

al d

evic

es

- D

iscu

ss th

e dan

ger

s o

f

elec

tric

ity

- A

sk f

or

hel

p f

rom

adult

s to

use

any e

lect

rica

l dev

ice

- P

roje

ct/d

emonst

rati

on

- E

xcu

rsio

n/

dis

cuss

ion

- R

ole

-pla

y, a

nd

sim

ula

tion

- T

eam

work

Rea

l obje

cts,

glo

ves

,

boots

, m

asks,

gla

sses

,

over

alls

, hel

met

s,

bulb

s, c

able

s, p

ictu

res,

dra

win

gs,

vid

eos,

model

s, p

ost

ers,

sket

ches

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



Les

con

ten

us

du

Fra

nça

isT

ab

leau

23:

les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

gie

et

le m

até

riel

did

act

iqu

e

Com

pré

hen

sion

et

exp

ress

ion

ora

les

CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Les

son

s d

u f

ran

çais

:

Son

s du

fra

nçai

s (3

6),

br

uits

, ono

mat

opée

s

Eco

uter

et

dist

ingu

er le

s so

ns

du f

ranç

ais.

Les

son

s d

u f

ran

çais

:

Son

s du

fra

nçai

s (3

6),

brui

ts, o

nom

atop

ées

Eco

uter

et d

isti

ngue

r le

s so

ns d

u fr

ança

is.

Jeu

de r

ôles

, ill

ustr

atio

n ;

dém

onst

rati

ons

; com

ptin

es

mar

ionn

ette

s ap

proc

he

com

mun

icat

ive,

act

ionn

elle

Imag

es, p

oste

rs,

supp

orts

aud

io-

visu

els,

rea

lia,

en

regi

stre

men

ts,

Salu

tati

on

s:

Bon

jour

, bon

soir

, Sal

ut, a

u re

voir

, à d

emai

n, à

bie

ntôt

, m

erci

-Sal

uer

poli

men

t et

pren

dre

cong

é;

-Man

ifes

ter

le

dési

r de

sui

vre

une

conv

ersa

tion

.

Salu

tati

on

s:

Bon

jour

, bon

soir

, sal

ut,

au r

evoi

r, à

dem

ain,

à

bien

tôt,

mer

ci

Sal

uer

en u

tili

sant

des

fo

rmul

es d

e po

lite

sse.

Jeu

de r

ôles

, ill

ustr

atio

n ;

dém

onst

rati

ons

; com

ptin

es

mar

ionn

ette

s ap

proc

he

com

mun

icat

ive,

act

ionn

elle

Imag

es, p

oste

rs,

supp

orts

aud

io-

visu

els,

rea

lia,

en

regi

stre

men

ts,

Pré

sen

tati

on

s:

Voi

ci/v

oilà

, nom

s pr

opre

s,

s’ap

pele

r, …

Se

prés

ente

r (d

ire

son

nom

, son

âge

).P

rése

nta

tion

s:

Il/e

lle

s’ap

pell

e, il

/ell

e a

.., il

hab

ite

à..,

il a

ime/

n’ai

me

pas

Pré

sent

er q

uelq

u’un

(n

om, â

ge, l

ieu

d’ha

bita

tion

, goû

ts).

Jeu

de r

ôles

, ill

ustr

atio

n ;

dém

onst

rati

ons

; com

ptin

es,

mar

ionn

ette

s, a

ppro

che

com

mun

icat

ive,

act

ionn

elle

Imag

es, p

oste

rs,

supp

orts

aud

io-

visu

els,

rea

lia,

en

regi

stre

men

ts,

Dem

an

de

poli

e

d’i

nfo

rmati

on

s:

Est

-ce

que

je p

eux…

? J

e vo

udra

is s

’il v

ous

plai

t, m

erci

, exc

use-

moi

, …

Dem

ande

r et

do

nner

des

in

form

atio

ns

pers

onne

lles

.

Dem

an

de

poli

e

d’i

nfo

rmati

on

s:

Qu’

est-

ce q

ue c

’est

? E

st-c

e qu

e …

; je

vo

udra

is s

avoi

r, …

- D

eman

der

et d

onne

r de

s in

form

atio

ns

géné

rale

s;

-

-

Rép

ondr

e ge

ntim

ent à

un

e de

man

de

Jeu

de r

ôles

, ill

ustr

atio

n ;

dém

onst

rati

ons

; com

ptin

es,

mar

ionn

ette

s, a

ppro

che

com

mun

icat

ive,

act

ionn

elle

Imag

es, p

oste

rs,

supp

orts

aud

io-

visu

els,

rea

lia,

en

regi

stre

men

ts,

Les

in

stru

ctio

ns

de

base

:

Lèv

e-to

i, as

sied

s-to

i, ré

veil

le-t

oi, B

ross

e-to

i les

de

nts,

boi

s to

n la

it

Eco

uter

at

tent

ivem

ent e

t R

épon

dre

à de

s in

stru

ctio

ns.

Les

inst

ruct

ions

de

base

: lè

ve-t

oi, a

ssie

ds-t

oi,

réve

ille

s-to

i, b

ross

e-to

i le

s de

nts,

boi

s to

n la

it.

Eco

uter

att

enti

vem

ent

et R

épon

dre

à de

s in

stru

ctio

ns.

Jeu

de r

ôles

, ill

ustr

atio

n ;

dém

onst

rati

ons;

com

ptin

es,

mar

ionn

ette

s, a

ppro

che

com

mun

icat

ive,

act

ionn

elle

Imag

es, p

oste

rs,

supp

orts

aud

io-v

isue

ls,

real

ia, e

nreg

istr

emen

ts



CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Poèm

es, co

mp

tin

es,

chan

ts e

n f

ran

çais

Dir

e de

mém

oire

des

co

mpt

ines

et c

hant

er

en f

ranç

ais.

Poèm

es, co

mp

tin

es,

chan

ts e

n f

ran

çais

Dir

e de

mém

oire

des

co

mpt

ines

et c

hant

er

en f

ranç

ais.

Jeu

de r

ôles

, ill

ustr

atio

n;

dém

onst

rati

ons;

com

ptin

es,

mar

ionn

ette

s, a

ppro

che

com

mun

icat

ive,

act

ionn

elle

Imag

es, p

oste

rs,

supp

orts

aud

io-v

isue

ls,

real

ia, e

nreg

istr

emen

ts,

…

Exp

ress

ion

des

sen

tim

ents

:

J’a

ime,

je n

’aim

e pa

s,

ça m

e pla

ît!

Expri

mer

ses

senti

men

ts.

Exp

ress

ion

des

sen

sati

on

s:

J’a

i fa

im, j’

ai s

oif

, j’

ai

froid

, j’

ai p

eur,

je

suis

tris

te, je

suis

conte

nt

Expri

mer

ses

sensa

tions.

Jeu d

e rô

les,

ill

ust

rati

on;

dém

onst

rati

ons;

com

pti

nes

,

mar

ionnet

tes,

appro

che

com

munic

ativ

e, a

ctio

nnel

le

Imag

es, post

ers,

support

s au

dio

-vis

uel

s,

real

ia, en

regis

trem

ents

,

…

Loca

lisa

tion

dan

s le

tem

ps:

Indic

atio

ns

de

tem

ps:

Aujo

urd

’hui/

dem

ain/

hie

r, c

’est

… (

jours

de

la

sem

aine)

Se

situ

er d

ans

le

tem

ps.

Loca

lisa

tion

dan

s le

tem

ps:

Indic

atio

ns

de

tem

ps:

Aujo

urd

’hui/

dem

ain/

hie

r, c

’est

… (

mois

,

année

)

Se

situ

er d

ans

le t

emps.

Jeu d

e rô

les,

ill

ust

rati

on;

dém

onst

rati

ons;

com

pti

nes

,

mar

ionnet

tes,

appro

che

com

munic

ativ

e, a

ctio

nnel

le

Imag

es, post

ers,

support

s au

dio

-vis

uel

s,

real

ia, en

regis

trem

ents

,

…

Loca

lisa

tion

dan

s

l’es

pace

:

dev

ant,

der

rièr

e, s

ur,

sous,

…

Se

situ

er d

ans

l’es

pac

e.

Loca

lisa

tion

dan

s

l’es

pace

:

A c

ôté

de,

à g

auch

e, à

dro

ite,

…

Se

situ

er d

ans

l’es

pac

e.Je

u d

e rô

les,

ill

ust

rati

on;

dém

onst

rati

ons;

com

pti

nes

,

mar

ionnet

tes,

appro

che

com

munic

ativ

e, a

ctio

nnel

le

Imag

es, post

ers,

support

s au

dio

-vis

uel

s,

real

ia, en

regis

trem

ents

,

…

Nom

bre

s:

Nom

bre

s: d

e 1 à

20

Obje

ts:

Com

bie

n y

a-t

-il

de

… ?

Com

pte

r de

1 à

20.

Nom

bre

s:

Nom

bre

s: d

e 1 à

50

Obje

ts:

Com

bie

n y

a-t

-

il d

e …

?

Quel

est

le

pri

x ?

Com

pte

r de

20 à

50.

Jeu d

e rô

les,

ill

ust

rati

on;

dém

onst

rati

ons;

com

pti

nes

,

mar

ionnet

tes

appro

che

com

munic

ativ

e, a

ctio

nnel

le

Imag

es, post

ers,

support

s au

dio

-vis

uel

s,

real

ia, en

regis

trem

ents

,

Act

ivit

és q

uoti

die

nn

es:

Qu’e

st-c

e que

tu f

ais?

je d

ors

, je

me

lève,

…

Dir

e sa

ns

hés

itat

ion

ce q

u’o

n f

ait.

Ind

icati

on

s d

e

fréq

uen

ce:

Chaq

ue

jour/

tous

les

sam

edis

, je

…

Dir

e ce

qu’o

n f

ait

réguli

èrem

ent.

Les

conte

nus

du F

rança

is, le

s ré

sult

ats

atte

ndus,

la

mét

hodolo

gie

et

le m

atér

iel

did

acti

que



Com

pré

hen

sion

écr

ite

(lec

ture

)

CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Su

pp

ort

s d

e le

ctu

re:

Div

ers

type

s de

sup

port

s éc

rits

: liv

res,

alb

um je

une,

ét

ique

ttes

,…

-Ide

ntifi

er

les

diff

éren

ts s

uppo

rts

écri

ts;

-Lir

e de

s im

ages

Div

ers

typ

es d

e su

pp

ort

s

écri

ts:

livr

es, a

lbum

jeun

e,

étiq

uett

es, m

ode

d’em

ploi

, pr

ogra

mm

es, r

adio

/TV

, affi

ch

es, p

anne

aux,

…

Iden

tifi

er d

es

info

rmat

ions

dan

s di

ff ér

ents

sup

port

s.

-Ill

ustr

atio

ns-D

émon

stra

tion

s-I

llus

trat

ions

;

-L

ectu

re p

honi

que

-Jeu

x de

lect

ure;

-Ide

ntifi

cat

ion

des

sons

da

ns le

s m

ots

(ini

tial

, fi n

al);

-Rem

ise

en o

rdre

des

lett

res/

sons

des

mot

s.

Alb

ums,

livr

es,

étiq

uett

es, a

ffi c

hes,

…

Les

voyel

les:

Aa,

Oo,

Ii,

U

u, E

e.-

Lir

e le

s le

ttre

s et

m

ots

en f

ranç

ais

cont

enan

t les

son

s.

Les

voyel

les

du

fra

nça

is:

Les

voy

elle

s È

è, É

é, Ê

ê.L

ire

les

lett

res

et m

ots

en f

ranç

ais

cont

enan

t de

s so

ns.

-Ill

ustr

atio

ns-D

émon

stra

tion

s-I

llus

trat

ions

;

-L

ectu

re p

honi

que

-Jeu

x de

lect

ure;

-Ide

ntifi

cat

ion

des

sons

da

ns le

s m

ots

(ini

tial

, fi n

al);

-Rem

ise

en o

rdre

des

lett

res/

sons

des

mot

s.

Alb

ums,

livr

es,

étiq

uett

es, a

ffi c

hes,

…

Les

con

sonn

es: l

, m, n

, p,

t, r,

v, d

, b, s

, k, ç

, j, f

Lir

e le

s m

ots

cont

enan

t les

co

nson

nes

du

fran

çais

.

Dia

gra

mm

es e

t

gra

ph

èmes

com

ple

xes

: O

u –

oi –

ai –

ei

– in

– im

–

ain

– ei

n –

en –

an

– am

–

em –

on

– om

– u

n –

um

– oi

n –

ion

Lir

e le

s m

ots

cont

enan

t les

co

nson

nes

du

fran

çais

.

-Ill

ustr

atio

ns-D

émon

stra

tion

s-I

llus

trat

ions

;

-L

ectu

re p

honi

que

-Jeu

x de

lect

ure;

-Ide

ntifi

cat

ion

des

sons

da

ns le

s m

ots

(ini

tial

, fi n

al);

-Rem

ise

en o

rdre

des

lett

res/

sons

des

mot

s.

Alp

habe

t, po

ster

s,

imag

es…

Les

con

tenu

s du

Fra

nçai

s, le

s ré

sult

ats

atte

ndus

, la

mét

hodo

logi

e et

le m

atér

iel d

idac

tiqu

e



CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Mots

usu

els:

il, n

ous,

et,

le, l

a, …

.L

ire

sans

diffi

cu

lté

des

mots

usu

els.

Mots

usu

els:

il,

nous,

et,

très

, tr

op, …

.

Lir

e sa

ns

diffi

cu

lté

des

mots

usu

els.

-Ill

ust

rati

ons;

-Jeu

x d

e le

cture

;

-Pro

cédés

mném

ote

chniq

ues

Post

ers,

im

ages

,

Form

atio

n d

es s

yll

abes

Form

er d

es s

yll

abes

et l

ire

des

mots

avec

des

voyel

les

sim

ple

s.

Dia

gra

mm

es:

on –

en –

am

– e

m –

– o

u

Form

er d

es s

yll

abes

et l

ire

des

mots

avec

des

dia

gra

mm

es.

-Ill

ust

rati

ons;

-Jeu

x d

e le

cture

.

Post

ers,

im

ages

,

album

s,

Lec

ture

des

in

stru

ctio

ns

sim

ple

s: e

xer

cice

s, j

eux,

Lir

e de

sim

ple

s

inst

ruct

ions

et y

réag

ir.

Lec

ture

des

in

stru

ctio

ns

sim

ple

s: j

eux, m

ode

d’e

mplo

i, …

Lir

e de

sim

ple

s

inst

ruct

ions

et y

réag

ir.

-Ill

ust

rati

ons;

-Jeu

x d

e le

cture

.

Post

ers,

im

ages

,

album

s

Nom

s et

mots

:

Let

tres

de

l’al

phab

et

fran

çais

Epel

er d

es n

om

s et

pré

nom

s.

Let

tres

de

l’al

phab

et

fran

çais

Epel

er d

es n

om

s et

des

nom

s de

lieu

x.

Jeux d

’épel

lati

on

Car

tes,

im

ages

,

alphab

et.

Lec

ture

de

ph

rase

s-L

ire

à hau

te v

oix

-Rép

ondre

aux

ques

tions

textu

elle

s;

-Dév

elopper

le

goût

de

la l

ectu

re.

Lec

ture

de

court

s te

xte

s (2

à 3 p

has

es)

- L

ire

à hau

te v

oix

;

-Rép

ondre

aux

ques

tions;

tex

tuel

les;

-Dév

elopper

le

goût

de

la l

ectu

re.

Act

ivit

és d

e pré

-lec

ture

,

lect

ure

glo

bal

e, l

ectu

re

séle

ctiv

e, a

ctiv

ités

de

post

-

lect

ure

Tex

tes:

tex

tes

illu

stré

s, a

lbum

s

enfa

nt,

pag

e in

tern

et

Les

conte

nus

du F

rança

is, le

s ré

sult

ats

atte

ndus,

la

mét

hodolo

gie

et

le m

atér

iel

did

acti

que



Pro

du

ctio

n d

’écr

its

(écr

ire)

CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Ecr

itu

re d

es l

ettr

es-

Teni

r le

cra

yon,

le

sty

lo d

e fa

çon

appr

opri

ée;

- T

race

r de

s le

ttre

s.

Mots

et

illu

stra

tion

s-

Rec

opie

r de

s m

ots

sous

des

imag

es;

-Com

plét

er d

es le

ttre

s m

anqu

ante

s da

ns d

es

mot

s.

Illu

stra

tion

s,dé

mon

stra

tion

s, e

xerc

ices

à

trou

s, d

icté

e à

l’ad

ulte

L’al

phab

et, j

eux

de le

ttre

s, c

rayo

n,

ardo

ise

Ecr

itu

re d

es m

ots

et

des

ph

rase

s (l

isib

ilit

é)

Rec

onst

itue

r de

s ph

rase

s à

part

ir d

es

mot

s.

Ecr

itur

e de

s m

ots

et

phra

ses

Ecr

ire

des

mot

s et

ph

rase

s si

mpl

es.

Illu

stra

tion

s,dé

mon

stra

tion

s, e

xerc

ices

à

trou

s, d

icté

e à

l’ad

ulte

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Ecr

itu

re d

e co

urt

s te

xte

s:

Maj

uscu

le, p

oint

Iden

tifi

er l

es s

ignes

de

ponct

uat

ion d

e

bas

e.

Sig

nes

de

pon

ctu

ati

on

:

Poin

t, v

irgule

, m

ajusc

ule

Uti

lise

r le

s si

gnes

de

ponct

uat

ion d

e bas

e.

Illu

stra

tions,

exer

cice

s à

trous

Imag

es, post

ers,

album

s, d

iver

s

support

s vis

uel

s

Tex

tes

narr

ati

fs,

des

crip

tifs

rel

ati

fs a

ux

cen

tres

d’i

nté

rêt

Pro

duir

e de

court

s

texte

s de

1 à

2

phra

ses

à par

tir

d’u

n

support

.

Tex

tes

nar

rati

fs,

des

crip

tifs

, in

form

atif

s

rela

tifs

aux c

entr

es

d’i

nté

rêt

Pro

duir

e de

court

s

texte

s de

2 à

3 p

hra

ses

à par

tir

d’u

n s

upport

.

-Pro

duct

ion d

u p

rem

ier

jet

-pro

duct

ion d

u d

euxiè

me

jet

– c

orr

ecti

on –

auto

-

éval

uat

ion à

par

tir

des

crit

ères

Imag

es, post

ers,

album

s, d

iver

s

support

s vis

uel

s

Gra

mm

air

e , co

nju

gais

on

et

voca

bu

lair

e

Nom

s: n

om

s co

mm

uns

Iden

tifi

er l

es n

om

s

com

muns.

Nom

s: -

nom

s co

mm

uns

-n

om

s pro

pre

s

Iden

tifi

er l

es n

om

s

com

muns

et l

es n

om

s

pro

pre

s.

Obse

rvat

ion, déc

ouver

te,

syst

émat

isat

ion, cl

asse

men

t,

test

de

closu

re

Imag

es, post

ers,

album

s, d

iver

s

support

s vis

uel

s

Nom

s: g

enre

et

nom

bre

Iden

tifi

er l

e gen

re e

t

le n

om

bre

des

nom

s.

Nom

s: g

enre

et

nom

bre

Iden

tifi

er l

e gen

re e

t

le n

om

bre

des

nom

s.

Obse

rvat

ion, déc

ouver

te,

syst

émat

isat

ion, cl

asse

men

t,

test

de

closu

re

Imag

es, post

ers,

album

s, d

iver

s

support

s vis

uel

s

Pro

nom

s p

erso

nn

els

(je,

tu, il

, el

le)

Iden

tifi

er l

es

pro

nom

s usu

els.

Pro

nom

s p

erso

nn

els:

(je

,

tu, il

, el

le, nous,

vous,

ils

/

elle

s)

Uti

lise

r le

s pro

nom

s

per

sonnel

s.

Obse

rvat

ion, déc

ouver

te,

syst

émat

isat

ion, cl

asse

men

t,

test

de

closu

re

Imag

es, post

ers,

album

s, d

iver

s

support

s vis

uel

s

Les

conte

nus

du F

rança

is, le

s ré

sult

ats

atte

ndus,

la

mét

hodolo

gie

et

le m

atér

iel

did

acti

que



CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Dét

erm

inan

ts:

arti

cles

et

adje

ctif

s po

sses

sifs

Iden

tifi

er e

t uti

lise

r le

s ar

ticl

es e

t les

ad

ject

ifs

poss

essi

fs.

Dét

erm

inan

ts:

arti

cles

et

adje

ctif

s dé

mon

stra

tive

sId

enti

fi er

et u

tili

ser

les

adje

ctif

s dé

mon

stra

tifs

.

Obs

erva

tion

, déc

ouve

rte,

sy

stém

atis

atio

n, c

lass

emen

t, te

st d

e cl

osur

e

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Pré

posi

tion

s d

e li

eu:

Sou

s/su

r ; d

ans/

à ga

uche

/ à

droi

te, …

Iden

tifi

er e

t uti

lise

r le

s in

dica

teur

s sp

atia

ux d

e ba

se.

Pré

posi

tion

s d

e li

eu

-sou

s/su

r ; d

ans/

à ga

uche

/ à

droi

te, …

Iden

tifi

er e

t uti

lise

r le

s in

dica

teur

s sp

atia

ux

de b

ase.

Obs

erva

tion

, déc

ouve

rte,

sy

stém

atis

atio

n, c

lass

emen

t, te

st d

e cl

osur

e

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Tem

ps

sim

ple

s:

Pré

sent

, fut

ur.

Uti

lise

r le

s ve

rbes

usu

els

aux

tem

ps s

impl

es d

e l’

indi

cati

f: p

rése

nt,

futu

r si

mpl

e.

Tem

ps

sim

ple

s:

Pré

sent

, fut

ur s

impl

e,

pass

é co

mpo

sé

Uti

lise

r le

s ve

rbes

us

uels

aux

tem

ps d

e l’

indi

cati

f: p

rése

nt,

futu

r si

mpl

e et

pas

sé

com

posé

.

Obs

erva

tion

, déc

ouve

rte,

sy

stém

atis

atio

n, c

lass

emen

t, te

st d

e cl

osur

e

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Acc

ord

s si

mp

les

- N

om +

adje

ctif

; -

Nom

+ve

rbe

Fai

re d

es a

ccor

ds

sim

ples

.A

ccord

s si

mp

les:

-Nom

+ad

ject

if;

- N

om +

verb

e

Fai

re d

es a

ccor

ds

sim

ples

.O

bser

vati

on, d

écou

vert

e,

syst

émat

isat

ion,

cla

ssem

ent,

test

de

clos

ure

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Ph

rase

s si

mp

les:

P

hras

es a

ffi r

mat

ives

, né

gati

ves,

déc

lara

tive

s, e

t in

terr

ogat

ives

Dis

ting

uer

les

type

s de

phr

ases

. P

hra

ses

sim

ple

s:

-Phr

ases

, affi

rm

ativ

es,

néga

tive

s,dé

clar

ativ

es, e

t in

terr

ogat

ives

. -L

e pr

ésen

t des

ver

bes

usue

ls.

- D

isti

ngue

r le

s ty

pes

de p

hras

es;

- U

tili

ser

corr

ecte

men

t le

s ve

rbes

con

jugu

és

au p

rése

nt.

Obs

erva

tion

, déc

ouve

rte,

sy

stém

atis

atio

n, c

lass

emen

t, te

st d

e cl

osur

e

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Voca

bu

lair

e u

suel

rel

ati

f

au

x c

entr

es d

’in

térê

t

Uti

lise

r le

vo

cabu

lair

e us

uel:

les

cont

rair

es

(cha

ud-f

roid

, sur

-so

us, c

onte

nt-f

âché

, lo

ng-c

ourt

, …).

Voca

bu

lair

e u

suel

rel

ati

f

au

x c

entr

es d

’in

térê

t

Uti

lise

r le

voca

bu

lair

e u

suel

:

Les

bas

es

mor

phol

ogiq

ues

(éco

le-é

coli

er,

pren

dre-

repr

endr

e,...

).

Obs

erva

tion

, déc

ouve

rte,

cl

asse

men

t, ex

erci

ces

de

clos

ure,

dev

inet

te, m

ots

croi

sés,

jeux

Car

tes,

imag

es,

post

ers,

alb

ums

Les

con

tenu

s du

Fra

nçai

s, le

s ré

sult

ats

atte

ndus

, la

mét

hodo

logi

e et

le m

atér

iel d

idac

tiqu

e



CL

AS

S 1

CL

AS

S 2

Mét

hod

olo

gie

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Ort

hogra

ph

e

Hom

op

hon

es u

suel

s:

leur

/leu

rs; s

on/s

ont ;

et/

est ;

la/l

à/; a

/as/

à ; c

e/se

; ou

/où.

Rec

onna

ître

des

ho

mop

hone

s us

uels

.H

om

op

hon

es u

suel

s:

leur

/leu

rs; s

on/s

ont;

la/

là/l

’a/l

’as;

ou/

où; p

eu/p

eut/

peux

; a/à

/as;

sa/

ça, c

e/se

; ce

s/c’

est ;

et/

est ;

…

Rec

onna

ître

des

ho

mop

hone

s us

uels

.-

Obs

erva

tion

- D

écou

vert

e-

Sys

tém

atis

atio

n-

Cla

ssem

ent

- P

rocé

dés

mné

mot

echn

ique

s.

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vis

uels

Les

gra

ph

ies

des

ph

on

èmes

fra

nça

is

Iden

tifi

er q

uel

ques

gra

phie

s des

phonèm

es d

u

fran

çais

.

Les

gra

ph

ies

des

ph

on

èmes

fra

nça

is

Iden

tifi

er l

es

diff

ére

nte

s gra

phie

s

des

phonèm

es d

u

fran

çais

.

Illu

stra

tions,

Obse

rvat

ion, déc

ouver

te,

syst

émat

isat

ion, cl

asse

men

t,

test

de

closu

re

Imag

es, post

ers,

album

s, d

iver

s

support

s vis

uel

s

Les

conte

nus

du F

rança

is, le

s ré

sult

ats

atte

ndus,

la

mét

hodolo

gie

et

le m

atér

iel

did

acti

que



Con

ten

ts o

f C

itiz

ensh

ip

Tab

le 2

4:

Cit

izen

ship

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Civ

ics

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Lea

rnin

g/T

each

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Nati

on

al

Em

ble

ms

-Fla

g-N

atio

nal A

nthe

m-M

otto

-Ide

ntif

y na

tion

al e

mbl

ems

-Sin

g th

e N

atio

nal A

nthe

m-

Dis

play

res

pect

whe

n si

ngin

g th

e N

atio

nal

Ant

hem

or

duri

ng th

e

hois

ting o

f th

e fl

ag

Nati

on

al

Em

ble

ms

-Fla

g

-Nat

ional

Anth

em

-Mott

o

-Des

crib

e nat

ional

em

ble

ms

-Sin

g t

he

Nat

ional

Anth

em

-Dis

pla

y r

espec

t w

hen

singin

g t

heN

nat

ional

Anth

em o

r duri

ng t

he

hois

ting o

f th

e fl

ag

-Aw

aren

ess

cam

pai

gns

-Fie

ld a

ctiv

ity

-Role

-pla

y/s

imula

tions

- S

ingin

g

Cam

eroon fl

ag, c

olo

ur

pen

cils

, au

dio

- vis

ual

aids,

pic

ture

s,

char

ts

Per

son

ali

ties

- S

chool

auth

ori

ties

- L

oca

l au

thori

ties

- P

oli

tica

l fi

gure

s

- R

elig

ious

auth

ori

ties

-Iden

tify

var

ious

per

sonal

itie

s in

thei

r

com

munit

ies

- R

espec

t au

thori

ties

and

oth

ers

Sta

te P

erso

nali

ties

- S

chool

auth

ori

ties

-Auth

ori

ties

in t

hei

r

loca

liti

es

-Poli

tica

l fi

gure

s

-Iden

tify

the

min

iste

r in

char

ge

of

Bas

ic E

duca

tion

-Rec

ogniz

e th

e P

resi

den

t of

the

Rep

ubli

c

- R

espec

t a

uth

ori

ty a

nd

oth

ers

- D

iscu

ssio

ns

- R

ole

-pla

y/s

imula

tions

- C

ooper

ativ

e le

arnin

g

- P

ictu

res/

Char

ts

- R

elev

ant

new

spap

ers

and t

extb

ooks

- A

udio

-vis

ual

aid

s

Ru

les

an

d

Reg

ula

tion

s

-Hom

e

-Sch

ool

- C

om

munit

y

- D

iscu

ss s

chool

rule

s an

d

hom

e re

gula

tions

- A

pply

rule

s an

d

regula

tions

in d

aily

lif

e

Ru

les

an

d

Reg

ula

tion

-Hom

e

-Sch

ool

-Com

munit

y

-Expla

in s

chool

and

com

munit

y r

ule

s an

d h

om

e

regula

tions

-Res

pec

t ru

les

and

regula

tions

at a

ll t

imes

- E

xper

imen

tal

lear

nin

g

- C

ase

study

- R

ole

-pla

y/s

imula

tions

- C

ooper

ativ

e le

arnin

g

- P

ictu

res/

Char

ts

- R

elev

ant

textb

ooks

- A

udio

-vis

ual

aid

s

Un

iver

sal

valu

es

- R

espec

t

- O

bed

ience

- L

ove

- T

ole

rance

- H

ones

ty/s

har

ing

- C

om

ply

wit

h u

niv

ersa

l

val

ues

- D

ispla

y l

ove

and r

espec

t

for

oth

ers

Un

iver

sal

valu

es

- R

espec

t

- O

bed

ience

- L

ove/

Pea

ce

- T

ole

rance

- H

ones

ty/s

har

ing

- E

xpla

in e

thic

al v

alues

- C

om

ply

wit

h u

niv

ersa

l

val

ues

- D

ispla

y l

ove

and r

espec

t

for

oth

ers

- C

ase

studie

s

- A

war

enes

s ca

mpai

gn

- R

ole

-pla

y

- S

imula

tions

- F

ood i

tem

s an

d f

ruit

s

- A

udio

-vis

ual

aid

s

- R

elev

ant

pic

ture

s

- Il

lust

rati

ve

char

ts



Mora

l E

du

cati

on

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Lea

rnin

g/T

each

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Com

man

dm

ents

of

God

- Id

enti

fy th

e co

mm

andm

ents

of

God

- F

ollo

w G

od’s

co

mm

andm

ents

Com

man

dm

ents

of

God

- E

xpla

in th

e co

mm

andm

ents

of

God

- F

ollo

w th

e co

mm

andm

ents

of

God

- C

ase

stud

y-

Inte

rvie

ws

- R

ole-

play

/sim

ulat

ions

-

Team

wor

k

- P

rint

doc

umen

ts- A

udio

vid

eo ta

pes

- P

ictu

res

- C

hart

s-

Bib

le-

Kor

an

Hu

man

Rig

hts

E

du

cati

on

Rig

hts

of

the

chil

d

-Edu

cati

on-I

dent

ity

-Hea

lth

- Id

enti

fy th

eir

righ

ts a

nd

thei

r du

ties

-

Coo

pera

te w

ith

othe

rs

Rig

hts

of

the

chil

d

- E

duca

tion

- Id

enti

ty-

Hea

lth

- E

xpla

in th

e ri

ghts

and

re

spon

sibi

liti

es o

f th

e ch

ild

- C

oope

rate

wit

h ot

hers

- C

ase

stud

y - A

war

enes

s ca

mpa

ign

- In

terv

iew

s-

Rol

e-pl

ay/s

imul

atio

ns

- Te

amw

ork

- Aud

io-v

isua

l aid

s-

Pic

ture

s-

Cha

rts

Pea

ce a

nd

Sec

uri

ty E

du

cati

on

Pra

ctic

e of

pea

ce

- S

ecur

ity

mea

sure

s -

Not

ions

of

pea

ce

and

secu

rity

- P

eopl

e an

d in

stit

utio

ns th

at

prom

ote

peac

e an

d se

curi

ty-

Saf

ety/

secu

rity

m

easu

res

-Exp

lain

not

ions

of

peac

e an

d se

curi

ty-I

dent

ify

peop

le a

nd

inst

itut

ions

that

pro

mot

e pe

ace

and

secu

rity

- R

epor

t all

sus

pect

ed a

cts

and

obje

cts

-Sta

y aw

ay f

rom

str

ange

pe

ople

and

sus

pect

ed

obje

cts

Pea

ce a

nd

sec

uri

ty

- S

ecur

ity

mea

sure

s -N

otio

ns o

f pe

ace

and

secu

rity

-Peo

ple

and

inst

itut

ions

that

pr

omot

e pe

ace

and

secu

rity

- S

afet

y/se

curi

ty

mea

sure

s

-Exp

lain

not

ions

of

peac

e an

d se

curi

ty-I

dent

ify

peop

le a

nd

inst

itut

ions

that

pro

mot

e pe

ace

and

secu

rity

.-

Rep

ort a

ll s

uspe

cted

act

s an

d ob

ject

s-S

tay

away

fro

m s

tran

ge

peop

le a

nd s

uspe

cted

ob

ject

s

- In

tera

ctiv

e te

achi

ng

- E

xper

imen

tal l

earn

ing

- C

ase

stud

y- A

war

enes

s ca

mpa

igns

- R

ole-

play

/sim

ulat

ions

- R

eal o

bjec

ts- A

udio

-vis

ual a

ids

- P

ictu

res/

Cha

rts

- S

loga

ns-

Rel

evan

t em

otic

ons

Cit

izen

ship

con

tent

s, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



Con

ten

ts o

f V

oca

tion

al

Stu

die

s

Tab

le 2

5:

Voca

tion

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Art

s an

d C

raft

s

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rial A

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g L

earn

ing

Str

ate

gie

s

D

idact

ic M

ate

rials

Mate

rials

use

d f

or

art

s/cr

aft

s

- N

atur

al m

ater

ials

- F

ound

mat

eria

ls-

Rec

ycla

ble

mat

eria

ls

- Id

enti

fy t

he

diff

ere

nt

types

of

mat

eria

ls u

sed

for

arts

/cr

afts

- F

oll

ow

good

envir

onm

enta

l ru

les

Mate

rials

use

d f

or

art

s/cr

aft

s

- N

atura

l m

ater

ials

- F

ound m

ater

ials

- R

ecycl

able

mat

eria

ls

- U

se d

iff e

rent

mat

eria

ls

for

giv

en a

ctiv

itie

s

- P

roduce

art

icle

s

- F

oll

ow

envir

onm

enta

l

rule

s

- T

eam

work

- P

roje

cts

- O

utd

oor

less

ons

- U

se o

f re

sourc

e

per

sons

- V

isit

s to

exhib

itio

n

centr

es a

nd

work

shops

Sto

nes

, st

icks,

lea

ves

,

pap

er, pit

h, gra

ss,

feat

her

s, s

hel

ls,

scal

es, gra

ins,

bea

ds,

stri

ngs,

thre

ad, cl

oth

,

new

spap

ers;

cl

ay,

dough, ro

unded

nee

dle

s, c

ork

s, r

ounded

-hea

d s

ciss

ors

A c

raft

sman

’s

tools

- W

ork

shop t

ools

-Iden

tify

a c

raft

sman

’s

tools

- D

emonst

rate

the

use

of

the

tools

- S

how

inte

rest

in

craf

tsm

ansh

ip

A t

ool

box

- H

amm

er, nai

ls,

pin

cers

Tools

-Occ

upat

ions

and

tools

use

d

- D

emonst

rate

the

use

of

a

craf

tsm

an’s

tools

- P

roduce

art

icle

s usi

ng

craf

tsm

an’s

tools

- S

how

inte

rest

in

craf

tsm

ansh

ip

- T

eam

work

, pro

ject

s,

outd

oor

less

ons

- U

se o

f re

sourc

e

per

sons

- V

isit

s to

exhib

itio

n

centr

es a

nd w

ork

shops

- H

amm

er, nai

ls,

pin

cers

- R

opes

, m

ould

,

rounded

-hea

d s

ciss

ors

- L

eath

er b

ags

or

smal

l

box

Fold

ing

- O

bje

cts,

fan

, kit

e,

pla

ne,

ca

ps,

can

oes

,

envel

opes

- Id

enti

fy p

lane

shap

es

- P

roduce

envel

opes

usi

ng p

lane

shap

es

- F

old

pap

er a

nd l

eaves

to p

roduce

var

ious

item

s

- S

how

inte

rest

in a

rts

and c

raft

s

Fold

ing

- O

bje

cts,

fa

n, kit

e,

pla

ne,

can

oe,

envel

opes

- F

old

pap

er a

nd l

eaves

to

pro

duce

var

ious

item

s

- C

ut

diff

ere

nt

pla

ne

shap

es

- P

roduce

obje

cts

usi

ng

pla

ne

shap

es

- S

how

inte

rest

in a

rts

and

craf

ts

- T

eam

work

, pro

ject

s -

Outd

oor

less

ons

- U

se o

f re

sourc

e

per

sons

- V

isit

s to

exhib

itio

n

centr

es a

nd w

ork

shops

- A

ssort

ed p

aper

s,

rounded

-hea

d s

ciss

ors

,

glu

e, t

hre

ad, ro

unded

-

hea

d n

eedle

, ro

pes

,

twin

e, r

ubber

rope,

leav

es



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rial A

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g L

earn

ing

Str

ate

gie

s

D

idact

ic M

ate

rials

Som

e p

ract

ice

sess

ion

s

- R

opes

- B

alls

- B

room

s-

Bli

nds

- S

how

inte

rest

in a

rts

and

craf

tsP

ract

ice

sess

ion

s

- R

opes

-

Bal

ls-

Bro

oms

- B

lind

s

- P

rodu

ce v

ario

us o

bjec

ts-

Sho

w in

tere

st in

art

s an

d cr

afts

- Te

amw

ork,

pro

ject

s -

Out

door

less

ons

- U

se o

f re

sour

ce

pers

ons

- V

isit

s to

exh

ibit

ion

cent

res

and

wor

ksho

ps.

Ass

orte

d pa

pers

, ro

unde

d-he

ad s

ciss

ors,

gu

m, t

hrea

d, r

ound

ed-

head

nee

dle,

rop

es,

twin

e, r

ubbe

r ro

pe

Th

read

ing

Bea

ds, c

hain

- T

hrea

d w

ith

pith

, pap

er,

bead

s to

pro

duce

var

ious

de

sign

s

Th

read

ing

- T

hrea

ded

desi

gns

- T

hrea

d w

ith

pith

, pap

er,

bead

s to

pro

duce

var

ious

de

sign

s

- Te

amw

ork,

pro

ject

s-

Out

door

less

ons

- U

se o

f re

sour

ce

pers

ons

- V

isit

s to

exh

ibit

ion

cent

res

and

wor

ksho

ps

Rea

l obj

ects

, thr

ead,

be

ats,

pit

h, n

eedl

es,

pape

r, sc

isso

rs, s

oles

of

plas

tic

slip

pers

Mou

ldin

g

Mod

els,

pot

s, c

ups,

bo

wls

- M

ix d

iff e

rent

dough

- U

se d

ough t

o p

roduce

diff

ere

nt

obje

cts

and

shap

es

Mou

ldin

g

Model

s, p

ots

, cu

ps,

bow

ls

- M

ix d

iff e

rent

dough

- U

se d

ough t

o p

roduce

diff

ere

nt

obje

cts

and

shap

es

- T

eam

work

, pro

ject

s

- O

utd

oor

less

ons

- U

se o

f re

sourc

e

per

sons

- V

isit

s to

exhib

itio

n

centr

es a

nd w

ork

shops

Cla

y, p

aper

mar

che,

pla

stic

ine,

dough

Str

uct

ure

s

- S

hap

es, pav

emen

ts,

house

s

- C

onst

ruct

var

ious

stru

cture

s

- S

how

inte

rest

in

arch

itec

ture

Str

uct

ure

s

- S

hap

es, pav

emen

ts,

house

s

- C

onst

ruct

diff

ere

nt

stru

cture

s

- S

how

inte

rest

in

arch

itec

ture

- T

eam

work

, pro

ject

s

- O

utd

oor

less

ons

- U

se o

f re

sourc

e

per

sons

- V

isit

s to

exhib

itio

n

centr

es a

nd w

ork

shops

Buck

ets,

fl o

wer

s,

conta

iner

s, b

rush

es,

wat

er, glo

ves

, m

outh

and n

ose

mas

ks

Voca

tional

Stu

die

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g L

earn

ing

Str

ate

gie

s

D

idact

ic

Mate

rials

Colo

urs

- P

rim

ary

colo

urs

- S

econ

dary

col

ours

- P

rodu

ce c

olou

rs-

Com

bine

col

ours

to o

btai

n ot

her

colo

urs

- C

olou

r ob

ject

s-

Sho

w lo

ve f

or a

esth

etic

s

Colo

urs

- P

rim

ary

colo

urs

- S

econ

dary

co

lour

s

- P

rodu

ce c

olou

rs-

Com

bine

col

ours

to o

btai

n ot

her

colo

urs

- C

olou

r ob

ject

s-

Sho

w lo

ve f

or a

esth

etic

s

- Te

amw

ork,

PB

L

- O

utdo

or le

sson

s-

Use

of

reso

urce

per

sons

Rea

l obj

ects

, aud

io

vide

o ta

pe, p

ictu

res,

ch

arts

, fl o

wer

s,

avoc

ado

seed

s

Dec

ora

tion

Pap

ers,

fl ow

ers,

rop

es-

Pro

duce

dec

orat

ion

item

s us

ing

mat

eria

l fro

m th

e en

viro

nmen

t-

Dec

orat

e th

e cl

assr

oom

Dec

ora

tion

- Ta

bles

, cha

irs,

w

alls

, bot

tles

- P

rodu

ce d

ecor

atio

n it

ems

usin

g m

ater

ial f

rom

the

envi

ronm

ent

- D

ecor

ate

the

clas

sroo

m

- Te

amw

ork,

PB

L

- O

utdo

or le

sson

s-

Use

of

reso

urce

per

sons

Rop

es, s

traw

, can

e,

palm

s fr

onts

, lea

ves,

pa

pers

, thr

ead,

ca

rdbo

ards

, rib

bons

, sc

raps

fro

m ta

ilor

’s

shop

Wea

vin

g

- M

at, r

opes

, cap

s-

Wea

ve

diff

ere

nt

obje

cts

Wea

vin

g

- M

at, ro

pes

, ca

ps

- W

eave

diff

ere

nt

obje

cts

- T

eam

work

, P

BL

- O

utd

oor

less

ons

- U

se o

f re

sourc

e per

sons

- V

isit

s to

exhib

itio

n

centr

es a

nd w

ork

shops

See

ds,

saw

dust

,

texti

le, ca

rdboar

d,

ply

wood, glu

e, w

ater

,

ropes

, fi

bre

, ra

ffi a

Past

ing

- D

esig

ns:

curv

es,

circ

les,

tri

angle

s, t

able

s

- P

aste

diff

ere

nt

des

igns

usi

ng a

var

iety

of

mat

eria

ls

Past

ing

- C

ar, house

,

table

s, p

ots

, bal

ls

- P

aste

and p

roduce

diff

ere

nt

des

igns

usi

ng a

var

iety

of

mat

eria

ls

- T

eam

work

- V

isit

s to

exhib

itio

n

centr

es a

nd w

ork

shops

- P

asti

ng

Buc

kets

, fl o

wer

s,

cont

aine

rs, b

rush

es,

wat

er, g

love

s, g

lue,

pa

per

mar

che,

mou

th

and

nose

mas

ks

Voc

atio

nal S

tudi

es c

onte

nts,

exp

ecte

d le

arni

ng o

utco

mes

, sug

gest

ed m

etho

dolo

gy a

nd d

idac

tic

mat

eria

ls



Agro

Past

ora

l F

arm

ing

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g L

earn

ing

Str

ate

gie

s

D

idact

ic M

ate

rials

Agri

cult

ura

l t

ools

-

Use

app

ropr

iate

tool

s to

do

gard

enin

g-

Pro

tect

sel

f fr

om

inju

ry a

t all

tim

es

Agri

cult

ura

l t

ools

-

Use

app

ropr

iate

tool

s to

do

gar

deni

ng

- P

rote

ct s

elf

from

inju

ry

at a

ll ti

mes

- Te

amw

ork,

PB

L

- O

utdo

or le

sson

s-

Rol

e-pl

ay/s

imul

atio

n

Cut

lass

, hoe

, spa

de,

digg

er, r

ake,

wat

erin

g ca

n, p

ictu

res,

il

lust

rati

ve c

hart

s

Gard

enin

g/f

arm

ing

- G

ood

prac

tice

s (w

ater

ing,

wee

ding

)

- S

elec

t see

ds th

at a

re

good

for

pla

ntin

g -

Car

e fo

r pl

ants

in th

e ga

rden

Gard

enin

g/f

arm

ing

- P

roce

dure

s-

Pla

ntin

g di

stan

ces

- G

ood

prac

tice

s

(mul

chin

g, th

inni

ng)

- P

lant

see

ds

- C

are

for

plan

ts in

the

gard

en

- Te

amw

ork,

PB

L

- O

utdo

or le

sson

s-

Man

ual w

ork

Cor

n, g

roun

dnut

s,

bean

s, m

elon

s, p

ictu

res,

ch

arts

, wat

er, w

ater

ing

cans

, sti

cks,

rop

es, j

ars,

pl

asti

c bo

ttle

s, g

love

s

Soil

enri

chm

ent

-Man

ures

- Id

enti

fy d

iff e

rent

types

of

man

ure

s

-Use

man

ure

to

impro

ve

the

soil

- S

how

love

for

agri

cult

ure

Soil

en

rich

men

t

- M

anure

s

- Id

enti

fy d

iff e

rent

types

of

man

ure

s

-Use

man

ure

to i

mpro

ve

the

soil

- S

how

love

for

agri

cult

ure

- T

eam

work

, P

BL

- O

utd

oor

less

ons

- P

ract

ical

work

Food w

aste

, dung,

glo

ves

Liv

esto

ck f

arm

ing

- A

nim

al c

are

- F

eedin

g a

nd

pro

tect

ion o

f an

imal

s

- P

oult

ry/P

igger

y

-Shee

p, goat

&

cat

tle

rear

ing

-Sna

ils,

rab

bit,

fi sh

fa

rmin

g

- F

eed

dom

esti

c an

imal

s-

Pro

duce

ani

mal

fee

d -

Car

e fo

r an

imal

s-

Sho

w lo

ve f

or

anim

als

Liv

esto

ck f

arm

ing

An

imal

care

- Ani

mal

fee

d: f

owls

, pi

gs, d

ogs,

cat

s-S

heep

, goa

t -S

nail

s, r

abbi

t, co

ws

- F

eed

dom

esti

c an

imal

s-

Pro

duce

ani

mal

fee

d-

Car

e fo

r an

imal

s-

Sho

w lo

ve f

or a

nim

als

- Te

amw

ork,

PB

L

- O

utdo

or le

sson

s-

Use

of

reso

urce

per

sons

- V

isit

s to

ani

mal

far

ms

Cor

n, s

oy b

eans

, cr

ayfi

sh, d

ried

fi sh

re

mai

ns, v

eget

able

st

ems,

bag

s, c

age,

m

orta

r an

d pe

stle

Voc

atio

nal S

tudi

es c

onte

nts,

exp

ecte

d le

arni

ng o

utco

mes

, sug

gest

ed m

etho

dolo

gy a

nd d

idac

tic

mat

eria

ls



Con

ten

ts o

f A

rts

Tab

le 2

6:

Art

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Vis

ual A

rts

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy A

nd

Did

act

ic M

ate

rials

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g /

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Dra

win

g a

nd

co

lou

rin

g

Dra

win

gC

olou

ring

- D

raw

pla

in s

hape

s an

d ot

her

obje

cts

- C

olou

r ob

ject

s us

ing

appr

opri

ate

colo

urs

- D

evel

op th

eir

fi ne

/sm

all

mot

or s

kill

s

Dra

win

g a

nd

co

lou

rin

g

Dra

win

gC

olou

ring

- D

raw

pla

in s

hape

s an

d ot

her

obje

cts

- C

olou

r ob

ject

s us

ing

appr

opri

ate

colo

urs

- S

how

dex

teri

ty in

han

dlin

g dr

awin

g m

ater

ials

- D

emon

stra

tion

- T

rial

and

err

or-

Team

wor

k-

Out

door

wor

k

Pen

cils

, rul

ers,

fel

t pen

s,

pape

r, ca

rdbo

ard,

sla

tes,

co

lour

ed p

enci

ls, c

hart

s/pi

ctur

es, s

tenc

ils

Pain

tin

g

- M

ater

ials

-

Fre

e an

d co

ordi

nate

d pa

inti

ng

- Id

enti

fy p

aint

ing

mat

eria

ls-

Pro

duce

pai

nt f

rom

loca

l m

ater

ials

- U

se p

aint

ing

mat

eria

ls to

pa

int o

bjec

ts\s

urfa

ces

- S

how

love

for

bea

uty

and

colo

ur c

oord

inat

ion

Pain

tin

g

- C

oord

inat

ed

pain

ting

- P

rodu

ce p

aint

fro

m lo

cal

mat

eria

ls-

Use

mor

e th

an o

ne c

olou

r to

pai

nt a

n ob

ject

- In

terp

ret t

heir

wor

k of

art

- S

how

love

for

bea

uty

and

colo

ur c

oord

inat

ion

- D

emon

stra

tion

- T

rial

and

err

or-

Team

wor

k-

outd

oor

wor

k-

Fli

pped

cla

ssro

om

Avo

cado

see

ds, c

ola

nuts

, fl

ower

s, c

olou

red

penc

ils,

ch

alk,

fel

t pen

s, c

ardb

oard

pa

per,

scho

ol fi

eld,

buc

ket,

brus

h, w

ater

, apr

on, g

love

s,

mou

th m

ask

Per

form

ing A

rts

Mu

sic

- S

ol-f

a no

tati

ons

- S

ongs

- M

usic

al

inst

rum

ents

- Id

enti

fy d

iff e

rent

trad

itio

nal

musi

cal

inst

rum

ents

-

Sin

g r

espec

ting m

usi

cal

note

s-

Pla

y m

usi

cal

inst

rum

ents

- T

reas

ure

work

iing w

ith j

oy

Mu

sic

- S

ol-

fa n

ota

tions

- S

ongs

- Id

enti

fy m

usi

cal

note

s-

Sin

g r

espec

ting m

usi

cal

note

s-

Pla

y m

usi

cal

inst

rum

ents

-

Tre

asure

work

iing w

ith j

oy

- U

se o

f so

l-fa

nota

tions

- S

ingin

g

- C

onduct

ing

- H

um

min

g

Songs,

sol-

fa n

ota

tions,

CD

, dr

ums,

fl ut

es x

ylop

hone

, sa

xoph

one,

gon

g, r

attl

es,

mou

th o

rgan

s, a

udio

-vis

ual

aids

Rh

yth

m/b

eats

- Id

enti

fy d

iff e

rent

bea

ts

- R

espec

t rh

yth

mR

hyth

m/b

eats

- Id

enti

fy d

iff e

rent

bea

ts

- P

roduce

bea

ts o

f th

eir

choic

e-

Res

pec

t rh

yth

m

- S

ylla

bifi

cati

on

(pro

noun

ce w

ords

in th

e so

ng c

lear

ly in

syl

labl

es)

- D

emon

stra

tion

s

Son

gs, s

ol-f

a no

tati

ons,

CD

dr

ums,

fl ut

es x

ylop

hone

Dan

ce

-Dan

ce s

teps

- Id

enti

fy v

ario

us d

ance

st

eps

- P

ract

ise

diff

ere

nt

dan

ce

step

s-

Dan

ce g

race

full

y

Dan

ce

-Dan

ce s

teps

- P

ract

ise

diff

ere

nt

dan

ce

step

s-

Dan

ce g

race

full

y

- D

emonst

rati

ons

-Cooper

ativ

e le

arnin

g-

Guid

ed t

our

- U

se o

f re

sourc

e per

sons

- C

han

ting a

nd d

anci

ng

- P

airi

ng

Appro

pri

ate

cost

um

es a

nd

pro

ps



Con

ten

ts o

f P

hysi

cal

Ed

uca

tion

an

d S

port

s T

ab

le 2

7:

Ph

ysi

cal

Ed

uca

tion

an

d S

port

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g S

trate

gie

s

Did

act

ic M

ate

rials

Movem

ent

(Rhy

thm

ic

Act

ivit

ies)

- W

alki

ng, b

alan

cing

- S

kipp

ing

- M

atch

ing

- G

allo

ping

- H

op s

cotc

h-

Dod

ging

- D

ispla

y d

iff e

rent

rhyth

mic

movem

ents

- P

erfo

rm k

eep-fi

t

exer

cise

s

Movem

ent

(Rhyth

mic

Act

ivit

ies)

- W

alkin

g, bal

anci

ng

- S

kip

pin

,

- M

atch

ing

- G

allo

pin

g

-Hop s

cotc

h

- D

odgin

g

- D

ispla

y d

iff e

rent

rhyth

mic

movem

ents

- P

erfo

rm k

eep-fi

t

exer

cise

s

- D

emonst

rati

ons

- Il

lust

rati

ons.

- E

xpla

nat

ion

Whis

tles

, ro

pes

, ch

alk,

clay

soil

, w

ood a

sh,

bal

ls, sp

ort

swea

r,

clap

per

s, t

ow

el, buck

et,

wat

er

Rel

ays

- T

ouch

and r

un

- L

ine

pic

kin

g

- T

unnel

- Z

igza

g

- S

hutt

le

- D

emonst

rate

the

sense

of

stay

ing

atte

nti

ve

- T

reas

ure

hel

pin

g

oth

ers

Touch

and r

un

- L

ine

pic

kin

g

- T

unnel

- Z

igza

g

- S

hutt

le

- D

emonst

rate

the

sense

of

stay

ing

atte

nti

ve

- T

reas

ure

hel

pin

g

oth

ers

- D

emonst

rati

ons

- Il

lust

rati

ons

- E

xpla

nat

ion

- L

iste

nin

g, obse

rvat

ion

and i

mit

atio

n

Bal

ls, cy

linder

s, s

tick

s,

ropes

wood a

sh, to

wel

buck

et, w

ater

Sp

rin

ts

- 20 m

eter

s

- 50 m

eter

s

- R

un f

ast

over

a

giv

en d

ista

nce

- 50 m

eter

s

- 6

0 m

eter

s

- R

un f

ast

over

a g

iven

dis

tance

- D

emonst

rati

ons

- Il

lust

rati

ons

- E

xpla

nat

ion

Cla

pper

s, w

his

tles

,

wood a

sh, w

ater

, to

wel

,

buck

et

Ju

mp

s

- R

ope

jum

p

- H

igh j

um

p

- L

ong J

um

p

- R

un a

nd c

ross

over

an o

bst

acle

- P

ush

off

the

legs

wit

h

han

ds

Ju

mp

s

- R

ope

jum

p

- H

igh j

um

p

- L

ong J

um

p

- R

un a

nd c

ross

over

an

obst

acle

- P

ush

off

the

legs

wit

h

han

ds

- D

emonst

rati

ons

- Il

lust

rati

ons.

- E

xpla

nat

ion

Cla

pper

s, w

his

tles

,

wood a

sh, w

ater

, to

wel

,

buck

et



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/

Con

ten

tsE

xp

ecte

d L

earn

ing O

ut-

com

es

Un

it/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g S

trate

gie

s

Did

act

ic M

ate

rials

Th

row

s

- S

hot p

ut-

Jave

lin

- C

ombi

ne a

ctio

ns to

m

anip

ulat

e an

d pr

ojec

t ob

ject

s-

Han

dle

fam

ilia

r ob

ject

s of

diff

ere

nt

wei

ghts

- T

hro

w obje

cts

usi

ng g

ood

post

ure

Th

row

s

- S

hot

put

- Ja

vel

in

- C

om

bin

e ac

tions

to

man

ipula

te a

nd p

roj-

ect

obje

cts

- H

andle

fam

ilia

r

obje

cts

of

diff

ere

nt

wei

ghts

- T

hro

w obje

cts

usi

ng

good post

ure

- D

emonst

rati

ons

- Il

lust

rati

ons.

- E

xpla

nat

ion

Cla

pper

s, w

his

tles

,

wood a

sh, w

ater

,

tow

el, buck

et

Tea

m S

port

s

- F

ootb

all/

Han

dbal

l

- V

oll

eybal

l

- B

asket

bal

l

- T

able

ten

nis

- L

awn t

ennis

- Id

enti

fy t

he

bas

ic r

ule

s of

at l

east

one

team

sport

- P

lay w

ith m

ates

Tea

m S

port

s

- F

ootb

all/

Han

dbal

l

- V

oll

eybal

l

- B

asket

bal

l

- T

able

ten

nis

- L

awn t

ennis

- Id

enti

fy t

he

bas

ic

rule

s of

at l

east

one

team

sport

- Id

enti

fy t

he

role

s of

each

pla

yer

on t

he

fi el

d-

Pla

y w

ith

othe

rs

- D

emon

stra

tion

s -

Illu

stra

tion

s.-

Exp

lana

tion

Bal

ls, w

hist

les,

ba

sket

, net

s, b

ats,

ta

bles

, cut

s, ta

ps,

peck

s, p

aint

, wat

er,

buck

ets,

tow

el

Gym

nast

ics

- C

art w

heel

- F

orw

ard

roll

- B

ackw

ard

roll

- H

ead

bala

nce

- U

se d

iff e

rent

post

ure

s to

kee

p s

tabil

ity

- M

ove

in d

iff e

rent

way

s

usi

ng h

ands

and f

eet

Gym

nast

ics

- C

art

whee

l

- F

orw

ard r

oll

- B

ackw

ard r

oll

- H

ead b

alan

ce

- U

se d

iff e

rent

post

ure

s

to k

eep s

tabil

ity

- M

ove

in d

iff e

rent

way

s usi

ng h

ands

and

feet

- D

emonst

rati

ons

- Il

lust

rati

ons

- E

xpla

nat

ion

Whis

tles

, sp

ort

s-

wea

r, t

aps,

pec

ks,

pai

nt,

wat

er,

buck

ets,

tow

el

Physi

cal

Educa

tion a

nd S

port

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



Con

ten

ts o

f N

ati

on

al

Lan

gu

ages

an

d C

ult

ure

s

Tab

le 2

8:

Nati

on

al

Lan

gu

age

an

d C

ult

ure

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Lis

ten

ing an

d S

pea

kin

g

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Gen

erali

ties

on

NL

C

- M

y la

ngua

ge

- O

ther

lang

uage

s in

th

e co

mm

unit

y-

Cul

tura

l asp

ects

- N

ame

thei

r la

ngua

ges

- Id

enti

fy o

ther

la

ngua

ges

in th

e co

mm

unit

y-

Nam

e el

emen

ts o

f th

eir

cult

ure

Gen

erali

ties

on

NL

C

- M

y la

ngua

ge

- O

ther

lang

uage

s in

th

e co

mm

unit

y-

Cul

tura

l asp

ects

- N

ame

thei

r la

ngua

ges

- Id

enti

fy o

ther

lang

uage

s in

th

e co

mm

unit

y-

Nam

e el

emen

ts o

f th

eir

cult

ure

- D

iscu

ssio

n-

Dem

onst

rati

on

- Il

lust

rati

on

- C

onse

rvat

ion

and

dial

ogue

- R

esea

rch

and

assi

gnm

ents

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Vid

eo a

nd a

udio

cl

ips

Gre

etin

gs

- M

orni

ng- A

fter

noon

- E

veni

ng N

ight

- G

reet

peo

ple

and

resp

ond

to g

reet

ings

at

the

diff

ere

nt

per

iods

of

the

day

appro

pri

atel

y

- D

evel

op e

nth

usi

asm

to

gre

et p

eople

Gre

etin

gs

- M

orn

ing

- A

fter

noon

- E

ven

ing N

ight

- G

reet

peo

ple

and r

espond

to g

reet

ings

appro

pri

atel

y

y a

t th

e diff

ere

nt

per

iods

of

the

day

- D

evel

op e

nth

usi

asm

to

gre

et p

eople

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

ons

- D

ialo

gue

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- V

ideo

and a

udio

clip

s

Poli

te fo

rms

- R

esponse

s

Use

appro

pri

ate

poli

te

resp

onse

s

Poli

te fo

rms

- R

esponse

s

Use

appro

pri

ate

poli

te

resp

onse

s

- C

ooper

ativ

e le

arnin

g

- D

emonst

rati

ons

- Il

lust

rati

ons

- D

ialo

gue

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- V

ideo

and a

udio

clip

s

Intr

od

uct

ion

- In

troduci

ng s

elf

and

oth

ers

Intr

oduce

sel

f a

nd o

ther

s

appro

pri

atel

y

Intr

od

uct

ion

- In

troduci

ng s

elf

and o

ther

s

Intr

oduce

sel

f a

nd o

ther

s

appro

pri

atel

y

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

emonst

rati

ons

- D

ialo

gue

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- V

ideo

and a

udio

clip

s



CL

AS

S 1

CL

AS

S 2

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rials

Des

crip

tion

s

- T

radi

tion

al G

ames

-

Tra

diti

onal

oc

cupa

tion

s

- T

radi

tion

al m

eals

/ dr

inks

in th

e lo

cali

ty

- U

se a

ppro

pria

te w

ords

to

desc

ribe

trad

itio

nal g

ames

, oc

cupa

tion

s an

d m

eals

- P

lay

som

e co

llec

tive

trad

itio

nal g

ames

-

Dra

w le

sson

s fr

om th

e ga

mes

- S

how

love

for

cul

ture

Des

crip

tion

s

- T

radi

tion

al G

ames

-

Tra

diti

onal

oc

cupa

tion

s

- T

radi

tion

al m

eals

/ dr

inks

in th

e lo

cali

ty

- U

se a

ppro

pria

te w

ords

to

desc

ribe

trad

itio

nal g

ames

, oc

cupa

tion

s an

d m

eals

- P

lay

som

e co

llec

tive

trad

itio

nal g

ames

-

Dra

w le

sson

s fr

om th

e ga

mes

- S

how

love

for

cul

ture

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- Il

lust

rati

ons

- D

ialo

gue

- E

xcur

sion

s -

Sim

ulat

ion/

role

-pla

y

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Pri

nt d

ocum

ents

-

Vid

eo a

nd a

udio

cl

ips

Sk

etch

es

- S

ound

s of

ani

mal

s an

d in

sect

s an

d bi

rds

- C

hild

ren

lull

abie

s

- P

erfo

rm th

e ro

le o

f lu

llin

g a

baby

- A

ct s

ketc

hes

on

vari

ous

them

es-

Sho

w lo

ve f

or a

ctin

g

Sk

etch

es

-Sou

nds

of a

nim

als

and

inse

cts

and

bird

s-T

echn

ique

s to

car

ry

a ba

by

- P

erfo

rm th

e ro

le o

f lu

llin

g a

baby

- A

ct s

ketc

hes

on

vari

ous

them

es-

Sho

w lo

ve f

or a

ctin

g

- F

lipp

ed c

lass

room

-D

iscu

ssio

ns

-Dem

onst

rati

ons

- S

imul

atio

n/ro

le-p

lay

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Vid

eo a

nd a

udio

cl

ips

Th

e fa

mil

y

- N

ucle

ar f

amil

y-

Iden

tify

and

nam

e m

embe

rs

of a

nuc

lear

fam

ily

Th

e fa

mil

y

- E

xten

ded

fam

ily

- I

dent

ify

and

nam

e m

embe

rs

of a

n ex

tend

ed f

amil

y-

Fli

pped

cla

ssro

om

- D

iscu

ssio

ns

- D

emon

stra

tion

s -

Illu

stra

tion

s -

Sim

ulat

ion/

role

-pla

y

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Pri

nt d

ocum

ents

-

Vid

eo a

nd a

udio

cl

ips

Ora

l tr

ad

itio

ns

- S

tori

es-

Fol

ktal

es-

Son

gs

- R

ecit

atio

ns

- R

ecou

nt s

hort

sto

ries

- S

ing

song

s -

Nar

rate

tale

s-

Dev

elop

the

art o

f or

atio

n

Ora

l tr

ad

itio

n

- S

tori

es-

Fol

ktal

es-

Son

gs

- S

ketc

hes

- R

ecou

nt s

hort

sto

ries

- S

ing

song

s-

Nar

rate

tale

s-

Ent

erta

in p

eopl

e us

ing

oral

tr

adit

ions

-

Dev

elop

the

art o

f el

oque

nce

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dem

onst

rati

ons

- Il

lust

rati

ons

- D

ialo

gue

- S

imul

atio

n/ro

le-p

lay

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Vid

eo a

nd a

udio

cl

ips

Nat

iona

l Lan

guag

es a

nd C

ultu

res

cont

ents

, exp

ecte

d le

arni

ng o

utco

mes

, sug

gest

ed m

etho

dolo

gy a

nd d

idac

tic

mat

eria

ls



Rea

din

g

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Rea

din

g a

lou

d

- V

owel

s so

unds

(a

.e.i.

o.u)

- C

onso

nant

s (p

, b, t

, d,

k, g

, n )

- P

ictu

re r

eadi

ng

- R

ead

vow

els

- R

ead

cons

onan

ts-

Use

app

ropr

iate

w

ords

to d

escr

ibe

pi

ctur

es

- T

he G

ener

al

Alp

habe

t for

C

amer

ooni

an

Lan

guag

es(G

AC

L)

- P

ictu

re r

eadi

ng

- R

ead

vow

els

and

cons

onan

ts

of th

e G

AC

L-

Use

app

ropr

iate

wor

ds to

de

scri

be p

ictu

res

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- Il

lust

rati

ons

- S

imul

atio

n/ro

le-p

lay

- R

eal o

bjec

ts-

Vid

eo a

nd a

udio

cli

ps-

The

GA

CL

fl i

p c

har

t

- L

ette

r an

d w

ord

car

ds

Puzz

les

Sim

ple

word

s w

ith

one

syll

able

Rea

d s

imple

, one-

syll

able

word

s

corr

ectl

y

Sim

ple

word

s w

ith

one

syll

able

Rea

d s

imple

, one-

syll

able

word

s co

rrec

tly

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

on

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- T

he

GA

CL

fl i

p c

har

t

- L

ette

r an

d w

ord

car

ds

Num

ber

s fr

om

1-1

0R

ead n

um

ber

s 1-1

0N

um

ber

s fr

om

1-1

0R

ead n

um

ber

s 1-1

0-

Cooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- Il

lust

rati

on

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- num

ber

car

ds

and

Puzz

les

Wri

tin

g

- V

ow

els

sounds

(a.e

.i.o

.u)

- C

onso

nan

ts (

p, b, t,

d, k, g, n )

- P

ictu

re r

eadin

g

- W

rite

vow

els

- R

ead c

onso

nan

ts

- U

se a

ppro

pri

ate

word

s to

des

crib

e

pic

ture

s

- T

he

Gen

eral

Alp

hab

et f

or

Cam

eroonia

n

Lan

guag

es (

GA

CL

)

- P

ictu

re r

eadin

g

- W

rite

vow

els

and

conso

nan

ts o

f th

e G

AC

L

- U

se a

ppro

pri

ate

word

s to

des

crib

e p

ictu

res

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

on

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- V

ideo

and a

udio

cli

ps

- T

he

GA

CL

fl i

p c

har

t

- L

ette

r an

d w

ord

car

ds

Sim

ple

word

s w

ith

one

syll

able

Wri

te s

imple

, one-

syll

able

word

s

corr

ectl

y

Sim

ple

word

s w

ith

one

syll

able

Wri

te si

mple

, o

ne

–sy

llab

le

word

s co

rrec

tly

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

on

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- W

ord

car

ds

- P

uzz

les

Nat

ional

Lan

guag

es a

nd C

ult

ure

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Num

bers

1-1

0W

rite

num

bers

fro

m 1

to

10

Num

bers

1-1

0W

rite

num

bers

fro

m 1

to 1

0-

Coo

pera

tive

lear

ning

-

Fli

pped

cla

ssro

om

- D

emon

stra

tion

s -

Illu

stra

tion

- S

imul

atio

n/ro

le-p

lay

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

- N

umbe

r ca

rds

- P

uzzl

es

Gra

mm

ar

Dou

ble

vow

els/

co

nson

ants

(de

pth…

) gb

– n

t – ts

– n

d –

kp

- R

ead

lett

er s

ound

s

corr

ectl

y-

Sho

w in

tere

st in

re

adin

g

Dou

ble

vow

els/

co

nson

ants

(d

epth

…)

gb –

nt –

ts

– n

d –

kp

- R

ead

lett

er s

ound

s c

orre

ctly

- S

how

inte

rest

in r

eadi

ng-

Coo

pera

tive

lear

ning

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- Il

lust

rati

on

- R

eal o

bjec

ts-

Cha

rts

- P

rint

doc

umen

ts

- G

AC

L fl

ip c

hart

-

Let

ter

and

wor

d ca

rds

Nou

ns

Cou

ntab

le

and

unco

unta

ble

noun

s

- Id

enti

fy a

nd n

ame

obje

cts,

pla

ces

and

pers

ons

Nou

ns

Sin

gula

r a

nd p

lura

l of

cou

ntab

le n

ouns

- Ass

ocia

te n

ouns

to th

eir

plur

als

- C

oope

rati

ve le

arni

ng

- D

iscu

ssio

ns

- D

emon

stra

tion

s -

Illu

stra

tion

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

- N

umbe

r ca

rds

-

Puz

zles

Ten

ses

- P

rese

nt te

nse

- P

rese

nt c

onti

nuou

s te

nse

- D

escr

ibe

habi

tual

ac

tivi

ties

- D

escr

ibe

ongo

ing

acti

ons

Sim

ple

sent

ence

s (

subj

ect/

ver

b,

obje

ct)

Con

stru

ct s

impl

e S

VO

se

nten

ces

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

GA

CL

fl ip

cha

rt

- L

ette

r an

d w

ord

card

s

Sou

nd

rec

ogn

itio

n

Dou

ble

vow

els/

co

nson

ants

( g

b –

nt

– ts

– n

d –

kp -

th –

)

- R

ead

lett

er s

ound

s

corr

ectl

y-

Sho

w in

tere

st in

re

adin

g

Sim

ple

sou

nd

s

- th

– tm

– tb

-S

ymbo

ls o

f ph

onem

s (G

AC

L)

- R

ead

lett

er s

ound

s c

orre

ctly

- S

how

inte

rest

in r

eadi

ng-

Coo

pera

tive

lear

ning

-

Fli

pped

cla

ssro

om

- D

iscu

ssio

ns

- D

emon

stra

tion

s -

Illu

stra

tion

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

- an

d P

uzzl

es

- G

AC

L fl

ip c

hart

Voca

bu

lary

Sim

ple

wor

ds

draw

n fr

om th

e va

riou

s IL

T

- U

se n

ew w

ords

in a

co

nver

sati

on

- S

how

love

for

le

arni

ng n

ew w

ords

an

d la

ngua

ges

Voca

bu

lary

- D

ays

of th

e w

eek

Sim

ple

wor

ds

draw

n fr

om th

e va

riou

s IL

T

- L

ist t

he d

ays

of th

e w

eek

- U

se n

ew w

ords

in a

co

nver

sati

on

- S

how

love

for

lear

ning

new

w

ords

and

lang

uage

s

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- Il

lust

rati

ons

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Pri

nt d

ocum

ents

-

Let

ter

and

wor

d ca

rds

Nat

iona

l Lan

guag

es a

nd C

ultu

res

cont

ents

, exp

ecte

d le

arni

ng o

utco

mes

, sug

gest

ed m

etho

dolo

gy a

nd d

idac

tic

mat

eria

ls



Con

ten

ts o

f In

form

ati

on

an

d C

om

mu

nic

ati

on

Tec

hn

olo

gie

s

Tab

le 2

9:

ICT

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Basi

c K

now

led

ge

of

the

Com

pu

ter

Syst

em a

nd

IC

T T

ools

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Th

e co

mp

ute

r sy

stem

-

Sys

tem

uni

t -

Key

boa

rd-

Mou

se-

Mon

itor

-

Pri

nter

-

Sca

nner

- Id

enti

fy th

e m

ain

com

-po

nent

s of

a c

ompu

ter

syst

em-

Des

crib

e th

e m

ain

com

pone

nts

a co

mpu

ter

Com

pon

ents

of

a

com

pu

ter

syst

em

- In

put d

evic

es-

Out

put d

evic

es-

Sto

rage

dev

ices

- D

escr

ibe

the

diff

ere

nt

com

ponen

ts o

f th

e

com

pute

r.

- E

xpla

in t

he

use

s of

the

com

ponen

ts o

f th

e

com

pute

r

- D

emonst

rati

on (

may

be

thro

ugh t

he

pre

senta

tion o

f

the

physi

cal

or

pic

ture

s of

the

diff

ere

nt

com

ponen

ts of

a co

mpute

r to

pupil

s)

- D

iscu

ssio

ns

may

focu

s on

han

ds

– o

n a

ctiv

itie

s

- Q

ues

tions

and a

nsw

ers

Com

pute

r eq

uip

men

t:

Monit

or;

Key

boar

d;

Mouse

; S

yst

em u

nit

;

Pri

nte

r; C

onnec

tions

Char

ts

Loca

lly f

abri

cate

d m

ate-

rial

s (m

odel

s)

Rel

etat

ed t

extb

ooks

ICT

dev

ices

- T

he

com

pute

r

Rad

io/T

elev

isio

n s

ets

- Id

enti

fy c

om

mon I

CT

dev

ices

in s

chool

and

bey

ond

- D

escr

ibe

how

th

ese

dev

ices

tra

nsm

it i

nfo

r-

mat

ion

- R

espec

t oth

er p

eople

’s

pri

vac

y

Th

e u

se o

f co

mm

on

ICT

dev

ices

- C

om

pute

r sy

stem

- R

adio

/Tel

evis

ion

sets

- M

obil

e/fi

x ph

ones

- P

hoto

cam

era

etc.

- U

se c

omm

on I

CT

de-

vice

s in

sch

ool

- E

xpla

in h

ow I

CT

dev

ic-

es b

oost

pro

duct

ion

- R

espe

ct o

ther

peo

ple’

s pr

ivac

y

- D

emon

stra

tion

-

Dis

cuss

ions

IC

T d

evic

es in

the

Con

-te

nts

Cam

era

Cha

rts

Loc

ally

fab

rica

ted

mat

e-ri

als

Rel

ated

text

book

s

Tra

dit

ion

al

an

d

mod

ern

tools

for

com

mu

nic

ati

on

- T

radi

tion

al t

ools

-

Mod

ern

tool

s

- Id

enti

fy tr

adit

iona

l an

d m

oder

n to

ols

for

com

mun

icat

ion

- D

escr

ibe

how

they

are

us

ed to

eas

e co

mm

uni-

cati

on

Th

e u

se o

f t

rad

i-

tion

al

an

d m

od

ern

com

mu

nic

ati

on

tools

- T

radi

tion

al to

ols

-Mod

ern

ICT

too

ls

- U

se tr

adit

iona

l and

mod

-er

n c

omm

unic

atio

n to

ols

for

spec

ifi c

pur

pose

s

- D

emon

stra

tion

-

Dis

cuss

ions

T

radi

tion

al a

nd m

oder

n to

ols

(in

the

cont

ents

)C

amer

a C

hart

s/pi

ctur

esR

elat

ed te

xtbo

oks



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g

Str

ate

gie

s

Su

gges

ted

Did

act

ic

Mate

rials

Th

e k

eyp

ad

of

a

com

mu

nic

ati

on

dev

ice

- M

obil

e ph

ones

- C

omm

unic

atio

n w

ith

the

devi

ces

- S

imul

ate

the

use

of th

e ke

ypad

of

a co

mm

unic

atio

n de

vice

- U

se d

evic

es to

mak

e di

stan

ce c

omm

unic

atio

n -

Han

dle

a m

obil

e/fi

xed

phon

e or

wal

kie-

talk

ie

devi

ce

Th

e k

eyp

ad

of

com

mu

nic

ati

on

dev

ices

-Tel

epho

nes

-Rem

ote

cont

rols

-Use

the

keyp

ad o

f a

com

mun

icat

ion

devi

ce to

di

al a

nd a

nsw

er a

cal

l-

Han

dle

a te

leph

one

conv

ersa

tion

- C

omm

unic

ate

resp

ectf

ully

Dem

onst

rati

on (

pupi

ls

may

pla

y w

ith

mob

ile

devi

ces

to s

ee h

ow th

ey

hand

le th

e to

ols,

pup

ils

sim

ulat

e a

com

mun

icat

ion

scen

e)

Mob

ile/

fi x

tele

phon

es/

wal

kie-

talk

ieC

hart

sL

ocal

ly f

abri

cate

d m

ater

ials

Rel

ated

text

book

s

Rem

ote

con

trol

of

dev

ices

- R

emot

e co

ntro

l of

ICT

dev

ices

(ra

dio,

te

levi

sion

, au

dio/

vide

o pl

ayer

,)

-Des

crib

e th

e us

e of

a

rem

ote

cont

rol d

evic

e.R

emote

con

trol

- R

emot

e co

ntro

l of

ICT

dev

ices

(ra

dio,

te

levi

sion

, au

dio/

vide

o pl

ayer

)

- U

se a

rem

ote

cont

rol

devi

ce-

Wat

ch a

ppro

pria

te

chan

nels

- D

emon

stra

tion

-

Dis

cuss

ions

(m

ay f

ocus

on

han

ds-o

n ac

tivi

ties

)

Rem

ote

cont

rol,

tele

visi

on, D

VD

, rad

io

set,

char

ts c

onta

inin

g pic

ture

s of

the

diff

ere

nt

ICT

dev

ices

Loca

lly f

abri

cate

d

mat

eria

ls

Rel

ated

tex

tbooks

Key

board

an

d m

ou

se

of

a c

om

pu

ter

-The

key

boar

d o

f a

com

pute

r

-The

mouse

of

a

com

pute

r

- P

lay w

ith t

he

key

boar

d a

nd t

he

mouse

of

a co

mpute

r

-Diff

ere

nti

ate

a

key

boar

d f

rom

a m

ouse

- U

se I

CT

dev

ices

resp

onsi

bly

Key

board

an

d

mou

se o

f a

com

pu

ter

-The

key

boar

d o

f a

com

pute

r

-The

mouse

of

a

com

pute

r

- Id

enti

fy t

he

diff

ere

nt

par

ts

of

a key

boar

d a

nd a

mouse

- U

se a

mouse

to n

avig

ate

info

rmat

ion o

n a

com

pute

r

- U

se a

key

boar

d t

o t

ype

texts

- D

escr

ibe

a k

eyboar

d a

nd

the

mouse

of

a co

mpute

r

- U

se I

CT

dev

ices

resp

onsi

bly

- D

emonst

rati

on

- D

iscu

ssio

ns

- S

imula

tions

- G

uid

ed v

isit

s

- Q

ues

tions

and a

nsw

ers

Com

pute

r m

ouse

and

key

boar

d

Char

ts c

onta

inin

g

pic

ture

s of

the

key

boar

ds

and m

ouse

Loca

lly f

abri

cate

d

mat

eria

ls

Rel

ated

tex

tbooks

ICT

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Pow

er b

utt

on

s of

ICT

dev

ices

-The

pow

er b

utto

ns o

f a

com

pute

r -O

ther

IC

T d

evic

es

- Id

enti

fy th

e P

ower

bu

tton

s of

com

mon

IC

T

devi

ces

- B

ooth

a c

ompu

ter

- T

urn

off

a

com

pute

r

- U

se I

CT

dev

ices

wit

h

cauti

on

Pow

er b

utt

on

s of

ICT

dev

ices

- T

he

pow

er b

utt

ons

of

com

pute

rs , r

adio

,

DV

D

- D

escr

ibe

the

Pow

er

butt

ons

of

com

mon I

CT

dev

ices

- E

xpla

in th

e im

port

ance

of

ICT

pow

er b

utt

ons

- U

se I

CT

dev

ices

wit

h

cauti

on

- D

emonst

rati

on (

pupil

s

pra

ctis

e to

pow

er “

on”

and “

off

” av

aila

ble

IC

T

dev

ices

)

- D

iscu

ssio

ns

- Q

ues

tions

and a

nsw

ers

Mobil

e p

hones

, T

Vs,

DV

D p

layer

Char

ts c

onta

inin

g

pic

ture

s of

the

diff

ere

nt

dev

ices

Rel

ated

tex

tbooks

Inte

rnet

an

d C

om

mu

nic

ati

on

Sou

rces

of

info

rmati

on

- In

form

atio

n f

rom

lett

ers,

fi l

ms,

tea

chin

g,

announce

men

ts

- Id

enti

fy s

ourc

es o

f

info

rmat

ion

- E

xpla

in t

he

import

ance

of

sourc

es

of

info

rmat

ion

- R

ecogniz

e

the

import

ance

of

appro

pri

ate

com

munic

atio

n

Sou

rces

of

info

rmati

on

- T

ools

for

sendin

g

and r

ecei

vin

g

info

rmat

ion

- D

escr

ibe

tools

for

sendin

g

and r

ecei

vin

g i

nfo

rmat

ion

- E

xpla

in t

he

use

of

spec

ifi c

tools

- U

se t

ools

to s

end a

nd

rece

ive

info

rmat

ion

- R

ecogniz

e th

e

import

ance

of

appro

pri

ate

com

munic

atio

n

- D

emonst

rati

on (

dis

pla

y

real

or

pic

ture

s of

var

ious

sourc

es o

f in

form

atio

n f

or

pupil

s to

iden

tify

)

- D

iscu

ssio

ns

(may

focu

s

on l

etti

ng p

upil

s sh

are

thei

r id

eas

about

sourc

es

of

info

rmat

ion)

- O

bse

rvat

ion (

pupil

s

may

wat

ch a

new

s it

em

on T

V, a

fi lm

and t

ry t

o

dis

tinguis

h t

hem

)

TV

set

, D

VD

pla

yer

,

Rad

io

Char

ts c

onta

inin

g

pic

ture

s of

the

diff

ere

nt

sourc

es o

f in

form

atio

n

Loca

lly f

abri

cate

d

mat

eria

ls

Rel

ated

tex

tbooks

ICT

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



Hea

lth

, S

afe

ty a

nd

Eth

ics

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g S

trate

gie

s

Did

act

ic M

ate

rials

ICT

dev

ices

an

d s

afe

ty

mea

sure

s -

Cab

les

conn

ecte

d to

el

ectr

icit

y-

Sit

ting

dis

tanc

e - A

tele

phon

e

- Id

enti

fy b

asic

sa

fety

mea

sure

s to

be

obse

rved

whi

le u

sing

a

com

pute

r an

d ot

her

ICT

dev

ices

- R

espe

ct s

afet

y m

easu

res

ICT

dev

ices

an

d

safe

ty m

easu

res

- C

able

s co

nnec

ted

to e

lect

rici

ty-

Sit

ting

dis

tanc

e - A

tele

phon

e

- D

escr

ibe

the

appr

opri

ate

sitt

ing

posi

tion

in f

ront

a

com

pute

r-

Iden

tify

bas

ic s

afet

y m

easu

res

to b

e ob

serv

ed

whi

le u

sing

a c

ompu

ter

and

othe

r IC

T d

evic

es-

Res

pect

saf

ety

mea

sure

s an

d si

ttin

g po

siti

ons

- D

emon

stra

tion

(pu

pils

pr

acti

se h

ow to

han

dle

elec

tric

ity

cabl

es

appr

opri

atel

y)-

Dis

cuss

ions

on

safe

ty

mea

sure

s -

Obs

erva

tion

of

sitt

ing

posi

tion

s-

Que

stio

ns a

nd a

nsw

ers

Tele

phon

es, T

V, D

VD

pl

ayer

C

hart

s co

ntai

ning

pi

ctur

es r

elat

ed to

the

cont

ents

Rel

ated

text

book

s S

afet

y gl

oves

En

vir

on

men

tal co

nd

itio

ns

an

d s

ecu

rity

- R

ules

in

a co

mpu

ter

room

- V

enti

lati

on-

Sec

urit

y m

easu

res

- D

iscu

ss th

e ba

sic

envi

ronm

enta

l co

ndit

ions

and

se

curi

ty m

easu

res

in a

co

mpu

ter

room

- R

espe

ct th

e ru

les

of

the

com

pute

r ro

om

En

vir

on

men

tal

con

dit

ion

s an

d

secu

rity

- R

ules

in

a co

mpu

ter

room

- V

enti

lati

on-

Sec

urit

y m

easu

res

- E

xpla

in th

e ba

sic

envi

ronm

enta

l con

diti

ons

and

secu

rity

mea

sure

s in

a

com

pute

r ro

om- A

pply

the

secu

rity

mea

sure

s an

d ru

les

in a

com

pute

r ro

om-

Res

pect

IC

T r

ules

- D

iscu

ssio

ns (

may

fo

cus

on th

e im

port

ance

of

env

iron

men

tal

cond

itio

ns a

nd s

ecur

ity

in a

com

pute

r ro

om,

lett

ing

pupi

l sha

re th

eir

view

s ab

out t

he h

azar

ds

they

hav

e ob

serv

ed in

pe

ople

usi

ng c

ompu

ters

)-

Que

stio

ns a

nd a

nsw

ers

Cha

rts

cont

aini

ng

pict

ures

rel

ated

to th

e co

nten

tsR

elat

ed te

xtbo

oks

Com

pute

r la

bora

tory

ru

les

ICT

dev

ices

an

d h

ygie

nic

mea

sure

s

- D

escr

ibe

hygi

enic

co

ndit

ions

to b

e re

spec

ted

whi

le u

sing

a

com

pute

r an

d ot

her

ICT

dev

ices

- R

espe

ct h

ygie

nic

rule

s w

hile

usi

ng I

CT

de

vice

s

ICT

dev

ices

an

d h

ygie

nic

mea

sure

s

- D

iscu

ss b

asic

hyg

iene

rul

es

whi

le u

sing

IC

T to

ols

- App

ly h

ygie

nic

rule

s to

pr

olon

g th

e li

fe s

pan

of I

CT

to

ols

and

othe

r ob

ject

s

- D

iscu

ssio

ns (

may

fo

cus

on th

e da

nger

s of

eat

ing

food

aro

und

a co

mpu

ter;

dri

nkin

g li

quid

or

touc

hing

IC

T

devi

ces

wit

h w

et h

ands

)-

Que

stio

ns a

nd a

nsw

ers

- C

hart

s co

ntai

ning

pi

ctur

es r

elat

ed to

the

Con

tent

s-

Rel

ated

text

book

s -

ICT

hyg

ieni

c ru

les

ICT

con

tent

s, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



Basi

c N

oti

on

s of

Com

pu

tati

on

al

Th

ink

ing

CL

AS

S 1

CL

AS

S 2

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Basi

c n

oti

on

s of

Ab

stra

ctio

n

- Id

enti

fy c

omm

on

obje

cts

foun

d ar

ound

thei

r en

viro

nmen

t -

Rec

ogni

se th

at

com

pute

rs c

an s

ort o

ut

obje

cts

(car

s, b

icyc

les

) or

it

ems

wit

hout

det

ails

Th

e d

iff e

ren

ces

in o

bje

cts

(car

s,

truc

ks, b

icyc

le,

hous

e) a

roun

d th

e en

viro

nmen

t/co

mm

unit

y

- R

ecog

nise

that

obj

ects

are

m

ade

for

a pu

rpos

e-

Rec

ogni

se th

at th

e fu

ncti

on o

f ea

ch o

bjec

t is

nee

ded

to m

ake

use

of

it a

nd s

o co

mpu

ters

nee

d in

form

atio

n to

per

form

a

task

- D

iscu

ssio

ns

- O

bser

vati

on

Cha

rts

cont

aini

ng

pic

ture

s of

the

diff

ere

nt

obje

cts

around t

he

school

and b

eyond

Rel

ated

tex

t-books

Basi

c co

nce

pts

of

Alg

ori

thm

- Id

enti

fy s

teps

requir

ed

to c

arry

out

a ta

sk a

s an

algori

thm

- R

ecognis

e th

at

com

pute

rs g

o t

hro

ugh a

step

by s

tep p

roce

ss t

o

reso

lve

a pro

ble

m

Pro

cess

es:

- P

repar

ing t

ea f

or

bre

akfa

st

- P

repar

ing f

or

clas

ses

- W

ashin

g c

loth

s

- C

reat

e a

sim

ple

algori

thm

, in

div

idual

ly

and c

oll

abora

tivel

y,

wit

hout

usi

ng c

om

pute

rs t

o

com

ple

te a

tas

k

- R

ecognis

e th

at t

o r

esolv

e

a pro

ble

m, w

e nee

d t

o k

now

what

to d

o a

nd s

o t

oo, ar

e

com

pute

rs

- D

iscu

ssio

ns

- O

bse

rvat

ion

Char

ts c

onta

inin

g t

he

pic

ture

s of

diff

ere

nt

acti

vit

ies

and t

he

step

s

to b

e co

ver

ed t

o e

xec

ute

them

Rel

ated

tex

t-books

Basi

c n

oti

on

s of

Pro

gra

mm

ing

- R

ecognis

e th

at

com

pute

rs r

equir

e

inst

ruct

ions

to e

xec

ute

a

pro

gra

mm

e

- R

ecognis

e th

at

com

pute

rs r

equir

e a

seri

es

of

inst

ruct

ions

to e

xec

ute

a ta

sk

Th

e co

mp

ute

r

pro

gra

mm

e

- B

asic

tas

k a

nd

inst

ruct

ions

- R

ecognis

e th

at co

mpute

rs

hav

e pro

gra

mm

es c

reat

ed

by p

eople

to

per

form

a t

ask

- R

ecognis

e th

at c

om

pute

rs

funct

ion b

ased

on s

ets

of

sequen

tial

inst

ruct

ions

- D

iscu

ssio

ns

- O

bse

rvat

ion

Char

ts c

onta

inin

g t

he

pic

ture

s of

diff

ere

nt

acti

vit

ies

and t

he

step

s

to b

e co

ver

ed t

o e

xec

ute

them

Rel

ated

tex

tbooks

ICT

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



Bibliography

Amin, M. E. (2005) Social Science Research : Conception, Methodology and Analysis.

Makere University: Uganda.

Amstrong, Th. (1994). Multiple Intelligences in the Classroom. Alexandria: Virginia: Association for Supervision and Curriculum Development (ASCD).

Berk, L. E. (2008) Infants and Children. 6th Edition. Pearson Education Inc. Boston, USA.

Brierley, J. (1994). Give me a child until he is seven: Brain studies and early childhood

education. London: The Falmer Press.

Brown, J., Collins, A., &Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher, 18(1), 32–42.

Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press

Case, R. (1992). The mind’s staircase: Exploring the underpinnings of children’s thought

and knowledge. Hillsdale,NJ: Erlbaum.

Colwill, I. &Galagher, C. (2007). Developing a curriculum for the twenty-fi rst century: the

experiences of England and Northern Ireland. In Prospects 144, vol. XXXVIII, no. 4 (Open fi le: Curriculum Developers facing Education Reform Challenges). pp. 411- 426.

Council of Europe. (2004). All European Study on Education for Democratic Citizenship

Activities E D C Policies. 2001-1004. Strasbourg

Dunn, R., &Dunn, K. (1992). Teaching elementary students through their individual

learning styles: Practical approaches for grades 3–6. Boston, MA: Allyn &Bacon.

Dyson, A. H. (1986). The imaginary worlds of childhood: A multimedia presentation.

Language Arts, 63(8), 799–808.

Eagle, E. (1989). Socioeconomic status, family structure, and parental involvement: The

correlates of achievement (Paper presented at the annual meeting of the American

Educational Research Association). San Francisco, CA.

EACEA/Eurydice, (2012a). Entrepreneurship Education at School in Europe: National

Strategies, Curricula and Learning Outcomes.Brussels: Eurydice.

Flinders, D. J. &Thornton, S. J. (Eds.). (2004). The Curriculum Studies Reader. (2nd edition).

New York: Routledge.

Flavell, J., &Wellman, H. (1977). Metamemory. In R. Kail&J. Hagen (Eds.), Perspectives

On the development of memory and cognition. Hillsdale, NJ:Erlbaum.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York:HarperCollins.

Guthrie, J. (1997). The director’s corner. NRRC News: A Newsletter of the National Reading

Research Center, 3.

Lindfors, J.W. (1999). Children’s inquiry: Using language to make sense of the world. New

York: Teachers College Press; Urbana, IL: National Council of Teachers of English.

McCarthy, B. (1997). A tale of four learners: 4MAT’s learning styles. Educational

Leadership,54(6), 46–51.

MacLeod, B. L (Ed) (2004). Advanced Early Years Care and Educationfor Levels 4 and 5.

Heinemann Educational Publishers. Oxford.

Phasha, N, Mahlo D &Deis, J.G. (Eds). (2017) Inclusive Education in African Contexts.

A Critical Reader. Sense Publishers, Rotterdam, Netherlands.



Piaget, J. (1983). Piaget’s theory. In P. H. Mussen (Ed.), Handbook of child psychology (Vol. 1). NewYork:Wiley.

Tambo L.I (2012); Principles and Methods of Teaching, Second Edition Global Tech Limbe; Design House.

Tambo L.I and Ndongko M.T. (Editors): (2000) Educational Development in

Cameroon 1961-1999; Issues and Perspectives. Nkemnji, USA.

Vygotsky, L. S. (1976). Play and its role in the mental development of the child. In J. Bruner, A. Jolly, &K. Sylva (Eds.), Play: Its role in development and evolution.

Harmondsworth, England: Penguin.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.

Wasserman, S. (1990). Serious players in the primary classroom: Empowering children

through active learning experiences. New York: Teachers College Press.

National Research Council. (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

The Sustainable Development Goals for Education 2030 (2016). Retrieved on 15 September 2016 from https://sustainabledevelopment.un.org/topics/sustainabledevelopmentgoals.

The Continental Education Strategy for Africa (CESA 16-25) (2016). Retrieved on15 September 2016 fromhttp://www.adeanet.org/en/knowledge-and-resources/the-african-union-continental-education-strategy-for-africa-cesa-16-25.

Sternberg, R. (1996). Myths, counter myths, and truths about intelligence. Educational

Researcher, 25(2), 11–16.

Republic of Cameroon: Law N°98/004 of 14 April 1998; To Lay Down Guidelines

for Education in Cameroon.

Republic of Cameroon, Decree No 2012/268 of 11 June 2012 on the Organisation of the Ministry of Basic Education(2012).

Republic of Cameroon (2013), Education and Training Sector Strategy Paper (2013-2020).

Republic of Cameroon, Ministry of Economy and Planning (2009). Growth and Employment

Strategy Paper: Reference Framework for Government Action over the Period 2010 – 2020.

Republic of Cameroon, Ministry of National Education: National Syllabuses for English

Speaking Primary Schools (2000),Cameroon.

The 1996 Constitution of the Republic of Cameroon.

Water Supply and Sanitation Collaborative Council, (WSSCC) Training of Trainers Manual on

Menstrual Hygiene Management, February 2013, Mumbai India.

National Core Competencies for Cameroon Primary Schools.

The Seychelles Early Learning Framework. Being, Belonging, Becoming. (2015) Ministry of

Education.

The Ontario Curriculum Grades 1-8 on Science and Technology: (2007).



Glossary

Assessment: It is the process of objectively understanding learners’ conditions through observations and measurements in order to provide feedback to parents, learners and to some extent, pedagogic supervisors. The measurement process is meant to improve on learning outcomes. 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 (KSA) that enable learners not only to perform tasks but to behave suitably in society. These include basic KSAs needed by all primary school leavers for personal fulfi lment and development, active citizenship for social inclusion and employment.

Contents: These are learning materials that make up the unit as expressed in column one of the tables that show the structure of the subjects.

Core competences to be developed: These competences are drawn from the seven core competences identifi ed in the National Core Skills Document built by ministries in charge of education in Cameroon in 2012 following instructions from the Prime Minister.

Domain: The fi ve major teaching-learning areas in the primary school. Subjects 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 four broad based competences outlined by the State in the Cameroon National Core Skills Framework.

Evaluation Criteria. These are verifi able elements in quantity and quality that make up awaited evidence or behavioural/attitudinal change to show proof of the possession of the competences developed.

Expected Learning Outcomes: (ELOs) These are behavioural and attitudinal changes to be manifested by learners in the teaching/learning process. These changes culminate in the development of competences and the learning contents are built on them.

Integrated Learning Themes: Integrated Learning Themes refer to familiar themes that guide learning. They are used to make learning real as they connect learning to real world experiences and make pupils to examine issues through diff erent lenses. They are carefully selected from the

child’s physical, economic and socio cultural milieu These themes bring about logical thinking and

collaboration in the teaching-learning process wherein, all the activities are seen as a whole rather than

as separate chunks.

Knowledge, Skills and Attitudes (KSAs): This is a concept where learning is viewed as the

acquisition of knowledge, the application of the acquired knowledge into skills and the integration of

knowledge and skills to build attitudes. These three, when built within a particular time frame, develop

competences in the learners.

Knowledge: Discipline specifi c contents. This elicits lower level thinking skills like recall and

understanding.



Skills: This entails the application of knowledge. They 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 application, analysis and synthesis.

Attitudes: Attitudes refer to good behaviour and “common sense” and involve acceptable behaviour in the society. In more concrete terms, attitudes have to do with proper interactions with the outer world. They also bring about personal judgment of what is common good following societal norms. Attitude culminates in character.

Profi le of the learner. The profi le of the learner includes all end- of-course outcomes expressed

as a description of the kind of learner envisaged at the end of the primary cycle in terms of their

moral, physical, social, cultural and intellectual development. It has been expressed through the seven

national core skills and the four broad-based competences.

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 teaching-learning 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 learning strategies: These include the various forms of content organisation, classroom

management, settings and opportunities that will be off ered pupils whether as individuals or in groups

to enhance learning.

Terminal learning outcomes: These are statements that describe signifi cant and essential KSAs that

learners will acquire and can be reliably demonstrated at the end of the level.

Unit: This is a major content area in a given subject. It is defi ned either by natural bonding or

closeness of related elements. In the case of National Languages and Cultures, the units are defi ned

following the integrated learning themes.

Weighting: This is the allocation of teaching-learning time in percentages to the diff erent domains

following their vastness and coverage in terms of needed subjects and contents.



LIST OF CONTRIBUTORS

GENERAL SUPERVISION COMMITEE

President: Mrs Youssouf née Hadidja Alim, Minister of Basic EducationVice-President: Prof Nalova Lyonga, Minister of Secondary EducationAssisted by: Mr Ndong Soumhet Benoît, Secretary of State in the Ministry of Basic EducationMembers

Prof Atemajong Justina epse Njika, IGE-MINEDUB Prof Catherine Awoundja Nsata, IGE-MINESEC Prof Fouda Ndjodo Marcel, Representative/MINESUPMr Oyono Mbarga Hervé Mrs Tchato épse Loa Hebga Léa, Representive/MINEFOPMr Eric Wiydorla Binfon, Representative/MINSEPProf Andjiga Nicholas, Representive/ENS-YaoundeProf Tita Margaret, Representative/HTTC BamendaMr Ousmanou Oumara, Coordinator PASZEP

CONSULTANTS

Prof Therese Mungah Shalo TchombeProf Pierre Fonkoua

SCIENTIFIC COMMITTEE

President: Prof Mbala Ze BarnabéVice president: Dr Martha Zama Rapporteurs: Prof Daniel Nkemleke Prof Ngbwa Vandelin

Members Prof Patrick Kongnyuy Dr Richard Akoulouze Dr Egbe Martha Dr Djeumeni Marcelline Mr Etoua Azo’o Dieudonné Mrs Noubila Kaba Mr. Yakouba Yaya Mrs Ngon ā Mounang

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)



WRITERS

Supervision: Prof Atemajong Justina epse NjikaCoordination: Dr. Tabe John Tambe

Dr. Michael Nkwenti Ule Helen NgoeMorh Florence Bessem Mundi HortensiaNusi JeanAbongwo DavidNtwoku JacquelineAgbaw-Ebai RoselineEwunkem RitaMbah nee Mary AtamNingo DorisNchang MaryAgien MercyBame MaryDzou VivianSallah ThomasNjuh GodloveNiba Annunciata Fru Martin Che

Ngeh Bertha LabuAshu Mbi SamuelBissohong MerlinEnow Ebai AndrewGwanyama IreneKamga RaymondKome GeorgeMbina NjangMoto Grace Ndakor RoseNoubissi MadeleineNfi Joachim

Ntabe Irene

Tomoh Joseph

Celine Asonganyi

Daniel Wango

Mumah Francis

Documents

Cameroon Primary School Curriculum · this document in order to enable the nursery and primary school learners attain knowledge-based, skill-based and attitude-based proﬁ ciencies