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MINESEC – Syllabuses for T.T.C. one-year course Page 1 of 134

REPUBLIC OF CAMEROON PEACE – WORK – FATHERLAND

************ MINISTRY OF SECONDARY EDUCATION

************

LEVEL: ONE-YEAR COURSE

MINESEC 2013

OFFICIAL SYLLABUSES FOR TEACHER TRAINING COLLEGES

(T.T.C.)


CONTENT

No SUBJECTS Pages

1. Foreword 3

2. Presentation 5

3. Educational Psychology 11

4. General Pedagogy 20

5. Educational Policies and Comparative Education 28

6. School Administration and Legislation 35

7. Pedagogic Supervision 40

8. Philosophy of Education 45

9. Sociology of Education 49

10. Deontology and Professional Ethics 54

11. Introduction to Educational Statistics 57

12. Second Language (French) 60

13. Didactics of Nursery Activities 70

14. Didactics of Practical activities 76

15. Didactics of Songs and Music 80

16. Didactics of History and Geography 83

17. Didactics of Sciences and Environmental Education 88

18. Didactics of Citizenship Education 92

19. Didactics of Sports and Physical Education 96

20. French Didactics 99

21. Didactics of Mathematics 103

22. English Didactics 109

23. Didactics of Educational Technologies 114

24. Didactics of National Languages and Culture 118

25. Initiation to Action Research 125

26. Information and Communication Technologies 127

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Foreword

At this done of this millennium, a moment when Cameroon faces the

height of its attainment on the emergence horizon of 2035, secondary

education is faced with a number of challenges. Notably:

(i) To offer, in a context characterised by a high growth in

enrolment in the primary sector, quality training to maximum of

young Cameroonians ;

(ii) To prepare them, with the help of pertinent teaching/learning

approach, to integrate in the world and confront a job market

becoming more and more demanding.

On the other hand, training devices, in their conception and their

implementation, have significantly evolved. Mean while in the old schools

which concentrated mainly in the acquisition of knowledge that most

often were not contextualised, substituted all over the world, with the

worry to equip the learners to be able to face the complexities, diversities

and challenges of real life. Therefore in the place of a school cut off from

society, comes one which is integrated and worried about a sustainable

development that takes into account cultural and local experiences.

The realization of this new school registered in the education Law of

orientation and the necessity of a socio-professional insertion requires an

adoption of a pedagogic paradigm to draw up school syllabuses in line

with the Competency-Based Approach using life skills.

In this perspective, the New syllabuses for General Education, that

of Teacher training and the referential for training for Technical

Education, constitutes this great innovative movement of our educational

system and in direct link with the orientations in the Growth and

Employment Strategy Paper (GESP) that outlines from now till 2020, to

provide minimum knowledge for all Cameroonian at the level of the first

cycle of secondary education.

These Syllabuses define, in terms of Knowledge, skills, attitudinal-

knowhow, essential competences that must be acquired by students in

the course of the first cycle of the secondary Education. Thus, it clearly

gives orientations to teachers on how to organise pedagogic activities.


While congratulating the writers of these syllabuses, I call on all the

members of the education community, especially teachers to use the

new paradigm, to effectively implement it, in order to make of it a

profitable success to our educational system and, for our country

Cameroon.


PRESENTATION

1. General context of reviewing T.T.Cs. curricula The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of colleges within the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic short-comings namely:

- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;

- The one-year course duration for GCE A/L student-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachers leads to some

shortcomings on the part of GCE O/L student-teachers at the end of the course;

- The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concerns the different pedagogic reforms implemented in Basic

Education. From this crucial diagnosis confirmed by MINESEC officials, the Ministry of Secondary Education with a view to improve on the quality of teacher training for our basic educational system, decided to draw up new T.T.C. curricula taking into account the political vision advocated by the Head of State.

2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher’s Referential of Professional Activities and the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.

Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:

-Bilingual training; -Didactics of Primary subjects and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum (teaching practice…)

The training content is the same for the three levels but its dosage takes into consideration the entry qualification of student-teachers.

3. Curriculum Structure The curriculum is presented in a tabulated form of knowledge, skills, attitudinal know-how and suggested activities with stated terminal and intermediate competences. Each subject has:


- A title; - Level; - Weekly and annual time allocation; - Targeted competences ; - Terminal or intermediate competence ; - Basic professional competences; - Themes ; - Resources

4. Training time allocation

In view of the necessity for professionalization of the training, the new curriculum is undergoing significant readjustments on the time allocated to the teaching of Didactics of Primary and Nursery school activities, as well as the duration of teaching practice.

The table below summarizes time allocation:

Levels

Training domains

Three-year course: 1st

year (in hours)

Three-year course: 2nd

year (in hours)

Three-year course: 3rd

year (in hours)

Two-year course: 1st year

(in hours)

Two-year

course: 2nd year

(in hours)

One-year

course (in

hours)

Teaching practice 222 222 222 222 222 222

Didactics of Primary and Nursery school activities 510 420 510 510 510 510

Sciences of Education subjects 420 510 420 450 420 510

Bilingual training 60 60 60 60 60 60

TOTAL 1212 1212 1212 1242 1212 1302

Annual duration: 36 weeks Average number of weekly teaching hours: 34 hours

The time allocated for teaching practice and Didactics of Primary and Nursery school activities has been increased for each level. In the same vein, the teaching duration of some subjects has been readjusted, for instance Psychology in Three-year course, first year, has been reduced from 4 to 3 hours.

5. Organization of teaching practice in an academic year. In the former syllabus, the yearly duration of teaching practice was 4 weeks. This could not permit a judicious management of the three types of teaching practice:

Observation (O) ;

Guided practice (G.P.) ;

Autonomous practice(A.P.).


The table below presents this organization:

LEVELS NUMBER

OF SESSIONS

NATURE OF TEACHING PRACTICE

DURATION (in weeks)

STRUCTURES

Three-year course:1st year

2 Observation 6 3 Nursery school

3 Primary school

Three-year course:2ndyear

2 Guided practice 6 3 Nursery school

3 Primary school

Three-year course:3rd year

2 Autonomous practice 6 3 Nursery school

3 Primary school

Two-year course:1st year

2 Observation

6 2

Nursery school and Primary school

Guided practice 4 Primary school

Two-year course: 2nd year

2 Guided practice

6 2 Nursery school

Autonomous practice 4 Primary school or Nursery school

One-year course 2

Observation

6

1 Primary school

1 Nursery school

Guided practice 1 Primary school or Nursery school

Autonomous practice 3 Primary school or Nursery school

6. TIME ALLOCATION AND COEFFICIENTS

SUBJECTS

Three-year

course: 1st year

Three-year

course: 2nd year

Three-year

course: 3rd year

Two-year

course:

1st year

Two-year

course: 2nd year

One-year

course

Coefficien

t

Educational Psychology 4 3 3 3 3 3 3

General Pedagogy 3 2 3 2 3 3 3

Educational Policies and Comparative Education

2 1 1 1 1 2 1

School Administration and Legislation 2 1 1 1 1 1 1

Pedagogic Supervision // 1 1 1 1 1 1

Philosophy of Education // 1 1 1 1 1 1

Sociology of Education // 1 1 1 1 1 1

Deontology and Professional Ethics 2 1 1 1 1 1 1

Introduction to Educational Statistics // 1 1 1 1 1 1

Information and Communication Technologies 1 1 1 1 1 1 1

First Language 2 2 // 2 // // 1

Second Language 2 2 2 2 2 2 2

French Didactics 2 2 2 2 2 2 1

English Didactics 2 2 2 2 2 2 1

Didactics of Mathematics 2 2 2 2 2 2 1

Didactics of National Languages and culture 1 1 1 1 1 1 1

Didactics of Sports and Physical Education 2 2 2 2 2 2 1

Didactics of Educational Technologies 1 1 1 1 1 1 1


SUBJECTS

Three-year

course: 1st year

Three-year

course: 2nd year

Three-year

course: 3rd year

Two-year

course:

1st year

Two-year

course: 2nd year

One-year

course

Coefficien

t

Didactics of Songs and Music 1 1 // 1 1 1 1

Didactics of History and Geography // 1 1 1 1 1 1

Didactics of Citizenship Education 1 1 1 1 1 1 1

Didactics of Practical activities 2 2 2 2 2 2 2

Didactics of Sciences and Environmental Education

1 1 1 1 1 1 1

Initiation to Action Research // 1 1 1 1 1 2

Didactics of Nursery Activities 1 1 // 1 1 1 1

TOTAL 34 35 32 35 35 35 31

7. Evaluation

Evaluation in Teacher Training Colleges should be diagnostic, formative, criterion-referenced and integrating (i.e. using problem-situations). Further information is found in accompanying documents.

8. Didactic materials: Didactic materials used in Teacher Education should arouse the learner’s senses. In fact, concrete objects, illustrations, audio-visual equipment etc. will permit others to understand the concepts and good classroom practice. To that effect, student-teachers must be able to produce didactic materials from local and salvaged materials.

9. Student-teachers’ profile and training goals End-of-course terminal competence

At the end of the course, the teacher must be a field practitioner who prepares, facilitates and evaluates learning activities in respect to students’ differences, professional ethics and socio-cultural environment, by developing adapted communication strategies. Training goals

The teacher will be a professional who performs the four priority functions which are: (1) Teaching, (2) Communication, (3) Education and (4) Analysis and Regulation. This entails that he should be a reflective field practitioner: a teacher who analyses and regulates classroom practices. Reflective

fieldpractitioner


Functions Competences For a reflective field practitioner TEACHING-RELATED COMPETENCES

C11: Plan and facilitate learning / teaching activities C12: Organise class work according to various situations adapted to

learners C13: Produce and use appropriate monitoring, supervision, evaluation and

remedial education mechanisms.

COMMUNICATION-RELATED COMPETENCES

C21: Speak and write correctly the working language C22: Work in a team, collaborate with the hierarchy and the education

community.

EDUCATION-RELATED COMPETENCES

C31: Work in discipline, respect deontology and professional ethics. C32: Participate in the conception and the realisation of socio-educational

activities C33: Sensitise and accompany the education community in the domain of

environmental protection. /\

ANALYSIS AND REGULATION-RELATED COMPETENCES

C41: Analyse students’ results and class performance to evaluate pedagogic practices.

C42: Amend educational practices taking into account changes and innovations.

Teaching

Communication

Education

Analysis and regulation


REPUBLIQUE DU CAMEROUN paix-travail-patrie

------------- MINISTERE DES ENSEIGNEMENTS

SECONDAIRES -------------

INPECTION GENERALE DES ENSEIGNEMENTS -------------

REPUBLIC OF CAMEROON peace-work-fatherland

-------------- MINISTRY OF SECONDARY EDUCATION

--------------- INSPECTORATE GENERAL OF

EDUCATION ---------------

To outline the syllabuses of General Teacher Training Colleges.

THE MINISTER OF SECONDARY EDUCATION

Mindful of the Constitution Mindful of the law n°98/004 of 14 April 1988 to Law down

Guidelines for education in Cameroun;

Mindful of Decree n°2011/408 of 9 December 2011 to reorganize the Government;

Mindful of decree n° 2011/410 of 9 December 2011 to form the Government;

Mindful of decree n° 2012/267 of 11 June 2012 to organise the Ministry of Secondary Education;

HEREBY ORDERS AS FOLLOWS:

Article 1: The syllabuses for subjects taught in Teacher Training Colleges shall be

outlined as follows:


SUBJECT : EDUCATIONAL PSYCHOLOGY LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 03hours ANNUALTIME ALLOCATION : 66 hours

Targeted Competences: C11, C12, C31, C32 Terminal Competence: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Educational Psychology on the development and behaviour of a child.

COMPETENCES BASIC

PROFESSIONAL COMPETENCES

THEMES RESOURCES

C11 – Plan and facilitate learning / teaching activities

Solve problem- situations at the professional level, related to child development Solve child’s learning difficulties

GENERAL INTRODUCTION

KNOWLEDGE : - Definition of concepts: psychology, behaviour, attitude, conduct.; - Origin and importance of child psychology ; - Goals and different domains of psychology; - The different methods in psychology (introspection, clinical method, experimental method); - Relationship between Psychology and Pedagogy; - Notions of development and stages - Developmental laws; - The different factors of psychological development : biological maturation (pre-natal period, neo-natal period), impact of the environment, socio-cultural milieu and heredity.

SKILLS : -Present the background and importance of child psychology; - Define the above concepts; - Give goals and different domains in Psychology; -Describe the different methods in Psychology; - Establish a relationship between Psychology and Pedagogy - Define the notions of development and stages; -State the different factors of psychological development; -Educate the child taking into account the different stages of development.

SUGGESTED ACTIVITIES : -Study of concrete cases to illustrate the defined concepts; -Solve related problem-situations.

Psychomotor development

KNOWLEDGE : - Psychomotor development (See JEWETT’s taxonomy); - Nervous system: its functioning and organization; - General principles of motor behaviour (propagation of the nervous impulse, general organization of the nervous system in mammals) - The role of the nervous system in motor activities


COMPETENCES BASIC


THEMES RESOURCES

(sensory function, motor function); - Some aspects of the physical and motor development in the child and the adolescent; – The evolution of manual and visual coordination; - Evolution of visual fixation : grasp and visual impression; - The development of tonic function and position; - simple reflexes.

SKILLS: - Define psychomotor development; - Describe the nervous system, its structure, organization and functioning; - Define the general principles of motor behaviours; – Define the role of the nervous system in motor activities; - Analyse some aspects of the physical and motor development in the child and the adolescent; - Describe the evolution of grasp, visual and manual coordination (hand-eye coordination); - Describe the evolution of visual fixation : grasp and visual impressions; - Describe the development of tonic function and that of the position; - Describe simple reflexes; - Describe and explain some aspects of physical development of a child; - Adapt the activities to levels of child psychomotor development; -Explain how to adapt classroom practices to the stages and constraints of the psychomotor development of a child.

SUGGESTED ACTIVITIES: - Group work to build taxonomy tables to classify child psychomotor characteristics and results in relation to the stages of development ; - Activities and exercises to identify the state of psychomotor development in the child.

Cognitive development and intellectual activities

KNOWLEDGE : -Definition of intelligence and intellectual development (See BLOOM’s taxonomy); - Types of intelligence (See. HOWARD GARDNER, multiple intelligence); - Different factors of intellectual development; - Definition of mental age and I.Q. - Development of child intelligence according to Piaget; -Strategies used in developing child intelligence and thinking;


COMPETENCES BASIC


THEMES RESOURCES

- Intellectual activities: thinking (Convergent thinking, Divergent thinking, textual thinking, inferential thinking, pedagogic strategies for each type of thinking) ; creativity; -Factors of intellectual development.

SKILLS : - Define the concepts intelligence and intellectual development; -State and describe the various types of intelligence; -Describe the various factors of intellectual development; - Define mental age and I.Q. -Analyse the development of child intelligence according to Piaget; -State and explain strategies used in developing child intelligence and thinking; -Define and analyse intellectual activities; -Describe factors of intellectual development; - Adapt the activities to levels of cognitive development of a child; - Adapt classroom practices to the different

stages of child’s cognitive development

SUGGESTED ACTIVITIES: -Group work to build taxonomy tables to classify cognitive development characteristics and results in relation to the stages of development ; -Activities and exercises to identify child stages for cognitive development.

Socio-affective development

KNOWLEDGE : -Definition of concepts : Socio-affective development (See KRATHWOHL’s taxonomy) attachment, cooperation, peer influence, detachment, aggressive impulse and autonomy. - Environment and factors of socio-affective development ( family, school and peers)

SKILLS : - Define concepts related to socio-affective development; - State the factors of socio-affective development; -Manage the class group taking into consideration the socio-affective behaviours - State how to adapt the pedagogic management

to the socio-affective development stages and constraints of a child in the classroom.

- SUGGESTED ACTIVITIES : - Group work to identify and discuss children

behaviour in various social and school life situations;


COMPETENCES BASIC


THEMES RESOURCES

- Find out the origin of the behaviours and propose strategies to handle them.

Sensation and perception

KNOWLEDGE: - Definition of concepts sensation and perception, - Difference between perception and sensation; - Evolution of perception; - Syncretism, juxtaposition, comparison and synthesis in child perception. SKILLS: - Define the above concepts; - Establish the difference between perception and sensation; -Describe the evolution of perception; -Explain the process of syncretism, juxtaposition, comparison, and synthesis in child perception; -Establish the fundamental relationship between child perception and psychological processes. SUGGESTED ACTIVITIES: Practical exercises on the role of senses

LANGUAGE KNOWLEDGE : - Definition and characteristics of language (Signs and symbols) - Types of languages (Spoken language, Written language and Sign language); - Stages of language acquisition; - Language disorders or impairment/deficiencies: Congenital deafness, functional dysphasia, speech disorders (Dysarthria – Stuttering or stammering), dyslexia; - Acquired language disorders (Amnesic aphasia, sensory aphasia);

SKILLS : -Define language -State the characteristics of language and types of language -Identify language deficiencies and propose strategies for correction

SUGGESTED ACTIVITIES: Group work to classify different language deficiencies and some appropriate pedagogic strategies to ameliorate them;

Motivation KNOWLEDGE: -Definition of concepts : motivation, attention, interest; - Types of motivation; - Stages of motivation; -Motivation in classroom context; - Contribution of motivation to foster learning.

SKILLS:


COMPETENCES BASIC


THEMES RESOURCES

- Define motivation; -Present the different types of motivation; - State and explain motivation stages -Develop motivation strategies for classroom practices; -Explain the contribution of motivation to improve on learning; - Identify motivation strategies to improve on learning ; -Develop pedagogic strategies to trigger motivation ; -Develop and use various motivational situations which enhance educational action and contribute to learning.

SUGGESTED ACTIVITIES : Application of motivational strategies in solving problem-situations.

The Socio-constructivism theory

KNOWLEDGE: - Definition of concepts: constructivism (Jean Piaget), interactionnism, socio-constructivism (zone of proximal development (ZPD) by Vygotski, initial representations, meta-cognition, cognition, mediation, socio-cognitive conflict; - The socio- constructivism approach (State the constructivist and social constructivist vision for learning); -Contribution of socio-constructivism in improving learning and raising student grade levels

SKILLS : -Define key concepts related to socio- constructivism theory; -State and explain the socio-constructivism approach; - Explain how socio-constructivism theory can improve learning; - Involve the learner in the construction of knowledge using didactic situations from daily life and create a discussion forum with the student-teacher

SUGGESTED ACTIVITIES: Discussion groups bringing out the similarities and differences between constructivism and socio- constructivism;

Learning KNOWLEDGE: - Definition of concepts : Learning – conditioning, Reinforcement, Positive reinforcement, Negative reinforcement; - Learning laws (Hereditary constraints / Developmental constraints);


COMPETENCES BASIC


THEMES RESOURCES

- Classical conditioning (Pavlov); - Operant conditioning ( Skinner); - Conditions for learning (experience, starvation, adaptation, shaping behaviour, repetition and reinforcement); - Types of learning ( Trial-and-error, intuitive learning , conditioning, learning by imitation and vicarious learning, coactive learning, rote learning) and reinforcement strategies; -Learning difficulties

SKILLS : - Define concepts related to learning -State and explain learning laws; - Explain Classical and Operant conditioning (Pavlov and Skinner); -Present conditions that facilitate learning; -State and describe types of learning and strategies to improve them; -Stateand explain learning difficulties; -Develop pedagogical strategies to improve learning, identify learning difficulties and propose some remedial strategies,

SUGGESTIES ACTIVITIES: - Establishing relationship between types of learning and conditioning; - Application of learning theories in the teaching / learning process.

Memory KNOWLEDGE : -Definition of concepts : memory, retention and forgetting; -Laws and processes of memory in learning; - Stages of memory; - Types of memory and mnestic fixation strategies.

SKILLS: -Define the above concepts; -state and explain the laws and processes of memory; -State and describe the stages of memory; -State and explain the types of memory and mnestic fixation strategies; -Develop strategies to improve learners’ mnestic fixation strategies.

SUGGESTED ACTIVITIES: Memory exercises / tests related to the different sensory functions.

Graphism KNOWLEDGE : - Graphism / pre-letter formation, drawing; - Evolution of writing and drawing; - Strategies to improve pre-letter formation;


COMPETENCES BASIC


THEMES RESOURCES

- Pre-letter formation difficulties and remedial strategies.

SKILLS: -Describe pre-letter formation and drawing; - Describe the evolution of pre-letter formation and drawing; -Propose some pedagogic strategies to improve pre-letter formation ; - Describe some pre-letter formation difficulties and propose remedial strategies; -By observing a child, identify pre-letter formation difficulties and propose some remedial strategies.

SUGGESTED ACTIVITIES: Simulation on pre-letter formation in order to improve writing skills.

Attention KNOWLEDGE: -Definition and importance of attention in the mental development and intellectual improvement ; - Conditions to improve attention; -Obstacles to attention; -Difference between attention and motivation; - Methods to arouse attention.

SKILLS : - Define and give the importance of attention in the mental development and intellectual improvement; - State and justify conditions to improve attention; -State obstacles to attention; - Establish the difference between attention and motivation; -Present methods to arouse attention.

SUGGESTED ACTIVITIES: Discussions on methods used to arouse children’s attention according to various teaching contexts.

C12 – Organise class work according to various situations adapted to learners C31- Work in discipline, respect ethics and professional deontology

Use appropriate socio-pedagogic approaches in the management of various forms of school maladjustment

Children with special education needs

KNOWLEDGE: - Definition of concepts: handicap, deficiency,

handicapped child, incapacity, disability, invalidity, infirmity, indigence, accessible building, juvenile social maladjustment, school maladjustment, positive discrimination, violence against children, Child abuse, equal opportunities, inclusion, fitting, special education, coordinated special education (integrated education), socio-cultural identity;

- Types of children with special needs in education (handicapped, gifted (rapid learners), dwarfish, children from vulnerable populations, victims of violence and abuses, needy families, social inadapted or delinquent children);

- Forms / types of school maladjustment


COMPETENCES BASIC


THEMES RESOURCES

(affective, physical, sensory, intellectual, emotional, cheating, absenteeism…);

- Problems of integrating and handling children having special education needs in Cameroon education system;

- Outline of monitoring/supervision methods according to needs (didactic material and specialised pedagogic equipment according to learners’ deficiency or disability, technical aids, practical measures of positive discrimination, general notions on Braille, sign language and white cane language …);

- Orientation/ referencing modalities (interaction with families, social assistants and other actors of the rehabilitation or reeducation process, structures of special / inclusive education.)

SKILLS : - Define the above concepts -Determine and describe the different categories of children having special education needs; -State the different types/forms of inadaptation; -State and describe the various causes of maladjustment; -provide an inclusive education supervision to socially-vulnerable students; -Be able to identify and prevent different types/forms of school maladjustment and provide remedial strategies (individual pedagogic support / follow-up, orientation to other education systems or assistance) for an appropriate integration.

ATTITUDINAL KNOW-HOW : - Promote a professional attitude which

fosters individual and collective well-being, and equal participation of each learner in activities.

SUGGESTED ACTIVITIES : - Practical situation - Documentary research - Role play

- Group work to classify in tables the categories of children with special education needs

C32- Participate in the conception and the realization of socio-educational activities

Use leisure situations to improve on learning and school environment

Play and leisure activities

KNOWLEDGE: - Definition and importance of play and leisure activities; - Historical background of child play (functional play, imitation play, arbitrary play, group play ) - Pedagogic implications of leisure activities; - Video and traditional play;

SKILLS :


COMPETENCES BASIC


THEMES RESOURCES

- Define: play, leisure activities and their importance; -Describe the historical background of child play; – Describe video and traditional plays; - Apply leisure situations in the learning / teaching process; - Set up the school environment to facilitate children’s plays;

SUGGESTED ACTIVITIES : -Classify in a table the various types of play according to the age and level of learning ; -Set up a play mechanism in nursery or primary school


SUBJECT : GENERAL PEDAGOGY LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 3hours ANNUAL TIME ALLOCATION : 66 hours

Targeted Competences: C11, C12, C13, C31 Terminal Competence: At the end of the course, the student-teacher should be able to solve professional problem-situations by applying appropriate teaching principles, methods/ procedures, techniques and approaches from resources acquired from General Pedagogy.

COMPETENCE BASIC


THEMES RESOURCES

C11- Plan and facilitate learning/teaching activities

Solve problem- situations by applying principles, methods / procedures, techniques and approaches

General introduction

KNOWLEDGE : -Definition of concepts: pedagogy, education, instruction, training, shaping, teaching and learning. - Origin and importance of general pedagogy. SKILLS : - Define the above concepts; - Present the origin and importance of general pedagogy; - Identify, use and establish a link between these concepts. SUGGESTED ACTIVITIES: -Documentary research; - Guide the students towards resources that will enable them define the concepts etymologically and contextually; - Propose simple exercises that will bring out the relationship between these concepts.

General principles in pedagogy

KNOWLEDGE: Definition and importance of some general principles in pedagogy : -Principle of active participation, principle of creativity, principle of procedure (internal, external, concentric), interdisciplinary principle, principle of unit teaching and principle of adaptation. SKILLS: Define and state the importance of the above principles in pedagogy. -Apply these principles in the preparation and teaching of lessons. SUGGESTED ACTIVITIES : -Propose discussion questions and reflection themes using practical examples to enable the students transfer the knowledge from each of the principles to varied daily-life situations.

Objectives in Pedagogy.

KNOWLEDGE : -Definition and types of pedagogic objectives: goals, aims, learning objective, general objectives,


COMPETENCE BASIC


THEMES RESOURCES

specific objectives, intermediary objectives, integration objectives … - Importance of the various types of objectives. - How to state pedagogic objectives. -Parts and characteristics of pedagogic objectives. SKILLS: -Define the different pedagogic objectives. -State the importance of each pedagogy objective. -Present the different ways of stating pedagogy objective ; -State the characteristics of different pedagogy objectives ; -Formulate and use each objective in appropriate context; -Establish the difference between goals, aims and objectives in education. SUGGESTED ACTIVITIES : -Group work to formulate pedagogic objectives following given criteria and context (lesson) drawn from daily-life situations.

Planning tools/ documents

KNOWLEDGE: -Definition and importance of different types of schedule: monthly, sequential and annual time allocation. -Definition and importance of school time table and plan of activities for the nursery school ; - Components of a school time table, sequential

schemes and a programme of activities in the nursery school.

- SKILLS: Define and state the importance of the different components.

- Define and state the importance of a school time table and programme of activities for the nursery school.

- Present the componentsof a school time table, a sequential scheme and a programme of activities for the nursery school.

- Draw up a sequential scheme, time table and programme of activities;

- Organise and manage time in respect to appropriate administrative rules.

SUGGESTED ACTIVITIES : - -Draw up time tables according to the type of

class; - Draw up documents adapted to different types of

activities in order to compare and integrate the


COMPETENCE BASIC


THEMES RESOURCES

new changes and innovations.

Lesson preparation

KNOWLEDGE: - Types of lesson preparation. (long-term, immediate and psychological preparations ); - Importance of each type of preparation; - Different parts of a prepared lesson ; - Importance and link between the different parts of a lesson ; - Activities to be carried out when preparing a lesson.

SKILLS : -Identify and describe the different types of lesson preparation; -Give the importance of each type of lesson preparation; -Present the different parts of a lesson ; -Establish a link between the different parts of a prepared lesson; -Enumerate the activities to be carried out when preparing a lesson and orientate them towards the development of competences. -Prepare complete and well-structured lesson. SUGGESTED ACTIVITIES: -Propose discussion questions highlighting the consequences of a poorly prepared lesson and the advantages of a well-prepared lesson. -In collaboration with learners, put in place a list of references (test books, journals, internet, etc.). -Group work to develop a list of frequently-used questions linking the various parts of a lesson.

Teaching methods, techniques and procedures.

KNOWLEDGE: - Pedagogic methods: (dogmatic method, demonstrative method, active method, questioning methods, laboratory and child-centered method etc.); advantages and disadvantages. -Some teaching techniques ( lecture, transversal/ integrated theme approach, individual work , group work ,role play, team work, audio-visual techniques); advantages and disadvantages ; -Teaching processes (acquisition, self control, conservation); advantages and disadvantages ; -Difference between teaching methods and teaching approaches( inductive, deductive, scientific and comparative); -Difference between pedagogic methods and pedagogic practices (interactive strategies). SKILLS :


COMPETENCE BASIC


THEMES RESOURCES

-Identify the different pedagogic methods; advantages and disadvantages. -Identify the different teaching techniques; advantages and disadvantages. -Identify the different teaching processes; advantages and disadvantages. - Establish the difference between teaching methods and teaching approaches; -Establish the difference between pedagogic methods and pedagogic practices; -Choose and apply appropriate methods, approaches, techniques or procedures depending on the lesson. - Propose methods, approaches, techniques and procedures that develop competences. SUGGESTED ACTIVITIES: - Comparison of methods, approaches, techniques and procedures in classroom practices; -Design, produce and use appropriate teaching materials adapted to each method, technique and procedure.

Pedagogic approaches

KNOWLEDGE: -Different pedagogic approaches (description, psychological theory, objectives, means of realisation, evaluation): content approach, approach by objectives, The New pedagogic approach, hands on minds on, project pedagogy, competence-based approach, integration approach. -Pedagogic implications (problems solving, learning situations, ICT and teaching with ICT tools; -Procedures to each approach SKILLS : -Present the different pedagogic approaches. -Outline pedagogic implications. -Establish the differences and similarities between the approaches by determining those that are more adapted to each context. SUGGESTED ACTIVITIES: -Comparative studies on the different approaches. -Application of the different approaches in concrete situations. -Discussions on difficulties teachers face in practicing child-centered approach and propose advice. -Design projects (posters to convince parents during class councils to understand the pertinence


COMPETENCE BASIC


THEMES RESOURCES

of the NPA) using most recent ICT resources.

Lesson presentation.

KNOWLEDGE: -Requirements for lesson presentation. -Main stages of lesson presentation ( revision, observation and manipulation, research/analysis, synthesis, application / evaluation phase); -Strategies to exploit and use didactic material, individually or collectively. -Implementation of socio-constructivist theory and motivation during lesson presentation (role of the teacher, interaction between actors). SKILLS : -Present requirements for lesson presentation; - Present the main stages of lesson presentation; -Present strategies to exploit and use didactic material individually or collectively; - Implement socio-constructivist theory and motivation during lesson presentation. ATTITUDINAL KNOW-HOW : be accessible, open, flexible and creative. SUGGESTED ACTIVITIES: -Simulation; -Micro-teaching to and emphasize on the different stages and current pedagogic approaches.

Solve problem-situations using resources from the environment.

Working materials in a school.

KNOWLEDGE: -Types and importance of Working materials ( classroom materials, documents, artifacts and specimens) -Types of material (individual collective); -Black board management; -Classroom materials and pedagogic resources (documents). SKILLS: -Present and state the importance of working materials. -Identify the types of working materials. -Practice good management of the blackboard. -Choose classroom materials and pedagogic resources; -Select your material according to the lesson and environment. SUGGESTED ACTIVITIES: -Classify the different types of pedagogic materials and resources; -Produce materials; -Design a guide on how to use the materials.


COMPETENCE BASIC


THEMES RESOURCES

Organisation and Management of a normal class.

KNOWLEDGE: -Strategies on how to organise a nursery and primary school class. -Strategies on classroom management of pupils during lessons: individual, group and team; SKILLS : -Present organization strategies of a nursery and primary classroom; -Present management strategies of pupils during a lesson; -Organise classroom setting; -Apply an appropriate method; ATTITUDINAL KNOW-HOW : Be orderly and organised SUGGESTED ACTIVITIES: -Group discussions on classroom management in the primary and nursery school with references to pedagogic methods ; -Presentation and pasting of compulsory documents.

Organisation and management of large and complex groups in the context of CBA

KNOWLEDGE: -Definition and presentation of large and complex groups; - Importance of pedagogy of large and complex groups; -Organisation and teaching of large and complex groups; -Techniques of handling large and complex classes; -Advantages and disadvantages of team work.

SKILLS : -Describe a large and complex group ; -State the pedagogic importance of large and complex groups; - Present the organization of teaching in large and complex groups; -Determine the techniques of handling large and complex groups; -Present the advantages and disadvantages; -Manage an overcrowded class notably in the context of CBA; -Organise teaching in a large and complex group; SUGGESTED ACTIVITIES: -Presentation of a practical situation on pedagogy of large and complex groups.

C13- Produce and Create and Evaluation KNOWLEDGE:


COMPETENCE BASIC


THEMES RESOURCES

use appropriate monitoring, supervision, evaluation and remedial education mechanism

implement follow up /supervision, evaluation and remedial mechanism in line with the exigencies of CBA

- Definition of concepts: evaluation, items, specification table, domain, skills, taxonomy, difficulties; -Importance of evaluation (for the learner and the examiner); -Types of evaluation; -marking of assignments; -Evaluation criteria; -Specification table; -Types, criteria and modalities in constructing items; -Evaluation questions (at the end of a sequence and end of training). -Marking guide and broad sheet; - Analysing results; - Different forms of evaluation; -Remedial strategies ; -Analysing syllabuses. SKILLS : -Define concepts linked to evaluation; -State the importance of evaluation. -Identify the types of evaluation; -Mark assignments; -State and explain evaluation criteria; -Construct specification tables; -Present the types, criteria and modalities in the construction of items ( questions ); -Construct examination questions. -Construct a marking guide and a broad sheet. - Present a steps in analyzing results; -State the different forms of evaluation;

-Identify remedial. strategies ; -Analyse and evaluate syllabuses ; -Suggest activities which will help evaluate the stated competences ; -Create a mechanism for a learner to identify his/her strength and weaknesses and improve.

SUGGESTED ACTIVITIES: -Construction of a specification table, questions for end of sequence / level and marking guide; carry out remedial activities.

C31- Work in discipline, respect, deontology and professional ethics

Put in place efficient disciplinary measures to arouse learner’s emulation

Discipline and sanctions

KNOWLEDGE: - Definition and importance of concepts: discipline

and sanctions; - Types of sanctions ; -Ways to ensure discipline in the classroom; - Factors of good discipline.

SKILLS :


COMPETENCE BASIC


THEMES RESOURCES

- Define and state the importance of the concepts discipline and sanctions ;

- Differentiate types of sanctions; - State the different ways to ensure discipline in

the class; - State the factors of good discipline; - Put in place a permanent mechanism to enable

the learner to be disciplined. SUGGESTED ACTIVITIES: From a list of learners behaviour (observed from the classroom) or examples drawn from documentary research, suggest methods to be used to ensure discipline.

Emulation KNOWLEDGE: - Different types of emulation.

-Risks or inconveniences related to emulation; -Modern strategies used to emulate. SKILLS : - Present different types of emulation. - Determine the risks or inconveniences related to

emulation. - Determine modern strategies used in emulation - Develop an example of emulation without

sanctions; SUGGESTED ACTIVITIES: -Relationship between educational policies and emulation.


SUBJECT: EDUCATIONAL POLICIES AND COMPARATIVE EDUCATION LEVEL: ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 02h ANNUAL TIME ALLOCATION:44h

Targeted Competences: C11, C12, C13, C42. Terminal competence: At the end of the course, the student- teacher will be able to efficiently solve professional problem-situations, making us of resources acquired from Educational Policies and Comparative Education. EDUCATIONAL POLICIES (1h)

COMPETENCES BASIC

PROFESSIONAL COMPETENCE

THEMES RESOURCES

C11-Plan and facilitate learning/teaching activities

Plan and teach in conformity with current educational policies.

General Introduction

KNOWLEDGE: - Definition of concepts: Educational policies, educational systems, school systems, strategic vision of education, goals, aims, objectives of education; - Importance of this subject in the training of student-teachers. SKILLS: - Define these concepts using illustrations from the Cameroon education context; - Identify and use these concepts in appropriate contexts. SUGGESTED ACTIVITIES: -Documentary Research; - Case Study; - Discussions ; - Individual, pair, group work. Etc.

Basics of Educational Policy

KNOWLEDGE: Basics of educational policies.

Modes of School organisation;

Teachers’ profile;

Dynamism within the school;

Role of partners of the school;

Student’s profile, accompanying and management measures;

School syllabuses;

Textbooks and other didactic materials;

Financing of education. SKILLS: - Define the basics of Educational Policy; - Analyse and establish the correlation; between the different basics of an educational policy; -Produce didactic materials with resources of the milieu;


COMPETENCES BASIC


THEMES RESOURCES

-Evaluate and choose appropriate manual and other didactic materials. SUGGESTED ACTIVITIES: -Summary notes ; -Documentary Research; - Discussions ;

Individual, pair, group work. Etc.

C12-Organise class work according to various situations adapted to learners

Conception and analysis of an educational policy

KNOWLEDGE: - Policy orientation; -Procedures in developing an educational policy; - Method of analysing an educational policy. SKILLS: - Describe the procedures in developing an educational policy; - Present the method of analysing an educational policy; - Analyse and compare some basics of educational policy of some countries. SUGGESTED ACTIVITIES Solve contextual problem-situations from the procedure, analysis and development of an educational policy; - Discussions ;

-Individual, pair, group work. Etc.

Analysis of Educatonal Policies

KNOWLEDGE: -Determinants of analysing educational policies: demographic, social, economic, philosophical, scientific, technological, ideological, moral and judicial; -Methods of analysis: qualitative and quantitative methods. SKILLS -Present the determinants of analysing educational policies; -Explain the methods of analysis: SUGGESTED ACTIVITIES: - Solve problem situations related to the procedure of conception and analysis of an educational policy; - Discussions ;


Financing of Educatonal

KNOWLEDGE: -Sources of finance (public donations, support


COMPETENCES BASIC


THEMES RESOURCES

Policies projects from technical and financial partners and family contributions) SKILLS Identify educational financial sources and their procedure of mobilisation. SUGGESTED ACTIVITIES: -Solve problem situations related to the procedure of conception and analysis of an educational policy.

Educational vision in the Cameroon Sectorial Strategy documents

KNOWLEDGE: -The various Strategic Cameroon Education Orientation Documents. (GESP, 2035 Vision …); -The recommendations of each of these strategy documents; -Synthesis of the section related to the development of Basic Education in the following strategy documents: Sectorial Strategy of Education and Training; Growth and Employment Strategy Paper (GESP); National policy of integral development of Early Childhood. SKILLS -Present the various visions -Explain and compare the various visions . SUGGESTED ACTIVITIES: Solve problem situations related to the procedure of conception and analysis of an educational policy


COMPARATIVE EDUCATION (1h)

COMPETENCES BASIC


THEMES RESOURCES


Plan and teach in conformity with elements of Comparative Education


KNOWLEDGE: - Definition of concepts: comparison in education, reform; formal education, non-formal, literacy, informal education, special education, integrative education. -historical perspective and methods of Comparative education. - Importance of this subject in the training of student-teachers. -Domains and elements of comparing educational systems SKILLS: - Identify and use these concepts in appropriate contexts; - Integrate the comparative approach in his daily practices to enrich his knowledge on the educational system of Cameroon, the world, and increase pedagogic and educational efficiency; - Synthesise its history and present methods of comparison; - Determine the complementary relationship between formal, non-formal, special, integration, informal and literacy education while integrating contemporary challenges (inclusive education, equal opportunities, gender approach, HIV/AIDS, climate change etc) SUGGESTED ACTIVITIES: -Documentary Research; - Case Study - Discrimination exercises of concepts - Discussions ;



Amend pedagogic practices to current educational systems

Methodology in comparing educational systems: CONFEMEN method.

KNOWLEDGE: - Definition of comparison variables according to PASEC:

Access to education.

Quality of education.

Steering system.

Management System

Financing of education. SKILLS: - Efficiently analyse each of the variables as


COMPETENCES BASIC


THEMES RESOURCES

an agent of education; - Compare educational systems to improve on pedagogic and educational practices. SUGGESTED ACTIVITIES: - Discrimination exercises on abbreviations and concepts; - Synthesis or reports after investigations; - Documentary research; - Discussions ;


C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism C42- Amend educationalpractices taking into account changes and innovations

Cameroon Educational Systems before Independence.

KNOWLEDGE: -Description of policies, aims, objectives, mode of organisation, functioning, financing, certification mechanism of each of the educational systems put in place by the Germans, the French and the British in Cameroon before independence. SKILLS: - Briefly describe for each of the periods, the policies, aims, objectives, mode of organization, functioning, financing, certification mechanism of each of the educational systems put in place by the Germans, the French and the British; - Compare education mechanisms put in place by the different administrations of Cameroon before Independence; - Use traditional principles of education to improve on pedagogic practices. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes after investigations; - Discussions ; -Individual, pair, group work. Etc.

Ideological and pedagogy evolution of Cameroon educational systems (1960-1998)

KNOWLEDGE: - Presentation of reforms:

Democratisation of education (1961);

Ruralisation of education (1966);

Bilingualism (1972) ;

Collective promotion (1975);

Professionnalisation of teaching (1988) ;

National Education Forum (1995) ;

Education Orientation Law (1998). - Impact of each of the reforms on the Cameroon educational system from 1960-


COMPETENCES BASIC


THEMES RESOURCES

1998. SKILLS: -Present the chronology and the spirit of reforms of the Cameroon educational system; - Analyse the impact of the reforms; - Use the principles of the reforms to improve classroom practices; SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; - Discussions ;


Main reforms of the educational system since 1998

KNOWLEDGE: - Historical background, recommendations and impact of the reforms carried out since 1998 and those in force (National linguistic policy reforms, introduction of the teaching of National languages and cultures 2008>Ministry of Secondary Education and 2012>Ministry of Basic Education, pedagogic reforms, reforms on organisation and class management and enrolment, reforms on evaluation, reform on co-curricular activities.). SKILLS: - Recall the chronology and the spirit of reforms of the Cameroon educational system; - Master and analyse the impact of the reforms; SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; - Discussions ;


Study of some foreign educational systems.

KNOWLEDGE: - Brief presentation of Senegal educational system; - Brief presentation of Ghana educational system; - Brief presentation of Japan educational system; SKILL: Compare the afore-mentioned systems with Cameroon present day Basic Education system exclusively.


COMPETENCES BASIC


THEMES RESOURCES

SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; - Discussions ;


International organizations in charge of education

KNOWLEDGE: - Definition of abbreviations: UNESCO,CONFEMEN, ISESCO, PASEC, OIF and Commonwealth; - Brief presentation of each of the missions, sphere of competence and means to use. -Brief presentation of three types of supports received by the Ministry of Basic Education from each organisation since 2005. SKILLS: - Define the above abbreviations: - Present the supports for each organisation. - Propose strategies to exploit maximum opportunities of support from the above international organizations. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; - Discussions ;

-Individual, pair, group work. Etc..


SUBJECT : SCHOOL ADMINISTRATION AND LEGISLATION LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 1hour ANNUAL TIME ALLOCATION: 22hours

Targeted Competences: C11, C22, C31, C33 Terminal Competence: At the end of the course, the student-teacher should be able to solve meaningful professional problem-situations using resources acquired from School Administration and Legislation.

COMPETENCES BASIC


THEMES RESOURCES

I - SCHOOL ADMINISTRATION

C11 - Plan and facilitate learning/teaching activities C22 - Work in a team, collaborate with the hierarchy and the educational community

Carry out administrative duties linked to class activities


KNOWLEDGE: -Definition of the concept school administration; -Importance of school administration in the teaching profession; -Activities of school administration. SKILLS : -Define the above concept. -Explain and show the importance of school administration in the teaching profession; -Present the duties linked to each activity of school administration carried out by the class teacher and the section/level animator. SUGGESTED ACTIVITIES: - Research documentary - Summary notes ; - Presentations and discussions

Administrative writing

KNOWLEDGE: - Definition of concepts : Administration,

administrative correspondence/letters, administrative writing ;

-Principles of administrative writing ; -Different types of technical and administrative communication; - Typography. SKILLS : -Define the above concepts ; -State the different types of administrative correspondences -Present the structure and format of the different administrative correspondences with respect to their different destinations -Conveniently write administrative correspondences. SUGGESTED ACTIVITIES: -Writing of technical and administrative correspondences


COMPETENCES BASIC


THEMES RESOURCES


Interact in an appropriate manner with the hierarchy and other stakeholders of the education community

Organisation and functioning of nursery and primary schools

KNOWLEDGE: -Hierarchy - Organs and attributions (functions) SKILLS : -Present the hierarchical organisation in charge of training ; -Describe the vertical and horizontal relationship; -Present the hierarchical organization and functions in the nursery and the primary school; -Participate in the functioning of the school. SUGGESTED ACTIVITIES: - Schematic presentation of the organisation and functioning of the nursery school and the primary school.

Decision-making

KNOWLEDGE: - Decision-making process; - Steps in decision-making SKILLS : - Define the above concept ; - Outline the steps in decision-making ; - Respect the decision-making process. ATTITUDINAL KNOW-HOW : Listening, cooperation, charisma. SUGGESTED ACTIVITIES: - Simulations ; - Practical situations ; - Case studies.

C33-Sensitise and accompany the education community in the domain of environmental protection Manage resources

and prevent risks and accidents

Safety in the school milieu

KNOWLEDGE: - Definition of concepts: Safety and insurance. -Management principles ofsafety for persons and school property; - Prevention and management of emergencies, catastrophes (accidents, violence, vandalism, epidemics). SKILLS : - Define the above concepts ; - List and put into practice the management principles of safety for persons and school property. SUGGESTED ACTIVITIES: - Simulations ; - Practical situations ; - Case studies.


COMPETENCES BASIC


THEMES RESOURCES

II – SCHOOL LEGISLATION

C31 - Work in discipline, respect, deontology and professional ethics

Respect and comply with the rules and regulations in force governing the profession


KNOWLEDGE: - Definition of concepts : school legislation and internal rules and regulations; - Elements of school legislation ; - Major internal rules and regulations of a school ; - Importance of school legislation and internal rules and regulations of a school SKILLS: - Define the above concepts ; - Present elements of school legislation ; - Explain the importance of school legislation and internal rules and regulations of a school ; - Develop internal rules and regulations of a school; SUGGESTED ACTIVITIES: - Simulations ; - Practical situations ; - Case studies

Legal framework for the promotion of education

KNOWLEDGE: - Definition of concepts : Law, public law, legislative text and regulatory text ; - Hierarchy of norms or standards ; - Breach (non respect)of procedure ; - Different legislative and regulatory texts governing education in Cameroon. International Instruments :

The Universal Declaration of Human Rights and Citizen,

The Convention on the Rights of the Child adopted on 20/11/1989 and ratified on 11/01/1993

The United Nations Convention on the Rights of Persons with Disabilities adopted by the General Assembly on 13 December 2006 and signed by Cameroon on 1 October 2008;

The United Nations Standard Rules on the Equal Opportunities for Persons with Disabilities adopted in December 20, 1993;

Declaration of the Rights of Mentally Retarded Persons proclaimed by the General Assembly in its resolution 2856 (XXVI) of 20 December

African Charter on the Rights and Welfare of the Child (1990)


COMPETENCES BASIC


THEMES RESOURCES

Legislative Texts

Constitution of Cameroon

Orientation Law on Education in Cameroon, 1998

Law laying down rules on the organization and functioning of Private Education in Cameroon

Penal Code (excerpts relating to the establishment of Civil status facts )

Law N ° 2010/002 13/04/2010 on the protection and promotion of disabled persons

The Labour Code;

The organization of the civil status and provisions related to the status of individuals

Regulatory Texts • Decree to lay down the Special Status of Civil Servants of the National Education Corps • Decrees on the organization of the Ministries in charge of nursery, primary and secondary education, • Decree on the organization of public schools and fixing responsibilities of those responsible for school administration, • Decree laying down the organization and functioning of private education in Cameroon • Order implementing certain provisions of Decree No. 2001/041, • Circular letter No. D/36-01/MINSANTE/CAB 04/01/2011 on the birth certificate (Civil status) • Circular No. 24/05/C/MINESEC/SG/IGE / OBC / D / X DIVE of 11 October 2005 on the organization of examinations for hearing and visually impaired candidates; • Joint Circular Letter No. 34/06/LC/MINESEC/MINAS of 2 August 2006 on the admission of disabled children and those born to poor parents with disabilities in public Secondary Education schools; • Joint Circular Letter No. 283/07/LC/MINESEC / MINAS 14 August 2007 on the identification of disabled children and those born to poor parents with disabilities enrolled in public secondary schools and their participation in official examinations • Joint Circular Letter No. 08/0006/LC/MINESUP / MINAS of 8 July 2008 on the strengthening of the improvement of reception conditions and supervision of students with disabilities or vulnerable • Joint Circular Letter MINATD / MINTP / MINDUH /


COMPETENCES BASIC


THEMES RESOURCES

MINAS of 16/07/2013 relating to access of disabled to public infrastructure and buildings or open to the public; • The organization of examinations and concours (CAPIEMP, FSLC, CEP, Common Entrance into form one and first year technical; • Organization and functioning of APPS (Co-curricular activities). SKILLS

- Define the above concepts ; - Present the hierarchy of norms ; - Explain the notion of breach of procedure; - Present the different international instruments and

legislative texts on education in Cameroon; - Establish the link between the texts and the

teaching profession ; - Apply effectively the texts in the teaching

profession. SUGGESTED ACTIVITIES: - Documentary research;

-Simulations ; - Practical situations ; - Case studies.


SUBJECT : PEDAGOGIC SUPERVISION NIVEAU : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 01 hour ANNUAL TIME ALLOCATION : 22 hours

Targeted competence: C22, C31, C41 Terminal competences: At the end of the course, the student- teacher should be able to solve professional problem-situations using resources acquired from Pedagogic Supervision.

COMPETENCES BASIC


THEMES RESOURCES

C22- Work in a team, collaborate with the hierarchy and the education community .

Solve problem - situations using the principle of respect of hierarchy. Solve problem- situation by integrating knowledge of follow-up and evaluation activities Solve problem- situation on the bases of true collaboration and mutual respect for the educative community Solve probsituational by intergrating the acquisition of the activities of accompaniment and of evaluation Solve problem situational based on sincere collaboration and of the mutual respect with the educative community.


KNOWLEDGE: -Origin and importance of pedagogic supervision; -Goals, objectivities and attributions of pedagogic supervision; -Activities of Pedagogic supervision: Accompanying activities ( pedagogic day, collective lesson, demonstration or model lesson, pedagogic animation, pedagogic assistance. etc); Evaluation activities (class/school visit , inspection, auditing in administrative structures and schools); -The domains of pedagogic supervision (Administration, pedagogy, Co-curricular activities …); -Actors of the pedagogic supervision chain in relation to territorial competence ( national, regional or local ) and in relation to their attributions ( IGP, NPI, RIC,RPI,PA, Sub-Div. inspector, PA, HT of schools, LH); - Supervision procedures (observation, analysis, assistance, evaluation). SKILLS: -Define the above concept and the importance of pedagogic supervision; -Present a historical view of pedagogic supervision; -State the goals, objectives and the attributions of pedagogic supervision; -State pedagogic supervision activities ; -Identify the domains of pedagogic supervision; -Present the actors of the pedagogic supervision chain; -Present the procedure of supervision activities ; -Use appropriate pedagogic supervision concepts in context. ATTITUDINAL KNOW-HOW:


COMPETENCES BASIC


THEMES RESOURCES

-Develop a spirit of listening, intellectual humility, receptive, open- mind and flexible. SUGGESTED ACTIVITIES: :-Extract from MINEDUB Organizational chart (organigram ) potions of pedagogic supervision and it’s attributions; -Practical situations on the general structure of pedagogic supervision, its attributions and its functions.

Organisation of a training session

KNOWLEDGE: -Activities to be carried out before training ( preliminary information, preparation of the session); -Activities to be carried out during the session ( availability of training documents/materials ,involvement of different actors); -Activities to be carried out after the session (follow-up). SKILLS: -Describe the activities to be carried out before the training session; -Present the activities to be carried out during of the session; -Determine the activities to be carried out after the session. -Prepare and animate a training session. SUGGESTED ACTIVITIES: -Designing an organizational plan of a training session.

Pedagogic animation

KNOWLEDGE: -Forum of pedagogic animation: pedagogic seminars, sample lessons, UNAPED (Association of primary school teachers), UNIMAT (Association of nursery school teachers); -Activities to be carried out before pedagogic animation; -Activities to be carried out during the training session; -Activities to be carried out after the training session. SKILLS: -Describe the activities to be carried out before a pedagogic animation ;


COMPETENCES BASIC


THEMES RESOURCES

-Present the activities to be carried out during the training session; -State the activities to be carried out after the session -Determine the criteria to appraise lessons. - Improve on his practices, prepare and

facilitate a pedagogic animation session. SUGGESTED ACTIVITIES: -Preparation of pedagogic animation (planning, information modalities for actors, designing animation forms…) -Simulation and appraisal on pedagogic animation sessions -Simulations on sample lessons;

-Follow-up.

Pedagogic assistance

KNOWLEDGE: -Activities to be carried out before pedagogic assistance ( preliminary information on those to be assisted, preparation of the session); -Activities to be carried out during the session; -Activities to be carried out after the session. SKILLS: -Describe the activities to be carried out before pedagogic assistance; -Present the activities to be carried out during assistance; -Determine the activities to be carried out after the session; -improve on his practices, prepare and facilitate a pedagogic assistance. SUGGESTED ACTIVITIES: -Preparation of pedagogic assistance (preliminary meetings, data collection…); -Simulation; - Designing follow-up forms.

Class and school visit

KNOWLEDGE: -Definition and objectives of a visit; -The types of visits; -The activities to be carried out before, during and after the visit of an educational structure. SKILLS:

-Identify the educational structures to be visited; -Differentiate the types of visits and


COMPETENCES BASIC


THEMES RESOURCES

determine the activities to be carried out before, during and after the visit of the structures.

SUGGESTED ACTIVITIES: - Design forms for visits to educational structures; -Simulation on the visits of the structures.

Pedagogic team, education team and education community

KNOWLEDGE: -Definition and importance of pedagogic team, education team and education community; -Composition and role of different members; -Conditions for a smooth functioning of the education team. SKILLS: -Define and give the importance of the educative team; -Present the composition and role of the different members of the educative team; -Determine the conditions of its smooth functioning; -Improve student performance due to concerted actions of all the members. ATTITUDINAL KNOW-HOW: -be honest and objective. SUGGESTED ACTIVITIES: -Design educational projects with the aid of the pedagogic team.

C31- Work in discipline, respect deontology and professional ethics.

Solve professional problem-situations using deontology and professional ethicsrules.

Pedagogic Inspection

KNOWLEDGE: -Definition of Pedagogic Inspection; -Importance of Pedagogic Inspection in schools -Types of Pedagogic Inspections; -The inspection of a Head teacher (as an administrator or as a teacher) and a class teacher; - Inspection plan/schedule - Inspection form. SKILLS: -Define Pedagogic Inspection; -Determine the objectives and the importance of Pedagogic Inspection in schools ; -Present the types of Pedagogic Inspection;


COMPETENCES BASIC


THEMES RESOURCES

-Present the Inspection schedule -Describe and state the elements of an inspection form; -Improve on his practicestaking into account national expectations. SUGGESTED ACTIVITIES: -Study the regulatory texts in relation with pedagogic Inspection; -Discussions on elements ofan inspection form;

-Simulation on the different types of Inspections.

C41- Analyse students’ results and class performance to evaluate pedagogic practices.

Self-evaluation

KNOWLEDGE: - Self-evaluation variables on the educational activities of teachers (exploitation of reports from inspections, class visits, etc.); -Variables for the analysis of students’ results (educational performance, attendance rate, result curves etc.); -Data analysis related to teachers’ activities in order to apply remedial strategies. SKILLS: - Define the variables of self-evaluation; - Define the variables for the analysis of students’ results;

-Update and improve his practices. SUGGESTED ACTIVITIES: -Design instruments to analyse students’ results and class performance ;

-Use an inspection form to appraise lessons.


SUBJECT: PHILOSOPHY OF EDUCATION LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 01 hour ANNUALTIME ALLOCATION : 22hours

TARGETED COMPETENCES: C11; C12; C13; C22; C31; C33. TERMINAL COMPETENCE: At the end of the course, the student-teacher should be able to solve professional problem- situations using resources acquired in Philosophy of Education.

Competences Basic

professional competences

Themes Resources


Solve problem-situations in planning and animating teaching/learning activities using resources related to general notions and aims of education


KNOWLEDGE : -Definition of concepts: Aims, Objectives, Philosophy of Education ; - Theoretical bases of Philosophy of education; - Importance of Philosophy of Education in the training of student-teachers ; - Process of philosophical reasoning SKILLS : - Define the above concepts ; - State the theoretical basis of Philosophy of Education; - Explain the importance of Philosophy of Education in the training of the student-teachers ; - Integrate and apply the process of philosophical reasoning. SUGGESTED ACTIVITIÉS - Documentary research ; - Summary notes ; - Presentations and discussions.

Aims of education in Cameroon

KNOWLEDGE: - Definition of the concept Aims of education; - Conversion of an educational policy into

aims of education and objectives. - Aims of education and their philosophical

bases. SKILLS: - Define the above concept ; - Convert an educational policy into aims of

education and objectives; - State and explain the aims of education and

their philosophical bases; - Integrate and apply the above concepts in

the professional context. SUGGESTED ACTIVITIES :

-Documentary research ; - Summary notes ;


Competences Basic


Themes Resources

Presentations and discussions

C12 – Organize class work according to various situations adapted to teachers

Solve problem-situations using aims and possibilities of education

The problem of aims and possibilities of education

KNOWLEDGE - Definition of concepts :Aims of education

aims and possibilities of education ; - Aims of education (Individual, social and

humanitarian aims etc.); - Possibilities of education. SKILLS : - Define the above concepts ;

- Establish a link between daily-life situations with the aims and possibilities of education.

SUGGESTED ACTIVITIES :

-Documentary research ; - Summary notes ; - Presentations and discussions.

C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism

Work in a team to solve problem-situations using principles of culture, democracy, peace, social cohesion and environmental protection

Education, Training and schooling

KNOWLEDGE : Available definitions in General Pedagogy. SKILLS : - Establish a link between education and

training ; - Establish a link between education and

schooling. SUGGESTED ACTIVITIES :

Documentary research ; - Summary notes ; - Presentations and discussions

C22- Work in a team, collaborate with the hierarchy and the education community

Education and culture

KNOWLEDGE : - Definition of concepts : culture, cultural

identity, National language and national culture;

- Promotion of cultural identity, national languages and national culture in Cameroon.

SKILLS : - Define the above concepts; - Establish a link between the concepts taking

into account the school realities in Cameroon.


Documentary research ; - Summary notes ; - Presentations and discussions

KNOWLEDGE :


Competences Basic


Themes Resources

Education and democracy

- Definition of concepts : democracy ,freedom, equality and equity ;

- Promotion of democratic culture in Cameroon educational system.

SKILLS : - Definethe above concepts ; - Establish a link between the concepts taking

into account school realities in Cameroon. - Integrate and apply democratic culture in

classroom management. SUGGESTED ACTIVITIES :


C31-Work in discipline, respect, deontology and professional ethics

Education, peace and social cohesion

KNOWLEDGE : - Definition of concepts : peace and social

cohesion ; - Ideologies related to culture of peace and

social cohesion; - Role of the school in the promotion of peace

and social cohesion. SKILLS : - Define the above concepts ; - Establish a link between the concepts taking

into account the school realities in Cameroon;

- Resolve conflicts by integrating notions of social cohesion.



C33-Sensitize and accompany the education community in the domain of environmental protection

Education and Sustainable development

KNOWLEDGE : - Definition of concepts: sustainable

development and environmental protection;

- Educational stakes and sustainable development;

- Some promotional approaches of sustainable development in school. SKILLS

- Define the above concepts. - Establish a link between the concepts

taking into account school realities in


Competences Basic


Themes Resources

Cameroon; - State and explain educational stakes and

the promotion of sustainable development in Cameroon;

- Integrate the notion of sustainable development in the management of the school environment. SUGGESTED ACTIVITIES -Documentary research ;

- Summary notes ; - Presentations and discussions.


SUBJECT: SOCIOLOGY OF EDUCATION LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 01 hours ANNUAL TIME ALLOCATION: 22 hours

Targeted competences: C11, C12; C13; C22; C31. Terminal competence:At the end of the course, the student- teacher should be able to solve professional problem-situations using resources acquired from Sociology of Education.

COMPETENCES BASIC


THEMES RESOURCES

C11 – Plan and facilitate teaching /learning activities

Solve problem- situations using elements of Sociology of Education


KNOWLEDGE: -Definition of concepts: Educational Sociology and school sociology; -Importance and interest of this subject in the training of student teachers; -Components of educational sociology (language, customs ,tribe, race, religion, cultural identity); SKILLS: -Define the above concepts; -State the importance and interest of this subject in the training of student teachers; -State the components of educational sociology (language, customs, tribe, race, religion, cultural identity, etc); -Conveniently use the defined concepts in different pedagogic situations; -Explain and justify the importance of Educational sociology to a primary and nursery school teacher. ATTITUDINAL KNOW-HOW: -Be patriotic, cooperative and have a sense of general interest. SUGGESTED ACTIVITIES : -Documentary Research; - Summary notes; -presentations and discussions.

C12 – Organise class work according to various situations adapted to learners.

The school as an institution

KNOWLEDGE: -Different schools of thought on the school as an institution and as an educational structure; -Definition of types of schools: Formal education Institution, Informal education Institution, Non formal education Institution; -Presentation of sociological theories related to the theme. SKILLS: -Clearly describe the different schools of thought on the school as an institution and as an educational structure;


COMPETENCES BASIC


THEMES RESOURCES

-Define and compare some types of schools; -Present sociological theories related to the theme. -Make use of theories and ideas identified in pedagogic situations. SUGGESTED ACTIVITIES : -Documentary research; - Summary notes; -Presentations and discussions.

The school as a social Organisation

KNOWLEDGE: -Definition of concepts: Social organisation and education community; -Structure, principles and theories related to the standard functioning of a social organisation; -Role of the education community in the functioning of a school. SKILLS: Define the above concepts; -Describe structure, principles and theories related to the standard functioning of a social organisation; -Justify that a school is a social organisation for the acquisition of values; - Describe the role of the education community in the functioning of a school; -Analyse the role of the school as a social organisation in the education of the community. SUGGESTED ACTIVITIES : -Documentary research; - Summary notes; -Presentations and discussions.

Sociological factors of school success or failure in Cameroon

KNOWLEDGE: -Definition of concepts: School success, School failure, school dropout; -Some theories on the above concepts; -Some sociological factors of school success or failure in Cameroon. SKILLS: Define the above concepts; -State and develop some existing theories on school success, failure and drop out. -Develop some sociological factors of school success or failure in Cameroon. -Analyse the causes and consequences of school dropout in the community where the school is located. -Exploit basic environmental elements and


COMPETENCES BASIC


THEMES RESOURCES

innovations to improve on teaching. SUGGESTED ACTIVITIES: -Documentary research; -Presentations and discussions; -Case study; -Problems- solving.

C13 - Produce and use appropriate monitoring / supervision, evaluation and remedial educational mechanisms

Cultural heritage and education

KNOWLEDGE: -Definition of concepts: Cultural heritage and school performance. - Related theories on cultural heritage and school performance. SKILLS: Define the above concepts; - Summarise theories related to cultural heritage and school performance; - Explain the influence of cultural heritage on school performance; -Facilitate the family-school relationship to solve performance variation problems in his classroom or school. SUGGESTED ACTIVITIES: Documentary research; - Summary notes; -Presentations and discussions.

C22 – Work in a team collaborate with the hierarchy and the educational community.

Work in a team to solve problem -situations using resources related to social interactions, stratification, mobility, socialization and social class reproduction.

Education and social interactions

KNOWLEDGE: -Definition of concepts: Social interaction and interrelation. - Theories related to social interactions; - Interactions between the school and the education community in Cameroon, and their impact on the functioning of the school. SKILLS: - Define the above concepts; - State the different theories related to social interactions; - State the interactions between the school and the education community in Cameroon, and their impact on the functioning of the school. -Solve problem-situations encountered in teaching. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; -Presentations and discussions.

Education and KNOWLEDGE:


COMPETENCES BASIC


THEMES RESOURCES

social stratification

-Definition of concepts: Social stratum, social stratification and social class; -Theories related to social stratification; - Contribution of education to social stratification. SKILLS: Define the above concepts; -State and explain theories related to social stratification; - Show the contribution of education to social stratification. -Apply pertinent theories to solve professional problem-situations he will face in carrying out his function. SUGGESTED ACTIVITIES: -Documentary research; - Summary notes; -Presentations and discussions.

Education and socialisation

KNOWLEDGE: -Definition of the concept socialisation ; - Significant theories related to child socialisation; - Contribution of the school to socialisation. SKILLS: Define the above concept. -Apply relevant theories to solve professional problem-situations he will face in carrying out his function. -Show the contribution of school in socialisation. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; -Presentations and discussions.


Education and Social Mobility

KNOWLEDGE: -Definition of concepts: Social Mobility and social ascension; -Theories related to social mobility; - Contribution of the school to social mobility; SKILLS: Define the above concepts; - Apply the significant theories of social mobility in his classroom practices; - Show the contribution of the school in social mobility. SUGGESTED ACTIVITIES:


COMPETENCES BASIC


THEMES RESOURCES

-Documentary research; - Summary notes; -Presentations and discussions.

School as an institution of reproduction of social classes

KNOWLEDGE: -Definition of concepts: reproduction of social classes and social reproduction; -theories related to social reproduction of social classes (Bourdieu and Passeron) ; -Role of the school in the reproduction of social classes. SKILLS: Define the above concepts; - Apply relevant theories to solve professional problem-situations he will face in carrying out his function. - Show the contribution of the school in the reproduction of classes. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; -Presentations and discussions.


SUBJECT : DEONTOLOGY AND PROFESSIONAL ETHICS LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 01hour ANNUAL TIME ALLOCATION: 22hours

Targeted Competences: C11, C22, C31, C42 Terminal Competences: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Deontology and professional ethics.

Competences Basic

Professional Competences

Themes Resources

C11 – Plan and facilitate teaching/learning activities.

Solve problem-situations respecting ethical rules and deontology of the profession


KNOWLEDGE: Definition of concepts: Deontology, Morals and professional ethics. SKILLS: - Define the above concepts; - Explain the importance, objectives and components of deontology and professional ethics -identify, use and establish the link between the concepts. SUGGESTED ACTIVITIES: - Documentary research, - Analytical work to bring out the relevance of the subject; - Identification and formulation ofsignificant problem- situations related to the subject; - Brainstorming on moral and ethical issues.

C22 - Work in a team, collaborate with the hierarchy and the education community

Rights and obligations of a teacher

KNOWLEDGE: - Essential obligations of a teacher vis-à-vis himself, students, parents, colleagues, hierarchy, community and state; - Basic rights of a teacher vis a vis himself, students, parents, colleagues, hierarchy, community and State. SKILLS: -State the rights and obligations of a teacher from the horizontal and vertical perspective in view of harmonizing the interpersonal relationships; - Integrate the normative principles in his daily behaviour; ATTITUDINAL KNOW-HOW: - Demonstrate humility, honesty, openness, self-sacrifice, dedication and transcendence. SUGGESTED ACTIVITIES: - Simulation ;


Competences Basic


Themes Resources

- Role- play; - Case study; - Problem solving.

C31- Work in discipline, respect, deontology and professional ethics.

Duties and qualities of a teacher

KNOWLEDGE: - Duties assigned to a teacher in his profession; - Professional consciousness of a teacher, its importance and elements (the exigencies of the profession, mastery of contents…) - Qualities of a teacher (appearance, intellectual and moral qualities). SKILLS: - Identify and define the duties entrusted to a teacher in his profession (Teach, Communicate, Educate, analyze and Regulate); - Define precisely professional consciousness of a teacher and state its elements; - Highlight the importance of professional consciousness; - Identify and explain the qualities of a teacher; - Integrate and apply these principles into his profession practices taking into account contemporary challenges (fight against corruption, sexual harassment, etc.) SUGGESTED ACTIVITIES: - Simulation ; - Role-play ; - Case study; - Problem solving.

C42- Amend educational practices taking into account changes and innovations

Solve problem-situations in a working group adopting reactive, proactive and retroactive attitudes

Self-regulation

KNOWLEDGE: - Definition of concepts: retroactive, reaction, proactive, feedback, questioning, self-training and remedial strategies. SKILLS: - Define the above concepts; -Integrate and illustrate all these principles to improve on professional practices; - Present the necessity to update his knowledge to improve on professional practices; -Carry out research for self-training; ATTITUDINAL KNOW-HOW: -Be autonomous (creativity).


Competences Basic


Themes Resources

SUGGESTED ACTIVITIES: - Documentary research ; - Simulation; - Role- play; - Case studies; - Problem-solving.


SUBJECT : INTRODUCTION TO STATISTICS APPLIED TO EDUCATION LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 01 hours ANNUAL TIME ALLOCATION : 22 hours

Targeted competence: C41 Terminal competence: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Introduction to statistics applied to education.

COMPETENCES BASIC


THEMES RESOURCES

C41-Analyse students’ results and class performance to evaluate the pedagogic practices.

Solve problem-situations using mathematical language and symbols applied to statistics.


KNOWLEDGE: -Definition of concepts: statistics, descriptive statistics, inferential statistics, constant parameter, variable (continuous, discrete, dichotomous), score, population, sample, index, hypothesis, test, pre-test, post-test. - Pre-requisite notions in mathematics: the notion of addition; the notion of products; mathematical signs and symbols etc. - objectives of statistics - Importance of statistics in teaching. - Principles of statistics: objectivity, accuracy, reliability, etc. SKILLS: - Define the above-mentioned concepts and establish the link between them. -Explain and use mathematical signs and symbols, the notions of addition and products - Present the objectives and importance of statistics - Present the principles of statistics. SUGGESTED ACTIVITIES: - Documentary research.

Different types of measurement scales or data

KNOWLEDGE: -Types of measurement scales or data-(nominal, ordinal, interval, proportional) ; SKILLS: -State and define the different types of measuring scales or data SUGGESTED ACTIVITIES: - Research - Practical exercises

Solve problem- situations using

Frequency distribution

KNOWLEDGE: -Definition of concepts: maximum score, minimum score, range, observations, frequency, cumulative observations, cumulative


COMPETENCES BASIC


THEMES RESOURCES

data representation, graphical analysis and interpretation.

frequency ,class interval, class size, class mid-point ,lower and upper class limits, lower and upper class boundaries SKILLS: -Define and explain the above concepts -Use them in varied situations SUGGESTED ACTIVITIES: - Practical exercises

Data representation

KNOWLEDGE: - Tables, bar charts and pie charts, histograms - Frequency polygon, frequency curves. SKILLS: - Establish a distribution table of frequencies following the type of variable; - Explain the different forms of representation of statistical data; -Represent statistical data in different forms - Convert the data from a distribution table to a graph and vice versa. SUGGESTED ACTIVITIES: - Practical exercises

Solve problem- situations involving analysis and interpretation of data from numerical indicators.

Measurements of central tendency

KNOWLEDGE: - mode, median, mean; - Mode (case of ungrouped data and case of grouped data); - Median (case of ungrouped data and case of grouped data); - Mean (case of ungrouped data and case of grouped data). SKILLS: - Define and explain the concepts through calculations; - Conveniently use the concepts in varied situations. SUGGESTED ACTIVITIES: - Practical exercises

Relative position indicators

KNOWLEDGE: - Quartiles (case of ungrouped and case of

grouped data); - Deciles (case of ungrouped and case of

grouped data) ; - Percentiles (case of ungrouped and case of

grouped data) ;


COMPETENCES BASIC


THEMES RESOURCES

- Percentile ranks. SKILLS: - Define and explain the concepts through calculations; -Conveniently use the concepts in varied situations SUGGESTED ACTIVITIES: - Practical exercises

Measurements of dispersion

KNOWLEDGE: - Range and mean deviation; - Variance and standard deviation; - Variation coefficient; - Interpretation of the standard deviation.

SKILLS: - Define and explain the concepts through calculations; - Conveniently apply the concepts in varied situations; - interpret and correctly find standard deviation in varied situations. ATTITUDINAL KNOW-HOW: -Be rigorous, methodical and integrate a scientific approach in solving statistical problems. NB: this attitudinal know-how is transversal to all levels of competences.

SUGGESTED ACTIVITIES: - Practical exercises


DISCIPLINE : Formation Bilingue (FRENCH) NIVEAU : Baccalauréat / ONE-YEAR COURSE

HORAIRE HEBDOMADAIRE : 2h HORAIRE ANNUEL : 44 h

Competence Cible : C21 Competence Terminale : A la fin de sa formation, l’élève maître doit pouvoir s’exprimer (à l’écrit et à l’oral) correctement en sa deuxième langue officielle dans divers contextes et situations.

COMPETENCES COMPETENCES

PROFESSIONNELLES DE BASE

THEMES RESSOURCES

C21 : S’exprimer à l’oral et à l’écrit, en francais deuxième langue officielle de communication et de fonctionnement

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne relevant des Interactions avec des proches ou des pairs

Rencontres et relations humaines

SAVOIRS : A-Savoirs notionnels 1 – Grammaire - La phrase simple : V + C / S + V+ Attribut ; - Les classes des mots : l’article, le nom, le

verbe ; - L’accord sujet-verbe ; - Les pronoms personnels sujets, les adjectifs

de nationalité. 2 – Conjugaison le mode indicatif, le mode impératif - Le présent des verbes avoir et être ; - le présent des verbes du 1er groupe

o Le cas des verbes en ger, cer et yer. o Le cas des verbes pronominaux.

- Le présent des verbes du 2ème groupe - Le présent des verbes irréguliers : venir et

autres verbes en –ir. 3 – Orthographe - Les lettres et les sons : / j / ; / S / ; / Z / - Les homophones : est /aie 4 – Vocabulaire - Le lexique des présentations, les professions

et les nationalités. 5 – Expression orale - Construction et dramatisation de dialogues

sur les présentations ; - Jeu de rôle 6 – Lecture - d’un dialogue ; - d’un texte présentant ou faisant le portrait d’un

individu. B- Savoirs méthodologiques (Expression écrite /Rédaction) - Remplissage de documents




THEMES RESSOURCES

SAVOIR-FAIRE : - Écouter et noter les coordonnées d’une

personne ; - Lire et remplir un formulaire ou une fiche ; - Repérer un individu ; - Prendre la parole en public ; - Décrire ou faire le portrait de quelqu’un ; - Donner ou demander des renseignements sur

quelqu’un. SAVOIR-ETRE : - Sens de l’observation ; - Curiosité ; - Sens du respect ; - Sens de la convivialité ; - Sobriété ; - Organisation ; - Sens de l’écoute ; - Confiance en soi ; - Sens de l’improvisation, de la courtoisie et de

la créativité. ACTIVITES SUGGEREES : - Récitation de poèmes – Dramatisation des dialogues – Initiation à la construction des dialogues -Recherche documentaire

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne relevant des déplacements quotidiens, du respect des consignes, des petites tâches en famille et dans la communauté

Vie familiale et sociale

SAVOIRS : A-Savoirs notionnels 1 – Grammaire - Les classes de mots : les pronoms personnels

compléments (le, la, l’, elle(s) ; - Le verbe : le verbe d’état/verbe d’action ; - L’adjectif qualificatif : emploi et accord ; - La phrase : la phrase simple (construction aux

formes affirmative et négative) ; - La phrase : phrase minimale et phrase

étendue (expansions de la phrase) ; - Les prépositions de localisation spatiale 2 – Conjugaison -Le mode indicatif : Le passé composé (les participes passés et leurs formations, l’emploi des auxiliaires avoir et être, formation et emploi du passé composé) 3– Orthographe




THEMES RESSOURCES

- Les sons et les lettres : /K/, /S/, /Z/ ; - L’affixation : suffixes et préfixes (formation

des mots) 4 – Vocabulaire - Comment utiliser un dictionnaire bilingue ; - Vocabulaire de la famille et de la vie

communautaire ; - Les synonymes/ les antonymes. 5 – Expression orale - Stratégies d’écoute et de prise de parole ; - Commentaire oral d’images (photo familiale ou

photos de la communauté dans une activité donnée, etc…

- Récitation (textes sur la famille) ; - Sketches (sur les problèmes familiaux) 6 – Lecture - Dialogues ; - Passages présentant la structure d’une

famille, les occupations domestiques ou les travaux communautaires ;

Passages ou images présentant les problèmes familiaux ou les problèmes de la vie en société. B- Savoirs méthodologiques (Expression écrite / Rédaction) - Description d’objets ; - Portrait d’une personne à qui l’on voudrait

ressembler ; - Portrait d’un animal, d’un membre de la

famille ou de la communauté. SAVOIR-FAIRE : - Parler de sa famille - Remplir des tâches précises dans le cadre de

la famille - Participer à la vie communautaire - Lire et écouter des consignes - Lire un règlement - Repérer un itinéraire - Prendre la parole en public - Lire des panneaux et des annonces - Décrire un objet ou faire le portrait d’un être

humain - Rendre compte d’une activité en famille ou

dans la communauté - Réciter un poème




THEMES RESSOURCES

SAVOIR- ETRE : - Sens de l’observation, de la curiosité et de

l’organisation - Attention et application - Discernement - Créativité - Sens de l’écoute et esprit d’équipe ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description des

parties du discours étudiées, exercices de substitution, de transformation.

Réception écrite : technique de lecture expressive Expression orale : techniques de l’écoute - Production écrite et orale - La phrase, le paragraphe ; - Le jeu de rôle ; - La dramatisation ; - L’exploitation des images.

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne relevant de la vente d’un bien de consommation ou d’un service, de l’achat de produits de consommation, de l’épargne et activités bancaires et de la participation à une foire ou une kermesse

Vie économique

SAVOIRS : A-Savoirs notionnels 1 – Grammaire - Les degrés de signification de l’adjectif

qualificatif : les comparatifs ; - Les adjectifs numéraux cardinaux et

ordinaux ; - Les conjonctions de coordination 2 – Conjugaison - Le mode indicatif : l’imparfait (formation et

emploi) ; - Le contraste passé composé – imparfait 3 – Orthographe - Homophones grammaticaux et lexicaux :

terminaisons du présent et de l’imparfait (leur prononciation) ;

- Ce, se /ces, ses, c’est … - Les sons et les lettres : /f/, /g/, /t/. 4 – Vocabulaire - Vocabulaire du marché : les objets vendus ou

achetés, l’emplacement des marchandises, les unités de mesure, les rayons dans un supermarché, etc.




THEMES RESSOURCES

5 – Expression orale : - Compte rendu oral - Commentaire d’images - Compréhension orale - Construction et dramatisation de dialogue 6 – Lecture - Dialogue entre un marchand et un acheteur - Dialogue au restaurant - Passages sur la vie économique - Films B- Savoirs méthodologiques (Expression écrite /Rédaction /Narration) -La situation (le cadre et les personnages) - Les verbes d’action et leur conjugaison. - Production d’un paragraphe racontant une

série d’évènements ou d’actions. SAVOIR-FAIRE : - Dialoguer pour vendre ou acheter un produit - Lire des étiquettes pour choisir un produit - Lire un menu - Dresser une liste des produits à acheter - Emettre un jugement sur des produits SAVOIR ETRE : - Sens de l’observation, de curiosité et

d’organisation - Attention et application - Discernement - Créativité - Sens de l’écoute et esprit d’équipe ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description des


Réception écrite - Techniques de lecture expressive Expression orale - Techniques de l’écoute Production écrite et orale - Production de phrases et de paragraphes

racontant une série d’évènements - Jeu de rôle - Exploitation de bandes dessinées ou




THEMES RESSOURCES

d’images.

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne relevant de la consultation médicale, du respect des règles d’hygiène et de salubrité, de la prise de conscience sur les épidémies et les pandémies, de la gestion des situations d'’urgence et de la participation à un club Santé

Environnement, santé et bien-être

SAVOIRS : A-Savoirs notionnels 1 – Grammaire - Les classes de mots : les adjectifs

possessifs, les adjectifs démonstratifs ; - La phrase : les types de phrase (présentation

d’ensemble : la phrase déclarative, la phrase interrogative, la phrase impérative, la phrase exclamative).

2– Conjugaison - Le mode indicatif ; - L’expression du futur (futur proche et futur

simple) formation et emploi 3 – Orthographe - a et à - la et là - L’accord du participe passé avec « être » 4 – Vocabulaire - Vocabulaire relatif au domaine de la santé - Vocabulaire essentiel pour exprimer son mal 5 – Expression orale - Stratégies d’écoute et de prise de parole - Commentaire (oral) d’images - Construction et dramatisation de dialogue - Sketches 6– Lecture - Dialogue (à l’hôpital) ; - Passages présentant la structure d’un hôpital,

ses différents services, les objets utilisés à l’hôpital ;

- Passages parlant des épidémies ou des pandémies ;

- Textes parlant de la protection de l’environnement, de salubrité et de l’hygiène pour le bien-être personnel et celui de tous.

B- Savoirs méthodologiques (Expression écrite /Rédaction / la narration (suite)

-Faire un compte rendu d’évènements Raconter des évènements en décrivant le paysage ou en faisant le portrait des personnages ; (le contraste passé composé –




THEMES RESSOURCES

imparfait) SAVOIR-FAIRE : - Lire les signes verbaux ou non-verbaux pour

s’orienter dans un hôpital ; - Lire une notice de médicament ; - Lire de brèves consignes ; - Etablir oralement les symptômes d’une

maladie ; - Poser des questions relatives à un problème

de santé. SAVOIR-ETRE : - Sens de l’observation, de la curiosité et de

l’organisation ; - Attention et application ; - Discernement - Sens de la solidarité - Créativité ; - Sens de l’écoute et esprit d’équipe ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description ; - analyse des parties du discours déjà

étudiées ; - exercices de substitution, de transformation. Réception écrite -Techniques de lecture expressive Expression orale -Techniques de l’écoute Production écrite et orale - La phrase – le paragraphe – le texte ; - Jeu de rôle ; - Exploitation de bandes dessinées ou

d’images ; - Dramatisation et constructalogie

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne

Vie citoyenne et morale

SAVOIRS : A-Savoirs notionnels 1 – Grammaire La phrase complexe - Les conjonctions de subordination ; - Les pronoms ; - Les propositions subordonnées 2 – Conjugaison - Le mode conditionnel (formation et emploi du

présent et du passé du conditionnel)




THEMES RESSOURCES

relevant de la gestion des déchets, de l’adoption de comportements responsables en matière de protection de l’environnement, de la participation à la vie communautaire et à la santé publique, de l’adoption de comportements responsables en communauté et à la santé publique, de l’adoption de comportements responsables en communauté (école, voie publique, services publics …), de la gestion des biens publics, de l’entretien des relations de bon voisinage, du respect des lois et règlements et de la création et entretien d’un jardin scolaire

3 – Orthographe - L’accord du participe passé avec « avoir » ; - Quelques homophones lexicaux : mer – so -

vert. 4 – Vocabulaire - Lexique de l’environnement et sa protection :

déforestation, reboisement recyclage des déchets, compost, objets biodégradables, et non-biodégradables, etc.

5 - Expression orale - Exposé oral ; - Récitation ; - Compréhension orale ; - Dramatisation. 6– Lecture - Slogans sur la citoyenneté et

l’environnement ; - L’hymne national ; - Les textes portant sur l’environnement ou les

grandes vertus humaines … B- Savoirs méthodologiques (Expression écrite /Rédaction) - La narration et la description (suite) ; - Les sujets d’opinion et de type argumentatif

SAVOIR-FAIRE : - Lire des slogans et des articles liés à la

citoyenneté et à l’environnement ; - Rendre compte d’un phénomène lié à la

protection de l’environnement ; - Echanger des idées sur les sujets relatifs à

ces deux domaines ; - Ecouter des émissions (radio, télévision …)

sur la citoyenneté et l’environnement ; - Discuter d’un enjeu environnemental.

SAVOIR-ETRE : - Sens de l’observation, de la curiosité et de

l’organisation ; - Attention et application ; - Discernement ; - Créativité ; - Sens de l’écoute et esprit d’équipe




THEMES RESSOURCES

ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description des


Réception écrite -Techniques de lecture expressive Expression orale -Techniques de l’écoute Production écrite et orale - Production de phrases et de paragraphes

racontant une série d’évènements ; - Jeu de rôle ; - Exploitation de bandes dessinées ou d’images

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne relevant du respect des consignes de travail, des interactions avec les collègues et avec la hiérarchie ainsi qu’avec les élèves, de la participation à la vie de l’établissement, de la contribution à la bonne marche du milieu éducatif, de la participation aux activités d’innovation ou d’énovation pédagogiques, de la collaboration avec les autres membres de la communauté éducative, de

Vie professionnelle

Savoirs A-Savoirs notionnels 1 – Grammaire - La phrase complexe (suite) ; - Les propositions subordonnées ; - Les structures avec « si » et l’expression du

conditionnel. 2 – Conjugaison - Le présent du subjonctif (formation et emploi) 3 – Orthographe - L’accord des noms composés ; - L’accord des adjectifs de couleur. 4 – Vocabulaire - Lexique pédagogique ; - Le(s) personnel(s) de l’éducation ; - Les activités de classe ; - La morale professionnelle ; - Le matériel didactique. 5 – Expression orale - Exposé oral, récitation, compréhension orale,

jeu de rôle… 6– Lecture - Passages sur la pédagogie, la déontologie

professionnelle, etc… B- Savoirs méthodologiques Expression écrite /Rédaction) L’argumentation (suite)




THEMES RESSOURCES

l’analyse des résultats des élèves, de l’identification et de la mise en œuvre des stratégies de rémédiation.

SAVOIR-FAIRE : - Lire des articles sur la pédagogie ; - Rendre compte du rendement dans sa

classe ; - Organiser des activités de remédiation et

échanger des informations avec les élèves, les collègues et la hiérarchie ;

- Discuter des enjeux scolaires ; - Contribuer à l’animation pédagogique de

l’école ; - Participer à l’élaboration du règlement

intérieur de l’école ; - Ecouter toutes productions liées à la vie

professionnelle ; - Lire des textes et documents liés à la vie

professionnelle ; - S’exprimer oralement ou par écrit sur tout

problème lié à la vie professionnelle. SAVOIR-ETRE : - Sens de l’observation, de la curiosité et de

l’organisation ; - Attention et application ; - Discernement ; - Créativité ; - Sens de l’écoute et esprit d’équipe ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description des


Réception écrite -Techniques de lecture expressive Expression orale -Techniques de l’écoute Production écrite et orale - Production de phrases et de paragraphes

racontant une série d’évènements ; - Jeu de rôle ; - Exploitation de bandes dessinées ou d’images


NB: RECOMMENDATION FOR ONE-YEAR COURSE Evaluation for didactics should take theoretical and practical dimensions .written tests or examinations take 60% of the didactics marks. While practical (group work of maximum six members, writing of lesson notes, simulation and appraisal) represent 40% of the marks

SUBJECT : DIDACTICS OF NURSERY EDUCATION LEVEL: ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 1hour ANNUAL TIME ALLOCATION : 22hours

Targeted Competences: C11, C12, C32, C13, C42. Terminal Competence: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Didactics of Nursery Education, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES

C11 - Plan and facilitate learning/teachingactivities

Solve problem-situations using basic skills acquired from the Didactics of nursery school activities


KNOWLEDGE: -Definitions of concepts: nursery didactics, activities, pre-school or pre-nursery, project pedagogy and play. - National syllabuses for Nursery schools in Cameroon; - The Importance of Didactics in nursery school -Objectives of the Didactics of nursery school activities ; -Classroom setting in nursery school (corners, work-shops decoration etc…) - Daily schedule in nursery school SKILLS -Define the above concepts ; -Describe the structure of National syllabuses for nursery school in Cameroon; - State the importance of nursery school

didactics -State and explain the objectives of the didactics of nursery school activities; -Describe Classroom setting in the nursery school; -Draw up the daily schedule in the nursery school. SUGGESTED ACTIVITIES: -Documentary research; -Identification of problem- situations.

C12 -Organise class work

Solve problem-situations using characteristics of the different activities of the

characteristics of pre- education

KNOWLEDGE: -Characteristics of Nursery One and Nursery two kids (cognitive, psychomotor and socio-affective) ; -Reception in the nursery school (how to


COMPETENCES BASIC


THEMES RESOURCES

according to various situations adapted to learners C32 -Participate in the conception and realisation of socio-educative activities C13 - Produce and use appropriate monitoring, supervision, evaluation and remedial education mechanisms. C42 - Amend educational practices taking into account changes and innovations.

nursery school

receive kids? Why do we receive or welcome kids? When do we receive them?); -Types of pre-school pedagogy (use of daily-life activities, project pedagogy, play method) -Principles of managing the environment and organising pre-learning activities in nursery schools; -Specific forms of evaluation of learning in the nursery school SKILLS: -Describe the characteristics of Nursery One and Nursery Two kids; -State and explain how to organise the reception of kids in the nursery school; -Adapt the types of pedagogy to various situations and activities in the nursery school; -Apply principles of managing the environment and organising pre-learning activities in nursery schools; -State and explain the specificity of evaluation of learning in nursery schools; SUGGESTED ACTIVITIES - Documentary research; -Identification of problem- situations.

Domain of activities predominantly based on expression

KNOWLEDGE: -Definition of concepts : oral expression and expression by gesture; - Psychological considerations; -General objectives; -Specific objectives; -Content of activities under oral expression, expression by gesture and initiation to oral and written language; -Methodology of oral expression activity for Nursery One and Nursery Two; -Methodology of gesture expression activity for Nursery One and Nursery Two; -Methodology of initiation to oral and written language for Nursery One and Nursery Two; - General activity plan and structure of individual activity notes. SKILLS : -Define the above concepts; -State and explain the psychological


COMPETENCES BASIC


THEMES RESOURCES

considerations, general objectives, specific objectives of each activity; -Use the activities under expression domain and draw up general activity plan and structure of individual activity notes. SUGGESTED ACTIVITIES: -Proposal of exercises to discriminate concepts; - Proposal of synthesis exercises; -Provision for appraisal sessions with the production of individual activity notes in groups; -Simulation and micro-teaching.

Domain of activities predominantly awakening

KNOWLEDGE: -Definition of concepts : Initiation to mathematics, sensory and perceptive education, initiation to science and technology, initiation to ICTE ; -Psychological considerations ; -General objectives -Specific objectives, -Content under awakening activities: initiation to mathematics, sensory and perceptive education, initiation to science and technology, initiation to ICTE ; -Methodology of initiation to mathematics in Nursery One and Nursery Two; -Methodology of sensory and perceptive education in Nursery One and Nursery Two; -Methodology of initiation to science and technology in Nursery One and Nursery two ; -Methodology of initiation to ICTE in Nursery One and Nursery Two ; - General activity plan and structure of individual activity notes to teach each activity. SKILLS : -Define the above concepts; -State and explain the psychological considerations, general objectives, specific objectives of each activity in the predominantly awakening domain; - Use the activities under awakening domain and draw up general activity plan and structure of individual activity notes. SUGGESTED ACTIVITIES: - Proposal of exercises to discriminate concepts;


COMPETENCES BASIC


THEMES RESOURCES

- Proposal of synthesis exercises; - Provision for appraisal sessions with the production of individual activity notes in groups; -Simulation and micro-teaching.

Domain of predominantly motor activities

KNOWLEDGE : -Definition of theconcepts: rhythmic activity and motor activities; -PsychologicalConsiderations -General objectives -Specific objectives

- -Content under motor activities: motoractivity and rhythmicactivity;

- -Methodology of motor activities in Nursery One and Nursery Two -Methodology of rhythmic activities in Nursery One and Nursery Two; -General activity plan and structure of individual activity notes to teach each activity. SKILLS -Define the above concepts; -State and explain the psychological considerations, general objectives, specific objectives of each activity in motor domain; - Use the activities under motor domain and draw up general activity plan and structure of individual activity notes. SUGGESTED ACTIVITIES Proposal of exercises to discriminate concepts; - Proposal of synthesis exercises; -Provision for appraisal sessions with the production of individual activity notes in groups; -Simulation and micro-teaching.

Domain of activities predominantly based on socialization

KNOWLEDGE: -Definition of concepts : civic education, moral education, practical life, singing and music education; -Psychological considerations, -General objectives, Specific objectives ; - Content under socialisation activities: civic education, moral education practical life , singing and music education ; -Methodology of Citizenship education


COMPETENCES BASIC


THEMES RESOURCES

(civics, moral education and human rights etc.) in Nursery One and Nursery two -Methodology of singing and music education in Nursery One and Nursery two General activity plan and structure of individual activity notes to teach each activity. SKILLS - Define the above concepts ; -State and explain the psychological considerations, general and specific objectives of each activity in socialization domain ; - Use the activities under socialisation domain and draw up general activity plan and structure of individual activity notes. SUGGESTED ACTIVITIES: -Proposal of exercises to discriminate concepts; - Proposal of synthesis exercises; -Provision for appraisal sessions with the production of individual lesson notes in groups; -Simulation and micro-teaching.

Domains of activities predominantly based on creativity

KNOWLEDGE: -Definition of the concepts : pre-letter formation, manual activities, drawing, painting/colouring - Psychological Considerations -General and specific objectives -Content under creativity activities : pre-letter formation, manual activities, drawing, painting/colouring; -Methodology of pre-letter formation in Nursery One and Nursery Two -Methodology of manual activities in Nursery One and Nursery Two -Methodology of drawing, painting/colouring in Nursery One and Nursery Two -General activity plan and structure of individual activity notes.

SKILLS - Define the above concepts ; State and explain the psychological considerations, general and specific objectives of each activity in creativity domain (refer to General pedagogy and


COMPETENCES BASIC


THEMES RESOURCES

educational psychology) - Use the activities under pre-letter formation domain and draw up general activity plan and structure of individual activity notes. ATTITUDINAL KNOW-HOW : -Show love for children; -Be smart; -Pay a permanent and consistent attention to children; -Be happy, motherly, tender and kind. NB : these attitudes are transversal

SUGGESTED ACTIVITIES: Proposal of exercises to discriminate concepts; - Proposal of synthesis exercises; -Provision for appraisal sessions with the production of individual activity notes in groups; -Simulation and micro-teaching.


SUBJECT: DIDACTICS OF PRACTICAL ACTIVITIES LEVEL: ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 02hours ANNUAL TIME ALLOCATION: 44hours

Targeted competences: C11, C12, C13, C32, C33, C42 Terminal competence: At the end of the course, the student-teacher should be able to solve professional problem-situation using resources acquired from Didactics of Practical Activities, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES

C11 – Plan and facilitate teaching/ learning activities.

Solve professional problem-situations using skills and abilities of practical activities (Artistic, Agro-pastoral, family life, home economics.) depending on the environment


KNOWLEDGE: - Definition of concepts: Practical activities,

teaching methods, artistic education, home economics etc ;

- Objectives of teaching practical activities in the primary school;

- Importance of practical activities in the primary school;

SKILLS: -Define the above-mentioned concepts. -Use and establish a link between the different concepts; -Explain the importance of practical activities in primary schools; -Clearly state objectives level by level in teaching practical activities in the primary school; ATTITUDINAL KNOW-HOW: Develop an analytical and research attitude. SUGGESTED ACTIVITIES: -Documentary research ; -Analyse and show the importance of the subject in the acquisition of manual abilities in pupils; -Problem-situations.

C12-Organise class work according to various situations adapted to learners C32-Participate in the conception and realization of socio-educational activities.

Domains in teaching practical activities

KNOWLEDGE: Artistic Domain :

-Production of objects and decoration (classroom, party halls, office and vehicles). -Drawing/painting, sculpture, glasswork, sewing ,carpentry ;dying; Agro pastoral domain - Elementary farming techniques; -Animal husbandry (poultry, piggery, fishery etc.) Home economics :

Prepare lesson notes on practical activities.


COMPETENCES BASIC


THEMES RESOURCES

C33-Sensitize and accompany the education community in the domain of environmental protection.

Methods, techniques procedures and lesson notes.

-Child care, needle work, sewing, marking, cookery, - Methods of water conservation, light

,energy and their uses ; - Conservation techniques for foodstuff,

clothes, kitchen utensils (cutlery, dishes and plates etc.);

SKILLS: -Produce artistic objects for classroom, homes, offices, halls and vehicles; -Describe the texture of materials used. -Explain and state the basic agricultural techniques in animal rearing, poultry, fishery and piggery; -Identify and manage household problems, (feeding, basic needs, income and hygiene); -Administer first aid treatment ATTITUDINAL KNOW-HOW: -Develop the spirit of creativity, initiative and community work (group work, workshops and teams), -Develop a spirit of hard work and interest in all the domains of practical activities SUGGESTED ACTIVITIES: -Workshops on collective projects involving varied techniques in the field of animal husbandry, agriculture and fishery; -Survey and research on the importance of practical activities in our educational system and socio - economic sectors; -Problem-situations. KNOWLEDGE: -Methodological principles in teaching practical activities: appropriate methods, techniques and procedures; -Elements of a lesson note:

Didactic material (appropriate /adequate).

Preamble.

Stages. SKILLS: - Apply appropriate methods, techniques

and procedures to teach each domain; -Integrate the spirit of precision, innovation in


COMPETENCES BASIC


THEMES RESOURCES

each context of production using procedures and techniques; - Prepare appropriate lesson notes in

practical activities; - Prepare the classroom; school environment

setting in relation to the activity to be carried out;

- Carry out self-evaluation. ATTITUDINAL KNOW-HOW :

-Develop the spirit of creativity, initiative and community work (group work, workshops and teams), -Develop the spirit of hard work and interest in all the domains of practical activities. SUGGESTED ACTIVITIES: -Visit site, identification of agro –pastoral, artistic and home economics activities; -Assign and alternate group and team leaders in workshops; -Realisation of project of interest with the pupils; - Simulations ; -Problem-situations.

C13- Produce and use appropriate monitory/ supervision, assessment and remedial mechanism.

C42- Amend educational practices taking into account various changes and innovations.

Use diagnostic, formative criterion-referenced and integration strategies to evaluate school performance in practical activities

Evaluation in practical activities.

KNOWLEDGE: - Evaluation in practical activities; - Minimal criteria, perfection criteria ; - Marking guides in the different domains of

practical activities; - Remedial strategies in practical activities. SKILLS: - Construct items(questions) in practical

activities in line with the different objectives ;

- Produce a marking guide ; - propose well structured and complete

questions for sequential evaluations ; taking into consideration methodological exigencies of evaluation of practical activities;

- Identify pupils’ difficulties ; - Put in place an appropriate remedial

mechanism in class/ environment..; - Carry out self evaluation. SUGGESTED ACTIVITIES: - Prepare a list of items in each domain of

practical activity ;


COMPETENCES BASIC


THEMES RESOURCES

- Draw supervision and an evaluation form for projects to be realised.

- Integrate objectives in current life situations in practical activities.

- Find out recent innovations to update the teaching of practical activities ;

- Solve problem-situations


SUBJECT: DIDACTICS OF SONGS AND MUSIC LEVEL : ONE-YEAR COURSE


Targeted Competences: C11, C12, C13, C41 Terminal Competence: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources from the Didactics of Songs and Music in primary school, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES

C11: Plan and facilitate learning/teaching activities

Solve problem-situations taking into account the importance of Didactics of songs and music, and their teaching domains in primary school.


KNOWLEDGE: - Definition of concepts : songs and music;

Didactics of songs and music; - Importance of Didactics of songs and music

for student-teachers ; - Different scales and musical notes ; - Different types of songs (patriotic; school;

religious, military etc.). SKILLS : - Define the above concepts ; - State and explain the importance of songs

and music for student-teachers; - Identify the types of songs ; - Establish the link between these concepts SUGGESTED ACTIVITIES: - Documentary research - Sketches, simulation.

Domains in the teaching of songs and music in primary school.

KNOWLEDGE: - Domains in the teaching of songs in primary school:

National anthem

Song in unison

Round singing

Two-beat singing;

Three-beat singing ;

Four-beat singing. - Domains in the teaching of music in Primary school :

Basic notions: Stave, notes, key, musical notation, voices, scales, time/tempo, musical scale and different ranges, mimes, scores/parts, etc.)

Traditional and modern musical instruments ;

SKILLS : -State and explain the different teaching domains of singing in Primary school ;


COMPETENCES BASIC


THEMES RESOURCES

-State and explain the different teaching domains of music;

SUGGESTED ACTIVITIES: - Documentary research ; - Singing ; - Sketches.

Integration objectives

KNOWLEDGE: - Terminal integration objectives of songs

and music;

- Intermediate integration objectives of songs and music.

SKILLS : - Clearly state terminal integration objectives

of songs and music; Clearly state intermediate integration objectives of songs and music.

SUGGESTED ACTIVITIES : -Documentary research ; -Case study.

Prepare and present a songs and music lesson according to CBA.

Methods, Techniques, procedure of teaching songs; lesson notes writing.

KNOWLEDGE: - Methods ,techniques and procedure of

teaching songs; - Lesson notes structure.

SKILLS : - Explain the methods, techniques and

procedure of teaching songs; -Write individual lesson notes on songs activities. - Present a song lesson in a class situation; SUGGESTED ACTIVITIES: - Practical exercises ; - Case study ( children with special needs) - Simulation.

Methods, Techniques, procedure of teaching Music; lesson notes writing

KNOWLEDGE: - Methods ,techniques and procedure of

teaching Music; - Lesson notes structure. SKILLS : - Explain the methods, techniques and

procedure of teaching Music; -Write individual lesson notes on the teaching of Music. - Present individual lesson notes on the


COMPETENCES BASIC


THEMES RESOURCES

teaching of Music in a class situation. SUGGESTED ACTIVITIES: - Practical exercises - Case study (children with special needs); - Simulation ; - Sketches.

C13: Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms

Evaluate lessons of songs and music in primary school according to CBA.

Evaluation of lessons of songs and music.

KNOWLEDGE: - Types of evaluations in songs and music

tests; - Items and marking guides for songs and

music. SKILLS: -State and explain the different types of evaluations in songs and music tests; -Construct items and prepare marking- guides for songs and music. SUGGESTED ACTIVITIES: - Practical exercises - Case study (children with special needs) ; - Simulation.


SUBJECT : HISTORY AND GEOGRAPHY DADACTICS

LEVEL : ONE-YEAR COURSE


Targeted Competences: C11, C12, C13, C33, C42 Terminal Competence: At the end of the course, the student teacher should be able to prepare and conduct his teaching / learning activities to solve professional problem-situations using resources from History and Geography Didactics. GEOGRAPHY (1h every two weeks)

COMPETENCES BASIC


THEMES RESOURCES

C11- Plan and facilitate learning/teaching activities C33- Sensitize and accompany the education community in the domain of environmental protection

Solve problem- situations highlighting the importance of Didactics of geography and its domains.


KNOWLEDGE: - Definition of concepts: Geography and Didactics of Geography; -Importance of Geography in primary school; -Objectives of teaching Geography level by level in primary school. SKILLS: -Define the above concepts, use and establish the link between them; - State and explain the importance of geography in primary school; - Clearly state objectives level by level. ATITTUDINAL KNOW-HOW: -Be available and open to research SUGGESTED ACTIVITIES: -Documentary research and analysis; -Contribution of the subject in the child's behaviour and social life.

Domains of teaching Geography

KNOWLEDGE: -Definition of concepts: The Earth in the universe, cardinal point and mapping; -Cameroon geography (physical, human and economic); - Education on Population issues. SKILLS: -chronologically organise information within a given time-frame and space; -Identify the different domains of Geography and define concepts related to each of the domains; -Use geography language/jargon; -Compare information on local, national and global level, to propose innovations in development and protection of the


COMPETENCES BASIC


THEMES RESOURCES

C12:Organise class work according to various situations adapted to learners

environment; -Develop the ability to obtain information; -Promote economic and social development. ATITTUDINAL KNOW-HOW : -Develop a critical mind, be awake, aware and protect nature. SUGGESTED ACTIVITIES: -Classification and use of documents on geography; -Identification of the role of human beings in the conservation of the immediate or distant environment.

Easily prepare and present a geography lesson according to CBA.

Methods, techniques, procedure and lesson notes

KNOWLEDGE: - Appropriate methods , techniques , procedure to each domain of a lesson in Geography; -Methodological principles in the teaching of Geography; -Presentation of the stages of a lesson; - Choice of material; - Lesson notes - Appraisal of lesson note SKILLS: -Use appropriate methods, techniques and procedure to teach each domain of Geography; -Prepare Geography lesson notes respecting the appropriate methodology; -Set up the classroom according to the type of material available -Assign different responsibilities to students in groups, workshops and teams; -Teach a Geography lesson with ease. SUGGESTED ACTIVITIES: - Enquiry and enquiry report; - Exploitation of written and iconic documents (pictures and reproduction of works of art); - Site visits, facts and geographical phenomena; - Identifying signs of environmental changes in the milieu (soil, vegetation, climate, socio-economic activities, social mobility, etc.). - Determine the causes of changes and


COMPETENCES BASIC


THEMES RESOURCES

propose solutions in case of any adverse change on the population; -Develop projects involving the education community to solve problems related to environmental degradation; -Identification of innovations related to national and international news to illustrate the teaching of Geography; - Documentary Research; -Simulation; -Case Study.

C13: Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms C42- Amend educational practices taking into account changes and innovations

Evaluation in Geography

KNOWLEDGE: -Types of evaluation in Geography; -Minimum and perfection criteria ; - marking guide in Geography; -Remedial strategies in Geography. SKILLS: - Construct items integrating several objectives; -Prepare marking guides; - Propose well-structured Geography questions for sequential evaluations; - Build and implement appropriate remedial strategies ; -Identify and remediate students' difficulties; -Carry out self-evaluation. SUGGESTED ACTIVITIES. - Proposition of a list of items in Geography with students; - Development of monitoring and

evaluation sheets for an ongoing project ;

- Integration of geography objectives in solving daily-life problems;

- Development of self-evaluation forms in line with the methodological requirements of the teaching of Geography.

Evaluate geography lessons according to CBA

2. HISTORY (1h every two weeks)

COMPETENCES BASIC


THEMES RESOURCES

C11- Plan and facilitate learning/teaching

Solve problem- situations highlighting the


KNOWLEDGE: - Definition of concepts: History, Didactics

of History and Chronology.


COMPETENCES BASIC


THEMES RESOURCES

activities C22: Work in a team, collaborate with the hierarchy and the education community C12:Organise class work according to various situations adapted to learners

importance of Didactics of history and its domains.

- The importance of history in the primary school;

- Objectives of the teaching of history level by level in primary school.

SKILLS: - Define the above concepts, use and

establish a link between them; State and explain the importance of history in primary school;

- Clearly state objectives level by level. SUGGESTED ACTIVITIES: -Documentary research and analysis; -Contribution of the subject in the child's behaviour and social life.

ATITTUDINAL KNOW-HOW: Be available and open to research.

Domains of teaching History.

KNOWLEDGE: -The First Europeans in Cameroon -Colonization in Cameroon. -World War I in Cameroon -Cameroon under the Mandate and Trusteeship -Cameroon from 1960 to 1980 and from 1982 to present day; SKILLS: organise information chronologically within a given time- frame and space. SUGGESTED ACTIVITIES: -Proposal of study topics; -Location and visits to historical sites in the locality; -Compilation of accounts ; -Exploitation of written and iconic documents (pictures, reproduction of works of art); ATITTUDINAL KNOW-HOW Having analytical, critical mind, be curious, tolerant, objective, open, accessible and available.

Easily prepare and present a history lesson according to CBA.


KNOWLEDGE: Appropriate methods , techniques ,procedure appropriate to each domain of a lesson in History; -Methodological principles in the teaching of History;


COMPETENCES BASIC


THEMES RESOURCES

-Presentation of the stages of a lesson; - Choice of material; - Lesson notes - Appraisal of lesson notes

SKILLS: Use appropriate methods, techniques and procedure to teach each domain of History; -Prepare History lesson notes respecting the appropriate methodology; -Set up the classroom according to the type of material available.

SUGGESTED ACTIVITIES: Assign different responsibilities to students in groups, workshops and teams; - Documentary Research - Site Visits - Investigations - Simulation.

C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms C42: Amend educational practices taking into account changes and innovations

Evaluation in History

KNOWLEDGE: -Types of evaluation in History; -Minimum and perfection criteria - marking guide in History; -Remedial strategies in History. SKILLS: Construct items integrating several objectives; -Prepare marking guides; - Propose well-structured History questions for sequential evaluations; - Build and implement appropriate remedial strategies ; -Identify and remediate students' difficulties; -Carry out self-evaluation. SUGGESTED ACTIVITIES. - Proposition of a list of items in History with students; -Development of monitoring and evaluation sheets for an ongoing project ; -Integration of History objectives in solving daily-life problems; -Development of self-evaluation forms in line with the methodological requirements of the teaching of History.

Evaluate History lessons according to CBA


SUBJECT : DIDACTICS OF SCIENCES AND ENVIRONMENTAL EDUCATION LEVEL: ONE-YEAR COURSE.


Targeted Competences: C11, C12, C13, C33, C42 Terminal Competence: At the end of the course, the student-teacher should be able to prepare and conduct his teaching /learning activities to solve professional problem-situations using resources from Didactics of sciences and environmental education in primary school, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES


Solve professional problem-situations using resources from environmental, agriculture and health education.


KNOWLEDGE: - Definition of concepts: Sciences, environmental education and Didactics of sciences and environmental education. - Objectives of teaching Sciences and environmental education level by level; -Importance of sciences and environmental education in the primary school.

SKILLS: - Define the above concepts, use and establish a link between them; - Clearly state objectives level by level; -Explain the importance of sciences and environmental education in primary school.

SUGGESTED ACTIVITIES: -Documentary research, analyse and establish a link between the subject and the child’s behaviour in the community; -Write, edit and publish varied documents on the subject; -Solving problem-situations.

ATTITUDINAL KNOW-HOW: Develop skills to carry out research and analysis.

Domains in the teaching of sciences and environmental education.

KNOWLEDGE: Environmental education - Ecology - Relationship between man and environment - Sustainable development Agricultural sciences - Fauna : nutrition, reproduction and protection - Flora : nutrition, reproduction and protection - Link between animals and plants; -Soil (constitution, composition, protection,


COMPETENCES BASIC


THEMES RESOURCES

methods of improving and enriching the soil). -Cultural practices; - Plants cultivated in certain environments and their methods of cultivation; -Small scale animal husbandry. - The requirements of pisciculture. Living environment - Germs, sources, prevention and,fight against germs. - Water-borne diseases : causes, symptoms treatment and prevention; -Skeletal diseases: causes, symptoms, treatment and prevention; -Responsible parenthood Education; -Reproductive health and basic knowledge on STI, HIV/AIDS etc. Physical and chemical environment - Physical and technological environment;

SKILLS: - Define ecology; - Establish the relationship between man and environment. -Define sustainable development - Define and describe the animal kingdom (fauna); - Define and describe the plant kingdom (flora); -Establish a link between fauna and flora; -Describe soil (constitution, composition, protection, improving and enriching methods); -Identify cultural practices/methods; -Identify some plants cultivated in certain environments and their methods of cultivation; -Describe small scale animal husbandry; -State requirements for pisciculture; - Identify germs, their sources, prevention, and fight against germs; - Identify and describe water-borne diseases; - Identify and describe skeletal diseases; - Define responsible parenthood education and state its importance; -Define reproductive health and basic knowledge on STI, HIV/AIDS etc.


COMPETENCES BASIC


THEMES RESOURCES

- Describe physical and technological environment.

SUGGESTED ACTIVITIES: - Enquiries, research and simple experiments; - Development of environmental projects; - Slogans and posters in relation to health and environmental protection; - Role play; -Solving problem-situations.

Prepare and present lessons in sciences and environmental education


KNOWLEDGE: -Methodological principles in the teaching of sciences and environmental education; -Methods/techniques/procedure in the domain of sciences and environmental education; - Components of a lesson notes:

Adequate and appropriate didactic materials

Preamble

Stages of a lesson.

SKILLS: -Apply appropriate methods, techniques and procedure to each domain of environmental education; - Draw-up lesson notes on practical activities with respect to the appropriate methods; - Set-up the teaching environment in relation to the type of activity; - Assign responsibilities to students in groups, workshops and team; - Carry out self-evaluation; - Work in collaboration with learners and education community for a sustainable development.

SUGGESTED ACTIVITIES: -Identification and remedies to problems related to environment; -Realisation of projects with students aiming at sensitizing and involving the education community in the resolution of problems; -Identification of current innovations in line with national and international news/views on sciences and environmental education. -Determine for each activity corresponding organisation rules and modalities. - Alternate leaders of groups, teams and


COMPETENCES BASIC


THEMES RESOURCES

workshops. -Simulation.

ATTITUDINAL KNOW-HOW : -Be open, available and accessible

C13-Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms . C42- Amend educational practices taking into account changes and innovations

Carry out diagnostic, Criterion-referenced, formative and integrated evaluation of school performance in Sciences and Environmental education.

Evaluation in Sciences and Environmental education

KNOWLEDGE: -Different types of evaluation applied to Sciences and Environmental education; -Minimal and perfection criteria and evaluation guide in the various domains of Sciences and Environmental education; -Remedial strategies in Sciences and Environmental Education.

SKILLS: -Construct items integrating various objectives and different skill levels; - Prepare marking guides; - Set up well structured questions on Sciences and Environmental education for sequential examinations, taking into consideration levels, durations and types of evaluation. - Identify students’ difficulties; -Construct and put in place appropriate remedial strategies; - Carry out self-evaluation.

SUGGESTED ACTIVITIES: -Proposition of a list of items in each domain of Sciences and Environmental education; - Preparation of a monitoring and evaluation form on ongoing-projects; - Integration of objectives in daily-life situations and scenarios on Sciences and Environmental education; - Preparation of a self-evaluation form in respect to the methodological requirements in the teaching of Sciences and Environmental education; -Problem solving.


SUBJECT : DIDACTICS OF CITIZENSHIP EDUCATION LEVEL : ONE-YEAR COURSE


Targeted Competences: C11, C12, C13, C31, C42 Terminal Competence: At the end of course, the student-teacher should be able to prepare and conduct his teaching /learning activities to solve professional problem-situations involving resources from Didactics of Citizenship Education, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES

C11 – Plan and facilitate teaching/learning activities

Solve professional problem-situations using resources of citizenship education


KNOWLEDGE: -Definition of concepts: -Civic education, moral education, civility, citizenship education, integrity education, patriotism, patriotic spirit, human rights, rights of the child, social ills, national integration, duties of a citizen; -Objectives of the teaching of Citizenship education; -The importance of Citizenship education in nursery and primary schools. SKILLS: Define the above concepts, use and establish a link between them; -State objectives of citizenship education per level. - State and explain the importance of Citizenship education in nursery and primary schools. ATTITUDINAL KNOW-HOW: -Develop a spirit of research and analysis. SUGGESTED ACTIVITIES: -Documentary research; -Exploitation and analysis of documents to show the importance of the subject in the child’s behaviour. -Presentations and discussions - Problem-solving.

C12:Organise class work according to various situations adapted to learners

Domains of the teaching of citizenship education in nursery and primary schools.

KNOWLEDGE: -Civic Education

State institutions;

Social institutions;

Statutory texts (The constitution, law, decree, decision, order, circular, rules and regulations);

Elements of citizenship (citizenship spirit, otherness, respect of public


COMPETENCES BASIC


THEMES RESOURCES

C31: Work in discipline, respect, deontology and professional ethics.

property etc.), patriotism (respect of state institutions, national and state emblems), and national integration;

Civil status (definition, importance and its different documents);

Integrity education; Moral education

- Moral values (peace, tolerance, mutual understanding, integrity etc.)

- Social ills (drug abuse, alcoholism, prostitution, tobacco addiction)

- Education for solidarity and mutual assistance;

- Social bond. Human rights education

Civic rights (rights and freedoms);

The voter (status, types and attributes).

For further information see National syllabuses for English speaking Primary schools. SKILLS: -Use acquired notions to enable student-teachers put into practice civic and moral values; -Sing national anthem and explain national emblems; -Identify and implement attitudes to be developed and promoted; -Define and state the importance of civil status documents in the life of a citizen; -Present and state the importance of elements of citizenship, patriotism, national integration and civic spirit. ATTITUDINAL KNOW-HOW: - Develop moral integrity and citizenship values. SUGGESTED ACTIVITIES: -Exploitation of daily-life situations in the environment (school, home etc.) to reinforce values advocated by Citizenship


COMPETENCES BASIC


THEMES RESOURCES

education; - Solving problem-situations.

Teaching methods, techniques and procedure; Writing lesson notes Evaluation in

KNOWLEDGE: - Methodology for citizenship education; - Methods, techniques and procedure for citizenship lessons; - Constituents of lesson notes

Didactic material;

Preamble;

Stages etc. SKILLS -Use appropriate methods, techniques and procedure to teach each domain of Citizenship education; -prepare a Citizenship education lesson note respecting the appropriate methodology. SUGGESTED ACTIVITIES - Writing lesson notes according to available format/procedure; - Classroom setting and management strategies; -Implementation and reinforcement values to be promoted; -Involvement of learners in writing school rules and regulations; - Assign different responsibilities to students in groups, workshops and teams; -Practical analysis of information about the school, country, world that are related to citizenship education; -Simulation and micro-teaching; -Solve problem-situations.

KNOWLEDGE: -Types of evaluation in citizenship education; -Integration of objectives in daily-life situations related to citizenship education; - Minimal criteria, perfection criteria and marking guides for Citizenship education evaluation; -Remedial strategies. SKILLS: -Construct items integrating several


COMPETENCES BASIC


THEMES RESOURCES

citizenship education

objectives -Prepare marking guides -Propose well-structured Citizenship education questions for sequential evaluations ; -Identify students’difficulties; -Build and implement appropriate remedial strategies; -Carry out self-evaluation; -Solve problem-situations. SUGGESTED ACTIVITIES: -Proposition of a list of items in Citizenship education with student-teachers; -Development of monitoring and evaluation sheets for an ongoing project; -Designing and use of observation forms as a check-list of students’ behaviour in class and school; -Development of self-evaluation forms in line with the methodological requirements of the teaching of Citizenship education.


SUBJECT : DIDACTICS OF SPORTS AND PHYSICAL EDUCATION LEVEL:ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 2H ANNUAL TIME ALLOCATION : 44H

TargetedCompetences: C11; C12; C13; C42 Terminal Competence: At the end of the course, students-teachers should be able to prepare and conduct his teaching /learning activities to solve professional problem-situations using resources from the Didactics of Sports and Physical Education in primary school.

COMPETENCES BASIC


THEME RESOURCES


Solve problem-situations involving the general notions of Physical and Sports Education and its functioning in the primary school


KNOWLEDGE - Definition of concepts: sports, physical education, sports and physical education, rhythmic education , games, motor activity, physical exercises and para-sports; - The importance of Sports and physical education (SPE) in primary schools; - The objectives of SPE per level in primary schools; - Syllabus for SPE per level in primary schools. SKILLS: - Define, use and establish a link between the concepts; - state and explain the importance of SPE in primary schools; - State the objectives of Sports and Physical Education per level in primary schools; - Explain the importance and specificity of para-sports and identify some of its related fields; - Write clearly the integration objectives for SPE per level in primary schools. SUGGESTED ACTIVITIES: -Documentary research; -Analysis of the results in order to state the contribution of the subject to the development and health of the child; - Presentations and discussions.

Sports features

KNOWLEDGE: -Different skills to develop in pupils Mobility - Body schema/image; -Lateralisation; -Body position (sitting, bending, lying down, standing etc.) -Fixed balance on the spot/ floor (standing on one leg etc.) -Balance while moving (fast walk, run with an object


COMPETENCES BASIC


THEME RESOURCES

placed on the head, jogging etc.) Locomotion: -Walking, running, jumping, throwing, gymnastics, moving on all fours. Manipulation of objects and sports materials Physical efforts -Exercises requiring strength and physical effort (lifting /carrying). Cooperation and opposition -Team sports (principles): -Offensive action (attack to score a goal, consider the presence of the opponent, etc.) -Defensive action (defend and resist); Body Expression -Singing, shouting, dancing, moving... SKILLS: -Identify, use and establish the link between the different practices; SUGGESTED ACTIVITIES: Manipulation and application of a variety of simulations

Prepare and present a SPE lesson according to CBA.

Methods, techniques and procedure of teaching SPE; lesson notes writing.

KNOWLEDGE: -Methods, techniques and procedure for a SPE lesson or motor activity. SKILLS: -Select and use appropriate methods, techniques and procedure; -Prepare and present a SPE lesson; -Evaluate learners performance with appropriate tools; SUGGESTED ACTIVITIES : -Preparation of lesson notes in accordance with the available format; -Simulation and micro-teaching.


Progression and dosage of learning

KNOWLEDGE: See content of C11 SKILLS: -State and determine the scope of learning activities taking into account favourable moments; -State integration objectives; -Apply the techniques of introduction, warm-up and


COMPETENCES BASIC


THEME RESOURCES

other appropriate intense movements and quiet ending.

SUGGESTED ACTIVITIES: -Analysis and application of various simulations in accordance with established rules;

C31- Work in discipline, respect deontology and professional ethics.

Work in discipline

KNOWLEDGE: See content of C11 SKILLS: -Identify and explain the values to be promoted; - Integrate all the practices in daily life; - Apply the techniques in accordance with established rules. SUGGESTED ACTIVITIES: - Simulations; -Role Play; - Case study.

C42: Amend educational practices taking into account changes and innovations

Evaluate Sports and Physical Education lessons according to CBA.

Self-regulation KNOWLEDGE: See content of C11 SKILLS: -Analyze one’s preparations and practices; - Integrate innovations to improve on one’s profession; -Continue to carry out research, and self-training; - Manifest one’s autonomy. SUGGESTED ACTIVITIES: - Documentary research; - Simulations; -Remedial strategies; -Role Play; - Case study.


DISCIPLINE : DIDACTIQUE DE FRENCH NIVEAU : BEPC, PROBATOIRE et BACC

HORAIRE HEBDOMADAIRE : 2h HORAIRE ANNUEL : 44 h

Compétences ciblées : C11, C12, C13, C33, C42 Compétence terminale : A la fin de la formation, l’élève maître doit pouvoir préparer et conduire les activités d’enseignement/apprentissage tout en résolvant des situations problèmes liées au French à l’école maternelle et à l’école primaire anglophones, en intégrant les innovations pédagogiques.

Compétences Compétences

professionnelles de base

Thèmes Ressources

C11 - Planifier et animer les séquences d’apprentissage/ enseignement C33 - Sensibiliser et accompagner la communauté éducative en matière de protection de l’environnement

Résoudre des situations problèmes faisant intervenir la définition des concepts-clés, l’importance de la didactique de french ainsi que les objectifs et les compétences ciblées dans son enseignement à l’école maternelle et à l’école primaire

Généralités SAVOIRS :

- Définition des concepts suivants : langue, langue officielle, deuxième langue, Didactique de french, méthode, méthodologie,

- Importance du french à l’école maternelle et primaire

- Les objectifs de l’enseignement du french à l’école maternelle

- Les compétences ciblées dans l’enseignement du french à l’école primaire par niveau

SAVOIR-FAIRE : - Définir ces concepts, les utiliser et établir le

lien entre eux ; - Montrer l’importance du french à l’école

primaire ; - Présenter clairement les objectifs/les

compétences ciblées de l’enseignement du french par niveau à l’école maternelle et à l’école primaire.

ACTIVITES SUGGEREES : - Recherche documentaire ; - Analyse documentaire.

SAVOIRS-ETRE : - Etre disponible et s’ouvrir à la recherche

Résoudre des situations problèmes faisant intervenir les domaines d’enseignement du french à l’école maternelle et à l’école primaire

Les domaines de l’enseignement de la deuxième langue (french)

SAVOIRS : - L’expression orale en maternelle ; - L’oral aux niveaux I, II et III de l’école primaire (Expression orale, Récits et Chants) ; - L’initiation à l’expression écrite en maternelle ; - L’écrit aux niveaux I, II, et III de l’école primaire (Écriture, Copie, Grammaire, Orthographe, Conjugaison, Vocabulaire, Production d’écrits) ; - La lecture en maternelle et aux niveaux I, II, et III de l’école primaire.




Thèmes Ressources

C12- Organiser le travail de classe en fonction des situations diversifiées et adaptées aux apprenants

SAVOIR-FAIRE : - Présenter les grands domaines

d’enseignement d’une langue à l’école maternelle et à l’école primaire ;

- Identifier les différents contextes d’utilisation des compétences acquises au cours de l’enseignement de ces grands domaines par les apprenants locuteurs.

ACTIVITES SUGGEREES : - Recherches documentaires ; - Exploitation des textes et documents sonores

et iconographiques ; - Jeux de rôles ; - Lecture déchiffrement de textes ; - Simulations.

SAVOIRS-ETRE : avoir l’esprit critique, être éveillé, informé, respecter la nature

Résoudre des situations problèmes faisant intervenir la présentation d’une leçon de french selon les exigences de l’APC en se servant d’une fiche pédagogique appropriée

Méthodes, techniques, procédés, et fiches pédagogiques

SAVOIRS : - Méthodes, techniques et procédés

d’enseignement de l’expression orale en french en maternelle ;

- Méthodes, techniques et procédés d’enseignement de l’initiation à l’expression écrite en french en maternelle ;

- Elaboration des fiches pédagogiques en fonction des thèmes de vie au programme ;

- Méthodes, techniques et procédés d’enseignement de l’oral en french à l’école primaire;

- Méthodes, techniques et procédés d’enseignement de la lecture en french à l’école primaire;

- Méthodes, techniques et procédés d’enseignement de l’expression écrite en french en maternelle ;

- Elaboration des fiches pédagogiques en fonction des situations de vie courante au programme des différents niveaux de l’école primaire ;

- Critique des fiches pédagogiques.

SAVOIR-FAIRE : - Présenter les méthodes, techniques et

procédés appropriés à l’enseignement de l’expression orale en french en maternelle en respectant la méthodologie appropriée ;

- Utiliser les méthodes, techniques et procédés d’enseignement pour l’élaboration des fiches de préparation des activités d’initiation à




Thèmes Ressources

l’expression orale en french en maternelle ; - Présenter diverses activités d’initiation à

l’expression écrite en french en maternelle en respectant la méthodologie appropriée ;

- Utiliser les méthodes, techniques et procédés d’enseignement pour l’élaboration des fiches de préparation des activités d’initiation à l’expression écrite en french en maternelle ;

- organiser avec les élèves-maîtres dans le cadre des travaux individuels ou en groupe, des séances de simulation de la présentation de leçons et de critiques.

ACTIVITES SUGGEREES : - Elaboration des fiches pédagogiques ; - Exploitation de documents écrits et

documents iconiques (photographies, reproductions d’œuvres d’art) ;

- Mise en scènes ; - Dramatisations ; - Recherches documentaires ; - Simulations ; - Micro-enseignements ; - Etude de cas.

C13- Produire et utiliser un dispositif approprié de suivi/encadrement, d’évaluation et de remédiation C42- Amender ses pratiques pédagogiques en prenant en compte les

Résoudre des situations problèmes faisant intervenir l’évaluation d’une leçon/séquence d’enseignement de french selon les exigences de l’APC en se servant d’items et d’exercices appropriés

Evaluation en didactique de french

SAVOIRS - Les types d’évaluation applicables aux

différents domaines d’enseignement du french ;

- Les critères minimaux, les critères de perfectionnement et les grilles de correction des exercices d’évaluation du french ;

- Les stratégies de remédiation du french.

SAVOIR-FAIRE : - Construire des items intégrant plusieurs

objectifs/compétences ;

- Elaborer des grilles de correction en fonction des exercices d’évaluation ;

- Elaborer des épreuves complètes et bien structurées de french pour les évaluations séquentielles ;

- Construire et mettre en œuvre un dispositif de remédiation approprié au contexte de la classe ;

- Identifier les difficultés des élèves et y remédier ;

- S’auto-évaluer.

ACTIVITES SUGGEREES - Elaboration des listes d’items correspondant

aux exercices d’évaluation; - Elaboration des fiches de suivi et évaluation




Thèmes Ressources

innovations

des projets pédagogiques en cours de réalisation ;

- Elaboration des fiches d’auto-évaluation correspondant aux exigences méthodologiques de l’enseignement du french ;

- Exploitation de documents écrits et documents iconiques (photographies, reproductions d’œuvres d’art) ;

- Mise en scènes ; - Dramatisations ; - Recherches documentaires ; - Simulations ; - Micro-enseignements ; - Cas pratiques.


SUBJECT: DIDACTICS OF MATHEMATICS IN PRIMARY SCHOOL

LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION: 2 hour ANNUAL TIME ALLOCATION : 44 hours

Targeted Competences: C11, C12, C13, C42 Terminal Competences: At the end of the course, the student-teacher should be able to prepare and conduct his teaching /learning activities to solve professional problem-situations using resources from Didactics of Mathematics in primary school, by integrating pedagogic Innovations. Part one: Preparatory teaching of Mathematics to student teachers.

- Three Years Course (First year): the whole year. - Two Years Course (First year): 1st term. - One Year Course: First five lessons

COMPETENCES BASIC


THEMES RESOURCES


Solve problem-situations using general notions in Mathematics


KNOWLEDGE: -Mathematical notions: Mathematics, tables, figures diagrams, charts planes and surfaces -Mathematical domains: mental calculations, numbers and numerations, four rules (addition, subtraction, division and multiplication),measurement and geometrical shapes SKILLS: -Define the above concepts -Present the distinctive properties -Apply the concept in varied situations -Apply the different properties of division, multiplication in relation to addition SUGGESTED ACTIVITIES: -Documentary Research -Application exercises -Solve problems; - Individual, pair, group work. Etc….

Numeration KNOWLEDGE: - Whole numbers, decimals, fractions - operations with whole numbers, operations with decimals, operations with whole numbers and decimals, proportions, ratios, measurements, percentages, graphs, sets and logic. SKILLS : -Identification of numbers in letters and in words -Simplify, compare, arrange in ascending and descending order -Add, subtract divide and multiply numbers -Verify and control results -Write, simplify, add, subtract and multiply fractions


COMPETENCES BASIC


THEMES RESOURCES

(numerator and denominator) SUGGESTED ACTIVITIES : -Documentary Research; -Application exercises; -Solve problems; - Individual, pair, group work. Etc….

Measurement KNOWLEDGE: -measurement instruments, -speed, time, space and distance -units of measurement (length, mass, volume, capacity, time, surface etc) -Area of squares, rectangles etc -Area and Perimeter of Geometrical figures (square, rectangle, circle trapezium, triangle, parallelogram, cubes and cuboids, cylinders, pyramid, sphere, cone and pentagon) SKILLS -Identify and apply correctly the different measurement units to varied situations -Convert, multiplying and simplify the different units -Establish a link between the different units of measurement; -Calculate the area, perimeter and the surface of Geometrical figures; -Calculate the volume of some form (cubes, cylinders, pyramid, sphere, cone, and pentagon.) SUGGESTED ACTIVITIES : -practical exercises; -Solve problems; - Individual, pair, group work. Etc….

Geometry KNOWLEDGE: -Lines (straight, perpendicular, horizontal, vertical etc); - parallel lines and perpendiculars -quadrilaterals -dimensions: width, length, height etc SKILLS -draw lines -construct figures -calculate dimensions SUGGESTED ACTIVITIES: -practical exercises; -Solve problems; - Individual, pair, group work. Etc….


Part Two: Methodology - Three Years Course (second and third year). - Two Years Course (First year): second and third term, and Two Years Course (Second year) - One Year Course: From the sixth week

COMPETENCES BASIC


THEMES RESOURCES


Solve problem-situations using general notions in the teaching of mathematics in primary school.


KNOWLEDGE: -Definition of concepts: didactics of Mathematics and mathematical symbols. -Importance of teaching mathematics in primary schools; - Structure of the national syllabus of mathematics in primary schools (Objectives, competences etc) SKILLS : -Define the above concepts. -Apply the concepts in varied situations. -State and explain the importance of the teaching / learning of mathematics in primary schools and in daily life. -Present the structure of national syllabus of mathematics for primary schools. -Develop strategies for the exploitation of a Mathematics textbook. ATTITUDINAL KNOW-HOW: Develop a sense of decency in the presentation of problem-situations. SUGGESTED ACTIVITIES : - Develop and build complex problem- situations; - Individual, pair, group work. Etc….

Teaching domains of Mathematics in primary schools.

KNOWLEDGE: -Definition of concepts: numerals, number and numeration, measurement Geometry and problem - Psycho-pedagogic considerations in relation to the teaching/learning of number and numeration (basic number operations); - Psycho-pedagogic considerations in relation to the teaching/learning of measurement; - Psycho-pedagogic considerations in relation to the teaching/learning of geometry SKILLS: -Integrate psycho-pedagogic aspects in the presentation of number and numeration, basic number operations, measurement and


COMPETENCES BASIC


THEMES RESOURCES

geometry. SUGGESTED ACTIVITIES : -Discrimination and integration exercises on the above concepts; -Documentary research; - Individual, pair, group work. Etc….

C11- Plan and facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms

Solve problem-situations involving concepts on numbers and numeration, basic number operations, and the presentation of lessons in accordance with CBA.

Methodology for teaching numbers and numeration ,and basic number operations in primary schools

KNOWLEDGE: -Definition of concepts: numbers and numeration, basic number operations; - Presentation of appropriate methods for the teaching/learning of numbers and numeration (e.g. inductive method.); - Description of steps in the teaching / learning of series of numbers for each class (Class 1 to 6), focusing on the specificities of the official/national syllabus of primary schools; - Description of steps in the teaching / learning of basic number operations (+, -, x, :) and the use of other mathematical symbols (Class 1 to 6) emphasizing on each type (whole number, decimals, fractions). - Presentation of the format of lesson notes on number and numerations; - Presentation of the format of lesson notes on basic number operations. - Presentation of didactic materials for the teaching numeric activities per level. -Description of the method, principles and evaluation tools for numeric activities in primary schools. SKILLS -Define the above concepts, -Apply the principles and methodological exigencies in the preparation and presentation of numeric activities; SUGGESTED ACTIVITIES -Discrimination and integration exercises on the above concepts; -Lesson notes writing and micro-teaching after each lesson; -Appraisal of lessons; - Solving problem-situations; - Individual, pair, group work. Etc….

C11- Plan and

Solve problem-situations involving

Methodology for teaching

KNOWLEDGE: -Definition of concepts: measurement, multiple


COMPETENCES BASIC


THEMES RESOURCES

facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms

concepts on measurements and the presentation of lessons in accordance with CBA.

measurements in primary schools

and conversion. - Presentation of appropriate methods for the teaching/learning of measurements that involve various calculations and conversion; - Description of steps in the teaching / learning of measurements ((length, capacity, weight, areas, time, temperature, currency from class 1 to 6), focusing on the specificities of the official/national syllabus of primary schools; - Description of conversion methods; - Presentation of the format of lesson notes on measurements (perimeter, area ...) - Presentation of didactic materials for the teaching of measurements’ activities per level. - Description of the method, principles and evaluation tools for measurements’ activities in primary schools. SKILLS : -Apply the principles and methodological exigencies in the preparation and presentation of measurements’ activities. SUGGESTED ACTIVITIES : -Lesson notes writing and micro-teaching after each lesson; -Appraisal of lessons; -Discrimination and integration exercises on the above concepts; - Simulations; -Solving problem-situations; -- Individual, pair, group work. Etc….

C11: Plan and facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners

Solve problem-situations involving concepts on geometry and the presentation of lessons in accordance with CBA.

Methodology for teaching geometry (figures and shapes) in primary schools.

KNOWLEDGE: -Definition of concepts: tracing, measuring, solids, geometric shapes, geometric tools, construction, reproduction and representation of graphs; - Presentation of appropriate methods for the teaching/learning of geometry that involve various geometric shapes and solids per level; - Description of steps in the teaching / learning of geometric shapes and solids ,focusing on the specificities of the official/national syllabuses of primary schools; - Presentation of the format of lesson notes on geometric shapes and solids for all classes; - Presentation of didactic materials for the teaching of geometric activities per level.


COMPETENCES BASIC


THEMES RESOURCES

C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms

- Description of the method, principles and evaluation tools for geometric activities in primary schools. . SKILLS: -Apply the principles and methodological exigencies n the preparation and presentation of geometric activities. SUGGESTED ACTIVITIES : -Lesson notes writing and micro-teaching after each lesson; -Appraisal of lessons; -Discrimination and integration exercises on the above concepts; - Simulations; -Solving problem-situations; - Individual, pair, group work. Etc….


This competence is transversal to all mathematical domains. Knowledge, skills and suggested activities of different domains in the teaching of mathematics in primary schools.


SUBJECT : ENGLISH DIDACTICS LEVEL: ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 02hours ANNUAL TIME ALLOCATION: 44hours

Targeted competences: C11, C12, C13, C42 Terminal competence: At the end of the course the student teacher must be able to prepare and conduct his teaching /learning activities to solve professional problem situations involving English in classes in primary school, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES


Solve problem-situations involving definition of key concepts of different domains and language skills in English language , the different levels of learning, writing of problem-situations in respect to the principles of Competence Base Approach (C B A)

General notions in English language teaching

KNOWLEDGE: -Definition of concepts : English Language, English didactics -Importance of English Language -The structure of English language syllabus in primary schools -Exploitation of official textbooks SKILLS: -Define and use the concepts in the context of English Didactics /and pedagogy -State the importance of English language -Present and explain the structure of the English Language syllabus -Develop strategies for the exploitation of an English Language textbook. ATTITUDINAL KNOW-HOW: Develop a rigorous attitude in the use of the concepts SUGGESTED ACTIVITIES: -Documentary research (internet, text books etc) -Apply and implement acquired knowledge to practical lessons (classroom teaching) - Writing of problem situations

English language domains and Levels of learning

KNOWLEDGE: - Domains of Oral language(Listening and speaking) -Domains of written language (Reading, Hand writing and written expressions) -Common Domains of oral and written language(Vocabulary, Grammar, Spellings, Tenses) *English language in Level 1 (Basic Learning) *English Language in Level 2 (First or In-depth Learning of LEVEL1) *English Language in Level 3(Terminal In-depth Learning or In-depth Learning 0f Level


COMPETENCES BASIC


THEMES RESOURCES

2) SKILLS: -State the different domains and language skills in English Language -Identify and explain the different Levels of learning in respect to Psycho-Pedagogy. ATTITUDINAL KNOW-HOW: Exhibit a mastery of the domain at each level/class of the primary school SUGGESTED ACTIVITIES: -Documentary research -Group discussions

C11- Plan and facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners

Solve problem-situation involving lesson presentation related to oral and written language

Methodology in teaching oral language (Listening and speaking)

KNOWLEDGE: -Definition of concepts: Oral Language ,listening and speaking -Principles and procedures in the teaching of sub skills of oral language(Dialogues, Storytelling, Rhymes, Narrations, Drama etc.,) -Appropriate pedagogic approaches (NPA, CBA , Integrated Approach etc) - Steps/ stages of lesson notes -appropriate teaching aids -Evaluations related to the domain -Sample lesson notes and lessons on various topics.(see primary syllabus) -Microteaching / simulations and appraisals. SKILLS: -Define concepts. -Apply principles, procedures in the teaching of sub skills at different levels and classes. -Implement appropriate pedagogic approaches -Draw up lesson plans/lesson notes -present sample lessons -Use appropriate teaching aids. -Evaluate within the domain -Carryout microteaching and appraisals at the end of a lesson. ATTITUDINAL KNOW-HOW: Develop an esthetic spirit and fluency t in oral language SUGGESTED ACTIVITIES: Research


COMPETENCES BASIC


THEMES RESOURCES

-Exercises on sub- skills in oral language -Micro teaching / simulations after each lesson presentation -appraise and carry out individual/group assignments.


Methodology in teaching written language (Reading and written expressions).

KNOWLEDGE: -Definition of concepts: written language, reading, written expression - Principles and procedures in the teaching of sub-skills of written language ( Pre-reading, Proper reading, Hand writing and written compositions) -Appropriate pedagogic approach (CBA, NPA, Integrated approach etc.). - Steps/ stages of a lesson in respect to the sub-skills in written language at different levels and classes(see primary curriculum) - appropriate teaching aids - Evaluations within the domain - sample lesson plans and lessons on various topics.(see pre-reading, proper reading, written expression and handwriting in Primary curriculum) -Microteaching / simulations and appraisals SKILLS: - Define Concepts. - Principles and procedures in the teaching of sub-skills of written language at different levels and classes of the primary school. -Apply appropriate pedagogic approaches - Draw up lesson plans/lesson notes -Present sample lessons on sub-skills (picture talk, word formation, vowels, graphemes, phonemes, diphthongs etc.) Use appropriate teaching aids -Evaluate within the domain -Carry out microteaching/simulations and appraisals. ATTITUDINAL KNOW-HOW: Develop a creative and esthetic spirit in the production and use of didactic material in written language SUGGESTED ACTIVITIES: -Research -Exercises on sub-skills in written language -Micro teaching / simulations after


COMPETENCES BASIC


THEMES RESOURCES

presentation of each lesson. -Individual/group assignements.


Methodology in teaching Skills: of common domain (Oral and written language).

KNOWLEDGE: - Definition of concepts: Common domain, oral, and written language. - Principles and procedures in the teaching of sub-skills of Oral and Written language(Vocabulary, Grammar, Spellings and Tenses) -Application of appropriate Pedagogic Approaches(CBA NPA , INTEGRATED APPROACH etc) -Steps/Stages of a lesson in the teaching of Grammar, Vocabulary, Spelling and Tenses at different levels and classes -Sample Lesson plans and lesson on various topics. (See primary curriculum/syllabus.) -Microteaching/simulations and appraisals SKILLS: - Define concepts - Apply principles, procedures in the teaching of various aspects of Grammar, Vocabulary, Spelling and Tenses - Draw up lesson Plans/Notes. - Present sample lessons on various topics (see primary curriculum/syllabus. - Use appropriate teaching aids. - Evaluate within the domain - Carryout microteaching / simulations and appraisals. SUGGESTED ACTIVITIES: - Documentary research - Exercises on aspects of the various skills - Micro teaching /simulations after presentation of each lesson. - Individual/ group assignements.

C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism

Solve problem- situations involving the evaluation of teaching learning in English taking in to consideration the principles of CBA.

Evaluation in English Language

KNOWLEDGE: -Different types of evaluations -Definition of concepts: -Minimal criteria (Coherence of the production, linguistic and phonetic accuracy) -Perfection criteria (Originality of the production) SKILLS:


COMPETENCES BASIC


THEMES RESOURCES

-Review the different types of evaluation -Identify the criteria and construct questions for sequences and end of course examinations. -Produce a marking / evaluation guide. SUGGESTED ACTIVITIES: -Evaluation exercises, -simulation and micro -teaching


Self-evaluation

SKILLS: -Analyse personal plans -Integrate innovations in view of improving one’s skill - Demonstrate autonomy SUGGESTED ACTIVITIES: Documentary research -Simulation -remedial activities, role-play and case study


SUBJECT : DIDACTICS OF EDUCATIONAL TECHNOLOGIES LEVEL : ONE-YEAR COURSE


Targeted competences: C11, C12; C13; C42. Terminal competence: At the end of the course, the student- teacher should be able to prepare and conduct his teaching /learning activities, by integrating pedagogic Innovations to solve problem-situations.

COMPETENCES BASIC

PROFESSIONNAL COMPETENCES

THEMES RESOURCES

C11 -Plan and facilitate learning/teaching activities

Solve problem-situations making proper use of educational technologies tools in school.


KNOWLEDGE: -Definition of concepts: Didactics, educational technologies, Potential cognitive tools, pedagogic resources, computer, software, learning scenario, internet, information, communication, didactic situation, targeted situation. -Importance of Didactics of Educational Technologies in the training of student-teachers; -Importance of educational technologies in the training of student-teachers; -Formulation of objectives level by level; -Advantages and disadvantages of integrating educational technologies in the teaching/learning process; SKILLS: -Define the above concepts; -Explain the importance of each of the concepts in the teaching/learning process; - State objectives level by level; -Clearly state the advantages and disadvantages of integrating educational technologies in teaching/learning process; SUGGESTED ACTIVITIES: -Documentary research.

Potential manual and cognitive tools.

KNOWLEDGE: -Definition of concepts: exerciser, tutorial software, educational software, light pen and demonstrator; -Identification of traditional, communication and information tools: tom tom, drum, gong, xylophone; chordophone (‘Mvet’) etc…., - Identification of modern communication and information tools: telephone (mobile and fixed), radio, fax, tape recorder, internet, television etc. -Teaching tools: interactive whiteboard, light pen, educational software, tutorial software,


COMPETENCES BASIC


THEMES RESOURCES

calligraphy (artistic writing), demonstrator, exerciser; - Information research tools: search engine (web sites like google, yahoo etc.) encyclopedia and electronic dictionaries (wikipedia, encarta, dico-media), electronic directory, refereed journals, meta-engine etc. SKILLS: -Define the above concepts; -Differentiate the tools used in educational technologies -Explain the pedagogic role of these tools in improving on the teaching / learning process; - Effectively use these tools in varied class situations. SUGGESTED ACTIVITIES -Documentary research; -Practical exercise -Problem solving; -Educative games for socialisation and problem solving.

Integration of educational technologies in the teaching/learning process according to contexts

KNOWLEDGE: -Classic/traditional class environment; -Multimedia environment; (computers with internet), and other pedagogic resources; -Computer laboratory. SKILLS: -Organise work in a classic/ordinary class (produce didactic materials/tools adapted to the environment and also use invariant methods; -Use materials/tools on different class situations; -Organise work in the Multimedia room; -Organise work in the computer room with computers and their peripherals, educational software (Graphics, Text editor, Spreadsheet, Publisher, Photoshop, PowerPoint etc.) SUGGESTED ACTIVITIES: -Drawing technological tools, -Producing didactic materials/tools adapted to lessons;


COMPETENCES BASIC


THEMES RESOURCES

-Practical exercises on internet; -Downloading documents (video, text, image); -Connecting classroom computers to a local network; -Assembling videos and animated images; -Typing, editing and printing; -Arithmetical calculations and statistics on the spreadsheet; -Sending and receiving of mails; -Research; -Solving problem-situations.

C12 - Organise class work

according to various situations

adapted to learners

Prepare and present lessons using educational technologies in the context of CBA.

Methods, techniques, procedure, model, style and lesson notes

KNOWLEDGE: -Definition of concepts: Teaching method, style, techniques and procedure; - Model teaching:

Task-based model;

Cooperative/collaborative / individualised model

-Teaching styles with ICT:

Face to face/direct teaching;

Presentations and discussions;

Discussion forums;

Distance teaching;

I/FOAD/Tele learning;

Tele or video conference -Techniques of animating an educational technologies class:

Video pedagogic animation;

Experiential learning with a simulator;

Demonstrative technique;

Group discussion technique ;

Planning and structured content technique;

Interactive Technique;

Investigation techniques (direct or computer-assisted observation).

-Documentary research, inquiry or virtual network visit. SKILLS: -Establish a link between methods, techniques, procedure, model and teaching styles with educational technologies; -Formulate problem-situations related to school and daily life situations; -Put in place a didactic scenario;


COMPETENCES BASIC


THEMES RESOURCES

-Apply methods, techniques, procedure, models and teaching styles in educational technologies to various contexts; -Use appropriate methodology to prepare lesson notes integrating educational technologies; -Easily present lessons using educational technologies. SUGGESTED ACTIVITIES: -Documentary research; -Practical exercises; -Role-play; -Draw up a simulation schedule (protocol); -Simulation; -Problem-solving.

C13 - Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms C42: Amend educational practices taking into account changes and innovations

Efficiently evaluate students’learning using educational technologies in the CBA context.

Evaluation of learning with educational technologies

KNOWLEDGE: - Evaluation criteria with the use of educational technologies; -Construction of Items ; -Types of Items ; -Drawing up an evaluation guide; -Sources of information used by students, etc.) -Evaluation and measurement techniques ; -Situation of integration. SKILLS: -Construct different types of Items; -Conceive structured questions/tests -Conceive an evaluation and marking guide; - Define evaluation criteria using educational technologies; - Identify sources of information used by students. SUGGESTED ACTIVITIES: Integration exercices ; - Solving problem-situations ; -Traditional evaluation (Test for all); -Computerised evaluation; -Self-evaluation and self-marking exercises; -Elaboration of simulations ; - Simulations with discussion sessions; -Amendment of a model lesson ; -Remedial strategies.


DISCIPLINE : DIDACTICS OF NATIONAL LANGUAGES AND CULTURES LEVEL : ONE-YEAR COURSE


I. Didactics of National languages ( 01 hour every two weeks)

Targeted Competences: C11, C12, C13, C42 Terminal Competence: At the end of the course, the student-teacher should be able to use basic knowledge from Linguistics, National Languages and National Cultures, and from Didactics of National Languages and Cultures to read, write, prepare and carry out activities as well as teaching/ learning lessons in order to solve professional problem-situations related to national languages and cultures in nursery and primary school, while integrating pedagogic innovations.

COMPETENCES BASIC


THEMES RESOURCES

C11- Plan and facilitate learning/teaching activities C12- Organise class work according to various situations adapted to learners C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism

Solve problem-situations using resources from Linguistics and National languages in Nursery and Primary schools. Trace the history of the teaching of national languages in nursery and primary schools;


KNOWLEDGE: - Definition of concepts: language, national language, linguistics, phonetics, phonology, general alphabet of Cameroon languages, didactics of national languages; - History and Importance of the teaching of national languages in nursery and primary schools; -General alphabet of Cameroon languages; - Cameroon great linguistic groups (Cameroon linguistic map); SKILLS: - Define the above concepts; - use and establish a link between them; -Present the general alphabet of Cameroon languages; - Present the Cameroon great linguistic groups (linguistic map) - State and explain the importance of the teaching of national languages in nursery and primary schools ; ATTITUDINAL KNOW-HOW : Demonstrate tolerance, respect that of others and humility. SUGGESTED ACTIVITIES: - Documentary research and analysis; -Individual, pair, group work. Etc…

Domains of the teaching of national languages

KNOWLEDGE: Alphabet of a national language: consonants, vowels, pitch or tone, intonation Orthography (reading and writing rules) of a national language


COMPETENCES BASIC


THEMES RESOURCES

The nominal group

The noun ( root, prefixing and suffixation)

The singular and plural of nouns

Derivation of nouns and adjectives

Determinants (demonstrative, possessive, numeral, qualifying, interrogative and indefinite adjectives, the noun complement, clauses…)

Agreement of noun and its determinants

Associative construction

Pronouns (personal, possessive, demonstrative, indefinite, interrogative, emphatic…) subjects and objects

Subject forms The verbal group in national languages

The verb (prefix, root and suffix)

Tonal structure of verbs (high pitch verbs/ low pitch verbs)

Verbal extensions

Verbal forms (instrumented, causative, applicative, reciprocal, reflexive, complement…)

Verbal tenses ( present, future, past)

Mode (Indicative, Subjunctive, imperative, conditional…)

Aspect (progressive, repetitive, durative, inchoative or ingressive, resultative…)

Verb complements (direct complements, adverbial phrases: time, goal, place, consequence, cause)

Prepositions

Adverbs (manner, time, place)

Coordinating and subordinating conjonctions

Sentences

The simple sentence

The complex sentence (juxtaposition, coordination, subordination)

Types of sentences (declarative, interrogative, imperative, negative, exclamatory…)

The active voice and the passive voice


COMPETENCES BASIC


THEMES RESOURCES

Texts: Oral and written expression

Narrative text

Procedural text

Exhortative text

Other types of texts

Solve problem-situations by fluently reading and writing Cameroon national languages

SKILLS: - Identify and differentiate constitutive elements of a national language; - Fluently use them in various language situations; - State the reading and writing rules of a national language; - Apply them in Cameroon national languages;

SUGGESTED ACTIVITIES: - Sound and tone discrimination exercises of various alphabets; - Manipulation exercises on alphabets and grammar; - Exercises on oral expression and writing; - Individual, pair, group work. Etc…

Solve problem-situations using teaching methods, techniques, procedure and activities for lesson presentation in nursery and primary schools following CBA.

Methodology of teaching national languages in nursery and primary schools

KNOWLEDGE: - General objectives of teaching African languages in Cameroon nursery and primary schools; - Specific objectives by levels of teaching African languages in Cameroon nursery and primary schools; - Time allocation and syllabuses of teaching national languages in Cameroon nursery and primary schools; - Methods, techniques, procedures/approaches of teaching national languages in Cameroon nursery and primary schools; - Didactic tools for teaching national languages in Cameroon nursery and primary schools; -Evaluation on the teaching of national languages in Cameroon nursery and primary schools; - Draw up of lesson notes on how to teach national languages orally in nursery and primary schools; - Drawing up of lesson notes on how to teach writing of national languages in nursery and primary schools; SKILLS: -Recall general objectives of teaching national languages in Cameroon nursery and primary schools,


COMPETENCES BASIC


THEMES RESOURCES

- Identify specific objectives by levels of teaching national languages in Cameroon nursery and primary schools; -Recall time allocation and syllabuses of teaching national languages in Cameroon nursery and primary schools, -Present the methods, techniques, procedures/approaches of teaching national languages in Cameroon nursery and primary schools; - Identify and describe didactic tools for teaching national languages in Cameroon nursery and primary schools; - Evaluate national languages lessons in Cameroon nursery and primary schools; - Drawing up of lesson notes in order to teach national languages orally in nursery and primary schools; - Drawing up of lesson notes in order to teach writing of national languages in nursery and primary schools; SUGGESTED ACTIVITIES:

- Practical exercises - Documentary research - Practical case - Micro-teaching - Individual, pair, group work. Etc…


Evaluate the activities and lessons of National languages in nursery and primary schools

Evaluation of national languages activities and lessons in nursery and primary schools

KNOWLEDGE: - Presentation of types of evaluation and questions on national languages in nursery and primary schools ; - Construction of items and marking guides for national languages in nursery and primary schools (language learner attitude). SKILLS: - Present and explain the different types of evaluations and questions for national languages in nursery and primary schools; - Construct- appropriate items and marking guides for national languages evaluation in nursery and primary schools; SUGGESTED ACTIVITIES: - Practical exercises; - Practical cases; - Micro-teaching ; -Individual, pair, group work. Etc…


II. Didactics of National Cultures ( 01 hour every two weeks)

COMPETENCES BASIC


THEMES RESOURCES

C11- Plan and facilitate learning/teaching activities C12- Organise class work according to various situations adapted to learners C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism

Solve problem-situations using resources from National cultures in Nursery and Primary schools.


KNOWLEDGE: - Definition of concepts: Culture, national cultures, cultural diversity, cultural setting, tradition, habits and customs; - Presentation of Cameroon setting and cultural practices; - Importance of the teaching of national cultures in nursery and primary schools. SKILLS: - Define the above concepts; use and establish a link between them; -Present the Cameroon (sudano-sahel, beti-fang, sawa, grassfields) setting and cultural practices. - State and explain the importance of the teaching of national cultures in nursery and primary schools; ATTITUDINAL KNOW-HOW : - Demonstrate a spirit of tolerance, equity, flexibility, transparency, respect of the other and equality among people and humility. SUGGESTED ACTIVITIES: - Documentary research and analysis; -Riddles and joke; -Discussion; -songs/ rhymes; -Sketches; -Poems.

Domains of the teaching of national cultures

KNOWLEDGE: I. The different aspects of Cameroon national cultures: dances, tales and nursery rhymes, sayings, proverbs, plays (miscellaneous, song or mimed), habits and customs, traditions; II. Lifestyles in the Cameroon society -The traditional family: structure and hierarchy, rights and duties, politeness… - The traditional society: hierarchical structure, rights and duties - The traditional economy: handicraft, saving techniques - Traditional techniques of environmental conservation e.g. waste management, - Health care in the traditional society: traditional medicines and treatment recipes… - Rights and duties of individuals in the traditional


COMPETENCES BASIC


THEMES RESOURCES

society; - Traditional strategies to ensure the welfare of people: clothing, housing, art of cooking, musical art, dances, literature (tales, riddles, legends …) - Medias and traditional communication tools… III. Cultural practices relative to significant events of life:

- Birth, - Marriage, - Death. - Other public events, e.g. coronation

/consecration or social progress of an individual, reception of a famous person…

SKILLS: -List the constitutive elements of Cameroon cultures; -Identify the Cameroon various cultural practices; -Classify the various cultural practices listed according to cultural areas; -List tools or materials necessary to the practice of each type of cultural activity. SUGGESTED ACTIVITIES: -Practical exercises -Pedagogic projects: production of musical or traditional dances instruments, organization of tales, legends and traditional dances evenings; production of plastic art objects: basketry, pottery, tanning, drawing, painting… -Various cultural plays, - Practical cases; -Role play; - Micro-teaching.

Solve problem-situations using methods, techniques and procedure for the teaching and presentation of national cultures lessons and activities in nursery and primary schools following CBA.

Methodology of teaching national cultures in nursery and primary schools

KNOWLEDGE: - General objectives of teaching national cultures in Cameroon nursery and primary schools; - Specific objectives by levels of teaching national cultures in Cameroon nursery and primary schools; - Time allocation and syllabuses of teaching national cultures in Cameroon nursery and primary schools; - Methods, techniques, procedures/approaches of teaching national cultures in Cameroon nursery and primary schools; - Didactic tools of teaching national cultures in Cameroon nursery and primary schools; Evaluation on the teaching of national cultures in


COMPETENCES BASIC


THEMES RESOURCES

Cameroon nursery and primary schools; - Elaboration of pedagogic forms on how to teach national cultures in nursery and primary schools; SKILLS: -Remind the general objectives of teaching national cultures in Cameroon nursery and primary schools, - Present the specific objectives by levels of teaching national cultures in Cameroon nursery and primary schools; - Remind time allocation and syllabuses of teaching national cultures in Cameroon nursery and primary schools, - Present methods, techniques, procedures/approaches of teaching national cultures in Cameroon nursery and primary schools; - Identify and describe didactic tools of teaching national cultures in Cameroon nursery and primary schools; - Evaluate national cultures lessons in Cameroon nursery and primary schools; - Elaborate pedagogic forms on how to teach national cultures in nursery and primary schools; SUGGESTED ACTIVITIES:

- Practical exercises - Documentary research - Practical cases - Micro-teaching


Evaluate national cultures activities and lessons in nursery and primary schools

Evaluation of national cultures activities and lessons in nursery and primary schools

KNOWLEDGE: - Presentation of types of evaluation and questions on national cultures in nursery and primary schools ; - Construction of items and marking guides for national cultures in nursery and primary schools. SKILLS: - Present and explain the different types of evaluation and questions for national cultures in nursery and primary schools; - Appropriately construct items and marking guides for national cultures evaluation in nursery and primary schools; SUGGESTED ACTIVITIES: - Practical exercises - Practical cases - Micro-teaching.


SUBJECT: INITIATION TO ACTION RESEARCH LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 2 hours WEEKLY TIME ALLOCATION : 44 hours

Targeted competence: C42 Terminal competence: At the end of course, the student-teacher should be able to solve complex pedagogic and professional problem-situations using resources acquired from Initiation to Action research in order to conceive and implement innovating pedagogic projects.

COMPETENCES BASIC


THEMES RESOURCES

C42: Amend educational practices taking into account innovations.

Solve problem- situations using preliminary knowledge that is necessary to carry out action research


KNOWLEDGE: - Definition of concepts :educational research, applied research; fundamental research, case study; - Importance of research in the training of a student teacher; - Objectives of research; -Types of research; - Research principles in education. SKILLS - Define the above concepts - Describe the importance of research in the training of a student-teacher - Present the objectives of Initiation to action research; - List the types of research - Adopt research principles in education. SUGGESTED ACTIVITIES: - Documentary research.

Domains of action research in education

KNOWLEDGE: - Domains and problems in educational research (learner and school environment, students’ performance, didactic materials, learning difficulties, content, teacher etc...); - Research methods in education SKILLS: - Enumerate and explain the domains in educational research - Apply research methods to solve problem-situations in the domains cited above. SUGGESTED ACTIVITIES : - Documentary research; - Case study.

Solve problem situations using elements of research

Practical example of action

KNOWLEDGE: - Definition of the concept: pedagogic project; - Elements of a pedagogic project (target population, resources, etc.)


COMPETENCES BASIC


THEMES RESOURCES

methodology in a pedagogic project

research: the pedagogic project

- Project procedure (See General Pedagogy) SKILLS: - Define the concept of pedagogic project; - Enumerate the elements of a pedagogic project; - Apply the project procedure in solving problem-situations. SUGGESTED ACTIVITIES: - Documentary research - Case study.

C42: Amend educational practices taking into account changes and innovations.

Research methodology in the pedagogic project

KNOWLEDGE: - Diagnostic phase, (context analysis, site

inventory, needs assessment, construction of instruments for data collection)

- Determination of the target population and their needs

- Selection of priorities and stating of objectives, feasibility (constraints, obstacles...)

- Definition of strategies and planning (duration, place, line of action and associate actors)

- Project resources (human, financial and material)

- Expected and reinvestment activities to be put in place

- Evaluation methods, procedures and expected changes.

- Project schedule. SKILLS: - Apply educational research methodology in developing a pedagogic project - Conduct and evaluate a pedagogic project - Draw a project schedule. ATTITUDINAL KNOW-HOW : -Present the following qualities: intellectual probity, critical mind, analytical and synthesis abilities. SUGGESTED ACTIVITIES: - Practical conception of pedagogic projects; - Simulations.


DISCIPLINE : INFORMATION AND COMMUNICATION TECHNOLOGIES LEVEL : ONE-YEAR COURSE

WEEKLY TIME ALLOCATION : 02hours ANNUAL TIME ALLOCATION : 44 hours

Targeted Competences: C11, C12, C13, C22, C31, C32, C33, C41, C42 Terminal Competence : At the end of the course, the student-teacher should be able to solve problem-situations using resources from Information and Communication Technologies in order to teach Educational Technologies in primary and nursery schools. NB: As all other sciences or Art, the teaching of ICT should be in the morning period to facilitate the mobilization of cognitive abilities.

COMPETENCES BASIC


THEME RESOURCES

C11: Plan and facilitate learning / teaching activities

Solve problem-situations making proper use of ICT tools in school


KNOWLEDGE : - Definition of concepts: , Computer Science, Computer, Information, Software, communication, peripheral ; - Formulation of objectives level by level ; - Historical foundations and importance of ICT; - Structure of a computer (material and software); - Configuration of computer peripherals; - Study of reading and writing operations with the

keyboard and the mouse, and their importance in pedagogy ;

- Various types of breakdown related to the handling of computer equipment;

-Development of maintenance and security strategies of computer equipment. SKILLS : -Establish the link between the concepts - Explain the objectives level by level - Study the methodology to elaborate a form ; -State and explain ICT advantages and disadvantages; - Present a brief historical background of ICT and its

importance; - Describe the physical structure/ hardware( visible

parts) and software( invisible parts) of a computer; - Describe the environment of a common operating

system; - Explain the functions of each computer peripheral; - Apply the reading and writing operations using the keyboard and the mouse, and their importance in pedagogy ; - Differentiate various types of breakdown related to

the handling of computer equipment; -.Develop maintenance and security strategies for computer equipment SUGGESTED ACTIVITIES :


COMPETENCES BASIC


THEME RESOURCES

Practical work in computer rooms: -Exercises of concepts discrimination; - Documentary research; -desktop customization; -Practical work from theory lessons. - Connexion of peripherals.

C11: Plan and facilitate learning/teaching activities

Solve problem-situations basing on the management of an operating system

Functioning of an operating system

KNOWLEDGE : - Definition of concepts : operating system, resource, file, folder, directory, memory, file system, icon; -Characteristic components of an operating system ; -Roles of an operating systems ; -Various types of operating systems - Roles of an operating system; - Management of users sessions; - Management of files and folders; - A Study of the components of an operating system; -Exploiting operating system interface: Workstation, Start menu; -Block diagram of a computer. SKILLS : -Define and establish a link between the concepts ; -Present the characteristic components of an operating system ; -Identify the various types of operating systems; Identify the roles of an operating system; - Manage files and folders; - Manage users sessions; - Describe the components of an operating system; -Demonstrate knowledge of windows environment: Workstation, Start menu ; -Describe the functioning of a computer. SUGGESTED ACTIVITIES : Practical work in computer rooms -Development of a practical work protocol ; - Simulate with a computer to execute a task; -Micro-teaching using a computer -Documentary research ; -Presentation of research work ; -Practical exercises and problem solving ; -Turning a computer on and off ; -Configuration of a local network in a classroom; -Using a CD, DVD or a VCD drive; -Implement of reading, writing and calculation operations using the keyboard and the mouse; -Installation and uninstallation of software; -Drawing the block diagram of a computer ; -Application of pedagogic activities : create,


COMPETENCES BASIC


THEME RESOURCES

manipulation, delete, rename, copy, move and save files and folders during different operations ; -Detection of corrupted files; -Application of reading and writing operations on files in various tasks.

C12: Organise class work according to various situations adapted to learners ; C22: Work in a team, collaborate with the hierarchy and the education community

Solve problem-situations basing on the knowledge of a computer/digital work environment

Knowledge of a computer / digital environment

KNOWLEDGE : -Information System components -The roles of the component of an information system ; -Implementation of the components of an information system; - Identification and use of storage devices; - Types of memories; - Treatment and circulation of information; -Description of basic treatment operations of information; - Information processing and information flow. SKILLS: - Differentiate the components of a computer system; -Explain the roles of components of a computer system; -Describe the implementation process of component of a computer system; - Operate the component of a computer system ; - identify and use the different storage devices -Identify the types of memories; -Describe the basic information operations; -Describe information processing and information flow processes. SUGGESTED ACTIVITIES : Practical work in computer rooms: -Documentary research ; -presentation of research work (presentations); -Information processing ; -Use of storage devices (USB drives, CD, hardware, magnetic tape, multimedia card ) ; -Organisation and setting of ICT tools in an appropriate environment according to the context.

C22: Work in a team, collaborate with the hierarchy and the education community C31: Work in discipline, respect, deontology and professional

Solve problem-situations related to the production of digital documents

Production of digital documents /Professional office automation

KNOWLEDGE : -Definition of concepts : Production of text Document, Text treatment software: Word, Excel, Power-point, Publisher, Text editor,: -Importance and use of each data treatment software; -Presentation and Publication with computer; - Description of the graphical interface of a data processing software;


COMPETENCES BASIC


THEME RESOURCES

ethics.

SKILLS : -Define and establish a link between the concepts: -Explain the importance and use of each data treatment software; -Present and Publish with computer; - Describe the graphical interface of a data processing software SUGGESTED ACTIVITIES : Practical work in computer rooms -Documentary research , -Presentation of research work ; -Problem solving; -Typing and production of documents (administrative and private letters, students’ report notes, bills, etc…) ; -Designing posters, leaflets, pedagogic documents, preparation forms lesson’s schemes of work; -Production of students’ best wishes and birthday cards; -Use of a spreadsheet to calculate a numerical value : median, average value, mode value, standard deviation using statistic formulas; -Statistics of students’ marks to publish trends on a graphic, and interpretation of students’ results ; - Using of publi-postage -Planning and facilitating a presentation document during pedagogic animation days and during classes/ lessons ; -Use of a camera for video or audio recording; -Insertion of graphics and tables in a text; - Image animations ; - Insertion of illustrations and tables in a text; -Description of the formatting procedure, saving and printing of a letter and other administrative documents; -Save and print documents

C31: Work in discipline, respect, deontology and professional ethics

C32: Participate in the conception and the realization of socio-educational activities

Using Internet to solve problem-situations related to communication, legal, ethics and social issues

Internet technology and network etiquette

KNOWLEDGE : -Definition of concepts : Computer network, Internet, Search engine , e-mail, Electronic message system, Navigator/Browser, URL, http, web, www, Web Site, Network etiquette, -Importance of the use of the Internet and its services; -Various channels of communication ; -Description of the procedure (steps of creation of an electronic messaging account (save, send attached documents, read and send messages, delete a message etc.)


COMPETENCES BASIC


THEME RESOURCES

C33: Sensitize and accompany the education community in the domain of environmental protection

-Description of the downloading procedure of attached documents from an email; -Advantages and disadvantages of the Internet ; -Services offered by the Internet; -Role of browsers or navigators; -Sensitisation on the importance of services offered by Web sites in a school; -Communication of the research methodology through the web; -Development of research strategies ; -Various search engines and their roles on the research in the web; -Analysis of legal, ethical, cultural and social issues related to the use of ICT in education ; -Identification of the main legal problems related to the use of ICT:

- Copyrights, cyber crime, piracy; - Respect of intimacy and private life.

SKILLS : -Define and establish a link between the concepts; -Explain the importance of the use of Internet ; - Present the advantages and disadvantages of Internet ; -Present the services offered by Internet ; -Present the various current browsers; -Explain the importance of services offered by Internet sites in schools; -Communicate the research methodology through the Web ; - Develop research strategies on the web ; -Identify the various search engines and their role in the electronic research ; -Analyse legal, ethical, cultural and social issues related to the use of ICT in education ; -Identify the main legal problems related to the use of ICT : - Copyrights, cybercrime, piracy; - Respect of intimacy and private life. SUGGESTED ACTIVITIES: Practical work: in computer rooms - Documentary research - Presentation of research work (presentations) - Using an URL to access a Web site ; -Downloading (of a document, a film, a sound or an image) ; -Browse the internet to look for useful information; - Management of an electronic messaging account


COMPETENCES BASIC


THEME RESOURCES

(Sending and receiving an email to one or several recipients ); -Connection of a school to an education forum ; -Creation of schools web sites ; -Using key words and operators on a research theme; - Evaluation of information sources used by students ( relevance, accuracy) ; -Screening pernicious sites using the server to protect students against pedophilia, pornography and others ; -Creation of social networks (face book, You tube, Twitter, etc…) ; -Using network etiquette rules in one’s profession -Settlement of conflicts related to social, ethical, legal and human issues;

C41: Analyse students’ results and class performance to evaluate the pedagogic practices. C42: Amend educational practices taking into account changes and innovations.

Present lessons while integrating ICT following CBA from an elaborated form

Pedagogic integration of ICT in class practice and evaluation

KNOWLEDGE : -Definition of concepts : Pedagogic integration of ICT, pedagogic triangle, teaching ICT, teaching with ICT, teaching through ICT, pedagogic of the educational game, evaluation of acquired knowledge ; - Using ICT as object and as a pedagogic tool; -Using ICT as a catalyst in the learning/teaching process; -Contribution of ICT in the pedagogic triangle ; -Advantages and disadvantages of TIC in the learning/teaching process; -Formulation of objectives; - Formulation of problem-situations related to school life and daily life situations; -Sensitisation in the teaching of the other disciplines: mathematics, Environemental sciences, history, geography, Educational Policies, national languages, French, English and others using ICT; -Structuring a lesson following CBA; -Use of methods, animation practices, procedures, teaching techniques (refer to the Didactics of Educational technologies) (P.O GTTC); -Use of the methodology to make a lesson note; -Development of tools and evaluation strategies; -Identification of types of items; -Development of Items; -Efficient use of ICT for the evaluation of learning following CBA ( automatic evaluator and automatic corrector software, drill and practice software) ; Identification of evaluation criteria using ICT; SKILLS:


COMPETENCES BASIC


THEME RESOURCES

-Define and establish a link between those concepts ; -Use ICT as a pedagogic object and pedagogic tool during class practice; -Elaborate a lesson/class structure; -Use the methodology to make a class/lesson note; -Use methods, animation techniques, procedure, teaching techniques ( refer to the Didactics of educational technologies ) (P.O.GTTC); -Develop tools and evaluation strategies; -Identify the types of items; -Develop items ; - Identify the evaluation criteria using ICT tools ; SUGGESTED ACTIVITIES : Practical work in computer rooms -Documentary research ; -Presentation of work research (presentations); -Preparation of a tutorial protocol; -Micro-teaching using a computer; - Problem solving -Use of the appropriate method to make preparation forms for activities that integrate ICT ; - Easely present the class/lesson following CBA ; -Efficiently evaluate students’ acquired knowledge using software (drill and practice software, automatic evaluation and automatic corrector softwares, demonstrators, calligraphers, simulators and computer applications; -Design structured questions; -Identification of evaluation criteria using ICT tools ; -Evaluation of integration and remedial activities; -Design an evaluation and marking guide (see Didactics of Educational technologies , P.O. TTC)


Article 2: The syllabus presented in Article 1 here above shall be implemented as from

the beginning of the 2014-2015 school year;

Article 3: All previous provisions repugnant hereto are hereby repealed.

Article 4: Inspectors Coordinator General, the Director of General Secondary

Education, the Director of Examination and certification, Regional delegates of

Secondary Education, Divisional Delegates of Secondary Education, Education

Secretaries of various Private Educations Agencies, Principals of public and private

schools, each in their own sphere shall be charged with the strict implementation of

this order which shall be inserted and published in the Official Gazette in English and

French.

Yaoundé,

Copies:

-PRC

- PM

- MINESEC/SEESEC

- MINESEC/SG

- IGE

- DSGE

- RDSE/DDSE

- Education Secretaries

- School Heads

- Files/ Archives