Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
Cameroon Primary School
Curriculum
REPUBLIC OF CAMEROON
Peace – Work – Fatherland
------------------
MINISTRY OF BASIC EDUCATION
-------------------
REPUBLIQUE DU CAMEROUN
Paix – Travail – Patrie
---------------
MINISTERE DE L’EDUCATION DE BASE
---------------
English Subsystem
Level I: Class 1 & Class 2
2018
We are building today what tomorrow will be.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 3
FOREWORD
Nursery and Primary Education is the foundation of sustainable learning. It is on this basis that
Cameroon has ratifi ed several conventions related to compulsory education. These conventions
range from the Jomtien Education Framework of 1990, the Salamanca Statement of 1994, the
Dakar Framework of 2000 to the Incheon Declaration of 2015 precisely the fourth Sustainable
Development Goal (SDG4).
Besides these international conventions, the Constitution of the Republic of Cameroon
guarantees the right of the child to education and further highlights it in the1998 Law to Lay
Down Guidelines for Education. In view of becoming an emergent nation by the year 2035,
the government developed the Growth and Employment Strategy Paper (GESP) in 2009 to
provide major orientations to all sectors of the society. The document tasked ministries in
charge of education to develop the human capital required to attain this vision. The 2013-2020
Education and Training Sector Strategy Paper (ETSSP) clearly defi nes the missions of each
sub-sector in the educational system.
This curriculum is designed to guide the development of knowledge, skills and attitudes in
the learners and to set the foundation for learning with emphasis on Science, Technology,
Engineering and Mathematics (STEM). The curriculum therefore responds to one of the key
missions assigned to the Ministry of Basic Education (MINEDUB).
This new pedagogic tool replaces the one of 1987 for the nursery and that of 2000 for the primary.
My fervent wish is that the entire education community explores and makes maximum use of
this document in order to enable the nursery and primary school learners attain knowledge-
based, skill-based and attitude-based profi ciencies upon graduation. In this way, they will be
able to cope with the diff erent educational and/or professional options available to them at
the end of the primary school cycle and embrace lifelong learning, no matter the post-primary
path they choose.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 24
PREFACE
This curriculum has taken into consideration the fact that learners have unique personalities, talents,
attitudes, and interests that they bring into the classroom. They also have a variety of experiences
which the teacher must build on, in order to eff ect and aff ect the teaching – learning process. The
learners’ uniqueness and variety of experiences are primordial in the development of any school
curriculum. Analyses of curricula that have been successful in many countries throughout the world
suggest that appropriate curriculum design should:
• involve parents in their children’s education
• develop an atmosphere based on sound human relationships
• establish a balance between child-directed and teacher-directed activities
• specify objectives and needs of individual learners
• emphasise on pragmatic and play-based learning in pre-primary and primary education
Basic Education moulds learners and encourages them to be dynamic and creative. Hence, the 1996
Constitution of the Republic of Cameroon clearly spells out the State’s engagement in guaranteeing
the child’s right to education. Cameroon also adheres to the Human Rights Declaration and related
legal instruments. Every child is endowed with learning potentials which need to be awakened and
guided by appropriate instruction and instructional materials. Consequently, the Ministry of Basic
Education (MINEDUB) has undertaken a massive reform of the Nursery and the Primary school
curricula, an activity that aims at ensuring quality basic education for all Cameroonian children.
This will therefore serve as an important reference and working document for teachers and the entire
education community.
In order to render the curriculum standard and to guarantee quality assurance, the following phases
and procedures were followed:
• writing and validating the Cameroon National Core Skills Framework
• carrying out needs analysis
• writing and validating the Curriculum Framework
• training of 105 writers by consultants
• writing the fi rst draft
• reading and evaluating the fi rst draft by the scientifi c committee
• integrating the recommendations and suggestions of the scientifi c committee
• experimenting the curriculum in all the ten regions of Cameroon
• integrating the recommendations and suggestions from the fi eld
• re-evaluating the curriculum by the scientifi c committee
• integrating the recommendations and suggestions from the scientifi c committee
• reviewing the curriculum by the consultants and the scientifi c committee
• fi nalising and validating the curriculum
The inclusive nature of this document therefore makes it user-friendly, thus, the classroom teachers
should be able to claim ownership of it and be totally accountable for its implementation.
It is also worth noting that priority was given to national expertise by working with two renowned
consultants representing the language of instruction of the two subsystems.This was done in strict
respect of the specifi cities of the two subsystems of education in conformity with the provisions of
the 1998 Law to Lay Down Guidelines for Education in Cameroon. Following the recommendations
of the Curriculum Framework, the two subsystems have the same domains, weighting, core skills
and broad-based competences, and activities for the nursery cycle and subjects for the primary cycle.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 5
However, each subsystem has maintained its specifi cities with regards to learning strategies/methods,
teaching-learning materials, and assessment strategies and tools.
As a matter of fact, this is a hands-on document aimed at rendering the job of the classroom practitioner
lighter and more enjoyable. The annual time allocation has been calculated and activities for the
Nursery school as well as subjects for the Primary school cycle identifi ed and built under appropriate
domains. The competences from the National Core Skills Framework to be developed by each subject
area have also been clearly stated. Besides, the activities and/or subjects are technically distributed to
represent the weighting that was hitherto given to the various domains. The major teaching-learning
approach: the Project Based Learning which is supported by the Integrated-Theme Learning and the
Cooperative Learning strategies has been explained. Furthermore, the importance of assessment is
reiterated in order to encourage the classroom teacher to constantly exploit and maximise its use. A
glossary is provided to situate the user on the contextual use of some key concepts.
Summarily, the ADDIE Model guided the entire process of the curriculum development as follows:
A for the Analysis phase, explains the situational analysis (teachers, learners, supervisors, education
community)
D for the Design phase, focuses on the structure of teaching-learning and assessment of learning
outcomes
D for the Development phase, is where the writing and re-writing of all the planned activities in
the design phase are carried out
I for the Implementation phase, covers the period of the experimentation. This period off ers
feedback for revision
E for the Evaluation phase, is where plans for the evaluation of the entire curriculum are made as
it is progressively being used
It is worthy to mention here that globalisation has severely impacted contemporary instructional
processes. Increasingly, our society is rocked by various challenges which include economic
recession, advancing technologies, changing family relationships, violence in communities, exclusion,
intolerance and identity crisis. These issues constitute a serious hurdle to pedagogues who must derive
appropriate strategies to handle them. Educators and parents are, therefore, called upon to embrace
this important change and to work in harmony. Learners are expected to acquire necessary life skills
such as autonomy, honesty, adaptability to technological changes, respect for self, respect for others
and respect for institutions, as well as the 21st century skills: collaboration, teamwork, creativity,
problem solving and critical thinking for eff ective lifelong learning.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 26
Table of Contents
FOREWORD........................................................................................................................................3
PREFACE.............................................................................................................................................4
List of Tables.........................................................................................................................................8
List of Figures.......................................................................................................................................9
List of Abbreviations and Acronyms................................................................................................10
GENERAL INTRODUCTION.........................................................................................................11
PART ONE: OVERVIEW.................................................................................................................13
The Learner’s Profi le............................................................................................................................13
Domains, Weighting, Competences and Subjects................................................................................14
Integrated Learning Themes (ILTs)......................................................................................................15
Pedagogic Approaches.........................................................................................................................16
Project-Based Learning (PBL)........................................................................................................16
Cooperative Learning (CL).............................................................................................................18
Assessment...........................................................................................................................................19
Weighting and Time Allocation...........................................................................................................19
Link between Learning Domains and the National Core Skills/Broad-based Competences...............21
Plan of action for the teaching-learning cycle......................................................................................23
PART TWO: DEFINITION OF DOMAINS AND THEIR RELATED CARRIER
SUBJECTS..................................................................................................................25
Domain 1: Basic Knowledge............................................................................................................25
English Language.......................................................................................................................25
Mathematics...............................................................................................................................26
Science and Technology.............................................................................................................28
Français.....................................................................................................................................29
Domain 2: Communal Life and National Integration.......................................................................30
Social Studies.............................................................................................................................30
Domain 3: Vocational and Life Skills...............................................................................................32
Vocational Studies......................................................................................................................32
Arts.............................................................................................................................................33
Physical Education and Sports...................................................................................................35
Domain 4: Cultural Identity..............................................................................................................36
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 7
National Languages and Cultures.................................................................................................36
Domain 5: Digital Literacy...............................................................................................................38
Information and Communication Technologies (ICTs)................................................................38
PART THREE: CONTENTS OF THE SYLLABUS......................................................................40
Contents of English Language ............................................................................................................41
Contents of Mathematics.....................................................................................................................48
Contents of Science and Technology...................................................................................................51
Les Contenus du Français....................................................................................................................56
Contents of Social Studies...................................................................................................................63
Contents of Vocational Studies............................................................................................................65
Contents of Arts...................................................................................................................................69
Contents of Physical Education and Sports.........................................................................................70
Contents of National Languages and Cultures.....................................................................................72
Contents of Information and Communication Technologies...............................................................76
BIBLIOGRAPHY..............................................................................................................................81
GLOSSARY.......................................................................................................................................83
LIST OF CONTRIBUTORS............................................................................................................85
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 28
List of Tables
Table 1: Domains, Weighting, Competences to be Developed and Related Subjects........................................15
Table 2: Integrated Learning Themes.………………………………………………..…………................…..16
Table 3: Annual Learning Time in Hours per Level and Subject Area for the Single Shift System…........….20
Table 4: Weekly Learning Hours per Level and Subject Area for the Single Shift System...............................20
Table 5: Annual Learning Time in Hours per Level and Subject Area for the Double Shift System.................21
Table 6: Weekly Learning Hours per Level and Subject Area for the Double Shift System..............................21
Table 7: Terminal Learning Outcomes and Evaluation Criteria (English Language)........................................26
Table 8: Terminal Learning Outcomes and Evaluation Criteria (Mathematics)………….....…..............…….27
Table 9: Terminal Learning Outcomes and Evaluation Criteria (Science and Technology)……….......……...29
Tableau 10: Attentes de fi n de niveau.………….............................................…………...................................30
Tableau 11: Les attentes à la fi n de niveau et les critères d’évaluation…………………..….......……..…......30
Table 12: Terminal Learning Outcomes and Evaluation Criteria (Citizenship)………………..............……...31
Table 13: Terminal Learning Outcomes and Evaluation Criteria (Vocational Studies).......…...............….…..33
Table 14 Terminal Learning Outcomes and Evaluation Criteria (Arts)……….………………..............……..34
Table 15: Terminal Learning Outcomes and Evaluation Criteria (PES)…………………...............……….....36
Table 16: Terminal Learning Outcomes and Evaluation Criteria (National Languages and Cultures).............37
Table 17: Terminal Learning Outcomes and Evaluation Criteria (ICTs)……………………...........................39
Table 18: Integrated Learning Themes for Level I and Level II (classes 1/2/3/4)...............................................40
Table 19: Integrated Learning Themes for Level III (classes 5/6).....................................................................40
Table 20: English Language contents, expected learning outcomes and methodology......……………………41
Table 21: Mathematics contents, expected learning outcomes and methodology.....………..………………...48
Table 22: Science and Technology contents, expected learning outcomes and methodology.…….…..……....51
Tableau 23: Les contenus du Français …...................……………………………………………..….……....56
Table 24: Citizenship contents, expected learning outcomes and methodology……………….……………...63
Table 25: Vocational Studies contents, expected learning outcomes and methodology...……………...….….65
Table 26: Arts contents, expected learning outcomes and methodology…………………..........……….........69
Table 27: Physical Education and Sports contents, expected learning outcomes and methodology.....….…...70
Table 28: National Languages and Cultures contents, expected learning outcomes and methodology .………72
Table 29: Information and Communication Technologies contents, expected learning outcomes and
methodology.................……................................................................................……………..........75
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 9
List of FiguresFigure 1: Link between the Learning Domains and the National Core Skills/Broad-based
Competences..................................…………………………………...…….…...... 22
Figure 2: Cyclical Teaching and Learning Process...........…………………………………… 24
Figure 3: Components of English Language ……………………………………...………... 25
Figure 4: Components of Mathematics ……………………………………………...……... 27
Figure 5: Components of Science and Technology………………………...………………. 28
Figure 6: Les composants du français ………………………………...……………………. 29
Figure 7: Components of Social Studies…………………………………………………… 31
Figure 8: Components of Vocational Studies …………………………....…….…………… 32
Figure 9: Components of Arts………………………………………...…………………….. 34
Figure 10: Components of Physical Education and Sports….……………….....…………... 35
Figure 11: Components of National Languages and Cultures……………...……………….. 37
Figure 12 : Components of Information and Communication Technologies……....………... 38
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 210
List of Abbreviations and Acronyms
ADEA Association for the Development of Education in Africa
CESA Continental Education Strategy for Africa
EFA Education For All
ETSSP Education and Training Sector Strategy Paper
GACL General Alphabet of Cameroonian Languages
GESP Growth and Employment Strategy Paper
ICT Information and Communication Technology
IGE Inspectorate General of Education
ILT Integrated Learning Theme
MDGs Millennium Development Goals
MINEDUB Ministry of Basic Education
PBL Project Based Learning
PES Physical Education and Sports
SDGs Sustainable Development Goals
UNESCO United Nations Educational Scientifi c and Cultural Organization
UNICEF United Nations International Children’s Emergency Fund
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 11
GENERAL INTRODUCTION
In 1990, the World Conference on Education For All (EFA) which held in Jomtien, Thailand, made
a clarion call for universal quality primary education. During this conference, emphasis was laid
on access, equity and quality primary education for all. Apart from declaring that “Education is
the fundamental right for all people, women and men of all ages throughout the world”, the EFA
conference also underscored that
…active and participatory approaches are particularly valuable in assuring learning acquisition and
allowing learners to reach their fullest potentials. It is, therefore, necessary to defi ne acceptable levels
of learning acquisition for educational programmes and to improve and apply systems of assessing
learning achievement.
A decade after Jomtien, in the year 2000, the World Education Forum held in Dakar, Senegal where
the Dakar Framework for Action focused, among others, on “HIV/AIDS, early childhood education,
school health, education of girls and women, adult literacy and education in situations of crisis and
emergency”. To further expand on the education agenda of Jomtien, the Dakar meeting, after careful
evaluation, extended the scope of educational imperatives to include:
• Expanding and improving comprehensive early childhood care and education, especially for
the most vulnerable and disadvantaged children
• Ensuring that by 2015, all children, particularly girls, children in diffi cult circumstances
and those belonging to ethnic minorities, have access to and complete free and compulsory
primary education of good quality
• Ensuring that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life-skills programmes
• Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women,
and equitable access to basic and continuing education for all adults
• Eliminating gender disparities in primary and secondary education by 2005 and achieving
gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to
and achievement in basic education of good quality
• Improving all aspects of the quality of education and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills.
There was renewed zeal to move the agenda of education forward as key stakeholders to the course of
education at the World Education Forum 2015 in Incheon, Korea declared that:
building on the legacy of Jomtien and Dakar, this Incheon Declaration is a historic commitment
by all of us to transform lives through a new vision for education, with bold and innovative
actions, to reach our ambitious goal by 2030. Our vision is to transform lives through
education, recognizing the important role of education as a main driver of development and in
achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed
education agenda that is holistic, ambitious and aspirational, leaving no one behind.
In order to meet up with these education milestones, Cameroon had to carry out major actions which
included the writing of syllabuses on HIV/AIDS, on Human Rights and on ICTs. Furthermore, the
revision of curricula to align with the provisions of the Incheon World Education Forum became im-
perative.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 212
The vision of the new curriculum falls in line with the SDG4 which seeks to ensure inclusive and
equitable quality education and promote lifelong learning for all with focus on access, equity and
inclusion, quality and learning outcomes within a lifelong learning approach. This is in line with the
vision of the Education Forum which states that by 2030, all girls and boys should be able to complete
free, equitable and quality primary and secondary education leading to relevant and eff ective learning
outcomes. Access to quality early childhood development, care and pre-primary education should
be granted so that children are ready for primary education. By the same token, all men and women
should have aff ordable and quality technical, vocational and tertiary education, including university;
and the number of youths and adults who have relevant skills, including technical and vocational
skills, for employment, decent jobs and entrepreneurship should be substantially increased.
In addition, the vision of the Continental Education Strategy for Africa (CESA 2016-2025), reorienting
“Africa’s education and training systems to meet knowledge, competencies, skills, innovation
and creativity required to nurture African core values and promote sustainable development at the
national, sub-regional and continental levels” has carefully been addressed in this curriculum. The
present curricular reform, taking its cue from these instruments, is an attempt to respond to current
trends so as to provide an education, from early childhood, that would address the needs of each
child through the development of their mind-set. This is in corroboration with the law to Lay Down
Guidelines for Education (1998) which states in Article 4 that the general aim of education is to
ensure the intellectual, physical, civic and moral development of the child as well as its economic,
socio-cultural, political and moral integration in the society.
Nonetheless, faced with the problem of quality and the phasing out of the Cameroon Primary School
Syllabuses for both subsystems, which date as far back as 2000, the building up of a new curriculum
became a necessity.
The concerns raised by the International, Continental and National instruments reviewed above, were
addressed in the National Core Skills Framework: communication in the two offi cial languages, (English and French), and the use of at least one national language; use of basic notions in Mathematics, Science and Technology; practice of social and citizenship values; demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship; use of basic Information and Communication Technology concepts and tools; pratice of lifelong learning; and the practice of Physical, Sports and Artistic activities. These National Core Skills are hinged on the Broad-Based Competences namely: intellectual, methodological, personal and interpersonal, and communication competences. The National Core Skills Framework constitutes the springboard of this curriculum.
The curriculum is presented in three parts. Part One gives an overview of the document, Part Two defi nes the domains and the subjects, while Part Three provides the contents of the syllabus.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 13
PART ONE
OVERVIEW
This section presents the learner’s profi le at the end of primary school in Cameroon, the domains and
subjects, the competences to be developed, the integrated learning themes, the pedagogical approaches,
assessment strategies, weighting and the time allocated to the diff erent subjects.
The Learner’s Profi le
The Ministry of Basic Education intends to develop the knowledge, skills and attitudes of learners
under its authority. At the end of the primary school cycle, the learner is expected to have acquired
national core skills in view of stepping into secondary school or engaging in other learning contexts
or activities. Furthermore, the learner must equally have acquired key values in the fi ve domains. On
a similar note, they should show interest in learning all the subjects.
The Cameroon Education System outlines seven National Core Skills which should be acquired by the
end of both nursery and primary cycles of education. They include:
1. Communication in the two offi cial languages (English and French) and the use of at least
one national language
Communication in English, in French and in at least one National Language implies the ability to
use the four language skills of these languages. The learner should be able to listen, communicate
orally, and be able to read and to write. The language competence is a prerequisite for access to
other core skills.
2. Use of basic notions in Mathematics, Science and Technology
Introducing notions of Mathematics, Science, and Technology involves the acquisition of
knowledge, skills and attitudes in these subjet areas and the ability to use them to address
challenges in real life situations.
3. Practice of Social and Citizenship Values (morality, good governance and budgetary
transparency)
This involves inculcating patriotic, moral, citizenship and values of good governance in the
learners of both cycles so as to prepare them for a harmonious insertion into the society.
4. Demonstration of the Spirit of Autonomy, a Sense of Initiative, Creativity, and
Entrepreneurship
Developing this competence in the learner calls for the assembling of multidisciplinary
knowledge and skills in view of developing the learners’ social integration skills, creativity as
well as managerial and entrepreneurial potentials.
5. Use of Basic Information and Communication Technology Concepts and Tools
Generally, this core skill requires the use of information and communication technology tools
in school and in society. It is related to healthy, safe and responsible use of various ICT devices
for learning and for leisure activities. In addition to this, it develops logical and critical thinking,
automated management of information (analysing, summarizing, and assessing), and apt
communication skills.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 214
6. Practice of Lifelong Learning
This implies that the learner will demonstrate the desire and will to undertake and continue
education, organize self, especially through effi cient time and information management, individually or in groups.
7. Practice of Physical, Sports and Artistic Activities
This competence provides learners with a platform to develop their physical, psycho-motor, artistic, personal and interpersonal skills as well as improve their well-being. It enables them to acquire knowledge, skills and attitudes required for their participation in several physical, psycho-motor, sports and leisure activities in order to strengthen social harmony and ensure a healthy lifestyle.
Broad-based CompetencesThe Cameroon National Core Skills Framework comprises four broad-based competences as follows:1. Intellectual competences
Intellectual Competences include:
• exploiting information• solving problems• acquiring logical thinking and a sense of observation • exercising critical judgement• practising creative and innovative thinking
2. Methodological competence
Methodological competences include: • giving oneself effi cient working methods• exploiting information and communication technologies • organizing one’s learning • arousing the desire to learn each subject
3. Personal and interpersonal competences
Personal and interpersonal competences enable the learner to: • develop his/her personality• acquire abilities in view of his/her socio-cultural integration and individual fulfi lment
• cooperate with others
4. Communication competences
Communication competences enable the learner to:
• communicate in an appropriate manner in the two offi cial languages • communicate in at least one national language
Domains, Weighting, Competences and Subjects
In Table 1 that follows, the domains and their weightings are provided. The competences from the National Core Skills Document that each domain develops are indicated and the subjects that are needed to develop these competences are equally listed.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 15
Table 1: Domains, Weighting, Competences to be Developed and Related Subjects
No Domain/Weighting Competences to be Developed Subjects
1 Basic knowledge (60%) - Communication in the two offi cial languages (English and French) and the use of at least one national language
- Use of basic notions in mathematics, science and technology
- Practice of lifelong learning - The four broad-based competences
- English Language- Mathematics - Science and
Technology- French
2 Communal life and national integration (5%)
- Practice of social and citizenship values (Morality, good governance and budgetary transparency)
- Practice of lifelong learning - The four broad-based competences
- Social Studies
3 Vocational and life skills (20%)
- Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship
- Practice of physical, sports and artistic activities
- Practice of lifelong learning - The four broad-based competences
- Vocational Studies- Arts - Physical Education
and Sports
4 Cultural identity (5%) - Practice of lifelong learning - The four broad-based competences
- National Languages and Cultures
5 Digital Literacy (10%) - Use basic information and communication technology concepts and tools
- Practice of lifelong learning - The four broad-based competences
- Information and Communication Technologies (ICTs)
The curriculum is learner - centred and is based on the development of skills needed to meet the challenges of contemporary Cameroon in particular and the world at large. The syllabuses are presented in three levels: Level 1 (class 1 and 2), Level 2 (class 3 and 4) and Level 3 (class 5 and 6). In all, ten subjects have been identifi ed from the fi ve domains namely: English Language, Mathematics, Science and Technology, French, Social Studies, Vocational Studies, Arts, Physical Education and Sports, National Languages and Cultures, and Information and Communication Technologies (ICTs). Details about these subject areas (expected learning outcomes, content areas, suggested methods and didactic materials) are laid out in Part Three.
Integrated Learning Themes (ILTs)
In order to make learning relevant to daily life, eight integrated learning themes have been identifi ed to develop skills necessary in the harmonious integration of learners in their environment. The ILT for the primary school cycle are presented in table 2.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 216
Table 2: Integrated Learning Themes
Level I Level II Level III
- The home
- The village/town
- The school
- Occupations
- Travelling
- Health
- Games
- Communication
- The home
- The village/town
- The school
- Occupations
- Travelling
- Health
- Games
- Communication
- Nature
- The village/town
- The school
- Occupations
- Travelling
- Health
- Sports and leisure
- The universe and space
The use of integrated learning themes represents the fundamentals of project-based learning. They
facilitate the learning-teaching process and make the essence of PBL come to light. The process
entails integrating themes that have been developed in order to facilitate teaching-learning in the
Primary School. These themes will constitute the basis of contextualizing the concepts of the subjects.
Integrated learning themes are the foundation on which all the activities for a defi ned period of time
within the school year are expected to take place. This can be done for some weeks, months or beyond
and has a direct impact on project-based learning. An integrated approach unites all subjects and
gives opportunities to the learners to learn more through variant contents. Children will consequently
develop a deeper understanding of contents in their local contexts.
The approach allows learners to explore, gather, process, refi ne and present information. It also
allows learners to engage in purposeful and relevant learning. Learners are expected to see the
interconnectedness within curriculum areas. It is based on skill development around a particular theme
that is relevant to the pupils in the class.
Pedagogic approaches
Teaching methods are special procedures through which educational goals are attained. The Cameroon
education system has experienced pedagogic evolutions from the Objective-based Approach (OBA)
through the Inferential Thinking Approach, that was referred to as “New Pedagogic Approach” to the
Competence-based Approach (CBA) or the Behavioural Objective-based Approach which is in use
today. The CBA facilitates the development of skills through the practice of Project Based Learning,
Cooperative Learning and Integrated Theme Learning. The underlying philosophy of the CBA requires
that learning should be based on the potentials of the learner. The learner should be responsible for
his/her own learning. Focus is on learning and not on teaching. It is important for the classroom
teachers to diligently determine the characteristics of their learners. Lesson preparation should always
implicitly or overtly provide for gender equity, for inclusiveness and for multiple intelligences.
The pedagogic practices that make the learners more responsible for their own learning include:
Project-Based Learning (PBL)
Project-based learning is a pragmatic approach to learning in which learners create their own knowledge
through learning activities built around intellectual inquiry and a high degree of engagement with
meaningful tasks. Projects are designed to allow learners with a variety of diff erent learning styles to
demonstrate their acquired knowledge, skills and attitudes. Therefore, a well-designed Project-Based
Learning activity is one which addresses diff erent learning styles and does not assume that all learners
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 17
can demonstrate their knowledge, skills and attitudes in a single or standard way. It is an eff ective way
of connecting classroom activities to the real world through a process of integrating the four broad-
based competences in the learner’s life. PBL is an “investigative” or “discovery” type of learning.
It is a research-based method of learning, wherein, together with the learners, questions are asked,
investigated and solutions proposed and presented.
Commitment to project-based learning enables the learner to solve many problems and makes the
teaching-learning process more skill-based. In practical terms, PBL can be implemented in the
following ways:
1. Identify a problem: This has to be done together with the learners in order to give them ownership
of their learning and of the fi nal product which will be the project. Once a problem is identifi ed, a
project is designed to bring about a solution to the said problem.
2. Identify all the parts of a project namely: Beginning, progression and a culminating event. That
is, you should master how to start off with the project because as mentioned earlier, it should be a
process that involves learning across the curriculum or better still, across all subjects. There is a
progression part in a project in Project-Based Learning in order to show that the project is not an
end in itself but a means to an end. This implies that the subjects are taught in order to enable the
learner either solve a problem or produce something concrete.
3. Brainstorm with colleagues about the progression and set aside a “Project Book” where ideas
are jotted down. Points about the progress of the project should equally be jotted (monitoring
progress). This enables the actors in the project to see what is working and what is not working
and reformulate questions and bring out more concrete solutions. This will also lead or aid in the
culmination event where the entire process will be explained.
4. Discuss with learners. Learners are skilfully guided both in class and at the project site towards the
realisation of the project. The learner’s place should not be taken up by the teacher; they should be
guided to complete or carry out tasks as individuals and as groups as the case may be. The tasks
should not be carried out for them: leading questions and clues are vital in helping them carry out
their tasks.
5. Assign a role to every learner. No learner should feel isolated or abandoned nor left behind.
Assigning roles empowers them and builds the spirit of togetherness, initiative, creativity and
responsibility in the learner.
6. Discuss the progress of the project with individual learners, groups and with the whole class.
Discussing the progress of the project entails participation, improving on aspects that are lacking
and making the project participants (learners) feel anxious to complete the task/solve the problem.
7. Respect all the three parts of the project, that is, introduction (identifying a problem and proposing
a solution that is a project), progression (carrying out the project) and the culmination event
(presenting and evaluating the project).
NB: The culmination event is paramount and should not be left out. It must be a presentation by
the learners while the teacher evaluates the success of the project with the help of the points in the
“Project exercise/note book”. Project-based learning helps the teacher to assess learners as many
times as the need arises.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 218
Benefi ts of Project-based Learning
Project-based learning:
• promotes lifelong learning skills
• enhances logical thinking
• promotes team spirit and hard work
• promotes entrepreneurial skills
• promotes bonding and interaction
• creates responsible attitudes in learners
• helps learners to manage their resources
• motivates learners
• builds confi dence in learners
• renders learning practical
• situates learning in a real life situation
• makes learners inquisitive/curious
• develops problem-solving skills in learners
• improves on learners communication skills
• makes the task of assessment and evaluation for the teacher easier and more enjoyable
Cooperative Learning (CL)
Cooperative learning is a specifi c kind of collaborative learning. In cooperative learning, pupils work
together in small teams on a structured activity. They are individually accountable for their work, and
for the work of the group as a whole. The Integrated Theme Learning and Cooperative Learning are
supporting strategies of the PBL.
The strategy consists of putting learners into small, mixed-ability learning teams. They are responsible
not only for learning the contents in question, but also for helping their teammates learn. The most
amazing thing here is that the learning process becomes a web, wherein you do not succeed alone.
The learners must be made to understand that if one person fails, the entire team/boat sinks, and if one
person succeeds, the success aff ects everyone else. Within cooperative learning teams, pupils discuss
the material to be learned with one another, and support each other to understand it, and encourage
and help one another to have a clear understanding of their participation. Teams diff er from groups
because cooperative learning is constituted of teams whereby:
• goals are shared
• information is circulated
• roles are assigned
• materials are managed
• teammates depend on one another to complete tasks successfully
• pupils learn to respect each other’s contributions and opinions
• pupils engage in “cognitive collaboration.” They must organize their thoughts to explain
ideas to teammates
• pupils have fun while learning
• pupils’ social nature is used to their advantage
• social, leadership, communication, decision making, problem solving, and confl ict resolution
skills are developed
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 19
Assessment
Assessment is the process of passing judgements on learners’ knowledge, skills and attitudes with
the sole aim of making decisions about their education. It is an integral part of the teaching-learning
process in the Primary School and constitutes part of the curriculum. Assessment is a means of
objectively informing parents, guardians and policy makers on learners’ progress in school.
Diverse tools should be used to collect information about the learner in order to moderate and increase
learners’ chances of learning from one another. Nevertheless, learners must be assessed fairly and at
the same time taking into consideration that each learner has their learning styles. Consequently, all
the learners may not always be at the same level of attaining the expected learner outcome.
Assessment in primary schools in Cameroon can take three forms (oral, written, practical). There are
many ways through which information can be gathered about learner’s progress. This can be done
through: observation checklists; learner’s self-assessment; daily practical assignments; samples of
learner’s work; learner’s willingness to participate and contribute in projects/conferencing; oral and
written quizzes; portfolios; willingness to be involved in class and school activities.
It is worth stating that formative and summative assessment should take into consideration knowledge,
skills and attitudes as indicated on the “Expected Learning Outcomes” column of each subject.
Types of Assessment
Diagnostic Assessment: This type of assessment verifi es what the learner already knows and it is
used to improve on the learner’s achievement. Hence, each time we have to embark on a learning and
teaching experience, we must always try to fi nd out learners’ level of competence and/or knowledge,
skills and attitudes about the new material. This helps the teacher develop strategies and activities that
can be used to facilitate learning.
Formative Assessment: This type of assessment keeps the learners in permanent interaction with
the curriculum during the teaching-learning process. It is designed to keep track of learners’ learning
achievements. Their response to this type of interaction equally helps the curriculum user (the teacher)
to provide feedback to both the learner and the parents.
Summative Assessment: It is carried out periodically to show the level of attainment of expected
learning outcomes at the end of the term, year, level or cycle. It is a more judgmental kind of assessment.
Whatever the case, summative assessment must not always be standardized tests. There is need for a
variation in the use of assessment instruments.
Weighting and Time Allocation
Tables 3, 4, 5 and 6 present the weighting and time allocation for the single shift and the double shift
systems.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 220
Table 3: Annual Learning Time in Hours per Level and Subject Area for the Single Shift System
Subject Area Level 1 Level 2 Level 3
English Language and Literature 172.5 172.5 138
Mathematics 69 69 103.5
Science and Technology 69 69 103.5
Français 103.5 103.5 69
Social Studies 34.5 34.5 34.5
Vocational Studies 69 69 69
Arts 34.5 34.5 34.5
Physical Education and Sports 34.5 34.5 34.5
National Languages and Cultures 34.5 34.5 34.5
Information and Communication Technologies (ICTs) 69 69 69
Two short breaks of 15 minutes each 52.9 52.9 52.9
Daily assembly 57.5 57.5 57.5
Daily long break 115 115 115
Total 915.4 915.4 915.4
Table 4: Weekly Learning Hours per Level and Subject Area for the Single Shift System
Subject Area Level 1 Level 2 Level 3
English Language and Literature 7.5 7.5 6
Mathematics 3 3 4.5
Science and Technology 3 3 4.5
Français 4.5 4.5 3
Social Studies 1.5 1.5 1.5
Vocational Studies 3 3 3
Arts 1.5 1.5 1.5
Physical Education and Sports 1.5 1.5 1.5
National Languages and Cultures 1.5 1.5 1.5
Information and Communication Technologies (ICTs) 3 3 3
Two short breaks of 15 minutes each 2.3 2.3 2.3
Daily assembly 2.5 2.5 2.5
Daily long break 5 5 5
Total 39.8 39.8 39.8
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 21
Table 5: Annual Learning Time in Hours per Level and Subject Area for the Double Shift System
Subject Area Level 1 Level 2 Level 3
English Language and Literature 172.5 172.5 138
Mathematics 69 69 103.5
Science and Technology 69 69 103.5
Français 103.5 103.5 69
Social Studies 34.5 34.5 34.5
Vocational Studies 69 69 69
Arts 34.5 34.5 34.5
Physical Education and Sports 34.5 34.5 34.5
National Languages and Cultures 34.5 34.5 34.5
Information and Communication Technologies (ICTs) 69 69 69
One short break of 30 minutes per level 11.5 11.5 11.5
Daily assembly 0.5 0.5 0.5
No daily assembly and long break 0 0 0
Total 702 702 702
Table 6: Weekly Learning Hours per Level and Subject Area for the Double Shift System
Subject Area Level 1 Level 2 Level 3
English Language and Literature 7.5 7.5 6
Mathematics 3 3 4.5
Science and Technology 3 3 4.5
Français 4.5 4.5 3
Social Studies 1.5 1.5 1.5
Vocational Studies 3 3 3
Arts 1.5 1.5 1.5
Physical Education and Sports 1.5 1.5 1.5
National Languages and Cultures 1.5 1.5 1.5
Information and Communication Technologies (ICTs) 3 3 3
One short break of 30 minutes 3 3 3
One weekly assembly 0.5 0.5 0.5
No daily long break 0 0 0
Total 33.5 33.5 33.5
Link between the Learning Domains and the National Core Skills/Broad-
based CompetencesGenerally, the Cameroon education-vision that is expressed in the National Core Skills Framework is
realised through PBL and ILT carried out in the subject areas that are lodged in the fi ve domains. This
is illustrated in fi gure 1.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 222
Fig
ure
1:
Lin
k bet
wee
n t
he
Lea
rnin
g D
om
ain
s and t
he
Nati
onal
Core
Ski
lls/
Bro
ad-B
ase
Com
pet
ence
s
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 23
Plan of Action for the Teaching-Learning Cycle
The following steps will enable the teacher to put his/her plan into action:
1. Identify learning outcomes in function of the national core skills and as stated in the integrated
monthly schemes of work.
2. Based on the integrated learning theme of the month, identify a project and plan the activities that
will lead to its realization.
3. The diff erent activities are planned chronologically (entry behaviour, simple to complex) in relation
to the contents and contextualized through the ILT.
4. Monitor the realization of the project and ensure that all learners carry out their tasks.
5. Organize culmination events, that is, presentation of projects and assessment every last Thursday
and Friday of the four weeks. Depending on the level, the presentations and assessment should
cover three forms: oral, written and practice. A checklist should be prepared depending on the
stated learning outcomes in order to record learners’ progress in the class broadsheet (this will
constitute a gradual building of the information for pupils’ report cards which are fi lled every
term).
6. Carry out remediation activities where necessary.
7. Do an auto-evaluation of the process. Note should be taken that this is a cyclical process within
each teacher’s community of practice (the school).
Figure 2 illustrates the cyclical teaching and learning process.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 224
Iden
tify
a p
roje
ct w
ith
in
the
conte
xt
of
the
inte
gra
ted l
earn
ing t
hem
e
(IL
T)
Carr
y o
ut
teac
hin
g-l
earn
ing
acti
vit
ies,
co
nte
xtu
aliz
ing
them
wit
hin
the
ILT
and
inco
rpora
ting t
he
pro
ject
Pro
ject
act
ivit
ies
in
rela
tion t
o t
he
pro
ject
tim
elin
e
Pre
senta
tion o
f pro
ject
s
and a
sses
smen
t (o
rall
y,
pra
ctic
ally
and w
ritt
en)
Rem
edia
tion
(wher
e nec
essa
ry)
Auto
-eval
uat
ion a
nd
con
fi rm
atio
n o
f ac
qu
ired
KS
As
of
learn
ers
Fig
ure
2:
Cyc
lica
l Tea
chin
g a
nd L
earn
ing P
roce
ss
Rec
og
niz
e th
at
the
com
pet
ence
s to
be
dev
elop
ed i
n t
he
learn
er
are
dra
wn
fro
m t
he
Nati
on
al
Core
Sk
ills
Fra
mew
ork
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 25
PART TWO
DEFINITION OF DOMAINS AND THEIRRELATED CARRIER SUBJECTS
Part two presents the fi ve domains and their related carrier subjects. Each of these subjects is briefl y
defi ned while highlighting the national core skills that each develops, followed by a visual presentation
of the subject, its components, terminal learning outcomes, and suggested evaluation criteria.
Domain 1: Basic KnowledgeThis domain is fundamental to the development of all other domains. It nurtures and advances literacy
and numeracy skills which are the pillars for a strong foundation in education and vital for living in the
21st century. As the name implies, basic knowledge is intended to create the base and a solid foundation
for all other learning. There is no gainsaying that the ability to read and to work with numbers are
prerequisites for the success of any educational system. Many studies carried out in Cameroon on
learning achievements in the past couple of years show that there is a dwindling eff ect in literacy and
numeracy to the extent that children who leave primary schools in Cameroon today can barely read
and/or write, talk less of manipulating numbers and fi gures confi dently. It is in this light that, it became
necessary to give more learning-teaching time to a domain that will properly develop learners’ literacy
and numeracy skills and hence enhance their performance in other learning domains. Consequently,
a sixty percent learning-teaching time has been assigned to this domain. The domain is going to be
powered by English Language and Literature, Mathematics, Science and Technology and Français.
English Language
English Language is one of the two offi cial languages in Cameroon. It is the language of instruction for
the English Subsystem of Education. A literature component has been added to this subject in level two
and level three. While English Language enables learners to express themselves orally and in writing,
Literature enhances the reading culture in them. The teaching of English will target the development
of the listening, speaking, reading and writing skills with emphasis on grammar, vocabulary and
pronunciation. Like all languages, English is rule-governed, thus the systematic functional teaching
of grammar is strongly recommended. This will enable learners use the language eff ectively.
This subject has been developed from domains that were derived from the following national core
skills:
• Communication in the two offi cial languages (English and French) and the use of at least
one national language
• Practice of lifelong learning and the four broad-based competences
The components of the subjects are presented in fi gure 3.
Figure 3: Components of English Language
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 226
Terminal Learning Outcomes
At the end of this level, learners will be able to:
• listen attentively for information in a given context
• interpret information and react appropriately
• communicate to express feelings, ideas and thoughts
• read texts fl uently in a given context• write texts legibly and coherently to express feelings, ideas and thoughts• show great interest in communicating in English
Evaluation Criteria
The terminal learning outcomes at the end of level 2 and the accompanying evaluation criteria are illustrated in table 7.
Table 7: Terminal Learning Outcomes and Evaluation Criteria
Skill Terminal Learning Outcomes Evaluation Criteria
Listening
and
Speaking
• Listen attentively for information in a given context.
• Interpret information and react appropriately
• Communicate to express feelings, ideas and thoughts
• Fluency in speaking • Audibility in speech• Sustainance of attention• Willingness to take turns in speaking,• use of appropriate tones in speech
Reading • Read texts fl uently in a given context. • Fluency and audibility in reading,• Respect of voice pitch • Correctness of answers to
comprehension questions• Presentation of materials • Respect of instructions
Writing • Write texts legibly and coherently to express feelings, ideas and thoughts
• Legibility, meaning, coherence, the right posture, right direction, presentation of materials, respect of instructions
Mathematics
Mathematics develops the learner’s creativity, initiative and problem-solving skills. It equally develops logical and inferential thinking, the ability to deduce and visualize in space and time. Through mathematics, the learner improves his/her knowledge of science, technology, agriculture and engineering. It is also necessary for fi nancial literacy and relevant to most forms of employment. Mastering Mathematics entails the acquisition of knowledge, skills and attitudes as well as problem solving skills related to the diff erent integrated learning themes. Primary School learners need these in computation, logical thinking and problem solving to construct knowledge and understand the world around them. The Mathematics syllabus also guides teachers, educators and examiners to prepare for teaching and learning as well as for formative and summative assessment. In this curriculum, fi ve components of Mathematics have been developed, namely: Sets and Logic, Numbers and Operations, Measurement and Size, Geometry and Space, and Statistics and Graphs.
This subject has been developed from domains that were derived from the following national core skills.
• Use of basic notions in Mathematics, Science and Technology• Practice of lifelong learning and the four broad-based competences
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 27
The components of the subject are presented in fi gure 4
Figure 4: Components of Mathematics
Terminal Learning Outcomes
After the teaching-learning experiences in mathematics, learners will be able to:• solve problems involving sets and logic
• solve problems involving number operations
• solve problems involving measurement units
• construct diff erent geometric shapes
• categorize statistics on graphs
• use mathematical skills in daily life
• show interest in mathematics
Evaluation Criteria
The terminal learning outcomes and the evaluation criteria are illustrated in table 8.
Table 8: Terminal learning outcomes and evaluation criteria
Terminal Learning Outcomes Evaluation Criteria
- Solve problems involving sets and logic
- Solve problems involving number operations
- Solve problems involving measurement units
- Construct diff erent geometric shapes
- Categorize statistics on graphs
- Use mathematical skills in daily life
- Show interest in mathematics
- Group, match and classify objects and
numbers in sets using diff erent attributes
- Correct representation of sets, symbols and
fi gures
- Correct use of symbols, signs and diagrams
- Ordering and consistency
- Appropriate use of operations and formulae
- Associating quantities to fi gures and symbols
- Proper use of mathematics tools
- Solve meaningful daily life problems
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 228
Science and Technology
Science and Technology is penetrating every aspect of societal life and therefore has become an important component in the learning-teaching programmes at every level of education. It enables learners to understand themselves and their environment as well as adapt to the ever changing world in which they live. The teaching of Science and Technology develops the spirit of curiosity, creativity and innovation. Through Science and Technology, learners will be able to predict and analyse causes and eff ects of phenomena and use scientifi c approaches to solve emerging problems. These skills will
be developed in Health Education, Environmental Science as well as in Technology and Engineering.
This subject has been developed from domains that were derived from the following national core
skills:
• Use of basic notions in Mathematics, Science and Technology
• Demonstration of the spirit of autonomy, a sense of initiative, creativity, and innovation
• Practice of lifelong learning and the four broad-based competences
The components of the subject are illustrated in fi gure 5.
Figure 5: Components of Science and Technology
Terminal Learning Outcomes
At the end of this level, learners will be able to:
• demonstrate knowledge of the human body, its functioning as well as care and hygiene
• describe the environment including plants and animals
• use scientifi c instruments and technological tools
• respect scientifi c procedures and norms
• construct miniatures and models
• reject superstitious beliefs and myths
Evaluation Criteria
The terminal learning outcomes and evaluation criteria are illustrated in table 9.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 29
Table 9: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Demonstrate knowledge of the human body, its functioning as well as care and hygiene
- Describe the environment including plants and animals
- Use scientifi c instruments and technological
tools
- Respect scientifi c procedures and norms
- Construct miniatures and models
- Reject superstitious beliefs and myths
- Respect of procedures in experiments;
- Exactitude of experiment results;
- Improvisation of materials in experiments;
- Positive observable change in behaviour
- Dexterity (careful handling and manipulation
of objects)
- Correct interpretation of phenomena/results.
Français
Le français est l’une des deux langues offi cielles du Cameroun. Il est la deuxième langue offi cielle
dans le sous-système anglophone. Il permet aux apprenants de communiquer oralement et par écrit
dans des situations de la vie quotidienne pour un vivre-ensemble harmonieux et de s’ouvrir au monde
francophone. L’acquisition du Français se fait à travers le développement des cinq (5) compétences
de base, à savoir la compréhension orale, l’expression orale en continu, l’expression orale en
interaction, la compréhension écrite (lecture) et la production écrite. Le développement de ces
compétences se fait à travers les sous-disciplines suivantes : Compréhension et expression orale (en
continu et en interaction), compréhension écrite (lecture), production d’écrits, grammaire, vocabulaire,
conjugaison et orthographe. Il s’agit d’acquérir une véritable compétence de communication
langagière qui englobe une composante pragmatique (acte de langage), linguistique (grammaire),
sociolinguistique et socio-culturel.
Il est à noter que l’enseignement de la grammaire, du vocabulaire, de la conjugaison et de l’orthographe
est fait en contexte et lors du développement des compétences de base. Ces compétences se développent
autour des centres d’intérêt suivants : la maison, la ville/village, l’école, les métiers, les voyages, les
jeux, les traditions et la communication.
Cette discipline a été développée à partir des domaines tirés des compétences clés suivantes.
• Communiquer dans les deux langues offi cielles (français et anglais) et pratiquer au moins
une langue nationale
• Apprendre à apprendre tout au long de la vie et les quatre compétences transversales.
Les composantes de cette discipline sont présentées dans la fi gure 6.
Figure 6: Les composantes du français
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 230
Tableau 10 : Attentes de fi n de niveau
Compétence Attentes à la fi n du niveau
Compréhension et expression orales
Écouter attentivement et s’exprimer de façon compréhensible avec le gestuel approprié.
Compréhension écrite (lecture)
Lire de courts textes simples en respectant la prononciation et l’intonation puis relever des informations.
Production d’écrits Ecrire des petits textes d’une (01) à trois (03) phrases en rapport avec des situations de la vie quotidienne.
Critères d’évaluation
Les attentes du niveau et les critères d’évaluation du français au niveau 1 sont présenté dans le tableau 11.
Tableau 11 : Les attentes à la fi n du niveau et les critères d’évaluation
Attentes à la fi n du niveau Critères d’évaluation
Écouter attentivement et s’exprimer de façon compréhensible avec le gestuel approprié.
- Production correcte et cohérente- Adéquation de la production à la situation - Respect des règles grammaticales.
Lire de courts textes simples en respectant la prononciation et l’intonation puis relever des informations.
- Déchiff rage/décodage des sons, mots et phrases,
informations pertinentes
- Respect de la prononciation et de l’intonation
Ecrire des petits textes d’une (01) à trois
(03) phrases en rapport avec des situations
de la vie quotidienne.
- Adéquation du texte à la situation
- Correction des énoncés
- Cohérence de la production
Domain 2: Communal Life and National Integration
Communal life and national integration refers to the notion of national unity, national integration and
living together. It transcends the peculiarity of all kinds of geographical, historical, linguistic, cultural,
religious and political entities. Communal life is the feeling of belonging to a particular community
and national integration brings people of various communities together. In essence, communal life
and national integration brings about self-love, love for others and respect for the common good. The
human person is a social being, hence must live with other human beings irrespective of race, religion,
socio-economic status etc. Children socialise more than adults and there is need to consolidate this
value in them. This domain is powered by Social Studies (history, geography and citizenship). Only
the citizenship component will be taught in Level One and all three components taught in Level Two
and Level Three.
Social Studies
Social studies is the study of political, economic, cultural and environmental aspects of society in the
past, present and future. It is intended to enable human beings to understand, preserve and transform
the environment for their wellbeing and for the welfare of the community. This involves inculcating
in learners patriotic, moral and citizenship values as well as good governance qualities in order to
prepare them for a harmonious insertion into the society.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 31
This subject has been developed from domains that were derived from the following national core skills:
• Practice of social and citizenship values (morality, good governance and budgetary transparency)
• Practice of lifelong learning and the four broad-based competences
The components of the subject are presented in fi gure 7.
Figure 7: Component of Social Studies
Terminal Learning Outcomes
At the end of this level, learners will be able to:
• identify the eff ects of human activities
• relate human activities to development
• display a spirit of objectivity, tolerance, and patriotism
• practise values of harmonious living
• show love for nation and for the outside world
• respect diff erences in choices and personality
• practise behaviour which will lead to the protection and security of people and national
property
Evaluation Criteria
The terminal learning outcomes and evaluation criteria for Social Studies are illustrated on table 12.
Table 12: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Identify the eff ects of human activities
- Relate human activities to development
- Practise values of harmonious living
- Show love for nation and for the outside world
- Respect diff erences in choices and personality
- Practice behaviour which will lead to the protection
and security of people and national property
- Display a spirit of objectivity,
tolerance, and patriotism
- Respect of national emblems
- Practise of social values
- Involvement in awareness campaigns
- Logical explanations of events
- Positive change of attitude
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 232
Domain 3: Vocational and Life Skills
This domain prepares the learner for the social and professional realities that they would face in life. It provides them with opportunities to showcase talents and skills resulting in their integral development. It equips them with the capacity to adapt to and transform their environments. This is done by providing relevant and contextual technical and vocational training starters. In the context of limited work opportunities, it is necessary to start orientating children to creative enterprise in early education. In this way, a generation of people fully equipped to off er meaningful employment for
themselves and at the same time, possess skills required for full participation in everyday life will
be trained. Vocational studies and life skills is geared towards opening up learners’ minds, a ready
option for taking up technical education studies in secondary school. This domain equally encourages
children who, after primary education, might not be able to go to secondary school, to learn a trade
in order to earn a living. Either way, in order to survive in world economies today, every citizen from
all strata of life needs vocational and life skills. The domain will be developed through three main
subjects namely: Vocational Studies, Arts, and Physical Education and Sports (PES).
Vocational Studies
Vocational Studies is a practical subject, which provides learners with the opportunity to develop talents,
initiative and creativity thereby enhancing their holistic development. It develops learners’ autonomy,
self-esteem and the spirit of entrepreneurship for subsequent self-reliance towards a responsible and
balanced life without any constraints on their ambitions for further education. Vocational Studies is
taught through Arts and Crafts, Agro Pastoral Farming and Home Economics. Only Arts and Crafts
and Agro-pastoral Farming will be taught in level one.
Arts and Crafts: Activities in this component will enable learners to acquire techniques to fabricate
objects using natural and recycled materials from their environment.
Agro Pastoral Farming: This activity will initiate learners into agricultural techniques and animal
farming.
Home Economics: This activity will help learners develop interest in house management such as
laundry, house craft, food and nutrition, needle work and mother craft.
This subject has been developed from domains that were derived from the following national core
skills:
• Demonstration of the spirit of autonomy, sense of initiative, creativity and entrepreneurship
• Practice of lifelong learning and the four broad-based competences
The components of the subject are presented in fi gure 8.
Figure 8: Components of Vocational Studies
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 33
Terminal Learning Outcomes
At the end of this level, learners will be able to:- use equipment to produce objects following a spelt out procedure- acquire knowledge, skills and attitudes for productive work at home and effective
home management- acquire knowledge, skills and attitudes to manipulate local materials through given
processes and procedures to produce objects- produce arts objects using local materials- demonstrate a spirit of collaboration- manifest high self-esteem, interest, initiative, creativity, resourcefulness and good
value judgment
Evaluation Criteria
The Terminal Learning Outcomes and Evaluation criteria are presented on table 13.
Table 13: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Use equipment to produce objects following a spelt out procedure
- Acquire knowledge, skills and attitudes for productive work at home and effective home management
- Acquire knowledge, skills and attitudes to manipulate local materials through given processes and procedures to produce objects
- Produce arts objects using local materials- Demonstrate a spirit of collaboration- Manifest high self-esteem, interest, initiative,
creativity, resourcefulness and good value judgment
- Quality of material used - Respect of instructions - Quality of final product - Consistency in the
explanatory note - Time used to carry out the
task - Involvement in team work
Arts
Arts fosters the learner’s imagination, critical thinking skills, problem-solving, creativity and aesthetic skills. Arts contents should engage, inspire and challenge learners, equipping them with knowledge and skills that can enable them create their own artistic designs. Through this subject, the learner acquires the spirit of open-mindedness and cultivates the attitude to appreciate beauty and develop his/her capacity for concentration, self-esteem, sense of sharing, assiduity, team spirit and patriotism. As learners progress, they should be able to think critically and develop a more rigorous understanding of arts. This subject aims at ensuring that all learners produce creative works, explore their ideas and record their experiences, thus becoming effi cient in drawing, painting and other art and design techniques.
This subject has been developed from domains that were derived from the following core skills:• Practice of physical, sports and artistic activities• Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship• Practice of lifelong learning and the four broad-based competences
It is taught through the following components: visual arts and performing arts.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 234
The components of the subject are presented in fi gure 9.
Figure 9: Components of Arts
Terminal Learning Outcomes
At the end of this level, the learner will be able to:
- create artistic objects
- draw imaginative and creative literary images expressing feelings and emotions
- use voice, body and/or inanimate objects to convey feelings and emotions
- show interest in morality and appropriate life styles
Evaluation Criteria The Terminal Learning Outcomes and evaluation criteria are presented in table 14.
Table 14: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Create artistic objects- Draw imaginative and creative literary
works expressing feelings and emotions - Use voice, body and/or inanimate
objects conveying feelings and emotions
- Show interest in morality and appropriate life styles
- Compliance with guidelines and techniques (correct use of geometric shapes and colours
- Ability to write imaginatively, creatively expressing original thoughts
- Ability to create and sing a song- Synchronization between voice variations and
percussion.- Ability to convey feelings and thoughts through
music- Mastery of the stage and respect for the text - Ability to act a role freely - Ability to recognize and use appropriate costumes,
make-up and hairstyles- Ability to create and execute dance techniques- Descent looks, behaviour, respect, punctuality,
cheerful nature, respond positively to corrections etc.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 35
Physical Education and Sports
Physical Education and Sports is a set of physical activities that contributes to the physical, moral health and social development of the learner. It promotes a harmonious construction of the body and makes the learner fi t to perform individual and collective tasks. It is through physical and sporting activities that the child’s brain internalizes the foundations of laterality (left/right), directionality (up, down, in, out) and position in space (over, under, behind). These are concepts that are important to the learner’s mathematical thinking, vocabulary development, reading and writing skills. Physical Education and Sports remains an eff ective educational tool as it develops learners’ mental capacities through body fi tness activities.
This subject has been developed from a domain that was derived from the following core skills:• Practice of physical, sports and artistic activities• Practice of lifelong learning and the four broad-based competences
The components of the subject are presented in fi gure 10.
Figure 10: Components of Physical Education and Sports (PES)
Terminal Learning Outcomes
Physical Education and Sports enables the learners to:
- discover his/her body
- practise social and interpersonal communication skills
- stimulate his/her physical, intellectual and emotional growth
- maintain a healthy body
Evaluation criteria
The terminal learning outcomes and evaluation criteria of Physical Education and Sports are presented in table 15.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 236
Table 15: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Discover his/her body- Practise social and interpersonal
communication skills- Stimulate their physical, aff ective,
intellectual and emotional growth
- Maintain a healthy body
- Alertness, vigilance, posture
- Accuracy, respect of rules, fanfare, collaboration
- Respect of signals, endurance
- Identify parts of the body and their roles
- Ability to carry out routine activities eff ectively
Domain 4: Cultural Identity
Cultural identity is a sense of belonging to a group or a nation with distinct ways of doing things. This
is characterised by language, tradition and religion. Cultural identity is, in summary, a set of traits
(customs) that characterises a people and diff erentiates them from other people. The case of Cameroon
is visibly unique because of her multicultural nature. This domain is developed via National Languages
and Cultures.
National Languages and Cultures
National Languages and Cultures constitutes the acquisition of knowledge, skills and attitudes (values)
that enable learners to speak their national language and be rooted in their cultures, hence building
up self-esteem and confi dence. National Languages and Cultures refers to all languages and cultures
in the four major linguistic and cultural zones of Cameroon. This subject includes social practices,
modes of life, arts and crafts as well as architectural designs and literary expressions that bring out a
people’s identity. It helps learners to open up to learning and to be better educated.
Learning National Languages is advantageous especially at this time when it is established worldwide
that learning should start in the mother tongue of the learner.
This subject has been developed from domains that were derived from the following national core
skills:
• Communication in the two offi cial languages (English and French) and the use of at least
one national language
• Practice of social and citizenship values (morality, good governance and budgetary
transparency)
• Practice of lifelong learning and the four broad-based competences
The components of the subject are presented in fi gure 11.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 37
Figure 11: Components of National Languages and Cultures
Terminal Learning ObjectivesAfter learning national languages and cultures the learners will be able to:
• communicate appropriately using at least fi ve sentences in any given context
• sing traditional songs fl uently
• perform cultural activities/scenes
• listen attentively without interrupting the speaker
• read at least fi ve sentences and bring out the meaning in a related theme.
• write a correct and coherent sentence to pass across information
Evaluation Criteria
The terminal learning outcomes and evaluation criteria for National Languages and Cultures are
presented in table 16.
Table 16: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Communicate appropriately using at least fi ve
sentences in any given context
- Sing traditional songs fl uently
- Perform cultural activities/scenes
- Listen attentively without interrupting the
speaker
- Read at least fi ve sentences and bring out the
meaning in a related theme.
- Write a correct and coherent sentence to pass
across information in any given context
- Respect of rules related to the spoken
languages
- Audibility, fl uency, articulation, intonation in
speech
- Sustainance of dialogue and animation.
- Correctness of responses /correctness of
gestures/actions
- Correctness of form, coherence and neatness
in writing.
- Respect of rhythm and dance steps.
- Observance interactions with others and
participation in projects.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 238
Domain 5: Digital Literacy
Digital literacy underscores the cultural changes produced by the development and transmission of Information and Communication Technologies (ICTs). The achievement of Cameroon’s 2035 Vision will also depend on the country’s potentials to be transformed into an information-based or knowledge-based society in which information processing, knowledge management and creation are essential features that guarantee success. The 21st century is considered as the information era and learners are expected to use ICTs to access valuable and updated resources in order to break the digital divide. Digital literacy does not only refer to computers but has evolved to include telephones, iPad, the internet and all forms of social media. With rapid growth in the number of parents buying digital devices for their children and not being able to control what the children do with these devices, it is important that education takes over its responsibilities. This domain aims at empowering learners with technological skills for present and future actions and it is developed through ICTs.
Information and Communication Technologies (ICTs)
The use of Information and Communication Technologies is an integral part of the modern society. Information is regarded as a valuable asset for all individuals. The ability to construct knowledge from the information gathered is by and large seen as a vital survival skill in today’s society. ICTs will be most relevant and meaningful for pupils if they are used in relation to their immediate environment. Although ICT is universal, it is only by contextualization and application that pupils understand and appreciate its use. Where learning materials can only give general examples, it is recommended that the teacher uses local examples instead. ICT has the potential to stimulate pupils to engage in, enjoy and love learning. Before teaching a specifi c ICT skill, teachers are encouraged to introduce a specifi c
task to be performed, applying the new skill learnt. Tasks chosen should relate to subjects in the
curriculum such as Mathematics, English, Science and Technology.
This subject has been developed from domains that were derived from the following national core
skills:
• Use of basic information and communication technology concepts and tools
• Practice of lifelong learning and the four broad-based competences
The components of the subject are illustrated in fi gure 12.
Figure 12: Components of Information and Communication Technology
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 39
Terminal Learning Outcomes
At the end of this level, the learners will be able to:• use computer equipment and ICT tools• apply basic health and safety measures when using computers and other ICT devices• practise basic computational thinking • use ICTs responsibly
Evaluation Criteria
The terminal learning outcomes and evaluation criteria are illustrated in table 17.
Table 17: Terminal Learning Outcomes and Evaluation Criteria
Terminal Learning Outcomes Evaluation Criteria
- Use computer equipment and ICT tools
- Apply basic health and safety measures when using computers and other ICT devices
- Practise basic computational thinking
- Use ICTs responsibly
- Ability to identify ICT tools and their parts
- Correct use of ICT tools
- Ability to identify characters on the key board
- Respect of health, hygiene and safety rules while manipulating ICT tools
- Ability to explain computational concepts using real life situations
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 240
PART THREE
CONTENTS OF THE SYLLABUS
Details of the contents of the ten subjects, the expected learning outcomes, the suggested teaching/learning strategies and the didactic materials for each subject area are presented in the tables that follow. Note should be taken that all the monthly teaching/learning activities are anchored on the integrated learning theme of that month. As a reminder, the integrated learning themes of the primary school cycle are laid out in table 18 and table 19.
Table18: Integrated Learning Themes for Level I and Level II (Classes 1/2/3/4)
No Integrated Learning Theme
1 The home2 The village/town3 The school4 Occupations5 Travelling6 Health7 Games8 Communication
Table 19: Integrated Learning Themes for Level III (Class 5 and Class 6)
No Integrated Learning Theme
1 Nature
2 The village/town
3 The school
4 Occupations
5 Travelling
6 Health
7 Sports an leisure
8 The universe and space
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 41
Con
ten
ts o
f E
ngli
sh L
an
gu
age
Tab
le 2
0:
En
gli
sh L
an
gu
age
con
ten
ts, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Lis
ten
ing a
nd
Sp
eak
ing
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Ph
on
emic
aw
are
nes
s
- L
ette
r s
ound
s -
Sou
nds
of
diag
raph
s -
Mon
osyl
labi
c w
ords
- S
ay le
tter
sou
nds
- C
ombi
ne le
tter
sou
nds
to
form
mon
osyl
labi
c w
ords
- P
rono
unce
mon
osyl
labi
c w
ords
- P
rono
unce
dia
grap
hs a
nd
wor
ds c
onta
inin
g th
em-
Sho
w in
tere
st in
pro
noun
cing
co
rrec
tly
Ph
on
emic
aw
are
nes
s
- S
ound
s of
the
alph
abet
-
Sou
nds
of
diag
raph
s-
Mul
tisy
llab
ic
wor
ds
- S
ay le
tter
sou
nds
- C
ombi
ne le
tter
sou
nds
to
form
mon
osyl
labi
c w
ords
- P
rono
unce
mon
osyl
labi
c w
ords
- R
ead
mul
tisy
llab
ic w
ords
- P
rono
unce
dia
grap
hs a
nd
wor
ds c
onta
inin
g th
em-
Sho
w in
tere
st in
pr
onou
ncin
g co
rrec
tly
- D
emon
stra
tion
- P
honi
c m
etho
d-
Joll
y ph
onic
s a
ppro
ach
- Ass
ocia
tion
of
soun
ds
wit
h si
mil
ar s
ound
s m
ade
by o
bjec
ts a
nd a
nim
als
in
thei
r en
viro
nmen
t-
Rol
e-pl
ay
- Te
amw
ork
- Q
uest
ions
and
ans
wer
s
- R
eal o
bjec
ts,
char
ts, p
ictu
res
and
fl
ashc
ards
- L
angu
age
gam
es
radi
o, ta
pes,
CD
-R
OM
s, r
hym
es,
song
s, te
leph
one
Poli
te r
esp
on
ses
- S
ir/M
adam
- S
orry
- You
are
w
elco
me
- T
hank
you
- R
espo
nd a
ppro
pria
tely
to
peop
le-
Che
rish
bei
ng p
leas
ant a
nd
wel
com
ing
to p
eopl
e
Poli
te a
dd
ress
es
Ple
ase
sir/
mad
am,
my
dear
fri
end,
co
uld
you
- Add
ress
peo
ple
appr
opri
atel
y-
Che
rish
bei
ng p
leas
ant a
nd
wel
com
ing
to p
eopl
e
- R
ole
play
, dia
logu
e,
sing
ing,
illu
stra
tion
s,
team
wor
k, d
emon
stra
tion
s,
- Q
uest
ions
and
ans
wer
s
- R
eal o
bjec
ts,
char
ts, p
ictu
res
and
fl
ashc
ards
- L
angu
age
gam
es
radi
o, ta
pes,
CD
-R
OM
s, te
leph
one
Gre
etin
gs
- M
orni
ng- A
fter
noon
- N
ight
- G
reet
app
ropr
iate
ly in
the
dif-
fere
nt p
erio
ds o
f th
e da
y-
Dis
play
ent
husi
asm
to g
reet
pe
ople
Gre
etin
gs
- M
orni
ng- A
fter
noon
- N
ight
- G
reet
app
ropr
iate
ly in
the
diff
ere
nt
per
iods
of
the
day
- D
ispla
y e
nth
usi
asm
to g
reet
peo
ple
- R
ole
pla
y, r
hym
es, so
ngs
dia
logue,
ill
ust
rati
ons,
team
work
dem
onst
rati
ons,
- Q
ues
tions
and a
nsw
ers
- R
eal
obje
cts,
char
ts,
pict
ures
and
fl as
h-ca
rds
- L
angu
age
gam
es
radi
o, ta
pes,
CD
-R
OM
s, te
leph
one
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 242
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Intr
od
uct
ion
of
self
an
d o
ther
s
- In
trod
ucin
g se
lf
- In
trod
ucin
g ot
hers
- In
trod
uce
self
and
oth
ers
ap
prop
riat
ely
- T
reas
ure
intr
oduc
ing
self
and
ot
hers
Intr
od
uct
ion
of
self
an
d o
ther
s
- In
trod
ucin
g se
lf
- In
trod
ucin
g ot
hers
- In
trod
uce
self
and
oth
ers
ap
prop
riat
ely
- T
reas
ure
intr
oduc
ing
self
an
d ot
hers
- R
ole-
play
, dia
logu
e,
illu
stra
tion
s, te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- R
eal o
bjec
ts, c
hart
s,
pict
ures
and
fl as
h-ca
rds
- L
angu
age
gam
es
radi
o, ta
pes,
CD
-R
OM
s, te
leph
one
Ora
l tr
ad
itio
n
- S
tori
es-
Son
gs-
Fol
ktal
es
- R
hym
es
- R
etel
l sto
ries
and
fol
ktal
es-
Rec
ite
rhym
es
- S
ing
song
s -
Dis
play
ent
husi
asm
to e
nter
-ta
in p
eopl
e
Ora
l tr
ad
itio
n
- S
tori
es-
Son
gs-
Fol
ktal
es
- R
hym
es
- R
etel
l sto
ries
and
fol
ktal
es-
Rec
ite
rhym
es
- S
ing
song
s -
Dis
play
ent
husi
asm
to e
n-te
rtai
n pe
ople
- M
imin
g, r
ole-
play
-
Team
wor
k, e
xpla
nati
ons,
-
Dem
onst
rati
ons,
illu
stra
-ti
on-
Que
stio
ns a
nd a
nsw
ers.
- C
hart
s, p
ictu
res
- L
angu
age
gam
es,
radi
o, ta
pes,
rhy
mes
, so
ngs
- P
ictu
re s
tori
es
Dia
logu
e
- Ta
lk w
ith
peer
s, te
ache
r an
d ot
hers
spo
ntan
eous
ly
- C
arry
out
a te
leph
one
conv
er-
sati
on-
Sho
w r
espe
ct f
or p
eopl
e
Dia
logu
e
- Ta
lk w
ith
peer
s, te
ache
r an
d ot
hers
spo
ntan
eous
ly
- C
arry
out
a te
leph
one
con-
vers
atio
n-
Sho
w r
espe
ct f
or p
eopl
e
- M
imin
g, r
ole-
play
- Te
amw
ork,
dri
llin
g
- Il
lust
rati
ons,
dem
onst
ra-
tion
s-
Que
stio
ns a
nd a
nsw
ers
- R
eal o
bjec
ts-
Cha
rts
- L
angu
age
gam
es-
Tele
phon
e
Sk
etch
- A
ctin
g-
Plo
t
- P
lay
the
role
of
a ch
arac
ter
in
a sk
etch
-
Sho
w lo
ve f
or e
nter
tain
men
t
Sk
etch
- Act
ing
- P
lot
- P
lay
the
role
of
a ch
arac
ter
in a
ske
tch
- S
how
love
for
ent
erta
in-
men
t
- M
imin
g-
Pai
r w
ork,
dri
llin
g
- Il
lust
rati
ons
- D
emon
stra
tion
s-
Rol
e-pl
ay a
nd d
ram
ati-
zati
on
- S
tage
pro
ps-
Cos
tum
es
Des
crip
tion
s
- P
eopl
e-
Pla
ces
- O
bjec
ts
- D
escr
ibe
peop
le, p
lace
s an
d ob
ject
s w
ith
prec
isio
n -
Man
ifes
t the
hab
it o
f li
sten
-in
g to
an
inte
rloc
utor
Des
crip
tion
s
- P
eopl
e-
Pla
ces
- Act
ivit
ies
- D
escr
ibe
peop
le, p
lace
s an
d ac
tivi
ties
wit
h pr
ecis
ion
- M
anif
est t
he h
abit
of
list
en-
ing
to a
n in
terl
ocut
or
- M
imin
g-
Team
wor
k, d
rill
ing
-
Illu
stra
tion
s-
Dem
onst
rati
ons
- R
ole-
play
- R
eal o
bjec
ts, c
hart
s,
pict
ures
and
fl as
h-ca
rds
- R
adio
, tap
es, t
ele-
phon
e
Eng
lish
Lan
guag
e co
nten
ts, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 43
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Nu
mb
ers:
0 -
50
- L
iste
n an
d sa
y nu
mbe
rs-
Sho
w w
illi
ngne
ss to
cou
nt
Nu
mb
ers:
51 -
100
- L
iste
n an
d sa
y nu
mbe
rs-
Sho
w w
illi
ngne
ss to
cou
nt
- M
imin
g-
Team
wor
k, d
rill
ing
-
Illu
stra
tion
s-
Dem
onst
rati
ons
- C
ount
ing
- C
ount
ing
mat
eria
ls-
Num
ber
card
s
Des
crip
tion
s-
Des
crib
e on
goin
g ac
tivi
ties
- S
how
wil
ling
ness
to d
escr
ibe
acti
viti
es a
ccur
atel
y
Des
crip
tion
- D
escr
ibe
ongo
ing
acti
viti
es-
Sho
w w
illi
ngne
ss to
de-
scri
be a
ctiv
itie
s ac
cura
tely
- M
imin
g-
Team
wor
k, d
rill
ing
-
Illu
stra
tion
s-
Dem
onst
rati
ons
- L
iste
ning
and
spe
akin
g
- D
escr
ipti
ve c
hart
s-
Rel
evan
t pic
ture
s -
Lan
guag
e ga
mes
Rea
din
gS
ou
nd
Rec
og-
nit
ion
(re
ad
ing
alo
ud
)
- L
ette
r so
unds
- M
onos
ylla
bic
wor
ds-
Mul
tisy
llab
ic
wor
ds
- R
ead
lett
er s
ound
s co
rrec
tly
- R
ead
mon
osyl
labi
c w
ords
- R
ead
mul
tisy
llab
ic w
ords
- S
how
inte
rest
in c
orre
ct p
ro-
nunc
iati
on
Sou
nd
Rec
ogn
itio
n
(rea
din
g a
lou
d)
- L
ette
r so
unds
- M
onos
ylla
bic
wor
ds-
Mul
tisy
llab
ic
wor
ds
- R
ead
lett
er s
ound
s co
rrec
tly
- R
ead
mon
osyl
labi
c w
ords
- R
ead
mul
tisy
llab
ic w
ords
- S
how
inte
rest
in r
eadi
ng
- Il
lust
rati
ons
and
dem
on-
stra
tion
s -
Pho
nic
met
hod
- Jo
lly
phon
ics
app
roac
h- A
ssoc
iati
on/ C
oope
rati
ve
lear
ning
, pic
ture
rea
ding
, re
adin
g al
oud
- Q
uest
ions
and
ans
wer
s
- R
elev
ant c
hart
s, p
ic-
ture
s an
d fl
ashc
ards
- L
angu
age
gam
es
radi
o, ta
pes,
CD
-R
OM
s, r
hym
es,
song
s, te
leph
one
-Sto
ry b
ooks
Word
Rec
og-
nit
ion
(re
ad
ing
alo
ud
)
- S
impl
e w
ords
- S
hort
sen
tenc
es-
Num
bers
(0
– 50
)
- R
ead
sim
ple
wor
ds a
nd s
hort
se
nten
ces
alou
d-
Rea
d nu
mbe
rs f
rom
0 –
50
- R
ead
in th
e ri
ght o
rder
(le
ft
to r
ight
)-
Hol
d re
adin
g m
ater
ials
cor
-re
ctly
Word
Rec
ogn
itio
n
(rea
din
g a
lou
d)
- S
impl
e w
ords
- S
hort
sen
tenc
es-
Sho
rt te
xts
- N
umbe
rs 5
1 –
100)
- R
ead
sim
ple
wor
ds a
nd
shor
t sen
tenc
es
- R
ead
num
bers
fro
m 5
1 –
100
- R
ead
shor
t tex
ts-
Sho
w w
illi
ngne
ss to
pr
onou
nce
wor
ds a
nd r
ead
corr
ectl
y
Exp
lana
tion
s, q
uest
ions
an
d an
swer
s, r
ole
play
, te
am w
ork,
illu
stra
tion
s,
dem
onst
rati
ons
- R
eal o
bjec
ts, c
hart
s,
pict
ures
and
fl as
h-ca
rds
- L
ette
r ca
rds
- R
adio
, tap
es, C
D-
RO
Ms,
rhy
mes
, so
ngs,
tele
phon
e-S
tory
boo
ks
Eng
lish
Lan
guag
e co
nten
ts, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 244
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Rea
din
g C
om
-
pre
hen
sion
(si
len
t
read
ing)
- P
ictu
res
- S
hort
text
s
- In
terp
ret p
ictu
res
- R
ead
text
s si
lent
ly a
nd a
n-sw
er q
uest
ions
- D
emon
stra
te a
rea
ding
cu
ltur
e
Rea
din
g C
om
-
pre
hen
sion
(si
len
t
read
ing)
- P
ictu
res
- S
hort
text
s
- In
terp
ret p
ictu
res
- R
ead
text
s si
lent
ly a
nd a
n-sw
er q
uest
ions
- D
emon
stra
te a
rea
ding
cu
ltur
e
- E
xpla
nati
ons
- Q
uest
ions
and
ans
wer
s-
Team
wor
k
- R
elev
ant c
hart
s-
Pic
ture
sto
ries
- C
arto
on s
trip
s-
Big
boo
ks
Wri
tin
g
Han
dw
riti
ng
- S
trok
es, c
urve
s
zigz
ag a
nd w
aves
- L
ette
rs o
f th
e al
phab
et-
Nam
es
- D
igit
s fr
om 0
to
50
- P
rodu
ce le
tter
s-
Cop
y na
mes
-
Wri
te n
umbe
rs f
rom
0 to
50
- F
ollo
w th
e co
rrec
t wri
ting
di
rect
ion
(lef
t to
righ
t)
Han
dw
riti
ng
- N
ames
- S
ente
nces
- D
igit
s fr
om 1
-100
- C
opy
thei
r na
mes
and
the
sam
e se
nten
ces
seve
ral t
imes
- S
how
the
enth
usia
sm to
w
rite
- E
xpla
nati
ons
- D
emon
stra
tion
- D
rill
ing
- C
opyi
ng-
Team
wor
k
- P
enci
ls, c
halk
- Arm
boa
rds,
fl an
nel
boar
d -
Pic
ture
s, c
hart
s-
San
d tr
ays,
saw
dus
t, w
riti
ng e
xerc
ise
book
s
Com
posi
tion
- B
uild
wor
ds w
ith
jum
bled
le
tter
s-
Sho
w w
illi
ngne
ss to
bui
ld
wor
ds
Com
posi
tion
- B
uild
sho
rt s
ente
nces
wit
h ju
mbl
ed w
ords
- S
how
wil
ling
ness
to b
uild
w
ords
- D
rill
ing
- Te
amw
ork
- E
xpla
nati
ons
- Q
uest
ions
and
ans
wer
s
- P
enci
ls, c
halk
- Arm
boar
ds, fl
ann
el
boar
d-
Pic
ture
s, c
hart
.
Wri
tin
g
- N
ames
-
Sen
tenc
es
- W
rite
thei
r na
mes
cor
rect
ly-
Wri
te s
hort
sen
tenc
es (
SV
O)
- W
rite
fol
low
ing
the
corr
ect
dire
ctio
n (l
eft t
o ri
ght)
Wri
tin
g
- N
ames
-
Sen
tenc
es
- W
rite
thei
r na
mes
cor
rect
ly
- W
rite
sho
rt te
xts
- W
rite
fol
low
ing
the
corr
ect
dire
ctio
n (l
eft t
o ri
ght)
- D
rill
ing
- Te
amw
ork
- Il
lust
rati
ons
- D
emon
stra
tion
s
- P
enci
ls, c
halk
- Arm
boa
rds,
fl an
nel
boar
d,
- P
ictu
res,
cha
rts
- W
riti
ng e
xerc
ise
book
s
Eng
lish
Lan
guag
e co
nten
ts, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 45
Gra
mm
ar,
voca
bu
lary
an
d p
ron
un
ciati
on
To b
uild
a l
angu
age,
you
nee
d bu
ildi
ng m
ater
ials
tha
t ar
e ca
lled
“P
arts
of
Spe
ech”
. T
hey
are
eigh
t in
num
ber,
nam
ely:
ver
bs,
noun
s, a
djec
tive
s, a
dver
bs,
prep
osit
ions
, pro
noun
s, c
onju
ncti
ons
and
inte
rjec
tion
s. E
very
wor
d in
Eng
lish
fi ts
into
at l
east
one
of
thes
e ei
ght c
ateg
orie
s;
the
key
to u
nder
stan
ding
and
usi
ng th
e E
ngli
sh la
ngua
ge.
As
conc
erns
voc
abul
ary,
lear
ners
wil
l acq
uire
new
wor
ds a
nd e
xpre
ssio
ns n
atur
ally
thro
ugh
list
enin
g,
spea
king
, rea
ding
and
wri
ting
act
ivit
ies.
How
ever
, tea
cher
s ar
e re
quir
ed to
pla
n an
d sy
stem
atic
ally
teac
h vo
cabu
lary
in c
onte
xt.
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Ver
bs
-R
egul
ar v
erbs
(c
onju
gati
on)
- S
impl
e pr
esen
t-
Sim
ple
past
- S
impl
e fu
ture
- U
se th
e si
mpl
e pr
esen
t pas
t an
d fu
ture
tens
es-A
ppre
ciat
e pr
esen
t, pa
st a
nd
futu
re e
vent
s
Ver
bs
(con
juga
tion
)--
- R
egul
ar v
erbs
- In
trod
ucti
on to
ir
regu
lar
verb
s-
Hel
ping
ver
bs
- U
se r
egul
ar v
erbs
and
so
me
irre
gula
r an
d he
lpin
g ve
rbs
-Man
ipul
ate
verb
s an
d ap
prec
iate
pre
sent
, pas
t and
fu
ture
eve
nts
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s-
Ver
b li
st a
nd p
uzzl
es
Nou
ns
Kin
ds o
f no
uns
- C
omm
on a
nd
prop
er-
Plu
ral
form
atio
n(s
)
-Ide
ntif
y an
d us
e co
mm
on
and
prop
er n
ouns
-Use
the
plur
als
of c
ount
able
no
uns
- U
se n
ouns
in s
impl
e se
nten
ces
-Sho
w in
tere
st in
usi
ng n
ouns
Nou
ns
Kin
ds o
f no
uns
- C
omm
on a
nd p
rope
r-
Plu
ral f
orm
atio
n(s
, es)
-Ide
ntif
y an
d us
e co
mm
on
and
prop
er n
ouns
-Use
the
plur
als
of c
ount
able
no
uns
- U
se n
ouns
in s
impl
e se
nten
ces
-Sho
w in
tere
st in
usi
ng
noun
s
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s-
Nou
n li
st a
nd p
uzzl
es
Ad
ject
ives
- C
omm
on
adje
ctiv
es
-Use
com
mon
adj
ecti
ves
-Sho
w in
tere
st in
usi
ng
com
mon
for
ms
of a
djec
tive
s
Adj
ecti
ves
- C
omm
on a
djec
tive
s-U
se c
omm
on a
djec
tive
s fo
llow
ing
the
teac
her’
s di
rect
ives
-S
how
inte
rest
in u
sing
co
mm
on f
orm
s ad
ject
ives
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s- A
djec
tive
list
and
pu
zzle
s A
dver
bs
- P
lace
- T
ime
- Id
enti
fy a
nd u
se a
dver
bs o
f pl
ace
and
of ti
me
- S
how
inte
rest
in f
ollo
win
g in
stru
ctio
ns
Ad
ver
bs
- P
lace
- T
ime
- Id
enti
fy a
nd u
se a
dver
bs o
f pl
ace
and
of ti
me
- S
how
inte
rest
in f
ollo
win
g in
stru
ctio
ns
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s- A
dver
b li
st a
nd
puzz
les
Eng
lish
Lan
guag
e co
nten
ts, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 246
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Pre
posi
tion
s
- L
ocat
ion
- Id
enti
fy a
nd u
se p
repo
si-
tion
s of
loca
tion
- S
how
inte
rest
in lo
cati
ng
the
posi
tion
of
obje
cts
Pre
posi
tion
s
- L
ocat
ion
- T
ime
- Id
enti
fy a
nd u
se p
repo
si-
tion
s of
loca
tion
- S
how
inte
rest
in lo
cati
ng
the
posi
tion
of
obje
cts
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s-
Pre
posi
tion
list
and
pu
zzle
s P
ron
ou
ns
- P
erso
nal p
ro-
noun
s
- U
se p
erso
nal p
rono
uns
to
talk
abo
ut s
elf
and
othe
rs-
Sho
w in
tere
st in
usi
ng
pron
ouns
Pro
nou
ns
- P
erso
nal p
rono
uns
- P
osse
ssiv
e-
Refl
exi
ve
- U
se p
erso
nal p
rono
uns
to
talk
abo
ut s
elf
and
othe
rs-
Sho
w in
tere
st in
usi
ng
pron
ouns
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s-
Pro
noun
list
and
pu
zzle
s C
on
jun
ctio
ns
(Coo
rdin
atin
g)-
Lin
k w
ords
, phr
ases
and
se
nten
ces
wit
h co
nnec
ting
w
ords
- E
xpre
ss th
e de
sire
to u
se
conj
unct
ions
Con
jun
ctio
ns
(Coo
r-di
nati
ng)
- L
ink
wor
ds, p
hras
es a
nd
sent
ence
s w
ith
conn
ecti
ng
wor
ds-
Exp
ress
the
desi
re to
use
co
njun
ctio
ns
- E
xpla
nati
ons
- Te
amw
ork
- D
emon
stra
tion
s-
Que
stio
ns a
nd a
nsw
ers
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s-
Con
junc
tion
list
and
pu
zzle
s In
terj
ecti
on
s
- H
i !
- H
ello
!
Use
hi
and h
ello
in a
ppro
pri
-
ate
conte
xts
Inte
rjec
tion
s
- H
i !
- H
ello
!
Use
hi
and h
ello
in a
ppro
pri
-
ate
conte
xts
- E
xpla
nat
ions
- T
eam
work
- D
emonst
rati
ons
- F
lash
card
s
- R
eal
obje
cts
- D
raw
ings
- C
har
ts
- In
terj
ecti
on l
ist
and
puzz
les
Voca
bu
lary
- O
pposi
tes
- F
oll
ow
inst
ruct
ions
- S
how
wil
lingnes
s to
use
new
word
s
Voca
bu
lary
- O
pposi
tes
- F
oll
ow
inst
ruct
ions
- S
how
wil
lingnes
s to
use
new
word
s
- E
xpla
nat
ions
- T
eam
work
- D
emonst
rati
ons
- F
lash
card
s
- R
eal
obje
cts
- W
ord
list
Engli
sh L
anguag
e co
nte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 47
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Th
e se
nte
nce
Sim
ple
sent
ence
s-
Con
stru
ct s
impl
e se
nten
ces
- F
ollo
w in
stru
ctio
nsT
he
sen
ten
ce
Sim
ple
sent
ence
s-
Con
stru
ct s
impl
e se
nten
ces
- F
ollo
w in
stru
ctio
ns-
Exp
lana
tion
s-
Team
wor
k-
Dem
onst
rati
ons
- Q
uest
ions
and
ans
wer
s
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s an
d pu
zzle
s S
pel
lin
g a
nd
pro
nu
nci
ati
on
Sou
nd a
nd w
ord
buil
ding
- B
uild
one
, tw
o an
d th
ree
syll
able
wor
ds-
Man
ipul
ate
lett
er-s
ound
s to
bu
ild
wor
ds-
Sho
w w
illi
ngne
ss to
spe
ll
and
pron
ounc
e w
ords
cor
-re
ctly
Sp
elli
ng a
nd
pro
nu
n-
ciati
on
Sou
nd a
nd w
ord
buil
-di
ng
- B
uild
one
, tw
o an
d th
ree
syll
able
wor
ds-
Man
ipul
ate
lett
er-s
ound
s to
bu
ild
wor
ds-
Sho
w w
illi
ngne
ss to
spe
ll
and
pron
ounc
e w
ords
cor
-re
ctly
- P
honi
c m
etho
d-
Exp
lana
tion
s-
Team
wor
k-
Dem
onst
rati
ons
- Q
uest
ions
and
ans
wer
s
- F
lash
card
s-
Rea
l obj
ects
- D
raw
ings
- C
hart
s an
d pu
zzle
s
Eng
lish
Lan
guag
e co
nten
ts, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 248
Con
ten
ts o
f M
ath
emati
cs
Tab
le 2
1:
Math
emati
cs c
on
ten
ts, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Set
s an
d L
ogic
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
- O
bjec
ts-
Set
s-
Iden
tify
set
s-D
iff e
renti
ate
obje
cts
by
thei
r at
trib
ute
s
- A
rran
ge
thin
gs
in a
n
attr
acti
ve
and n
eat
man
ner
-Obje
cts
-Set
s
- V
enn d
iagra
ms
- S
et s
ym
bols
(ф
, ()
,
Ɛ, n u
)
-Cla
ssif
y o
bje
cts
usi
ng a
t
leas
t th
ree
att
ribute
s
- R
epre
sent
sets
usi
ng ven
n
dia
gra
ms
- A
rran
ge
bel
ongin
gs
in a
n
attr
acti
ve
and n
eat
man
ner
- C
ooper
ativ
e le
arnin
g
- R
ole
-pla
y
- M
atch
ing
- D
emonst
rati
on
- Il
lust
rati
on
-Rea
l obje
cts
peb
ble
s,
num
ber
car
ds,
leg
os
-Audio
- vis
ual
aid
s
-Pic
ture
s an
d c
har
ts
-Inst
ruct
ional
gam
es
-Abac
us
Nu
mb
ers
an
d O
per
ati
on
s
-Num
ber
s: 0
- 1
00
-Sym
bols
in
oper
atio
ns
-The
four
mat
hem
atic
al
oper
atio
ns
-Pla
ce v
alue
(ten
s
and unit
s)
-Fra
ctio
ns
-Ass
oci
ate
num
ber
s an
d
sym
bols
to q
uan
titi
es
-Buil
d b
onds
-Wri
te n
um
ber
s in
fi
gure
s
and w
ord
s
-Use
mat
hem
atic
al
oper
atio
ns
to s
olv
e
pro
ble
ms
-Buil
d m
ult
ipli
cati
on t
able
s
-Pla
ce n
um
ber
s under
Ten
s
and U
nit
s
- S
har
e it
ems
obje
ctiv
ely
-Num
ber
s: 1
00 -
200
-Mat
hem
atic
al
oper
atio
ns
(Addit
ion
Subtr
acti
on,
Mult
ipli
cati
on a
nd
Div
isio
n)
-Pla
ce v
alue
(Hundre
ds
, te
ns
and
unit
s)
-Fra
ctio
ns
-Count
and r
ead n
um
ber
s
-Ass
oci
ate
num
ber
s, s
ym
bols
and q
uan
titi
es
-Buil
d b
onds
-Wri
te n
um
ber
s in
fi g
ure
s
and w
ord
s
- U
se m
athem
atic
al
oper
atio
ns
to s
olv
e pro
ble
ms
-Pla
ce n
um
ber
s under
H, T
and U
- S
tate
the
val
ue
of
a num
ber
in a
fi g
ure
-Shar
e it
ems
obje
ctiv
ely
-Cooper
ativ
e le
arnin
g
- R
ole
pla
y
- M
atch
ing
- D
emonst
rati
on
- Il
lust
rati
on
-Rea
l obje
cts
peb
ble
s,
num
ber
car
ds,
leg
os
-Audio
- vis
ual
aid
s
-Pic
ture
s an
d c
har
ts
-Inst
ruct
ional
gam
es
-Abac
us
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 49
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Mea
sure
men
t an
d S
ize
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
an
d
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic
Mate
rials
-The
cal
enda
r-T
ime
-Mon
ey
-Ide
ntif
y th
e da
ys o
f th
e w
eek
and
mon
ths
of th
e ye
ar-R
elat
e th
e diff
ere
nt
day
s of
the
wee
k t
o s
pec
ifi c
even
ts
-Ass
oci
ate
spec
ifi c
act
ivit
ies
to d
iff e
rent
per
iods
of
the
day
-Man
age
money
up t
o 1
00fr
s
-Res
pec
t sc
hed
ule
s
-Nat
ura
l unit
s an
d
indic
ators
-Met
ric
syst
em
-Cal
endar
-Tim
e
-Money
-Com
par
e obje
cts
acco
rdin
g
to s
ize,
len
gth
, w
idth
, hei
ght
and c
apac
ity
-Est
imat
e le
ngth
, w
idth
,
hei
ght
and c
apac
ity o
f
obje
cts
-Rel
ate
the
var
ious
month
s
of
the
yea
r to
spec
ifi c
even
ts
-Rea
d t
he
clock
-Iden
tify
curr
ency
unit
s up
to 2
00fr
s
- M
anag
e m
oney
up t
o
200fr
s
-Pro
ble
m s
olv
ing
-Lab
ora
tory
met
hod
-Cooper
ativ
e le
arnin
g
-Indiv
idual
ized
inst
ruct
ion
-Tas
k o
rien
ted a
ppro
ach
-Role
-pla
y
-Inst
ruct
ional
gam
es
- C
lock
fac
es
- R
ule
rs
- T
ape
- P
last
ic b
ott
les
- M
oney
- C
alen
dar
s
- W
atch
Geo
met
ry a
nd
Sp
ace
- P
atte
rns
wit
h 2
D
shap
es (
tria
ngle
s,
rect
angle
s, s
quar
es
and c
ircl
es)
- C
urv
es a
nd l
ines
.
- C
om
ple
te p
atte
rns
usi
ng 2
D
shap
es
- M
anip
ula
te o
bje
cts,
shap
es,
lett
ers
and fi
gure
s
- C
onst
ruct
shap
es, cu
rves
and l
ines
.
- L
oca
te p
oin
ts o
n a
num
ber
line
up t
o 2
0
- P
atte
rns
wit
h 2
D
shap
es
(tri
angle
s, r
ecta
ngle
s,
squar
es)
- C
urv
es a
nd l
ines
- M
anip
ula
te p
atte
rns
usi
ng
2D
shap
es
- C
onst
ruct
var
ious
shap
es
- D
iff e
renti
ate
bet
wee
n
diff
ere
nt
pat
tern
s of
curv
es a
nd l
ines
- L
oca
te p
oin
ts o
n a
num
ber
line
up t
o 5
0
-Pro
ble
m s
olv
ing
-Cooper
ativ
e le
arnin
g
-Indiv
idual
ized
inst
ruct
ion
-Tas
k o
rien
ted a
ppro
ach
- R
ole
-pla
y
- In
stru
ctio
nal
gam
es
- R
eal
obje
cts
- G
eo-b
oar
ds
- T
rian
gle
s
- C
ardboar
ds
- C
arto
ns
Mat
hem
atic
s co
nte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 250
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Gra
ph
s an
d S
tati
stic
s
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
an
d
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/
Lea
rnin
g
Str
ate
gie
s
Did
act
ic
Mate
rials
- D
ata
- R
anki
ng
-Tal
lyin
g-
Gra
phs
- R
epre
sent
dat
a us
ing
grap
hs-
Arr
ange
num
bers
in
asce
ndin
g an
d de
scen
ding
or
der
of m
agni
tude
- Ta
lly
in 2
s
and
3s
- P
rese
nt d
ata
oral
ly
- S
how
inte
rest
in k
eepi
ng
belo
ngin
gs in
an
orde
rly
man
ner
- D
ata
- R
anki
ng
-Tal
lyin
g -
Gra
phs
- R
epre
sent
dat
a on
gr
aphs
- A
rran
ge n
umbe
rs
in a
scen
ding
and
de
scen
ding
ord
er o
f m
agni
tude
(10
0-20
0)-
Tall
y in
4s
and
5s
- R
epre
sent
dat
a on
gr
aphs
- S
how
inte
rest
in k
eepi
ng
belo
ngin
gs i
n an
ord
erly
m
anne
r
- D
isco
very
met
hod
-Lab
orat
ory
met
hod
-Coo
pera
tive
lear
ning
-Ind
ivid
uali
zed
inst
ruct
ion
-Tas
k or
ient
ed a
ppro
ach
- R
ole-
play
- In
stru
ctio
nal g
ames
-Rea
l obj
ects
-Aud
io-v
isua
l ai
ds-P
ictu
res
-Cha
rts
-Cou
ntin
g m
ater
ials
Mat
hem
atic
s co
nten
ts, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 51
Coon
ten
ts o
f S
cien
ce a
nd
Tec
hn
olo
gy
Tab
le 2
2:
Sci
ence
an
d T
ech
nolo
gy c
on
ten
ts, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
Hea
lth
Ed
uca
tion
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g s
trate
gie
s
` D
idact
ic
Mate
rials
Hu
man
bod
y
- P
arts
of
the
body
- P
erso
nal h
ygie
ne
-Diff
ere
nti
ate
par
ts o
f
the
body
- K
eep t
he
body c
lean
on d
aily
bas
es
Hu
man
bod
y
-Par
ts o
f th
e body a
nd
funct
ions
- C
are
for
the
par
ts o
f
the
body
- A
ssoci
ate
body p
arts
to
thei
r fu
nct
ions
- C
lean
the
diff
ere
nt
par
ts
of
the
body w
ith d
iff e
rent
item
s on d
aily
bas
es
- D
emonst
rati
on
- D
iscu
ssio
n
- R
ole
-pla
y a
nd
sim
ula
tions
- T
eam
work
-Char
ts, so
ap, sp
onge,
clea
n w
ater
, buck
ets,
tow
els,
fac
e to
wel
, body l
oti
on, cl
ean
cloth
es/u
nder
wea
rs,
com
b, sh
oes
, f
oot
bru
sh
Th
e S
ense
s
- T
he
fi ve
sense
s an
d
thei
r org
ans
- R
elat
e se
nse
org
ans
to
thei
r fu
nct
ions
- D
iscr
imin
ate
good
from
bad
Th
e S
ense
s
- T
he
fi ve
sense
s an
d
thei
r org
ans
- C
are
of
sense
org
ans
-Rel
ate
the
sense
s to
thei
r
org
ans
- C
are
for
the
sense
org
ans
- D
iscr
imin
ate
good f
rom
bad
- D
emonst
rati
on.
- D
iscu
ssio
n
- O
utd
oor
less
ons
- R
ole
-pla
y a
nd
sim
ula
tion
- T
eam
work
.
- C
har
ts, pic
ture
s,
colo
urs
, m
asks,
hea
dsc
arf,
sw
eets
,
var
ious
fruit
s, b
itte
r-
leaf
, V
CD
s/D
VD
s
TV
, te
lephone
- P
ost
ers,
med
icin
es
Rep
rod
uct
ive
Hea
lth
,
ST
Is an
d H
IV/A
IDS
- H
um
an r
epro
duct
ive
org
ans
- H
IV/A
IDS
(ca
use
s
and p
reven
tion)
-Diff
ere
nti
ate
a m
ale
from
a fe
mal
e
- D
emonst
rate
awar
enes
s of
the
exis
tence
of
HIV
/
AID
S a
nd p
reven
tive
mea
sure
s
- S
how
love
for
livin
g a
hea
lthy l
ife
Rep
rod
uct
ive
hea
lth
,
ST
Is an
d H
IV/A
IDS
- H
IV/A
IDS
(ca
use
s,
sym
pto
ms,
pre
ven
tion,
mode
of
tran
smis
sion
-Hum
an r
epro
duct
ive
org
ans
-Diff
ere
nti
ate
a m
ale
from
a fe
mal
e
-Dem
onst
rate
the
awar
enes
s th
at H
IV/A
IDS
is t
ransm
itte
d t
hro
ugh
blo
od
- S
tay a
way
fro
m s
oil
ed
obje
cts
- S
how
love
for
livin
g a
hea
lthy l
ife
- D
emonst
rati
on
- D
iscu
ssio
n
- F
lipped
cla
ssro
om
s
- G
uid
ed t
ours
- R
ole
-pla
y an
d
sim
ula
tion
- E
duca
tive
talk
s
- T
eam
work
- C
har
ts, pic
ture
s,
kniv
es, nai
ls, bla
de,
nee
dle
s, p
ins
syri
nges
, m
edic
ines
,
sket
ches
, glo
ves
,
mas
ks,
lab
coat
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 252
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g
stra
tegie
s `
Did
act
ic
Mate
rials
Dis
ease
s-
Com
mon
dis
ease
s of
the
area
-
Sym
ptom
s -
Pre
vent
ion
- I
dent
ify
com
mon
dis
ease
s of
the
loca
lity
- D
iscu
ss a
bout
cau
ses
and
sym
ptom
s of
som
e di
seas
es
- S
tay
away
fro
m d
irty
en
viro
nmen
ts
- Acc
ept s
leep
ing
unde
r a
mos
quit
o ne
ts
Dis
ease
s-C
omm
on d
isea
ses
of th
e ar
ea (
mal
aria
, ch
oler
a, c
omm
on
cold
, chi
cken
pox
)-S
ympt
oms
-Pre
vent
ion
- R
elat
e di
seas
es to
sym
ptom
s-
Exp
lain
som
e pr
even
tive
m
easu
res
- S
tay
away
fro
m d
irty
en
viro
nmen
ts- A
ccep
t sle
epin
g un
der
a m
osqu
ito
nets
- D
emon
stra
tion
/ dis
cuss
ion
- V
isit
s/ T
eam
wor
k-
Rol
e-pl
ay a
nd s
imul
atio
n-
Edu
cati
ve ta
lks
- R
elev
ant c
hart
s an
d pi
ctur
es,
nail
s-S
yrin
ges,
lab
coat
s,
, aud
io-v
isua
l aid
s,
post
ers,
em
pty
med
icin
e pa
cks
- M
osqu
ito
nets
Toil
ets
- Ty
pes
of T
oile
ts-
Loc
ate
the
scho
ol to
ilet
-Iden
tify
diff
ere
nt
types
of
toil
ets
-Use
toil
ets
resp
onsi
bly
-
Was
h h
ands
at a
ll t
imes
af
ter
usi
ng t
he
toil
et
Toil
ets
-T
ypes
of
toil
ets
-Use
of
the
toil
ets
- Id
enti
fy t
ypes
of
toil
ets
- U
se t
oil
ets
pro
per
ly-
Was
h h
ands
at a
ll t
imes
aft
er
usi
ng t
he
toil
et
- D
emonst
rati
on/
dis
cuss
ion
- O
utd
oor
less
ons
- R
ole
-pla
y a
nd s
imula
tion
- H
ealt
h t
alks
- T
eam
work
-Tis
sue
pap
er,
dis
infe
ctan
ts,
wat
er, so
aps
- Il
lust
rati
ve
char
ts
Hea
lth
hab
its
Good h
ealt
h h
abit
s -
Iden
tify
hea
lthy h
abit
s-
Was
h h
ands
at a
ll t
imes
bef
ore
eat
ing
Hea
lth
hab
its
- G
ood h
ealt
h h
abit
s -
Dis
tinguis
h g
ood h
ealt
h
hab
its
from
bad
ones
- W
ash h
ands
at a
ll t
imes
bef
ore
eat
ing
- D
emonst
rati
on/
dis
cuss
ion
- O
utd
oor
less
ons
- R
ole
-pla
y/s
imula
tion
- T
eam
work
-Pic
ture
s, p
ost
ers,
fr
uit
s, d
rinkin
g
wat
er, cl
ean w
ater
, bow
l, c
lean
pla
stic
bott
les
Min
or
acc
iden
ts
an
d fi
rst
aid
-Types
of
min
or
acci
den
ts
-Fir
st a
id b
ox a
nd
conte
nts
-Fir
st a
id
adm
inis
trat
ion
-Ass
ocia
te i
tem
s in
a fi
rst
ai
d bo
x to
the
trea
tmen
t of
spec
ifi c
min
or a
ccid
ents
- D
emon
stra
te w
ays
of
prev
enti
ng m
inor
acc
iden
ts-
Sta
y aw
ay f
rom
har
mfu
l ob
ject
s an
d pl
aces
Min
or
acc
iden
ts
an
d fi
rst
aid
- Ty
pes
of m
inor
ac
cide
nts
- F
irst
aid
box
co
nten
ts-
Fir
st a
id
adm
inis
trat
ion
-Use
the
item
s in
a fi
rst a
id
box
to tr
eat v
icti
ms
of s
peci
fi c
min
or a
ccid
ents
-Dem
onst
rate
way
s of
pr
even
ting
min
or a
ccid
ents
-Sho
w a
pos
itiv
e at
titu
de
tow
ards
vic
tim
s of
min
or
acci
dent
s
- D
emon
stra
tion
/ dis
cuss
ion
- O
utdo
or le
sson
s -
Rol
e-pl
ay a
nd s
imul
atio
n-
Edu
cati
ve ta
lks
- Te
amw
ork
-Ske
tche
s, c
otto
n,
spir
it, s
ciss
ors,
ba
ndag
es, b
etad
ine,
pl
aste
r, io
dine
, ex
erci
se b
ook
Pu
bli
c h
ealt
h-
Vac
cina
tion
s -
Hea
lth
haza
rds
- E
pide
mic
s an
d pa
ndem
ics
-Exp
lain
som
e co
mm
on
heal
th h
azar
ds a
nd v
acci
nes
- S
how
love
for
taki
ng
requ
ired
vac
cine
s
Pu
bli
c h
ealt
h-
Hea
lth
haza
rds
-Vac
cina
tion
-Som
e co
mm
on
vacc
ines
- E
xpla
in c
omm
on h
ealt
h haz
ards
and t
hei
r eff
ect
s-D
iscu
ss t
he
import
ance
of
vac
cines
- S
how
love
for
takin
g
requir
ed v
acci
nes
- D
emonst
rati
on/d
iscu
ssio
n.
- F
lipped
cla
ssro
om
- H
ealt
h t
alks
- R
ole
-pla
y/s
imula
tion
- T
eam
work
- V
acci
nat
ion c
ards
- S
yri
nges
- C
ott
on
Sci
ence
and T
echnolo
gy c
onte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 53
En
vir
on
men
tal
Sci
ence
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g /
Lea
rnin
g
Str
ate
gie
s
Did
act
ic
Mate
rials
Imm
edia
te
envir
on
men
ts
- H
ome
envi
ronm
ent
- S
choo
l en
viro
nmen
t-
Car
e of
hom
e an
d sc
hool
en
viro
nmen
ts
- I
dent
ify
the
com
pone
nts
of th
e ho
me
and
the
scho
ol
envi
ronm
ents
-
Car
e fo
r th
e ho
me
and
scho
ol e
nvir
onm
ents
-
Car
e fo
r pl
ants
Imm
edia
te
envir
on
men
ts
- H
ome
envi
ronm
ent
- S
choo
l en
viro
nmen
t-
Car
e of
hom
e an
d sc
hool
env
iron
men
t
- D
escr
ibe
the
com
pone
nts
of th
e ho
me
and
the
scho
ol
envi
ronm
ents
-
Car
e fo
r th
e ho
me
and
the
scho
ol e
nvir
onm
ents
- App
reci
ate
thei
r im
med
iate
en
viro
nmen
t-
Car
e f
or p
lant
s
- P
roje
ct m
etho
d e.
g. tr
ee
plan
ting
- D
emon
stra
tion
- C
oope
rati
ve le
arni
ng
Rea
l obj
ects
, pi
ctur
es, d
raw
ings
, vi
deos
, cut
ting
s,
seed
s, h
oes,
dig
gers
, cu
tlas
ses,
see
dlin
gs,
post
ers
An
imals
- D
omes
tic
and
wil
d an
imal
s.
- H
abit
at a
nd c
are
- Id
enti
fy d
omes
tic
anim
als
- R
ecognis
e th
e diff
ere
nt
hab
itat
s of
dom
esti
c an
imal
s
- S
tay a
way
fro
m d
anger
An
imals
- D
om
esti
c an
imal
s
- W
ild a
nim
als
- H
abit
at a
nd c
are
- D
escr
ibe
the
diff
ere
nt
hab
itat
s of
anim
als
- C
are
for
anim
als
- S
tay a
way
fro
m d
anger
- D
emonst
rati
on/
Dis
cuss
ion
- F
lipped
cla
ssro
om
- R
ole
-pla
y/s
imula
tion
- T
eam
work
- T
alk f
rom
a v
eter
inar
y
nurs
e
Cag
e, w
ater
, so
ap,
glo
ves
, pic
ture
s,
dra
win
gs,
vid
eos,
post
ers
Bir
ds
- D
om
esti
c an
d
wil
d bir
ds
- H
abit
ats
and c
are
- R
ecogniz
e dom
esti
c an
d
wil
d b
irds
in t
hei
r lo
cali
ty
Bir
ds
- D
om
esti
c bir
ds
- W
ild b
irds
- H
abit
ats
of
bir
ds
and c
are
-Des
crib
e th
e diff
ere
nt
hab
itat
s of
bir
ds
- D
emonst
rati
on/
Dis
cuss
ion
- F
lipped
cla
ssro
om
- O
utd
oor
vis
its
- R
ole
-pla
y/s
imula
tion
Cag
e, w
ater
, so
ap,
glo
ves
, pic
ture
s,
dra
win
gs,
vid
eos,
post
ers,
nes
t
Inse
cts
- T
ypes
of
inse
cts
-Use
ful
and h
arm
ful
inse
cts
- D
escr
ibe
the
var
ious
types
of
inse
cts
in t
he
loca
lity
- P
rote
ct i
nse
cts
Inse
cts
-Types
of
inse
cts
- U
sefu
l an
d
har
mfu
l in
sect
s
- C
lass
ify i
nse
cts
- P
rote
ct i
nse
cts
- D
emonst
rati
on/
Excu
rsio
ns
- D
iscu
ssio
ns
- F
lipped
cla
ssro
om
Pic
ture
s, d
raw
ings,
vid
eos,
inse
ct b
ox
Sci
ence
and T
echnolo
gy c
onte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 254
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g /
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Pla
nts
-Typ
es o
f pl
ants
-T
ypes
of
fl ow
ers
- C
are
for
pla
nts
-Ide
ntif
y di
ff er
ent t
ypes
of
pla
nts
and fl
ow
ers
- P
lant
tree
s an
d fl
ow
ers
- C
are
for
pla
nts
and
fl ow
ers
Pla
nts
- T
ypes
of
pla
nts
- F
low
ers
- U
ses
of
fl ow
ers
- D
escr
ibe
pla
nts
and
fl ow
ers
acco
rdin
g t
o t
hei
r
char
acte
rist
ic
- P
lant
tre
es a
nd fl
ow
ers
- C
are
for
pla
nts
and
fl ow
ers
- D
emonst
rati
on
-E
xcu
rsio
ns
- D
iscu
ssio
n
- F
lipped
cla
ssro
om
See
ds,
see
dli
ngs,
cutt
ings,
hoes
, dig
ger
s,
mac
het
es, m
anure
,
use
d t
yre
s, b
ags,
pla
stic
s, b
uck
ets
Matt
er
- W
ater
- S
ourc
es o
f w
ater
- C
are
of
wat
er s
ourc
es
-Ide
ntif
y th
e di
ff er
ent
sour
ces
of w
ater
-Pro
tect
sou
rces
of
wat
er
Matt
er
- W
ater
-Goo
d so
urce
s an
d ba
d so
urce
s-
Car
e of
the
sour
ces
of w
ater
- D
escr
ibe
the
diff
eren
t st
ates
of
mat
ter
-Dis
ting
uish
the
sour
ces
of w
ater
Pro
tect
the
sour
ces
of
wat
er
- D
emon
stra
tion
. Exc
ursi
on-
Dis
cuss
ion
- C
oope
rati
ve le
arni
ng
Rea
l Obj
ects
, pic
ture
s,
draw
ings
, vid
eos,
m
odel
s, p
oste
rs
Poll
uti
on
an
d w
ast
e
man
agem
ent
- P
ollu
tion
-W
aste
man
agem
ent
- I
dent
ify
type
s of
po
llut
ion
Dem
onst
rate
way
s of
pr
even
ting
pol
luti
on-
Use
dus
tbin
s co
rrec
tly
Poll
uti
on
an
d w
ast
e
man
agem
ent
- T
ypes
of
poll
utio
n-
Pre
vent
ion
- W
aste
man
agem
ent
-Diff
ere
ntia
te ty
pes
of
poll
utio
n-D
escr
ibe
way
s of
pr
even
ting
pol
luti
on-
Use
dus
tbin
s co
rrec
tly
- D
emon
stra
tion
- E
xcur
sion
- D
iscu
ssio
n-
Out
door
less
ons
to
enab
le le
arne
rs o
bser
ve
Rea
l Obj
ects
, pic
ture
s,
draw
ings
, vid
eos,
m
odel
s, p
oste
rs
En
vir
on
men
tal
haza
rds
- E
nvir
onm
enta
l haz
ards
-
Env
iron
men
tal c
are
- Id
enti
fy e
nvir
onm
enta
l ha
zard
s
- Id
enti
fy s
trat
egie
s to
pr
otec
t the
env
iron
men
t
- U
se c
lean
wat
er to
w
ash
hand
s
- D
rink
onl
y cl
ean
wat
er
En
vir
on
men
tal
haza
rds
- H
azar
ds in
the
loca
lity
- D
escr
ibe
how
en
viro
nmen
tal h
azar
ds
can
be p
reve
nted
- P
rote
ct th
e en
viro
nmen
t
- U
se c
lean
wat
er to
was
h ha
nds
- Q
uest
ion
sour
ces
of
wat
er
- R
ole-
play
/sim
ulat
ion
- E
duca
tive
talk
s-
Team
wor
k
Pic
ture
s, d
raw
ings
, vi
deos
, cut
ting
s,
seed
s, s
eedl
ings
, hoe
s,
mac
hete
s, w
ater
ing
cans
, wat
er, b
ottl
es,
mas
ks, g
love
s
Sci
ence
and
Tec
hnol
ogy
cont
ents
, exp
ecte
d le
arni
ng o
utco
mes
, sug
gest
ed m
etho
dolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 55
Tec
hn
olo
gy a
nd
En
gin
eeri
ng
CL
AS
S 1
CL
AS
S 2
Met
hod
olo
gy a
nd
Did
act
ic M
ate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/l
earn
ing
stra
tegie
s
Did
act
ic m
ate
rials
Mec
han
ism
s an
d
mach
ines
- Ty
pes
of m
achi
nes
- Id
enti
fy diff
ere
nt
types
of
tools
and
mac
hin
es i
n t
he
loca
lity
- C
arry
out
task
s
wil
lingly
Mec
han
ism
s an
d
mach
ines
- T
ypes
of
mac
hin
es
in t
he
loca
lity
- D
escr
ibe
var
ious
types
of
tools
and m
achin
es i
n t
he
loca
lity
- E
xpla
in u
ses
of
diff
ere
nt
mac
hin
es i
n t
hei
r lo
cali
ty
- C
arry
out
task
s w
illi
ngly
- D
emonst
rati
on
- E
xcu
rsio
n/
dis
cuss
ion
- R
ole
-pla
y/s
imula
tion
- E
xplo
it r
esourc
e
per
sons
- T
eam
work
Char
ts, pic
ture
s, v
ideo
s,
model
s, p
ost
ers
Mate
rials
- T
ypes
of
mat
eria
ls
- C
hoic
e an
d
han
dli
ng o
f m
ater
ials
- Id
enti
fy c
om
mon
mat
eria
ls i
n t
he
envir
onm
ent
- S
how
gre
at i
nte
rest
in
recy
clin
g m
ater
ials
Mate
rials
- T
ypes
of
mat
eria
ls
- C
hoic
e an
d
han
dli
ng o
f m
ater
ials
- R
ecogniz
e co
mm
on
mat
eria
ls i
n t
he
envir
onm
ent
- U
se m
ater
ials
to c
onst
ruct
des
ired
shap
es/o
bje
cts
- P
roje
cts
- D
emonst
rati
on
- E
xcu
rsio
n/
dis
cuss
ion
- R
ole
-pla
y/s
imula
tion
- T
eam
work
Rea
l obje
cts
pic
ture
s,
dra
win
gs,
vid
eos,
sket
ches
, m
odel
s, p
ost
ers,
recy
cable
mat
eria
ls
Con
stru
ctio
n-
Buil
din
g
const
ruct
ion
- M
anufa
cturi
ng
- C
lass
ify m
ater
ials
use
d f
or
buil
din
g
house
s
- U
se m
ater
ials
to
const
ruct
min
iatu
re
house
s an
d o
ther
obje
cts
- S
how
love
for
man
ual
work
Con
stru
ctio
n-
Buil
din
g
const
ruct
ion
- M
anufa
cturi
ng
- C
lass
ify m
ater
ials
use
d f
or
const
ruct
ion
- C
onst
ruct
a m
inia
ture
bri
dge
- U
se m
ater
ials
to c
onst
ruct
min
iatu
re h
ouse
s an
d o
ther
obje
cts
- S
how
love
for
man
ual
work
- T
rial
and e
rror
- D
emonst
rati
on
- Im
itat
ion
- T
eam
work
- P
ract
ice
sess
ions
Buil
din
g b
lock
s/ L
egos
sand, so
il, cl
ay, m
ud,
stic
ks,
sto
nes
, ca
rtons,
pla
nta
in l
eaves
, bam
boo,
pal
m f
ronds,
old
pla
stic
shoes
, co
nta
iner
s,
rounded
sci
ssors
, ty
res,
illu
stra
tive
char
ts
Ele
ctri
city
-Ele
ctri
cal
dev
ices
-Dan
ger
s o
f
elec
tric
ity
- Id
enti
fy s
om
e
elec
tric
al d
evic
es
- R
ecognis
e th
e dan
ger
s
of
wro
ng u
se o
f
elec
tric
al d
evic
es
- A
sk f
or
hel
p f
rom
adult
s to
use
any
elec
tric
al d
evic
e
Ele
ctri
city
-Ele
ctri
cal
dev
ices
- D
anger
s o
f
elec
tric
ity
- D
escr
ibe
elec
tric
al d
evic
es
- D
iscu
ss th
e dan
ger
s o
f
elec
tric
ity
- A
sk f
or
hel
p f
rom
adult
s to
use
any e
lect
rica
l dev
ice
- P
roje
ct/d
emonst
rati
on
- E
xcu
rsio
n/
dis
cuss
ion
- R
ole
-pla
y, a
nd
sim
ula
tion
- T
eam
work
Rea
l obje
cts,
glo
ves
,
boots
, m
asks,
gla
sses
,
over
alls
, hel
met
s,
bulb
s, c
able
s, p
ictu
res,
dra
win
gs,
vid
eos,
model
s, p
ost
ers,
sket
ches
Sci
ence
and T
echnolo
gy c
onte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 256
Les
con
ten
us
du
Fra
nça
isT
ab
leau
23:
les
con
ten
us
du
Fra
nça
is, le
s ré
sult
ats
att
end
us,
la m
éth
od
olo
gie
et
le m
até
riel
did
act
iqu
e
Com
pré
hen
sion
et
exp
ress
ion
ora
les
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Les
son
s d
u f
ran
çais
:
Son
s du
fra
nçai
s (3
6),
br
uits
, ono
mat
opée
s
Eco
uter
et
dist
ingu
er le
s so
ns
du f
ranç
ais.
Les
son
s d
u f
ran
çais
:
Son
s du
fra
nçai
s (3
6),
brui
ts, o
nom
atop
ées
Eco
uter
et d
isti
ngue
r le
s so
ns d
u fr
ança
is.
Jeu
de r
ôles
, ill
ustr
atio
n ;
dém
onst
rati
ons
; com
ptin
es
mar
ionn
ette
s ap
proc
he
com
mun
icat
ive,
act
ionn
elle
Imag
es, p
oste
rs,
supp
orts
aud
io-
visu
els,
rea
lia,
en
regi
stre
men
ts,
Salu
tati
on
s:
Bon
jour
, bon
soir
, Sal
ut, a
u re
voir
, à d
emai
n, à
bie
ntôt
, m
erci
-Sal
uer
poli
men
t et
pren
dre
cong
é;
-Man
ifes
ter
le
dési
r de
sui
vre
une
conv
ersa
tion
.
Salu
tati
on
s:
Bon
jour
, bon
soir
, sal
ut,
au r
evoi
r, à
dem
ain,
à
bien
tôt,
mer
ci
Sal
uer
en u
tili
sant
des
fo
rmul
es d
e po
lite
sse.
Jeu
de r
ôles
, ill
ustr
atio
n ;
dém
onst
rati
ons
; com
ptin
es
mar
ionn
ette
s ap
proc
he
com
mun
icat
ive,
act
ionn
elle
Imag
es, p
oste
rs,
supp
orts
aud
io-
visu
els,
rea
lia,
en
regi
stre
men
ts,
Pré
sen
tati
on
s:
Voi
ci/v
oilà
, nom
s pr
opre
s,
s’ap
pele
r, …
Se
prés
ente
r (d
ire
son
nom
, son
âge
).P
rése
nta
tion
s:
Il/e
lle
s’ap
pell
e, il
/ell
e a
.., il
hab
ite
à..,
il a
ime/
n’ai
me
pas
Pré
sent
er q
uelq
u’un
(n
om, â
ge, l
ieu
d’ha
bita
tion
, goû
ts).
Jeu
de r
ôles
, ill
ustr
atio
n ;
dém
onst
rati
ons
; com
ptin
es,
mar
ionn
ette
s, a
ppro
che
com
mun
icat
ive,
act
ionn
elle
Imag
es, p
oste
rs,
supp
orts
aud
io-
visu
els,
rea
lia,
en
regi
stre
men
ts,
Dem
an
de
poli
e
d’i
nfo
rmati
on
s:
Est
-ce
que
je p
eux…
? J
e vo
udra
is s
’il v
ous
plai
t, m
erci
, exc
use-
moi
, …
Dem
ande
r et
do
nner
des
in
form
atio
ns
pers
onne
lles
.
Dem
an
de
poli
e
d’i
nfo
rmati
on
s:
Qu’
est-
ce q
ue c
’est
? E
st-c
e qu
e …
; je
vo
udra
is s
avoi
r, …
- D
eman
der
et d
onne
r de
s in
form
atio
ns
géné
rale
s;
-
-
Rép
ondr
e ge
ntim
ent à
un
e de
man
de
Jeu
de r
ôles
, ill
ustr
atio
n ;
dém
onst
rati
ons
; com
ptin
es,
mar
ionn
ette
s, a
ppro
che
com
mun
icat
ive,
act
ionn
elle
Imag
es, p
oste
rs,
supp
orts
aud
io-
visu
els,
rea
lia,
en
regi
stre
men
ts,
Les
in
stru
ctio
ns
de
base
:
Lèv
e-to
i, as
sied
s-to
i, ré
veil
le-t
oi, B
ross
e-to
i les
de
nts,
boi
s to
n la
it
Eco
uter
at
tent
ivem
ent e
t R
épon
dre
à de
s in
stru
ctio
ns.
Les
inst
ruct
ions
de
base
: lè
ve-t
oi, a
ssie
ds-t
oi,
réve
ille
s-to
i, b
ross
e-to
i le
s de
nts,
boi
s to
n la
it.
Eco
uter
att
enti
vem
ent
et R
épon
dre
à de
s in
stru
ctio
ns.
Jeu
de r
ôles
, ill
ustr
atio
n ;
dém
onst
rati
ons;
com
ptin
es,
mar
ionn
ette
s, a
ppro
che
com
mun
icat
ive,
act
ionn
elle
Imag
es, p
oste
rs,
supp
orts
aud
io-v
isue
ls,
real
ia, e
nreg
istr
emen
ts
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 57
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Poèm
es, co
mp
tin
es,
chan
ts e
n f
ran
çais
Dir
e de
mém
oire
des
co
mpt
ines
et c
hant
er
en f
ranç
ais.
Poèm
es, co
mp
tin
es,
chan
ts e
n f
ran
çais
Dir
e de
mém
oire
des
co
mpt
ines
et c
hant
er
en f
ranç
ais.
Jeu
de r
ôles
, ill
ustr
atio
n;
dém
onst
rati
ons;
com
ptin
es,
mar
ionn
ette
s, a
ppro
che
com
mun
icat
ive,
act
ionn
elle
Imag
es, p
oste
rs,
supp
orts
aud
io-v
isue
ls,
real
ia, e
nreg
istr
emen
ts,
…
Exp
ress
ion
des
sen
tim
ents
:
J’a
ime,
je n
’aim
e pa
s,
ça m
e pla
ît!
Expri
mer
ses
senti
men
ts.
Exp
ress
ion
des
sen
sati
on
s:
J’a
i fa
im, j’
ai s
oif
, j’
ai
froid
, j’
ai p
eur,
je
suis
tris
te, je
suis
conte
nt
Expri
mer
ses
sensa
tions.
Jeu d
e rô
les,
ill
ust
rati
on;
dém
onst
rati
ons;
com
pti
nes
,
mar
ionnet
tes,
appro
che
com
munic
ativ
e, a
ctio
nnel
le
Imag
es, post
ers,
support
s au
dio
-vis
uel
s,
real
ia, en
regis
trem
ents
,
…
Loca
lisa
tion
dan
s le
tem
ps:
Indic
atio
ns
de
tem
ps:
Aujo
urd
’hui/
dem
ain/
hie
r, c
’est
… (
jours
de
la
sem
aine)
Se
situ
er d
ans
le
tem
ps.
Loca
lisa
tion
dan
s le
tem
ps:
Indic
atio
ns
de
tem
ps:
Aujo
urd
’hui/
dem
ain/
hie
r, c
’est
… (
mois
,
année
)
Se
situ
er d
ans
le t
emps.
Jeu d
e rô
les,
ill
ust
rati
on;
dém
onst
rati
ons;
com
pti
nes
,
mar
ionnet
tes,
appro
che
com
munic
ativ
e, a
ctio
nnel
le
Imag
es, post
ers,
support
s au
dio
-vis
uel
s,
real
ia, en
regis
trem
ents
,
…
Loca
lisa
tion
dan
s
l’es
pace
:
dev
ant,
der
rièr
e, s
ur,
sous,
…
Se
situ
er d
ans
l’es
pac
e.
Loca
lisa
tion
dan
s
l’es
pace
:
A c
ôté
de,
à g
auch
e, à
dro
ite,
…
Se
situ
er d
ans
l’es
pac
e.Je
u d
e rô
les,
ill
ust
rati
on;
dém
onst
rati
ons;
com
pti
nes
,
mar
ionnet
tes,
appro
che
com
munic
ativ
e, a
ctio
nnel
le
Imag
es, post
ers,
support
s au
dio
-vis
uel
s,
real
ia, en
regis
trem
ents
,
…
Nom
bre
s:
Nom
bre
s: d
e 1 à
20
Obje
ts:
Com
bie
n y
a-t
-il
de
… ?
Com
pte
r de
1 à
20.
Nom
bre
s:
Nom
bre
s: d
e 1 à
50
Obje
ts:
Com
bie
n y
a-t
-
il d
e …
?
Quel
est
le
pri
x ?
Com
pte
r de
20 à
50.
Jeu d
e rô
les,
ill
ust
rati
on;
dém
onst
rati
ons;
com
pti
nes
,
mar
ionnet
tes
appro
che
com
munic
ativ
e, a
ctio
nnel
le
Imag
es, post
ers,
support
s au
dio
-vis
uel
s,
real
ia, en
regis
trem
ents
,
Act
ivit
és q
uoti
die
nn
es:
Qu’e
st-c
e que
tu f
ais?
je d
ors
, je
me
lève,
…
Dir
e sa
ns
hés
itat
ion
ce q
u’o
n f
ait.
Ind
icati
on
s d
e
fréq
uen
ce:
Chaq
ue
jour/
tous
les
sam
edis
, je
…
Dir
e ce
qu’o
n f
ait
réguli
èrem
ent.
Les
conte
nus
du F
rança
is, le
s ré
sult
ats
atte
ndus,
la
mét
hodolo
gie
et
le m
atér
iel
did
acti
que
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 258
Com
pré
hen
sion
écr
ite
(lec
ture
)
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Su
pp
ort
s d
e le
ctu
re:
Div
ers
type
s de
sup
port
s éc
rits
: liv
res,
alb
um je
une,
ét
ique
ttes
,…
-Ide
ntifi
er
les
diff
éren
ts s
uppo
rts
écri
ts;
-Lir
e de
s im
ages
Div
ers
typ
es d
e su
pp
ort
s
écri
ts:
livr
es, a
lbum
jeun
e,
étiq
uett
es, m
ode
d’em
ploi
, pr
ogra
mm
es, r
adio
/TV
, affi
ch
es, p
anne
aux,
…
Iden
tifi
er d
es
info
rmat
ions
dan
s di
ff ér
ents
sup
port
s.
-Ill
ustr
atio
ns-D
émon
stra
tion
s-I
llus
trat
ions
;
-L
ectu
re p
honi
que
-Jeu
x de
lect
ure;
-Ide
ntifi
cat
ion
des
sons
da
ns le
s m
ots
(ini
tial
, fi n
al);
-Rem
ise
en o
rdre
des
lett
res/
sons
des
mot
s.
Alb
ums,
livr
es,
étiq
uett
es, a
ffi c
hes,
…
Les
voyel
les:
Aa,
Oo,
Ii,
U
u, E
e.-
Lir
e le
s le
ttre
s et
m
ots
en f
ranç
ais
cont
enan
t les
son
s.
Les
voyel
les
du
fra
nça
is:
Les
voy
elle
s È
è, É
é, Ê
ê.L
ire
les
lett
res
et m
ots
en f
ranç
ais
cont
enan
t de
s so
ns.
-Ill
ustr
atio
ns-D
émon
stra
tion
s-I
llus
trat
ions
;
-L
ectu
re p
honi
que
-Jeu
x de
lect
ure;
-Ide
ntifi
cat
ion
des
sons
da
ns le
s m
ots
(ini
tial
, fi n
al);
-Rem
ise
en o
rdre
des
lett
res/
sons
des
mot
s.
Alb
ums,
livr
es,
étiq
uett
es, a
ffi c
hes,
…
Les
con
sonn
es: l
, m, n
, p,
t, r,
v, d
, b, s
, k, ç
, j, f
Lir
e le
s m
ots
cont
enan
t les
co
nson
nes
du
fran
çais
.
Dia
gra
mm
es e
t
gra
ph
èmes
com
ple
xes
: O
u –
oi –
ai –
ei
– in
– im
–
ain
– ei
n –
en –
an
– am
–
em –
on
– om
– u
n –
um
– oi
n –
ion
Lir
e le
s m
ots
cont
enan
t les
co
nson
nes
du
fran
çais
.
-Ill
ustr
atio
ns-D
émon
stra
tion
s-I
llus
trat
ions
;
-L
ectu
re p
honi
que
-Jeu
x de
lect
ure;
-Ide
ntifi
cat
ion
des
sons
da
ns le
s m
ots
(ini
tial
, fi n
al);
-Rem
ise
en o
rdre
des
lett
res/
sons
des
mot
s.
Alp
habe
t, po
ster
s,
imag
es…
Les
con
tenu
s du
Fra
nçai
s, le
s ré
sult
ats
atte
ndus
, la
mét
hodo
logi
e et
le m
atér
iel d
idac
tiqu
e
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 59
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Mots
usu
els:
il, n
ous,
et,
le, l
a, …
.L
ire
sans
diffi
cu
lté
des
mots
usu
els.
Mots
usu
els:
il,
nous,
et,
très
, tr
op, …
.
Lir
e sa
ns
diffi
cu
lté
des
mots
usu
els.
-Ill
ust
rati
ons;
-Jeu
x d
e le
cture
;
-Pro
cédés
mném
ote
chniq
ues
Post
ers,
im
ages
,
Form
atio
n d
es s
yll
abes
Form
er d
es s
yll
abes
et l
ire
des
mots
avec
des
voyel
les
sim
ple
s.
Dia
gra
mm
es:
on –
en –
am
– e
m –
– o
u
Form
er d
es s
yll
abes
et l
ire
des
mots
avec
des
dia
gra
mm
es.
-Ill
ust
rati
ons;
-Jeu
x d
e le
cture
.
Post
ers,
im
ages
,
album
s,
Lec
ture
des
in
stru
ctio
ns
sim
ple
s: e
xer
cice
s, j
eux,
Lir
e de
sim
ple
s
inst
ruct
ions
et y
réag
ir.
Lec
ture
des
in
stru
ctio
ns
sim
ple
s: j
eux, m
ode
d’e
mplo
i, …
Lir
e de
sim
ple
s
inst
ruct
ions
et y
réag
ir.
-Ill
ust
rati
ons;
-Jeu
x d
e le
cture
.
Post
ers,
im
ages
,
album
s
Nom
s et
mots
:
Let
tres
de
l’al
phab
et
fran
çais
Epel
er d
es n
om
s et
pré
nom
s.
Let
tres
de
l’al
phab
et
fran
çais
Epel
er d
es n
om
s et
des
nom
s de
lieu
x.
Jeux d
’épel
lati
on
Car
tes,
im
ages
,
alphab
et.
Lec
ture
de
ph
rase
s-L
ire
à hau
te v
oix
-Rép
ondre
aux
ques
tions
textu
elle
s;
-Dév
elopper
le
goût
de
la l
ectu
re.
Lec
ture
de
court
s te
xte
s (2
à 3 p
has
es)
- L
ire
à hau
te v
oix
;
-Rép
ondre
aux
ques
tions;
tex
tuel
les;
-Dév
elopper
le
goût
de
la l
ectu
re.
Act
ivit
és d
e pré
-lec
ture
,
lect
ure
glo
bal
e, l
ectu
re
séle
ctiv
e, a
ctiv
ités
de
post
-
lect
ure
Tex
tes:
tex
tes
illu
stré
s, a
lbum
s
enfa
nt,
pag
e in
tern
et
Les
conte
nus
du F
rança
is, le
s ré
sult
ats
atte
ndus,
la
mét
hodolo
gie
et
le m
atér
iel
did
acti
que
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 260
Pro
du
ctio
n d
’écr
its
(écr
ire)
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Ecr
itu
re d
es l
ettr
es-
Teni
r le
cra
yon,
le
sty
lo d
e fa
çon
appr
opri
ée;
- T
race
r de
s le
ttre
s.
Mots
et
illu
stra
tion
s-
Rec
opie
r de
s m
ots
sous
des
imag
es;
-Com
plét
er d
es le
ttre
s m
anqu
ante
s da
ns d
es
mot
s.
Illu
stra
tion
s,dé
mon
stra
tion
s, e
xerc
ices
à
trou
s, d
icté
e à
l’ad
ulte
L’al
phab
et, j
eux
de le
ttre
s, c
rayo
n,
ardo
ise
Ecr
itu
re d
es m
ots
et
des
ph
rase
s (l
isib
ilit
é)
Rec
onst
itue
r de
s ph
rase
s à
part
ir d
es
mot
s.
Ecr
itur
e de
s m
ots
et
phra
ses
Ecr
ire
des
mot
s et
ph
rase
s si
mpl
es.
Illu
stra
tion
s,dé
mon
stra
tion
s, e
xerc
ices
à
trou
s, d
icté
e à
l’ad
ulte
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Ecr
itu
re d
e co
urt
s te
xte
s:
Maj
uscu
le, p
oint
Iden
tifi
er l
es s
ignes
de
ponct
uat
ion d
e
bas
e.
Sig
nes
de
pon
ctu
ati
on
:
Poin
t, v
irgule
, m
ajusc
ule
Uti
lise
r le
s si
gnes
de
ponct
uat
ion d
e bas
e.
Illu
stra
tions,
exer
cice
s à
trous
Imag
es, post
ers,
album
s, d
iver
s
support
s vis
uel
s
Tex
tes
narr
ati
fs,
des
crip
tifs
rel
ati
fs a
ux
cen
tres
d’i
nté
rêt
Pro
duir
e de
court
s
texte
s de
1 à
2
phra
ses
à par
tir
d’u
n
support
.
Tex
tes
nar
rati
fs,
des
crip
tifs
, in
form
atif
s
rela
tifs
aux c
entr
es
d’i
nté
rêt
Pro
duir
e de
court
s
texte
s de
2 à
3 p
hra
ses
à par
tir
d’u
n s
upport
.
-Pro
duct
ion d
u p
rem
ier
jet
-pro
duct
ion d
u d
euxiè
me
jet
– c
orr
ecti
on –
auto
-
éval
uat
ion à
par
tir
des
crit
ères
Imag
es, post
ers,
album
s, d
iver
s
support
s vis
uel
s
Gra
mm
air
e , co
nju
gais
on
et
voca
bu
lair
e
Nom
s: n
om
s co
mm
uns
Iden
tifi
er l
es n
om
s
com
muns.
Nom
s: -
nom
s co
mm
uns
-n
om
s pro
pre
s
Iden
tifi
er l
es n
om
s
com
muns
et l
es n
om
s
pro
pre
s.
Obse
rvat
ion, déc
ouver
te,
syst
émat
isat
ion, cl
asse
men
t,
test
de
closu
re
Imag
es, post
ers,
album
s, d
iver
s
support
s vis
uel
s
Nom
s: g
enre
et
nom
bre
Iden
tifi
er l
e gen
re e
t
le n
om
bre
des
nom
s.
Nom
s: g
enre
et
nom
bre
Iden
tifi
er l
e gen
re e
t
le n
om
bre
des
nom
s.
Obse
rvat
ion, déc
ouver
te,
syst
émat
isat
ion, cl
asse
men
t,
test
de
closu
re
Imag
es, post
ers,
album
s, d
iver
s
support
s vis
uel
s
Pro
nom
s p
erso
nn
els
(je,
tu, il
, el
le)
Iden
tifi
er l
es
pro
nom
s usu
els.
Pro
nom
s p
erso
nn
els:
(je
,
tu, il
, el
le, nous,
vous,
ils
/
elle
s)
Uti
lise
r le
s pro
nom
s
per
sonnel
s.
Obse
rvat
ion, déc
ouver
te,
syst
émat
isat
ion, cl
asse
men
t,
test
de
closu
re
Imag
es, post
ers,
album
s, d
iver
s
support
s vis
uel
s
Les
conte
nus
du F
rança
is, le
s ré
sult
ats
atte
ndus,
la
mét
hodolo
gie
et
le m
atér
iel
did
acti
que
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 61
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Dét
erm
inan
ts:
arti
cles
et
adje
ctif
s po
sses
sifs
Iden
tifi
er e
t uti
lise
r le
s ar
ticl
es e
t les
ad
ject
ifs
poss
essi
fs.
Dét
erm
inan
ts:
arti
cles
et
adje
ctif
s dé
mon
stra
tive
sId
enti
fi er
et u
tili
ser
les
adje
ctif
s dé
mon
stra
tifs
.
Obs
erva
tion
, déc
ouve
rte,
sy
stém
atis
atio
n, c
lass
emen
t, te
st d
e cl
osur
e
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Pré
posi
tion
s d
e li
eu:
Sou
s/su
r ; d
ans/
à ga
uche
/ à
droi
te, …
Iden
tifi
er e
t uti
lise
r le
s in
dica
teur
s sp
atia
ux d
e ba
se.
Pré
posi
tion
s d
e li
eu
-sou
s/su
r ; d
ans/
à ga
uche
/ à
droi
te, …
Iden
tifi
er e
t uti
lise
r le
s in
dica
teur
s sp
atia
ux
de b
ase.
Obs
erva
tion
, déc
ouve
rte,
sy
stém
atis
atio
n, c
lass
emen
t, te
st d
e cl
osur
e
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Tem
ps
sim
ple
s:
Pré
sent
, fut
ur.
Uti
lise
r le
s ve
rbes
usu
els
aux
tem
ps s
impl
es d
e l’
indi
cati
f: p
rése
nt,
futu
r si
mpl
e.
Tem
ps
sim
ple
s:
Pré
sent
, fut
ur s
impl
e,
pass
é co
mpo
sé
Uti
lise
r le
s ve
rbes
us
uels
aux
tem
ps d
e l’
indi
cati
f: p
rése
nt,
futu
r si
mpl
e et
pas
sé
com
posé
.
Obs
erva
tion
, déc
ouve
rte,
sy
stém
atis
atio
n, c
lass
emen
t, te
st d
e cl
osur
e
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Acc
ord
s si
mp
les
- N
om +
adje
ctif
; -
Nom
+ve
rbe
Fai
re d
es a
ccor
ds
sim
ples
.A
ccord
s si
mp
les:
-Nom
+ad
ject
if;
- N
om +
verb
e
Fai
re d
es a
ccor
ds
sim
ples
.O
bser
vati
on, d
écou
vert
e,
syst
émat
isat
ion,
cla
ssem
ent,
test
de
clos
ure
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Ph
rase
s si
mp
les:
P
hras
es a
ffi r
mat
ives
, né
gati
ves,
déc
lara
tive
s, e
t in
terr
ogat
ives
Dis
ting
uer
les
type
s de
phr
ases
. P
hra
ses
sim
ple
s:
-Phr
ases
, affi
rm
ativ
es,
néga
tive
s,dé
clar
ativ
es, e
t in
terr
ogat
ives
. -L
e pr
ésen
t des
ver
bes
usue
ls.
- D
isti
ngue
r le
s ty
pes
de p
hras
es;
- U
tili
ser
corr
ecte
men
t le
s ve
rbes
con
jugu
és
au p
rése
nt.
Obs
erva
tion
, déc
ouve
rte,
sy
stém
atis
atio
n, c
lass
emen
t, te
st d
e cl
osur
e
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Voca
bu
lair
e u
suel
rel
ati
f
au
x c
entr
es d
’in
térê
t
Uti
lise
r le
vo
cabu
lair
e us
uel:
les
cont
rair
es
(cha
ud-f
roid
, sur
-so
us, c
onte
nt-f
âché
, lo
ng-c
ourt
, …).
Voca
bu
lair
e u
suel
rel
ati
f
au
x c
entr
es d
’in
térê
t
Uti
lise
r le
voca
bu
lair
e u
suel
:
Les
bas
es
mor
phol
ogiq
ues
(éco
le-é
coli
er,
pren
dre-
repr
endr
e,...
).
Obs
erva
tion
, déc
ouve
rte,
cl
asse
men
t, ex
erci
ces
de
clos
ure,
dev
inet
te, m
ots
croi
sés,
jeux
Car
tes,
imag
es,
post
ers,
alb
ums
Les
con
tenu
s du
Fra
nçai
s, le
s ré
sult
ats
atte
ndus
, la
mét
hodo
logi
e et
le m
atér
iel d
idac
tiqu
e
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 262
CL
AS
S 1
CL
AS
S 2
Mét
hod
olo
gie
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Un
ités
et
con
ten
us
d’a
pp
ren
tiss
age
Rés
ult
ats
att
end
us
Su
gges
tion
s d
e st
raté
gie
s
d’e
nse
ign
emen
t/
ap
pre
nti
ssage
Su
gges
tion
s
de
maté
riel
s
did
act
iqu
es
Ort
hogra
ph
e
Hom
op
hon
es u
suel
s:
leur
/leu
rs; s
on/s
ont ;
et/
est ;
la/l
à/; a
/as/
à ; c
e/se
; ou
/où.
Rec
onna
ître
des
ho
mop
hone
s us
uels
.H
om
op
hon
es u
suel
s:
leur
/leu
rs; s
on/s
ont;
la/
là/l
’a/l
’as;
ou/
où; p
eu/p
eut/
peux
; a/à
/as;
sa/
ça, c
e/se
; ce
s/c’
est ;
et/
est ;
…
Rec
onna
ître
des
ho
mop
hone
s us
uels
.-
Obs
erva
tion
- D
écou
vert
e-
Sys
tém
atis
atio
n-
Cla
ssem
ent
- P
rocé
dés
mné
mot
echn
ique
s.
Imag
es, p
oste
rs,
albu
ms,
div
ers
supp
orts
vis
uels
Les
gra
ph
ies
des
ph
on
èmes
fra
nça
is
Iden
tifi
er q
uel
ques
gra
phie
s des
phonèm
es d
u
fran
çais
.
Les
gra
ph
ies
des
ph
on
èmes
fra
nça
is
Iden
tifi
er l
es
diff
ére
nte
s gra
phie
s
des
phonèm
es d
u
fran
çais
.
Illu
stra
tions,
Obse
rvat
ion, déc
ouver
te,
syst
émat
isat
ion, cl
asse
men
t,
test
de
closu
re
Imag
es, post
ers,
album
s, d
iver
s
support
s vis
uel
s
Les
conte
nus
du F
rança
is, le
s ré
sult
ats
atte
ndus,
la
mét
hodolo
gie
et
le m
atér
iel
did
acti
que
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 63
Con
ten
ts o
f C
itiz
ensh
ip
Tab
le 2
4:
Cit
izen
ship
con
ten
ts, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
Civ
ics
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Lea
rnin
g/T
each
ing
Str
ate
gie
s
Did
act
ic M
ate
rials
Nati
on
al
Em
ble
ms
-Fla
g-N
atio
nal A
nthe
m-M
otto
-Ide
ntif
y na
tion
al e
mbl
ems
-Sin
g th
e N
atio
nal A
nthe
m-
Dis
play
res
pect
whe
n si
ngin
g th
e N
atio
nal
Ant
hem
or
duri
ng th
e
hois
ting o
f th
e fl
ag
Nati
on
al
Em
ble
ms
-Fla
g
-Nat
ional
Anth
em
-Mott
o
-Des
crib
e nat
ional
em
ble
ms
-Sin
g t
he
Nat
ional
Anth
em
-Dis
pla
y r
espec
t w
hen
singin
g t
heN
nat
ional
Anth
em o
r duri
ng t
he
hois
ting o
f th
e fl
ag
-Aw
aren
ess
cam
pai
gns
-Fie
ld a
ctiv
ity
-Role
-pla
y/s
imula
tions
- S
ingin
g
Cam
eroon fl
ag, c
olo
ur
pen
cils
, au
dio
- vis
ual
aids,
pic
ture
s,
char
ts
Per
son
ali
ties
- S
chool
auth
ori
ties
- L
oca
l au
thori
ties
- P
oli
tica
l fi
gure
s
- R
elig
ious
auth
ori
ties
-Iden
tify
var
ious
per
sonal
itie
s in
thei
r
com
munit
ies
- R
espec
t au
thori
ties
and
oth
ers
Sta
te P
erso
nali
ties
- S
chool
auth
ori
ties
-Auth
ori
ties
in t
hei
r
loca
liti
es
-Poli
tica
l fi
gure
s
-Iden
tify
the
min
iste
r in
char
ge
of
Bas
ic E
duca
tion
-Rec
ogniz
e th
e P
resi
den
t of
the
Rep
ubli
c
- R
espec
t a
uth
ori
ty a
nd
oth
ers
- D
iscu
ssio
ns
- R
ole
-pla
y/s
imula
tions
- C
ooper
ativ
e le
arnin
g
- P
ictu
res/
Char
ts
- R
elev
ant
new
spap
ers
and t
extb
ooks
- A
udio
-vis
ual
aid
s
Ru
les
an
d
Reg
ula
tion
s
-Hom
e
-Sch
ool
- C
om
munit
y
- D
iscu
ss s
chool
rule
s an
d
hom
e re
gula
tions
- A
pply
rule
s an
d
regula
tions
in d
aily
lif
e
Ru
les
an
d
Reg
ula
tion
-Hom
e
-Sch
ool
-Com
munit
y
-Expla
in s
chool
and
com
munit
y r
ule
s an
d h
om
e
regula
tions
-Res
pec
t ru
les
and
regula
tions
at a
ll t
imes
- E
xper
imen
tal
lear
nin
g
- C
ase
study
- R
ole
-pla
y/s
imula
tions
- C
ooper
ativ
e le
arnin
g
- P
ictu
res/
Char
ts
- R
elev
ant
textb
ooks
- A
udio
-vis
ual
aid
s
Un
iver
sal
valu
es
- R
espec
t
- O
bed
ience
- L
ove
- T
ole
rance
- H
ones
ty/s
har
ing
- C
om
ply
wit
h u
niv
ersa
l
val
ues
- D
ispla
y l
ove
and r
espec
t
for
oth
ers
Un
iver
sal
valu
es
- R
espec
t
- O
bed
ience
- L
ove/
Pea
ce
- T
ole
rance
- H
ones
ty/s
har
ing
- E
xpla
in e
thic
al v
alues
- C
om
ply
wit
h u
niv
ersa
l
val
ues
- D
ispla
y l
ove
and r
espec
t
for
oth
ers
- C
ase
studie
s
- A
war
enes
s ca
mpai
gn
- R
ole
-pla
y
- S
imula
tions
- F
ood i
tem
s an
d f
ruit
s
- A
udio
-vis
ual
aid
s
- R
elev
ant
pic
ture
s
- Il
lust
rati
ve
char
ts
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 264
Mora
l E
du
cati
on
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
ts
Exp
ecte
d L
earn
ing
Ou
tcom
es
Lea
rnin
g/T
each
ing
Str
ate
gie
s
Did
act
ic M
ate
rials
Com
man
dm
ents
of
God
- Id
enti
fy th
e co
mm
andm
ents
of
God
- F
ollo
w G
od’s
co
mm
andm
ents
Com
man
dm
ents
of
God
- E
xpla
in th
e co
mm
andm
ents
of
God
- F
ollo
w th
e co
mm
andm
ents
of
God
- C
ase
stud
y-
Inte
rvie
ws
- R
ole-
play
/sim
ulat
ions
-
Team
wor
k
- P
rint
doc
umen
ts- A
udio
vid
eo ta
pes
- P
ictu
res
- C
hart
s-
Bib
le-
Kor
an
Hu
man
Rig
hts
E
du
cati
on
Rig
hts
of
the
chil
d
-Edu
cati
on-I
dent
ity
-Hea
lth
- Id
enti
fy th
eir
righ
ts a
nd
thei
r du
ties
-
Coo
pera
te w
ith
othe
rs
Rig
hts
of
the
chil
d
- E
duca
tion
- Id
enti
ty-
Hea
lth
- E
xpla
in th
e ri
ghts
and
re
spon
sibi
liti
es o
f th
e ch
ild
- C
oope
rate
wit
h ot
hers
- C
ase
stud
y - A
war
enes
s ca
mpa
ign
- In
terv
iew
s-
Rol
e-pl
ay/s
imul
atio
ns
- Te
amw
ork
- Aud
io-v
isua
l aid
s-
Pic
ture
s-
Cha
rts
Pea
ce a
nd
Sec
uri
ty E
du
cati
on
Pra
ctic
e of
pea
ce
- S
ecur
ity
mea
sure
s -
Not
ions
of
pea
ce
and
secu
rity
- P
eopl
e an
d in
stit
utio
ns th
at
prom
ote
peac
e an
d se
curi
ty-
Saf
ety/
secu
rity
m
easu
res
-Exp
lain
not
ions
of
peac
e an
d se
curi
ty-I
dent
ify
peop
le a
nd
inst
itut
ions
that
pro
mot
e pe
ace
and
secu
rity
- R
epor
t all
sus
pect
ed a
cts
and
obje
cts
-Sta
y aw
ay f
rom
str
ange
pe
ople
and
sus
pect
ed
obje
cts
Pea
ce a
nd
sec
uri
ty
- S
ecur
ity
mea
sure
s -N
otio
ns o
f pe
ace
and
secu
rity
-Peo
ple
and
inst
itut
ions
that
pr
omot
e pe
ace
and
secu
rity
- S
afet
y/se
curi
ty
mea
sure
s
-Exp
lain
not
ions
of
peac
e an
d se
curi
ty-I
dent
ify
peop
le a
nd
inst
itut
ions
that
pro
mot
e pe
ace
and
secu
rity
.-
Rep
ort a
ll s
uspe
cted
act
s an
d ob
ject
s-S
tay
away
fro
m s
tran
ge
peop
le a
nd s
uspe
cted
ob
ject
s
- In
tera
ctiv
e te
achi
ng
- E
xper
imen
tal l
earn
ing
- C
ase
stud
y- A
war
enes
s ca
mpa
igns
- R
ole-
play
/sim
ulat
ions
- R
eal o
bjec
ts- A
udio
-vis
ual a
ids
- P
ictu
res/
Cha
rts
- S
loga
ns-
Rel
evan
t em
otic
ons
Cit
izen
ship
con
tent
s, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 65
Con
ten
ts o
f V
oca
tion
al
Stu
die
s
Tab
le 2
5:
Voca
tion
al
Stu
die
s co
nte
nts
, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
Art
s an
d C
raft
s
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rial A
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g L
earn
ing
Str
ate
gie
s
D
idact
ic M
ate
rials
Mate
rials
use
d f
or
art
s/cr
aft
s
- N
atur
al m
ater
ials
- F
ound
mat
eria
ls-
Rec
ycla
ble
mat
eria
ls
- Id
enti
fy t
he
diff
ere
nt
types
of
mat
eria
ls u
sed
for
arts
/cr
afts
- F
oll
ow
good
envir
onm
enta
l ru
les
Mate
rials
use
d f
or
art
s/cr
aft
s
- N
atura
l m
ater
ials
- F
ound m
ater
ials
- R
ecycl
able
mat
eria
ls
- U
se d
iff e
rent
mat
eria
ls
for
giv
en a
ctiv
itie
s
- P
roduce
art
icle
s
- F
oll
ow
envir
onm
enta
l
rule
s
- T
eam
work
- P
roje
cts
- O
utd
oor
less
ons
- U
se o
f re
sourc
e
per
sons
- V
isit
s to
exhib
itio
n
centr
es a
nd
work
shops
Sto
nes
, st
icks,
lea
ves
,
pap
er, pit
h, gra
ss,
feat
her
s, s
hel
ls,
scal
es, gra
ins,
bea
ds,
stri
ngs,
thre
ad, cl
oth
,
new
spap
ers;
cl
ay,
dough, ro
unded
nee
dle
s, c
ork
s, r
ounded
-hea
d s
ciss
ors
A c
raft
sman
’s
tools
- W
ork
shop t
ools
-Iden
tify
a c
raft
sman
’s
tools
- D
emonst
rate
the
use
of
the
tools
- S
how
inte
rest
in
craf
tsm
ansh
ip
A t
ool
box
- H
amm
er, nai
ls,
pin
cers
Tools
-Occ
upat
ions
and
tools
use
d
- D
emonst
rate
the
use
of
a
craf
tsm
an’s
tools
- P
roduce
art
icle
s usi
ng
craf
tsm
an’s
tools
- S
how
inte
rest
in
craf
tsm
ansh
ip
- T
eam
work
, pro
ject
s,
outd
oor
less
ons
- U
se o
f re
sourc
e
per
sons
- V
isit
s to
exhib
itio
n
centr
es a
nd w
ork
shops
- H
amm
er, nai
ls,
pin
cers
- R
opes
, m
ould
,
rounded
-hea
d s
ciss
ors
- L
eath
er b
ags
or
smal
l
box
Fold
ing
- O
bje
cts,
fan
, kit
e,
pla
ne,
ca
ps,
can
oes
,
envel
opes
- Id
enti
fy p
lane
shap
es
- P
roduce
envel
opes
usi
ng p
lane
shap
es
- F
old
pap
er a
nd l
eaves
to p
roduce
var
ious
item
s
- S
how
inte
rest
in a
rts
and c
raft
s
Fold
ing
- O
bje
cts,
fa
n, kit
e,
pla
ne,
can
oe,
envel
opes
- F
old
pap
er a
nd l
eaves
to
pro
duce
var
ious
item
s
- C
ut
diff
ere
nt
pla
ne
shap
es
- P
roduce
obje
cts
usi
ng
pla
ne
shap
es
- S
how
inte
rest
in a
rts
and
craf
ts
- T
eam
work
, pro
ject
s -
Outd
oor
less
ons
- U
se o
f re
sourc
e
per
sons
- V
isit
s to
exhib
itio
n
centr
es a
nd w
ork
shops
- A
ssort
ed p
aper
s,
rounded
-hea
d s
ciss
ors
,
glu
e, t
hre
ad, ro
unded
-
hea
d n
eedle
, ro
pes
,
twin
e, r
ubber
rope,
leav
es
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 266
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rial A
nd
Did
act
ic M
ate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g L
earn
ing
Str
ate
gie
s
D
idact
ic M
ate
rials
Som
e p
ract
ice
sess
ion
s
- R
opes
- B
alls
- B
room
s-
Bli
nds
- S
how
inte
rest
in a
rts
and
craf
tsP
ract
ice
sess
ion
s
- R
opes
-
Bal
ls-
Bro
oms
- B
lind
s
- P
rodu
ce v
ario
us o
bjec
ts-
Sho
w in
tere
st in
art
s an
d cr
afts
- Te
amw
ork,
pro
ject
s -
Out
door
less
ons
- U
se o
f re
sour
ce
pers
ons
- V
isit
s to
exh
ibit
ion
cent
res
and
wor
ksho
ps.
Ass
orte
d pa
pers
, ro
unde
d-he
ad s
ciss
ors,
gu
m, t
hrea
d, r
ound
ed-
head
nee
dle,
rop
es,
twin
e, r
ubbe
r ro
pe
Th
read
ing
Bea
ds, c
hain
- T
hrea
d w
ith
pith
, pap
er,
bead
s to
pro
duce
var
ious
de
sign
s
Th
read
ing
- T
hrea
ded
desi
gns
- T
hrea
d w
ith
pith
, pap
er,
bead
s to
pro
duce
var
ious
de
sign
s
- Te
amw
ork,
pro
ject
s-
Out
door
less
ons
- U
se o
f re
sour
ce
pers
ons
- V
isit
s to
exh
ibit
ion
cent
res
and
wor
ksho
ps
Rea
l obj
ects
, thr
ead,
be
ats,
pit
h, n
eedl
es,
pape
r, sc
isso
rs, s
oles
of
plas
tic
slip
pers
Mou
ldin
g
Mod
els,
pot
s, c
ups,
bo
wls
- M
ix d
iff e
rent
dough
- U
se d
ough t
o p
roduce
diff
ere
nt
obje
cts
and
shap
es
Mou
ldin
g
Model
s, p
ots
, cu
ps,
bow
ls
- M
ix d
iff e
rent
dough
- U
se d
ough t
o p
roduce
diff
ere
nt
obje
cts
and
shap
es
- T
eam
work
, pro
ject
s
- O
utd
oor
less
ons
- U
se o
f re
sourc
e
per
sons
- V
isit
s to
exhib
itio
n
centr
es a
nd w
ork
shops
Cla
y, p
aper
mar
che,
pla
stic
ine,
dough
Str
uct
ure
s
- S
hap
es, pav
emen
ts,
house
s
- C
onst
ruct
var
ious
stru
cture
s
- S
how
inte
rest
in
arch
itec
ture
Str
uct
ure
s
- S
hap
es, pav
emen
ts,
house
s
- C
onst
ruct
diff
ere
nt
stru
cture
s
- S
how
inte
rest
in
arch
itec
ture
- T
eam
work
, pro
ject
s
- O
utd
oor
less
ons
- U
se o
f re
sourc
e
per
sons
- V
isit
s to
exhib
itio
n
centr
es a
nd w
ork
shops
Buck
ets,
fl o
wer
s,
conta
iner
s, b
rush
es,
wat
er, glo
ves
, m
outh
and n
ose
mas
ks
Voca
tional
Stu
die
s co
nte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 67
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g L
earn
ing
Str
ate
gie
s
D
idact
ic
Mate
rials
Colo
urs
- P
rim
ary
colo
urs
- S
econ
dary
col
ours
- P
rodu
ce c
olou
rs-
Com
bine
col
ours
to o
btai
n ot
her
colo
urs
- C
olou
r ob
ject
s-
Sho
w lo
ve f
or a
esth
etic
s
Colo
urs
- P
rim
ary
colo
urs
- S
econ
dary
co
lour
s
- P
rodu
ce c
olou
rs-
Com
bine
col
ours
to o
btai
n ot
her
colo
urs
- C
olou
r ob
ject
s-
Sho
w lo
ve f
or a
esth
etic
s
- Te
amw
ork,
PB
L
- O
utdo
or le
sson
s-
Use
of
reso
urce
per
sons
Rea
l obj
ects
, aud
io
vide
o ta
pe, p
ictu
res,
ch
arts
, fl o
wer
s,
avoc
ado
seed
s
Dec
ora
tion
Pap
ers,
fl ow
ers,
rop
es-
Pro
duce
dec
orat
ion
item
s us
ing
mat
eria
l fro
m th
e en
viro
nmen
t-
Dec
orat
e th
e cl
assr
oom
Dec
ora
tion
- Ta
bles
, cha
irs,
w
alls
, bot
tles
- P
rodu
ce d
ecor
atio
n it
ems
usin
g m
ater
ial f
rom
the
envi
ronm
ent
- D
ecor
ate
the
clas
sroo
m
- Te
amw
ork,
PB
L
- O
utdo
or le
sson
s-
Use
of
reso
urce
per
sons
Rop
es, s
traw
, can
e,
palm
s fr
onts
, lea
ves,
pa
pers
, thr
ead,
ca
rdbo
ards
, rib
bons
, sc
raps
fro
m ta
ilor
’s
shop
Wea
vin
g
- M
at, r
opes
, cap
s-
Wea
ve
diff
ere
nt
obje
cts
Wea
vin
g
- M
at, ro
pes
, ca
ps
- W
eave
diff
ere
nt
obje
cts
- T
eam
work
, P
BL
- O
utd
oor
less
ons
- U
se o
f re
sourc
e per
sons
- V
isit
s to
exhib
itio
n
centr
es a
nd w
ork
shops
See
ds,
saw
dust
,
texti
le, ca
rdboar
d,
ply
wood, glu
e, w
ater
,
ropes
, fi
bre
, ra
ffi a
Past
ing
- D
esig
ns:
curv
es,
circ
les,
tri
angle
s, t
able
s
- P
aste
diff
ere
nt
des
igns
usi
ng a
var
iety
of
mat
eria
ls
Past
ing
- C
ar, house
,
table
s, p
ots
, bal
ls
- P
aste
and p
roduce
diff
ere
nt
des
igns
usi
ng a
var
iety
of
mat
eria
ls
- T
eam
work
- V
isit
s to
exhib
itio
n
centr
es a
nd w
ork
shops
- P
asti
ng
Buc
kets
, fl o
wer
s,
cont
aine
rs, b
rush
es,
wat
er, g
love
s, g
lue,
pa
per
mar
che,
mou
th
and
nose
mas
ks
Voc
atio
nal S
tudi
es c
onte
nts,
exp
ecte
d le
arni
ng o
utco
mes
, sug
gest
ed m
etho
dolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 268
Agro
Past
ora
l F
arm
ing
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g L
earn
ing
Str
ate
gie
s
D
idact
ic M
ate
rials
Agri
cult
ura
l t
ools
-
Use
app
ropr
iate
tool
s to
do
gard
enin
g-
Pro
tect
sel
f fr
om
inju
ry a
t all
tim
es
Agri
cult
ura
l t
ools
-
Use
app
ropr
iate
tool
s to
do
gar
deni
ng
- P
rote
ct s
elf
from
inju
ry
at a
ll ti
mes
- Te
amw
ork,
PB
L
- O
utdo
or le
sson
s-
Rol
e-pl
ay/s
imul
atio
n
Cut
lass
, hoe
, spa
de,
digg
er, r
ake,
wat
erin
g ca
n, p
ictu
res,
il
lust
rati
ve c
hart
s
Gard
enin
g/f
arm
ing
- G
ood
prac
tice
s (w
ater
ing,
wee
ding
)
- S
elec
t see
ds th
at a
re
good
for
pla
ntin
g -
Car
e fo
r pl
ants
in th
e ga
rden
Gard
enin
g/f
arm
ing
- P
roce
dure
s-
Pla
ntin
g di
stan
ces
- G
ood
prac
tice
s
(mul
chin
g, th
inni
ng)
- P
lant
see
ds
- C
are
for
plan
ts in
the
gard
en
- Te
amw
ork,
PB
L
- O
utdo
or le
sson
s-
Man
ual w
ork
Cor
n, g
roun
dnut
s,
bean
s, m
elon
s, p
ictu
res,
ch
arts
, wat
er, w
ater
ing
cans
, sti
cks,
rop
es, j
ars,
pl
asti
c bo
ttle
s, g
love
s
Soil
enri
chm
ent
-Man
ures
- Id
enti
fy d
iff e
rent
types
of
man
ure
s
-Use
man
ure
to
impro
ve
the
soil
- S
how
love
for
agri
cult
ure
Soil
en
rich
men
t
- M
anure
s
- Id
enti
fy d
iff e
rent
types
of
man
ure
s
-Use
man
ure
to i
mpro
ve
the
soil
- S
how
love
for
agri
cult
ure
- T
eam
work
, P
BL
- O
utd
oor
less
ons
- P
ract
ical
work
Food w
aste
, dung,
glo
ves
Liv
esto
ck f
arm
ing
- A
nim
al c
are
- F
eedin
g a
nd
pro
tect
ion o
f an
imal
s
- P
oult
ry/P
igger
y
-Shee
p, goat
&
cat
tle
rear
ing
-Sna
ils,
rab
bit,
fi sh
fa
rmin
g
- F
eed
dom
esti
c an
imal
s-
Pro
duce
ani
mal
fee
d -
Car
e fo
r an
imal
s-
Sho
w lo
ve f
or
anim
als
Liv
esto
ck f
arm
ing
An
imal
care
- Ani
mal
fee
d: f
owls
, pi
gs, d
ogs,
cat
s-S
heep
, goa
t -S
nail
s, r
abbi
t, co
ws
- F
eed
dom
esti
c an
imal
s-
Pro
duce
ani
mal
fee
d-
Car
e fo
r an
imal
s-
Sho
w lo
ve f
or a
nim
als
- Te
amw
ork,
PB
L
- O
utdo
or le
sson
s-
Use
of
reso
urce
per
sons
- V
isit
s to
ani
mal
far
ms
Cor
n, s
oy b
eans
, cr
ayfi
sh, d
ried
fi sh
re
mai
ns, v
eget
able
st
ems,
bag
s, c
age,
m
orta
r an
d pe
stle
Voc
atio
nal S
tudi
es c
onte
nts,
exp
ecte
d le
arni
ng o
utco
mes
, sug
gest
ed m
etho
dolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 69
Con
ten
ts o
f A
rts
Tab
le 2
6:
Art
s co
nte
nts
, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
Vis
ual A
rts
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy A
nd
Did
act
ic M
ate
rials
Un
its
/Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g /
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Dra
win
g a
nd
co
lou
rin
g
Dra
win
gC
olou
ring
- D
raw
pla
in s
hape
s an
d ot
her
obje
cts
- C
olou
r ob
ject
s us
ing
appr
opri
ate
colo
urs
- D
evel
op th
eir
fi ne
/sm
all
mot
or s
kill
s
Dra
win
g a
nd
co
lou
rin
g
Dra
win
gC
olou
ring
- D
raw
pla
in s
hape
s an
d ot
her
obje
cts
- C
olou
r ob
ject
s us
ing
appr
opri
ate
colo
urs
- S
how
dex
teri
ty in
han
dlin
g dr
awin
g m
ater
ials
- D
emon
stra
tion
- T
rial
and
err
or-
Team
wor
k-
Out
door
wor
k
Pen
cils
, rul
ers,
fel
t pen
s,
pape
r, ca
rdbo
ard,
sla
tes,
co
lour
ed p
enci
ls, c
hart
s/pi
ctur
es, s
tenc
ils
Pain
tin
g
- M
ater
ials
-
Fre
e an
d co
ordi
nate
d pa
inti
ng
- Id
enti
fy p
aint
ing
mat
eria
ls-
Pro
duce
pai
nt f
rom
loca
l m
ater
ials
- U
se p
aint
ing
mat
eria
ls to
pa
int o
bjec
ts\s
urfa
ces
- S
how
love
for
bea
uty
and
colo
ur c
oord
inat
ion
Pain
tin
g
- C
oord
inat
ed
pain
ting
- P
rodu
ce p
aint
fro
m lo
cal
mat
eria
ls-
Use
mor
e th
an o
ne c
olou
r to
pai
nt a
n ob
ject
- In
terp
ret t
heir
wor
k of
art
- S
how
love
for
bea
uty
and
colo
ur c
oord
inat
ion
- D
emon
stra
tion
- T
rial
and
err
or-
Team
wor
k-
outd
oor
wor
k-
Fli
pped
cla
ssro
om
Avo
cado
see
ds, c
ola
nuts
, fl
ower
s, c
olou
red
penc
ils,
ch
alk,
fel
t pen
s, c
ardb
oard
pa
per,
scho
ol fi
eld,
buc
ket,
brus
h, w
ater
, apr
on, g
love
s,
mou
th m
ask
Per
form
ing A
rts
Mu
sic
- S
ol-f
a no
tati
ons
- S
ongs
- M
usic
al
inst
rum
ents
- Id
enti
fy d
iff e
rent
trad
itio
nal
musi
cal
inst
rum
ents
-
Sin
g r
espec
ting m
usi
cal
note
s-
Pla
y m
usi
cal
inst
rum
ents
- T
reas
ure
work
iing w
ith j
oy
Mu
sic
- S
ol-
fa n
ota
tions
- S
ongs
- Id
enti
fy m
usi
cal
note
s-
Sin
g r
espec
ting m
usi
cal
note
s-
Pla
y m
usi
cal
inst
rum
ents
-
Tre
asure
work
iing w
ith j
oy
- U
se o
f so
l-fa
nota
tions
- S
ingin
g
- C
onduct
ing
- H
um
min
g
Songs,
sol-
fa n
ota
tions,
CD
, dr
ums,
fl ut
es x
ylop
hone
, sa
xoph
one,
gon
g, r
attl
es,
mou
th o
rgan
s, a
udio
-vis
ual
aids
Rh
yth
m/b
eats
- Id
enti
fy d
iff e
rent
bea
ts
- R
espec
t rh
yth
mR
hyth
m/b
eats
- Id
enti
fy d
iff e
rent
bea
ts
- P
roduce
bea
ts o
f th
eir
choic
e-
Res
pec
t rh
yth
m
- S
ylla
bifi
cati
on
(pro
noun
ce w
ords
in th
e so
ng c
lear
ly in
syl
labl
es)
- D
emon
stra
tion
s
Son
gs, s
ol-f
a no
tati
ons,
CD
dr
ums,
fl ut
es x
ylop
hone
Dan
ce
-Dan
ce s
teps
- Id
enti
fy v
ario
us d
ance
st
eps
- P
ract
ise
diff
ere
nt
dan
ce
step
s-
Dan
ce g
race
full
y
Dan
ce
-Dan
ce s
teps
- P
ract
ise
diff
ere
nt
dan
ce
step
s-
Dan
ce g
race
full
y
- D
emonst
rati
ons
-Cooper
ativ
e le
arnin
g-
Guid
ed t
our
- U
se o
f re
sourc
e per
sons
- C
han
ting a
nd d
anci
ng
- P
airi
ng
Appro
pri
ate
cost
um
es a
nd
pro
ps
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 270
Con
ten
ts o
f P
hysi
cal
Ed
uca
tion
an
d S
port
s T
ab
le 2
7:
Ph
ysi
cal
Ed
uca
tion
an
d S
port
s co
nte
nts
, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
it/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g S
trate
gie
s
Did
act
ic M
ate
rials
Movem
ent
(Rhy
thm
ic
Act
ivit
ies)
- W
alki
ng, b
alan
cing
- S
kipp
ing
- M
atch
ing
- G
allo
ping
- H
op s
cotc
h-
Dod
ging
- D
ispla
y d
iff e
rent
rhyth
mic
movem
ents
- P
erfo
rm k
eep-fi
t
exer
cise
s
Movem
ent
(Rhyth
mic
Act
ivit
ies)
- W
alkin
g, bal
anci
ng
- S
kip
pin
,
- M
atch
ing
- G
allo
pin
g
-Hop s
cotc
h
- D
odgin
g
- D
ispla
y d
iff e
rent
rhyth
mic
movem
ents
- P
erfo
rm k
eep-fi
t
exer
cise
s
- D
emonst
rati
ons
- Il
lust
rati
ons.
- E
xpla
nat
ion
Whis
tles
, ro
pes
, ch
alk,
clay
soil
, w
ood a
sh,
bal
ls, sp
ort
swea
r,
clap
per
s, t
ow
el, buck
et,
wat
er
Rel
ays
- T
ouch
and r
un
- L
ine
pic
kin
g
- T
unnel
- Z
igza
g
- S
hutt
le
- D
emonst
rate
the
sense
of
stay
ing
atte
nti
ve
- T
reas
ure
hel
pin
g
oth
ers
Touch
and r
un
- L
ine
pic
kin
g
- T
unnel
- Z
igza
g
- S
hutt
le
- D
emonst
rate
the
sense
of
stay
ing
atte
nti
ve
- T
reas
ure
hel
pin
g
oth
ers
- D
emonst
rati
ons
- Il
lust
rati
ons
- E
xpla
nat
ion
- L
iste
nin
g, obse
rvat
ion
and i
mit
atio
n
Bal
ls, cy
linder
s, s
tick
s,
ropes
wood a
sh, to
wel
buck
et, w
ater
Sp
rin
ts
- 20 m
eter
s
- 50 m
eter
s
- R
un f
ast
over
a
giv
en d
ista
nce
- 50 m
eter
s
- 6
0 m
eter
s
- R
un f
ast
over
a g
iven
dis
tance
- D
emonst
rati
ons
- Il
lust
rati
ons
- E
xpla
nat
ion
Cla
pper
s, w
his
tles
,
wood a
sh, w
ater
, to
wel
,
buck
et
Ju
mp
s
- R
ope
jum
p
- H
igh j
um
p
- L
ong J
um
p
- R
un a
nd c
ross
over
an o
bst
acle
- P
ush
off
the
legs
wit
h
han
ds
Ju
mp
s
- R
ope
jum
p
- H
igh j
um
p
- L
ong J
um
p
- R
un a
nd c
ross
over
an
obst
acle
- P
ush
off
the
legs
wit
h
han
ds
- D
emonst
rati
ons
- Il
lust
rati
ons.
- E
xpla
nat
ion
Cla
pper
s, w
his
tles
,
wood a
sh, w
ater
, to
wel
,
buck
et
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 71
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/
Con
ten
tsE
xp
ecte
d L
earn
ing O
ut-
com
es
Un
it/
Con
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g S
trate
gie
s
Did
act
ic M
ate
rials
Th
row
s
- S
hot p
ut-
Jave
lin
- C
ombi
ne a
ctio
ns to
m
anip
ulat
e an
d pr
ojec
t ob
ject
s-
Han
dle
fam
ilia
r ob
ject
s of
diff
ere
nt
wei
ghts
- T
hro
w obje
cts
usi
ng g
ood
post
ure
Th
row
s
- S
hot
put
- Ja
vel
in
- C
om
bin
e ac
tions
to
man
ipula
te a
nd p
roj-
ect
obje
cts
- H
andle
fam
ilia
r
obje
cts
of
diff
ere
nt
wei
ghts
- T
hro
w obje
cts
usi
ng
good post
ure
- D
emonst
rati
ons
- Il
lust
rati
ons.
- E
xpla
nat
ion
Cla
pper
s, w
his
tles
,
wood a
sh, w
ater
,
tow
el, buck
et
Tea
m S
port
s
- F
ootb
all/
Han
dbal
l
- V
oll
eybal
l
- B
asket
bal
l
- T
able
ten
nis
- L
awn t
ennis
- Id
enti
fy t
he
bas
ic r
ule
s of
at l
east
one
team
sport
- P
lay w
ith m
ates
Tea
m S
port
s
- F
ootb
all/
Han
dbal
l
- V
oll
eybal
l
- B
asket
bal
l
- T
able
ten
nis
- L
awn t
ennis
- Id
enti
fy t
he
bas
ic
rule
s of
at l
east
one
team
sport
- Id
enti
fy t
he
role
s of
each
pla
yer
on t
he
fi el
d-
Pla
y w
ith
othe
rs
- D
emon
stra
tion
s -
Illu
stra
tion
s.-
Exp
lana
tion
Bal
ls, w
hist
les,
ba
sket
, net
s, b
ats,
ta
bles
, cut
s, ta
ps,
peck
s, p
aint
, wat
er,
buck
ets,
tow
el
Gym
nast
ics
- C
art w
heel
- F
orw
ard
roll
- B
ackw
ard
roll
- H
ead
bala
nce
- U
se d
iff e
rent
post
ure
s to
kee
p s
tabil
ity
- M
ove
in d
iff e
rent
way
s
usi
ng h
ands
and f
eet
Gym
nast
ics
- C
art
whee
l
- F
orw
ard r
oll
- B
ackw
ard r
oll
- H
ead b
alan
ce
- U
se d
iff e
rent
post
ure
s
to k
eep s
tabil
ity
- M
ove
in d
iff e
rent
way
s usi
ng h
ands
and
feet
- D
emonst
rati
ons
- Il
lust
rati
ons
- E
xpla
nat
ion
Whis
tles
, sp
ort
s-
wea
r, t
aps,
pec
ks,
pai
nt,
wat
er,
buck
ets,
tow
el
Physi
cal
Educa
tion a
nd S
port
s co
nte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 272
Con
ten
ts o
f N
ati
on
al
Lan
gu
ages
an
d C
ult
ure
s
Tab
le 2
8:
Nati
on
al
Lan
gu
age
an
d C
ult
ure
s co
nte
nts
, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
Lis
ten
ing an
d S
pea
kin
g
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/L
earn
ing
Str
ate
gie
s
Did
act
ic M
ate
rials
Gen
erali
ties
on
NL
C
- M
y la
ngua
ge
- O
ther
lang
uage
s in
th
e co
mm
unit
y-
Cul
tura
l asp
ects
- N
ame
thei
r la
ngua
ges
- Id
enti
fy o
ther
la
ngua
ges
in th
e co
mm
unit
y-
Nam
e el
emen
ts o
f th
eir
cult
ure
Gen
erali
ties
on
NL
C
- M
y la
ngua
ge
- O
ther
lang
uage
s in
th
e co
mm
unit
y-
Cul
tura
l asp
ects
- N
ame
thei
r la
ngua
ges
- Id
enti
fy o
ther
lang
uage
s in
th
e co
mm
unit
y-
Nam
e el
emen
ts o
f th
eir
cult
ure
- D
iscu
ssio
n-
Dem
onst
rati
on
- Il
lust
rati
on
- C
onse
rvat
ion
and
dial
ogue
- R
esea
rch
and
assi
gnm
ents
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
Vid
eo a
nd a
udio
cl
ips
Gre
etin
gs
- M
orni
ng- A
fter
noon
- E
veni
ng N
ight
- G
reet
peo
ple
and
resp
ond
to g
reet
ings
at
the
diff
ere
nt
per
iods
of
the
day
appro
pri
atel
y
- D
evel
op e
nth
usi
asm
to
gre
et p
eople
Gre
etin
gs
- M
orn
ing
- A
fter
noon
- E
ven
ing N
ight
- G
reet
peo
ple
and r
espond
to g
reet
ings
appro
pri
atel
y
y a
t th
e diff
ere
nt
per
iods
of
the
day
- D
evel
op e
nth
usi
asm
to
gre
et p
eople
- C
ooper
ativ
e le
arnin
g
- F
lipped
cla
ssro
om
- D
iscu
ssio
ns
- D
emonst
rati
ons
- Il
lust
rati
ons
- D
ialo
gue
- S
imula
tion/r
ole
-pla
y
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- P
rint
docu
men
ts
- V
ideo
and a
udio
clip
s
Poli
te fo
rms
- R
esponse
s
Use
appro
pri
ate
poli
te
resp
onse
s
Poli
te fo
rms
- R
esponse
s
Use
appro
pri
ate
poli
te
resp
onse
s
- C
ooper
ativ
e le
arnin
g
- D
emonst
rati
ons
- Il
lust
rati
ons
- D
ialo
gue
- S
imula
tion/r
ole
-pla
y
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- P
rint
docu
men
ts
- V
ideo
and a
udio
clip
s
Intr
od
uct
ion
- In
troduci
ng s
elf
and
oth
ers
Intr
oduce
sel
f a
nd o
ther
s
appro
pri
atel
y
Intr
od
uct
ion
- In
troduci
ng s
elf
and o
ther
s
Intr
oduce
sel
f a
nd o
ther
s
appro
pri
atel
y
- C
ooper
ativ
e le
arnin
g
- F
lipped
cla
ssro
om
- D
emonst
rati
ons
- D
ialo
gue
- S
imula
tion/r
ole
-pla
y
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- P
rint
docu
men
ts
- V
ideo
and a
udio
clip
s
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 73
CL
AS
S 1
CL
AS
S 2
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/L
earn
ing
Str
ate
gie
s
Did
act
ic
Mate
rials
Des
crip
tion
s
- T
radi
tion
al G
ames
-
Tra
diti
onal
oc
cupa
tion
s
- T
radi
tion
al m
eals
/ dr
inks
in th
e lo
cali
ty
- U
se a
ppro
pria
te w
ords
to
desc
ribe
trad
itio
nal g
ames
, oc
cupa
tion
s an
d m
eals
- P
lay
som
e co
llec
tive
trad
itio
nal g
ames
-
Dra
w le
sson
s fr
om th
e ga
mes
- S
how
love
for
cul
ture
Des
crip
tion
s
- T
radi
tion
al G
ames
-
Tra
diti
onal
oc
cupa
tion
s
- T
radi
tion
al m
eals
/ dr
inks
in th
e lo
cali
ty
- U
se a
ppro
pria
te w
ords
to
desc
ribe
trad
itio
nal g
ames
, oc
cupa
tion
s an
d m
eals
- P
lay
som
e co
llec
tive
trad
itio
nal g
ames
-
Dra
w le
sson
s fr
om th
e ga
mes
- S
how
love
for
cul
ture
- C
oope
rati
ve le
arni
ng
- F
lipp
ed c
lass
room
-
Dis
cuss
ions
-
Dem
onst
rati
ons
- Il
lust
rati
ons
- D
ialo
gue
- E
xcur
sion
s -
Sim
ulat
ion/
role
-pla
y
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
Pri
nt d
ocum
ents
-
Vid
eo a
nd a
udio
cl
ips
Sk
etch
es
- S
ound
s of
ani
mal
s an
d in
sect
s an
d bi
rds
- C
hild
ren
lull
abie
s
- P
erfo
rm th
e ro
le o
f lu
llin
g a
baby
- A
ct s
ketc
hes
on
vari
ous
them
es-
Sho
w lo
ve f
or a
ctin
g
Sk
etch
es
-Sou
nds
of a
nim
als
and
inse
cts
and
bird
s-T
echn
ique
s to
car
ry
a ba
by
- P
erfo
rm th
e ro
le o
f lu
llin
g a
baby
- A
ct s
ketc
hes
on
vari
ous
them
es-
Sho
w lo
ve f
or a
ctin
g
- F
lipp
ed c
lass
room
-D
iscu
ssio
ns
-Dem
onst
rati
ons
- S
imul
atio
n/ro
le-p
lay
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
Vid
eo a
nd a
udio
cl
ips
Th
e fa
mil
y
- N
ucle
ar f
amil
y-
Iden
tify
and
nam
e m
embe
rs
of a
nuc
lear
fam
ily
Th
e fa
mil
y
- E
xten
ded
fam
ily
- I
dent
ify
and
nam
e m
embe
rs
of a
n ex
tend
ed f
amil
y-
Fli
pped
cla
ssro
om
- D
iscu
ssio
ns
- D
emon
stra
tion
s -
Illu
stra
tion
s -
Sim
ulat
ion/
role
-pla
y
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
Pri
nt d
ocum
ents
-
Vid
eo a
nd a
udio
cl
ips
Ora
l tr
ad
itio
ns
- S
tori
es-
Fol
ktal
es-
Son
gs
- R
ecit
atio
ns
- R
ecou
nt s
hort
sto
ries
- S
ing
song
s -
Nar
rate
tale
s-
Dev
elop
the
art o
f or
atio
n
Ora
l tr
ad
itio
n
- S
tori
es-
Fol
ktal
es-
Son
gs
- S
ketc
hes
- R
ecou
nt s
hort
sto
ries
- S
ing
song
s-
Nar
rate
tale
s-
Ent
erta
in p
eopl
e us
ing
oral
tr
adit
ions
-
Dev
elop
the
art o
f el
oque
nce
- C
oope
rati
ve le
arni
ng
- F
lipp
ed c
lass
room
-
Dem
onst
rati
ons
- Il
lust
rati
ons
- D
ialo
gue
- S
imul
atio
n/ro
le-p
lay
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
Vid
eo a
nd a
udio
cl
ips
Nat
iona
l Lan
guag
es a
nd C
ultu
res
cont
ents
, exp
ecte
d le
arni
ng o
utco
mes
, sug
gest
ed m
etho
dolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 274
Rea
din
g
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/L
earn
ing
Str
ate
gie
s
Did
act
ic M
ate
rials
Rea
din
g a
lou
d
- V
owel
s so
unds
(a
.e.i.
o.u)
- C
onso
nant
s (p
, b, t
, d,
k, g
, n )
- P
ictu
re r
eadi
ng
- R
ead
vow
els
- R
ead
cons
onan
ts-
Use
app
ropr
iate
w
ords
to d
escr
ibe
pi
ctur
es
- T
he G
ener
al
Alp
habe
t for
C
amer
ooni
an
Lan
guag
es(G
AC
L)
- P
ictu
re r
eadi
ng
- R
ead
vow
els
and
cons
onan
ts
of th
e G
AC
L-
Use
app
ropr
iate
wor
ds to
de
scri
be p
ictu
res
- C
oope
rati
ve le
arni
ng
- F
lipp
ed c
lass
room
-
Dis
cuss
ions
-
Dem
onst
rati
ons
- Il
lust
rati
ons
- S
imul
atio
n/ro
le-p
lay
- R
eal o
bjec
ts-
Vid
eo a
nd a
udio
cli
ps-
The
GA
CL
fl i
p c
har
t
- L
ette
r an
d w
ord
car
ds
Puzz
les
Sim
ple
word
s w
ith
one
syll
able
Rea
d s
imple
, one-
syll
able
word
s
corr
ectl
y
Sim
ple
word
s w
ith
one
syll
able
Rea
d s
imple
, one-
syll
able
word
s co
rrec
tly
- C
ooper
ativ
e le
arnin
g
- F
lipped
cla
ssro
om
- D
iscu
ssio
ns
- D
emonst
rati
ons
- Il
lust
rati
on
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- P
rint
docu
men
ts
- T
he
GA
CL
fl i
p c
har
t
- L
ette
r an
d w
ord
car
ds
Num
ber
s fr
om
1-1
0R
ead n
um
ber
s 1-1
0N
um
ber
s fr
om
1-1
0R
ead n
um
ber
s 1-1
0-
Cooper
ativ
e le
arnin
g
- F
lipped
cla
ssro
om
- Il
lust
rati
on
- S
imula
tion/r
ole
-pla
y
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- num
ber
car
ds
and
Puzz
les
Wri
tin
g
- V
ow
els
sounds
(a.e
.i.o
.u)
- C
onso
nan
ts (
p, b, t,
d, k, g, n )
- P
ictu
re r
eadin
g
- W
rite
vow
els
- R
ead c
onso
nan
ts
- U
se a
ppro
pri
ate
word
s to
des
crib
e
pic
ture
s
- T
he
Gen
eral
Alp
hab
et f
or
Cam
eroonia
n
Lan
guag
es (
GA
CL
)
- P
ictu
re r
eadin
g
- W
rite
vow
els
and
conso
nan
ts o
f th
e G
AC
L
- U
se a
ppro
pri
ate
word
s to
des
crib
e p
ictu
res
- C
ooper
ativ
e le
arnin
g
- F
lipped
cla
ssro
om
- D
iscu
ssio
ns
- D
emonst
rati
ons
- Il
lust
rati
on
- S
imula
tion/r
ole
-pla
y
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- V
ideo
and a
udio
cli
ps
- T
he
GA
CL
fl i
p c
har
t
- L
ette
r an
d w
ord
car
ds
Sim
ple
word
s w
ith
one
syll
able
Wri
te s
imple
, one-
syll
able
word
s
corr
ectl
y
Sim
ple
word
s w
ith
one
syll
able
Wri
te si
mple
, o
ne
–sy
llab
le
word
s co
rrec
tly
- C
ooper
ativ
e le
arnin
g
- F
lipped
cla
ssro
om
- D
iscu
ssio
ns
- D
emonst
rati
ons
- Il
lust
rati
on
- R
eal
obje
cts
- C
har
ts/p
ictu
res
- P
rint
docu
men
ts
- W
ord
car
ds
- P
uzz
les
Nat
ional
Lan
guag
es a
nd C
ult
ure
s co
nte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 75
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
its
/ C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g/L
earn
ing
Str
ate
gie
s
Did
act
ic M
ate
rials
Num
bers
1-1
0W
rite
num
bers
fro
m 1
to
10
Num
bers
1-1
0W
rite
num
bers
fro
m 1
to 1
0-
Coo
pera
tive
lear
ning
-
Fli
pped
cla
ssro
om
- D
emon
stra
tion
s -
Illu
stra
tion
- S
imul
atio
n/ro
le-p
lay
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
- N
umbe
r ca
rds
- P
uzzl
es
Gra
mm
ar
Dou
ble
vow
els/
co
nson
ants
(de
pth…
) gb
– n
t – ts
– n
d –
kp
- R
ead
lett
er s
ound
s
corr
ectl
y-
Sho
w in
tere
st in
re
adin
g
Dou
ble
vow
els/
co
nson
ants
(d
epth
…)
gb –
nt –
ts
– n
d –
kp
- R
ead
lett
er s
ound
s c
orre
ctly
- S
how
inte
rest
in r
eadi
ng-
Coo
pera
tive
lear
ning
-
Dis
cuss
ions
-
Dem
onst
rati
ons
- Il
lust
rati
on
- R
eal o
bjec
ts-
Cha
rts
- P
rint
doc
umen
ts
- G
AC
L fl
ip c
hart
-
Let
ter
and
wor
d ca
rds
Nou
ns
Cou
ntab
le
and
unco
unta
ble
noun
s
- Id
enti
fy a
nd n
ame
obje
cts,
pla
ces
and
pers
ons
Nou
ns
Sin
gula
r a
nd p
lura
l of
cou
ntab
le n
ouns
- Ass
ocia
te n
ouns
to th
eir
plur
als
- C
oope
rati
ve le
arni
ng
- D
iscu
ssio
ns
- D
emon
stra
tion
s -
Illu
stra
tion
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
- N
umbe
r ca
rds
-
Puz
zles
Ten
ses
- P
rese
nt te
nse
- P
rese
nt c
onti
nuou
s te
nse
- D
escr
ibe
habi
tual
ac
tivi
ties
- D
escr
ibe
ongo
ing
acti
ons
Sim
ple
sent
ence
s (
subj
ect/
ver
b,
obje
ct)
Con
stru
ct s
impl
e S
VO
se
nten
ces
- C
oope
rati
ve le
arni
ng
- F
lipp
ed c
lass
room
-
Dis
cuss
ions
-
Dem
onst
rati
ons
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
GA
CL
fl ip
cha
rt
- L
ette
r an
d w
ord
card
s
Sou
nd
rec
ogn
itio
n
Dou
ble
vow
els/
co
nson
ants
( g
b –
nt
– ts
– n
d –
kp -
th –
)
- R
ead
lett
er s
ound
s
corr
ectl
y-
Sho
w in
tere
st in
re
adin
g
Sim
ple
sou
nd
s
- th
– tm
– tb
-S
ymbo
ls o
f ph
onem
s (G
AC
L)
- R
ead
lett
er s
ound
s c
orre
ctly
- S
how
inte
rest
in r
eadi
ng-
Coo
pera
tive
lear
ning
-
Fli
pped
cla
ssro
om
- D
iscu
ssio
ns
- D
emon
stra
tion
s -
Illu
stra
tion
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
- an
d P
uzzl
es
- G
AC
L fl
ip c
hart
Voca
bu
lary
Sim
ple
wor
ds
draw
n fr
om th
e va
riou
s IL
T
- U
se n
ew w
ords
in a
co
nver
sati
on
- S
how
love
for
le
arni
ng n
ew w
ords
an
d la
ngua
ges
Voca
bu
lary
- D
ays
of th
e w
eek
Sim
ple
wor
ds
draw
n fr
om th
e va
riou
s IL
T
- L
ist t
he d
ays
of th
e w
eek
- U
se n
ew w
ords
in a
co
nver
sati
on
- S
how
love
for
lear
ning
new
w
ords
and
lang
uage
s
- C
oope
rati
ve le
arni
ng
- F
lipp
ed c
lass
room
-
Dis
cuss
ions
-
Dem
onst
rati
ons
- Il
lust
rati
ons
- R
eal o
bjec
ts-
Cha
rts/
pict
ures
-
Pri
nt d
ocum
ents
-
Let
ter
and
wor
d ca
rds
Nat
iona
l Lan
guag
es a
nd C
ultu
res
cont
ents
, exp
ecte
d le
arni
ng o
utco
mes
, sug
gest
ed m
etho
dolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 276
Con
ten
ts o
f In
form
ati
on
an
d C
om
mu
nic
ati
on
Tec
hn
olo
gie
s
Tab
le 2
9:
ICT
con
ten
ts, ex
pec
ted
lea
rnin
g o
utc
om
es, su
gges
ted
met
hod
olo
gy a
nd
did
act
ic m
ate
rials
Basi
c K
now
led
ge
of
the
Com
pu
ter
Syst
em a
nd
IC
T T
ools
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Th
e co
mp
ute
r sy
stem
-
Sys
tem
uni
t -
Key
boa
rd-
Mou
se-
Mon
itor
-
Pri
nter
-
Sca
nner
- Id
enti
fy th
e m
ain
com
-po
nent
s of
a c
ompu
ter
syst
em-
Des
crib
e th
e m
ain
com
pone
nts
a co
mpu
ter
Com
pon
ents
of
a
com
pu
ter
syst
em
- In
put d
evic
es-
Out
put d
evic
es-
Sto
rage
dev
ices
- D
escr
ibe
the
diff
ere
nt
com
ponen
ts o
f th
e
com
pute
r.
- E
xpla
in t
he
use
s of
the
com
ponen
ts o
f th
e
com
pute
r
- D
emonst
rati
on (
may
be
thro
ugh t
he
pre
senta
tion o
f
the
physi
cal
or
pic
ture
s of
the
diff
ere
nt
com
ponen
ts of
a co
mpute
r to
pupil
s)
- D
iscu
ssio
ns
may
focu
s on
han
ds
– o
n a
ctiv
itie
s
- Q
ues
tions
and a
nsw
ers
Com
pute
r eq
uip
men
t:
Monit
or;
Key
boar
d;
Mouse
; S
yst
em u
nit
;
Pri
nte
r; C
onnec
tions
Char
ts
Loca
lly f
abri
cate
d m
ate-
rial
s (m
odel
s)
Rel
etat
ed t
extb
ooks
ICT
dev
ices
- T
he
com
pute
r
Rad
io/T
elev
isio
n s
ets
- Id
enti
fy c
om
mon I
CT
dev
ices
in s
chool
and
bey
ond
- D
escr
ibe
how
th
ese
dev
ices
tra
nsm
it i
nfo
r-
mat
ion
- R
espec
t oth
er p
eople
’s
pri
vac
y
Th
e u
se o
f co
mm
on
ICT
dev
ices
- C
om
pute
r sy
stem
- R
adio
/Tel
evis
ion
sets
- M
obil
e/fi
x ph
ones
- P
hoto
cam
era
etc.
- U
se c
omm
on I
CT
de-
vice
s in
sch
ool
- E
xpla
in h
ow I
CT
dev
ic-
es b
oost
pro
duct
ion
- R
espe
ct o
ther
peo
ple’
s pr
ivac
y
- D
emon
stra
tion
-
Dis
cuss
ions
IC
T d
evic
es in
the
Con
-te
nts
Cam
era
Cha
rts
Loc
ally
fab
rica
ted
mat
e-ri
als
Rel
ated
text
book
s
Tra
dit
ion
al
an
d
mod
ern
tools
for
com
mu
nic
ati
on
- T
radi
tion
al t
ools
-
Mod
ern
tool
s
- Id
enti
fy tr
adit
iona
l an
d m
oder
n to
ols
for
com
mun
icat
ion
- D
escr
ibe
how
they
are
us
ed to
eas
e co
mm
uni-
cati
on
Th
e u
se o
f t
rad
i-
tion
al
an
d m
od
ern
com
mu
nic
ati
on
tools
- T
radi
tion
al to
ols
-Mod
ern
ICT
too
ls
- U
se tr
adit
iona
l and
mod
-er
n c
omm
unic
atio
n to
ols
for
spec
ifi c
pur
pose
s
- D
emon
stra
tion
-
Dis
cuss
ions
T
radi
tion
al a
nd m
oder
n to
ols
(in
the
cont
ents
)C
amer
a C
hart
s/pi
ctur
esR
elat
ed te
xtbo
oks
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 77
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g
Str
ate
gie
s
Su
gges
ted
Did
act
ic
Mate
rials
Th
e k
eyp
ad
of
a
com
mu
nic
ati
on
dev
ice
- M
obil
e ph
ones
- C
omm
unic
atio
n w
ith
the
devi
ces
- S
imul
ate
the
use
of th
e ke
ypad
of
a co
mm
unic
atio
n de
vice
- U
se d
evic
es to
mak
e di
stan
ce c
omm
unic
atio
n -
Han
dle
a m
obil
e/fi
xed
phon
e or
wal
kie-
talk
ie
devi
ce
Th
e k
eyp
ad
of
com
mu
nic
ati
on
dev
ices
-Tel
epho
nes
-Rem
ote
cont
rols
-Use
the
keyp
ad o
f a
com
mun
icat
ion
devi
ce to
di
al a
nd a
nsw
er a
cal
l-
Han
dle
a te
leph
one
conv
ersa
tion
- C
omm
unic
ate
resp
ectf
ully
Dem
onst
rati
on (
pupi
ls
may
pla
y w
ith
mob
ile
devi
ces
to s
ee h
ow th
ey
hand
le th
e to
ols,
pup
ils
sim
ulat
e a
com
mun
icat
ion
scen
e)
Mob
ile/
fi x
tele
phon
es/
wal
kie-
talk
ieC
hart
sL
ocal
ly f
abri
cate
d m
ater
ials
Rel
ated
text
book
s
Rem
ote
con
trol
of
dev
ices
- R
emot
e co
ntro
l of
ICT
dev
ices
(ra
dio,
te
levi
sion
, au
dio/
vide
o pl
ayer
,)
-Des
crib
e th
e us
e of
a
rem
ote
cont
rol d
evic
e.R
emote
con
trol
- R
emot
e co
ntro
l of
ICT
dev
ices
(ra
dio,
te
levi
sion
, au
dio/
vide
o pl
ayer
)
- U
se a
rem
ote
cont
rol
devi
ce-
Wat
ch a
ppro
pria
te
chan
nels
- D
emon
stra
tion
-
Dis
cuss
ions
(m
ay f
ocus
on
han
ds-o
n ac
tivi
ties
)
Rem
ote
cont
rol,
tele
visi
on, D
VD
, rad
io
set,
char
ts c
onta
inin
g pic
ture
s of
the
diff
ere
nt
ICT
dev
ices
Loca
lly f
abri
cate
d
mat
eria
ls
Rel
ated
tex
tbooks
Key
board
an
d m
ou
se
of
a c
om
pu
ter
-The
key
boar
d o
f a
com
pute
r
-The
mouse
of
a
com
pute
r
- P
lay w
ith t
he
key
boar
d a
nd t
he
mouse
of
a co
mpute
r
-Diff
ere
nti
ate
a
key
boar
d f
rom
a m
ouse
- U
se I
CT
dev
ices
resp
onsi
bly
Key
board
an
d
mou
se o
f a
com
pu
ter
-The
key
boar
d o
f a
com
pute
r
-The
mouse
of
a
com
pute
r
- Id
enti
fy t
he
diff
ere
nt
par
ts
of
a key
boar
d a
nd a
mouse
- U
se a
mouse
to n
avig
ate
info
rmat
ion o
n a
com
pute
r
- U
se a
key
boar
d t
o t
ype
texts
- D
escr
ibe
a k
eyboar
d a
nd
the
mouse
of
a co
mpute
r
- U
se I
CT
dev
ices
resp
onsi
bly
- D
emonst
rati
on
- D
iscu
ssio
ns
- S
imula
tions
- G
uid
ed v
isit
s
- Q
ues
tions
and a
nsw
ers
Com
pute
r m
ouse
and
key
boar
d
Char
ts c
onta
inin
g
pic
ture
s of
the
key
boar
ds
and m
ouse
Loca
lly f
abri
cate
d
mat
eria
ls
Rel
ated
tex
tbooks
ICT
conte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 278
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Pow
er b
utt
on
s of
ICT
dev
ices
-The
pow
er b
utto
ns o
f a
com
pute
r -O
ther
IC
T d
evic
es
- Id
enti
fy th
e P
ower
bu
tton
s of
com
mon
IC
T
devi
ces
- B
ooth
a c
ompu
ter
- T
urn
off
a
com
pute
r
- U
se I
CT
dev
ices
wit
h
cauti
on
Pow
er b
utt
on
s of
ICT
dev
ices
- T
he
pow
er b
utt
ons
of
com
pute
rs , r
adio
,
DV
D
- D
escr
ibe
the
Pow
er
butt
ons
of
com
mon I
CT
dev
ices
- E
xpla
in th
e im
port
ance
of
ICT
pow
er b
utt
ons
- U
se I
CT
dev
ices
wit
h
cauti
on
- D
emonst
rati
on (
pupil
s
pra
ctis
e to
pow
er “
on”
and “
off
” av
aila
ble
IC
T
dev
ices
)
- D
iscu
ssio
ns
- Q
ues
tions
and a
nsw
ers
Mobil
e p
hones
, T
Vs,
DV
D p
layer
Char
ts c
onta
inin
g
pic
ture
s of
the
diff
ere
nt
dev
ices
Rel
ated
tex
tbooks
Inte
rnet
an
d C
om
mu
nic
ati
on
Sou
rces
of
info
rmati
on
- In
form
atio
n f
rom
lett
ers,
fi l
ms,
tea
chin
g,
announce
men
ts
- Id
enti
fy s
ourc
es o
f
info
rmat
ion
- E
xpla
in t
he
import
ance
of
sourc
es
of
info
rmat
ion
- R
ecogniz
e
the
import
ance
of
appro
pri
ate
com
munic
atio
n
Sou
rces
of
info
rmati
on
- T
ools
for
sendin
g
and r
ecei
vin
g
info
rmat
ion
- D
escr
ibe
tools
for
sendin
g
and r
ecei
vin
g i
nfo
rmat
ion
- E
xpla
in t
he
use
of
spec
ifi c
tools
- U
se t
ools
to s
end a
nd
rece
ive
info
rmat
ion
- R
ecogniz
e th
e
import
ance
of
appro
pri
ate
com
munic
atio
n
- D
emonst
rati
on (
dis
pla
y
real
or
pic
ture
s of
var
ious
sourc
es o
f in
form
atio
n f
or
pupil
s to
iden
tify
)
- D
iscu
ssio
ns
(may
focu
s
on l
etti
ng p
upil
s sh
are
thei
r id
eas
about
sourc
es
of
info
rmat
ion)
- O
bse
rvat
ion (
pupil
s
may
wat
ch a
new
s it
em
on T
V, a
fi lm
and t
ry t
o
dis
tinguis
h t
hem
)
TV
set
, D
VD
pla
yer
,
Rad
io
Char
ts c
onta
inin
g
pic
ture
s of
the
diff
ere
nt
sourc
es o
f in
form
atio
n
Loca
lly f
abri
cate
d
mat
eria
ls
Rel
ated
tex
tbooks
ICT
conte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 79
Hea
lth
, S
afe
ty a
nd
Eth
ics
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g S
trate
gie
s
Did
act
ic M
ate
rials
ICT
dev
ices
an
d s
afe
ty
mea
sure
s -
Cab
les
conn
ecte
d to
el
ectr
icit
y-
Sit
ting
dis
tanc
e - A
tele
phon
e
- Id
enti
fy b
asic
sa
fety
mea
sure
s to
be
obse
rved
whi
le u
sing
a
com
pute
r an
d ot
her
ICT
dev
ices
- R
espe
ct s
afet
y m
easu
res
ICT
dev
ices
an
d
safe
ty m
easu
res
- C
able
s co
nnec
ted
to e
lect
rici
ty-
Sit
ting
dis
tanc
e - A
tele
phon
e
- D
escr
ibe
the
appr
opri
ate
sitt
ing
posi
tion
in f
ront
a
com
pute
r-
Iden
tify
bas
ic s
afet
y m
easu
res
to b
e ob
serv
ed
whi
le u
sing
a c
ompu
ter
and
othe
r IC
T d
evic
es-
Res
pect
saf
ety
mea
sure
s an
d si
ttin
g po
siti
ons
- D
emon
stra
tion
(pu
pils
pr
acti
se h
ow to
han
dle
elec
tric
ity
cabl
es
appr
opri
atel
y)-
Dis
cuss
ions
on
safe
ty
mea
sure
s -
Obs
erva
tion
of
sitt
ing
posi
tion
s-
Que
stio
ns a
nd a
nsw
ers
Tele
phon
es, T
V, D
VD
pl
ayer
C
hart
s co
ntai
ning
pi
ctur
es r
elat
ed to
the
cont
ents
Rel
ated
text
book
s S
afet
y gl
oves
En
vir
on
men
tal co
nd
itio
ns
an
d s
ecu
rity
- R
ules
in
a co
mpu
ter
room
- V
enti
lati
on-
Sec
urit
y m
easu
res
- D
iscu
ss th
e ba
sic
envi
ronm
enta
l co
ndit
ions
and
se
curi
ty m
easu
res
in a
co
mpu
ter
room
- R
espe
ct th
e ru
les
of
the
com
pute
r ro
om
En
vir
on
men
tal
con
dit
ion
s an
d
secu
rity
- R
ules
in
a co
mpu
ter
room
- V
enti
lati
on-
Sec
urit
y m
easu
res
- E
xpla
in th
e ba
sic
envi
ronm
enta
l con
diti
ons
and
secu
rity
mea
sure
s in
a
com
pute
r ro
om- A
pply
the
secu
rity
mea
sure
s an
d ru
les
in a
com
pute
r ro
om-
Res
pect
IC
T r
ules
- D
iscu
ssio
ns (
may
fo
cus
on th
e im
port
ance
of
env
iron
men
tal
cond
itio
ns a
nd s
ecur
ity
in a
com
pute
r ro
om,
lett
ing
pupi
l sha
re th
eir
view
s ab
out t
he h
azar
ds
they
hav
e ob
serv
ed in
pe
ople
usi
ng c
ompu
ters
)-
Que
stio
ns a
nd a
nsw
ers
Cha
rts
cont
aini
ng
pict
ures
rel
ated
to th
e co
nten
tsR
elat
ed te
xtbo
oks
Com
pute
r la
bora
tory
ru
les
ICT
dev
ices
an
d h
ygie
nic
mea
sure
s
- D
escr
ibe
hygi
enic
co
ndit
ions
to b
e re
spec
ted
whi
le u
sing
a
com
pute
r an
d ot
her
ICT
dev
ices
- R
espe
ct h
ygie
nic
rule
s w
hile
usi
ng I
CT
de
vice
s
ICT
dev
ices
an
d h
ygie
nic
mea
sure
s
- D
iscu
ss b
asic
hyg
iene
rul
es
whi
le u
sing
IC
T to
ols
- App
ly h
ygie
nic
rule
s to
pr
olon
g th
e li
fe s
pan
of I
CT
to
ols
and
othe
r ob
ject
s
- D
iscu
ssio
ns (
may
fo
cus
on th
e da
nger
s of
eat
ing
food
aro
und
a co
mpu
ter;
dri
nkin
g li
quid
or
touc
hing
IC
T
devi
ces
wit
h w
et h
ands
)-
Que
stio
ns a
nd a
nsw
ers
- C
hart
s co
ntai
ning
pi
ctur
es r
elat
ed to
the
Con
tent
s-
Rel
ated
text
book
s -
ICT
hyg
ieni
c ru
les
ICT
con
tent
s, e
xpec
ted
lear
ning
out
com
es, s
ugge
sted
met
hodo
logy
and
did
acti
c m
ater
ials
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 280
Basi
c N
oti
on
s of
Com
pu
tati
on
al
Th
ink
ing
CL
AS
S 1
CL
AS
S 2
Su
gges
ted
Met
hod
olo
gy a
nd
Did
act
ic
Mate
rials
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Un
it/C
on
ten
tsE
xp
ecte
d L
earn
ing
Ou
tcom
es
Tea
chin
g a
nd
Lea
rnin
g
Str
ate
gie
s
Did
act
ic M
ate
rials
Basi
c n
oti
on
s of
Ab
stra
ctio
n
- Id
enti
fy c
omm
on
obje
cts
foun
d ar
ound
thei
r en
viro
nmen
t -
Rec
ogni
se th
at
com
pute
rs c
an s
ort o
ut
obje
cts
(car
s, b
icyc
les
) or
it
ems
wit
hout
det
ails
Th
e d
iff e
ren
ces
in o
bje
cts
(car
s,
truc
ks, b
icyc
le,
hous
e) a
roun
d th
e en
viro
nmen
t/co
mm
unit
y
- R
ecog
nise
that
obj
ects
are
m
ade
for
a pu
rpos
e-
Rec
ogni
se th
at th
e fu
ncti
on o
f ea
ch o
bjec
t is
nee
ded
to m
ake
use
of
it a
nd s
o co
mpu
ters
nee
d in
form
atio
n to
per
form
a
task
- D
iscu
ssio
ns
- O
bser
vati
on
Cha
rts
cont
aini
ng
pic
ture
s of
the
diff
ere
nt
obje
cts
around t
he
school
and b
eyond
Rel
ated
tex
t-books
Basi
c co
nce
pts
of
Alg
ori
thm
- Id
enti
fy s
teps
requir
ed
to c
arry
out
a ta
sk a
s an
algori
thm
- R
ecognis
e th
at
com
pute
rs g
o t
hro
ugh a
step
by s
tep p
roce
ss t
o
reso
lve
a pro
ble
m
Pro
cess
es:
- P
repar
ing t
ea f
or
bre
akfa
st
- P
repar
ing f
or
clas
ses
- W
ashin
g c
loth
s
- C
reat
e a
sim
ple
algori
thm
, in
div
idual
ly
and c
oll
abora
tivel
y,
wit
hout
usi
ng c
om
pute
rs t
o
com
ple
te a
tas
k
- R
ecognis
e th
at t
o r
esolv
e
a pro
ble
m, w
e nee
d t
o k
now
what
to d
o a
nd s
o t
oo, ar
e
com
pute
rs
- D
iscu
ssio
ns
- O
bse
rvat
ion
Char
ts c
onta
inin
g t
he
pic
ture
s of
diff
ere
nt
acti
vit
ies
and t
he
step
s
to b
e co
ver
ed t
o e
xec
ute
them
Rel
ated
tex
t-books
Basi
c n
oti
on
s of
Pro
gra
mm
ing
- R
ecognis
e th
at
com
pute
rs r
equir
e
inst
ruct
ions
to e
xec
ute
a
pro
gra
mm
e
- R
ecognis
e th
at
com
pute
rs r
equir
e a
seri
es
of
inst
ruct
ions
to e
xec
ute
a ta
sk
Th
e co
mp
ute
r
pro
gra
mm
e
- B
asic
tas
k a
nd
inst
ruct
ions
- R
ecognis
e th
at co
mpute
rs
hav
e pro
gra
mm
es c
reat
ed
by p
eople
to
per
form
a t
ask
- R
ecognis
e th
at c
om
pute
rs
funct
ion b
ased
on s
ets
of
sequen
tial
inst
ruct
ions
- D
iscu
ssio
ns
- O
bse
rvat
ion
Char
ts c
onta
inin
g t
he
pic
ture
s of
diff
ere
nt
acti
vit
ies
and t
he
step
s
to b
e co
ver
ed t
o e
xec
ute
them
Rel
ated
tex
tbooks
ICT
conte
nts
, ex
pec
ted l
earn
ing o
utc
om
es, su
gges
ted m
ethodolo
gy a
nd d
idac
tic
mat
eria
ls
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 81
Bibliography
Amin, M. E. (2005) Social Science Research : Conception, Methodology and Analysis.
Makere University: Uganda.
Amstrong, Th. (1994). Multiple Intelligences in the Classroom. Alexandria: Virginia: Association for Supervision and Curriculum Development (ASCD).
Berk, L. E. (2008) Infants and Children. 6th Edition. Pearson Education Inc. Boston, USA.
Brierley, J. (1994). Give me a child until he is seven: Brain studies and early childhood
education. London: The Falmer Press.
Brown, J., Collins, A., &Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher, 18(1), 32–42.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press
Case, R. (1992). The mind’s staircase: Exploring the underpinnings of children’s thought
and knowledge. Hillsdale,NJ: Erlbaum.
Colwill, I. &Galagher, C. (2007). Developing a curriculum for the twenty-fi rst century: the
experiences of England and Northern Ireland. In Prospects 144, vol. XXXVIII, no. 4 (Open fi le: Curriculum Developers facing Education Reform Challenges). pp. 411- 426.
Council of Europe. (2004). All European Study on Education for Democratic Citizenship
Activities E D C Policies. 2001-1004. Strasbourg
Dunn, R., &Dunn, K. (1992). Teaching elementary students through their individual
learning styles: Practical approaches for grades 3–6. Boston, MA: Allyn &Bacon.
Dyson, A. H. (1986). The imaginary worlds of childhood: A multimedia presentation.
Language Arts, 63(8), 799–808.
Eagle, E. (1989). Socioeconomic status, family structure, and parental involvement: The
correlates of achievement (Paper presented at the annual meeting of the American
Educational Research Association). San Francisco, CA.
EACEA/Eurydice, (2012a). Entrepreneurship Education at School in Europe: National
Strategies, Curricula and Learning Outcomes.Brussels: Eurydice.
Flinders, D. J. &Thornton, S. J. (Eds.). (2004). The Curriculum Studies Reader. (2nd edition).
New York: Routledge.
Flavell, J., &Wellman, H. (1977). Metamemory. In R. Kail&J. Hagen (Eds.), Perspectives
On the development of memory and cognition. Hillsdale, NJ:Erlbaum.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York:HarperCollins.
Guthrie, J. (1997). The director’s corner. NRRC News: A Newsletter of the National Reading
Research Center, 3.
Lindfors, J.W. (1999). Children’s inquiry: Using language to make sense of the world. New
York: Teachers College Press; Urbana, IL: National Council of Teachers of English.
McCarthy, B. (1997). A tale of four learners: 4MAT’s learning styles. Educational
Leadership,54(6), 46–51.
MacLeod, B. L (Ed) (2004). Advanced Early Years Care and Educationfor Levels 4 and 5.
Heinemann Educational Publishers. Oxford.
Phasha, N, Mahlo D &Deis, J.G. (Eds). (2017) Inclusive Education in African Contexts.
A Critical Reader. Sense Publishers, Rotterdam, Netherlands.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 282
Piaget, J. (1983). Piaget’s theory. In P. H. Mussen (Ed.), Handbook of child psychology (Vol. 1). NewYork:Wiley.
Tambo L.I (2012); Principles and Methods of Teaching, Second Edition Global Tech Limbe; Design House.
Tambo L.I and Ndongko M.T. (Editors): (2000) Educational Development in
Cameroon 1961-1999; Issues and Perspectives. Nkemnji, USA.
Vygotsky, L. S. (1976). Play and its role in the mental development of the child. In J. Bruner, A. Jolly, &K. Sylva (Eds.), Play: Its role in development and evolution.
Harmondsworth, England: Penguin.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
Wasserman, S. (1990). Serious players in the primary classroom: Empowering children
through active learning experiences. New York: Teachers College Press.
National Research Council. (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
The Sustainable Development Goals for Education 2030 (2016). Retrieved on 15 September 2016 from https://sustainabledevelopment.un.org/topics/sustainabledevelopmentgoals.
The Continental Education Strategy for Africa (CESA 16-25) (2016). Retrieved on15 September 2016 fromhttp://www.adeanet.org/en/knowledge-and-resources/the-african-union-continental-education-strategy-for-africa-cesa-16-25.
Sternberg, R. (1996). Myths, counter myths, and truths about intelligence. Educational
Researcher, 25(2), 11–16.
Republic of Cameroon: Law N°98/004 of 14 April 1998; To Lay Down Guidelines
for Education in Cameroon.
Republic of Cameroon, Decree No 2012/268 of 11 June 2012 on the Organisation of the Ministry of Basic Education(2012).
Republic of Cameroon (2013), Education and Training Sector Strategy Paper (2013-2020).
Republic of Cameroon, Ministry of Economy and Planning (2009). Growth and Employment
Strategy Paper: Reference Framework for Government Action over the Period 2010 – 2020.
Republic of Cameroon, Ministry of National Education: National Syllabuses for English
Speaking Primary Schools (2000),Cameroon.
The 1996 Constitution of the Republic of Cameroon.
Water Supply and Sanitation Collaborative Council, (WSSCC) Training of Trainers Manual on
Menstrual Hygiene Management, February 2013, Mumbai India.
National Core Competencies for Cameroon Primary Schools.
The Seychelles Early Learning Framework. Being, Belonging, Becoming. (2015) Ministry of
Education.
The Ontario Curriculum Grades 1-8 on Science and Technology: (2007).
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 83
Glossary
Assessment: It is the process of objectively understanding learners’ conditions through observations and measurements in order to provide feedback to parents, learners and to some extent, pedagogic supervisors. The measurement process is meant to improve on learning outcomes. Assessment focuses more on the entire learning process rather than on the fi nal package.
Broad-based competences: As the name implies, these are a series of competences that cut across all learning areas.
Competence: A competence is the combination of Knowledge, Skills and Attitudes (KSA) that enable learners not only to perform tasks but to behave suitably in society. These include basic KSAs needed by all primary school leavers for personal fulfi lment and development, active citizenship for social inclusion and employment.
Contents: These are learning materials that make up the unit as expressed in column one of the tables that show the structure of the subjects.
Core competences to be developed: These competences are drawn from the seven core competences identifi ed in the National Core Skills Document built by ministries in charge of education in Cameroon in 2012 following instructions from the Prime Minister.
Domain: The fi ve major teaching-learning areas in the primary school. Subjects have been carved out to constitute domains. The role of the fi ve domains is to help in the development of the seven national core skills and the four broad based competences outlined by the State in the Cameroon National Core Skills Framework.
Evaluation Criteria. These are verifi able elements in quantity and quality that make up awaited evidence or behavioural/attitudinal change to show proof of the possession of the competences developed.
Expected Learning Outcomes: (ELOs) These are behavioural and attitudinal changes to be manifested by learners in the teaching/learning process. These changes culminate in the development of competences and the learning contents are built on them.
Integrated Learning Themes: Integrated Learning Themes refer to familiar themes that guide learning. They are used to make learning real as they connect learning to real world experiences and make pupils to examine issues through diff erent lenses. They are carefully selected from the
child’s physical, economic and socio cultural milieu These themes bring about logical thinking and
collaboration in the teaching-learning process wherein, all the activities are seen as a whole rather than
as separate chunks.
Knowledge, Skills and Attitudes (KSAs): This is a concept where learning is viewed as the
acquisition of knowledge, the application of the acquired knowledge into skills and the integration of
knowledge and skills to build attitudes. These three, when built within a particular time frame, develop
competences in the learners.
Knowledge: Discipline specifi c contents. This elicits lower level thinking skills like recall and
understanding.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 284
Skills: This entails the application of knowledge. They involve hands-on/practical tasks. When these are done over and over, they create connections in the brain and allow for things to be done automatically. They involve higher level skills like application, analysis and synthesis.
Attitudes: Attitudes refer to good behaviour and “common sense” and involve acceptable behaviour in the society. In more concrete terms, attitudes have to do with proper interactions with the outer world. They also bring about personal judgment of what is common good following societal norms. Attitude culminates in character.
Profi le of the learner. The profi le of the learner includes all end- of-course outcomes expressed
as a description of the kind of learner envisaged at the end of the primary cycle in terms of their
moral, physical, social, cultural and intellectual development. It has been expressed through the seven
national core skills and the four broad-based competences.
Project-based learning (PBL): This is investigative and research-based learning. Learners gain
knowledge, skills and attitudes by working for an extended period of time. It is a hands-on approach
to the teaching-learning process where learners are put at the centre of their own learning. They
investigate and respond to authentic, engaging and complex questions, problems or challenges
around them. PBL promotes critical thinking, problem-solving, communication, collaboration, self-
management/self-esteem, curiosity, creativity, accountability and a sense of responsible behaviour.
Teaching learning strategies: These include the various forms of content organisation, classroom
management, settings and opportunities that will be off ered pupils whether as individuals or in groups
to enhance learning.
Terminal learning outcomes: These are statements that describe signifi cant and essential KSAs that
learners will acquire and can be reliably demonstrated at the end of the level.
Unit: This is a major content area in a given subject. It is defi ned either by natural bonding or
closeness of related elements. In the case of National Languages and Cultures, the units are defi ned
following the integrated learning themes.
Weighting: This is the allocation of teaching-learning time in percentages to the diff erent domains
following their vastness and coverage in terms of needed subjects and contents.
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 2 85
LIST OF CONTRIBUTORS
GENERAL SUPERVISION COMMITEE
President: Mrs Youssouf née Hadidja Alim, Minister of Basic EducationVice-President: Prof Nalova Lyonga, Minister of Secondary EducationAssisted by: Mr Ndong Soumhet Benoît, Secretary of State in the Ministry of Basic EducationMembers
Prof Atemajong Justina epse Njika, IGE-MINEDUB Prof Catherine Awoundja Nsata, IGE-MINESEC Prof Fouda Ndjodo Marcel, Representative/MINESUPMr Oyono Mbarga Hervé Mrs Tchato épse Loa Hebga Léa, Representive/MINEFOPMr Eric Wiydorla Binfon, Representative/MINSEPProf Andjiga Nicholas, Representive/ENS-YaoundeProf Tita Margaret, Representative/HTTC BamendaMr Ousmanou Oumara, Coordinator PASZEP
CONSULTANTS
Prof Therese Mungah Shalo TchombeProf Pierre Fonkoua
SCIENTIFIC COMMITTEE
President: Prof Mbala Ze BarnabéVice president: Dr Martha Zama Rapporteurs: Prof Daniel Nkemleke Prof Ngbwa Vandelin
Members Prof Patrick Kongnyuy Dr Richard Akoulouze Dr Egbe Martha Dr Djeumeni Marcelline Mr Etoua Azo’o Dieudonné Mrs Noubila Kaba Mr. Yakouba Yaya Mrs Ngon ā Mounang
Mr Tatang Joseph
Mr Ndebi Ntamack Donatien
TECHNICAL COORDINATION
Mrs Mamat Daiferle (IP/Nursery Education)
Mr Zame Hans (IP/ Primary Education)
Mrs Ndayi Claudette (IP/LNFBEPNL)
Dr Michael Nkwenti (IP/Educational Technologies)
Mr Mih Julius (IP/Bilingualism)
Cameroon Primary School Curriculum
English Subsystem - Level I: Class 1 & Class 286
WRITERS
Supervision: Prof Atemajong Justina epse NjikaCoordination: Dr. Tabe John Tambe
Dr. Michael Nkwenti Ule Helen NgoeMorh Florence Bessem Mundi HortensiaNusi JeanAbongwo DavidNtwoku JacquelineAgbaw-Ebai RoselineEwunkem RitaMbah nee Mary AtamNingo DorisNchang MaryAgien MercyBame MaryDzou VivianSallah ThomasNjuh GodloveNiba Annunciata Fru Martin Che
Ngeh Bertha LabuAshu Mbi SamuelBissohong MerlinEnow Ebai AndrewGwanyama IreneKamga RaymondKome GeorgeMbina NjangMoto Grace Ndakor RoseNoubissi MadeleineNfi Joachim
Ntabe Irene
Tomoh Joseph
Celine Asonganyi
Daniel Wango
Mumah Francis