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Cameroon Nursery School

Curriculum

English Subsystem

REPUBLIC OF CAMEROON

Peace – Work – Fatherland

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MINISTRY OF BASIC EDUCATION

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REPUBLIQUE DU CAMEROUN

Paix – Travail – Patrie

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MINISTERE DE L’EDUCATION DE BASE

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2018

We are building today what tomorrow will be.

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Cameroon Nursery School Curriculum English Subsystem

Foreword

Nursery and Primary Education is the foundation of sustainable learning. It is on this basis that

Cameroon has ratifi ed several conventions related to compulsory education. These conventions

range from the Jomtien Education Framework of 1990, the Salamanca Statement of 1994, the

Dakar Framework of 2000 to the Incheon Declaration of 2015 precisely the fourth Sustainable

Development Goal (SDG4).

Besides these international conventions, the Constitution of the Republic of Cameroon

guarantees the right of the child to education and further highlights it in the1998 Law to Lay

Down Guidelines for Education. In view of becoming an emergent nation by the year 2035,

the government developed the Growth and Employment Strategy Paper (GESP) in 2009 to

provide major orientations to all sectors of the society. The document tasked ministries in

charge of education to develop the human capital required to attain this vision. The 2013-2020

Education and Training Sector Strategy Paper (ETSSP) clearly defi nes the missions of each

sub-sector in the educational system.

This curriculum is designed to guide the development of knowledge, skills and attitudes in

the learners and to set the foundation for learning with emphasis on Science, Technology,

Engineering and Mathematics (STEM). The curriculum therefore responds to one of the key

missions assigned to the Ministry of Basic Education (MINEDUB).

This new pedagogic tool replaces the one of 1987 for the nursery and that of 2000 for the primary.

My fervent wish is that the entire education community explores and makes maximum use of

this document in order to enable the nursery and primary school learners attain knowledge-

based, skill-based and attitude-based profi ciencies upon graduation. In this way, they will be

able to cope with the diff erent educational and/or professional options available to them at

the end of the primary school cycle and embrace lifelong learning, no matter the post-primary

path they choose.

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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.

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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.

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Table of ContentsForeword..............................................................................................................................................3

Preface..................................................................................................................................................4

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

List of acronyms/abbreviations..............................................................................................................9

Camera-lens view of the Curriculum...................................................................................................10

Figure 1: Camera-lens view of the Curriculum..................................................................................................10

General introduction..........................................................................................................................11

Learner’s profi le at the end of nursery school in Cameroon.........................................................17

Figure 2: Key elements of the Cameroon nursery school curriculum..........................................19

Defi nition of domains, related activities and presentation of scope and sequence tables...........20

Domain 1: Literacy and Communication and related activities.......................................................20

Competences to be developed.......................................................................................................20

Terminal learning outcomes..........................................................................................................21

Domain 2: Science and Technological Skills Development and related activities..........................24

Competences to be developed.......................................................................................................24


Domain 3: Practical Life Skills and related activities......................................................................29

Competences to be developed:......................................................................................................29


Domain 4: Arts and Crafts and related activities..............................................................................32



Domain 5: Motor Skills and related activity.....................................................................................35



Resources and intervention strategies..............................................................................................37

Resources and Intervention Strategies for Nursery One...............................................................38

DI: Literacy and Communication....................................................................................................39

D2: Science and Technological Skills Development......................................................................45

D3: Practical Life Skills..................................................................................................................50

D4: Arts and Crafts..........................................................................................................................55

D5: Motor Skills..............................................................................................................................58

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Resources and Intervention Strategies for Nursery Two................................................................59

D1: Literacy and Communication................................................................................................60

D2: Science and Technological Skills Development....................................................................66

D3: Practical Life Skills................................................................................................................77

D4: Arts and Crafts.......................................................................................................................82

D5: Motor Skills...........................................................................................................................86

Instructional Strategies......................................................................................................................87

Project Based Learning (PBL)......................................................................................................87

Benefi ts of Project Based Learning...............................................................................................89

Cooperative Learning (CL)...........................................................................................................89

Assessment strategies.....................................................................................................................90

Figure 3: The benefi ts of assessment in nursery schools..............................................................91

Authentic techniques for assessing Nursery School learners.......................................................92

Bibliography.......................................................................................................................................93

Glossary..............................................................................................................................................94

Appendices..........................................................................................................................................96

Appendix A: Observation checklist to assess learners over a period of time..........................96

Appendix B: Elements to be considered in planning..................................................................98

List of Contributors...........................................................................................................................99

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List of TablesTable 1: Weighting and time allocation per annum.............................................................................................14Table 2: Weekly time schedule (24 weeks per annum).......................................................................................16Table 3: Expected learning outcomes for domain 1, Literacy and Communication..........................................22Table 4: Scope and sequence progression for Literacy and Communication.....................................................23Table 5: Expected learning outcomes for domain 2...........................................................................................26Table 6: Scope and sequence progression for Science and Technological Skills Development........................28Table 7: Expected learning outcomes for domain 3: Practical Life Skills..........................................................31Table 8: Scope and Sequence Progression for Practical Life Skills...................................................................32Table 9: Expected learning outcomes for domain 4: Arts and Crafts.................................................................34Table 10: Scope and sequence progression for Arts and Crafts..........................................................................34Table 11: Expected learning outcomes for domain 5: Motor Skills...................................................................36Table 12: Scope and sequence progression for Physical Education and Sports.................................................36Table 13: Intergrated Learning Themes for the Nursery.....................................................................................37

Nursery 1Table 14: Storytelling.........................................................................................................................................39Table 15: Poetry/Rhymes....................................................................................................................................40Table 16: Sign Language and Gestures...............................................................................................................41Table 17: Reading...............................................................................................................................................42Table 18: Writing................................................................................................................................................43Table 19: French.................................................................................................................................................44Table 20: Mathematics.......................................................................................................................................45Table 21: Sensory and Perceptive Education.....................................................................................................46Table 22: Science and Technology.....................................................................................................................47Table 23: Agriculture..........................................................................................................................................49Table 24: Citizenship.........................................................................................................................................50Table 25: Character Education...........................................................................................................................51Table 26: Environmental Education...................................................................................................................52Table 27: Safety Education.................................................................................................................................53Table 28: Health Education and Nutrition.........................................................................................................54 Table 29: Music and Dance.................................................................................................................................55 Table 30: Drawing and Colouring.......................................................................................................................56Table 31: Handwork...........................................................................................................................................57 Table 32: Physical Education and Sports............................................................................................................58

Nursery 2Table 33: Storytelling.........................................................................................................................................60Table 34: Poetry/Rhymes....................................................................................................................................61Table 35: Sign Language and Gestures..............................................................................................................62Table 36: Reading...............................................................................................................................................63Table 37: Writing................................................................................................................................................64Table 38: French.................................................................................................................................................65Table 39: Mathematics………………………………………………..……………………...…..............…….66Table 40: Information and Communication Technologies……………………………………................…......68Table 41: Sensory and Perceptive Education............................................................................................……..71Table 42: Resources and intervention strategies for Science and Technology...................................................73Table 43: Agriculture………..............................................................................................................................76Table 44: Citizenship..........................................................................................................................................77Table 45: Character Education............................................................................................................................78Table 46: Environmental Education....................................................................................................................79Table 47: Safety Education.................................................................................................................................80Table 48: Health Education and Nutrition..........................................................................................................81Table 49: Music and Dance………………………………………..……………..………………..............…..82Table 50: Drawing and Colouring..............................................................……..……….………...............…..83Table 51: Painting …………………………………………….……………………...………..........................84Table 52: Handwork…………………………………,.……………….…………………………...............…..85 Table 53: Physical Education and Sports……………………………...……...……….………….....................86

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List of acronyms/abbreviations

CD Compact Disc

CL Cooperative Learning

CPC Community-based Preschool Centres

D1 Domain One

D2 Domain Two

D3 Domain Three

D4 Domain Four

D5 Domain Five

DO Divisional Offi cer

DVD Digital Video Disc/Digital Versatile Disc

ECD Early Childhood Development

EFA Education For All

ETSSP Education and Training Sector Strategy Paper

GESP Growth and Employment Strategy Paper

HIV/AIDS Human Immunodefi ciency Virus/Acquired Immune Defi ciency Syndrome

ICTs Information and Communication Technologies

IEP Individual Education Plan

IPHIL Integrative, Play/Project based, Holistic Investigative, Learning centres

IQ Intelligence Quotient

ITL Integrated Theme Learning

KSAs Knowledge, Skills and Attitudes

MINEDUB Ministry of Basic Education

PBL Project-Based Learning

SDGs Sustainable Development Goals

SDO Senior Divisional Offi cer

SL Sign Language

STEM Science, Technology, Engineering and Mathematics

TV Television

VCD Video Compact Disc

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Camera-lens view of the curriculum

This Curriculum is built on the acronym “IPHIL”, pronounced as “I feel”, which refl ects the semantic

meaning given to the acronym in this document.

IPHIL means:

I - Integrative

P - Play-based/Project-based

H - Holistic

I - Investigative/Innovative

L - Learning-centres

The curriculum is meant to literally refl ect the child’s feelings as prempted in IPHIL. IPHIL is engraved

on the priority pages of this document in order to emphasize the absolute need for teachers to stimulate

all the elements of learners’ development. This shows the degree of importance the State of Cameroon

places on te child’s education, with emphasis on knowledge, skills and attitudes. All the aspects of

the child’s cognitive, psychomotor and aff ective development. The teacher should always do an auto-

evaluation to fi nd out if he/she can equally “feel” the teaching-learning process in all its dimensions.

If he/she does not “feel”, remedial measures should be taken with the help of IPHIL and/or with other

related remedial strategies.

In summary, this curriculum is integrative; the learning activities are both play-based and project-

based and aims at the holistic development of the child, while striving to build the child’s investigative

and innovative skills through the use of diverse contextualised learning centres. The activities are

interlinked. Children play and learn: to them, playing is learning and learning is playing. Both playing

and learning contribute to the holistic development of the child. Project-based learning awakens in

the young learner both investigative and innovative skills. The use of learning centres is consequently

inevitable in the Nursery School setting. The integrative nature of this document is captured in fi gure

1.

Figure 1: Camera-lens view of the curriculum

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General introduction

The World Conference on Education For All (EFA) of 1990 in Jomtien, Thailand underlined the

importance of Early Childhood Development (ECD) as a crucial aspect of Basic Education. Article 5

of the Declaration of that conference emphasised that “Learning begins at birth. This calls for early

childhood care and initial education.” In April 2000, the World Education Forum held in Dakar,

Senegal, as a follow up to Jomtien. During this conference, the profi le of ECD was further elevated

and there was a commitment to “expand and improve pre-primary education”.

The Incheon Declaration in South Korea, further underlines the place of Nursery Education as an

integral part of lifelong learning in the Education 2030 Agenda which recommends that “... at least

one year of free and compulsory quality pre-primary education and that all children have access

to quality early childhood development, care and education”. The Sustainable Development Goals

(SDGs) pushed the agenda of education further by not only stating that education transforms lives, but

that it is the main driver of development. SDG number 4 aims to: “Ensure inclusive and equitable

quality education and promote lifelong learning for all”.

Cameroon has ratifi ed and implemented international conventions related to pre-primary education.

The Growth and Employment Strategy Paper of 2009 in response to Vision 2035, calls for a sustainable

future, based on the provision of education for all Cameroonians. It acknowledges the importance of

pre-primary education in the training of every young child and has projected access rate to 50% by

2020. In response to the Education Sector Strategy Paper (2013) that aligns Pre-primary Education

as the fi rst level of formal education in Cameroon, MINEDUB has increased access to pre-primary

education by creating Community-based Preschool Centres (CPCs) in some rural areas of the country.

In spite of all these steps, the problem of “quality” remains a major concern. In order to address this

situation, there was the dire need to replace the 1987 Nursery School Syllabus.

This Curriculum falls in line with the provisions of the 1998 Law to Lay Down Guidelines for

Education in Cameroon which states in Article 4 that: “The general aim of education is to ensure

the intellectual, physical, civic and moral development of the child as well as its economic, socio-

cultural, political and moral integration in the society.”

Taking into consideration the holistic development of the child, and the urgent need for Early Childhood

Development services for all children, this document is diverse and fl exible. It builds on the guidelines

for curriculum development proposed by Akashi et al (2004):

1. Cultural activities: Cherishing traditions

2. Language: Using letters and words

3. Numeracy: Using everyday numbers

4. Music: Using tunes and rhythms

5. Art: Encouraging creativity (art work = drawing, construction art, cardboard play art)

6. Environment: Learning to coexist with nature. Nature is full of fascinating elements to stimulate

children’s curiosity.

7. Peer relationships: Developing positive interaction between children.

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From a broader viewpoint, daily basic habits, which equally build attitudes in Nursery School children

should include:

• Greetings

• Washing of hands

• Gargling (where applicable)

• Using the toilet

• Putting personal belongings away in a tidy manner

• Tidying up

• Disposing refuse

• Rest

Emphasis should always be laid on the fact that every activity requires setting up and tidying up

afterwards. All the concerns above are underpinned in this curriculum.

The Nursery School subjects or learning areas are subdivided into activities to render them more learner-

friendly. The activities are extracted from the fi ve domains of Nursery Education in Cameroon. These

domains are: Literacy and Communication, Science and Technological Skills Development, Practical

Life Skills, Arts and Crafts, and Motor Skills. The justifi cation for each activity is equally provided.

The competences that will be developed via the domains are likewise identifi ed. The domains are

carefully weighted, taking into account children’s holistic development.

In the teaching resources and intervention strategy tables, the expected learning outcomes highlighted

in terms of knowledge, skills and attitudes are linked to the seven National Core Skills namely:

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

national language

2. Use of basic notions in mathematics, science and technology

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

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

5. Use of basic information and communication technology concepts and tools

6. Practice of lifelong learning

7. Practice of physical, sport and artistic activities

These core skills are refl ected in various activities and stated in terms of learning outcomes while

covering the most appropriate levels of taxonomies. In addition to the National Core Skills, are four

broad-based competences namely:

1. Intellectual competences

2. Methodological competences

3. Personal and interpersonal competences

4. Communication competences

While the National Core Skills, except for the sixth (practice of life-long learning) are related directly

to developing Knowledge, Skills and Attitudes (KSAs) in relation to activities of particular domains,

the broad-based competences which cut across are the pillars of behaviour change and integration

into the society. In order to refl ect these features in the present curriculum, they have been carefully

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examined and stated in terms of learning expectations. Hence, we must bear these in mind during the

observation and the assessment of learners. It should be noted that the main reason for the broad-based

and the practice of lifelong learning competences is to render this curriculum more integrative and

useful in and out of the school setting. That makes the curriculum move away from rote-learning and

accumulation of knowledge, to integrative and skill-based learning.

In table 1 and table 2, the weighting and time allocation per annum and per week are specifi ed.

Activities are identifi ed per domain, to help in the development of the National Core Skills and the

Broad-based Competences.

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Table 1: Weighting and time allocation per annum

S/C Domain Percentage & total

number of hours per

annum

Activities No. of hours

per year

0. Routines 360 hours

NB: 720 hours – 360

hours

Morning routines 60 hours

Learning centre activities 60hours

Short break: toileting /washing,

drink water/milk/yoghurt/natural

juice/fruits

60hours

Long break: Toileting, washing

and lunch 120 hours

Rest, Dance and Music, and

Dismissal

60 hours

1. Literacy and

Communication

35%

126 hours Storytelling 30 hours

Poetry/ Rhymes 24 hours

Reading 24 hours

Writing 24 hours

French 12 hours

Sign Language and Gestures 12 hours

2. Sciences &

Technological Skill

Development

25%

90 hours Mathematics 24 hours

ICTs 12 hours

Sensory and Perceptive Education 18 hours

Science and Technology 24 hours

Agriculture 12 hours

3. Practical Life Skills

25%

90 hours Citizenship 24 hours

Character Education 12 hours

Environmental Education 18 hours

Safety Education 12 hours

Health Education and Nutrition 24 hours

4. Arts and Crafts

10%

36 hours Drawing and Colouring 12 hours

Painting 12 hours

Graphic Arts 6 hours

Handwork 6 hours

5. Motor Skills 5% 18 hours Physical Education and Sports

(PES)

18 hours

Grand Total 720 hours 720 hours

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Table 1 shows the distribution of time per activity per year. A total of 720 hours are “supposed” to

be spent by learners per school year, excluding all public holidays and other offi cial school related

celebrations. The 720 hours are calculated based on the fact that Nursery Schools open its doors to

learners every day at 7.30am and close them at 1.30pm. Time adjustments could be done depending

on local realities.

The total number of hours per week will subsequently be broken down into daily schedules by various

schools, bearing in mind the child’s psychological dispositions as well as socio-cultural contexts. The

time is however not prescriptive.

Table 2 further shows the time distribution of activities per week.

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Table 2: Weekly time schedule (24 weeks per annum)

S/N Activities Total time/per week

Routines

1. Arrival and orientation 2 hours 30 minutes

2. Voluntary learning centre activities 2 hours 30 minutes

3. Short break : Toileting, washing of hands, drinking of water/milk/yoghurt 2 hours 30 minutes

4. Long break : Toilet, washing of hands, lunch 5 hours

5. Rest, Music and Dance, Closing 2hours 30 minutes

Domain 1(D1): Literacy and CommunicationCompetences to be developed• Communication in the two offi cial languages (English and French) and use of at least one national language• Practice of lifelong learning and the 4 broad-based competences

1. Storytelling 1 hour

2. Poetry/Rhymes 30 minutes

3. Sign language /Gestures 30 minutes

4. Reading 1 hour 30 minutes

5. Writing 30 minutes

6. French 30minutes

7. National Languages Impromptu

Domain 2 (D2): Science & Technological Skills DevelopmentCompetences to be developed• Use of basic Information and Communication Technology concepts and tools• Use of basic notions in Mathematics, Science and Technology• Practice of lifelong learning and the 4 broad-based competences

1. Mathematics 1hour

2. ICTs 30minutes

3. Sensory and Perceptive Education 30minutes

4. Science and Technology 30minutes

5. Agriculture 30 minutes

Domain 3 (D3): Practical Life SkillsCompetence to be developed• Practice of social and citizenship values (Morality, good governance and budgetary transparency) • Practice of lifelong learning and the 4 broad-based competences

1. Citizenship 30minutes

2. Character Education 30minutes

3. Environmental Education 30minutes

4. Safety Education 30minutes

5. Health Education and Nutrition 30minutes

Domain 4 (D4): Arts and CraftsCompetences to be developed• Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship• Practice of lifelong learning and the 4 broad-based competences

1. Drawing and Colouring 30 minutes

2. Painting 30 minutes

3. Handwork 30 minutes

4. Music and Dance 30 minutes

Domain 5 (D5):Motor SkillsCompetences to be developed• Practice of physical, sport and artistic activities• Practice of lifelong learning and the 4 broad-based competences

Physical Education and Sports (PES) 30 minutes

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Learner’s profi le at the end of nursery school in Cameroon

It is universally acknowledged that nursery education has a four-dimensional assignment: socialization,

education, learning and practice. To perform this assignment and to take the country through the

path of emergence, the Ministry of Basic Education intends to develop the skills of learners under its

guidance. At the end of the Nursery School cycle, the learner is expected to acquire National Core

Skills in view of stepping into primary school and to acquire autonomous skills. Furthermore, at the

end of this cycle, the young learner should acquire key values in the fi ve domains. Similarly, the

learner should be capable of demonstrating the acquisition and the four broad-based competences.

The Cameroon Education System outlines skills to be acquired in both cycles: Nursery and Primary

education as follows:

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

one national language

Communication in English, French and a National Language implies the ability to listen, to speak, to

read and write basic words and sentences for the Nursery School cycle. The learner should be able to

communicate orally and to learn how to read and write.

2. Use of basic notions in Mathematics, Science and Technology

Introducing notions of mathematics, science, and technology involves the acquisition of knowledge,

skills and attitudes, and the ability to use them to solve problems. These skills introduce the learner to

STEM subjects in later learning.

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

transparency)

This entails inculcating patriotic, moral, citizenship and good governance values in the learners.

4. Demonstration of the spirit of autonomy, a sense of initiative, creativity and

entrepreneurship

This skill aims at developing the learner’s self-esteem, social integration, creative, managerial and

entrepreneurial potentials.

5. Use of basic information and communication technology concepts and tools

For the nursery level, these are related to healthy, safe and responsible use of various ICT devices for

learning and leisure activities.

6. Practice of lifelong learning

This implies that the learner will demonstrate the desire and willingness to undertake and continue

education, organize self, especially through effi cient time and information management, individually

or in groups.

7. Practice of physical, sports and artistic activities

This skill provides children with a platform to develop their psycho-motor capacity, imagination,

individual and interpersonal skills and improve their well being.

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Broad-based competences

The National Core Skills Framework comprises four broad-based competences to be acquired by

learners as follows:

1. Intellectual competences

• exploiting information

• solving real life problems

• acquiring logical thinking and a sense of observation

• exercising critical judgement

• practising creative and innovative thinking

2. Methodological competences

• giving oneself effi cient working methods

• exploiting information and communication technologies

• organizing one’s learning

• arousing the desire to learn and participate in all activities

3. Personal and interpersonal competences

• developing one’s personality

• acquiring abilities in view of one’s socio-cultural integration and individual fulfi lment

• cooperating with others

4. Communication competences

• communicating meaningfully in the two offi cial languages and in at least one national language.

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Fig

ure

2:

Key

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school

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Defi nition of domains, related activities and presentation of scope and sequence tables

D1: Literacy and Communication and related activities

Literacy and communication here refers not only to language skills that will enable the learners to

communicate in English and, to an extent, in the second offi cial language (French), but to also read

and write. Communication involves all forms including communicating with persons without speech

and those who can express themselves only in a national language. The activities that have been

highlighted to facilitate the learning-teaching process will enable the learners to acquire competences

in communicating in the two offi cial languages and in at least one Cameroonian language. They have

been taken from the National Core Skills Framework and are briefl y described below.

Competences to be developed• Communication in the two offi cial languages (English and French) and use of at least one national

language

• Practice of lifelong learning and the 4 broad- based competences

This domain will constitute a series of activities that are briefl y described as follows:

1) Storytelling: Storytelling is very useful as a communication aid in the Nursery School. It

instils the love for reading, arouses learners’ imagination, improves language, makes them

comfortable with speaking and builds confi dence/self-esteem. Storytelling improves memory

and attention. It is equally fun, entertaining, encourages creativity, transmits moral, social and

cultural values.

2) Poetry/Rhymes: In addition to all the reasons for teaching storytelling, poetry and rhymes

enhance children’s pronunciation and fl uency skills.

3) Sign Language (SL)/Gestures: The world is moving towards inclusive education. Hence,

including SL in the learning-teaching process is an opportunity to open the minds of learners

towards communicating with persons without speech. This is also going to increase vocabulary

and language skills and IQs. It is fun and helps in bonding, acceptance of others and improves

on fi ne motor skills.

Gestures: Gestures enhance attention and a sense of observation. It equally develops

imagination and creativity.

4) Reading: The love of language, reading and books starts early in life before the child starts

formal education. Hence teaching reading to Nursery School learners is important because

it will prepare them to love books and reading in the future. Reading is very important for

literacy.

5) Writing: This skill is taught in the nursery school in order to prepare the learners for handwriting

and creative writing skills. It equally develops fi ne motor skills, coordination between the eye

and the hand, a sense of observation and permits a gradual exploration of working space.

6) French: French is taught in order to develop children’s interest in the second offi cial language.

It is also intended to promote patriotism and national integration.

7) National Languages: The teaching of National Languages will stimulate vocabulary from

diverse local languages and encourage various cultural practices.

21


Terminal learning outcomes

Acquiring competences in English as a fi rst offi cial language, French as a second offi cial language,

a Cameroonian language and in sign language/gestures will entail gaining knowledge, skills and

attitudes as well as verbal and non-verbal communication skills. At the end of Nursery 2, learners will:

1. Listen attentively

2. Speak audibly, fl uently and confi dently

3. Recite short rhymes and poems

4. Communicate using gestures/signs

5. Read pictures and short texts

6. Write numbers, their names, the name of their school, dates, simple words and short sentences

7. Communicate in French with interest

8. Identify with their cultures and local languages

Table 3 breaks down the terminal learning outcomes into annual expected learning outcomes, expressed

in terms of knowledge, skills and attitudes.

22


Table 3: Expected learning outcomes for domain 1, Literacy and Communication

S/N Activities Nursery 1 Nursery 2

1. Storytelling • Listen to short stories

• Identify characters in a story

• Chant stories

• Value books

• Value reading

• Bond with mates and teachers

• Enjoy stories

• Listen to short stories

• Identify characters and their roles

• Chant stories

• Guess the end of a story

• Value books and reading

• Bond with mates and others

• Tell their own stories

• Produce the sounds of animate/

inanimate objects/characters in a

story

• Say the moral of a story

2. Poetry/Rhymes • Listen to poems and rhymes

• Recite poems and rhymes

• Listen to poems and rhymes

• Recite poems and rhymes

• Perform rhymes/poems

• Use near-native pronunciation in

English

3. Sign Language /

Gestures

• Perform non-verbal

communication

• Mime and mimic various

occupations

• Identify with persons who

are diff erent and have special

needs

• Use facial expressions to express

emotions

• Perform simple commands

• Sign simple manners

• Identify with persons who are

diff erent and have special needs

4. Reading • Read pictures

• Listen to short texts

• Read words aloud

• Recognize letter-sounds

• Interpret picture-stories

• Read simple sentences aloud

• Read their names

• Read the names of their classmates

• Read short texts.

5. Writing • Reproduce models

• Write letters and numbers (1-

10)

• Write letters of the alphabet

• Write all the letters of the alphabet

and numbers (1-20)

• Write their names

• Write the name of their school

• Copy short sentences

• Write dates

6. French • Réciter un poème/comptine

• Dire bonjour/bonsoir aux amis,

enseignants et camarades

• Se présenter

• Chanter une chanson

• Réciter un poème/comptine

• Se présenter

• Citer les jours de la semaine

• Citer les mois de l’année

• Chanter l’Hymne Nationale

7. National

Languages

• Name items in local languages • Name items in local languages

• Greet in a national language

Table 4 presents a scope and sequence progression chart with units that have been carved out following

each activity for Literacy and Communication. We must bear in mind that these are gradual steps to

attain the competences in the National Core Skill Framework. This table will permit the user of this

document to see the progression of contents clearly, while at the same time see the activity/unit that is

applicable to each class.

23


Table 4: Scope and sequence progression for Literacy and Communication

Activities and Units Nursery 1 Nursery 2

Storytelling

Short stories x x

Guessing story-endings x

Telling a story x

Producing sounds of animal-characters in a story x

Poetry and Rhymes Nursery 1 Nursery 2

Poems and rhymes x x

Recitation x x

Pronunciation x

Sign Language/Gestures Nursery 1 Nursery 2

Mimes and mimics x x

Persons with special needs x x

Facial expressions x x

Simple manner signs x

Reading Nursery 1 Nursery 2

Picture reading x x

Letter-sounds (Alphabet) x x

Listening and reading short words x x

Listening and reading short sentences and texts x

Writing Nursery 1 Nursery 2

Pre-letter formation x x

Letters and numbers x x

Words x x

Handwriting x

Names x

Sentences x

French Nursery 1 Nursery 2

Récitation x x

Chants x x

Salutations x x

Se présenter x x

Compter x

Jours de la semaine x

Les mois x

National Languages Nursery 1 Nursery 2

Naming items in local languages x x

Greetings x

24


D2: Science and Technological Skills Development and related

activities

This domain is going to introduce notions of information and communication technologies (ICTs),

mathematics, science and technology, and agriculture to the learners. This will instil in them the

love for mathematics, science, technology and agriculture which are vectors of skills development

in the 21st century. It will be done through diverse activities that are described immediately after the

competences to be developed by this domain.

Competences to be developed

• Use of basic information and communication technology concepts and tools

• Use of basic notions in mathematics, science and technology

• Practice of lifelong learning and the broad-based competences

1) MathematicsMathematics will help learners make better choices, take decisions and solve problems in daily life.

This learning area will enable them develop a sense of logical thinking while applying mathematical

operations (addition, subtraction and division) and using geometric concepts (shapes and sizes).

2) Information and Communication Technologies (ICTs)Information and Communication Technologies introduce learners to information and communication

technologies. It is an activity that is integrative and will go a long way not only to arm learners in

the use of ICT concepts and tools but to equally develop their interest in mathematics, science and

technology.

3) Sensory and Perceptive EducationThe goal of this activity is to develop the child’s fi ve senses. Teaching sensory and perceptive

education is going to help in identifying children’s learning styles. Carrying out activities in this area

will assist the practitioner to identify problems faced by learners especially in terms of auditory and

visual impairments.

4) Science and Technology (ST)Activities in ST will be geared towards developing young learners’ interest and awareness in Science

and Technology. Children of nursery school age are scientifi cally and technologically oriented, always

doing little experiments and investigations and trying to create models once given the opportunity.

5) AgricultureAgriculture is geared at developing learners’ interest and awareness in agricultural activities. Children

should grow in an African society which is mostly agrarian, bearing in mind that half of the income

and living expenses come from agricultural activities. Hence, at this stage they should be aware of its

importance and practise it. This will sustain their interest and skills in this area as they grow up and

eventually earn a living. Practising agricultural activities contributes to sustainable development and

food security, hence cannot be underestimated.

25



Acquiring competences in the domain of Science and Technological Skills Development will require

developing knowledge, skills and attitudes in Mathematics, ICTs, Sensory and Perceptive Education,

Science and Technology; and Agriculture. At the end of Nursery two learners are expected to:

1. Write numbers from 1 – 10

2. Use ICT tools responsibly

3. Use the fi ve senses in diverse ways

4. Show interest in science and technology

5. Show love for agricultural activities

6. Demonstrate a sense of punctuality

7. Exhibit behaviour of helping friends and mates

Table 5 describes the Expected learning outcomes for Science and Technological Skill Development

per class. Meanwhile table 6 highlights the scope and sequence progression for various units in this

domain. Table 6 clearly shows that Information and Communication Technologies will not be done in

Nursery One.

NB: The terminal learning outcomes determine the various learning activities for this domain. They

are expressed in terms of KSAs.

26


Table 5: Expected learning outcomes for domain 2, Science and Technological Skills Development


1. Mathematics • Count numbers from 1 – 10

• Write numbers from 1 – 5

• Classify elements of a set

• Sort objects according to

colour, size and shape

• Use mathematical operations

(addition and subtraction)

• Comply with time

• Show interest in being

punctual

• Identify various shapes

• Bond with peers and teacher

• Count numbers from 1 – 20

• Write numbers from 1 – 10

• Classify elements of a set

• Build subsets

• Match numbers to objects

• Use simple mathematical

operations (addition,

subtraction and division)

• Read time in hours

• Bond with mates and others

• Comply with time

• Show interest in being

punctual

• Share with peers and others

2. Information and

Communication

Technologies

N/A

• Identify a computer system

• Identify common ICT devices

• Simulate the use of a remote

control, the keypad of a

communication device, the

keyboard and the mouse of a

computer system

• Play with the keyboard and

the mouse of a computer

• Identify the Power buttons of

common ICT devices

3. Sensory and

Perceptive

Education

• Identify primary colours

(sight)

• Distinguish tastes (taste)

• Diff erentiate smells (smell)

• Identify voice pitch (hearing)

• React to an external stimulus

(touch)

• Create awareness of those

who are diff erent and have

special needs

• Display colours (sight)

• Diff erentiate tastes (taste)

• Distinguish smells (smell)

• Recognise voice pitch

(hearing)

• React to an external stimulus

(touch)

• Create awareness of those

who are diff erent and have

special needs

4. Science and

Technology

Science

• Describe day and night

• Identify diff erent gravitational

forces

• Recognise environmental

danger and natural disasters

• Use water and powdered

substances to produce paste

• Show interest in science and

experiments

Science

• Describe day and night

• Identify seasons

• Identify diff erent gravitational

forces

• Recognise environmental

danger and natural disasters

• Use water and powdered

substances to produce paste


experiments

27


Technology

• Identify sources of light

• Identify appliances that use

electrical energy

• Identify materials and tools

for plumbing

• Use materials in their

environment to produce

technological miniatures

• Recognise the dangers of

electricity and electrical

appliances


technology

Technology

• Identify sources of light

• Use materials in their

environment to produce

technological miniatures

• Use materials to produce

water system connections

• Classify appliances that use

electricity

• Recognise the dangers of

electricity and electrical

appliances


technology

5. Agriculture • Identify plants

• Describe the uses of soil

• Identify sources of manure

• Describe the planting and

harvesting process

• Plant seeds and seedlings

• Care for plants and the

environment

• Identify various types of soil

• Describe the uses of soil

• Identify sources of manure

• Describe the planting and

harvesting process

• Plant seeds and seedlings

• Care for plants and the

environment

• Categorize agricultural

activities

28


Table 6: Scope and sequence for Science and Technological Skill Development


Mathematics

Counting x x

Writing numbers x x

Mathematical operations x x

Sets x x

Subsets x

Time x

ICTs Nursery 1 Nursery 2

The computer system x

ICT devices x

The keypad of a communication device x

Remote control of a device x

Keyboard and mouse of a computer x

Power buttons of ICT devices x

ICT devices and safety measures x

ICT devices and hygienic measures x

Basic notions of Abstraction x

Basic concepts of Algorithm x

Basic notions of Programming x

Sensory and Perceptive Education Nursery 1 Nursery 2

The sense of sight x x

The sense of taste x x

The sense of smell x x

The sense of hearing x x

The sense of touch x x

Science and Technology Nursery 1 Nursery 2

Science

Astronomy (Stars) x x

Gravity (Weight) x x

Nature study x x

Experiments x x

Technology and Engineering

Sources of light x x

Construction x x

Plumbing x x

Water systems connection x

Electrical appliances x x

Safety and security x x

Agriculture Nursery 1 Nursery 2

Gardening x x

Sources of manure x x

Cultivation x x

Other agricultural activities x

29


D3: Practical Life Skills and related activities

This domain develops the young learners’ life skills. Activities here are carried out through:

Citizenship, Character Education, Environmental Education, Safety Education, and Health Education

and Nutrition. As usual, the activities are carried out in fun ways and are aimed at instilling in the

learner good behaviour as well as good personal and interpersonal relationships. This domain is

geared towards appropriate character building which is a foundation for acquiring other life skills.

The activities that have been chosen to facilitate the development of the competences below have been

explained thereafter.

Competences to be developed:

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


CitizenshipCitizenship is one of the six pillars of character construction; the others are trustworthiness, respect,

responsibility, fairness and caring. Teaching Citizenship in the Cameroon Nursery School will build

up children’s integrity. Citizenship is going to develop the children’s sense of empathy, volunteerism,

knowledge of key state/local offi cials, and the care for the common good. Citizenship is a vehicle of

patriotism and highlights aspects of unity, love and living together.

Character Education The aim of introducing Character Education in the Nursery School is to continue to build up children’s

characters. Needless to say that success in life does not only depend on academics; it also depends on

good character, which must be built up from the early stage of every child’s development. Character

Education will focus on the diff erences between right and wrong, good manners, respect and good

interpersonal relationships.

Environmental EducationEnvironmental Education lays a solid foundation for love of nature and raises awareness in children

that they live in an environment which is close to nature. Therefore, nature and the environment should

be taken care of. It aims at developing the children’s sense of wonder, respect for nature and other

creatures both living and nonliving. Summarily, this activity is geared towards developing children’s

positive and caring attitudes towards where they live and interact.

Safety EducationSafety Education is part of life skill processes. Children must be taught how to be safe and how to stay

safe. That is the reason for which the teacher must lay out safety rules followed by signs/icons that can

easily be read by the children and post them in the classrooms. Home safety, road safety and school

safety constitute major areas of concern for the Nursery School learning-teaching process. Safety

Education therefore imbibes in the children not only security measures but defensive mechanisms as

well.

30


Health Education and Nutrition

Nutrition is an important component of staying healthy. Health Education and Nutrition therefore,

is taught in the Nursery School in Cameroon in order to raise awareness in children about the value

of food and make them know that there are certain things that contribute negatively to one’s state of

health. These include: bad nutrition, lack of sleep, bad postures and unhygienic living conditions.


Having acquired competences in practical life skills and citizenship values, the learners, at the end of

Nursery 2 should:

• Adhere to state and societal norms

• Practise good behaviour and love for self and others

• Adhere to good fi nancial practices

• Volunteer to help others

• Conform with environmental rules

• Practise healthy lifestyles/habits

The above terminal learning outcomes have been broken down for the two years of nursery education

in table 7. Similarly, the expected learning outcomes in the same table have been further developed

into units and classifi ed in a scope and sequence chart in table 8.

*Note that the terminal learning outcomes refl ect the various learning activities that make up this

domain and are stated in terms of KSAs.

31


Table 7: Expected learning outcomes for domain 3, Practical Life Skills


1. Citizenship • Recognise self

• Identify key state and local

offi cials

• Show love for self and others

• Recognise self

• Identify key state and local

offi cials

• Display love for self and

others

• Recognise the common

good

• Practise good leadership

• Practise giving voluntary

assistance to peers

• Identify good leadership

qualities

2. Character Education • Share with peers and others

• Conform to simple etiquettes

• Comply with transparent

fi nancial practices

• Share with peers and

others

• Conform to simple

etiquettes

• Comply with transparent

fi nancial practices

• Listen (high level skill for

the aff ective domain) to

others and show concern

3. Environmental

education

• Dispose waste properly

• Assist in the upkeep of the

environment

• Identify weather conditions

• Dispose waste properly

• Assist in the upkeep of the

environment

• Discriminate between hot

and cold weather

• classify waste

4. Safety education • Recognise dangerous objects

and places

• Comply with safety rules at

home, on their way to school,

and in school

• Recognise dangerous

objects and areas in their

environment

• Follow safety rules at all

times

5. Health and nutrition

education

• Demonstrate healthy eating

habits

• Identify a fi rst aid box

• Use appropriate posture

• Demonstrate healthy eating

habits

• Identify items in a fi rst aid

box

• Use appropriate posture

32


Table 8: Scope and sequence for Practical Life Skills


Citizenship

Self-introduction x x

National emblems and offi cials x x

Leadership qualities x

Common good x

Volunteerism x

Character Education Nursery 1 Nursery 2

Good behaviour x x

Simple etiquettes x x

Solidarity x

Environmental Education Nursery 1 Nursery 2

The environment x x

Climate change x x

Pollution x

Recycling waste x

Safety Education Nursery 1 Nursery 2

Home safety (kitchen, toilet, electrical appliances etc.) x x

Road safety (Road users, pedestrian paths, car track) x x

School safety (Playground, classroom, school yard, toilets) x x

Health and Nutrition Education Nursery 1 Nursery 2

Good health habits x x

Treatment x x

Body postures x x

D4: Arts and Crafts and related activities

The rationale of this domain is to awaken the child’s spirit of creativity, appreciation, aesthetics,

critical thinking and spatial awareness. Activities that constitute the domain will equally probe into

children’s sense of curiosity and wonder of the world around them. Crafts particularly inculcates

cultural awareness in the learners. Drawing, sculpting with clay, threading beads on a string/thread and

other activities will help to develop the child’s visual-spatial skills. Grappling with the painting brush,

and other painting materials defi nitely incites the children’s inventiveness and sense of innovation that

will impact their adult life. Today’s society needs people who seek new ways and directions, think and

make things better; not just people who follow. Arts and Crafts plays this role. The domain does not

only have playful activities for children, but it equally leads to improved academic performance; helps

the child to develop mentally, socially and emotionally. Counting pieces during activities, lays the

foundation for maths; likewise, experimenting with paint and other materials lays a science foundation

for the child. Colours used for painting and colouring, as well as discussions during these activities

develop children’s vocabulary skills. As usual, the competences to be developed via this domain are

listed and the activities which constitute the domain will be briefl y explained.

33


Competences to be developed:

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


Music and DanceHuman beings naturally love music. They feel music both physically and emotionally because it helps

to set a mood. Music calms and relaxes children and can stop them from crying or being naughty.

Music and Dance help children to socialise.

Visual Arts: Drawing and ColouringLearners express their feelings and emotions in a creative manner through this activity. Drawing and

colouring enhances children’s fi ne motor skills and eye-hand coordination. It develops the child’s

sense of initiative and autonomy.

Visual Arts: PaintingGrappling with a painting brush and learning how to control paint, scissors and other art tools motivates

learners’ subsequent writing skills. To this eff ect, learners equally develop a taste for aesthetics and

skills that will fetch them entrepreneurial interests in the future.

Handwork Handwork has been chosen as an Arts and Crafts activity because it involves learning how to

make beautiful and useful things with the hands. Making things with the hands is part of a cultural

heritage for the Cameroonian child. Hence, handwork, like other arts and crafts activities, enhances

culture. It is an opportunity to awaken the spirit of autonomy, initiative, creativity, socialisation and

entrepreneurship. Children will equally be drilled on space management and coordination. As a result

of their productions, they will have a sense of fulfi lment and self-esteem.


After active participation in the four activities related to this domain, the learners should, at the end

of Nursery 2:

• Relate to music through singing and dancing

• Draw and colour to express beauty and their thoughts

• Combine primary colours to form secondary colours

• Organise natural, found and/or recycled materials to craft objects/articles

In table 9 the terminal learning outcomes for this domain have been transposed to expected learning

outcomes per year of studies. Also, table 10 shows clearly the progression of classroom activities from

one year to the next. As will be observed in both tables, Painting will be done only in Nursery Two.

34


Table 9: Expected learning outcomes for domain 4, Arts and Crafts


1. Music and dance • Display at least one

Cameroonian dance step

• Present a song

• Display at least two

Cameroonian dance steps

• Present two songs

2. Drawing and

colouring

• Identify at least three colours

• Draw an image

• Use at least two colours to

colour

• Identify at least 4 colours

• Draw objects

• Use at least three colours to

colour

• Explain a drawing they have

presented

3. Painting • Not applicable • Use a painting brush

• Mix colours to form other

colours

• Describe their artwork

4. Handwork • Identify materials in their

environment that can be used

for handwork

• Produce a design

• Identify materials in their

environment that can be used

for handwork

• Produce a design

• Describe the object they have

produced

Table 10: Scope and sequence progression for Arts and Crafts


Music and dance

Musical instruments x x

Sol-fa notations x x

Traditional music and dance x x

Modern Cameroonian music and dance x x

Foreign music (Non Cameroonian music) x

Drawing and colouring Nursery 1 Nursery 2

Colours x x

Shapes and colouring x x

Drawing and colouring objects x

Painting Nursery 1 Nursery 2

Tools/materials used for painting x

Liquid colours x

Stamping x

Free painting x

Handwork Nursery 1 Nursery 2

Handwork materials x x

Handwork practical sessions x x

35


D5: Motor Skills and related activity

This domain enables children to act, to express and to increase awareness of their bodies through

physical and sporting activities. In relation to body movements, motor activities here are subdivided

into athletics, gymnastics and team sports. Nevertheless, motor activity (fi ne and gross motor skills) is

a broad-fi eld domain which is carried out on a daily basis in the Nursery School setting in Cameroon.

They are mostly used as transitions from one activity to the other. Motor activities enable the learner

to acquire balance and coordination. These activities, equally allow the learner to develop his/her

muscles through physical and sporting activities such as running, climbing, jumping, throwing,

playing with a ball and dancing. By participating in organized collective activities, they socialize.

Children’s participation in physical activities and sports discourages discrimination and stereotypes.

Motor activities consequently lead to appropriate muscle development, leisure and healthy living. The

main activity for this domain will be Physical Education and Sports. The reason for identifying this

activity as crucial will be explained immediately after the competences that develops this domain.

Competences to be developed

• Practice of physical, sport and artistic activities


Physical Education and Sports (PES)PES is a set of physical activities that contribute to the physical, moral, health and social development

of the learner. Physical Education and Sports contributes to the movement of the body to acquire and

foster motor behaviour that is essential for the physical growth of each child. It promotes harmonious

development of the body and makes the child fi t to perform individual and collective tasks. It is

through physical and sporting activities that the child’s brain internalises the foundations of laterality

(left, right) directionality (up, down, in, out) and position in space (over, under, behind). These are

concepts that are important to the child’s mathematical thinking, vocabulary development, reading

and writing skills. PES contributes to body fi tness.


Taking part in PES activities will groom the learner to:

• perform “baby” athletics, team sports and gymnastics

• conform with physical growth, body coordination, cognitive and interpersonal development

• follow physical education rules

• expose self to fair play

Table 11 and 12 highlight the Expected learning outcomes per level and the scope and sequence

progression chart respectively.

36


Table 11: Expected learning outcomes for Domain 5, Motor Skills


1. Athletics

• Awareness and

movement of the

body (Mobility)

• Physical eff ort

and locomotion

• Locate parts of the body

• Reproduce diff erent

movements

• Use various locomotive

skills (walking, running)

to move from one place

to the other

• Move the diff erent parts

of the body following

instructions

• Locate parts of the body

• Reproduce diff erent movements

• Use various locomotive skills

(walking, running, galloping,

hopping) to move from one place

to the other

• Move the diff erent parts of the

body following instructions

2. Team sports

• Handling/

manipulation

• Team sports

(Opposition,

cooperation)

• Use thumb/forefi nger in

pincer grasp

• Practise social

and interpersonal

communication skills

• Tolerate others

• Use thumb/forefi nger in pincer

grasp

• Use a variety of tools and

materials to build grasp and

release skills (throwing, catching,

carrying, dragging, kicking,

pulling)

• Practise social and interpersonal

communication skills

• Tolerate others

3. Gymnastics

• Body movement

and balance

• Build appropriate body

movement and balance

• Build appropriate body movement

and balance

Table 12: Scope and sequence progression for Physical Education and Sports


Athletics

Parts of the body x x

Walking x x

Running x x

Galloping x

Hopping x

Team sports Nursery 1 Nursery 2

Tug-of-war x x

Basket games x x

Water race x x

Fashion parade x x

Football x

Gymnastics Nursery 1 Nursery 2

Stretching x x

Equilibration and laterality x x

Rhythm movements with music (Ballet) x x

37


Resources and intervention strategies

The contents, techniques and possible didactic materials will be presented in tabular form. The

techniques and didactic materials are not exhaustive, although techniques that best suit an activity

should be chosen, while taking into account the contexts and the class sizes. Note should be taken that

the major Nursery Education learning-teaching approach will be the Project-Based Learning which

has been discussed at length.

This task is challenging, given that Cameroon has embraced Inclusive Education. Hence all the

learners in the classroom must be taken care of, irrespective of their diff erences. By implication,

an Individual Education Plan (IEP) must be developed in order to take care of “that” child who

needs extra attention, be he/she hard-of-hearing, visually challenged, dyslexic, physically challenged

or otherwise. This is a more cost eff ective approach to Nursery Education. The use of play and games

is, of course, a very useful technique for Nursery School activities and cannot be belaboured.

Resources/Didactic materials are very important in any learning-teaching context in general and in

a nursery school setting in particular. In the case where the means are not there, found, natural and

recycled materials should be used. These are recommended in order to rekindle the spirit of creativity

in both the learners and the teachers alike. They are less expensive. It equally calls for creativity,

innovation and resourcefulness. The materials must be harmless, attractive and manipulative. They

can also be produced by the learners, the teachers, the parents and the community.

Table 13 presents the intergrated learning themes on which all teaching-learning activities are centred

Table 13: Integrated Learning Themes for the Nursery

No Integrated Learning Theme

1 The school

2 The body

3 The family and home

4 Festivities/Celebrations

5 Plants

6 Animals

7 Occupations

8 Travelling

38


Resources and Intervention

Strategies for Nursery One

39


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ingin

g

•

Lib

rary

vis

its

•

Role

-pla

y/D

ram

atiz

atio

n

•

Pla

y “

Hid

e an

d s

eek”

•

Sto

rybooks

•

Pic

ture

char

ts

•

Audio

-vis

ual

aid

s

•

Dru

ms/

Gongs/

Flu

tes

•

Big

/min

i books:

Cre

ate

your

ow

n b

ig o

r m

ini

book b

y

usi

ng c

ard b

oar

d p

aper

•

Res

ourc

e per

sons

•

Fli

pbooks

•

Ass

ort

ed d

ram

a co

stum

es

•

Vid

eo p

roje

ctors

Oth

er u

sefu

l did

acti

c m

ater

ials

/res

ourc

es f

or

Sto

ryte

llin

g i

ncl

ude:

Post

-its

, m

arker

s, e

xper

ience

books,

nat

ura

l en

vir

onm

ent,

tel

evis

ion/R

adio

/

Tel

ephone,

Colo

urs

/Gum

, Im

ages

/pic

ture

s, N

ewsp

aper

s, C

arto

on s

trip

es, F

lannel

boar

ds

40


Tab

le 1

5:

Poet

ry a

nd

Rh

ym

es

Un

its

Exp

ecte

d l

earn

ing o

utc

om

esC

on

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Rh

ym

es

•

Lis

ten t

o r

hym

es a

nd p

oem

s

•

Dis

tinguis

h b

etw

een g

ood a

nd e

vil

•

Lull

pee

rs a

nd s

ibli

ngs

to s

leep

•

Def

end s

elf

from

dan

ger

•

Pra

ctis

e m

ora

l val

ues

•

Lull

abie

s

•

Sound r

hym

es

•

Counti

ng r

hym

es

•

Song r

hym

es

•

Rec

itat

ion

•

Dem

onst

rati

on

•

Cooper

ativ

e le

arnin

g

•

Role

-pla

y/D

ram

atiz

atio

n

•

Gam

es

•

Chan

ting/s

ingin

g

•

PB

L

•

Pic

ture

char

ts

•

Let

ter

card

s

•

Rhym

e ca

rds

•

Fla

shca

rds

•

Word

car

ds

•

Rhym

e books

Poem

s•

Rec

ite

poem

s

•

Buil

d fi

ne/

smal

l m

oto

r sk

ills

•

Rec

ognis

e fr

uit

s, a

nim

als

•

Show

love

for

sch

ooli

ng

•

Anim

al p

oem

s

•

Fru

it r

hym

es/p

oem

s

•

Counti

ng r

hym

es/

poem

s

•

Fam

ily r

hym

es/p

oem

s

•

PB

L

•

Pro

nunci

atio

n

•

Rec

itat

ion

•

Dem

onst

rati

on

•

Cooper

ativ

e le

arnin

g

•

Role

-pla

y/D

ram

atiz

atio

n

•

Chan

ting/s

ingin

g

•

Pic

ture

char

ts

•

Rhym

e ca

rds

•

Fla

shca

rds

•

Word

car

ds

•

Poem

books

•

Dem

onst

rati

ve

pic

ture

s

•

VC

D/D

VD

41


Tab

le 1

6:

Sig

n L

an

gu

age

an

d G

estu

res

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Mim

es a

nd

mim

ics

•

Imit

ate

var

ious

occ

upat

ions

•

Buil

d l

ove

for

occ

upat

ions

•

Buil

d s

mal

l m

oto

r sk

ills

•

Occ

upat

ions

•

Com

pound c

are

•

Mim

ing a

nd m

imic

kin

g

•

Role

-pla

y:

sile

nt

acts

•

Illu

stra

tions

•

Vis

ual

cues

•

Imit

atio

n

•

Gam

es/P

airi

ng

•

Puppet

s/ o

bje

cts/

Pic

ture

s

•

Illu

stra

ted s

cenes

/Com

ic

stri

pes

•

TV

and o

ther

audio

-vis

ual

aids

•

Sig

n l

anguag

e al

phab

et

•

Inte

rnet

appli

cati

ons

and

web

site

s li

ke

YouT

ube

•

Res

ourc

e per

sons

Faci

al

exp

ress

ion

s

•

Per

form

non-v

erbal

com

munic

atio

n

•

Dis

pla

y t

hei

r m

oods

via

faci

al e

xpre

ssio

ns

•

Hap

pin

ess

•

Sad

nes

s

•

Sic

knes

s

•

Surp

rise

•

Dan

ger

•

Illu

stra

tions/

Gam

es

•

Role

-pla

y:

sile

nt

acts

•

Pai

ring

•

Cooper

ativ

e le

arnin

g

•

Imit

atio

n

•

Com

ic s

trip

es/V

isual

aid

s

•

TV

and o

ther

audio

-vis

ual

aids

Char

ts/s

ign l

anguag

e

alphab

et

•

Inte

rnet

appli

cati

ons

and

web

site

s li

ke

YouT

ube

•

Pic

ture

s/R

esourc

e per

sons

42


Tab

le 1

7:

Rea

din

g

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Pic

ture

rea

din

g

•

Rea

d p

ictu

res

•

Nam

e obje

cts

•

Const

ruct

a p

hoto

gal

lery

/

album

•

Shar

e in

form

atio

n

•

Fru

its

•

Veg

etab

les

•

Flo

wer

s

•

Fam

ily m

ember

s

•

Anim

als

•

Inte

ract

ion

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g/r

hym

es

•

Role

-pla

y/I

llust

rati

ons

•

Vis

ual

cues

•

PB

L

•

Pic

ture

s/P

ictu

re c

ards

•

Char

ts

•

Vis

ual

aid

s

•

Pic

ture

books

Let

ter-

sou

nd

s •

Rec

ogniz

e le

tter

-sounds

•

Spel

l si

mple

word

s

•

Pro

nounce

word

s co

rrec

tly

•

Let

ters

of

the

alphab

et

•

Short

pas

sages

wit

h c

onte

xtu

al

voca

bula

ry i

tem

s

•

Dri

llin

g

•

Role

-pla

y/

Gam

es

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g/r

hym

es/

Illu

stra

tions

•

Alp

hab

et/

Word

car

ds

•

Fli

p c

har

ts/P

ictu

res

•

Word

bas

ket

•

Audio

-vis

ual

aid

s

Lis

ten

ing a

nd

read

ing w

ord

s

•

Lis

ten a

nd r

ead s

hort

word

s

•

Rec

ogniz

e w

ritt

en

languag

e

•

Nam

es o

f le

arner

s

•

Short

pas

sages

wit

h

targ

eted

word

s

•

Dri

llin

g

•

Role

-pla

y/G

ames

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g/r

hym

es

•

Illu

stra

tions

•

Nam

e ca

rds

•

Fli

p c

har

ts

•

Alp

hab

et/b

lend c

har

ts

•

Big

/Min

i books:

Pre

par

ed a

nd

dec

ora

ted b

y t

he

teac

her

•

Word

bas

ket

/A

udio

-vis

ual

aids

43


Tab

le 1

8:

Wri

tin

g

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Pre

-let

ter

form

ati

on

•

Rep

roduce

model

s

•

Sket

ch m

odel

s

•

Hold

wri

ting m

ater

ials

corr

ectl

y

•

Foll

ow

the

right

ord

er o

f w

riti

ng

•

Love

wri

ting

•

Scr

ibbli

ng

•

Rai

ndro

ps

•

Str

okes

/ Z

igza

g

•

Wav

es /

Can

e

•

Hooks

/Curv

es

•

Ver

tica

l li

nes

•

Hori

zonta

l li

nes

•

Tra

cing (

lett

ers

and

num

ber

s)

•

Sm

all

moto

r ex

erci

ses

•

Fre

e w

riti

ng

•

Pen

cil

gra

bbin

g

•

Tra

cing

•

Dra

win

g

•

Chal

k

•

Pen

cil

•

Arm

-boar

d

•

Tra

cing p

aper

/book

•

San

d t

ray

•

Ste

nci

ls:

lett

ers,

num

ber

s

Let

ters

an

d

nu

mb

ers

•

Wri

te l

ow

erca

se l

ette

rs

•

Wri

te w

ord

s

•

Hold

wri

ting m

ater

ials

corr

ectl

y

•

Foll

ow

the

right

ord

er o

f w

riti

ng

•

Use

the

appro

pri

ate

han

d t

o w

rite

•

Shar

e w

ith p

eers

who d

o n

ot

hav

e

•

Let

ters

of

the

alphab

et

•

Com

mon/s

imple

word

s

•

Num

ber

s 1 –

5

•

Fin

e/sm

all

moto

r ex

erci

ses

•

Han

d-e

ye

coord

inat

ion

•

Pen

cil

gra

bbin

g

•

Tra

cing

•

Pro

per

let

ter

form

atio

n

•

Dra

win

g

•

Colo

uri

ng

•

Chal

k/P

enci

l/A

rm-

boar

d/

Cra

yons

•

Tra

cing p

aper

/book

•

San

d t

ray

•

Ste

nci

ls:

lett

ers,

num

ber

s, w

ord

s

•

Rel

ated

tex

tbooks

•

Let

ter/

word

/num

ber

card

s/pap

er

44


Tab

le 1

9:

Fre

nch

Un

ités

Att

ente

s C

on

ten

us

Tec

hn

iqu

esM

até

riel

s d

idact

iqu

es

Poés

ie e

t

Com

pti

nes

•

Réc

iter

un p

oèm

e/co

mpti

ne

•

Montr

er l

’inté

rêt

pour

la

langue

fran

çais

e

•

Com

pti

nes

•

Poés

ie

•

Imit

atio

n/I

nte

ract

ion

•

Réc

itat

ions/

Chan

ts

•

Tra

vau

x e

n a

teli

er

•

Tra

vau

x e

ntr

e pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s

•

Obse

rvat

ion

•

Ob je

ts d

iver

s

•

Imag

es

Ch

an

ts•

Chan

ter

une

chan

son

•

Chan

ter

en f

rança

is p

our

le

pla

isir

•

Les

chan

sons

•

Réc

itat

ions/

Chan

ts

•

Tra

vau

x e

n a

teli

er

•

Tra

vau

x e

ntr

e pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s

•

Obje

ts d

iver

s

•

Imag

es

Salu

tati

on

s•

Dir

e bonjo

ur/

bonso

ir a

ux

amis

, au

x e

nse

ignan

ts e

t

aux c

amar

ades

•

Se

soci

alis

er a

vec

ses

cam

arad

es e

t l’

ense

ignan

t

•

Bonjo

ur/

Bonso

ir

•

Bon a

prè

s m

idi

•

Bon n

uit

•

Jeu d

e rô

le/J

eux

•

Illu

stra

tions

•

Tra

vau

x e

n a

teli

er/p

airs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s

•

Obje

ts d

iver

s

•

Imag

es

Se

pré

sen

ter

•

Se

pré

sente

r

•

Dir

e so

n n

om

en c

as

d’é

gar

emen

t

•

La

pré

senta

tion

•

Jeu d

e rô

le /

Jeux/I

llust

rati

ons

•

Tra

vau

x e

n a

teli

er/T

ravau

x

entr

e pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Imag

es/

photo

s

Com

pte

r •

Com

pte

r le

s nom

bre

s

•

Par

tager

avec

les

am

is

•

1 –

10

•

Imit

atio

n

•

Réc

itat

ions/

chan

ts

•

Jeu d

e rô

le/J

eux

•

Les

bât

onnet

s , le

s ét

iquet

tes

•

Les

mat

érie

ls div

ers

Jou

rs d

e la

sem

ain

e

•

Cit

er l

es j

ours

de

la

sem

aine

•

Les

jours

de

la

sem

aine

•

Réc

itat

ion/I

llust

rati

ons/

Dém

onst

rati

ons

•

Jeu d

e rô

le/J

eux

•

Tra

vau

x e

n a

teli

er/p

airs

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s /

Imag

es

•

Les

éti

quet

tes

45


D2

: S

cie

nce a

nd

Tech

no

log

ical S

kills

Develo

pm

en

t

Tab

le 2

0:

Math

emati

cs

Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Cou

nti

ng

•

Count

num

ber

s fr

om

1-1

0

•

Iden

tify

quan

tity

•

Run e

rran

ds

at h

om

e/sc

hool

•

Car

ry o

ut

pro

ject

s w

ith p

eers

•

Num

ber

s 1 –

10

•

Fie

ld o

bse

rvat

ion

•

Cooper

ativ

e le

arnin

g

•

Gam

es/p

lay

•

Rhym

es/s

ongs/

Counti

ng

•

Dem

onst

rati

ons

•

Counti

ng s

tick

s/ b

lock

s

•

Tab

les/

chai

rs

•

Div

erse

fru

its

•

Num

ber

car

ds

•

Peb

ble

s/A

bac

us

•

Par

ts o

f th

e body

Wri

tin

g

nu

mb

ers

•

Wri

te n

um

ber

s pro

gre

ssiv

ely

•

Hold

wri

ting m

ater

ials

corr

ectl

y

•

Foll

ow

the

right

ord

er o

f w

riti

ng

•

Shar

e w

riti

ng m

ater

ials

wit

h p

eers

•

Wri

ting n

um

ber

s

1 –

5

•

Dri

llin

g:

wit

h fi

nger

s/

toes

in t

he

air,

on t

he

fl oor,

on s

and t

ray,

on

pee

r’s

bac

k

•

Tra

cing/D

emonst

rati

on/

Role

pla

y

•

Chal

k/A

rm b

oar

d

•

Pen

cil

•

Pap

er/b

ook

•

Work

book

Cla

ss

if

yin

g

elem

ents

•

Cla

ssif

y e

lem

ents

of

a se

t

•

Iden

tify

colo

urs

•

Expre

ss s

imil

arit

y

•

Use

num

ber

s

•

Arr

ange

thei

r per

sonal

bel

ongin

gs

•

Shar

e w

ith o

ther

s

•

Ele

men

ts o

f a

set

•

Pri

mar

y c

olo

urs

•

Shap

es/S

izes

•

Quan

titi

es

•

Dis

cuss

ions/

elic

itat

ion

•

Ques

tions

and a

nsw

ers

•

Sort

ing/m

atch

ing

•

Mea

suri

ng

•

Div

erse

obje

cts:

fru

its,

colo

ure

d p

enci

ls, pen

s,

pla

stic

cork

s an

d b

ott

les,

cloth

es, hat

s, m

arble

sto

nes

,

peb

ble

s, books,

toys

Math

emati

cal

op

erati

on

s

•

Use

mat

hem

atic

al o

per

atio

ns:

addit

ion a

nd s

ubtr

acti

on

•

Work

wit

h p

eers

and o

ther

s

•

Acc

ept

diff

ere

nce

s an

d t

he

opin

ions

of

oth

ers

•

Addit

ion n

ot

more

than

10

•

Subtr

acti

on n

ot

more

than

10

•

Ques

tions

and a

nsw

ers

•

Eli

cita

tions

•

Dem

onst

rati

on

•

Gam

es /

Songs

•

Counti

ng s

tick

s

•

Pla

stic

bott

les/

cork

s,

•

Fru

its/

food i

tem

s

•

Mar

ble

sto

nes

46


Tab

le 2

1:

Sen

sory

an

d P

erce

pti

ve

Ed

uca

tion

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Th

e se

nse

of

sigh

t

•

Iden

tify

pri

mar

y c

olo

urs

(sig

ht)

•

Arr

ange

thei

r bel

ongin

gs

•

Sort

ite

ms

•

Car

ry o

ut

task

s

•

Appra

ise

bea

uty

and

aest

het

ics

•

Pri

mar

y c

olo

urs

(R

ed,

gre

en, blu

e)

•

Oth

er c

olo

urs

to b

e

det

erm

ined

by t

he

conte

xt/

envir

onm

ent

•

Dem

onst

rati

ons

•

Eli

cita

tions

•

Outd

oor

vis

it

•

Wat

chin

g v

ideo

s

•

Bli

ndfo

ldin

g

•

Colo

urs

/ M

asks/

hea

dsc

arf

•

Colo

ure

d i

tem

s: b

ow

ls, cu

ps,

scra

ps

from

tai

lor’

s sh

op

•

VC

Ds/

DV

Ds

•

TV

/Com

pute

r/la

pto

p/P

hone

Th

e se

nse

of

tast

e

•

Dis

tinguis

h t

aste

s (t

aste

)

•

Choose

food a

ppro

pri

atel

y

•

Consu

me

med

icin

es

appro

pri

atel

y

•

Sw

eet

tast

e

•

Bit

ter

tast

e

•

Tas

ting s

ample

s

•

Vid

eo p

rese

nta

tions

•

Role

-pla

y/P

rete

nce

•

Sw

eets

/sugar

/sugar

cane,

li

quid

s/

syru

pse

tc.

•

Bit

ter

her

bs/

dri

nks

Th

e se

nse

of

smel

l

•

Diff

ere

nti

ate

smel

ls (

smel

l)

•

Use

toil

ets

appro

pri

atel

y

•

Solv

e h

ealt

h a

nd

envir

onm

enta

l pro

ble

ms

•

Good s

mel

l

•

Sti

nk (

bad

sm

ell)

•

Was

te m

anag

emen

t

•

Toil

etin

g

•

Han

d w

ashin

g

•

Per

sonal

hygie

ne

•

Sm

elli

ng s

cents

•

Outd

oor

vis

it

•

Dem

onst

rati

ons

•

Vid

eo p

rese

nta

tions

•

Sta

lefo

od /

Dust

bin

•

Was

te m

anag

emen

t ar

eas

•

Toil

et/w

ater

/soap

/toil

et t

issu

e

•

DV

Ds/

VC

Ds

/TV

s

•

Per

fum

es/t

ow

el/b

ody l

oti

on /

com

b

•

Flo

wer

s

Th

e se

nse

of

hea

rin

g

•

Iden

tify

voic

e pit

ch

(hea

ring)

•

Modif

y b

ehav

iour

•

Spea

k s

oft

ly/g

entl

y

•

Spea

kin

g (

soft

voic

e

and l

oud v

oic

e)

•

Sin

gin

g a

nd d

anci

ng

•

Spea

kin

g/S

ingin

g

•

Rec

itat

ion /

Role

-pla

y

•

Conver

sati

ons/

dia

logues

•

Lea

rner

s

•

Audio

-vis

ual

aids

•

Envir

onm

ent

Th

e se

nse

of

tou

ch

•

Rea

ct t

o a

n e

xte

rnal

stim

ulu

s (t

ouch

)

•

Modif

y b

ehav

iour

•

Inte

rpre

t in

form

atio

n

•

Hot/

cold

thin

gs

•

Soft

/har

d o

bje

cts

•

Dry

/wet

obje

cts

•

Gam

es

•

Role

-pla

y

•

Bli

ndfo

ld m

ater

ials

: m

asks,

hea

d

scar

fs

•

Wat

er, st

ones

, cl

oth

es, co

tton

47


Tab

le 2

2:

Sci

ence

an

d T

ech

nolo

gy

Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Sci

ence

Ast

ron

om

y

(Sta

rs)

•

Des

crib

e day

and n

ight

•

Pla

n p

erso

nal

act

ivit

ies

•

Wea

r ap

pro

pri

ate

cloth

es

•

Day

, nig

ht

•

Sun, m

oon

•

Sta

rs e

tc.

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

Role

-pla

y/S

ongs

•

Illu

stra

tive

char

ts:

star

,

moon, su

n

•

Envir

onm

ent

Gra

vit

y

(Wei

gh

t)

•

Iden

tify

diff

ere

nt

gra

vit

atio

nal

forc

es

•

Tal

k a

bout

pre

ven

ting d

isas

ters

•

Dis

pla

y a

sen

se o

f am

bit

ion f

or

the

scie

nce

s

•

Inte

rpre

t sc

ienti

fi c

noti

ons

and d

ispel

myth

s

•

Dis

pla

y t

alen

t

•

Flo

atin

g

•

Sin

kin

g

•

Fal

ling

•

Pull

ing

•

Exper

imen

tati

on

•

Dis

cover

y/d

iscu

ssio

ns

•

cooper

ativ

e le

arnin

g

•

Dis

pla

y

•

Bal

loons/

Bal

l, s

and

•

Sto

nes

, ro

pes

, m

ud

•

Em

pty

pla

stic

bott

les

•

Fil

led p

last

ic b

ott

les

•

Bas

in/b

uck

et fi

lle

d

wit

h w

ater

Exp

erim

ents

•

Use

wat

er a

nd p

ow

der

ed s

ubst

ance

to

mak

e pas

te

•

Per

form

exper

imen

ts

•

Show

love

for

scie

nce

•

Dis

solv

ing s

ugar

mil

k, in

wat

er;

Mix

ing

soil

, cl

ay, sa

nd/c

emen

t

wit

h w

ater

to m

ake

pas

te

•

Exper

imen

tati

on/t

rial

and e

rror

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

Wood a

sh, so

il, sa

nd,

cem

ent,

cla

y, s

awdust

,

mud

•

Wat

er, bow

l, b

ott

les,

conta

iner

s

•

Sugar

, li

mes

tone

Natu

ral

ph

enom

ena

•

Rec

ognis

e en

vir

onm

enta

l dan

ger

and

nat

ura

l dis

aste

rs

•

Def

end s

elf

from

dan

ger

•

Cry

for

hel

p i

n t

he

face

of

dan

ger

•

Dis

pla

y e

moti

ons

in t

he

face

of

dis

aste

r/dan

ger

•

Flo

odin

g

•

Mounta

in e

rupti

on

•

Lan

dsl

ide

•

Hea

vy r

ainfa

ll

•

Dro

ughts

•

Dis

cover

y/d

iscu

ssio

ns

•

Ques

tions

and a

nsw

ers

•

Excu

rsio

ns

•

Vid

eo p

roje

ctio

ns

•

Nat

ura

l en

vir

onm

ent

•

Char

ts/p

ictu

res

•

Rel

evan

t V

CD

/DV

Ds

•

Rel

evan

t w

ebsi

tes

48


Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Tec

hn

olo

gy a

nd

En

gin

eeri

ng

Con

stru

ctio

n•

Inte

gra

te a

spir

it o

f obse

rvat

ion

•

Const

ruct

min

iatu

re h

ouse

s,

bri

dges

, ca

rs, ae

ropla

nes

etc

•

Show

inte

rest

in t

echnolo

gy

and e

ngin

eeri

ng

•

Buil

din

g c

onst

ruct

ion:

house

, bri

dge

•

Fab

rica

tion a

nd

asse

mbli

ng o

f

auto

mobil

es

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

PB

L

•

Dem

onst

rati

on

•

Tri

al a

nd e

rror

•

Wat

er, cl

ay, sa

nd

•

Cem

ent,

soil

, pla

stic

conta

iner

s

•

Leg

os,

hel

met

s

•

Bam

boo, glo

ves

Plu

mb

ing

•

Iden

tify

mat

eria

ls a

nd t

ools

for

plu

mbin

g

•

Const

ruct

min

iatu

re p

lum

bin

g

chan

nel

s

•

Show

inte

rest

in t

echnolo

gy

and e

ngin

eeri

ng

•

Inte

gra

te a

spir

it o

f obse

rvat

ion

•

Tools

of

the

plu

mber

•

Wat

er p

ipin

g

•

Inst

alla

tion

•

Saf

ety a

nd s

ecuri

ty

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

Dem

onst

rati

on

•

PB

L

•

Tri

al a

nd e

rror

•

Bott

les

of

wat

er,

Sto

nes

, sa

nd

•

Car

dboar

d p

aper

,

Fea

ther

s

•

Old

pla

stic

shoes

,

bal

ls, buck

ets

•

Pla

nta

in s

tem

s, l

eaves

•

Found p

ipes

, ro

pes

,

glo

ves

, j

acket

, hel

met

Sou

rces

of

ligh

t

•

Loca

te s

ourc

es o

f li

ght

•

Use

sourc

es o

f li

ghts

resp

onsi

bly

•

Sta

y a

way

fro

m d

anger

ous

sourc

es o

f li

ght

•

Nat

ura

l so

urc

es o

f

light

•

Art

ifi c

ial

sourc

es o

f

light

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

Dem

onst

rati

on

•

Outd

oor

obse

rvat

ions

•

Envir

onm

ent

•

Torc

h, la

mp, ca

ndle

s

•

Found s

ock

ets,

cab

les

•

Mat

ch/l

ighte

r

Ele

ctri

cal

ap

pli

an

ces

•

Det

ect

appli

ance

s th

at u

se

elec

tric

ity

•

Boot

a co

mpute

r

•

Turn

the

lights

on a

nd o

ff

•

Chan

ge

TV

/Rad

io c

han

nel

s

•

Show

cau

tion i

n u

sing

elec

tric

al a

ppli

ance

s

•

Appli

ance

s th

at u

se

elec

tric

ity

•

Per

sons

that

can

use

thes

e

•

Dis

cover

y

•

Dis

cuss

ions

•

Dem

onst

rati

ons

•

Role

-pla

y a

nd

dra

mat

izat

ion

•

Pee

r tu

tori

ng

•

Rad

io, tv

, ir

on,

com

pute

r, t

elep

hone,

hai

r dry

er, sh

avin

g

mac

hin

e, c

har

ger

,

mic

rophones

, et

c.

•

Pic

ture

s an

d c

har

ts

Safe

ty a

nd

secu

rity

•

Rec

ognis

e th

e dan

ger

s of

the

wro

ng u

se o

f el

ectr

icit

y a

nd

elec

tric

al a

ppli

ance

s

•

Ask

for

hel

p f

rom

adult

s to

use

elec

tric

al a

ppli

ance

s

•

Ele

ctri

cal

shock

•

Dis

cuss

ions/

Dem

onst

rati

ons

•

Role

-pla

y /

dra

mat

izat

ion

•

Sin

gin

g

•

Cooper

ativ

e le

arnin

g

•

Found c

able

s, s

ock

ets

•

Scr

ap, glo

ves

, ja

cket

,

hel

met

•

Illu

stra

tive

char

ts

49


Tab

le 2

3:

Agri

cult

ure

Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Gard

enin

g•

Iden

tify

pla

nts

•

Car

e fo

r nat

ure

•

Show

love

for

bea

uti

fyin

g t

he

envir

onm

ent

wit

h fl

ow

ers

and

pla

nts

•

Des

crib

e th

e use

s of

soil

•

Tak

e ca

re o

f th

e en

vir

onm

ent

•

Flo

wer

s

•

Pla

nts

•

Man

ure

•

Soil

s an

d u

ses

•

See

ds

•

See

dli

ngs

•

Dem

onst

rati

ons

•

Obse

rvat

ion

•

Pra

ctic

al w

ork

•

Fil

led b

ags/

tire

s

•

Div

erse

see

dli

ngs

•

Div

erse

veg

etab

les

and s

pic

es

•

Var

ious

seed

s, fl

ow

er b

eds

•

Glo

ves

, so

ils

•

Plo

t of

land

Sou

rces

of

man

ure

•

Iden

tify

sourc

es o

f m

anure

•

Det

ect

was

te

•

Thro

w w

aste

res

ponsi

bly

•

Dis

posi

ng w

aste

•

kit

chen

was

te

•

Gra

ss a

nd l

eaves

•

Anim

al w

aste

•

Dem

onst

rati

on

•

Obse

rvat

ion

•

Pra

ctic

al w

ork

•

Food p

eeli

ngs

and l

eft-

over

s

•

Wood a

sh

•

Gra

ss, le

aves

•

Goat

/cow

dung, glo

ves

Cu

ltiv

ati

on

•

Des

crib

e th

e pla

nti

ng a

nd

har

ves

ting p

roce

ss

•

Show

inte

rest

in c

rop f

arm

ing

•

Pla

nt

seed

s an

d s

eedli

ngs

•

Pla

nti

ng

•

Wee

din

g

•

Wat

erin

g

•

Har

ves

ting

•

Dem

onst

rati

on

•

Obse

rvat

ion

•

Pra

ctic

al w

ork

•

Div

erse

see

ds

and s

eedli

ngs

•

Mac

het

e/hoe

•

Illu

stra

ted c

har

ts o

f a

farm

er’s

tools

•

Wat

erin

g c

an

•

Pla

nti

ng b

ags

•

Glo

ves

50


D3

: P

racti

cal L

ife S

kills

Tab

le 2

4:

Cit

izen

ship

Un

its

Exp

ecte

d l

earn

ing

ou

tcom

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Sel

f –

intr

od

uct

ion

•

Rec

ognis

e se

lf

•

Dis

cuss

wit

h p

eers

and o

ther

s

•

Loca

te s

elf

•

Intr

oduci

ng s

elf

•

The

fam

ily

•

My t

each

er

•

My s

chool

•

Volu

nte

eris

m

•

Dia

logue/

Dis

cuss

ions

•

Role

-pla

y

•

Excu

rsio

ns

and fi

eld

vis

its

•

Illu

stra

tive

char

ts/p

ost

ers,

pic

ture

s/photo

gra

phs

•

Muse

um

s, s

chool

envir

onm

ent,

par

ks,

pal

aces

Nati

on

al

emb

lem

s an

d

Offi

cia

ls

•

Iden

tify

key

sta

te a

nd

loca

l offi

cia

ls

•

Res

pec

t ad

ult

s an

d

hie

rarc

hy

•

Show

love

for

the

countr

y a

nd

com

munit

y

•

The

Cam

eroon F

lag

•

The

Nat

ional

Anth

em,

The

Pre

siden

t, t

he

Pri

me

Min

iste

r, t

he

Min

iste

r of

Bas

ic

Educa

tion, th

e G

over

nor,

the

S.D

.O, th

e D

.O, th

e M

ayor,

the

vil

lage

or

com

munit

y

Chie

f//F

on/S

ult

an/L

amid

o

•

Fie

ld t

rips/

outd

oor

acti

vit

ies

•

Dem

onst

rati

ons

•

Role

-pla

y

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts/p

ost

ers,

pic

ture

s/photo

gra

phs

•

Rel

evan

t ca

lendar

s

•

Lib

rari

es, m

use

um

s

•

Pal

ace,

“la

mid

ade”

51


Tab

le 2

5:

Ch

ara

cter

Ed

uca

tion

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Good

beh

avio

ur

•

Shar

e w

ith p

eers

and o

ther

s

•

Show

love

to e

ver

yone

•

Sal

uta

tions

•

Appre

ciat

ion

•

Love

for

self

and o

ther

s

•

Em

pat

hy

•

Dem

onst

rati

on/

Dia

logue

•

Role

-pla

y

•

Pee

r w

ork

/ buzz

gro

up

•

Sto

ryte

llin

g

•

Cat

chy p

hra

se a

nd

emoti

cons

post

ers

•

Illu

stra

tive

char

ts,

pic

ture

s, g

ifts

Sim

ple

etiq

uet

tes

•

Confo

rm t

o s

imple

eti

quet

tes

•

Confo

rm t

o s

oci

etal

norm

s

•

Res

pondin

g t

o g

reet

ings

•

Poli

tenes

s: “

Ple

ase”

,

“Than

k y

ou”,

“I’

m s

orr

y”,

“Excu

se m

e”

•

Hones

ty

•

Tab

le m

anner

s

•

Obed

ience

•

Punct

ual

ity

•

Dem

onst

rati

on/D

ialo

gue

•

Role

-pla

y/

Sto

ryte

llin

g

•

Pee

r w

ork

/ buzz

gro

up

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts/p

ost

ers,

pic

ture

s, c

utl

erie

s, f

ood,

wat

er, bow

l fo

r w

ashin

g

han

ds

•

Rea

l obje

cts,

tap

, bott

le o

f

wat

er

52


Tab

le 2

6:

En

vir

on

men

tal

Ed

uca

tion

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Th

e

envir

on

men

t

•

Ass

ist

in t

he

upkee

p o

f th

e

envir

onm

ent

•

Thro

w l

itte

r/dir

t in

dust

bin

s

•

Pra

ctis

e cl

eanli

nes

s

•

Ass

emble

was

te

•

Iden

tify

rec

ycl

able

w

aste

•

Cle

anin

g u

p

•

Sort

ing w

aste

•

Was

te m

anag

emen

t

•

Outd

oor

acti

vit

ies

and

fi el

d t

rips

•

Cooper

ativ

e le

arnin

g

•

The

envir

onm

ent

•

Dust

bin

s

•

Illu

stra

tive

char

ts

Cli

mate

chan

ge

•

Dis

crim

inat

e b

etw

een h

ot

and

cold

wea

ther

•

Sel

ect

an a

ppro

pri

ate

dre

ss c

ode

•

Pla

y a

t th

e ri

ght

tim

e/pla

ce

•

Pra

ctis

e a

sense

of

love

and c

are

for

the

envir

onm

ent

•

War

m w

eath

er

•

Cold

wea

ther

•

Rai

ny w

eath

er

•

Sunny w

eath

er

•

Mud/d

ust

•

Types

of

cloth

es

•

Outd

oor

acti

vit

ies

and

fi el

d t

rips

•

Obse

rvat

ion a

nd

Dis

cover

y

•

Cooper

ativ

e le

arnin

g

•

The

envir

onm

ent

•

Illu

stra

tive

char

ts/

pic

ture

s

•

Var

ious

cloth

es:

pull

over

, sh

irt,

tee

shir

t,

a pai

r of

trouse

rs/s

hort

s,

single

t

53


Tab

le 2

7:

Safe

ty E

du

cati

on

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Hom

e sa

fety

•

Foll

ow

saf

ety r

ule

s at

hom

e at

all

tim

es

•

Pro

tect

sel

f fr

om

dan

ger

•

The

kit

chen

•

The

toil

et

•

Ele

ctri

cal

appli

ance

s

•

Role

-pla

y

•

Dem

onst

rati

ons

•

Cooper

ativ

e le

arnin

g

•

Kit

chen

ute

nsi

ls

•

Illu

stra

tive

char

ts o

n

how

to u

se t

he

toil

et a

nd

latr

ine

•

Toil

etri

es

•

Ele

ctri

c ca

ble

, sw

itch

,

dis

trib

uto

r

Road

safe

ty•

Foll

ow

road

saf

ety r

ule

s at

all

tim

es

•

Wal

k o

n t

he

right

side

of

the

road

•

Ask

for

adult

hel

p t

o c

ross

the

road

•

Ped

estr

ian p

aths

•

Tra

ffi c

lig

hts

•

Zeb

ra c

ross

ing

•

Dem

onst

rati

ons/

Dis

cuss

ions

•

Obse

rvat

ion/R

ole

-pla

y

•

Outd

oor

vis

its

•

Dem

onst

rati

ve

char

ts/

pic

ture

s

•

The

road

Sch

ool

safe

ty•

Foll

ow

saf

ety r

ule

s in

sch

ool

at

all

tim

es

•

Pla

y w

ith c

auti

on

•

Rep

ort

any i

nci

den

t to

the

teac

her

•

Cla

ssro

om

saf

ety

•

Pla

ygro

und s

afet

y

•

Usi

ng t

he

toil

et

•

Dem

onst

rati

on

•

Outd

oor

acti

vit

ies

•

Role

- pla

y

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts

•

Cat

chy p

hra

se p

ost

ers

wit

h e

moti

cons

•

Toil

etri

es, w

ater

, ta

p,

soap

54


Tab

le 2

8:

Hea

lth

Ed

uca

tion

an

d N

utr

itio

n

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Good

hea

lth

hab

its

•

Dem

onst

rate

good h

ealt

h h

abit

s

•

Foll

ow

hygie

ne

and s

anit

atio

n

rule

s

•

Choose

to e

at o

nly

when

nec

essa

ry

•

Pra

ctis

e av

oid

ing s

ugar

y a

nd

salt

y f

ood

•

Choose

the

right

liquid

to d

rink

•

Com

ply

to s

leep

ing t

ime

•

Bru

sh t

eeth

corr

ectl

y a

nd

regula

rly

•

Hygie

ne

•

Eat

ing h

abit

s: t

o i

ncl

ude

when

to,

what

to an

d h

ow

to e

at, al

way

s

was

hin

g h

ands

bef

ore

eat

ing a

nd

afte

r th

e to

ilet

•

Han

d w

ashin

g:

the

step

s of

han

d

was

hin

g

•

Dri

nkin

g h

abit

s: t

o i

ncl

ude

when

to, w

hat

to an

d h

ow

to d

rink

•

Sle

epin

g h

abit

s

•

Bal

ance

die

t

•

Bru

shin

g a

nd b

athin

g

•

Dem

onst

rati

on

•

Pra

ctis

e

•

Role

pla

y

•

Cooper

ativ

e le

arnin

g

•

Fru

its,

food, pota

ble

wat

er, cu

tler

y, p

late

•

Was

hin

g s

oap

, bow

l,

wat

er i

n a

bott

le,

dis

posa

ble

nap

kin

s,

tooth

bru

sh, to

oth

pas

te

•

Illu

stra

tive

char

t

of

good s

leep

ing

posi

tions,

fru

its

and

veg

etab

les,

alc

ohol

Tre

atm

ent

•

Rep

ort

inju

ry o

r sy

mpto

ms

of

illn

ess

•

Sta

y i

n g

ood h

ealt

h

•

Com

ply

wit

h h

ealt

hy h

abit

s

•

Inju

ries

•

Sym

pto

ms

of

illn

esse

s

•

Role

-pla

y a

nd

dra

mat

izat

ion

•

Cooper

ativ

e le

arnin

g

•

Ban

dag

e, p

last

er,

gau

ze, co

tton, em

pty

bott

les/

pac

ks

of

med

icat

ions

•

Illu

stra

tive

char

ts

of

a hosp

ital

or

an

inju

ry s

cene

Bod

y

post

ure

s

•

Use

appro

pri

ate

post

ure

s

•

Sit

and s

tand e

rect

•

Sle

ep c

alm

ly i

n t

he

right

posi

tion

•

Sit

ting p

osi

tions

•

Sta

ndin

g a

nd w

alkin

g p

osi

tions

•

Sle

epin

g p

osi

tions

•

Role

-pla

y a

nd

dra

mat

izat

ion

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts

•

Cla

ssro

om

envir

onm

ent

55


D4

: A

rts a

nd

Cra

fts

Tab

le 2

9:

Mu

sic

an

d D

an

ce

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Mu

sica

l

inst

rum

ents

•

Iden

tify

tra

dit

ional

and m

oder

n

musi

cal

inst

rum

ents

•

Tra

dit

ional

musi

cal

inst

rum

ents

•

Moder

n m

usi

cal

inst

rum

ents

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Guid

ed t

our

•

Xylo

phone/

Flu

te

•

Dru

m/G

ong

•

Rat

tles

/Char

ts

•

Guit

ar/P

iano

•

Mouth

org

an

•

Res

ourc

e per

son

Tra

dit

ion

al

mu

sic

an

d

dan

ce

•

Dis

pla

y a

t le

ast

one

Cam

eroonia

n d

ance

ste

p

•

Show

love

for

cult

ure

•

“Nja

ng”/

”Bik

uts

i”

•

“Monin

gnkim

”

•

“Bott

le d

ance

”

•

“Ben

sik

in”/

”Asi

ko”

•

“Gum

ba”

/”M

akoss

a”

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Xylo

phone/

Flu

te

•

Dru

m/G

ong

•

Rat

tles

/Char

ts

•

Res

ourc

e per

son

•

Audio

-vis

ual

aid

s

Sol-

fa

nota

tion

s

•

Iden

tify

rhyth

m

•

Buil

d s

elf

confi

den

ce

•

Use

voic

e sp

onta

neo

usl

y t

o

mak

e m

usi

cal

sounds

•

Work

wit

h j

oy a

nd a

ff ec

tion

•

Sim

ple

sol-

fa n

ota

tions

“doh”,

“ti

h”,

“la

h”,

“so

h”,

“fah

”, “

mih

”, “

reh”,

“doh”

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g

•

Res

ourc

e per

son

•

Audio

-vis

ual

aid

s

Mod

ern

Cam

eroon

ian

mu

sic

•

Dan

ce t

o m

usi

c

•

Expre

ss s

elf

free

ly v

ia b

ody

movem

ents

•

“Mak

oss

a”/”

Asi

ko”

•

Moder

n “

nja

ng”

•

Moder

n “

bik

uts

i” e

tc.

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Res

ourc

e per

son

•

Audio

-vis

ual

aid

s

56


Tab

le 3

0:

Dra

win

g a

nd

colo

uri

ng

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing m

ate

rials

Su

gges

ted

res

ou

rces

Colo

urs

•

Iden

tify

the

thre

e pri

mar

y

colo

urs

•

Rel

ate

to a

esth

etic

s an

d

good t

aste

•

Colo

urs

(E

spec

iall

y p

rim

ary:

Red

, blu

e, y

ello

w)

•

Cooper

ativ

e le

arnin

g

•

Dem

onst

rati

on/r

ole

pla

y

•

Colo

ure

d p

enci

ls,

rele

van

t co

loure

d

arti

cles

/obje

cts,

mat

eria

ls

•

Pro

ject

or/

com

pute

r

Sh

ap

es an

d

colo

uri

ng

•

Tra

ce a

n i

mag

e

•

Inte

gra

te c

reat

ive

and

imag

inat

ive

thin

kin

g i

n

acti

vit

ies

•

Rec

tangle

/colo

uri

ng

•

Squar

e/co

louri

ng

•

Tri

angle

/colo

uri

ng

•

Cir

cle/

Colo

uri

ng

•

Illu

stra

tions

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

ted c

har

ts

•

Div

erse

obje

cts

wit

h

rele

van

t sh

apes

:

exer

cise

book, sl

ate,

bal

l/bal

loon, ch

alk b

ox,

ora

nge,

tri

angula

r it

em

from

a m

ath s

et

•

Colo

ure

d p

enci

ls,

rele

van

t co

loure

d

arti

cles

/obje

cts,

mat

eria

ls

57


Tab

le 3

1:

Han

dw

ork

Un

its

Exp

ecte

d l

earn

ing

ou

tcom

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing m

ate

rials

Su

gges

ted

res

ou

rces

Han

dw

ork

mate

rials

•

Iden

tify

mat

eria

ls i

n t

hei

r

envir

onm

ent

that

can

be

use

d f

or

han

dw

ork

•

Foll

ow

good

envir

onm

enta

l ru

les

•

Nat

ura

l m

ater

ials

•

Found m

ater

ials

•

Rec

ycl

able

mat

eria

ls

•

Cooper

ativ

e le

arnin

g

•

Dem

onst

rati

on/r

ole

pla

y

•

PB

L

•

Ass

ort

ed m

ater

ials

dep

endin

g o

n t

he

conte

xt

Car

tons,

pap

er, le

aves

,

scra

ps

from

tai

lor’

s sh

op,

thre

ad, old

cle

an c

loth

es,

wool,

bam

boo, pre

cious

stones

, c

lay a

nd w

ater

,

pla

stic

s, w

ood, pal

m

fronds

Pra

ctic

e

sess

ion

s

•

Pro

duce

a d

esig

n o

f th

eir

choic

e

•

Mould

diff

ere

nt

obje

cts

•

Dec

ora

te i

tem

s

•

Mould

ing p

ots

, cu

ps,

pla

tes

etc.

•

Mak

ing c

row

ns,

kit

es, et

c.

•

Mak

ing d

ecora

tion i

tem

s.

•

Obse

rvat

ion a

nd d

isco

ver

y

•

Pra

ctic

e

•

Cooper

ativ

e le

arnin

g

•

Role

pla

y/d

ram

atiz

atio

n

•

Cla

y an

d w

ater

, pla

stic

s,

cart

ons,

pap

er, le

aves

,

scra

ps

from

tai

lor’

s sh

op,

thre

ad, old

cle

an c

loth

es,

wool,

bam

boo, pre

cious

stones

, w

ood, pal

m

fronds

58


D5

: M

oto

r S

kills

Tab

le 3

2:

Ph

ysi

cal

Ed

uca

tion

an

d S

port

s

Un

its

Exp

ecte

d l

earn

ing o

utc

om

esC

on

ten

tsS

ugges

t te

ach

ing a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Ath

leti

cs•

Loca

te p

arts

of

the

body

•

Expla

in t

he

nat

ure

of

dis

com

fort

in

thei

r sy

stem

•

Show

com

pas

sion f

or

those

in p

ain

• P

arts

of

the

body

•

Dem

onst

rati

on/R

ole

pla

y

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Tea

m w

ork

and

cooper

ativ

e le

arnin

g

•

Lea

rner

s/sp

ort

s w

ear

•

Pla

ygro

und

•

Rep

roduce

diff

ere

nt

movem

ents

•

Rel

ate

to d

iff e

rent

acti

vit

ies

at h

om

e

and i

n s

chool

•

Show

wil

lingnes

s in

per

form

ing t

asks

• W

alkin

g

• R

unnin

g

• G

allo

pin

g

•

Dem

onst

rati

on

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Tea

m w

ork

/ co

oper

ativ

e

lear

nin

g

•

Pla

ygro

und

•

Runnin

g t

rack

•

Saf

e su

rfac

es

Tea

m s

port

s•

Pra

ctis

e te

am s

port

s

•

Rel

ate

wit

h p

eers

and o

ther

s

har

monio

usl

y

•

Dis

pla

y a

spir

it o

f to

lera

nce

•

Pra

ctis

e so

cial

and i

nte

rper

sonal

com

munic

atio

n s

kil

ls

•

Acc

ept

def

eat,

diff

ere

nce

s an

d

diffi

cu

ltie

s

• T

ug-o

f-w

ar

• B

asket

gam

es

• W

ater

rac

e

• F

ashio

n p

arad

e

(cat

wal

k)

•

Dem

onst

rati

on

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Tea

m w

ork

/cooper

ativ

e

lear

nin

g

•

Rope/

Bal

ls

•

Bas

ket

s m

ade

from

cloth

es

•

Sport

s at

tire

Gym

nast

ics

•

Buil

d a

ppro

pri

ate

body m

ovem

ent

and

bal

ance

•

Beg

in a

body a

war

enes

s pro

cess

•

Show

love

to t

hose

who a

re p

hysi

call

y

impai

red

• T

he

body

• S

tret

chin

g

• E

quil

ibri

um

whil

e

carr

yin

g o

bje

ct

• S

om

ersa

ult

ing

• B

alle

t

•

Dem

onst

rati

on

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Bab

y g

ym

equip

men

t

•

Sli

des

, sw

ings

•

Tra

mpoli

nes

for

bounci

ng a

nd

bal

anci

ng

•

Sport

s at

tire

59


Resources and Intervention

Strategies for Nursery Two

60


D1

: L

itera

cy a

nd

Co

mm

un

icati

on

Tab

le 3

3:

Sto

ryte

llin

g

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Sh

ort

sto

ries

•

Lis

ten t

o s

hort

sto

ries

•

Dis

tinguis

h b

etw

een e

vil

and

good

•

Def

end s

elf

from

dan

ger

•

Pra

ctis

e m

ora

l val

ues

•

Val

ue

books

and r

eadin

g

•

Hold

books

in t

he

right

posi

tion

•

Foll

ow

the

appro

pri

ate

read

ing d

irec

tion

•

Sit

ere

ct w

hil

e re

adin

g

•

Com

ic s

tori

es

•

Fic

tion

•

Tra

dit

ional

sto

ries

•

Nar

rati

on

•

Ques

tions

and a

nsw

ers

•

Dem

onst

rati

on/R

ole

pla

y

•

Cooper

ativ

e le

arnin

g

•

Chan

ting/S

ingin

g

•

Lib

rary

vis

its

•

Sto

rybooks

•

Pic

ture

char

ts

•

Audio

-vis

ual

aid

s

•

Dru

ms/

Gongs/

Flu

tes

•

Big

/min

i books

•

Res

ourc

e per

sons

•

Fli

pbooks

•

Ass

ort

ed d

ram

a co

stum

es

•

Vid

eo p

roje

ctors

Gu

essi

ng s

tory

end

ings

•

Buil

d s

elf-

este

em t

hro

ugh

soci

alis

atio

n a

nd l

anguag

e

•

Com

ic s

tori

es

•

Fic

tion

•

Tra

dit

ional

sto

ries

•

Imag

inat

ive

stori

es

•

Cooper

ativ

e le

arnin

g

•

Chan

ting/S

ingin

g

•

Role

-pla

y a

nd d

ram

atiz

atio

n

•

Fli

pbooks

•

Ass

ort

ed d

ram

a co

stum

es

•

Vid

eo p

roje

ctors

Narr

ati

ng a

story

•

Bond w

ith m

ates

and

teac

her

s

•

Inte

gra

te i

nto

gro

ups

•

Rea

l li

fe n

arra

tions

•

Nar

rati

on

•

Role

-pla

y a

nd d

ram

atiz

atio

n

•

Vid

eo p

roje

ctio

ns

•

Vid

eos/

Pic

ture

char

ts

•

Dra

win

g a

nd c

olo

uri

ng

mat

eria

ls

Sou

nd

s

of

an

imal

chara

cter

s

•

Buil

d fi

ne/

smal

l an

d g

ross

moto

r sk

ills

•

Fic

tion

•

Tra

dit

ional

sto

ries

•

Role

-pla

y a

nd d

ram

atiz

atio

n

•

Vid

eo p

roje

ctio

ns

•

DV

Ds/

pro

ject

ors

•

Illu

stra

ted p

ictu

res

and

char

ts

61


Tab

le 3

4:

Poet

ry a

nd

Rh

ym

es

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

lea

rn-

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Rh

ym

es

•

Lis

ten t

o r

hym

es a

nd p

oem

s

•

Dis

tinguis

h b

etw

een e

vil

and g

ood

•

Lull

pee

rs a

nd s

ibli

ngs

to s

leep

•

Def

end s

elf

from

dan

ger

•

Pra

ctis

e m

ora

l val

ues

•

Anim

al r

hym

es

•

Fru

it p

oem

s

•

Mat

hem

atic

al

rhym

es

•

Fam

ily p

oem

s

•

Lull

abie

s

•

Sound r

hym

es

•

Rec

itat

ion/D

emonst

rati

on

•

Cooper

ativ

e le

arnin

g

•

Spel

ling a

nd p

ronunci

atio

n

•

Pic

ture

char

ts/L

ette

r ca

rds

•

Rhym

e ca

rds

/Fla

shca

rds

•

Word

car

ds/

Rhym

e books

Poem

s•

Rec

ite

poem

s

•

Buil

d fi

ne/

smal

l m

oto

r sk

ills

•

Rec

ognis

e fr

uit

s, a

nim

als

•

Show

love

for

sch

ooli

ng

•

Anim

al p

oem

s

•

Fru

it p

oem

s

•

Mat

hem

atic

al

poem

s

•

Fam

ily p

oem

s

•

Spel

ling a

nd p

ronunci

atio

n

•

Rec

itat

ion

•

Dem

onst

rati

on

•

Cooper

ativ

e le

arnin

g

•

Pic

ture

char

ts

•

Rhym

e ca

rds

•

Fla

shca

rds/

Word

car

ds

•

“Poem

” books

62


Tab

le 3

5:

Sig

n L

an

gu

age

an

d G

estu

res

Un

its

Exp

ecte

d l

earn

ing

ou

tcom

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Mim

es a

nd

mim

ics

•

Imit

ate

var

ious

occ

upat

ions

•

Buil

d t

hei

r lo

ve

for

occ

upat

ions

•

Buil

d s

mal

l/fi

ne

moto

r

skil

ls

•

Occ

upat

ions

•

Com

pound c

are

•

House

chore

s

•

Sch

ool

chore

s

•

Anim

al b

ehav

iour/

movem

ent

•

Mim

ing a

nd m

imic

kin

g

•

Role

-pla

y (

sile

nt

acts

)

•

Illu

stra

tions

•

Vis

ual

cues

•

Puppet

s/ o

bje

cts/

Pic

ture

s

•

Illu

stra

ted s

cenes

/Com

ic

stri

pes

•

TV

and o

ther

audio

-vis

ual

aids

•

Inte

rnet

appli

cati

ons

and

web

site

s li

ke

YouT

ube

•

Res

ourc

e per

sons

Faci

al

exp

ress

ion

s

•

Per

form

non-v

erbal

com

munic

atio

n

•

Dis

pla

y t

hei

r m

oods

via

fac

ial

expre

ssio

ns

•

Hap

pin

ess

•

Sad

nes

s

•

Sic

knes

s

•

Surp

rise

•

Dan

ger

•

Illu

stra

tions/

Gam

es

•

Role

-pla

y (

sile

nt

acts

)

•

Pai

ring

•

Cooper

ativ

e le

arnin

g

•

Imit

atio

n

•

Com

ic s

trip

es/V

isual

aid

s

•

TV

and o

ther

audio

-vis

ual

aids

char

ts

•

Inte

rnet

appli

cati

ons

and

web

site

s li

ke

YouT

ube

•

Pic

ture

s/R

esourc

e per

sons

Man

ner

s•

Iden

tify

wit

h p

erso

ns

who a

re d

iff e

rent

and

hav

e sp

ecia

l nee

ds

•

Rec

ognis

e per

sons

wit

h s

pec

ial

nee

ds

•

Gre

etin

gs/

Man

ner

s

•

Ple

ase

: U

se fl

at

han

d t

o m

ake

a

circ

ula

r m

oti

on o

n c

hes

t.

•

Sorr

y:

Use

fi s

t to

mak

e a

circ

ula

r

moti

on o

n c

hes

t.

•

Th

an

k y

ou

: T

ouch

the

fi nger

tips

of

one

han

d t

o c

hin

and m

ove

away

fro

m b

ody.

•

You

’re

wel

com

e: T

ouch

fi n

ger

tip

of

one

han

d t

o c

hin

and m

ove

in

an a

rc m

oti

on t

o w

aist

•

Pla

y

•

Illu

stra

tions

•

Gam

es

•

Role

-pla

y (

sile

nt

acts

)

•

Pai

ring

•

Gro

up w

ork

and

cooper

ativ

e le

arnin

g

•

Imit

atio

n /

Inte

ract

ion

•

Pra

ctic

e

•

Com

ic s

trip

es/

Pic

ture

s

•

Vis

ual

aid

s

•

TV

and o

ther

audio

-vis

ual

aids

Char

ts

•

Inte

rnet

appli

cati

ons

and

web

site

s li

ke

YouT

ube

•

Res

ourc

e per

sons

63


Tab

le 3

6:

Rea

din

g

Un

its

Exp

ecte

d l

earn

ing

ou

tcom

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Pic

ture

rea

din

g

•

Rea

d p

ictu

res

•

Nam

e obje

cts

•

Const

ruct

photo

/im

age

gal

leri

es/a

lbum

s

•

Shar

e in

form

atio

n

•

Foll

ow

inst

ruct

ions

•

Fru

its

/V

eget

able

s

•

Anim

als

/Bir

ds

•

Flo

wer

s /P

lants

•

Kit

chen

ute

nsi

ls

•

Fes

tival

s

•

Role

-pla

y

•

Gam

es

•

Dem

onst

rati

on

•

Cooper

ativ

e le

arnin

g

•

Char

ts/p

ictu

res

•

Fli

p c

har

ts

•

Big

/Min

i books

•

Word

bas

ket

•

Audio

-vis

ual

aid

s

Let

ters

of

the

alp

hab

et

•

Rec

ogniz

e le

tter

-sounds

•

Spel

l si

mple

word

s

•

Pro

nounce

word

s

corr

ectl

y

•

The

alphab

et

•

Ble

nded

sim

ple

word

s

•

Short

sen

tence

s

•

Short

pas

sages

incl

udin

g

the

word

s m

et i

n p

ictu

re-

read

ing

•

Cooper

ativ

e le

arnin

g

•

Dem

onst

rati

on

•

Role

pla

y

•

Gam

es

•

Pic

ture

s/P

ictu

re c

ards

•

Char

ts /

Vis

ual

aid

s

•

Pic

ture

books/

Big

/min

i

books

•

Cours

e books/

rela

ted

textb

ooks

•

Car

toon s

trip

s

short

sen

ten

ces

an

d t

exts

•

Rea

d w

ord

s al

oud

•

Nam

e obje

cts

•

Ask

ques

tions

•

Foll

ow

inst

ruct

ions

•

Sim

ple

word

s

•

Short

tex

ts t

o i

ncl

ude

nam

es o

f th

e obje

cts

met

in p

ictu

re r

eadin

g

•

Short

tex

ts t

o i

ncl

ude

conte

xtu

al w

ord

s

•

Role

-pla

y/G

ames

•

Sin

gin

g/r

hym

es

•

Cooper

ativ

e le

arnin

g

•

Fla

sh c

ards/

Fli

p c

har

ts

•

Alp

hab

et/b

lend c

har

ts

•

Big

/Min

i books

(Pre

par

ed

and d

ecora

ted b

y t

he

teac

her

)

•

Word

bas

ket

Audio

-vis

ual

aids

64


Tab

le 3

7:

Wri

tin

g

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Pre

– l

ette

r

form

ati

on

•

Rep

roduce

model

s

•

Sket

ch m

odel

s

•

Hold

wri

ting m

ater

ials

corr

ectl

y

•

Foll

ow

the

right

ord

er o

f

wri

ting

•

Love

wri

ting

•

Tra

cing (

lett

ers

and n

um

ber

s)

•

Long r

abbit

let

ters

(l,

h, b, f,

d, k, t,

)

•

One

arm

ed r

obot

(dow

n a

nd

retr

ace

upw

ards

(r,

i,

•

Long l

adder

(j,

g,

•

Anti

-clo

ckw

ise

lett

ers,

curl

y

cate

rpil

lar

lett

ers

and fi

gure

s

(c, a,

d, e,

g, o, q, f,

s –

0, 6,

8, 9)

•

Zig

zag l

ette

rs a

nd fi

gure

s (v

,

w, x, z

, -

1, 4, 7)

•

Dem

onst

rati

on

•

Pai

r w

ork

•

Cooper

ativ

e le

arnin

g

•

Chal

k/P

enci

l

•

Arm

-boar

d

•

Tra

cing p

aper

/book

•

San

d t

ray

•

Ste

nci

ls:

lett

ers,

num

ber

s

•

“Asc

ender

s” a

nd

“des

cender

s” g

ames

Let

ters

an

d

nu

mb

ers

•

Wri

te l

ow

erca

se, u

pper

case

lett

ers

and n

um

ber

s

•

Wri

te w

ord

s

•

Hold

wri

ting m

ater

ials

corr

ectl

y

•

Foll

ow

the

right

ord

er o

f

wri

ting

•

Shar

e w

ith p

eers

who l

ack

•

Low

erca

se l

ette

rs

•

Upper

cas

e le

tter

s

•

Com

mon w

ord

s

•

Num

ber

s 1 –

10

•

Nam

es

•

Day

s

•

Month

s

•

Dem

onst

rati

on

•

Pai

r w

ork

•

Cooper

ativ

e le

arnin

g

•

Pen

cil/

Arm

-boar

d/

cray

ons

•

Tra

cing s

hee

ts/b

ook

•

San

d t

ray

•

Ste

nci

ls:

lett

ers,

num

ber

s, w

ord

s

•

Let

ter/

word

/num

ber

card

s

Han

dw

riti

ng

•

Wri

te s

imple

sen

tence

s

•

Show

love

for

wri

ting,

aest

het

ics

and n

eatn

ess

•

SV

Os,

(S

ubje

ct, V

erb, O

bje

ct)

•

Dem

onst

rati

on/P

air

work

•

Cooper

ativ

e le

arnin

g

•

Wri

ting p

aper

/books

•

Pen

cils

/Num

ber

card

s

•

Word

car

ds/

Wri

ting

model

s

65


Tab

le 3

8:F

ren

ch

Un

ités

Att

ente

s C

on

ten

us

Tec

hn

iqu

esM

até

riel

s d

idact

iqu

es

Poés

ie e

t

Com

pti

nes

•

Réc

iter

un p

oèm

e/co

mpti

ne

•

Montr

er l

’inté

rêt

a la

lan

gue

fran

çais

e

•

Com

pti

nes

•

Poés

ie

•

Imit

atio

n /

Inte

ract

ion

•

Réc

itat

ions

/Chan

ts

•

Tra

vau

x e

n a

teli

er/

pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s

•

Obje

ts d

iver

s

•

Imag

es

Ch

an

ts•

Chan

ter

une

chan

son

•

Chan

ter

en f

rança

is pour

le

pla

isir

•

Les

chan

sons

•

Réc

itat

ions

•

Chan

ts

•

Tra

vau

x e

n a

teli

er/

pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s

•

Obje

ts d

iver

s

•

Imag

es

Se

pré

sen

ter

•

Se

pré

sente

r

•

Dir

e so

n n

om

en c

as

d’é

gar

emen

t

•

La

pré

senta

tion

•

Jeu d

e rô

le

•

Illu

stra

tions

•

Tra

vau

x e

n a

teli

er /

pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s

•

Obje

ts d

iver

s

•

Imag

es

Com

pte

r •

Com

pte

r le

s obje

ts

•

S’i

nsé

rer

dan

s la

com

munau

té

•

1 –

10

•

Jeux /

Jeu d

e rô

le

•

Tra

vau

x e

n a

teli

er

•

Obje

ts d

iver

s

Les

jou

rs d

e la

sem

ain

e

•

Cit

er l

es j

ours

de

la s

emai

ne

•

Com

muniq

uer

en f

rança

is

•

Les

jours

de

la s

emai

ne

•

Jeu d

e rô

le /

Jeux

•

Illu

stra

tions

•

Tra

vau

x e

n a

teli

er /

pai

rs

•

Dém

onst

rati

ons

•

Mat

érie

ls au

dio

vis

uel

s

•

Photo

s /O

bje

ts d

iver

s

•

Imag

es

Les

mois

de

l’an

née

•

Cit

er l

es m

ois

de

l’an

née

•

Com

muniq

uer

en f

rança

is

•

Les

mois

de

l’an

née

•

Jeu d

e rô

le

•

Tra

vau

x e

n a

teli

er /

pai

rs

•

Dém

onst

rati

ons

•

Le

cale

ndri

er

•

Les

éti

quet

tes

L’h

ym

ne

•

Chan

ter

l’hym

ne

nat

ional

•

Aim

er l

e pay

s

•

L’h

ym

ne

nat

ional

•

Réc

itat

ion /

Rép

étit

ion

•

Chan

t

•

Le

texte

d l

’hym

ne

66


D2

: S

cie

nce a

nd

Tech

no

log

ical S

kills

Develo

pm

en

t

Tab

le 3

9:

Math

emati

cs

Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

lea

rnin

g

stra

tegie

s

Su

gges

ted

res

ou

rces

Cou

nti

ng

•

Count

num

ber

s fr

om

1-2

0

•

Det

ect

quan

tity

•

Run e

rran

ds

at h

om

e/sc

hool

•

Car

ry o

ut

pro

ject

s w

ith p

eers

•

Num

ber

s 1 –

20

•

Fie

ld o

bse

rvat

ion

•

Cooper

ativ

e te

achin

g

•

Gam

es/p

lay

•

Rhym

es/s

ongs/

Dem

onst

rati

ons

•

Counti

ng s

tick

s/ B

lock

s

•

Tab

les/

chai

rs/D

iver

se f

ruit

s

•

Num

ber

car

ds/

Peb

ble

s

•

Abac

us

/Par

ts o

f th

e body

•

Pla

stic

cork

s

Wri

tin

g

nu

mb

ers

•

Wri

te n

um

ber

s

•

Wri

te n

um

ber

s pro

gre

ssiv

ely

•

Hold

wri

ting m

ater

ials

corr

ectl

y

•

Foll

ow

the

right

ord

er o

f

wri

ting, le

ft t

o r

ight

•

Shar

e w

riti

ng m

ater

ials

wit

h

pee

rs

•

Wri

ting f

rom

1 –

10

•

Dri

llin

g:

wit

h fi

nger

s/to

es i

n

the

air,

on t

he

fl oor,

on s

and

tray

, on p

eer’

s bac

k

•

Tra

cing

•

Dem

onst

rati

on

•

Copyin

g m

odel

s

•

Chal

k

•

Arm

boar

d

•

Pen

cil

•

Pap

er/b

ook

•

Work

book

Cla

ssif

yin

g

sets

an

d

sub

set

s

•

Cla

ssif

y e

lem

ents

of

a se

t

•

Iden

tify

colo

urs

•

Shar

e w

ith o

ther

s

•

Use

num

ber

s

•

Arr

ange

thei

r per

sonal

bel

ongin

gs

•

Expre

ss s

imil

arit

y

•

Ele

men

ts o

f a

set

•

Colo

urs

•

Shap

es

•

Siz

es

•

Sub s

ets

•

Dis

cuss

ions/

elic

itat

ion

•

Cooper

ativ

e le

arnin

g

•

Div

erse

obje

cts:

fru

its,

colo

ure

d p

enci

ls, pen

s,

pla

stic

cork

s an

d b

ott

les,

cloth

es, hat

s, m

arble

sto

nes

,

peb

ble

s, books,

toys

67


Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Math

emati

cal

op

erati

on

s

•

Use

mat

hem

atic

al

oper

atio

ns

(addit

ion

subtr

acti

on a

nd d

ivis

ion)

•

Work

wit

h p

eers

and

oth

ers

•

Acc

ept

diff

ere

nce

s an

d t

he

opin

ions

of

oth

ers

•

Addit

ion n

ot

more

than

20

•

Subtr

acti

on n

ot

more

than

20

•

Div

isio

n n

ot

more

than

10

•

Cooper

ativ

e le

arnin

g

•

Eli

cita

tions

•

Dem

onst

rati

on

•

Outd

oor

acti

vit

ies

•

Counti

ng s

tick

s

•

Pla

stic

bott

les/

cork

s

•

Fru

it/f

ood i

tem

s

•

Mar

ble

sto

nes

•

Div

erse

cla

ssro

om

ite

ms

Tim

e•

Com

ply

wit

h t

ime

•

Show

inte

rest

in b

eing

punct

ual

•

Show

love

for

mat

hem

atic

s

•

Show

inte

rest

in s

chooli

ng

and o

ther

act

ivit

ies

•

Morn

ing/A

fter

noon

•

Even

ing/N

ight

•

Rea

din

g t

ime

in h

ours

•

Outd

oor

obse

rvat

ions

•

Fre

e ta

lk/B

rain

storm

ing

•

Cooper

ativ

e le

arnin

g

•

Eli

cita

tions

•

Nat

ure

•

Vid

eos

•

Illu

stra

ted c

har

ts/p

ictu

res

•

Clo

ck/c

lock

fac

e

•

Bel

l/gong

68


Tab

le 4

0:

Info

rmati

on

an

d C

om

mu

nic

ati

on

Tec

hn

olo

gie

s

Un

itE

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

ts

Su

gges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

did

act

ic m

ate

rial

Th

e co

mp

ute

r

syst

em

•

Iden

tify

a c

om

pute

r sy

stem

•

Rec

ognis

e th

at d

iff e

rent

com

ponen

ts a

re n

eeded

to

hav

e a

com

pute

r sy

stem

•

syst

em u

nit

•

key

boar

d

•

mouse

•

monit

or

•

pri

nte

r/sc

anner

•

Dem

onst

rati

on

•

Dis

cuss

ions

•

Cooper

ativ

e le

arnin

g

•

Com

pute

r eq

uip

men

t:

Monit

or

; K

eyboar

d;

Mouse

; S

yst

em u

nit

;

Pri

nte

r; C

onnec

tions

•

Char

ts/L

oca

lly f

abri

cate

d

mat

eria

ls

ICT

dev

ices

•

Iden

tify

com

mon I

CT

dev

ices

•

Rec

ognis

e th

at t

hes

e dev

ices

tran

smit

info

rmat

ion

•

The

com

pute

r

•

Rad

io /

Tel

evis

ion s

ets

•

Mobil

e an

d fi

x p

hones

•

The

photo

cam

era

•

The

pro

ject

or

•

The

rem

ote

contr

ol

•

Dem

onst

rati

on

•

Dis

cuss

ions

•

Cooper

ativ

e le

arnin

g

•

ICT

dev

ices

in t

he

conte

nts

•

Char

ts c

onta

inin

g p

ictu

res

of

the

diff

ere

nt

ICT

dev

ices

•

Loca

lly f

abri

cate

d

mat

eria

ls

Th

e k

eyp

ad

of

a

com

mu

nic

ati

on

dev

ice

•

Sim

ula

te t

he

use

of

the

key

pad

of

a co

mm

unic

atio

n

dev

ice

•

Rec

ognis

e th

at t

hes

e dev

ices

are

use

d t

o m

ake

dis

tance

com

munic

atio

n

•

Mobil

e phones

•

Han

dli

ng a

mobil

e/

fi xed

phone

or

wal

kie

-

talk

ie dev

ice

•

Dem

onst

rati

on

•

Dis

cuss

ions

•

Cooper

ativ

e le

arnin

g

•

Mobil

e /fi

x p

hones

•

Char

ts c

onta

inin

g

pic

ture

s of

the

diff

ere

nt

com

munic

atio

n d

evic

es

•

Loca

lly f

abri

cate

d

mat

eria

ls

Rem

ote

con

trol

of

dev

ice

•

Sim

ula

te t

he

use

of

a re

mote

contr

ol

dev

ice

•

Rec

ognis

e th

at r

emote

contr

ol

dev

ices

contr

ol

dev

ices

at

a dis

tance

•

Types

of

rem

ote

contr

ol

•

Dem

onst

rati

on

•

Dis

cuss

ions

•

Cooper

ativ

e le

arnin

g

•

Rem

ote

contr

ol

of

a

Tel

evis

ion, D

VD

, R

adio

set,

air

condit

ioner

s

•

Char

ts w

ith t

he

diff

ere

nt

ICT

dev

ices

•

Loca

lly f

abri

cate

d

mat

eria

ls

69


Un

its

Exp

ecte

d l

earn

ing o

utc

om

esC

on

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Key

board

an

d

mou

se o

f a

com

pu

ter

•

Pla

y w

ith t

he

key

boar

d a

nd t

he

mouse

of

a co

mp

ute

r

•

Rec

ognis

e th

at key

boar

ds

and m

ice

are

use

d t

o e

nte

r in

form

atio

n i

n

com

pute

rs

•

The

key

boar

d o

f a

com

pute

r

•

The

mouse

of

a

com

pute

r

•

Dem

onst

rati

on

•

Dis

cuss

ions

•

Coop

erat

ive

lear

nin

g

•

Com

pute

r m

ouse

and k

eyb

oar

d

•

Char

ts c

onta

inin

g

pic

ture

s of

the

key

boar

ds

and

mouse

•

Loca

lly f

abri

cate

d

mat

eria

ls

Pow

er b

utt

on

s

of

IC

T d

evic

es

•

Iden

tify

the

pow

er b

utt

ons

of

com

mon I

CT

dev

ices

•

Rec

ognis

e th

at a

ll I

CT

dev

ices

hav

e p

ow

er b

utt

ons

to e

nab

le t

hem

funct

ion

•

The

pow

er b

utt

on

of

a co

mp

ute

r an

d

oth

er I

CT

dev

ices

(mob

ile

phones

,

TV

s, D

VD

pla

yer

etc.

)

•

Dem

onst

rati

on:

lear

ner

s

pra

ctis

e to

pow

er a

vai

lab

le

ICT

dev

ices

•

Dis

cuss

ions:

may

focu

s on

lett

ing l

earn

ers

shar

e th

eir

idea

s fr

om

hom

e on h

ow

they

pow

er t

hes

e dev

ices

•

Mob

ile

phones

,

TV

s, D

VD

pla

yer

•

Char

ts c

onta

inin

g

pic

ture

s of

the

diff

ere

nt

dev

ices

•

Loca

lly f

abri

cate

d

mat

eria

ls

ICT

dev

ices

an

d s

afe

ty

mea

sure

s

•

Nam

e b

asic

saf

ety m

easu

res

to b

e

ob

serv

ed w

hil

e usi

ng a

com

pute

r an

d

oth

er I

CT

dev

ices

•

Res

pec

t sa

fety

mea

sure

s w

hil

e usi

ng

ICT

dev

ices

The

dan

ger

s of:

•

touch

ing c

able

s

connec

ted t

o

elec

tric

ity

•

sitt

ing t

oo c

lose

to a

tele

vis

ion s

et

•

usi

ng a

cel

l p

hone

plu

gged

to e

lect

ric

curr

ent

•

usi

ng a

com

pute

r in

the

bed

•

Dem

onst

rati

on:

lear

ner

s

pra

ctis

e to

han

dle

ele

ctri

city

cab

les

app

rop

riat

ely

•

Dis

cuss

ions:

may

focu

s on

lett

ing l

earn

ers

shar

e th

eir

vie

ws

on s

afet

y m

easu

res

whil

e u

sing I

CT

dev

ices

•

Ob

serv

atio

n:

lear

ner

s m

ay

ob

serv

e how

oth

ers

sit

in

front

of

a te

levis

ion s

et o

r a

com

pute

r sy

stem

•

Mob

ile

phones

,

TV

s, D

VD

pla

yer

•

Char

ts c

onta

inin

g

pic

ture

s re

late

d t

o

the

conte

nt

•

Rel

ated

syll

abus/

schem

es o

f w

ork

/

text

books

•

Saf

ety g

loves

•

Char

ger

s

ICT

dev

ices

an

d h

ygie

nic

mea

sure

s

•

Nam

e hygie

nic

condit

ions

to b

e

resp

ecte

d w

hil

e usi

ng a

com

pute

r an

d

oth

er I

CT

dev

ices

•

Rec

ognis

e th

at h

ygie

nic

condit

ions

pro

long t

he

life

sp

an o

f dev

ices

and

the

safe

ty o

f th

e use

r

•

The

dan

ger

s of:

•

Eat

ing b

y a

com

pute

r

•

Dri

nkin

g b

y I

CT

dev

ices

•

Dis

cuss

ion o

n t

he

eff e

cts

of

food p

arti

cles

and w

ater

on

ICT

dev

ices

•

Illu

stra

tive

char

ts

rela

ted t

o t

he

conte

nts

70


Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

lea

rnin

g

stra

tegie

s

Su

gges

ted

res

ou

rces

Basi

c n

oti

on

s of

Ab

stra

ctio

n

•

Iden

tify

co

mm

on o

bje

cts

found a

round t

hei

r

envir

onm

ent

•

Rec

ognis

e th

at c

om

pute

rs

can s

ort

out

obje

cts

(car

s,

bic

ycl

e) o

r it

ems

wit

hout

det

ails

•

The

diff

ere

nt

nat

ure

of

obje

cts

(car

s; t

ruck

s,

bic

ycl

e, h

ouse

etc,

)

•

Dis

cuss

ions:

dis

tinguis

h t

he

types

of

obje

cts

they

see

aro

und

•

Obse

rvat

ion:

lear

ner

s m

ay g

o o

ut

of

the

clas

sroom

to o

bse

rve

the

diff

ere

nt

obje

cts

found a

round or

obse

rve

pic

ture

s an

d d

isti

nguis

h

them

•

Use

pic

ture

s to

hel

p l

earn

ers

reco

gnis

e th

e diff

ere

nce

s in

the

obje

cts

list

ed

•

Char

ts c

onta

inin

g

pic

ture

s of

the

diff

ere

nt

obje

cts

around t

he

school

and b

eyond

•

Loca

lly f

abri

cate

d

mat

eria

ls

Basi

c co

nce

pts

of

Alg

ori

thm

•

Iden

tify

ste

ps

requir

ed

to c

arry

out

a ta

sk a

s an

algori

thm

•

Rec

ognis

e th

at c

om

pute

rs

go t

hro

ugh a

ste

p b

y s

tep

pro

cess

to r

esolv

e a

pro

ble

m

Pro

cess

es:

•

Pre

par

ing t

ea f

or

bre

akfa

st

•

Pre

par

ing f

or

clas

ses

•

Was

hin

g c

loth

es

•

Dem

onst

rati

on:

pra

ctis

e how

to

real

ise

a re

al t

ask b

y g

oin

g t

hro

ugh

diff

ere

nt

step

s

•

Dis

cuss

ions:

may

focu

s on l

etti

ng

lear

ner

s ex

pla

in t

he

diff

ere

nt

step

s

involv

ed i

n p

repar

ing b

reak

fast

,

was

hin

g d

ress

es

•

Char

ts c

onta

inin

g t

he

pic

ture

s of

diff

ere

nt

acti

vit

ies

and t

he

step

s to

be

cover

ed

to e

xec

ute

them

Basi

c n

oti

on

s of

Pro

gra

mm

ing

•

Iden

tify

that

com

pute

rs

requir

e in

stru

ctio

ns

to

exec

ute

a p

rogra

m

•

Rec

ognis

e th

at c

om

pute

rs

requir

e a

seri

es o

f

inst

ruct

ions

to e

xec

ute

a t

ask

•

The

com

pute

r

pro

gra

m

•

Bas

ic t

asks

and

inst

ruct

ions

•

Dem

onst

rati

on:

pra

ctis

e how

to

pro

gra

m a

pro

gra

mm

able

toy t

o

see

how

it

work

s, c

reat

e a

gro

up o

f

lear

ner

s an

d a

ssig

n a

tas

k t

o e

ach

of

them

whic

h r

equir

es e

ach o

f

thei

r co

ntr

ibuti

ons

to a

chie

ve

the

resu

lts

•

Dis

cuss

ions:

shar

e th

eir

vie

ws

on w

hat

they

obse

rved

in

pro

gra

mm

able

toys

•

Char

ts c

onta

inin

g t

he

pic

ture

s of

diff

ere

nt

acti

vit

ies

and t

he

step

s to

be

cover

ed

to e

xec

ute

them

71


Tab

le 4

1:

Sen

sory

an

d P

erce

pti

ve

Ed

uca

tion

Un

its

Exp

ecte

d l

earn

ing o

utc

om

esC

on

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Th

e se

nse

of

sigh

t

•

Iden

tify

colo

urs

•

Arr

ange

thei

r b

elongin

gs

•

Sort

ite

ms

•

Car

ry o

ut

task

s

•

Appra

ise

bea

uty

and

aest

het

ics

•

Red

/Yel

low

•

Blu

e/P

urp

le

•

Ora

nge/

Gre

en

•

Pin

k/B

row

n

•

Dem

onst

rati

ons

•

Role

pla

y

•

Outd

oor

vis

its

•

Colo

urs

•

Colo

ure

d i

tem

s: b

ow

ls, cu

ps,

scra

ps

from

tai

lor’

s sh

op

•

VC

Ds/

DV

Ds

•

TV

/Com

pute

r/la

pto

p/a

ndro

id

phone

•

Mas

ks/

hea

dsc

arf

Th

e se

nse

of

tast

e

•

Dis

tinguis

h t

aste

s

•

Choose

food a

ppro

pri

atel

y

•

Consu

me

med

icin

es

appro

pri

atel

y

•

Sw

eet

tast

e

•

Bit

ter

tast

e

•

Sour

tast

e

•

Dem

onst

rati

on/d

iscu

ssio

ns

•

Role

-pla

y/P

rete

nce

•

Sim

ula

tion

•

Sw

eets

/sugar

/sugar

cane/

liquid

s/

syru

ps

•

Bit

ter

her

bs/

dri

nks

•

Fru

its:

ban

ana/

man

go/p

awpaw

/

pin

eapple

lim

e/le

mon/o

range

Th

e se

nse

of

smel

l

•

Diff

ere

nti

ate

smel

ls

•

Use

toil

ets

appro

pri

atel

y

•

Solv

e hea

lth a

nd

envir

onm

enta

l pro

ble

ms

•

Sti

nk (

Bad

sm

ell)

•

Good s

mel

l

•

Was

te m

anag

emen

t

•

Toil

etin

g

•

Han

d w

ashin

g

•

Per

sonal

hygie

ne

•

Dem

onst

rati

ons/

dis

cuss

ions

•

Outd

oor

vis

it

•

Role

-pla

y/d

ram

atiz

atio

n

•

Cooper

ativ

e le

arnin

g

•

Sta

lefo

od/D

ust

bin

•

Was

te m

anag

emen

t ar

eas

•

Toil

et/P

erfu

me

•

Flo

wer

s

Th

e se

nse

of

hea

rin

g

•

Iden

tify

voic

e pit

ch

•

Modif

y b

ehav

iour

•

Spea

k s

oft

ly

•

Spea

kin

g i

n d

iff e

rent

tones

: so

ft, st

rong,

loud, hig

h, lo

w

•

Musi

c: s

ooth

ing,

gen

tle,

loud, nois

y

•

Nois

e/A

nger

•

Dis

cuss

ion/d

emonst

rati

on

•

Songs

/Rec

itat

ion

•

Conver

sati

ons/

dia

logues

•

Role

-pla

y

•

Lea

rner

s

•

Audio

-vis

ual

aid

s

•

Envir

onm

ent

72


Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

lea

rnin

g

stra

tegie

s

Su

gges

ted

res

ou

rces

Th

e se

nse

of

tou

ch

•

Rea

ct t

o a

n e

xte

rnal

stim

ulu

s

•

Modif

y b

ehav

iour

•

Inte

rpre

t in

form

atio

n

•

Hot/

cold

•

Har

d/s

oft

•

Gen

tle/

soft

touch

•

Aggre

ssiv

e/w

ild t

ouch

•

Gam

es (

may

hav

e to

do a

hid

e

and s

eek a

nd t

ouch

gam

e)

•

Role

-pla

y (

pla

y t

he

role

of

a

bad

per

son a

nd g

ood p

erso

n.

A g

ood p

erso

n t

ouch

es g

entl

y

whil

e a

bad

per

son t

ouch

es

wil

dly

)

•

Bli

ndfo

ld m

ater

ials

: m

asks,

hea

d s

carf

, ro

pes

•

Wat

er, co

tton, st

ones

73


Tab

le 4

2:

Sci

ence

an

d T

ech

nolo

gy

Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Sci

ence

Ast

ron

om

y

(Sta

rs)

•

Des

crib

e day

and n

ight

•

Pla

n p

erso

nal

act

ivit

ies

•

Wea

r ap

pro

pri

ate

cloth

es

•

Sun

•

Moon

•

Sta

rs

•

Dry

and r

ainy s

easo

ns

•

Cooper

ativ

e le

arnin

g

•

Outd

oor

vis

its

•

Role

-pla

y

•

Dem

onst

rati

on

•

Illu

stra

tive

char

ts

•

Tee

-shir

ts/P

ull

over

s

•

Rai

nco

at/b

oots

•

Envir

onm

ent

Gra

vit

y

(Wei

gh

t)

•

Iden

tify

diff

ere

nt

gra

vit

atio

nal

forc

es

•

Dis

pla

y a

sen

se o

f am

bit

ion

for

the

scie

nce

s

•

Inte

rpre

t sc

ienti

fi c

noti

ons

and

dis

pel

myth

s

•

Show

love

for

scie

nce

•

Exhib

it t

alen

t

•

Flo

atin

g

•

Sin

kin

g

•

Fal

ling

•

Pull

ing

•

Eli

cita

tion

•

Exper

imen

tati

on/t

rial

and

erro

r

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

Bal

loons/

Bal

l, s

and

•

Sto

nes

, ro

pes

, m

ud

•

Em

pty

pla

stic

bott

les

•

Em

pty

pla

stic

bott

les

•

Fil

led p

last

ic b

ott

les

•

Bas

in/b

uck

et fi

lle

d

wit

h w

ater

Natu

re s

tud

y•

Iden

tify

liv

ing a

nd n

on-l

ivin

g

thin

gs

•

Obse

rve

nat

ure

•

Explo

it n

ature

wit

h c

are

•

Flo

wer

s

•

Pla

nts

•

Bir

ds

•

Anim

als

•

Nat

ure

wal

ks/

obse

rvat

ion

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

The

envir

onm

ent

•

Illu

stra

ted c

har

ts/

•

Inse

ct b

ox, sh

ades

•

Lea

f al

bum

, glo

ves

,

caps

Exp

erim

ents

•

Use

wat

er a

nd p

ow

der

ed

subst

ance

s to

mak

e pas

te

•

Per

form

exper

imen

ts

•

Show

love

for

scie

nce

•

Dis

solv

ing h

ard s

ubst

ance

s

•

Mix

ing t

o m

ake

pas

te/

dough

•

Mix

ing t

o f

orm

colo

urs

•

Exper

imen

tati

on/t

rial

and

erro

r

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

•

PB

L

•

Wood a

sh, so

il, sa

nd,

cem

ent,

cla

y, s

awdust

,

mud

•

Wat

er, bow

l, b

ott

les,

conta

iner

s, S

ugar

,

lim

esto

ne,

m

ilk

•

Colo

urs

, fl

ow

ers

74


Un

its

E

xp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Natu

ral

ph

enom

ena

•

Rec

ognis

e nat

ura

l phen

om

ena

•

Def

end s

elf/

run a

way

fro

m

dan

ger

•

Cry

for

hel

p i

n t

he

face

of

dan

ger

•

Dis

pla

y e

moti

ons

in t

he

face

of

dis

aste

r/dan

ger

•

Flo

odin

g

•

Lan

dsl

ide

•

Mounta

in e

rupti

on

•

Dra

ught

•

Torn

ado /

Ero

sion

•

Thunder

and l

ighte

nin

g

•

Dis

cover

y/d

iscu

ssio

ns

•

Excu

rsio

ns*

Outd

oor

acti

vit

ies

•

Cooper

ativ

e le

arnin

g

•

Nat

ura

l en

vir

onm

ent

•

Char

ts/p

ictu

res

•

VC

D/D

VD

s

•

Rel

evan

t w

ebsi

tes

Tec

hn

olo

gy a

nd

En

gin

eeri

ng

Con

stru

ctio

n•

Use

mat

eria

ls i

n t

hei

r

envir

onm

ent

to p

roduce

tech

nolo

gic

al m

inia

ture

s

•

Show

inte

rest

in m

anual

work

•

Buil

d fi

ne

moto

r sk

ills

•

Buil

din

g c

onst

ruct

ion:

house

, bri

dge,

tunnel

,

stai

rcas

e

•

Fab

rica

tion a

nd

asse

mbli

ng o

f m

inia

ture

sam

ple

s: c

ars,

kit

es,

canoe,

bic

ycl

es,

aero

pla

nes

, sh

ip, to

ys

•

Tri

al a

nd e

rror

•

Dem

onst

rati

on/I

mit

atio

n

•

Cooper

ativ

e le

arnin

g

•

PB

L

•

Buil

din

g b

lock

s/ l

egos

•

San

d, so

il, cl

ay, m

ud,

stic

ks,

sto

nes

, ca

rtons,

pla

nta

in l

eaves

,

bam

boo, pal

m f

ronds,

old

pla

stic

shoes

,

conta

iner

s, r

ounded

scis

sors

, ty

res

•

Illu

stra

tive

char

ts

Plu

mb

ing

•

Iden

tify

mat

eria

ls a

nd t

ools

for

plu

mbin

g

•

Show

love

for

nat

ura

l, f

ound

and r

ecycl

ed m

ater

ials

•

Plu

mbin

g t

ools

/mat

eria

ls

•

Plu

mbin

g p

roce

sses

•

Inst

alla

tion

•

Dis

cover

y/d

iscu

ssio

ns

•

Cooper

ativ

e le

arnin

g

Dem

onst

rati

on

•

Bott

les

of

wat

er, st

ones

,

sand

•

Car

dboar

d p

aper

,

feat

her

s, f

ound p

ipes

•

Old

pla

stic

s sh

oes

,

bal

ls, buck

ets

•

Pla

nta

in s

tem

s/ l

eaves

,

ropes

, m

asks,

jac

ket

s

75


Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Sou

rces

of

ligh

t•

Loca

te s

ourc

es o

f li

ght

•

Use

sourc

es o

f li

ght

resp

onsi

bly

•

Sta

y a

way

fro

m d

anger

ous

sourc

es o

f li

ght

•

Nat

ura

l so

urc

es o

f

light

•

Sec

ondar

y s

ourc

es o

f

light

•

Dis

cover

y/d

iscu

ssio

ns

•

Indiv

idual

and g

roup

work

•

Dem

onst

rati

on

•

Tri

al a

nd e

rror

•

Outd

oor

obse

rvat

ions

•

Envir

onm

ent

•

Torc

h/M

obil

e phones

•

Lam

p/C

andle

s, b

amboo

stic

ks

•

Found s

ock

ets,

cab

les

•

Mat

ch/l

ighte

r

Ele

ctri

cal

ap

pli

an

ces

•

Det

ect

appli

ance

s th

at u

se

elec

tric

ity

•

Boot

a co

mpute

r

•

Turn

the

lights

on a

nd o

ff

•

Chan

ge

TV

/Rad

io c

han

nel

s

•

Ask

for

hel

p f

rom

adult

s to

use

elec

tric

al a

ppli

ance

s

•

Appli

ance

s th

at u

se

ener

gy

•

Dis

cover

y/D

iscu

ssio

ns

•

Dem

onst

rati

ons

•

Role

-pla

y/d

ram

atiz

atio

n

•

Songs

•

Cooper

ativ

e le

arnin

g

•

Rad

io, tv

, pre

ssin

g i

ron,

com

pute

r, t

elep

hone,

hai

r

dry

er, sh

avin

g m

achin

e,

char

ger

, m

icro

phones

, et

c.

•

Illu

stra

ted p

ictu

res

and

char

ts

Safe

ty a

nd

secu

rity

•

Rec

ognis

e th

e dan

ger

s in

volv

ed

in t

he

wro

ng u

se o

f el

ectr

icit

y

and e

lect

rica

l ap

pli

ance

s

•

Ask

for

hel

p f

rom

adult

s to

use

elec

tric

al a

ppli

ance

s

•

Pla

y r

easo

nab

ly w

ith n

atura

l,

found a

nd r

ecycl

ed m

ater

ials

•

Dan

ger

s of

elec

tric

ity

: el

ectr

ical

shock

,

burn

s an

d s

cars

•

Dem

onst

rati

ons

•

Role

-pla

y/

dra

mat

izat

ion

•

Songs

•

Cooper

ativ

e le

arnin

g

•

Found c

able

s, s

ock

ets

•

Envir

onm

ent

•

Ban

dag

es, fi

rst

aid b

ox

76


Tab

le 4

3:

Agri

cult

ure

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Gard

enin

g•

Iden

tify

pla

nts

•

Car

e fo

r nat

ure

•

Show

love

for

bea

uti

fyin

g

the

envir

onm

ent

wit

h

fl ow

ers

and p

lants

•

Des

crib

e th

e use

s of

soil

•

Tak

e ca

re o

f th

e

envir

onm

ent

•

Flo

wer

s

•

Pla

nts

•

Man

ure

•

Soil

s an

d u

ses

•

See

ds/

See

dli

ngs

•

Car

ing f

or

pla

nts

•

Dem

onst

rati

ons

•

Obse

rvat

ion

•

Pra

ctic

al w

ork

/outd

oor

•

Cooper

ativ

e le

arnin

g

•

Fil

led b

ags/

tyre

s w

ith l

oam

soil

•

See

ds/

see

dli

ngs

•

Veg

etab

le/s

pic

es

•

Glo

ves

, fl

ow

er b

eds

•

Soil

s: s

andy,

cla

y, l

oam

•

Far

min

g t

ools

Sou

rces

of

man

ure

•

Iden

tify

sourc

es o

f m

anure

•

Det

ect

was

te

•

Thro

w w

aste

res

ponsi

bly

•

Dis

posi

ng w

aste

•

kit

chen

was

te

•

Anim

al w

aste

•

Com

pound w

aste

•

Com

post

man

ure

•

Dem

onst

rati

on

•

Obse

rvat

ion

•

Pra

ctic

al w

ork

/outd

oor

•

Dis

cuss

ions

•

Cooper

ativ

e le

arnin

g

•

Food p

eeli

ngs

and l

eft-

over

•

Wood a

sh/g

rass

•

Goat

/cow

/chic

ken

dung

•

Com

post

pit

•

Glo

ves

/Pla

stic

s

Cu

ltiv

ati

on

•

Des

crib

e th

e pla

nti

ng a

nd

har

ves

ting p

roce

ss

•

Show

inte

rest

in f

arm

ing

•

Pla

nt

seed

s an

d s

eedli

ngs

•

Pla

nti

ng

•

Apply

ing m

anure

•

Wee

din

g

•

Wat

erin

g

•

Har

ves

ting/P

rese

rvat

ion

•

Dem

onst

rati

on

•

Sim

ula

tion

•

Pra

ctic

al w

ork

/outd

oor

•

Cooper

ativ

e le

arnin

g

•

PB

L

•

See

ds

and s

eedli

ngs

•

Man

ure

/glo

ves

•

Far

mer

’s t

ools

•

Wat

erin

g c

an

•

Pla

nti

ng b

ags

Agri

cult

ura

l

act

ivit

ies

•

Iden

tify

var

ious

agri

cult

ura

l ac

tivit

ies

•

Fis

h f

arm

ing

•

Poult

ry f

arm

ing

•

Pig

far

min

g

•

Cat

tle

rear

ing

•

Rab

bit

/snai

l re

arin

g

•

Dem

onst

rati

on

•

Pra

ctic

al w

ork

/outd

oor

•

Fie

ld v

isit

s

•

Cooper

ativ

e le

arnin

g

•

PB

L

•

Illu

stra

ted c

har

ts

•

Nat

ura

l en

vir

onm

ent

•

Per

sonal

or

school

farm

s

•

Pig

ger

y, fi

sh p

onds,

hutc

hes

, sn

ails

77


D3

: P

racti

cal L

ife S

kills

Tab

le 4

4:

Cit

izen

ship

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Sel

f –

intr

od

uct

ion

•

Rec

ognis

e s

elf

•

Dis

cuss

wit

h p

eers

and o

ther

s

•

Loca

te s

elf

•

Intr

oduci

ng s

elf

•

The

fam

ily:

Par

ents

,

gra

ndpar

ents

, bro

ther

(s),

sist

er(s

)

•

The

teac

her

/The

school

•

The

nei

ghbourh

ood

•

Conver

sati

ons/

dia

logue

•

Dis

cuss

ions

•

Role

-pla

y

•

Sch

ool

tour

•

Illu

stra

tive

char

ts/

post

ers,

pic

ture

s/

photo

gra

phs

•

A f

amil

y a

lbum

/tre

e

•

Sch

ool

envir

onm

ent

Nati

on

al

emb

lem

s an

d

offi

cia

ls

•

Iden

tify

key

sta

te a

nd l

oca

l

offi

cia

ls

•

Res

pec

t pro

per

ty

•

Show

love

for

the

countr

y

•

The

Cam

eroon F

lag

•

The

Nat

ional

Anth

em

•

The

Pre

siden

t/T

he

Pri

me

Min

iste

r

•

Min

iste

rs o

f: B

asic

Educa

tion,

Hea

lth, S

port

s an

d P

hysi

cal

Educa

tion

•

Gover

nor,

S.D

.O, D

O, M

ayor

•

Chie

f /”

Fon”/

Sult

an/”

Lam

ido”

•

Fie

ld t

rips/

outd

oor

acti

vit

ies

•

Dem

onst

rati

ons

•

Role

-pla

y

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts/

post

ers,

pic

ture

s

•

Model

s

•

Effi

gie

s,

monum

ents

,

muse

um

s

Lea

der

ship

•

Iden

tify

good l

eader

ship

qual

itie

s

•

Res

pec

t oth

ers

and a

uth

ori

ty

•

Dis

pla

y l

ove

for

self

and o

ther

s

•

Dem

onst

rate

appro

pri

ate

beh

avio

ur

•

Ass

ist/

hel

p p

eers

and o

ther

s

•

Love

and r

espec

t

•

Lea

der

ship

qual

itie

s

•

Good m

anner

s

•

Tole

rance

•

Bull

yin

g

•

Volu

nte

eris

m (

Hel

pin

g o

ther

s,

Cle

anin

g a

t hom

e/sc

hool)

•

Role

-pla

y/

Dra

mat

izat

ion

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts/

post

ers,

pic

ture

s

•

Cap

tivat

ing/c

atch

y

phra

se p

ost

ers

wit

h

emoti

cons

Com

mon

good

(Com

mu

nit

y

pro

per

ty)

•

Rec

ognis

e th

e co

mm

on g

ood

•

Rel

ate

appro

pri

atel

y i

n t

he

com

munit

y

•

Use

fam

ily a

nd c

om

munit

y

pro

per

ties

appro

pri

atel

y

•

Hosp

ital

•

Wat

er

•

Ele

ctri

city

•

Churc

h/M

osq

ue

•

Publi

c gar

den

s

•

Outd

oor

acti

vit

ies

and e

xcu

rsio

ns

to

rele

van

t pla

ces

•

Cooper

ativ

e le

arnin

g

•

Envir

onm

ent/

hea

lth

care

fac

ilit

y

•

Illu

stra

tive

char

ts/

pic

ture

s

•

Cat

chy p

hra

ses

wit

h

emoti

cons

78


Tab

le 4

5:

Ch

ara

cter

Ed

uca

tion

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

lea

rnin

g

stra

tegie

s

Su

gges

ted

res

ou

rces

Good

beh

avio

ur

•

Shar

e w

ith p

eers

and

oth

ers

•

Show

love

and c

once

rn

•

Lis

ten t

o o

ther

s an

d s

how

conce

rn (

hig

h l

evel

skil

l/

taxonom

y f

or

the

aff e

ctiv

e

dom

ain)

•

Love

•

Res

pec

t

•

Em

pat

hy

•

Shar

ing

•

Soli

dar

ity

•

Dem

onst

rati

on/D

ialo

gue

•

Role

-pla

y

•

Pee

r w

ork

/ buzz

gro

up

•

Sto

ryte

llin

g(t

ell

a m

ora

l st

ory

in

rela

tion t

o t

he

them

es i

n c

onte

xt)

•

Cat

chy p

hra

se a

nd

emoti

cons

post

ers

•

Illu

stra

tive

char

ts,

pic

ture

s

Sim

ple

etiq

uet

te

•

Confo

rm t

o s

imple

etiq

uet

te

•

Confo

rm t

o s

oci

etal

norm

s

•

Gre

etin

gs

•

Poli

tenes

s: “P

leas

e”,

“Than

k y

ou”,

“I’

m s

orr

y”,

“Excu

se m

e”

•

Hones

ty

•

Gra

titu

de

•

Tab

le m

anner

s

•

Obed

ience

•

Punct

ual

ity

•

Nea

tnes

s

•

The

“Don’t

s”:

do n

ot

pic

k

your

nose

, do n

ot

inte

rrupt

adult

s, d

o n

ot

bull

y, d

o n

ot

shout

at o

ther

s, d

o n

ot

take

som

eone’

s th

ing w

ithout

askin

g

•

Dem

onst

rati

on/

Dia

logue

•

Role

-pla

y

•

Pee

r w

ork

/ buzz

gro

up

•

Sto

ryte

llin

g:

stori

es r

elat

ed t

o

the

them

es i

n c

onte

xt

told

by

ever

yone

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

tive

char

ts/

post

ers,

pic

ture

s,

•

Cutl

ery,

food, w

ater

,

bow

l fo

r w

ashin

g

han

ds,

under

-wea

rs,

sock

s, t

issu

e pap

er

79


Tab

le 4

6:

En

vir

on

men

tal

Ed

uca

tion

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Th

e

envir

on

men

t •

Pro

tect

the

envir

onm

ent

•

Loca

te/u

se d

ust

bin

s•

Pra

ctis

e kee

pin

g t

he

envir

onm

ent

clea

n•

Ass

emb

le w

aste

•

Iden

tify

rec

ycl

able

was

te

•

Cle

anin

g u

p

•

Sort

ing w

aste

•

Was

te m

anag

emen

t

•

Dis

cuss

ion

•

Outd

oor

acti

vit

ies

and

excu

rsio

ns

•

Songs

and r

hym

es•

Role

-pla

y a

nd

dra

mat

izat

ion

•

Coop

erat

ive

lear

nin

g

•

Dust

bin

s: b

uck

ets,

em

pty

ca

rtons,

pla

stic

bag

s, s

hopp

ing

bag

s •

Ref

use

: p

eeli

ngs,

gra

ss, le

aves

, le

ft-o

ver

food, p

aper

, ca

ns,

b

ott

les

•

Envir

onm

ent

•

Illu

stra

ted c

har

ts/p

ictu

res

•

Cat

chy p

hra

se p

ost

ers

wit

h

emoti

cons

•

Ste

ms

and s

eedli

ngs

for

pla

nti

ng

•

Bag

s an

d t

yre

s

Cli

mate

chan

ge

•

Dis

crim

inat

e b

etw

een h

ot

and c

old

wea

ther

•

Sel

ect

an a

pp

rop

riat

e dre

ss

code

•

Pla

y a

t th

e ri

ght

tim

e/p

lace

•

Pra

ctis

e of

love

and c

are

for

the

envir

onm

ent

•

War

m w

eath

er•

Cold

wea

ther

•

Rai

ny w

eath

er•

Sunny w

eath

er•

Mud/d

ust

•

Tre

e an

d fl

ow

er p

lanti

ng

•

Outd

oor

acti

vit

ies

and

fi el

d t

rip

s•

Coop

erat

ive

lear

nin

g

•

The

nat

ura

l en

vir

onm

ent

•

Illu

stra

tive

char

ts

Poll

uti

on

•

Iden

tify

the

dan

ger

s of

poll

uti

on

•

Sta

y a

way

fro

m p

ract

ices

th

at c

ause

poll

uti

on

•

Wat

er p

oll

uti

on

•

Air

poll

uti

on

•

Soil

poll

uti

on

•

Nois

e p

oll

uti

on

•

Outd

oor

acti

vit

ies

and

fi el

d t

rip

s•

Ob

serv

atio

n a

nd

Dis

cover

y•

Dis

cuss

ions

•

The

nat

ura

l en

vir

onm

ent

•

Rad

io/t

elep

hone

•

Soil

s, p

last

ics,

box o

f m

atch

es•

Found e

lect

ronic

s, i

llust

rati

ve

char

ts

Rec

ycl

ing

wast

e•

Rec

ycl

e w

aste

•

Cult

ivat

e a

sense

of

crea

tivit

y a

nd i

nit

iati

ve

•

Deg

radab

le a

nd n

on-

deg

radab

le w

aste

: th

e 3-R

s: R

educe

, R

ecycl

e an

d R

euse

•

Ob

serv

atio

n a

nd

dis

cover

y•

Outd

oor

acti

vit

ies

and

fi el

d t

rip

s•

Gro

up

work

and

coop

erat

ive

lear

nin

g

•

Nat

ura

l, f

ound a

nd r

ecycl

able

m

ater

ials

lik

e b

amb

oo, p

aper

, ca

rtons,

cork

s, s

tones

, p

ebb

les,

p

last

ic b

ott

les,

cup

s, b

ags,

shoes

•

Old

clo

thes

and s

crap

s fr

om

ta

ilor’

s sh

op

80


Tab

le 4

7:

Safe

ty E

du

cati

on

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Hom

e sa

fety

•

Foll

ow

house

saf

ety r

ule

s at

all

tim

es

•

Pro

tect

sel

ves

fro

m d

anger

•

The

kit

chen

•

Fir

e

•

Types

of

toil

ets

•

Ele

ctri

cal

appli

ance

s

•

Hot

wat

er a

nd o

il

•

Role

-pla

y/D

emonst

rati

ons

•

Cooper

ativ

e le

arnin

g

•

Kit

chen

ute

nsi

ls

•

Box o

f m

atch

es

•

llust

rati

ve

char

ts o

n

how

to u

se a

toil

et a

nd

a la

trin

e

•

Ele

ctri

c ca

ble

, sw

itch

,

dis

trib

uto

r et

c.

Road

safe

ty•

Foll

ow

road

saf

ety r

ule

s at

all

tim

es

•

Wal

k o

n t

he

right

side

of

the

road

•

Ask

for

adult

hel

p t

o c

ross

the

road

•

Road

use

s

•

Ped

estr

ian p

aths

•

Tra

ffi c

lig

hts

•

Dem

onst

rati

on/R

ole

-pla

y

•

Outd

oor

acti

vit

ies

•

Cooper

ativ

e le

arnin

g

•

Dem

onst

rati

ve

char

ts/

pic

ture

s

Sch

ool

safe

ty•

Foll

ow

sch

ool

safe

ty r

ule

s

at a

ll t

imes

•

Pla

y w

ith c

auti

on

•

Rep

ort

any i

nci

den

t to

the

teac

her

•

Cla

ssro

om

saf

ety

•

Pla

ygro

und s

afet

y

•

Toil

et s

afet

y

•

Sch

ool

yar

d s

afet

y

•

Dem

onst

rati

on

•

Cooper

ativ

e le

arnin

g

•

Outd

oor

vis

its

•

Illu

stra

tive

char

ts

•

Cat

chy p

hra

se p

ost

ers

wit

h e

moti

cons

81


Tab

le 4

8:

Hea

lth

Ed

uca

tion

an

d N

utr

itio

n

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g

an

d l

earn

ing

stra

tegie

s

Su

gges

ted

res

ou

rces

Good

hea

lth

hab

its

•

Dem

onst

rate

good h

ealt

h h

abit

s

•

Foll

ow

hygie

ne

and s

anit

atio

n r

ule

s

•

Choose

to e

at o

nly

when

nec

essa

ry

•

Choose

the

right

liquid

to d

rink

•

Com

ply

to s

leep

ing t

ime

•

Bru

sh t

eeth

corr

ectl

y a

nd r

egula

rly

•

Sta

y a

way

fro

m a

lcohol

and

cigar

ette

s

•

Sta

y a

way

fro

m d

anger

ous/

shar

p

obje

cts

•

Hygie

ne

•

Eat

ing h

abit

s: t

o i

ncl

ude

when

to, w

hat

to an

d h

ow

to e

at,

alw

ays

was

hin

g h

ands

bef

ore

eati

ng a

nd a

fter

the

toil

et

•

Han

d w

ashin

g:

the

step

s of

han

d w

ashin

g

•

Dri

nkin

g h

abit

s: t

o i

ncl

ude

when

to, w

hat

to an

d h

ow

to

dri

nk

•

Sle

epin

g h

abit

s /B

alan

ced d

iet

•

Bru

shin

g a

nd b

athin

g

•

Alc

ohol/

cigar

ette

s/H

IV/A

IDS

•

Dem

onst

rati

on/

role

pla

y

•

Cooper

ativ

e

lear

nin

g

•

PB

L

•

Fru

its,

food, pota

ble

wat

er, cu

tler

y, p

late

•

Was

hin

g s

oap

, bow

l,

wat

er i

n a

bott

le,

dis

posa

ble

nap

kin

s,

tooth

bru

sh, to

oth

pas

te, to

oth

pic

k, ra

zor

bla

des

•

Illu

stra

tive

char

t

of

good s

leep

ing

posi

tions,

fru

its

and

veg

etab

les,

alc

ohol,

cigar

ette

s

•

Hea

lthy d

iet

char

t

Tre

atm

ent

•

Iden

tify

ite

ms

for

fi rs

t ai

d t

reat

men

t

•

Rep

ort

any i

nju

ry o

r il

lnes

s to

teac

her

or

par

ent/

guar

dia

n/o

lder

sibli

ng

•

Diff

ere

nti

ate

med

icin

es i

n o

rder

to

dis

coura

ge

par

ents

and o

ther

s fr

om

road

side

med

icat

ion

•

Inju

ries

: w

ounds,

fra

cture

s

•

Illn

ess:

chole

ra, m

alar

ia,

dia

rrhoea

, dyse

nte

ry, co

ugh,

infl

uen

za

•

Road

sid

e m

edic

atio

n

•

Role

-pla

y a

nd

dra

mat

izat

ion

•

Obse

rvat

ion a

nd

dis

cover

y

•

Cooper

ativ

e

lear

nin

g

•

PB

L

•

Ban

dag

e, p

last

er,

gau

ze, co

tton, em

pty

bott

les/

pac

ks

of

med

icat

ions

•

Illu

stra

tive

char

ts:

hosp

ital

and i

nju

ry

scen

es

Bod

y

post

ure

s

•

Use

appro

pri

ate

post

ure

s

•

Sit

and s

tand e

rect

•

Sle

ep c

alm

ly i

n t

he

right

posi

tion

•

Sit

ting p

osi

tions

•

Sta

ndin

g/w

alkin

g/r

unnin

g

•

Sle

epin

g p

osi

tions

•

Role

-pla

y a

nd

dra

mat

izat

ion

•

Cooper

ativ

e

lear

nin

g

•

Illu

stra

tive

char

ts

•

clas

sroom

envir

onm

ent

82


D4:

Art

s a

nd

Cra

fts

Tab

le 4

9:

Mu

sic

an

d D

an

ce

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Mu

sica

l

inst

rum

ents

•

Iden

tify

tra

dit

ional

and

moder

n m

usi

cal

inst

rum

ents

•

Tra

dit

ional

musi

cal

inst

rum

ents

•

Moder

n m

usi

cal

inst

rum

ents

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Guid

ed t

our

•

Xylo

phone/

Flu

te

•

Dru

m/G

ong

•

Rat

tles

/Char

ts

•

Guit

ar/P

iano

•

Mouth

org

an

•

Res

ourc

e per

son

Tra

dit

ion

al

mu

sic

an

d

dan

ce

•

Dis

pla

y a

t le

ast

one

Cam

eroonia

n d

ance

ste

p

•

Show

love

for

cult

ure

•

“Nja

ng”/

”Bik

uts

i”

•

“Monin

gnkim

”

•

“Bott

le d

ance

”

•

“Ben

sik

in”/

”Asi

ko”

•

“Mak

oss

a”/”

Gum

ba”

etc

.

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Sto

ry-t

elli

ng

•

Xylo

phone/

Flu

te

•

Dru

m/G

ong

•

Rat

tles

/Char

ts

•

Res

ourc

e per

son

•

Audio

-vis

ual

aid

s

Sol-

fa

nota

tion

s

•

Iden

tify

rhyth

m

•

Buil

d s

elf

confi

den

ce

•

Sol-

fa n

ota

tions

:

•

“doh”,

“ti

h”,

“la

h”,

“so

h”

, “f

ah”,

“ m

ih”

“reh

”, “

doh”

•

“doh”

“reh

” ”m

ih”

“fa

h”

“soh”

“lah

” “

tih”

“doh”

•

“doh”

“soh”

“mih

” “d

oh”

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Illu

stra

ted c

har

ts

•

Res

ourc

e per

son

•

Audio

-vis

ual

aid

s

Mod

ern

Cam

eroon

ian

mu

sic

•

Dan

ce t

o m

usi

c

•

Expre

ss s

elf

free

ly v

ia b

ody

movem

ents

•

“Mak

oss

a”/”

Asi

ko”

•

Moder

n “

nja

ng”

•

Moder

n “

bik

uts

i”

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

Illu

stra

ted c

har

ts

•

Res

ourc

e per

son

•

Audio

-vis

ual

aid

s

Non

Cam

eroon

ian

mu

sic

•

Iden

tify

non C

amer

oonia

n

musi

c

•

Liv

e har

monio

usl

y w

ith n

on-

nat

ives

•

Musi

c fr

om

any A

fric

an l

anguag

e

zone

e.g. S

wah

ili,

Lin

gal

a, Y

oru

ba,

Ibo

•

Musi

c fr

om

oth

er c

onti

nen

ts

•

Cooper

ativ

e le

arnin

g

•

Sin

gin

g a

nd d

anci

ng

•

CD

s an

d V

CD

s

•

Phone/

radio

/TV

•

Res

ourc

e per

son

•

YouT

ube

chan

nel

s

83


Tab

le 5

0:

Dra

win

g a

nd

Colo

uri

ng

Un

its

Exp

ecte

d l

earn

ing

ou

tcom

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing m

ate

rials

Su

gges

ted

res

ou

rces

Colo

urs

•

Iden

tify

at

leas

t fo

ur

colo

urs

•

Rel

ate

to a

esth

etic

s an

d

good t

aste

•

Pri

mar

y a

nd s

econdar

y c

olo

urs

:

Red

, blu

e, y

ello

w, gre

en, ora

nge,

purp

le, bro

wn

•

Cooper

ativ

e le

arnin

g

•

Audio

-vis

ual

pro

ject

ions

•

Colo

ure

d p

enci

ls, re

levan

t

colo

ure

d a

rtic

les/

obje

cts,

mat

eria

ls

•

Pro

ject

or/

com

pute

r

Sh

ap

es an

d

colo

uri

ng

•

Tra

ce a

n i

mag

e

•

Inte

gra

te c

reat

ive

and

imag

inat

ive

thin

kin

g i

n

acti

vit

ies

•

The

Cam

eroon fl

ag

•

Rec

tangle

/colo

uri

ng

•

Squar

e/co

louri

ng

•

Tri

angle

/colo

uri

ng

•

Cir

cle/

Colo

uri

ng

•

Cooper

ativ

e le

arnin

g

•

Illu

stra

ted c

har

ts

•

Div

erse

obje

cts

wit

h

rele

van

t sh

apes

e.g

.

exer

cise

book, sl

ate,

bal

l/bal

loon, ch

alk b

ox,

ora

nge,

tri

angula

r it

em

from

a m

ath s

et

•

Colo

ure

d p

enci

ls, re

levan

t

colo

ure

d a

rtic

les/

obje

cts,

mat

eria

ls

Dra

win

g

an

d

colo

uri

ng

div

erse

ob

ject

s

•

Use

at

leas

t tw

o c

olo

urs

to c

olo

ur

•

Alt

er t

houghts

in o

rder

to t

ake

good d

ecis

ions

•

Dra

win

g a

nd c

olo

uri

ng fr

uit

s

•

Dra

win

g an

d c

olo

uri

ng p

lants

•

Dra

win

g a

nd c

olo

uri

ng c

lass

room

obje

cts

•

Dra

win

g a

nd c

olo

uri

ng k

itch

en

ute

nsi

ls

•

Cooper

ativ

e le

arnin

g

•

Role

pla

y/D

ram

atiz

atio

n

•

Colo

ure

d p

enci

ls, re

levan

t

colo

ure

d a

rtic

les/

obje

cts,

mat

eria

ls

•

Illu

stra

ted c

har

ts

84


Tab

le 5

1:

Pain

tin

g

Un

its

Exp

ecte

d l

earn

ing

ou

tcom

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Pain

tin

g

mate

rials

•

Use

a p

ainti

ng b

rush

•

Man

ipula

te o

bje

cts

and m

ater

ials

wit

hout

diffi

cu

lty

•

Nat

ura

l pai

nti

ng m

ater

ials

•

Found p

ainti

ng m

ater

ials

•

Dyei

ng

•

Pai

nti

ng s

urf

aces

•

Role

pla

y/d

ram

atiz

atio

n

•

Gro

up w

ork

and

cooper

ativ

e le

arnin

g

•

Avoca

do s

eeds,

cola

-nuts

,

fl ow

ers,

pai

nti

ng b

rush

, buck

et,

foam

, sa

nd, glo

ves

, m

ask,

card

boar

d p

aper

, w

ashab

le

pai

nt,

glu

e, s

afet

y s

ciss

ors

,

pen

cil,

dra

win

g t

ools

etc

.

•

Char

ts/p

ictu

res

Liq

uid

colo

urs

•

Mix

colo

urs

to p

roduce

oth

er c

olo

urs

•

Dis

pla

y a

sen

se o

f

aest

het

ics

and l

ove

for

crea

tivit

y

•

Pri

mar

y c

olo

urs

•

Mix

ing c

olo

urs

•

Indiv

idual

and c

oll

abora

tive

work

•

Cooper

ativ

e le

arnin

g

•

Colo

urs

•

Illu

stra

ted c

har

ts

•

Pai

nti

ng b

rush

, w

ater

, m

ask,

glo

ves

, buck

et/p

last

ic c

onta

iner

,

Pra

ctic

e •

Des

crib

e th

eir

artw

ork

•

Dis

cuss

wit

h o

ther

s

more

confi

den

tly

•

Sta

mpin

g

•

Fre

e pai

nti

ng

•

Pai

nti

ng s

hap

es

•

Pai

nti

ng s

tenci

ls

•

Pai

nti

ng w

ith s

ingle

colo

urs

•

Pai

nti

ng w

ith m

ult

iple

colo

urs

•

Obse

rvat

ion a

nd d

isco

ver

y

•

Indiv

idual

and c

oll

abora

tive

work

•

Cooper

ativ

e le

arnin

g

•

Colo

urs

/char

ts

•

Pai

nti

ng b

rush

, w

ater

, m

ask,

glo

ves

, buck

et/p

last

ic c

onta

iner

,

Pro

ject

or/

Tv/C

om

pute

r/

tele

phone

85


Tab

le 5

2:

Han

dw

ork

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing m

ate

rials

Su

gges

ted

res

ou

rces

Han

dw

ork

mate

rials

•

Iden

tify

mat

eria

ls i

n t

hei

r

envir

onm

ent

that

can

be

use

d f

or

han

dw

ork

•

Foll

ow

good e

nvir

onm

enta

l

rule

s

•

Nat

ura

l m

ater

ials

•

Found m

ater

ials

•

Rec

ycl

able

mat

eria

ls

•

Obse

rvat

ion a

nd

dis

cover

y

•

Coll

ecti

on

•

Dis

cuss

ion

•

Gro

up w

ork

and

cooper

ativ

e le

arnin

g

•

Ass

ort

ed m

ater

ials

dep

endin

g

on y

our

envir

onm

ent

e.g

.

Car

tons,

pap

er, le

aves

, sc

raps

from

tai

lor’

s sh

op, th

read

, old

clea

n c

loth

es, w

ool,

bam

boo,

pre

cious

stones

, c

lay a

nd

wat

er, pla

stic

s, w

ood, pal

m

fronds

Pra

ctic

e

sess

ion

s

•

Pro

duce

a d

esig

n o

f th

eir

choic

e

•

Show

inte

rest

in u

sing t

hei

r

han

ds

to p

roduce

thin

gs

•

Show

love

for

ethic

s an

d

work

wel

l done

•

Mould

ing p

ots

, cu

ps,

pla

tes

•

Mak

ing c

row

ns,

kit

es, et

c.

•

Mak

ing d

ecora

tion i

tem

s

•

Mak

ing b

eads

•

Mak

ing d

ust

ers,

bal

ls, ta

ble

cloth

, ap

rons,

etc

.

•

Scu

lpti

ng c

hai

rs, ca

rs,

aero

pla

nes

, effi

gie

s et

c.

•

Thre

adin

g

•

Sti

tchin

g

•

Dec

ora

ting

•

Pas

ting

•

Wea

vin

g

•

Gro

up w

ork

and

cooper

ativ

e le

arnin

g

•

Dem

onst

rati

on

•

Cla

y a

nd w

ater

, pla

stic

s,

cart

ons,

pap

er, le

aves

, sc

raps

from

tai

lor’

s sh

op, th

read

,

bea

ds,

old

cle

an c

loth

es,

wool,

bam

boo, pre

cious

stones

, w

ood, pal

m f

ronds

•

Thre

ad, ro

unded

cro

chet

ing

pin

, w

ool,

pla

in m

ater

ial,

colo

ure

d p

aper

, ra

ffi a

86


D5

: M

oto

r S

kills

Tab

le 5

3:

Ph

ysi

cal

Ed

uca

tion

an

d S

port

s

Un

its

Exp

ecte

d l

earn

ing o

utc

om

es

Con

ten

tsS

ugges

ted

tea

chin

g a

nd

learn

ing s

trate

gie

s

Su

gges

ted

res

ou

rces

Ath

leti

cs•

Loca

te p

arts

of

the

body

•

Expla

in t

he

nat

ure

of

dis

com

fort

in

his

/her

syst

em

•

Rep

ort

in c

ase

of

any d

isco

mfo

rt i

n

the

body

•

Par

ts o

f th

e body

•

Dem

onst

rati

on

•

Role

pla

y

•

Imit

atio

n/p

ract

ice

•

Tea

m w

ork

•

Lea

rner

s

•

Sport

wea

r

•

Pla

y g

round

•

Rep

roduce

diff

ere

nt

movem

ents

•

Rel

ate

to d

iff e

rent

acti

vit

ies

at h

om

e

and i

n s

chool

•

Volu

nte

er t

o h

elp a

t hom

e an

d i

n

school

•

Wal

kin

g

•

Runnin

g

•

Gal

lopin

g

•

Hoppin

g

•

Jum

pin

g

•

Sli

din

g

•

Dem

onst

rati

on

•

Obse

rvat

ion a

nd

dis

cover

y

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Tea

m w

ork

•

Pla

y g

round

•

Runnin

g t

rack

•

Saf

e su

rfac

es

Tea

m s

port

s•

Pra

ctis

e te

am s

port

s

•

Rel

ate

wit

h p

eers

and o

ther

s

har

monio

usl

y

•

Dis

pla

y a

spir

it o

f to

lera

nce

•

Pra

ctis

e so

cial

and i

nte

rper

sonal

com

munic

atio

n s

kil

ls

•

Acc

ept

def

eat,

diff

ere

nce

s an

d

diffi

cu

ltie

s

•

Tug-o

f-w

ar

•

Bas

ket

gam

es

•

Wat

er r

ace

•

Fas

hio

n p

arad

e

•

Footb

all

•

Dem

onst

rati

on

•

Obse

rvat

ion a

nd

dis

cover

y

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Rope/

Bal

ls

•

Bas

ket

s m

ade

from

cloth

es

•

Sport

s at

tire

Gym

nast

ics

•

Buil

d a

ppro

pri

ate

body m

ovem

ent

and b

alan

ce

•

Beg

in a

body a

war

enes

s pro

cess

•

Sta

y a

way

fro

m d

anger

ous

pla

y

•

Rep

ort

dan

ger

ous

pla

y t

o t

he

teac

her

•

Body p

arts

•

Str

etch

ing

•

Equil

ibri

um

whil

e ca

rryin

g

obje

ct

•

Som

ersa

ult

ing

•

Wal

kin

g o

n h

ands

and f

eet

•

Bal

let

•

Dem

onst

rati

on

•

Obse

rvat

ion a

nd

dis

cover

y

•

Imit

atio

n/p

ract

ice

•

Fie

ld w

ork

•

Bab

y g

ym

equip

men

t

and g

round

•

Sli

des

, sw

ings

•

Tra

mpoli

nes

for

bounci

ng a

nd

bal

anci

ng

•

Ass

ort

ed b

alle

t outfi

ts

87


Instructional Strategies

Teaching methods are special procedures through which educational goals are reached (Salla,2010). No

matter how a Curriculum is beautifully laid out, if the learning-teaching approaches/strategies are not

appropriate, the Curriculum will not be able to serve the purpose for which it is intended. In this light,

the Project-Based Learning approach has been highlighted to render the learning-teaching process in

the Nursery School in Cameroon more practical. This approach is powered by the Integrated-Theme

Learning (ITL) and Cooperative Learning (CL) strategies.

The integrated learning themes are very useful when drawing up schemes of work. In order not to

make the themes sound as a repetition, and to sustain learners’ interest, each integrated learning theme

should be subdivided into four components. The column titled context in the schemes of work table,

should carry the components of the theme for the month. A component will run through a week. In

order to make the learning-teaching process in the Nursery School in Cameroon more contextual and

enjoyable, eight integrated themes have been chosen to guide classroom practices. These are:

1. The school

2. The body

3. The family and the home

4. Festivities/Celebrations

5. Plants

6. Animals

7. Occupations

8. Travelling

These themes are going to run through all the activities within a given period. As a matter of fact,

integrated learning themes are guiding principles or guidelines around which all the activities for a

defi ned period of time will centre around. This is going to have an impact on project-based learning.

That is, the end result should always be a project to be realised by the learners.

Project-Based Learning (PBL)

Project-based learning is a pragmatic approach to learning in which learners create their own knowledge

through learning activities built around intellectual inquiry and a high degree of engagement with

meaningful tasks. Projects are designed to allow learners with a variety of diff erent learning styles to

demonstrate their acquired knowledge, skills and attitudes. Therefore, a well-designed Project-Based

Learning activity is one which addresses diff erent learning styles and does not assume that all learners

can demonstrate their knowledge, skills and attitudes in a single or standard way. It is an eff ective way

of connecting classroom activities to the real world through a process of integrating the four broad-

based competences in the learner’s life. PBL is an “investigative” or “discovery” type of learning.

It is a research-based method of learning, wherein, together with the learners, questions are asked,

investigated and solutions proposed and presented.

Commitment to project-based learning enables the learner to solve many problems and makes the

teaching-learning process more skill-based. In practical terms, PBL can be implemented in the

following ways:

88


1. Identify a problem: This has to be done together with the learners in order to give them ownership

of their learning and of the fi nal product which will be the project. Once a problem is identifi ed, a

project is designed to bring about a solution to the said problem.

2. Identify all the parts of a project namely: Beginning, progression and a culminating event. That

is, you should master how to start off with the project because as mentioned earlier, it should be a

process that involves learning across the curriculum or better still, across all subjects. There is a

progression part in a project in Project-Based Learning in order to show that the project is not an

end in itself but a means to an end. This implies that the subjects are taught in order to enable the

learner either solve a problem or produce something concrete.

3. Brainstorm with colleagues about the progression and set aside a “Project Book” where ideas

are jotted down. Points about the progress of the project should equally be jotted (monitoring

progress). This enables the actors in the project to see what is working and what is not working

and reformulate questions and bring out more concrete solutions. This will also lead or aid in the

culmination event where the entire process will be explained.

4. Discuss with learners. Learners are skilfully guided both in class and at the project site towards the

realisation of the project. The learner’s place should not be taken up by the teacher; they should be

guided to complete or carry out tasks as individuals and as groups as the case may be. The tasks

should not be carried out for them: leading questions and clues are vital in helping them carry out

their tasks.

5. Assign a role to every learner. No learner should feel isolated or abandoned nor left behind.

Assigning roles empowers them and builds the spirit of togetherness, initiative, creativity and

responsibility in the learner.

6. Discuss the progress of the project with individual learners, groups and with the whole class.

Discussing the progress of the project entails participation, improving on aspects that are lacking

and making the project participants (learners) feel anxious to complete the task/solve the problem.

7. Respect all the three parts of the project, that is, introduction (identifying a problem and proposing

a solution that is a project), progression (carrying out the project) and the culmination event

(presenting and evaluating the project).

NB: The culmination event may include a guided visit to the project site (led by a learner) and

presentation event. During the presentation event, each pupil or group of pupils must identify the

parts they played in the project. Empower the learners to be proud of their success story. Time has to

be allocated for rehearsals before the fi nal day of presentation. The teacher should evaluate the success

of the project with the help of the points in the “Project exercise/note book”. Project-based learning

helps us to assess and off er useful help to learners as many times as the need arises.

Benefi ts of Project Based Learning

• Promotes lifelong learning skills

• Enhances logical thinking

• Promotes team spirit/hard work

• Promotes entrepreneurial skills

• Promotes bonding and interaction

• Creates responsible attitudes in learners

• Helps learners to manage their resources

89


• Motivates learners

• Builds confi dence in learners

• Renders learning practical

• Situates learning in a real life situation

• Makes learners inquisitive/curious

• Develops problem-solving skills in learners

• Improves on learners communication skills (pitching)

• Makes the task of assessment and evaluation for the teacher easier and more enjoyable

Cooperative Learning (CL)Cooperative learning is a specifi c kind of collaborative learning. In cooperative learning, pupils work

together in small teams on a structured activity. They are individually accountable for their work, and

the work of the group as a whole is also assessed. The Integrated Theme Learning and Cooperative

Learning are supporting strategies of the PBL.

The strategy consists of putting learners into small, mixed-ability learning teams. They are responsible

not only for learning the contents in question, but also for helping their teammates learn. The most

amazing thing here is that the learning process becomes a web, wherein you do not succeed alone. The

learners must be made to understand that if one person fails, the entire team/boat sinks, and if on the

other hand, one person succeeds the success aff ects everyone else. Within cooperative learning teams,

learners discuss with one another, and support each other. Cooperative learning is constituted of teams

because with cooperative learning:

ü goals are shared

ü information is circulated

ü roles are assigned

ü materials are managed

ü teammates depend on one another to complete tasks successfully

ü learners learn to respect each other’s contributions and opinions

ü learners engage in “cognitive collaboration.” (They must organize their thoughts to explain

ideas to team mates)

ü learners have FUN learning

ü learners’ social nature are used to their advantage

ü Social, leadership, communication, decision making, problem solving, and confl ict resolution

skills are developed

90


Assessment strategiesAssessment is the process of gathering information about learners. The sole aim of this information

gathering is to make decisions about their education. Furthermore, assessment is a means of objectively

enlightening parents on their children’s progress in school. Hence “progress” is a key word. In the

Nursery School, assessment activities must as much as possible be observable and fun. Strategies used

must be comprehensive. Children must be assessed fairly and at the same time taking into consideration

that development is unequal. Subsequently, all the children cannot “always” be at the same level.

There are many ways through which information can be gathered about learner’s progress. This

can be done through observation checklists, learner’s self-assessment, daily practical assignments;

samples of learner’s work, learner’s willingness to participate and contribute in projects, oral and

written quizzes, portfolios, eating and play habits, willingness to participate in classroom and school

activities, leadership qualities and so on. Some of the listed items like eating and play habits can be

included in the observation checklist. That notwithstanding, various types of assessments and how to

collect the information have been summarily described below:

1) Performance assessment: Milestones in learners’ daily activities, routines, stories, problem-

solving skills, illustrations, observation skills, language, etc. should be noted. Learners’ work

should equally be reviewed in order to determine strengths and weaknesses and keep track of their

progress.

2) Comprehensive assessment: Holistic information about the learners should be collected.

This means that the information will be based on the learner’s social, emotional and physical

(especially in fi ne/small motor skills) development

3) Self-assessment: Learners must be guided to ask questions in order to help in self-oriented

learning. For example:

• What are my personal strengths and weaknesses?

• What skills can I improve on?

• What is one thing I really want to work on?

Overall, note should be taken that in assessing learners, teachers have to take into consideration

knowledge, skills and attitudes as already indicated on the “Expected Learning Outcomes” column of

the teaching-learning resource tables.

Benefi ts of assessing nursery school children are presented in fi gure 3.

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Figure 3: The benefi ts of assessment in nursery schools

It is implied from fi gure 3 that, assessment covers learners’ unique talents, knowledge, skills, attitudes

and progress. This can be documented through observing, collecting and reviewing children’s work

over a period of time. What the children already know must be emphasised in order to encourage

them. Nevertheless, fairness and objectivity is key so that parents and educators should be properly

informed.

92


Authentic techniques for assessing Nursery School learners

• Observation of individual learners or groups of learners using observation checklists

• Interviews with children or parents

• Journals for keeping learners’ information

• Performance assessment tasks

• Open-ended questions or problems

• Drawings and Artwork

• Photographs

• Portfolios

• Narrative descriptions

• Audio-visuals

• Work samples for learners with rubrics for analysis

• Computer-based work like drawings and games

• Gross motor activities

• Singing and dancing

• Participation in projects

93


Bibliography

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

Inc. Boston, USA.

Education and Training Sector Strategy Paper (2013 – 2020).

Education 2030.Incheon Declaration and Framework for Action.(2015)

Incheon, South Korea.

Kindergarten Curriculum Guide, (2008) Ministry of Education.Republic of Singapore.

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

Contexts.A Critical Reader.Sense Publishers, Rotterdam, Netherlands.

Syllabus Cameroon Nursery Education. (1987) Ministry of National Education, Cameroon.

The Law to Lay Down Guidelines for Education (1994) Ministry of National Education, Cameroon.

The Seychelles Early Learning Framework. Being, Belonging, Becoming.

(2015) Ministry of Education.

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Glossary

Assessment: It is the process of objectively understanding learners’ conditions through observations

and measurements in order to provide feedback to parents, learners themselves and to some extent

pedagogic supervisors. The measurement process is formative that is; it is meant to improve on learning

outcomes and not to pass judgement or do comparisons. Assessment focuses more on the entire learning

process rather than on the fi nal package.

Broad-based competences: As the name implies, these are a series of competences that cut across all

learning areas.

Competence: A competence is the combination of knowledge, skills and attitudes that enables learners

not only to perform tasks but to behave suitably in society. The term competence has been used in

this document to represent the Cameroon National Core Skills. Diff erent variables like learning-

teaching approaches and activities as well as assessment approaches will constitute the attainment of

the competences under review.

Curriculum: This has to do with the process involved in the education of the Nursery School learner

in Cameroon. It is a guide to achieving the aim of Nursery School Education in Cameroon. It includes:

contents, didactic materials, learning/teaching strategies, assessment methods, and so on, that will make

the teacher’s job enjoyable and easier. The Curriculum has been presented here to give room for the

implicit (hidden) Curriculum. That is, every teacher has the opportunity to bring out the peculiarities of

their communities/environments.

Domain: The fi ve major learning-teaching areas in the Nursery School. Activities have been carved out

to constitute domains. The role of the fi ve domains is to help in the development of the seven national

core skills and the 4 broad based competences outlined by the State in the Cameroon National Core

Skills framework.

Expected learning outcomes: It means the same as terminal learning outcomes; however they are

smaller bits of the terminal learning outcomes. They emphasise more on the process that will lead to the

attainment of the terminal learning outcomes or better still that process that will help in assessing the

learning and fi nally defi ning his/her profi le. In other words, the term has been used to distinguish end-of-

year per activity outcomes from the overall end-of-year and end-of-course outcomes for each domain.

Inclusive Education: Inclusive Education generally refers to putting learners with special needs in the

same classroom with learners without special needs. In addition to this, Inclusive Education was used here

to mean “no child left behind”, that is, the teacher should not put any child in a disadvantaged position.

As the name implies, all learners must be included by giving them fair chances, more opportunities

being given to those that do not seem to be at the expected level. It equally means that all learners are

“talented”.

Integrated learning themes: Integrated learning themes refer to some familiar themes to guide learning.

They bring about logical thinking and collaboration in the learning-teaching process, wherein all the

activities are seen as a whole rather than as chunks. The themes run across learning as the case may be.

Though integrated learning themes are broad, they connect learning and make learners examine issues

through diff erent lenses.

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

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

95


skills to build attitudes. These three, that is KSAs, when built within a particular time frame, develops

competences in the learners.

Knowledge: These are subject/activity specifi c contents. This elicits lower level thinking skills like

understanding and recall.

Skills: Skills refer to application of knowledge. These involve hands-on/practical tasks. When

these are done over and over, they create connections in the brain and allow for things to be done

automatically. They involve higher level skills like analysing and synthesising.

Attitudes: Attitudes refer to good behaviour and “common sense”. They involve acceptable

behaviour in the society. In more concrete terms attitudes have to do with proper interactions with

the outer world.

Learning centres: They are centres within or outside the classroom that enrich the child’s world.

Children are allowed to play and explore materials in these centres at will and at given times. Learning

centres give children the opportunity to use their best learning methods while the teacher observes and

takes advantage. In learning centres, children learn to make sense of the world around them.

National Core Skills: They are the seven skills that are crucial to learning and working in today’s world.

Portfolio: A fi le where personal information about each learner is kept. It is a compilation of children’s

“special” activities and accomplishments. Its aim is to follow up each learner’s learning and development

progress. Learners and parents should always have access to their portfolios.

Project-based learning (PBL): This is investigative and research-based learning. Learners gain

knowledge, skills and attitudes by working for an extended period of time. It is a hands-on approach to

the learning-teaching process where learners are put at the centre of their own learning. They investigate

and respond to authentic, engaging and complex questions, problems or challenges around them. PBL

promotes critical thinking, problem-solving, communication, collaboration, self-management/self-

esteem, curiosity, creativity, accountability and a sense of responsible behaviour.

Teaching strategies: These are all the possible methods used in the learning/teaching process in order to

achieve desire outcomes. It takes into account classroom size, the nature of the learners, and even their

moods. The teaching strategy will have to include changing learners mood from not “too interested” to

“interested” or from “feeling sad” to “feeling happy”

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

learners will achieve and can be reliably demonstrated at the end of the Nursery Education. Overall,

these expectations have been further broken down into two years: terminal learning outcomes at the end

of the fi rst year of Nursery Education and terminal learning outcomes at the end of the second year of

studies. They are stated in terms of learner-behaviour, implying that the learning-teaching process must

be learner-centred. In fact, they address knowledge, higher order skills and attitudes that the learner will

demonstrate at the end of the course. In a nutshell, they describe the type of learner that will graduate

from the Cameroon Nursery School system.

96


Appendices

Appendix A: Observation checklist to assess learners over a period of time

School/Class: ___________________________________________________

Name of Learner: _______________________________________________

A: Cognitive improvement

1. Recognises colours: Red Yellow: Blue

2. Recognises shapes: Square Triangle Circle

3. Recognizes numbers: 1 2 3 4 5 6 7 8 9 10

4. Recognizes letters of the alphabet: a b c d e f g h I j

etc.

5. Writes their names: Correctly Partially Not at all

6. Listens attentively: Always Sometimes Not at all

7. Recites rhymes: accurately fairly

8. Interprets pictures/images: Accurately Fairly

9. Reads words/sentences: Accurately Fairly With diffi culty

10. Mimes and mimics: Accurately Fairly With diffi culty

11. Shows interest in communicating in sign language: Always Sometimes Not at all

12. Speaks: Fluently Averagely With diffi culties

13. Shares with others: Always Sometimes Not at all

14. Sings the national anthem: Accurately Fairly With diffi culties

15. Identifi es the Cameroon fl ag: Accurately Fairly With diffi culties

16. Loves ___________________learning centre most

17. Works independently and in group: Very well Reluctantly

B: Physical improvement

1. Naps during rest: Always Sometimes Not at all

2. Gets tired easily: Always Sometimes Not at all

3. Gets bored easily: Always Sometimes Not at all

4. Cries: Always Sometimes Not at all

5. Participates in all activities: Always Sometimes Not at all

6. Plays with others: Always Sometimes Not at all

7. Participates actively in motor activities: Always Sometimes Not at all

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C: Social improvement

1. Shows interest in being punctual: Always Sometimes Not at all

2. Discusses cheerfully with peers: Always Sometimes Not at all

3. Greets with respect: Always Sometimes Not at all

4. Shows care, love and concern for others: Always Sometimes Not at all

5. Shows gratitude (thank you): Always Sometimes Not at all

6. Shows remorse ‘I am Sorry’: Always Sometimes Not at all

7. Asks for permission to integrate ‘Excuse me…’: Always Sometimes Not at all

8. Shows special talents in singing, dancing, handwork, drawing, painting, colouring, cutting,

physical education and sports, narration, role-play, sign language, others_______________

9. Possesses leadership qualities: Yes No

10. Gets easily intimidated: Always Sometimes Not at all

11. Obeys school rules and regulations: Always Sometimes Not at all

12. Exhibits shyness: Yes No

13. Shows boldness: Yes No

D: Healthy Habits

1. Naps during rest: Always Sometimes Not at all

2. Eats meals well: Always Sometimes Not at all

3. Eats vegetables well: Always Sometimes Not at all

4. Eats fruits well: Always Sometimes Not at all

5. Drinks water appropriately: Always Sometimes Not at all

6. Selects food: Always Sometimes Not at all

7. Eats _________________________________very well (list them)

8. Displays good toilet habits: Always Sometimes Not at all

9. Washes hands after toileting: Always Sometimes Not at all

10. Complains when feeling unwell: Always Sometimes Not at all

98


Appendix B: Elements to be considered in planning weekly and monthly integrated schemes

• Domain

• Key competence(s) to be developed from the National Core Skills Framework

• Integrated learning theme

• Weekly context derived from the integrated learning theme

• Envisaged project

• Project timeline

• Expected learning outcomes stated in terms of knowledge, skills and attitudes

• Possible teaching and learning activities

• Resources refl ecting your context

• Consultation with colleagues and others

Appendix C

Elements to include in a portfolio

• Child’s name

• Child’s vaccination information

• Personal information: For Example:

o Child did not come to school

o Child left school before time because of ill health; mention type of illness especially if

it is cough, chicken pox, mumps etc.

o Child was picked up by someone else; state the name of the person,

o Child showed strange character traits; like aggressiveness, stubbornness, too quiet, etc

• Child’s work (writings, drawings, paintings)

• Extra sheets

• Child’s pictures during activities (Printing of these pictures could be sponsored by the parents)

99


LIST OF CONTRIBUTORS

General Supervision Committee

President: Mrs Youssouf née Hadidja Alim, Minister of Basic Education

Vice president: Prof Nalova Lyonga, Minister of Secondary Education

Assisted by

Mr Ndong Soumhet Benoît, Secretary of State, Ministry of Basic Education

Mr Bayaola Boniface, Secretary of State, Ministry of Secondary Education

Members

• Prof Atemajong Justina epse Njika, IGE MINEDUB

• Prof Catherine Awundia Nsata, IGE MINESEC

• Prof Fouda Ndjodo Marcel, Representative MINESUP

• Mr Oyono Mbarga Hervé

• Mrs Tchatoépse Loa Hebga Léa, Representive MINETFOP

• Mr Eric Wiydorla Binfon, Representative MINSEP

• Prof Andjiga Nicholas, Representative ENS-Yaoundé

• Prof Tita Margaret, Representative HTTC Bamenda

• Mr Ousmanou Oumara, Coordinator/PASZEP

Consultants

• Prof Therese Mungah Shalo Tchombe

• Prof Pierre Fonkoua

Scientifi c committee

President: Prof Mbala Ze Barnabé

Vice president: Dr Martha Zama

Rapporteurs: Prof Daniel Nkemleke

Prof Ngbwa Vandelin

Members

• Prof Patrick Kongnyuy

• Dr Richard Akoulouze

• Dr Djeumeni Marcelline

• Dr Egbe Martha

• Mrs Ngon ā Mounang

• Mr Etoua Dieudonné

• Mrs Noubila Kaba

• Mr Yakouba Yaya

• Mr Tatang Joseph

• Mr Ndebi Ntamack Donatien

Technical Coordination

• Mrs Mamat Daiferle, IP/Nursery

Education

• Mr Zame Hans, IP/Primary Education

• Mrs Ndayi Claudette, IP/LNFBEPNL

• Dr Michael Nkwenti, IP/Educational

Technologies

• Mr Mih Julius, IP/Bilingualism

100


Writers

Supervisor: Prof Atemajong Justina epse Njika

Coordinator: Wirsiy Hedwig Mufer

Members

• Dr. Michael Nkwenti

• Ashu Lydwina

• Tame Bernard

• Mbah Vincent

• Bara Rose

• Njendoh Judith Foretia

• Atanga Patience epse Tadjou

• Ngah Matilda

• Tazocha Esther

• Waindim Eunice

• Matchinda Tchoutezo epse Koueda

• Fongang Raymond

• Merlin Bissohong

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