REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN Peace – Work – Fatherland Paix – Travail – Patrie ------MINISTRY OF BASIC EDUCATION MINISTERE DE L’EDUCATION DE BASE ------

Cameroon Nursery School Curriculum

English Subsystem

2018

We are building today what tomorrow will be. 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.

3 Cameroon Nursery School Curriculum English Subsystem Preface This curriculum has taken into consideration the fact that learners have unique personalities, talents, attitudes, and interests that they bring into the classroom. They also have a variety of experiences which the teacher must build on, in order to eff ect and aff ect the teaching – learning process. The learners’ uniqueness and variety of experiences are primordial in the development of any school curriculum. Analyses of curricula that have been successful in many countries throughout the world suggest that appropriate curriculum design should: • involve parents in their children’s education • develop an atmosphere based on sound human relationships • establish a balance between child-directed and teacher-directed activities • specify objectives and needs of individual learners • emphasise on pragmatic and play-based learning in pre-primary and primary education Basic Education moulds learners and encourages them to be dynamic and creative. Hence, the 1996 Constitution of the Republic of Cameroon clearly spells out the State’s engagement in guaranteeing the child’s right to education. Cameroon also adheres to the Human Rights Declaration and related legal instruments. Every child is endowed with learning potentials which need to be awakened and guided by appropriate instruction and instructional materials. Consequently, the Ministry of Basic Education (MINEDUB) has undertaken a massive reform of the Nursery and the Primary school curricula, an activity that aims at ensuring quality basic education for all Cameroonian children. This will therefore serve as an important reference and working document for teachers and the entire education community. In order to render the curriculum standard and to guarantee quality assurance, the following phases and procedures were followed: • writing and validating the Cameroon National Core Skills Framework • carrying out needs analysis • writing and validating the Curriculum Framework • training of 105 writers by consultants • writing the fi rst draft • reading and evaluating the fi rst draft by the scientifi c committee • integrating the recommendations and suggestions of the scientifi c committee • experimenting the curriculum in all the ten regions of Cameroon • integrating the recommendations and suggestions from the fi eld • re-evaluating the curriculum by the scientifi c committee • integrating the recommendations and suggestions from the scientifi c committee • reviewing the curriculum by the consultants and the scientifi c committee • fi nalising and validating the curriculum

The inclusive nature of this document therefore makes it user-friendly, thus, the classroom teachers should be able to claim ownership of it and be totally accountable for its implementation.

It is also worth noting that priority was given to national expertise by working with two renowned consultants representing the language of instruction of the two subsystems.This was done in strict respect of the specifi cities of the two subsystems of education in conformity with the provisions of the 1998 Law to Lay Down Guidelines for Education in Cameroon. Following the recommendations of the Curriculum Framework, the two subsystems have the same domains, weighting, core skills and broad-based competences, and activities for the nursery cycle and subjects for the primary cycle.

4 Cameroon Nursery School Curriculum English Subsystem However, each subsystem has maintained its specifi cities with regards to learning strategies/methods, teaching-learning materials, and assessment strategies and tools.

As a matter of fact, this is a hands-on document aimed at rendering the job of the classroom practitioner lighter and more enjoyable. The annual time allocation has been calculated and activities for the Nursery school as well as subjects for the Primary school cycle identifi ed and built under appropriate domains. The competences from the National Core Skills Framework to be developed by each subject area have also been clearly stated. Besides, the activities and/or subjects are technically distributed to represent the weighting that was hitherto given to the various domains. The major teaching-learning approach: the Project Based Learning which is supported by the Integrated-Theme Learning and the Cooperative Learning strategies has been explained. Furthermore, the importance of assessment is reiterated in order to encourage the classroom teacher to constantly exploit and maximise its use. A glossary is provided to situate the user on the contextual use of some key concepts.

Summarily, the ADDIE Model guided the entire process of the curriculum development as follows: A for the Analysis phase, explains the situational analysis (teachers, learners, supervisors, education community) D for the Design phase, focuses on the structure of teaching-learning and assessment of learning outcomes D for the Development phase, is where the writing and re-writing of all the planned activities in the design phase are carried out I for the Implementation phase, covers the period of the experimentation. This period off ers feedback for revision E for the Evaluation phase, is where plans for the evaluation of the entire curriculum are made as it is progressively being used It is worthy to mention here that globalisation has severely impacted contemporary instructional processes. Increasingly, our society is rocked by various challenges which include economic recession, advancing technologies, changing family relationships, violence in communities, exclusion, intolerance and identity crisis. These issues constitute a serious hurdle to pedagogues who must derive appropriate strategies to handle them. Educators and parents are, therefore, called upon to embrace this important change and to work in harmony. Learners are expected to acquire necessary life skills such as autonomy, honesty, adaptability to technological changes, respect for self, respect for others and respect for institutions, as well as the 21 st century skills: collaboration, teamwork, creativity, problem solving and critical thinking for eff ective lifelong learning.

5 Cameroon Nursery School Curriculum English Subsystem Table of Contents Foreword...... 3 Preface ...... 4 List of Tables...... 8 List of acronyms/abbreviations...... 9 Camera-lens view of the Curriculum...... 10 Figure 1: Camera-lens view of the Curriculum...... 10

General introduction ...... 11 Learner’s profi le at the end of nursery school in Cameroon...... 17 Figure 2: Key elements of the Cameroon nursery school curriculum...... 19 Defi nition of domains, related activities and presentation of scope and sequence tables ...... 20 Domain 1: Literacy and Communication and related activities...... 20 Competences to be developed...... 20 Terminal learning outcomes...... 21 Domain 2: Science and Technological Skills Development and related activities...... 24 Competences to be developed...... 24 Terminal learning outcomes...... 25 Domain 3: Practical Life Skills and related activities...... 29 Competences to be developed:...... 29 Terminal learning outcomes...... 30 Domain 4: Arts and Crafts and related activities...... 32 Competences to be developed:...... 33 Terminal learning outcomes...... 33 Domain 5: Motor Skills and related activity...... 35 Competences to be developed:...... 35 Terminal learning outcomes...... 35 Resources and intervention strategies...... 37 Resources and Intervention Strategies for Nursery One...... 38 DI: Literacy and Communication...... 39 D2: Science and Technological Skills Development...... 45 D3: Practical Life Skills...... 50 D4: Arts and Crafts...... 55 D5: Motor Skills...... 58

6 Cameroon Nursery School Curriculum English Subsystem Resources and Intervention Strategies for Nursery Two ...... 59 D1: Literacy and Communication...... 60 D2: Science and Technological Skills Development...... 66 D3: Practical Life Skills...... 77 D4: Arts and Crafts...... 82 D5: Motor Skills...... 86 Instructional Strategies...... 87 Project Based Learning (PBL)...... 87 Benefi ts of Project Based Learning...... 89 Cooperative Learning (CL)...... 89 Assessment strategies...... 90 Figure 3: The benefi ts of assessment in nursery schools...... 91 Authentic techniques for assessing Nursery School learners...... 92 Bibliography...... 93 Glossary...... 94 Appendices...... 96 Appendix A: Observation checklist to assess learners over a period of time...... 96 Appendix B: Elements to be considered in planning...... 98 List of Contributors...... 99

7 Cameroon Nursery School Curriculum English Subsystem List of Tables Table 1: Weighting and time allocation per annum...... 14 Table 2: Weekly time schedule (24 weeks per annum)...... 16 Table 3: Expected learning outcomes for domain 1, Literacy and Communication...... 22 Table 4: Scope and sequence progression for Literacy and Communication...... 23 Table 5: Expected learning outcomes for domain 2...... 26 Table 6: Scope and sequence progression for Science and Technological Skills Development...... 28 Table 7: Expected learning outcomes for domain 3: Practical Life Skills...... 31 Table 8: Scope and Sequence Progression for Practical Life Skills...... 32 Table 9: Expected learning outcomes for domain 4: Arts and Crafts...... 34 Table 10: Scope and sequence progression for Arts and Crafts...... 34 Table 11: Expected learning outcomes for domain 5: Motor Skills...... 36 Table 12: Scope and sequence progression for Physical Education and Sports...... 36 Table 13: Intergrated Learning Themes for the Nursery...... 37 Nursery 1 Table 14: Storytelling...... 39 Table 15: Poetry/Rhymes...... 40 Table 16: Sign Language and Gestures...... 41 Table 17: Reading...... 42 Table 18: Writing...... 43 Table 19: French...... 44 Table 20: Mathematics...... 45 Table 21: Sensory and Perceptive Education...... 46 Table 22: Science and Technology...... 47 Table 23: Agriculture...... 49 Table 24: Citizenship...... 50 Table 25: Character Education...... 51 Table 26: Environmental Education...... 52 Table 27: Safety Education...... 53 Table 28: Health Education and Nutrition...... 54 Table 29: Music and Dance...... 55 Table 30: Drawing and Colouring...... 56 Table 31: Handwork...... 57 Table 32: Physical Education and Sports...... 58 Nursery 2 Table 33: Storytelling...... 60 Table 34: Poetry/Rhymes...... 61 Table 35: Sign Language and Gestures...... 62 Table 36: Reading...... 63 Table 37: Writing...... 64 Table 38: French...... 65 Table 39: Mathematics………………………………………………..……………………...…...... …….66 Table 40: Information and Communication Technologies……………………………………...... …...... 68 Table 41: Sensory and Perceptive Education...... ……..71 Table 42: Resources and intervention strategies for Science and Technology...... 73 Table 43: Agriculture………...... 76 Table 44: Citizenship...... 77 Table 45: Character Education...... 78 Table 46: Environmental Education...... 79 Table 47: Safety Education...... 80 Table 48: Health Education and Nutrition...... 81 Table 49: Music and Dance………………………………………..……………..………………...... …..82 Table 50: Drawing and Colouring...... ……..……….………...... …..83 Table 51: Painting …………………………………………….……………………...………...... 84 Table 52: Handwork…………………………………,.……………….…………………………...... …..85 Table 53: Physical Education and Sports……………………………...……...……….…………...... 86

8 Cameroon Nursery School Curriculum English Subsystem List of acronyms/abbreviations CD Compact Disc CL Cooperative Learning CPC Community-based Preschool Centres D1 Domain One D2 Domain Two D3 Domain Three D4 Domain Four D5 Domain Five DO Divisional Offi cer DVD Digital Video Disc/Digital Versatile Disc ECD Early Childhood Development EFA Education For All ETSSP Education and Training Sector Strategy Paper GESP Growth and Employment Strategy Paper HIV/AIDS Human Immunodefi ciency Virus/Acquired Immune Defi ciency Syndrome ICTs Information and Communication Technologies IEP Individual Education Plan IPHIL Integrative, Play/Project based, Holistic Investigative, Learning centres IQ Intelligence Quotient ITL Integrated Theme Learning KSAs Knowledge, Skills and Attitudes MINEDUB Ministry of Basic Education PBL Project-Based Learning SDGs Sustainable Development Goals SDO Senior Divisional Offi cer SL Sign Language STEM Science, Technology, Engineering and Mathematics TV Television VCD Video Compact Disc

9 Cameroon Nursery School Curriculum English Subsystem Camera-lens view of the curriculum

This Curriculum is built on the acronym “IPHIL”, pronounced as “I feel”, which refl ects the semantic meaning given to the acronym in this document.

IPHIL means: I - Integrative P - Play-based/Project-based H - Holistic I - Investigative/Innovative L - Learning-centres

The curriculum is meant to literally refl ect the child’s feelings as prempted in IPHIL. IPHIL is engraved on the priority pages of this document in order to emphasize the absolute need for teachers to stimulate all the elements of learners’ development. This shows the degree of importance the State of Cameroon places on te child’s education, with emphasis on knowledge, skills and attitudes. All the aspects of the child’s cognitive, psychomotor and aff ective development. The teacher should always do an auto- evaluation to fi nd out if he/she can equally “feel” the teaching-learning process in all its dimensions. If he/she does not “feel”, remedial measures should be taken with the help of IPHIL and/or with other related remedial strategies.

In summary, this curriculum is integrative; the learning activities are both play-based and project- based and aims at the holistic development of the child, while striving to build the child’s investigative and innovative skills through the use of diverse contextualised learning centres . The activities are interlinked. Children play and learn: to them, playing is learning and learning is playing. Both playing and learning contribute to the holistic development of the child. Project-based learning awakens in the young learner both investigative and innovative skills. The use of learning centres is consequently inevitable in the Nursery School setting. The integrative nature of this document is captured in fi gure 1.

Figure 1: Camera-lens view of the curriculum

10 Cameroon Nursery School Curriculum English Subsystem General introduction

The World Conference on Education For All (EFA) of 1990 in Jomtien, Thailand underlined the importance of Early Childhood Development (ECD) as a crucial aspect of Basic Education. Article 5 of the Declaration of that conference emphasised that “Learning begins at birth. This calls for early childhood care and initial education.” In April 2000, the World Education Forum held in Dakar, Senegal, as a follow up to Jomtien. During this conference, the profi le of ECD was further elevated and there was a commitment to “expand and improve pre-primary education”.

The Incheon Declaration in South Korea, further underlines the place of Nursery Education as an integral part of lifelong learning in the Education 2030 Agenda which recommends that “... at least one year of free and compulsory quality pre-primary education and that all children have access to quality early childhood development, care and education”. The Sustainable Development Goals (SDGs) pushed the agenda of education further by not only stating that education transforms lives, but that it is the main driver of development. SDG number 4 aims to : “Ensure inclusive and equitable quality education and promote lifelong learning for all”.

Cameroon has ratifi ed and implemented international conventions related to pre-primary education. The Growth and Employment Strategy Paper of 2009 in response to Vision 2035, calls for a sustainable future, based on the provision of education for all Cameroonians. It acknowledges the importance of pre-primary education in the training of every young child and has projected access rate to 50% by 2020. In response to the Education Sector Strategy Paper (2013) that aligns Pre-primary Education as the fi rst level of formal education in Cameroon, MINEDUB has increased access to pre-primary education by creating Community-based Preschool Centres (CPCs) in some rural areas of the country. In spite of all these steps, the problem of “quality” remains a major concern. In order to address this situation, there was the dire need to replace the 1987 Nursery School Syllabus.

This Curriculum falls in line with the provisions of the 1998 Law to Lay Down Guidelines for Education in Cameroon which states in Article 4 that: “ The general aim of education is to ensure the intellectual, physical, civic and moral development of the child as well as its economic, socio- cultural, political and moral integration in the society.”

Taking into consideration the holistic development of the child, and the urgent need for Early Childhood Development services for all children, this document is diverse and fl exible. It builds on the guidelines for curriculum development proposed by Akashi et al (2004): 1. Cultural activities: Cherishing traditions 2. Language: Using letters and words 3. Numeracy: Using everyday numbers 4. Music: Using tunes and rhythms 5. Art: Encouraging creativity (art work = drawing, construction art, cardboard play art) 6. Environment: Learning to coexist with nature. Nature is full of fascinating elements to stimulate children’s curiosity. 7. Peer relationships: Developing positive interaction between children.

11 Cameroon Nursery School Curriculum English Subsystem From a broader viewpoint, daily basic habits, which equally build attitudes in Nursery School children should include: • Greetings • Washing of hands • Gargling (where applicable) • Using the toilet • Putting personal belongings away in a tidy manner • Tidying up • Disposing refuse • Rest Emphasis should always be laid on the fact that every activity requires setting up and tidying up afterwards. All the concerns above are underpinned in this curriculum.

The Nursery School subjects or learning areas are subdivided into activities to render them more learner- friendly. The activities are extracted from the fi ve domains of Nursery Education in Cameroon. These domains are: Literacy and Communication, Science and Technological Skills Development, Practical Life Skills, Arts and Crafts, and Motor Skills. The justifi cation for each activity is equally provided. The competences that will be developed via the domains are likewise identifi ed. The domains are carefully weighted, taking into account children’s holistic development.

In the teaching resources and intervention strategy tables, the expected learning outcomes highlighted in terms of knowledge, skills and attitudes are linked to the seven National Core Skills namely: 1. Communication in the two offi cial languages (English and French) and the use of at least one national language 2. Use of basic notions in mathematics, science and technology 3. Practice of social and citizenship values (morality, good governance and budgetary transparency) 4. Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship 5. Use of basic information and communication technology concepts and tools 6. Practice of lifelong learning 7. Practice of physical, sport and artistic activities These core skills are refl ected in various activities and stated in terms of learning outcomes while covering the most appropriate levels of taxonomies. In addition to the National Core Skills, are four broad-based competences namely: 1. Intellectual competences 2. Methodological competences 3. Personal and interpersonal competences 4. Communication competences

While the National Core Skills, except for the sixth (practice of life-long learning) are related directly to developing Knowledge, Skills and Attitudes (KSAs) in relation to activities of particular domains, the broad-based competences which cut across are the pillars of behaviour change and integration into the society. In order to refl ect these features in the present curriculum, they have been carefully

12 Cameroon Nursery School Curriculum English Subsystem examined and stated in terms of learning expectations. Hence, we must bear these in mind during the observation and the assessment of learners. It should be noted that the main reason for the broad-based and the practice of lifelong learning competences is to render this curriculum more integrative and useful in and out of the school setting. That makes the curriculum move away from rote-learning and accumulation of knowledge, to integrative and skill-based learning. In table 1 and table 2, the weighting and time allocation per annum and per week are specifi ed. Activities are identifi ed per domain, to help in the development of the National Core Skills and the Broad-based Competences.

13 Cameroon Nursery School Curriculum English Subsystem Table 1: Weighting and time allocation per annum

S/C Domain Percentage & total Activities No. of hours number of hours per per year annum 0. Routines 360 hours Morning routines 60 hours NB: 720 hours – 360 Learning centre activities 60hours hours Short break: toileting /washing, drink water/milk/yoghurt/natural 60hours juice/fruits Long break: Toileting, washing and lunch 120 hours Rest, Dance and Music, and 60 hours Dismissal 1. Literacy and 126 hours Storytelling 30 hours Communication Poetry/ Rhymes 24 hours 35% Reading 24 hours Writing 24 hours French 12 hours Sign Language and Gestures 12 hours 2. Sciences & 90 hours Mathematics 24 hours Technological Skill ICTs 12 hours Development Sensory and Perceptive Education 18 hours 25% Science and Technology 24 hours Agriculture 12 hours 3. Practical Life Skills 90 hours Citizenship 24 hours

25% Character Education 12 hours Environmental Education 18 hours Safety Education 12 hours Health Education and Nutrition 24 hours 4. Arts and Crafts 36 hours Drawing and Colouring 12 hours 10% Painting 12 hours Graphic Arts 6 hours Handwork 6 hours 5. Motor Skills 5% 18 hours Physical Education and Sports 18 hours (PES) Grand Total 720 hours 720 hours

14 Cameroon Nursery School Curriculum English Subsystem Table 1 shows the distribution of time per activity per year. A total of 720 hours are “supposed” to be spent by learners per school year, excluding all public holidays and other offi cial school related celebrations. The 720 hours are calculated based on the fact that Nursery Schools open its doors to learners every day at 7.30am and close them at 1.30pm. Time adjustments could be done depending on local realities.

The total number of hours per week will subsequently be broken down into daily schedules by various schools, bearing in mind the child’s psychological dispositions as well as socio-cultural contexts. The time is however not prescriptive.

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

15 Cameroon Nursery School Curriculum English Subsystem Table 2: Weekly time schedule (24 weeks per annum) S/N Activities Total time/per week Routines 1. Arrival and orientation 2 hours 30 minutes 2. Voluntary learning centre activities 2 hours 30 minutes 3. Short break : Toileting, washing of hands, drinking of water/milk/yoghurt 2 hours 30 minutes 4. Long break : Toilet, washing of hands, lunch 5 hours 5. Rest, Music and Dance, Closing 2hours 30 minutes Domain 1(D1): Literacy and Communication 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 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 Development 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 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 Skills Competence 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 Crafts Competences 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 Skills Competences 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

16 Cameroon Nursery School Curriculum English Subsystem Learner’s profi le at the end of nursery school in Cameroon It is universally acknowledged that nursery education has a four-dimensional assignment: socialization, education, learning and practice. To perform this assignment and to take the country through the path of emergence, the Ministry of Basic Education intends to develop the skills of learners under its guidance. At the end of the Nursery School cycle, the learner is expected to acquire National Core Skills in view of stepping into primary school and to acquire autonomous skills. Furthermore, at the end of this cycle, the young learner should acquire key values in the fi ve domains. Similarly, the learner should be capable of demonstrating the acquisition and the four broad-based competences. The Cameroon Education System outlines skills to be acquired in both cycles: Nursery and Primary education as follows: 1. Communication in the two offi cial languages (English and French) and the use of at least one national language Communication in English, French and a National Language implies the ability to listen, to speak, to read and write basic words and sentences for the Nursery School cycle. The learner should be able to communicate orally and to learn how to read and write.

2. Use of basic notions in Mathematics, Science and Technology Introducing notions of mathematics, science, and technology involves the acquisition of knowledge, skills and attitudes, and the ability to use them to solve problems. These skills introduce the learner to STEM subjects in later learning.

3. Practice of social and citizenship values (morality, good governance and budgetary transparency) This entails inculcating patriotic, moral, citizenship and good governance values in the learners.

4. Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship This skill aims at developing the learner’s self-esteem, social integration, creative, managerial and entrepreneurial potentials.

5. Use of basic information and communication technology concepts and tools For the nursery level, these are related to healthy, safe and responsible use of various ICT devices for learning and leisure activities.

6. Practice of lifelong learning This implies that the learner will demonstrate the desire and willingness to undertake and continue education, organize self, especially through effi cient time and information management, individually or in groups.

7. Practice of physical, sports and artistic activities This skill provides children with a platform to develop their psycho-motor capacity, imagination, individual and interpersonal skills and improve their well being.

17 Cameroon Nursery School Curriculum English Subsystem Broad-based competences The National Core Skills Framework comprises four broad-based competences to be acquired by learners as follows: 1. Intellectual competences • exploiting information • solving real life problems • acquiring logical thinking and a sense of observation • exercising critical judgement • practising creative and innovative thinking

2. Methodological competences • giving oneself effi cient working methods • exploiting information and communication technologies • organizing one’s learning • arousing the desire to learn and participate in all activities

3. Personal and interpersonal competences • developing one’s personality • acquiring abilities in view of one’s socio-cultural integration and individual fulfi lment • cooperating with others

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

18 Cameroon Nursery School Curriculum English Subsystem Figure 2: Key elements of the Cameroon nursery school nursery curriculum Key 2: elements of the Cameroon Figure

19 Cameroon Nursery School Curriculum English Subsystem Defi nition of domains, related activities and presentation of scope and sequence tables

D1: Literacy and Communication and related activities Literacy and communication here refers not only to language skills that will enable the learners to communicate in English and, to an extent, in the second offi cial language (French), but to also read and write. Communication involves all forms including communicating with persons without speech and those who can express themselves only in a national language. The activities that have been highlighted to facilitate the learning-teaching process will enable the learners to acquire competences in communicating in the two offi cial languages and in at least one Cameroonian language. They have been taken from the National Core Skills Framework and are briefl y described below.

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

This domain will constitute a series of activities that are briefl y described as follows: 1) Storytelling: Storytelling is very useful as a communication aid in the Nursery School. It instils the love for reading, arouses learners’ imagination, improves language, makes them comfortable with speaking and builds confi dence/self-esteem. Storytelling improves memory and attention. It is equally fun, entertaining, encourages creativity, transmits moral, social and cultural values. 2) Poetry/Rhymes: In addition to all the reasons for teaching storytelling, poetry and rhymes enhance children’s pronunciation and fl uency skills. 3) Sign Language (SL)/Gestures : The world is moving towards inclusive education. Hence, including SL in the learning-teaching process is an opportunity to open the minds of learners towards communicating with persons without speech. This is also going to increase vocabulary and language skills and IQs. It is fun and helps in bonding, acceptance of others and improves on fi ne motor skills. Gestures : Gestures enhance attention and a sense of observation. It equally develops imagination and creativity. 4) Reading: The love of language, reading and books starts early in life before the child starts formal education. Hence teaching reading to Nursery School learners is important because it will prepare them to love books and reading in the future. Reading is very important for literacy. 5) Writing : This skill is taught in the nursery school in order to prepare the learners for handwriting and creative writing skills. It equally develops fi ne motor skills, coordination between the eye and the hand, a sense of observation and permits a gradual exploration of working space. 6) French : French is taught in order to develop children’s interest in the second offi cial language. It is also intended to promote patriotism and national integration. 7) National Languages: The teaching of National Languages will stimulate vocabulary from diverse local languages and encourage various cultural practices.

20 Cameroon Nursery School Curriculum English Subsystem Terminal learning outcomes Acquiring competences in English as a fi rst offi cial language, French as a second offi cial language, a Cameroonian language and in sign language/gestures will entail gaining knowledge, skills and attitudes as well as verbal and non-verbal communication skills. At the end of Nursery 2, learners will: 1. Listen attentively 2. Speak audibly, fl uently and confi dently 3. Recite short rhymes and poems 4. Communicate using gestures/signs 5. Read pictures and short texts 6. Write numbers, their names, the name of their school, dates, simple words and short sentences 7. Communicate in French with interest 8. Identify with their cultures and local languages

Table 3 breaks down the terminal learning outcomes into annual expected learning outcomes, expressed in terms of knowledge, skills and attitudes.

21 Cameroon Nursery School Curriculum English Subsystem Table 3: Expected learning outcomes for domain 1, Literacy and Communication S/N Activities Nursery 1 Nursery 2 1. Storytelling • Listen to short stories • Listen to short stories • Identify characters in a story • Identify characters and their roles • Chant stories • Chant stories • Value books • Guess the end of a story • Value reading • Value books and reading • Bond with mates and teachers • Bond with mates and others • Enjoy stories • 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 • Listen to poems and rhymes • Recite poems and rhymes • Recite poems and rhymes • Perform rhymes/poems • Use near-native pronunciation in English 3. Sign Language / • Perform non-verbal • Use facial expressions to express Gestures communication emotions • Mime and mimic various • Perform simple commands occupations • Sign simple manners • Identify with persons who • Identify with persons who are are diff erent and have special diff erent and have special needs needs 4. Reading • Read pictures • Interpret picture-stories • Listen to short texts • Read simple sentences aloud • Read words aloud • Read their names • Recognize letter-sounds • Read the names of their classmates • Read short texts. 5. Writing • Reproduce models • Write all the letters of the alphabet • Write letters and numbers (1- and numbers (1-20) 10) • Write their names • Write letters of the alphabet • Write the name of their school • Copy short sentences • Write dates 6. French • Réciter un poème/comptine • Réciter un poème/comptine • Dire bonjour/bonsoir aux amis, • Se présenter enseignants et camarades • Citer les jours de la semaine • Se présenter • Citer les mois de l’année • Chanter une chanson • Chanter l’Hymne Nationale 7. National • Name items in local languages • Name items in local languages 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.

22 Cameroon Nursery School Curriculum English Subsystem Table 4: Scope and sequence progression for Literacy and Communication Activities and Units Nursery 1 Nursery 2 Storytelling Short stories x x Guessing story-endings x Telling a story x Producing sounds of animal-characters in a story x Poetry and Rhymes Nursery 1 Nursery 2 Poems and rhymes x x Recitation x x Pronunciation x Sign Language/Gestures Nursery 1 Nursery 2 Mimes and mimics x x Persons with special needs x x Facial expressions x x Simple manner signs x Reading Nursery 1 Nursery 2 Picture reading x x Letter-sounds (Alphabet) x x Listening and reading short words x x Listening and reading short sentences and texts x Writing Nursery 1 Nursery 2 Pre-letter formation x x Letters and numbers x x Words x x Handwriting x Names x Sentences x French Nursery 1 Nursery 2 Récitation x x Chants x x Salutations x x Se présenter x x Compter x Jours de la semaine x Les mois x National Languages Nursery 1 Nursery 2 Naming items in local languages x x Greetings x

23 Cameroon Nursery School Curriculum English Subsystem D2: Science and Technological Skills Development and related activities This domain is going to introduce notions of information and communication technologies (ICTs), mathematics, science and technology, and agriculture to the learners. This will instil in them the love for mathematics, science, technology and agriculture which are vectors of skills development in the 21 st 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) Mathematics Mathematics 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 Education The 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) Agriculture Agriculture 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.

24 Cameroon Nursery School Curriculum English Subsystem Terminal learning outcomes Acquiring competences in the domain of Science and Technological Skills Development will require developing knowledge, skills and attitudes in Mathematics, ICTs, Sensory and Perceptive Education, Science and Technology; and Agriculture. At the end of Nursery two learners are expected to: 1. Write numbers from 1 – 10 2. Use ICT tools responsibly 3. Use the fi ve senses in diverse ways 4. Show interest in science and technology 5. Show love for agricultural activities 6. Demonstrate a sense of punctuality 7. Exhibit behaviour of helping friends and mates

Table 5 describes the Expected learning outcomes for Science and Technological Skill Development per class. Meanwhile table 6 highlights the scope and sequence progression for various units in this domain. Table 6 clearly shows that Information and Communication Technologies will not be done in Nursery One. NB : The terminal learning outcomes determine the various learning activities for this domain. They are expressed in terms of KSAs.

25 Cameroon Nursery School Curriculum English Subsystem Table 5: Expected learning outcomes for domain 2, Science and Technological Skills Development

S/N Activities Nursery 1 Nursery 2 1. Mathematics • Count numbers from 1 – 10 • Count numbers from 1 – 20 • Write numbers from 1 – 5 • Write numbers from 1 – 10 • Classify elements of a set • Classify elements of a set • Sort objects according to • Build subsets colour, size and shape • Match numbers to objects • Use mathematical operations • Use simple mathematical (addition and subtraction) operations (addition, • Comply with time subtraction and division) • Show interest in being • Read time in hours punctual • Bond with mates and others • Identify various shapes • Comply with time • Bond with peers and teacher • Show interest in being punctual • Share with peers and others 2. Information and • Identify a computer system Communication • Identify common ICT devices Technologies • Simulate the use of a remote control, the keypad of a communication device, the N/A 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 • Identify primary colours • Display colours (sight) Perceptive (sight) • Diff erentiate tastes (taste) Education • Distinguish tastes (taste) • Distinguish smells (smell) • Diff erentiate smells (smell) • Recognise voice pitch • Identify voice pitch (hearing) (hearing) • React to an external stimulus • React to an external stimulus (touch) (touch) • Create awareness of those • Create awareness of those who are diff erent and have who are diff erent and have special needs special needs 4. Science and Science Science Technology • Describe day and night • Describe day and night • Identify diff erent gravitational • Identify seasons forces • Identify diff erent gravitational • Recognise environmental forces danger and natural disasters • Recognise environmental • Use water and powdered danger and natural disasters substances to produce paste • Use water and powdered • Show interest in science and substances to produce paste experiments • Show interest in science and experiments

26 Cameroon Nursery School Curriculum English Subsystem Technology Technology • Identify sources of light • Identify sources of light • Identify appliances that use • Use materials in their electrical energy environment to produce • Identify materials and tools technological miniatures for plumbing • Use materials to produce • Use materials in their water system connections environment to produce • Classify appliances that use technological miniatures electricity • Recognise the dangers of • Recognise the dangers of electricity and electrical electricity and electrical appliances appliances • Show interest in science and • Show interest in science and technology technology 5. Agriculture • Identify plants • Identify various types of soil • Describe the uses of soil • Describe the uses of soil • Identify sources of manure • Identify sources of manure • Describe the planting and • Describe the planting and harvesting process harvesting process • Plant seeds and seedlings • Plant seeds and seedlings • Care for plants and the • Care for plants and the environment environment • Categorize agricultural activities

27 Cameroon Nursery School Curriculum English Subsystem Table 6: Scope and sequence for Science and Technological Skill Development Activities and Units Nursery 1 Nursery 2 Mathematics Counting x x Writing numbers x x Mathematical operations x x Sets x x Subsets x Time x ICTs Nursery 1 Nursery 2 The computer system x ICT devices x The keypad of a communication device x Remote control of a device x Keyboard and mouse of a computer x Power buttons of ICT devices x ICT devices and safety measures x ICT devices and hygienic measures x Basic notions of Abstraction x Basic concepts of Algorithm x Basic notions of Programming x Sensory and Perceptive Education Nursery 1 Nursery 2 The sense of sight x x The sense of taste x x The sense of smell x x The sense of hearing x x The sense of touch x x Science and Technology Nursery 1 Nursery 2 Science Astronomy (Stars) x x Gravity (Weight) x x Nature study x x Experiments x x Technology and Engineering Sources of light x x Construction x x Plumbing x x Water systems connection x Electrical appliances x x Safety and security x x Agriculture Nursery 1 Nursery 2 Gardening x x Sources of manure x x Cultivation x x Other agricultural activities x

28 Cameroon Nursery School Curriculum English Subsystem D3: Practical Life Skills and related activities This domain develops the young learners’ life skills. Activities here are carried out through: Citizenship, Character Education, Environmental Education, Safety Education, and Health Education and Nutrition. As usual, the activities are carried out in fun ways and are aimed at instilling in the learner good behaviour as well as good personal and interpersonal relationships. This domain is geared towards appropriate character building which is a foundation for acquiring other life skills. The activities that have been chosen to facilitate the development of the competences below have been explained thereafter.

Competences to be developed: • Practice of social and citizenship values (morality, good governance and budgetary transparency) • Practice of lifelong learning and the broad-based competences

Citizenship Citizenship 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 Education Environmental 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 Education Safety 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.

29 Cameroon Nursery School Curriculum English Subsystem Health Education and Nutrition Nutrition is an important component of staying healthy. Health Education and Nutrition therefore, is taught in the Nursery School in Cameroon in order to raise awareness in children about the value of food and make them know that there are certain things that contribute negatively to one’s state of health. These include: bad nutrition, lack of sleep, bad postures and unhygienic living conditions.

Terminal learning outcomes Having acquired competences in practical life skills and citizenship values, the learners, at the end of Nursery 2 should: • Adhere to state and societal norms • Practise good behaviour and love for self and others • Adhere to good fi nancial practices • Volunteer to help others • Conform with environmental rules • Practise healthy lifestyles/habits

The above terminal learning outcomes have been broken down for the two years of nursery education in table 7. Similarly, the expected learning outcomes in the same table have been further developed into units and classifi ed in a scope and sequence chart in table 8. *Note that the terminal learning outcomes refl ect the various learning activities that make up this domain and are stated in terms of KSAs.

30 Cameroon Nursery School Curriculum English Subsystem Table 7: Expected learning outcomes for domain 3, Practical Life Skills S/N Activities Nursery 1 Nursery 2 1. Citizenship • Recognise self • Recognise self • Identify key state and local • Identify key state and local offi cials offi cials • Show love for self and others • 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 • Share with peers and • Conform to simple etiquettes others • Comply with transparent • Conform to simple fi nancial practices etiquettes • Comply with transparent fi nancial practices • Listen (high level skill for the aff ective domain) to others and show concern 3. Environmental • Dispose waste properly • Dispose waste properly education • Assist in the upkeep of the • Assist in the upkeep of the environment environment • Identify weather conditions • Discriminate between hot and cold weather • classify waste 4. Safety education • Recognise dangerous objects • Recognise dangerous and places objects and areas in their • Comply with safety rules at environment home, on their way to school, • Follow safety rules at all and in school times

5. Health and nutrition • Demonstrate healthy eating • Demonstrate healthy eating education habits habits • Identify a fi rst aid box • Identify items in a fi rst aid • Use appropriate posture box • Use appropriate posture

31 Cameroon Nursery School Curriculum English Subsystem Table 8: Scope and sequence for Practical Life Skills Activities and Units Nursery 1 Nursery 2 Citizenship Self-introduction x x National emblems and offi cials x x Leadership qualities x Common good x Volunteerism x Character Education Nursery 1 Nursery 2 Good behaviour x x Simple etiquettes x x Solidarity x Environmental Education Nursery 1 Nursery 2 The environment x x Climate change x x Pollution x Recycling waste x Safety Education Nursery 1 Nursery 2 Home safety (kitchen, toilet, electrical appliances etc.) x x Road safety (Road users, pedestrian paths, car track) x x School safety (Playground, classroom, school yard, toilets) x x Health and Nutrition Education Nursery 1 Nursery 2 Good health habits x x Treatment x x Body postures x x

D4: Arts and Crafts and related activities The rationale of this domain is to awaken the child’s spirit of creativity, appreciation, aesthetics, critical thinking and spatial awareness. Activities that constitute the domain will equally probe into children’s sense of curiosity and wonder of the world around them. Crafts particularly inculcates cultural awareness in the learners. Drawing, sculpting with clay, threading beads on a string/thread and other activities will help to develop the child’s visual-spatial skills. Grappling with the painting brush, and other painting materials defi nitely incites the children’s inventiveness and sense of innovation that will impact their adult life. Today’s society needs people who seek new ways and directions, think and make things better; not just people who follow. Arts and Crafts plays this role. The domain does not only have playful activities for children, but it equally leads to improved academic performance; helps the child to develop mentally, socially and emotionally. Counting pieces during activities, lays the foundation for maths; likewise, experimenting with paint and other materials lays a science foundation for the child. Colours used for painting and colouring, as well as discussions during these activities develop children’s vocabulary skills. As usual, the competences to be developed via this domain are listed and the activities which constitute the domain will be briefl y explained.

32 Cameroon Nursery School Curriculum English Subsystem Competences to be developed: • Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship • Practice of lifelong learning and the broad-based competences

Music and Dance Human 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 Colouring Learners 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: Painting Grappling with a painting brush and learning how to control paint, scissors and other art tools motivates learners’ subsequent writing skills. To this eff ect, learners equally develop a taste for aesthetics and skills that will fetch them entrepreneurial interests in the future.

Handwork Handwork has been chosen as an Arts and Crafts activity because it involves learning how to make beautiful and useful things with the hands. Making things with the hands is part of a cultural heritage for the Cameroonian child. Hence, handwork, like other arts and crafts activities, enhances culture. It is an opportunity to awaken the spirit of autonomy, initiative, creativity, socialisation and entrepreneurship. Children will equally be drilled on space management and coordination. As a result of their productions, they will have a sense of fulfi lment and self-esteem.

Terminal learning outcomes After active participation in the four activities related to this domain, the learners should, at the end of Nursery 2: • Relate to music through singing and dancing • Draw and colour to express beauty and their thoughts • Combine primary colours to form secondary colours • Organise natural, found and/or recycled materials to craft objects/articles

In table 9 the terminal learning outcomes for this domain have been transposed to expected learning outcomes per year of studies. Also, table 10 shows clearly the progression of classroom activities from one year to the next. As will be observed in both tables, Painting will be done only in Nursery Two.

33 Cameroon Nursery School Curriculum English Subsystem Table 9: Expected learning outcomes for domain 4, Arts and Crafts

S/N Activities Nursery 1 Nursery 2 1. Music and dance • Display at least one • Display at least two Cameroonian dance step Cameroonian dance steps • Present a song • Present two songs 2. Drawing and • Identify at least three colours • Identify at least 4 colours colouring • Draw an image • Draw objects • Use at least two colours to • Use at least three colours to colour 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 • Identify materials in their environment that can be used environment that can be used for handwork for handwork • Produce a design • Produce a design • Describe the object they have produced

Table 10: Scope and sequence progression for Arts and Crafts

Activities and Units Nursery 1 Nursery 2 Music and dance Musical instruments x x Sol-fa notations x x Traditional music and dance x x Modern Cameroonian music and dance x x Foreign music (Non Cameroonian music) x Drawing and colouring Nursery 1 Nursery 2 Colours x x Shapes and colouring x x Drawing and colouring objects x Painting Nursery 1 Nursery 2 Tools/materials used for painting x Liquid colours x Stamping x Free painting x Handwork Nursery 1 Nursery 2 Handwork materials x x Handwork practical sessions x x

34 Cameroon Nursery School Curriculum English Subsystem D5: Motor Skills and related activity This domain enables children to act, to express and to increase awareness of their bodies through physical and sporting activities. In relation to body movements, motor activities here are subdivided into athletics, gymnastics and team sports. Nevertheless, motor activity (fi ne and gross motor skills) is a broad-fi eld domain which is carried out on a daily basis in the Nursery School setting in Cameroon. They are mostly used as transitions from one activity to the other. Motor activities enable the learner to acquire balance and coordination. These activities, equally allow the learner to develop his/her muscles through physical and sporting activities such as running, climbing, jumping, throwing, playing with a ball and dancing. By participating in organized collective activities, they socialize. Children’s participation in physical activities and sports discourages discrimination and stereotypes. Motor activities consequently lead to appropriate muscle development, leisure and healthy living. The main activity for this domain will be Physical Education and Sports. The reason for identifying this activity as crucial will be explained immediately after the competences that develops this domain.

Competences to be developed • Practice of physical, sport and artistic activities • Practice of lifelong learning and the broad-based competences

Physical Education and Sports (PES) PES is a set of physical activities that contribute to the physical, moral, health and social development of the learner. Physical Education and Sports contributes to the movement of the body to acquire and foster motor behaviour that is essential for the physical growth of each child. It promotes harmonious development of the body and makes the child fi t to perform individual and collective tasks. It is through physical and sporting activities that the child’s brain internalises the foundations of laterality (left, right) directionality (up, down, in, out) and position in space (over, under, behind). These are concepts that are important to the child’s mathematical thinking, vocabulary development, reading and writing skills. PES contributes to body fi tness.

Terminal learning outcomes Taking part in PES activities will groom the learner to: • perform “baby” athletics, team sports and gymnastics • conform with physical growth, body coordination, cognitive and interpersonal development • follow physical education rules • expose self to fair play

Table 11 and 12 highlight the Expected learning outcomes per level and the scope and sequence progression chart respectively.

35 Cameroon Nursery School Curriculum English Subsystem Table 11: Expected learning outcomes for Domain 5, Motor Skills S/N Activities Nursery 1 Nursery 2 1. Athletics • Locate parts of the body • Locate parts of the body • Awareness and • Reproduce diff erent • Reproduce diff erent movements movement of the movements • Use various locomotive skills body (Mobility) • Use various locomotive (walking, running, galloping, • Physical eff ort skills (walking, running) hopping) to move from one place and locomotion to move from one place to the other to the other • Move the diff erent parts of the • Move the diff erent parts body following instructions of the body following instructions 2. Team sports • Use thumb/forefi nger in • Use thumb/forefi nger in pincer • Handling/ pincer grasp grasp manipulation • Practise social • Use a variety of tools and • Team sports and interpersonal materials to build grasp and (Opposition, communication skills release skills (throwing, catching, cooperation) • Tolerate others carrying, dragging, kicking, pulling) • Practise social and interpersonal communication skills • Tolerate others 3. Gymnastics • Build appropriate body • Build appropriate body movement • Body movement movement and balance and balance and balance

Table 12: Scope and sequence progression for Physical Education and Sports Activities and Units Nursery 1 Nursery 2 Athletics Parts of the body x x Walking x x Running x x Galloping x Hopping x Team sports Nursery 1 Nursery 2 Tug-of-war x x Basket games x x Water race x x Fashion parade x x Football x Gymnastics Nursery 1 Nursery 2 Stretching x x Equilibration and laterality x x Rhythm movements with music (Ballet) x x

36 Cameroon Nursery School Curriculum English Subsystem Resources and intervention strategies The contents, techniques and possible didactic materials will be presented in tabular form. The techniques and didactic materials are not exhaustive, although techniques that best suit an activity should be chosen, while taking into account the contexts and the class sizes. Note should be taken that the major Nursery Education learning-teaching approach will be the Project-Based Learning which has been discussed at length.

This task is challenging, given that Cameroon has embraced Inclusive Education. Hence all the learners in the classroom must be taken care of, irrespective of their diff erences. By implication, an Individual Education Plan (IEP) must be developed in order to take care of “that” child who needs extra attention, be he/she hard-of-hearing, visually challenged, dyslexic, physically challenged or otherwise. This is a more cost eff ective approach to Nursery Education. The use of play and games is, of course, a very useful technique for Nursery School activities and cannot be belaboured.

Resources/Didactic materials are very important in any learning-teaching context in general and in a nursery school setting in particular. In the case where the means are not there, found, natural and recycled materials should be used. These are recommended in order to rekindle the spirit of creativity in both the learners and the teachers alike. They are less expensive. It equally calls for creativity, innovation and resourcefulness. The materials must be harmless, attractive and manipulative. They can also be produced by the learners, the teachers, the parents and the community.

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

Table 13: Integrated Learning Themes for the Nursery No Integrated Learning Them e 1 The school 2 The body 3 The family and home 4 Festivities/Celebrations 5 Plants 6 Animals 7 Occupations 8 Travelling

37 Cameroon Nursery School Curriculum English Subsystem Strategies for Nursery One Strategies Resources and Intervention and Intervention Resources

38 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Storybooks Picture charts Audio-visual aids Drums/Gongs/Flutes books: Big/mini Create your bigbook by own or mini boardpaper using card persons Resource Flipbooks Assorted drama costumes projectors Video • • • • • • • • • learning strategies Questions and answers Demonstration: May use the story Cooperative learning Chanting/Singing Library visits Role-play/Dramatization Play “Hide and seek” body to show actions in Narration • • • • • • • • Comic stories Fiction stories Traditional • • • Listen to short stories between Distinguish evil and good picture Read stories Defend self from danger Practise moral values books and reading Value booksposition Hold in the right Follow the appropriate reading direction, left to right Sit erect while reading • • • • • • • • • Unit Expected learning outcomes Contents Suggested teaching and Short stories DI: Literacy and Communication 14: Storytelling Table Other useful didactic materials/resources for Storytelling include: Newspapers,boards Colours/Gum, Images/pictures, Cartoon stripes, Flannel Post-its, Telephone, markers, experience books, natural environment, television/Radio/

39 Cameroon Nursery School Curriculum English Subsystem Picture charts Letter cards Rhyme cards Flashcards cards Word books Rhyme VCD/DVD Picture charts Rhyme cards Flashcards cards Word books Poem Demonstrative pictures Suggested resources Suggested resources • • • • • • • • • • • • • learning strategies Recitation Demonstration Cooperative learning Role-play/Dramatization Games Chanting/singing PBL PBL Pronunciation Recitation Demonstration Cooperative learning Role-play/Dramatization Chanting/singing • • • • • • • • • • • • • • Lullabies Sound rhymes Counting rhymes Song rhymes Family rhymes/poems Animal poems Animal Fruit rhymes/poems Counting rhymes/ poems • • • • • • • • Listen to rhymes and poems Listen to rhymes and between Distinguish good and evil peers Lull and siblings to sleep Defend self from danger Practise moral values Recite poems Recite ne/small motor skills Build fi Recognise fruits, animals Show love for schooling • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Rhymes Poems Table 15: Poetry and Rhymes Table

40 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Puppets/ objects/ Pictures Illustrated scenes/Comic stripes and other audio-visual TV aids Sign language alphabet Internet applications and YouTube websites like persons Resource Comic stripes/Visual aids Comic stripes/Visual and other audio-visual TV aids Charts/sign language alphabet Internet applications and YouTube websites like persons Pictures/Resource • • • • • • • • • • learning strategies Miming and mimicking Role-play: silent acts Illustrations cues Visual Imitation Games/Pairing Illustrations/Games Role-play: silent acts Pairing Cooperative learning Imitation • • • • • • • • • • • Occupations care Compound Happiness Sadness Sickness Surprise Danger • • • • • • • Imitate various occupations Build love for occupations Build small motor skills Perform non-verbal communication Display their moods via facial expressions • • • • • Units Expected learning outcomes Contents Suggested teaching and Mimes and mimics Facial expressions Table 16: Sign Language and Gestures Table

41 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Pictures/Picture cards Charts aids Visual books Picture cards Word Alphabet/ charts/Pictures Flip basket Word Audio-visual aids charts Flip Alphabet/blend charts books: Big/Mini Prepared and by the decorated teacher basket /Audio-visual Word aids Name cards • • • • • • • • • • • • • learning strategies Interaction Cooperative learning Singing/rhymes Role-play/Illustrations cues Visual PBL Drilling Role-play/ Games Cooperative learning Singing/rhymes/ Illustrations Drilling Role-play/Games Cooperative learning Singing/rhymes Illustrations • • • • • • • • • • • • • • • Fruits Vegetables Flowers Family members Animals Letters of the alphabet passages Short with contextual vocabulary items passages Short with words targeted Names of learners • • • • • • • • • Read pictures Read photo Construct a gallery/ album Share information Recognize letter-sounds Spell simple words Pronounce words correctly Listen and read short words Recognize written language Name objects • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Picture reading reading Picture Letter-sounds Listening and words reading Table 17: Reading Table

42 Cameroon Nursery School Curriculum English Subsystem Chalk Pencil Arm-board paper/book Tracing Sand tray Stencils: letters, numbers Tracing paper/book Tracing Sand tray Stencils: letters, numbers, words Related textbooks Letter/word/number cards/paper Chalk/Pencil/Arm- board/ Crayons Suggested resources Suggested resources • • • • • • • • • • • • learning strategies Small motor exercises Free writing Pencil grabbing Tracing Drawing Fine/small motor exercises Hand-eye coordination Pencil grabbing Tracing Proper letter formation Drawing Colouring • • • • • • • • • • • • Scribbling Raindrops Strokes / Zigzag / Cane Waves Hooks /Curves lines Vertical Horizontal lines (letters and Tracing numbers) Letters of the alphabet Common/simple words Numbers– 5 1 • • • • • • • • • • • Reproduce models Sketch models Hold writing materials correctly Follow the right order of writing Love writing Write lowercase letters Write words Write Hold writing materials correctly Follow the right order of writing Use the appropriate hand to write peersShare with who do not have • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Pre-letter Pre-letter formation Letters and numbers Table 18: Writing 18: Table

43 Cameroon Nursery School Curriculum English Subsystem

Matériels audiovisuels Photos Objets divers Images Matériels audiovisuels Photos Objets divers Images Matériels audiovisuels photos Images/ bâtonnets Les , les étiquettes Les matériels divers Matériels audiovisuels Photos / Images Les étiquettes Matériels audiovisuels Photos Observation jets divers Ob Images • • • • • • • • • • • • • • • • • • • • Jeu de rôle/Jeux Illustrations en atelier/pairs Travaux Démonstrations Jeu de rôle /Jeux/Illustrations en atelier/Travaux Travaux pairs entre Démonstrations Imitation Récitations/chants Jeu de rôle/Jeux Récitation/Illustrations/ Démonstrations Jeu de rôle/Jeux en atelier/pairs Travaux Récitations/Chants en atelier Travaux pairs entre Travaux Démonstrations Imitation/Interaction Récitations/Chants en atelier Travaux pairs entre Travaux Démonstrations • • • • • • • • • • • • • • • • • • • • • • Bonjour/Bonsoir Bon après midi Bon nuit présentation La – 10 1 jours Les de la semaine Les chansons Comptines Poésie • • • • • • • • • Dire bonjour/bonsoir aux Dire amis, aux enseignants et aux camarades Se socialiser avec ses camarades et l’enseignant présenter Se Dire son nom en cas d’égarement Compter les nombres Partager avec les amis jours de la Citer les semaine Chanter une chanson pour Chanter en français le Réciter un poème/comptine un Réciter pour Montrer l’intérêt la langue française plaisir • • • • • • • • • • • Unités Attentes Contenus Techniques Matériels didactiques Salutations Se présenter Compter Jours de la semaine Chants Poésie et Comptines Table 19: French 19: French Table

44 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Counting sticks/ blocks Counting sticks/ Tables/chairs Diverse fruits Number cards Pebbles/Abacus body Parts of the Chalk/Arm board Chalk/Arm Pencil Paper/book Workbook Diverse objects: fruits, pens,pencils, coloured clothes, hats, marble stones, Counting sticks bottles/ Plastic corks, Fruits/food items stones Marble plasticbottles, corks and pebbles,books, toys • • • • • • • • • • • • • • • learning strategies Field observation Cooperative learning Games/play Rhymes/songs/Counting Demonstrations Tracing/Demonstration/ play Role Drilling: with fi ngers/ Drilling: with fi on the toes in the air, on on sand tray, oor, fl Discussions/elicitation Questions and answers Sorting/matching Measuring Questions and answers Elicitations Demonstration Games / Songs peer’s back peer’s • • • • • • • • • • • • • • • Writing numbers Writing – 5 1 Elements of a set Primary colours Shapes/Sizes Quantities Addition not more than 10 Subtraction not more than 10 Numbers– 10 1 • • • • • • • • Count numbers from 1-10 Identify quantity Run errands at home/school projectspeers Carry out with Write numbers progressively numbers Write Hold writing materials correctly Follow the right order of writing peers Share writing materials with Classify elements of a set Identify colours Express similarity Use numbers personalbelongings Arrange their Share with others Use mathematical operations: addition and subtraction peers with and others Work erences and the Accept diff opinions of others • • • • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Counting Writing Writing numbers Classifyingelements Mathematical operations D2: Science and Technological Skills Development D2: Science and Technological 20: Mathematics Table

45 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Colours/ Masks/headscarf bowls,Coloured items: cups, shop scraps from tailor’s VCDs/DVDs TV/Computer/laptop/Phone Sweets/sugar/sugarcane, liquids/ syrupsetc. Bitter herbs/drinks Stalefood /Dustbin management areas Waste tissue Toilet/water/soap/toilet DVDs/VCDs /TVs lotion Perfumes/towel/body /comb Flowers Learners Audio-visualaids Environment Blindfold materials: masks, head scarfs stones, clothes, cotton Water, • • • • • • • • • • • • • • • • • Demonstrations Elicitations Outdoor visit videos Watching Blindfolding samples Tasting presentations Video Role-play/Pretence Smelling scents Outdoor visit Demonstrations presentations Video Speaking/Singing Recitation / Role-play Conversations/ dialogues Games Role-play learning strategies • • • • • • • • • • • • • • • • • Primary colours (Red, blue) green, be Other colours to by the determined context/environment Sweet taste Bitter taste Good smell Stink (bad smell) management Waste Toileting Hand washing Personal hygiene Speaking (soft voice and loud voice) Singing and dancing Hot/cold things Soft/hard objects Dry/wet objects • • • • • • • • • • • • • • •

(sight) belongings Arrange their Sort items Carry out tasks beauty Appraise and aesthetics Identify primary colours Identify Distinguish tastes (taste) Choose food appropriately Consume medicines appropriately erentiate smells (smell) Diff Use toilets appropriately Solve health and problems environmental pitch Identify voice (hearing) behaviour Modify Speak softly/gently React to an external stimulus (touch) behaviour Modify Interpret information • • • • • • • • • • • • • • • • • UnitsExpected learning outcomes Contents Suggested teaching and The sense of sight The sense of taste The sense of smell The sense of hearing The sense of touch Table 21: Sensory and Perceptive Education 21: Sensory and Perceptive Table

46 Cameroon Nursery School Curriculum English Subsystem Wood ash, soil, sand, Wood sawdust, cement, clay, mud bowl,bottles, Water, containers limestone Sugar, Charts/pictures VCD/DVDs Relevant Relevant websites Illustrative charts: star, Illustrative charts: star, moon, sun Environment Balloons/Ball, sand Stones, ropes, mud plasticbottles Empty plasticbottles Filled lled Basin/bucket fi with water Natural environment Suggested resources Suggested resources • • • • • • • • • • • • • • learning strategies Experimentation/trial and error Discovery/discussions Cooperative learning Discovery/discussions Questions and answers Excursions projections Video Discovery/discussions Cooperative learning Role-play/Songs Experimentation Discovery/discussions cooperative learning Display • • • • • • • • • • • • • • Flooding Mountain eruption Landslide Heavy rainfall Droughts Day, night Day, Sun, moon Stars etc. Floating Sinking Falling Pulling Dissolving sugar Mixing water; in milk, sand/cement clay, soil, with water to make paste • • • • • • • • • • • • • Recognise environmental danger and natural disasters Defend self from danger in Cry for help the face of danger Display emotions in the face of disaster/danger Describe day and night personal activities Plan appropriate clothes Wear Identify diff erent gravitational forces Identify diff preventing disasters about Talk Display a sense of ambition for the sciences c notions and dispel Interpret scientifi myths Display talent Use water and powderedUse water and substance to paste make Perform experiments Show love for science • • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Science Natural phenomena Astronomy Astronomy (Stars) Gravity (Weight) Experiments Table 22: Science and Technology 22: Science and Table

47 Cameroon Nursery School Curriculum English Subsystem Water, clay, sand clay, Water, plastic Cement, soil, containers Legos, helmets gloves Bamboo, Plantain stems, leaves pipes, Found ropes, jacket, gloves, helmet Bottles of water, Bottles of water, Stones, sand paper, Cardboard Feathers plastic Old shoes, Environment candles lamp, Torch, Found sockets, cables Match/lighter Radio, tv, iron, Radio, tv, telephone, computer, shaving hair dryer, machine, charger, microphones, etc. Pictures and charts Found cables, sockets gloves,jacket, Scrap, helmet Illustrative charts balls,buckets Suggested resources Suggested resources • • • • • • • • • • • • • • • • • • learning strategies Discovery/discussions Cooperative learning PBL Demonstration and error Trial Discovery/discussions Cooperative learning Demonstration PBL and error Trial Discovery/discussions Cooperative learning Demonstration Outdoor observations Discovery Discussions Demonstrations Role-play and dramatization Peer tutoring Discussions/ Demonstrations Role-play /dramatization Singing Cooperative learning • • • • • • • • • • • • • • • • • • • • • • • Building construction: Building bridge house, Fabrication and of assembling automobiles Tools of the plumber of the Tools piping Water Installation Safety and security light Artifi cial sources of Artifi light Appliances that use electricity Persons that can use these Electrical shock Natural sources of Technology and Engineering Technology • • • • • • • • • • • Show interest in technology and engineering Integrate a spirit of observation Construct miniature houses, Construct miniature plumbing Construct miniature channels Show interest in technology and engineering Integrate a spirit of observation Identify materials and tools for Locate sources of light Use sources of lights responsibly Stay away from dangerous sources of light Detect appliances that use electricity Boot a computer the lights on and off Turn TV/Radio channels Change Show caution in using electrical appliances Recognise the dangers of wrong use of electricity and electrical appliances from Ask for help adults to use electrical appliances bridges, cars, aeroplanes etc plumbing • • • • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Construction Plumbing Sources of Sources light Electrical appliances Safety and security

48 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Filled bags/tires Filled Diverse seedlings Diverse vegetables and spices beds ower seeds, fl Various Gloves, soils Plot of land peelings Food and left-overs ash Wood Grass, leaves Goat/cow dung, gloves Diverse seeds and seedlings Machete/hoe Illustrated charts of a farmer’s tools can Watering bags Planting Gloves • • • • • • • • • • • • • • • • learning strategies Demonstrations Observation Practical work Demonstration Observation Practical work Demonstration Observation Practical work • • • • • • • • • Flowers Plants Manure Soils and uses Seeds Seedlings Disposing waste kitchen waste Grass and leaves Animal waste Planting Weeding Watering Harvesting • • • • • • • • • • • • • • Identify sources of manure Detect waste Throw waste responsibly planting Describe the and process harvesting farming Show interest in crop Plant seeds and seedlings Describe the uses of soil care of the environment Take Identify plants Identify Care for nature beautifying Show love for the owers and environment with fl plants • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Sources of Sources manure Cultivation Gardening Table 23: Agriculture 23: Table

49 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Museums, school parks, environment, Relevant calendars Libraries, museums Palace, “lamidade” Illustrative charts/posters, Illustrative charts/posters, palaces pictures/photographs pictures/photographs • • • • • • Dialogue/Discussions Role-play eld Excursions and fi visits Field trips/outdoor activities Demonstrations Role-play Cooperative learning learning strategies • • • • • • • Contents Suggested teaching and Introducing self The family My teacher My school Volunteerism The Cameroon Flag Anthem, National The The President, the Prime the Minister of Basic Minister, the Education, the Governor, S.D.O, the D.O, Mayor, the village or community Chief//Fon/Sultan/Lamido • • • • • • • outcomes Recognise self peers Discuss with and others Locate self Identify key state and cials local offi Respect adults and hierarchy Show love for the country and community • • • • • • Units Expected learning Self – Self introduction National emblems and cials Offi D3: Practical Life Skills 24: Citizenship Table

50 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Illustrative charts/posters, bowl for washing water, hands bottle of Real objects, tap, water Catchy phrase Catchy and posters emoticons Illustrative charts, pictures, cutleries, food, pictures, gifts • • • • learning strategies Demonstration/Dialogue Role-play/ Storytelling buzz Peer work/ group Cooperative learning Demonstration/ Dialogue Role-play buzz Peer work/ group Storytelling • • • • • • • • Responding to greetings Politeness: “Please”, “Thank you”, “I’m sorry”, “Excuse me” Honesty manners Table Obedience Punctuality Salutations Appreciation Love for self and others Empathy • • • • • • • • • • Conform to simple etiquettes Conform to societal norms Share with peers Share with and others Show love to everyone • • • • Units Expected learning outcomes Contents Suggested teaching and Simple etiquettes Good behaviour Table 25: Character Education 25: Character Table

51 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources The environment Dustbins Illustrative charts Various clothes: Various pair a of trousers/shorts, singlet The environment Illustrative charts/ pullover, shirt, tee pullover, pictures • • • • • • learning strategies Outdoor activities and eld trips fi Cooperative learning Outdoor activities and eld trips fi Observation and Discovery Cooperative learning • • • • • Cleaning up Cleaning up Sorting waste management Waste Warm weather Warm Cold weather Rainy weather Sunny weather Mud/dust of clothes Types • • • • • • • • • Assist in the upkeep of Assist in the upkeep environment Throw litter/dirt in dustbins Practise cleanliness waste Assemble Identify recyclable waste Discriminate between Discriminate hot and cold weather Select an appropriate dress code Play at the right time/place Practise a sense of love and care for the environment • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and The environment Climate change Table 26: Environmental Education 26: Environmental Table

52 Cameroon Nursery School Curriculum English Subsystem Illustrative charts phraseposters Catchy with emoticons tap, water, Toiletries, soap The road Kitchen utensils Illustrative charts on how to use the toilet and latrine Toiletries switch, Electric cable, distributor Demonstrative charts/ pictures Suggested resources Suggested resources • • • • • • • • • learning strategies Demonstration Outdoor activities play Role- Cooperative learning Role-play Demonstrations Cooperative learning Demonstrations/ Discussions Observation/Role-play Outdoor visits • • • • • • • • • • Classroom safety Playground safety Using the toilet The kitchen The toilet Electrical appliances paths Pedestrian c lights Traffi Zebra crossing • • • • • • • • • Follow safety rules in school at all times Play with caution teacher the to incident any Report Follow safety rules at home all times Protect self from danger Follow road safety rules at all times on the right side of road Walk to Ask for adult help cross the road • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and School safety Home safety Road safety Table 27: Safety Education Table

53 Cameroon Nursery School Curriculum English Subsystem Illustrative charts Classroom environment Illustrative chart of good sleeping vegetables, alcohol Bandage, plaster, plaster, Bandage, gauze, cotton, empty medications Illustrative charts of a hospital or an injury scene Fruits, food, potable Fruits, food, plate cutlery, water, bowl, soap, Washing bottle, water in a disposable napkins, brush, tooth positions, fruits and bottles/packs of paste Suggested resources Suggested resources • • • • • • • Role-play and dramatization Cooperative learning Role-play and dramatization Cooperative learning Demonstration Practise play Role Cooperative learning learning strategies • • • • • • • • Sitting positions Sitting positions Standing and walking positions Sleeping Injuries Symptoms of illnesses Hygiene to include when to, Eating habits: what to and how eat, always before washing hands eating and after the toilet Hand washing: the steps of hand washing to include when Drinking habits: to, what to and how drink Sleeping habits Balance diet bathing Brushing and • • • • • • • • • • • • Report injury or symptoms of illness Stay in good health Comply with healthy habits Use appropriate postures Use appropriate Sit and stand erect calmly in the right Sleep Demonstrate good health habits Follow hygiene and sanitation rules Choose to eat only when necessary Practise avoiding sugary and salty food Choose the right liquid to drink Comply to sleeping time Brush teeth correctly and regularly position • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Treatment Treatment Body postures Good health Good habits Table 28: Health Education and Nutrition Table

54 Cameroon Nursery School Curriculum English Subsystem Xylophone/Flute Drum/Gong Rattles/Charts Guitar/Piano Mouth organ person Resource Xylophone/Flute Drum/Gong Rattles/Charts person Resource Audio-visual aids Resource person Resource Audio-visual aids Resource person Resource Audio-visual aids Suggested resources Suggested resources • • • • • • • • • • • • • • • learning strategies Cooperative learning Singing and dancing Guided tour Cooperative learning Singing and dancing Cooperative learning Singing Cooperative learning Singing and dancing • • • • • • • • • Traditional musical Traditional instruments Modern musical instruments “Njang”/”Bikutsi” “Moningnkim” “Bottle dance” “Ben sikin”/”Asiko” “Gumba”/”Makossa” Simple sol-fa notations “doh”, “tih”, “lah”, “soh”, “fah”, “mih”, “reh”, “doh” “Makossa”/”Asiko” Modern “njang” Modern “bikutsi” etc. • • • • • • • • • • • Identify traditional and modern musical instruments Display at least one Cameroonian dance step Show love for culture Identify rhythm dence Build self confi Use voice spontaneously to make musical sounds ection joy with and aff Work Dance to music body Express self freely via movements • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Musical instruments Traditional Traditional music and dance Sol-fa notations Modern Cameroonian music D4: Arts and Crafts D4: 29: Music and Dance Table

55 Cameroon Nursery School Curriculum English Subsystem Coloured pencils, Coloured relevant coloured articles/objects, materials Projector/computer Illustrated charts Diverse objects with relevant shapes: book, slate, exercise orange, triangular item from a math set pencils, Coloured relevant coloured articles/objects, materials ball/balloon,box, chalk Suggested resources Suggested resources • • • • • learning materials Cooperative learning play Demonstration/role Illustrations Cooperative learning • • • • Colours (Especially primary: Colours (Especially blue, Red, yellow) Rectangle/colouring Square/colouring Triangle/colouring Circle/Colouring • • • • • Identify the three primary Identify the three colours Relate to aesthetics and good taste Trace an image Trace Integrate creative and imaginative thinking in activities • • • • Units Expected learning outcomes Contents Suggested teaching and Colours Shapes and colouring Table 30: Drawing and colouring Table

56 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Clay and water, plastics, Clay and water, leaves, paper, cartons, shop, scraps from tailor’s thread, old clean clothes, bamboo, precious wool, palm stones, wood, fronds Assorted materials depending on the context leaves, paper, Cartons, shop, scraps from tailor’s thread, old clean clothes, bamboo, precious wool, stones, clay and water, fronds plastics,palm wood, • • learning materials Observation and discovery Practice Cooperative learning play/dramatization Role Cooperative learning play Demonstration/role PBL • • • • • • • Contents Suggested teaching and Making crowns, kites, etc. Making decoration items. Moulding pots, Moulding cups, Found materials Recyclable materials plates etc. Natural materials • • • • • • outcomes Produce a design of their choice erent objects Mould diff Decorate items Identify materials in their be environment that can used for handwork Follow good environmental rules • • • • • Units Expected learning Practice sessions Handwork materials Table 31: Handwork Table

57 Cameroon Nursery School Curriculum English Subsystem Learners/sports wear Playground Playground Running track Safe surfaces Rope/Balls Baskets made from clothes Sports attire Sports attire Baby gym Baby equipment Slides, swings for Trampolines bouncing and balancing Suggested resources Suggested resources • • • • • • • • • • • • learning strategies Demonstration/Role play Demonstration/Role Imitation/practice Field work work and Team cooperative learning Demonstration Imitation/practice Field work work/ cooperative Team learning Demonstration Imitation/practice Field work work/cooperative Team learning Demonstration Imitation/practice Field work • • • • • • • • • • • • • • • Parts of the body Parts of the Walking Running Galloping Tug-of-war Basket games race Water parade Fashion (catwalk) The body The Stretching while Equilibrium carrying object Somersaulting Ballet • • • • • • • • • • • • • Locate partsbody Locate of the Explain the nature of discomfort in their system pain Show compassion for those in Reproduce diff erent movements Reproduce diff erent activities at home Relate to diff and in school performing Show willingness in tasks Practise team sports peers Relate with and others harmoniously Display a spirit of tolerance Practise social and interpersonal communication skills erences and Accept defeat, diff culties diffi Begin a body awareness process body awareness Begin a physically Show love to those who are impaired Build appropriate body movement Build appropriate and balance • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggest teaching and Athletics Team sports Team Gymnastics D5: Motor Skills 32: Physical Education and Sports Table

58 Cameroon Nursery School Curriculum English Subsystem Strategies for Nursery Two Strategies Resources and Intervention and Intervention Resources

59 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Storybooks Picture charts Audio-visual aids Drums/Gongs/Flutes books Big/mini persons Resource Flipbooks Assorted drama costumes projectors Video Flipbooks Assorted drama costumes projectors Video charts Videos/Picture Drawing and colouring materials DVDs/projectors pictures Illustrated and charts • • • • • • • • • • • • • • • • learning strategies Questions and answers play Demonstration/Role Cooperative learning Chanting/Singing Library visits Cooperative learning Chanting/Singing Role-play and dramatization Role-play and dramatization projections Video Role-play and dramatization projections Video Narration Narration • • • • • • • • • • • • • • Comic stories Fiction stories Traditional Comic stories Fiction stories Traditional Imaginative stories Real life narrations Fiction stories Traditional • • • • • • • • • • Follow the appropriate Follow the appropriate reading direction Sit erect while reading Build self-esteem through socialisation and language Bond with mates and teachers Integrate into groups ne/small and gross Build fi motor skills Listen to short stories between Distinguish evil and good Defend self from danger Practise moral values books and reading Value books Hold in the right position • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Guessing story endings Narrating a story Sounds of animal characters Short stories D1: Literacy and Communication 33: Storytelling Table

60 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Picture charts/Letter cards Rhyme cards /Flashcards books cards/Rhyme Word Picture charts Rhyme cards cards Flashcards/Word books “Poem” • • • • • • • ing strategies Recitation/Demonstration Cooperative learning pronunciation Spelling and Spelling and pronunciation Spelling and Recitation Demonstration Cooperative learning • • • • • • • Animal rhymes poems Fruit Mathematical rhymes poems Family Lullabies Sound rhymes Family poems Family Animal poems Animal poems Fruit Mathematical poems • • • • • • • • • • Listen to rhymes and poems Listen to rhymes and between Distinguish evil and good peers Lull and siblings to sleep Defend self from danger Practise moral values Recite poems Recite ne/small motor skills Build fi Recognise fruits, animals Show love for schooling • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and learn- Rhymes Poems Table 34: Poetry and Rhymes Table

61 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Puppets/ objects/ Pictures Illustrated scenes/Comic stripes and other audio-visual TV aids Internet applications and YouTube websites like persons Resource Comic stripes/Visual aids Comic stripes/Visual and other audio-visual TV aids charts Internet applications and YouTube websites like persons Pictures/Resource Comic stripes/ Pictures aids Visual and other audio-visual TV aids Charts Internet applications and YouTube websites like persons Resource • • • • • • • • • • • • • • learning strategies Miming and mimicking Role-play (silent acts) Illustrations cues Visual Illustrations/Games Role-play (silent acts) Pairing Cooperative learning Imitation Illustrations Games Role-play (silent acts) Pairing work Group and cooperative learning Imitation /Interaction Practice • • • • • • • • • • • • • • • • : Touch fi ngertip fi Touch : : Touch the fi ngertips the fi Touch : Contents Suggested teaching and : Use fl at hand to make a : Use fl : Use fi st to make a circular : Use fi Occupations care Compound House chores School chores behaviour/movement Animal Happiness Sadness Sickness Surprise Danger Greetings/Manners Please circular motion on chest. Sorry motion on chest. Thank you of one hand to chin and move body. away from welcome You’re of one hand to chin and move in an arc motion to waist Play • • • • • • • • • • • • • • • • outcomes Imitate various occupations Build their love for occupations motor ne small/fi Build skills Perform non-verbal communication Display their moods via facial expressions Identify with persons Identify with erent and who are diff needs have special persons Recognise needs with special • • • • • • • Units Expected learning Mimes and mimics Facial expressions Manners Table 35: Sign Language and Gestures Table

62 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Charts/pictures charts Flip books Big/Mini basket Word Audio-visual aids Course books/related Course textbooks Cartoon strips Pictures/Picture cards aids Charts /Visual books/Big/mini Picture Flash cards/Flip charts Flash cards/Flip Alphabet/blend charts books Big/Mini (Prepared by the and decorated teacher) Audio-visual basket Word aids books • • • • • • • • • • • • • • learning strategies Role-play Games Demonstration Cooperative learning Cooperative learning Demonstration play Role Games Role-play/Games Singing/rhymes Cooperative learning • • • • • • • • • • • Contentsand teaching Suggested Fruits /Vegetables Fruits /Vegetables Animals /Birds Flowers /Plants Kitchen utensils Festivals The alphabet Blended simple words Short sentences passages Short including picture- the words met in reading Simple words Short texts to include names of the objects met picture in reading Short texts to include contextual words • • • • • • • • • • • • outcomes Read pictures Read photo/image Construct galleries/albums Share information Follow instructions Recognize letter-sounds Spell simple words Pronounce words correctly Read words aloud Ask questions Follow instructions Name objects Name objects • • • • • • • • • • • • Units Expected learning Picture reading reading Picture Letters of the alphabet short sentences and texts Table 36: Reading Table

63 Cameroon Nursery School Curriculum English Subsystem Chalk/Pencil Arm-board paper/book Tracing Sand tray Stencils: letters, numbers “Ascenders” and “descenders” games Pencil/Arm-board/ crayons sheets/book Tracing Sand tray Stencils: letters, numbers, words Letter/word/number cards Writing paper/books Writing Pencils/Number cards cards/Writing Word models Suggested resources Suggested resources • • • • • • • • • • • • • • Demonstration Pair work Cooperative learning Demonstration Pair work Cooperative learning Demonstration/Pair work Cooperative learning learning strategies • • • • • • • • Tracing (letters and numbers) Tracing b, f, Long rabbit letters (l, h, d, k, t,) One armed robot (down and i, retrace upwards (r, Long ladder (j, g, Anti-clockwise letters, curly gures caterpillar letters and fi – 0, 6, (c, a, d, e, g, o, q, f, s 8, 9) gures (v, Zigzag letters and fi x, z, - 1, 4, 7) w, Lowercase letters Upper case letters Common words Days Months SVOs, (Subject, Verb, Object) Verb, SVOs, (Subject, Numbers– 10 1 Names • • • • • • • • • • • • • • Reproduce models Sketch models Hold writing materials correctly Follow the right order of writing Love writing Write lowercase, uppercase Write letters and numbers words Write Hold writing materials correctly Follow the right order of writing peersShare with who lack Write simple sentences Write Show love for writing, aesthetics and neatness • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Pre – letter – letter Pre formation Letters and numbers Handwriting Table 37: Writing 37: Table

64 Cameroon Nursery School Curriculum English Subsystem Matériels audiovisuels Photos Objets divers Images Matériels audiovisuels Photos Objets divers Images Matériels audiovisuels Photos Objets divers Images Objets divers Matériels audiovisuels Photos /Objets divers Images Le calendrier Les étiquettes Le texte d l’hymne • • • • • • • • • • • • • • • • • • • Imitation /Interaction Récitations /Chants pairs en atelier/ Travaux Démonstrations Récitations Chants pairs en atelier/ Travaux Démonstrations Jeu de rôle Illustrations pairs en atelier / Travaux Démonstrations Jeux /Jeu de rôle en atelier Travaux Jeu de rôle /Jeux Illustrations pairs en atelier / Travaux Démonstrations Jeu de rôle pairs en atelier / Travaux Démonstrations Récitation /Répétition Chant • • • • • • • • • • • • • • • • • • • • • • • Comptines Poésie Les chansons La présentation La 1 – 10 1 Les jours Les de la semaine Les mois de l’année L’hymne national L’hymne • • • • • • • • Réciter un poème/comptine Réciter un Montrer l’intérêt a la langue française Chanter une chanson pour Chanter en français le Se présenter Se Dire son nom en cas d’égarement Compter les objets S’insérer dans la communauté Citer les jours de la semaine Citer les Communiquer en français Citer les mois de l’année Communiquer en français Chanter l’hymne national pays Aimer le plaisir • • • • • • • • • • • • • • Unités Attentes Contenus Techniques Matériels didactiques Poésie et Comptines Chants Se présenter Se présenter Compter Compter Les jours de la Les semaine Les mois de l’année L’hymne Table 38:French 38:French Table

65 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Chalk board Arm Pencil Paper/book Workbook Counting sticks/ Blocks fruits Tables/chairs/Diverse Number cards/Pebbles body Abacus /Parts of the Plastic corks Diverse objects: fruits, pens,pencils, coloured clothes, hats, marble stones, plasticbottles, corks and pebbles,books, toys • • • • • • • • • • • strategies Drilling: with fi ngers/toes in Drilling: with fi on sand oor, on the fl the air, back peer’s on tray, Tracing Demonstration Copying models Field observation Cooperative teaching Games/play Rhymes/songs/Demonstrations Discussions/elicitation Cooperative learning • • • • • • • • • • Writing from 1 – 10 – 10 from 1 Writing Elements of a set Colours Shapes Sizes sets Sub Numbers– 20 1 • • • • • • • Express similarity Classify elements of a set Identify colours Share with others Use numbers personal Arrange their Count numbers from 1-20 Count numbers Detect quantity Run errands at home/school projectspeers Carry out with Write numbers Write progressively numbers Write Hold writing materials correctly Follow the right order of writing, left to right Share writing materials with belongings peers • • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and learning Classifying sets and sub sets Counting Writing numbers D2: Science and Technological Skills Development D2: Science and Technological 39: Mathematics Table

66 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Counting sticks bottles/ Plastic corks Fruit/food items stones Marble Diverse classroom items Videos Illustrated charts/pictures Clock/clock face Bell/gong Nature • • • • • • • • • • learning strategies Cooperative learning Elicitations Demonstration Outdoor activities Outdoor observations talk/Brainstorming Free Cooperative learning Elicitations • • • • • • • • Addition not more than 20 Subtraction not more than20 Division not more than 10 Morning/Afternoon Evening/Night Reading time in hours • • • • • • Use mathematical operations (addition subtraction and division) peers with and Work others erences and the Accept diff opinions of others Show love for mathematics Show interest in schooling and other activities Comply with time being Show interest in punctual • • • • • • • UnitsExpected learning outcomes Contents Suggested teaching and Mathematical operations Time

67 Cameroon Nursery School Curriculum English Subsystem Computer equipment: Monitor ; Keyboard; Mouse; System unit; Printer; Connections Charts/Locally fabricated materials ICT devices in the contents the in devices ICT pictures Charts containing erent ICT of the diff devices Locally fabricated materials Mobile /fi phones x Mobile /fi Charts containing communication devices Locally fabricated materials Remote control of a DVD, Radio Television, set, air conditioners erent Charts with the diff devices ICT Locally fabricated materials pictures of the diff erent pictures of the diff Suggested didactic material • • • • • • • • • • • Demonstration Discussions Cooperative learning Demonstration Discussions Cooperative learning Demonstration Discussions Cooperative learning Demonstration Discussions Cooperative learning learning strategies • • • • • • • • • • • • system unit keyboard mouse monitor The computer sets Radio /Television phones x Mobile and fi photo The camera projector The The remote control Mobile phones Mobile Handling a mobile/ phone xed or walkie- fi talkie device Types of remote Types control printer/scanner • • • • • • • • • • • • • • Identify a computer system erent Recognise that diff components are needed to system have a computer Identify common ICT Identify common ICT devices Recognise that these devices transmit information Simulate the use of keypad of a communication device Recognise that these devices are used to make distance communication Simulate the use of a remote control device Recognise that remote control devices devices at a distance • • • • • • • • Unit Expected learning outcomes Contents Suggested teaching and The computer The computer system ICT devices ICT The keypad of a communication device Remote control Remote control of device Table 40: Information and Communication Technologies 40: Information and Communication Table

68 Cameroon Nursery School Curriculum English Subsystem Computer mouse and keyboard Charts containing keyboards and mouse Locally fabricated materials Mobile phones, Mobile player TVs, DVD Charts containing erent devices diff Locally fabricated materials Mobile phones, Mobile player TVs, DVD Charts containing the content Related syllabus/ schemes of work/ books text Safety gloves Chargers Illustrative charts related to the contents pictures of the pictures of the pictures related to Suggested resources • • • • • • • • • • • • learning strategies Demonstration Discussions Cooperative learning Demonstration: learners devices ICT Discussions: may focus on letting learners share their ideas from home on how they Demonstration: learners cables appropriately Discussions: may focus on letting learners share their views on safety measures devices while using ICT Observation: learners may observe how others sit in front of a television set or computer system Discussion on the eff ects of Discussion on the eff particles food and water on devices ICT practisepower to available power these devices practise to handle electricity • • • • • • • • • The keyboard of a computer The mouse of a computer The powerbutton The and of a computer devices other ICT phones, (mobile player TVs, DVD etc.) touching cables touching cables connected to electricity sitting too close to a television set phone using a cell current using a computer in bed the The dangers of: by a Eating computer by Drinking ICT devices plugged to electric • • • • • • • • • • The dangers of: Play with the keyboard and the Play with the keyboard mouse of a computer Recognise that keyboards and mice are used to enter information in computers Identify the powerbuttons Identify the of devices common ICT devices Recognise that all ICT powerbuttonshave to enable them function observed while using a computer and devices other ICT Respect safety measures while using devices ICT respected while using a computer and devices other ICT Recognise that hygienic conditions the safety of user Namebasicbe safety measures to Name hygienic conditions to beName hygienic conditions to prolong the life span of devices and • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Keyboard and mouse of a computer Power buttons Power devices of ICT ICT devices ICT and safety measures ICT devices ICT and hygienic measures

69 Cameroon Nursery School Curriculum English Subsystem Charts containing erent objects diff around the school beyond and Locally fabricated materials Charts containing the containing Charts activities and the be steps to covered to execute them Charts containing the containing Charts activities and the be steps to covered to execute them pictures of the pictures of diff erent pictures of diff pictures of diff erent pictures of diff Suggested resources Suggested resources • • • • strategies Discussions: distinguish the types of objects they see around Observation: learners may go out of the classroom to observe found around or erent objects diff pictures observe and distinguish them pictures learners Use to help erences in the recognise the diff objects listed Demonstration: practise Demonstration: how to by going realise a real task through erent steps diff Discussions: may focus on letting erent steps learners explain the diff preparingbreakfast, involved in washing dresses Demonstration: practise Demonstration: how to of see how it works, create a group learners and assign a task to each of them which requires each their contributions to achieve the results Discussions: share their views on what they observed in programprogrammable a toy to programmable toys • • • • • • • The diff erent The diff nature of objects (cars; trucks, etc,) Preparing for classes clothes Washing Preparing tea for Basic tasks and instructions The computer bicycle, house breakfast program • • • Processes: • • • Identify common objects found around their environment Recognise that computers can sort out objects (cars, details Identify steps required to carry out a task as an algorithm Recognise that computers by step go through a step Identify that computers require instructions to program execute a Recognise that computers require a series of instructions to execute a task bicycle) or items without processproblem to resolve a • • • • • • UnitsExpected learning outcomes Contents Suggested teaching and learning Basic notions of Abstraction Basic concepts of Algorithm Basic notions of Programming

70 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Masks/headscarf Colours bowls,Coloured items: cups, shop scraps from tailor’s VCDs/DVDs TV/Computer/laptop/android Sweets/sugar/sugarcane/liquids/ syrups Bitter herbs/drinks banana/mango/pawpaw/ Fruits: Stalefood/Dustbin management areas Waste Toilet/Perfume Flowers Learners Audio-visual aids Environment phone pineapple lime/lemon/orange • • • • • • • • • • • • • • • learning strategies Demonstrations play Role Outdoor visits Demonstration/discussions Role-play/Pretence Simulation Demonstrations/ discussions Outdoor visit Role-play/dramatization Cooperative learning Discussion/demonstration Songs /Recitation Conversations/dialogues Role-play • • • • • • • • • • • • • • Red/Yellow Blue/Purple Orange/Green Pink/Brown Sweet taste Bitter taste Sour taste Stink (Bad smell) Good smell management Waste Toileting Hand washing Personal hygiene Speaking in diff erent Speaking in diff tones: soft, strong, loud, high, low Music: soothing, gentle, loud, noisy Noise/Anger • • • • • • • • • • • • • • • • Identify colours belongings Arrange their Sort items Carry out tasks beauty Appraise and aesthetics Distinguish tastes Choose food appropriately Consume medicines appropriately Diff erentiate smells Diff Use toilets appropriately Solve health and problems environmental Identify voice pitch Identify voice behaviour Modify Speak softly • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and The sense of sight The sense of taste The sense of smell The sense of hearing Table 41: Sensory and Perceptive Education 41: Sensory and Perceptive Table

71 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Blindfold materials: masks, head scarf, ropes cotton, stones Water, • • strategies Games (may have to do a hide and seek touch game) Role-play (play the role of a person good touches gently A badperson while a touches wildly) badpersonperson. and good • • Hot/cold Hard/soft Gentle/soft touch Aggressive/wild touch • • • • React to an external stimulus behaviour Modify Interpret information • • • Units Expected learning outcomes Contents Suggested teaching and learning The sense of touch

72 Cameroon Nursery School Curriculum English Subsystem Illustrative charts Tee-shirts/Pullovers Raincoat/boots Environment Balloons/Ball, sand Stones, ropes, mud plasticbottles Empty plasticbottles Empty plasticbottles Filled lled Basin/bucket fi with water The environment Illustrated charts/ box, shades Insect Leaf album, gloves, caps Wood ash, soil, sand, Wood sawdust, cement, clay, mud bowl,bottles, Water, containers, Sugar, limestone, milk owers Colours, fl Suggested resources Suggested resources • • • • • • • • • • • • • • • • • learning strategies Cooperative learning Outdoor visits Role-play Demonstration Elicitation Experimentation/trial and error Discovery/discussions Cooperative learning Discovery/discussions Cooperative learning Experimentation/trial and error Discovery/discussions Cooperative learning PBL Nature walks/observation • • • • • • • • • • • • • • • Sun Moon Stars Dry and rainy seasons Floating Sinking Falling Pulling Flowers Plants Birds Animals Dissolving hard substances paste/ Mixing to make dough Mixing to form colours • • • • • • • • • • • • • • • Describe day and night personal activities Plan clothes appropriate Wear Identify diff erent gravitational Identify diff forces Display a sense of ambition for the sciences c notions and Interpret scientifi myths dispel Show love for science talent Exhibit Identify living and non-living things Observe nature Exploit nature with care Use water and powderedUse water and paste substances to make Perform experiments Show love for science • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Science Astronomy (Stars) Gravity (Weight) Nature study Nature Experiments Table 42: Science and Technology 42: Science and Table

73 Cameroon Nursery School Curriculum English Subsystem Building blocks/ Building legos mud, Sand, soil, clay, sticks, stones, cartons, plastic old shoes, containers, rounded scissors, tyres Illustrative charts Plantain stems/ leaves, jackets ropes, masks, Bottles of water, stones, water, of Bottles sand paper, Cardboard pipes feathers, found plastics Old shoes, plantain leaves, bamboo, palm fronds, balls,buckets Charts/pictures VCD/DVDs Relevant websites Natural environment Suggested resources Suggested resources • • • • • • • • • • • learning strategies Trial and error Trial Demonstration/Imitation Cooperative learning PBL Discovery/discussions Cooperative learning Demonstration Discovery/discussions Excursions*Outdoor activities Cooperative learning • • • • • • • • • Technology and Engineering Technology Building construction: bridge, house, tunnel, staircase Fabrication and of miniature assembling samples: cars, kites, bicycles, canoe, toys aeroplanes, ship, Plumbing tools/materials processes Plumbing Installation Flooding Landslide Mountain eruption Draught /Erosion Tornado Thunder and lightening • • • • • • • • • • • Recognise natural phenomena Recognise natural Defend self/run away from danger in Cry for help the face of danger Display emotions in the face of disaster/danger Use materials in their produce environment to technological miniatures Show interest in manual work ne motor skills Build fi Show love for natural, found and recycled materials Identify materials and tools for plumbing • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Construction Natural phenomena Plumbing

74 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Environment phones Torch/Mobile bamboo Lamp/Candles, sticks Found sockets, cables Match/lighter Radio, tv, pressing iron, Radio, tv, telephone, hair computer, shaving machine, dryer, microphones, etc. charger, pictures Illustrated and charts Found cables, sockets Environment box rst aid Bandages, fi • • • • • • • • • • learning strategies Discovery/discussions Individual and group work Demonstration and error Trial Outdoor observations Discovery/Discussions Demonstrations Role-play/dramatization Songs Cooperative learning Demonstrations Role-play/ dramatization Songs Cooperative learning • • • • • • • • • • • • • • light Secondary sources of light Appliances that use energy Dangers of electricity of Dangers : electrical shock, Natural sources of burns and scars • • • • Locate sources of light Use sources of light responsibly Stay away from dangerous sources of light Detect appliances that use electricity Boot a computer the lights on and off Turn TV/Radio channels Change from Ask for help adults to use electrical appliances Recognise the dangers involved in the wrong use of electricity and electrical appliances from Ask for help adults to use electrical appliances Play reasonably with natural, found and recycled materials • • • • • • • • • • • Sources of light Sources UnitsExpected learning outcomes Contents Suggested teaching and Electrical appliances Safety and security

75 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Filled bags/tyres Filled with loam soil Seeds/ seedlings Vegetable/spices beds ower Gloves, fl loam clay, Soils: sandy, Farming tools Food peelings Food and left-over ash/grass Wood Goat/cow/chicken dung pit Compost Gloves/Plastics Seeds and seedlings Manure/gloves tools Farmer’s can Watering bags Planting Illustrated charts Personal or school farms ponds, sh fi Piggery, hutches, snails Natural environment • • • • • • • • • • • • • • • • • • • • learning strategies Demonstrations Observation Practical work/outdoor Cooperative learning Demonstration Observation Practical work/outdoor Discussions Cooperative learning Demonstration Simulation Practical work/outdoor Cooperative learning PBL Demonstration Practical work/outdoor Field visits Cooperative learning PBL • • • • • • • • • • • • • • • • • • • Flowers Plants Manure Soils and uses Seeds/Seedlings plants Caring for Disposing waste kitchen waste Animal waste waste Compound Compost manure Planting Applying manure Weeding Watering Harvesting/Preservation Fish farming Poultry farming Pig farming Cattle rearing Rabbit/snail rearing • • • • • • • • • • • • • • • • • • • • • Identify plants Identify Care for nature beautifyingShow love for the environment with plantsowers and fl Describe the uses of soil care of the Take environment Identify sources of manure Detect waste Throw waste responsibly Describe the planting Describe the and process harvesting Show interest in farming Plant seeds and seedlings Identify various agricultural activities • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Gardening Sources of Sources manure Cultivation Agricultural activities Table 43: Agriculture 43: Table

76 Cameroon Nursery School Curriculum English Subsystem Captivating/catchy emoticons Illustrative charts/ Models gies, Effi monuments, museums A family album/tree A School environment Illustrative charts/ Illustrative charts/ Catchy phrases Catchy with emoticons Environment/health care facility Illustrative charts/ phraseposters with posters,pictures posters,pictures posters,pictures/ photographs pictures Suggested resources Suggested resources • • • • • • • • • • • Role-play/ Dramatization Cooperative learning Field trips/outdoor activities Demonstrations Role-play Cooperative learning Conversations/ dialogue Discussions Role-play School tour Outdoor activities and excursions to places relevant Cooperative learning learning strategies • • • • • • • • • • • • Love and respect qualities Leadership Good manners Tolerance Bullying (Helping others, Volunteerism Cleaning at home/school) The Cameroon Flag Anthem National The The President/The Prime Minister Ministers of: Basic Education, Health, Sports and Physical Education S.D.O, DO, Mayor Governor, Chief /”Fon”/Sultan/”Lamido” Introducing self The family: Parents, brother(s), grandparents, sister(s) The teacher/The school The neighbourhood Hospital Water Electricity Church/Mosque Public gardens • • • • • • • • • • • • • • • • • • • • • Recognise the common good Relate appropriately in the community Use family and community Assist/help peers Assist/help and others Identify good leadership Identify good leadership qualities Respect others and authority Display love for self and others Demonstrate appropriate Identify key state and local cials offi property Respect Show love for the country Recognise self peers Discuss with and others Locate self properties appropriately behaviour • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Common good (Community property) Leadership National emblems and cials offi Self – Self introduction D3: Practical Life Skills 44: Citizenship Table

77 Cameroon Nursery School Curriculum English Subsystem Catchy phrase Catchy and posters emoticons Illustrative charts, Cutlery, food, water, food, water, Cutlery, hands, under-wears, paper socks, tissue Illustrative charts/ pictures bowl for washing posters,pictures, Suggested resources Suggested resources • • • • strategies Demonstration/Dialogue Role-play buzz Peer work/ group Storytelling(tell a moral story in relation to the themes in context) Demonstration/ Dialogue Role-play buzz Peer work/ group Storytelling: stories related to by the themes in context told everyone Cooperative learning • • • • • • • • • Love Respect Empathy Sharing Solidarity Greetings Politeness: “Please”, “Thank you”, “I’m sorry”, “Excuse me” Honesty Gratitude manners Table Obedience Punctuality pick do not The “Don’ts”: your nose, do not interrupt do not bully, adults, do not shout at others, do not take thing without someone’s asking Neatness • • • • • • • • • • • • • • Share with peers Share with and others Show love and concern Listen to others and show concern (high level skill/ ective taxonomy for the aff domain) Conform to simple etiquette Conform to societal norms • • • • • Units Expected learning outcomes Contents Suggested teaching and learning Good behaviour Simple etiquette Table 45: Character Education 45: Character Table

78 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Dustbins: buckets, Dustbins: empty plasticbags,cartons, shopping Refuse: peelings, Refuse: grass, leaves, cans, paper, left-over food, Environment Illustrated charts/pictures phraseposters Catchy with emoticons planting Stems and seedlings for Bags and tyres The natural environment Illustrative charts The natural environment Radio/telephone plastics,boxSoils, of matches Found electronics, illustrative charts materials like bamboo, paper, bamboo,paper, materials like pebbles, cartons, corks, stones, Old clothes and scraps from shop tailor’s bags bottles Natural, found and recyclable plasticbottles,bags, cups, shoes • • • • • • • • • • • • • • • learning strategies Discussion Outdoor activities and excursions Songs and rhymes Role-play and dramatization Cooperative learning Outdoor activities and eld trips fi Cooperative learning Outdoor activities and eld trips fi Observation and Discovery Discussions Observation and discovery Outdoor activities and eld trips fi Group work and cooperative learning • • • • • • • • • • • • • Cleaning up Cleaning up Sorting waste management Waste Warm weather Warm Cold weather Rainy weather Sunny weather Mud/dust planting ower and fl Tree Water pollution Water pollution Air pollution Soil Degradable and non- waste: the degradable 3-Rs: Reduce, Recycle and Reuse Noisepollution • • • • • • • • • • • • • • Protect the environment Locate/use dustbins Practise keeping the environment clean Assemble waste waste Identify recyclable Discriminate between Discriminate hot and cold weather Select an appropriate dress code Play at the right time/place Practise of love and care for the environment Identify the dangers of Stay away from practices Stay away from pollution that cause Recycle waste Cultivate a sense of creativity and initiative pollution • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and The environment Climate change Pollution Recycling waste Table 46: Environmental Education 46: Environmental Table

79 Cameroon Nursery School Curriculum English Subsystem Kitchen utensils Box of matches llustrative charts on how to use a toilet and a latrine switch, Electric cable, distributor etc. Demonstrative charts/ Illustrative charts phraseposters Catchy with emoticons pictures Suggested resources Suggested resources • • • • • • • learning strategies Role-play/Demonstrations Cooperative learning Demonstration/Role-play Outdoor activities Cooperative learning Demonstration Cooperative learning Outdoor visits • • • • • • • • The kitchen Fire of toilets Types Electrical appliances Hot water and oil Road uses paths Pedestrian c lights Traffi Classroom safety Playground safety safety Toilet School yard safety • • • • • • • • • • • • Follow house safety rules at all times Protect selves from danger Follow road safety rules at all times on the right side of Walk the road to Ask for adult help cross the road Follow school safety rules at all times Play with caution Report any incident to the teacher • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Home safety Road safety School safety Table 47: Safety Education Table

80 Cameroon Nursery School Curriculum English Subsystem Illustrative chart of good sleeping vegetables, alcohol, cigarettes Healthy diet chart Bandage, plaster, plaster, Bandage, gauze, cotton, empty medications Illustrative charts: hospital and injury scenes Illustrative charts classroom environment Fruits, food, potable Fruits, food, plate cutlery, water, bowl, soap, Washing bottle, water in a disposable napkins, brush, tooth positions, fruits and bottles/packs of paste,pick, tooth razor blades Suggested resources Suggested resources • • • • • • • • strategies and learning Role-play and dramatization Observation and discovery Cooperative learning PBL Role-play and dramatization Cooperative learning Demonstration/ play role Cooperative learning PBL • • • • • • • • • Injuries: wounds, fractures Illness: cholera, malaria, cough, diarrhoea, dysentery, uenza infl Road side medication Sitting positions Sitting Standing/walking/running positions Sleeping Hygiene to include when Eating habits: to, what to and how eat, before always washing hands eating and after the toilet Hand washing: the steps of hand washing to include Drinking habits: when to, what to and how drink /Balanced diet Sleeping habits bathing Brushing and Alcohol/cigarettes/HIV/AIDS • • • • • • • • • • • • • Identify items for fi rst aid treatment Identify items for fi Report any injury or illness to parent/guardian/older teacher or sibling erentiate medicines in order to Diff parents discourage and others from roadside medication Use appropriate postures Use appropriate Sit and stand erect position calmly in the right Sleep Demonstrate good health habits Follow hygiene and sanitation rules Choose to eat only when necessary Choose the right liquid to drink Comply to sleeping time Brush teeth correctly and regularly Stay away from alcohol and cigarettes Stay away from dangerous/sharp objects • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching Treatment Treatment Body postures Good health Good habits Table 48: Health Education and Nutrition Table

81 Cameroon Nursery School Curriculum English Subsystem Xylophone/Flute Drum/Gong Rattles/Charts Guitar/Piano Mouth organ person Resource Xylophone/Flute Drum/Gong Rattles/Charts person Resource Audio-visual aids Illustrated charts person Resource Audio-visual aids Illustrated charts person Resource Audio-visual aids CDs and VCDs CDs and Phone/radio/TV person Resource channels YouTube Suggested resources Suggested resources • • • • • • • • • • • • • • • • • • • • • Cooperative learning Singing and dancing Guided tour Cooperative learning Singing and dancing Story-telling Cooperative learning Singing and dancing Cooperative learning Singing and dancing Cooperative learning Singing and dancing learning strategies • • • • • • • • • • • • Traditional musical instruments Traditional Modern musical instruments “Njang”/”Bikutsi” “Moningnkim” “Bottle dance” “Ben sikin”/”Asiko” etc. “Makossa”/”Gumba” Sol-fa notations : “doh”, “tih”, “lah”, “soh” , “fah”, “ mih” “reh”, “doh” “doh” “reh” ”mih” “fah” “soh” “lah” “tih” “doh” “doh” “soh” “mih” “Makossa”/”Asiko” Modern “njang” Modern “bikutsi” Music from any African language Music from any Yoruba, zone e.g. Swahili, Lingala, Ibo Music from other continents • • • • • • • • • • • • • • • • Identify traditional and modern musical instruments Display at least one Cameroonian dance step Show love for culture Identify rhythm dence Build self confi Dance to music body Express self freely via movements Identify non Cameroonian music Live harmoniously with non- natives • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Musical instruments Traditional Traditional music and dance Sol-fa notations Modern Cameroonian music Non Cameroonian music D4: Arts and Crafts D4: 49: Music and Dance Table

82 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Coloured pencils, Coloured relevant coloured articles/objects, materials Projector/computer Illustrated charts Diverse objects with relevant shapes e.g. book, slate, exercise orange, triangular item from a math set pencils, Coloured relevant coloured articles/objects, materials Coloured pencils, Coloured relevant coloured articles/objects, materials Illustrated charts ball/balloon,box, chalk • • • • • • • learning materials Cooperative learning projections Audio-visual Cooperative learning Cooperative learning play/Dramatization Role • • • • • Contents Suggested teaching and Primary and secondary colours: green, orange, blue, Red, yellow, The Cameroon fl ag The Cameroon fl Rectangle/colouring Square/colouring Triangle/colouring Circle/Colouring Drawing and colouring fruits plants Drawing and colouring Drawing and colouring classroom objects Drawing and colouring kitchen utensils purple,brown • • • • • • • • • • outcomes Identify at least four colours Relate to aesthetics and good taste Trace an image Trace Integrate creative and imaginative thinking in activities Use at least two colours to colour Alter thoughts in order to take good decisions • • • • • • Units Expected learning Colours Shapes and colouring Drawing and colouring diverse objects Table 50: Drawing and Colouring Table

83 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Charts/pictures Avocado seeds, cola-nuts, Avocado bucket,paintingbrush, owers, fl foam, sand, gloves, mask, washable paper, cardboard Colours Illustrated charts mask, brush, Painting water, bucket/plastic gloves, container, Colours/charts mask, brush, Painting water, bucket/plastic gloves, container, Projector/Tv/Computer/ telephone paint, glue, safety scissors, pencil, drawing tools etc. • • • • • • • learning strategies Role play/dramatization Role work Group and cooperative learning Individual and collaborative work Cooperative learning Observation and discovery Individual and collaborative work Cooperative learning • • • • • • • Contents Suggested teaching and Found painting Found materials Dyeing Painting surfaces Primary colours Mixing colours Stamping painting Free Painting shapes Painting stencils Painting with single colours Painting with multiple colours Naturalpainting materials • • • • • • • • • • • • outcomes Use a paintingbrush Use a Manipulate objects and materials without culty diffi Mix colours to produce Mix colours to other colours Display a sense of aesthetics and love for creativity Describe their artwork Discuss with others dently more confi • • • • • • Units Expected learning Painting materials Liquid colours Practice Table 51: Painting Table

84 Cameroon Nursery School Curriculum English Subsystem Suggested resources Suggested resources Assorted materials depending on your environment e.g. leaves, scraps paper, Cartons, thread, shop, old from tailor’s bamboo, clean clothes, wool, plastics,palm wood, water, fronds plastics, Clay and water, leaves, scraps paper, cartons, thread, shop, from tailor’s bamboo, precious wool, palm stones, wood, fronds Thread, rounded crocheting a raffi paper, coloured precious stones, clay and beads, old clean clothes, pin,plain wool, material, • • • learning materials Observation and discovery Collection Discussion work Group and cooperative learning Group work Group and cooperative learning Demonstration • • • • • • Found materials Recyclable materials Moulding pots, cups, platespots, Moulding cups, Making crowns, kites, etc. Making decoration items beads Making balls, Making dusters, table etc. cloth, aprons, Sculpting chairs, cars, gies etc. aeroplanes, effi Threading Stitching Decorating Pasting Weaving Natural materials • • • • • • • • • • • • • • Identify materials in their be environment that can used for handwork Follow good environmental rules Produce a design of their choice Show interest in using their produce hands to things Show love for ethics and work well done • • • • • Units Expected learning outcomes Contents Suggested teaching and Handwork materials Practice sessions Table 52: Handwork Table

85 Cameroon Nursery School Curriculum English Subsystem Assorted ballet outfi ts ballet Assorted outfi Learners Sport wear Play ground Play ground Running track Safe surfaces Rope/ Balls Baskets made from clothes Sports attire Baby gym Baby equipment and ground Slides, swings for Trampolines bouncing and balancing Suggested resources Suggested resources • • • • • • • • • • • • • Demonstration play Role Imitation/practice work Team Demonstration Observation and discovery Imitation/practice Field work work Team Demonstration Observation and discovery Imitation/practice Field work Demonstration Observation and discovery Imitation/practice Field work learning strategies • • • • • • • • • • • • • • • • • Parts of the body Parts of the Walking Running Galloping Hopping Jumping Sliding Tug-of-war Basket games race Water parade Fashion Football Body parts Body Stretching while carrying Equilibrium object Somersaulting on hands and feet Walking Ballet • • • • • • • • • • • • • • • • • • Locate partsbody Locate of the Explain the nature of discomfort in his/her system Report in case of any discomfort body the Reproduce diff erent movements Reproduce diff erent activities at home Relate to diff and in school at to help home and in Volunteer school Practise team sports peers Relate with and others harmoniously Display a spirit of tolerance Practise social and interpersonal communication skills erences and Accept defeat, diff culties diffi Build appropriate body movement Build appropriate balance and process body awareness Begin a play Stay away from dangerous play Report dangerous to the teacher • • • • • • • • • • • • • • • Units Expected learning outcomes Contents Suggested teaching and Athletics Team sports Team Gymnastics D5: Motor Skills 53: Physical Education and Sports Table

86 Cameroon Nursery School Curriculum English Subsystem Instructional Strategies Teaching methods are special procedures through which educational goals are reached (Salla,2010). No matter how a Curriculum is beautifully laid out, if the learning-teaching approaches/strategies are not appropriate, the Curriculum will not be able to serve the purpose for which it is intended. In this light, the Project-Based Learning approach has been highlighted to render the learning-teaching process in the Nursery School in Cameroon more practical. This approach is powered by the Integrated-Theme Learning (ITL) and Cooperative Learning (CL) strategies.

The integrated learning themes are very useful when drawing up schemes of work. In order not to make the themes sound as a repetition, and to sustain learners’ interest, each integrated learning theme should be subdivided into four components. The column titled context in the schemes of work table, should carry the components of the theme for the month. A component will run through a week. In order to make the learning-teaching process in the Nursery School in Cameroon more contextual and enjoyable, eight integrated themes have been chosen to guide classroom practices. These are: 1. The school 2. The body 3. The family and the home 4. Festivities/Celebrations 5. Plants 6. Animals 7. Occupations 8. Travelling

These themes are going to run through all the activities within a given period. As a matter of fact, integrated learning themes are guiding principles or guidelines around which all the activities for a defi ned period of time will centre around. This is going to have an impact on project-based learning. That is, the end result should always be a project to be realised by the learners.

Project-Based Learning (PBL) Project-based learning is a pragmatic approach to learning in which learners create their own knowledge through learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks. Projects are designed to allow learners with a variety of diff erent learning styles to demonstrate their acquired knowledge, skills and attitudes. Therefore, a well-designed Project-Based Learning activity is one which addresses diff erent learning styles and does not assume that all learners can demonstrate their knowledge, skills and attitudes in a single or standard way. It is an eff ective way of connecting classroom activities to the real world through a process of integrating the four broad- based competences in the learner’s life . PBL is an “investigative” or “discovery” type of learning. It is a research-based method of learning, wherein, together with the learners, questions are asked, investigated and solutions proposed and presented.

Commitment to project-based learning enables the learner to solve many problems and makes the teaching-learning process more skill-based. In practical terms, PBL can be implemented in the following ways:

87 Cameroon Nursery School Curriculum English Subsystem 1. Identify a problem: This has to be done together with the learners in order to give them ownership of their learning and of the fi nal product which will be the project. Once a problem is identifi ed, a project is designed to bring about a solution to the said problem. 2. Identify all the parts of a project namely: Beginning, progression and a culminating event. That is, you should master how to start off with the project because as mentioned earlier, it should be a process that involves learning across the curriculum or better still, across all subjects. There is a progression part in a project in Project-Based Learning in order to show that the project is not an end in itself but a means to an end. This implies that the subjects are taught in order to enable the learner either solve a problem or produce something concrete. 3. Brainstorm with colleagues about the progression and set aside a “Project Book” where ideas are jotted down. Points about the progress of the project should equally be jotted (monitoring progress). This enables the actors in the project to see what is working and what is not working and reformulate questions and bring out more concrete solutions. This will also lead or aid in the culmination event where the entire process will be explained. 4. Discuss with learners. Learners are skilfully guided both in class and at the project site towards the realisation of the project. The learner’s place should not be taken up by the teacher; they should be guided to complete or carry out tasks as individuals and as groups as the case may be. The tasks should not be carried out for them: leading questions and clues are vital in helping them carry out their tasks. 5. Assign a role to every learner. No learner should feel isolated or abandoned nor left behind. Assigning roles empowers them and builds the spirit of togetherness, initiative, creativity and responsibility in the learner. 6. Discuss the progress of the project with individual learners, groups and with the whole class. Discussing the progress of the project entails participation, improving on aspects that are lacking and making the project participants (learners) feel anxious to complete the task/solve the problem. 7. Respect all the three parts of the project, that is, introduction (identifying a problem and proposing a solution that is a project), progression (carrying out the project) and the culmination event (presenting and evaluating the project). NB : The culmination event may include a guided visit to the project site (led by a learner) and presentation event. During the presentation event, each pupil or group of pupils must identify the parts they played in the project. Empower the learners to be proud of their success story. Time has to be allocated for rehearsals before the fi nal day of presentation. The teacher should evaluate the success of the project with the help of the points in the “Project exercise/note book”. Project-based learning helps us to assess and off er useful help to learners as many times as the need arises. Benefi ts of Project Based Learning • Promotes lifelong learning skills • Enhances logical thinking • Promotes team spirit/hard work • Promotes entrepreneurial skills • Promotes bonding and interaction • Creates responsible attitudes in learners • Helps learners to manage their resources

88 Cameroon Nursery School Curriculum English Subsystem • 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: goals are shared information is circulated roles are assigned materials are managed teammates depend on one another to complete tasks successfully learners learn to respect each other’s contributions and opinions learners engage in “cognitive collaboration.” (They must organize their thoughts to explain ideas to team mates) learners have FUN learning learners’ social nature are used to their advantage Social, leadership, communication, decision making, problem solving, and confl ict resolution skills are developed

89 Cameroon Nursery School Curriculum English Subsystem Assessment strategies Assessment 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.

90 Cameroon Nursery School Curriculum English Subsystem 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.

91 Cameroon Nursery School Curriculum English Subsystem 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

92 Cameroon Nursery School Curriculum English Subsystem Bibliography Berk, L. E. (2008) Infants and Children .6 th 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.

93 Cameroon Nursery School Curriculum English Subsystem 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

94 Cameroon Nursery School Curriculum English Subsystem 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.

95 Cameroon Nursery School Curriculum English Subsystem 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

96 Cameroon Nursery School Curriculum English Subsystem 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

97 Cameroon Nursery School Curriculum English Subsystem 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)

98 Cameroon Nursery School Curriculum English Subsystem 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

99 Cameroon Nursery School Curriculum English Subsystem 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

100 Cameroon Nursery School Curriculum English Subsystem