Lessons — Primary Modules

These modules are built from the Cameroon national primary syllabus. When the school's own syllabus arrives, it will replace and refine them.

The modules are presented by level, Primary 1 to Primary 6, and the modules below serve every stream of that level.

Jump to a level: Primary 1 · Primary 2 · Primary 3 · Primary 4 · Primary 5 · Primary 6

Primary 1

English Language

English Language is one of the two official languages in Cameroon and the language of instruction for the English Subsystem. A literature component is added in Levels Two and Three. English enables learners to express themselves orally and in writing; Literature enhances reading culture. Teaching targets listening, speaking, reading and writing skills with emphasis on grammar, vocabulary and pronunciation. English is rule-governed, so systematic functional teaching of grammar is strongly recommended. Developed from core skills: Communication in the two official languages and use of at least one national language; Practice of lifelong learning and the four broad-based competences. Components (Figure 3, p.25 — diagram): Listening and Speaking, Reading, Writing, Grammar/Vocabulary/Pronunciation. Content tables (pp.41–47) are organised side-by-side for Class 1 and Class 2 with shared Suggested Methodology and Didactic Materials columns. [Reconstruction note: columns were interleaved in the text dump and have been re-aligned by row heading.] Grammar preamble (p.45): to build a language you need building materials called Parts of Speech — eight in number: verbs, nouns, adjectives, adverbs, prepositions, pronouns, conjunctions and interjections; every English word fits at least one category. Vocabulary is acquired naturally through listening, speaking, reading and writing, but teachers must plan and systematically teach vocabulary in context. Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.26):** listen attentively for information in a given context; interpret information and react appropriately; communicate to express feelings, ideas and thoughts; read texts fluently in a given context; write texts legibly and coherently to express feelings, ideas and thoughts; show great interest in communicating in English. **Table 7 Evaluation Criteria:** Listening and Speaking — fluency in speaking; audibility in speech; sustenance of attention; willingness to take turns in speaking; use of appropriate tones in speech. Reading — fluency and audibility in reading; respect of voice pitch; correctness of answers to comprehension questions; presentation of materials; respect of instructions. Writing — legibility, meaning, coherence, right posture, right direction, presentation of materials, respect of instructions.

Phonemic awareness

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Letter sounds
sounds of digraphs
monosyllabic words

Competences / Expected outcomes:

Say letter sounds; combine letter sounds to form monosyllabic words; pronounce monosyllabic words; pronounce digraphs and words containing them; show interest in pronouncing correctly

Key content:

Letter sounds; sounds of digraphs; monosyllabic words

Activities / Strategies:

Demonstration; phonic method; Jolly Phonics approach; association of sounds with similar sounds made by objects and animals in the environment; role-play; teamwork; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, rhymes, songs, telephone

Assessment: Formative and summative assessment on knowledge, skills and attitudes per Expected Learning Outcomes (see Assessment framework, p.19, and subject Terminal Learning Outcomes / Evaluation Criteria).

Polite responses / Polite addresses

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Polite responses: Sir/Madam
Sorry
You are welcome
Thank you

Competences / Expected outcomes:

Respond appropriately to people; cherish being pleasant and welcoming to people

Key content:

Polite responses: Sir/Madam; Sorry; You are welcome; Thank you

Activities / Strategies:

Role play, dialogue, singing, illustrations, teamwork, demonstrations; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, telephone

Greetings

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Morning
Afternoon
Night

Competences / Expected outcomes:

Greet appropriately in the different periods of the day; display enthusiasm to greet people

Key content:

Morning; Afternoon; Night

Activities / Strategies:

Role play, rhymes, songs, dialogue, illustrations, teamwork, demonstrations; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, telephone

Introduction of self and others

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Introducing self
introducing others

Competences / Expected outcomes:

Introduce self and others appropriately; treasure introducing self and others

Key content:

Introducing self; introducing others

Activities / Strategies:

Role-play, dialogue, illustrations, teamwork; demonstrations; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, telephone

Oral tradition

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Stories
Songs
Folktales
Rhymes

Competences / Expected outcomes:

Retell stories and folktales; recite rhymes; sing songs; display enthusiasm to entertain people

Key content:

Stories; Songs; Folktales; Rhymes

Activities / Strategies:

Miming, role-play; teamwork, explanations; demonstrations, illustration; questions and answers

Resources:

Charts, pictures; language games, radio, tapes, rhymes, songs; picture stories

Dialogue

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Talk with peers
teacher and others spontaneously
carry out a telephone conversation (content stated as outcome-form in source)

Competences / Expected outcomes:

Talk with peers, teacher and others spontaneously; carry out a telephone conversation; show respect for people

Key content:

Talk with peers, teacher and others spontaneously; carry out a telephone conversation (content stated as outcome-form in source)

Activities / Strategies:

Miming, role-play; teamwork, drilling; illustrations, demonstrations; questions and answers

Resources:

Real objects; charts; language games; telephone

Sketch

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Acting
Plot

Competences / Expected outcomes:

Play the role of a character in a sketch; show love for entertainment

Key content:

Acting; Plot

Activities / Strategies:

Miming; pair work, drilling; illustrations; demonstrations; role-play and dramatization

Resources:

Stage props; costumes

Descriptions (people, places, objects/activities)

Term: Listening and Speaking (pp.41–43)

Sub-topics:

People
Places
Objects

Competences / Expected outcomes:

Describe people, places and objects with precision; manifest the habit of listening to an interlocutor

Key content:

People; Places; Objects

Activities / Strategies:

Miming; teamwork, drilling; illustrations; demonstrations; role-play

Resources:

Real objects, charts, pictures and flashcards; radio, tapes, telephone

Numbers: 0–50 / 51–100 (listening and speaking)

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Numbers 0–50

Competences / Expected outcomes:

Listen and say numbers; show willingness to count

Key content:

Numbers 0–50

Activities / Strategies:

Miming; teamwork, drilling; illustrations; demonstrations; counting

Resources:

Counting materials; number cards

Descriptions — ongoing activities

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Describe ongoing activities (content stated as activity in source)

Competences / Expected outcomes:

Describe ongoing activities; show willingness to describe activities accurately

Key content:

Describe ongoing activities (content stated as activity in source)

Activities / Strategies:

Miming; teamwork, drilling; illustrations; demonstrations; listening and speaking

Resources:

Descriptive charts; relevant pictures; language games

Sound Recognition (reading aloud)

Term: Reading (p.43)

Sub-topics:

Letter sounds
monosyllabic words
multisyllabic words

Competences / Expected outcomes:

Read letter sounds correctly; read monosyllabic words; read multisyllabic words; show interest in correct pronunciation

Key content:

Letter sounds; monosyllabic words; multisyllabic words

Activities / Strategies:

Illustrations and demonstrations; phonic method; Jolly Phonics approach; association/cooperative learning, picture reading, reading aloud; questions and answers

Resources:

Relevant charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, rhymes, songs, telephone; story books

Word Recognition (reading aloud)

Term: Reading (p.43)

Sub-topics:

Simple words
short sentences
Numbers (0–50)

Competences / Expected outcomes:

Read simple words and short sentences aloud; read numbers from 0–50; read in the right order (left to right); hold reading materials correctly

Key content:

Simple words; short sentences; Numbers (0–50)

Activities / Strategies:

Explanations, questions and answers, role play, team work, illustrations, demonstrations

Resources:

Real objects, charts, pictures and flashcards; letter cards; radio, tapes, CD-ROMs, rhymes, songs, telephone; story books

Reading Comprehension (silent reading)

Term: Reading (p.43)

Sub-topics:

Pictures
short texts

Competences / Expected outcomes:

Interpret pictures; read texts silently and answer questions; demonstrate a reading culture

Key content:

Pictures; short texts

Activities / Strategies:

Explanations; questions and answers; teamwork

Resources:

Relevant charts; picture stories; cartoon strips; big books

Handwriting

Term: Writing (p.44)

Sub-topics:

Strokes
curves
zigzag and waves
letters of the alphabet
names
digits from 0 to 50

Competences / Expected outcomes:

Produce letters; copy names; write numbers from 0 to 50; follow the correct writing direction (left to right)

Key content:

Strokes, curves, zigzag and waves; letters of the alphabet; names; digits from 0 to 50

Activities / Strategies:

Explanations; demonstration; drilling; copying; teamwork

Resources:

Pencils, chalk; arm boards, flannel board; pictures, charts; sand trays, sawdust, writing exercise books

Composition

Term: Writing (p.44)

Sub-topics:

Build words with jumbled letters

Competences / Expected outcomes:

Build words with jumbled letters; show willingness to build words

Key content:

Build words with jumbled letters

Activities / Strategies:

Drilling; teamwork; explanations; questions and answers

Resources:

Pencils, chalk; armboards, flannel board; pictures, chart

Writing (names and sentences/texts)

Term: Writing (p.44)

Sub-topics:

Names
Sentences

Competences / Expected outcomes:

Write their names correctly; write short sentences (SVO); write following the correct direction (left to right)

Key content:

Names; Sentences

Activities / Strategies:

Drilling; teamwork; illustrations; demonstrations

Resources:

Pencils, chalk; arm boards, flannel board; pictures, charts; writing exercise books

Verbs (conjugation)

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Regular verbs — simple present
simple past
simple future

Competences / Expected outcomes:

Use the simple present, past and future tenses; appreciate present, past and future events

Key content:

Regular verbs — simple present, simple past, simple future

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; verb list and puzzles

Nouns — kinds of nouns

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Common and proper nouns
plural formation (s)

Competences / Expected outcomes:

Identify and use common and proper nouns; use plurals of countable nouns; use nouns in simple sentences; show interest in using nouns

Key content:

Common and proper nouns; plural formation (s)

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; noun list and puzzles

Adjectives

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Common adjectives

Competences / Expected outcomes:

Use common adjectives; show interest in using common forms of adjectives

Key content:

Common adjectives

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; adjective list and puzzles

Adverbs

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Adverbs of place
adverbs of time

Competences / Expected outcomes:

Identify and use adverbs of place and of time; show interest in following instructions

Key content:

Adverbs of place; adverbs of time

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; adverb list and puzzles

Prepositions

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Prepositions of location

Competences / Expected outcomes:

Identify and use prepositions of location; show interest in locating the position of objects

Key content:

Prepositions of location

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; preposition list and puzzles

Pronouns

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Personal pronouns

Competences / Expected outcomes:

Use personal pronouns to talk about self and others; show interest in using pronouns

Key content:

Personal pronouns

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; pronoun list and puzzles

Conjunctions (coordinating)

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Coordinating conjunctions — linking words

Competences / Expected outcomes:

Link words, phrases and sentences with connecting words; express the desire to use conjunctions

Key content:

Coordinating conjunctions — linking words

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; conjunction list and puzzles

Interjections

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Hi!
Hello!

Competences / Expected outcomes:

Use hi and hello in appropriate contexts

Key content:

Hi!; Hello!

Activities / Strategies:

Explanations; teamwork; demonstrations

Resources:

Flashcards; real objects; drawings; charts; interjection list and puzzles

Vocabulary — opposites

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Opposites

Competences / Expected outcomes:

Follow instructions; show willingness to use new words

Key content:

Opposites

Activities / Strategies:

Explanations; teamwork; demonstrations

Resources:

Flashcards; real objects; wordlist

The sentence — simple sentences

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Simple sentences

Competences / Expected outcomes:

Construct simple sentences; follow instructions

Key content:

Simple sentences

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts and puzzles

Spelling and pronunciation — sound and word building

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Sound and word building: one
two and three syllable words

Competences / Expected outcomes:

Build one, two and three syllable words; manipulate letter-sounds to build words; show willingness to spell and pronounce words correctly

Key content:

Sound and word building: one, two and three syllable words

Activities / Strategies:

Phonic method; explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts and puzzles

Mathematics

Mathematics develops the learner's creativity, initiative and problem-solving skills; logical and inferential thinking; ability to deduce and visualise in space and time. It improves knowledge of science, technology, agriculture and engineering, is necessary for financial literacy and relevant to most employment. Mastering Mathematics entails acquisition of knowledge, skills, attitudes and problem-solving skills related to the ILTs. Five components (Figure 4, p.27 — diagram): Sets and Logic, Numbers and Operations, Measurement and Size, Geometry and Space, Statistics and Graphs. Developed from core skills: Use of basic notions in Mathematics, Science and Technology; Practice of lifelong learning and the four broad-based competences. Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.27):** solve problems involving sets and logic; solve problems involving number operations; solve problems involving measurement units; construct different geometric shapes; categorise statistics on graphs; use mathematical skills in daily life; show interest in mathematics. **Table 8 Evaluation Criteria:** group, match and classify objects and numbers in sets using different attributes; correct representation of sets, symbols and figures; correct use of symbols, signs and diagrams; ordering and consistency; appropriate use of operations and formulae; associating quantities to figures and symbols; proper use of mathematics tools; solve meaningful daily life problems.

Sets and Logic

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Objects
Sets

Competences / Expected outcomes:

Identify sets; differentiate objects by their attributes; arrange things in an attractive and neat manner

Key content:

Objects; Sets

Activities / Strategies:

Cooperative learning; role-play; matching; demonstration; illustration

Resources:

Real objects, pebbles, number cards, legos; audio-visual aids; pictures and charts; instructional games; abacus

Numbers and Operations

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Numbers 0–100
symbols in operations
the four mathematical operations
place value (tens and units)
fractions

Competences / Expected outcomes:

Associate numbers and symbols to quantities; build bonds; write numbers in figures and words; use mathematical operations to solve problems; build multiplication tables; place numbers under Tens and Units; share items objectively

Key content:

Numbers 0–100; symbols in operations; the four mathematical operations; place value (tens and units); fractions

Activities / Strategies:

Cooperative learning; role play; matching; demonstration; illustration

Resources:

Real objects, pebbles, number cards, legos; audio-visual aids; pictures and charts; instructional games; abacus

Measurement and Size

Term: Mathematics Contents (pp.48–50)

Sub-topics:

The calendar
time
money

Competences / Expected outcomes:

Identify days of the week and months of the year; relate different days of the week to specific events; associate specific activities to different periods of the day; manage money up to 100 frs; respect schedules

Key content:

The calendar; time; money

Activities / Strategies:

Problem solving; laboratory method; cooperative learning; individualized instruction; task oriented approach; role-play; instructional games

Resources:

Clock faces; rulers; tape; plastic bottles; money; calendars; watch

Geometry and Space

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Patterns with 2D shapes (triangles
rectangles
squares and circles)
curves and lines

Competences / Expected outcomes:

Complete patterns using 2D shapes; manipulate objects, shapes, letters and figures; construct shapes, curves and lines; locate points on a number line up to 20

Key content:

Patterns with 2D shapes (triangles, rectangles, squares and circles); curves and lines

Activities / Strategies:

Problem solving; cooperative learning; individualized instruction; task oriented approach; role-play; instructional games

Resources:

Real objects; geo-boards; triangles; cardboards; cartons

Graphs and Statistics

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Data
ranking
tallying
graphs

Competences / Expected outcomes:

Represent data using graphs; arrange numbers in ascending and descending order of magnitude; tally in 2s and 3s; present data orally; show interest in keeping belongings in an orderly manner

Key content:

Data; ranking; tallying; graphs

Activities / Strategies:

Discovery method; laboratory method; cooperative learning; individualized instruction; task oriented approach; role-play; instructional games

Resources:

Real objects; audio-visual aids; pictures; charts; counting materials

Science and Technology

Science and Technology penetrates every aspect of societal life and enables learners to understand themselves and their environment and adapt to a changing world. It develops curiosity, creativity and innovation; learners predict and analyse causes and effects of phenomena and use scientific approaches to solve emerging problems. Skills are developed in Health Education, Environmental Science, and Technology and Engineering. Components (Figure 5, p.28 — diagram). Developed from core skills: Use of basic notions in Mathematics, Science and Technology; Demonstration of autonomy, initiative, creativity and innovation; Practice of lifelong learning and the four broad-based competences. [Source heading on p.51 is misprinted 'Coontents'.] Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.28):** demonstrate knowledge of the human body, its functioning, care and hygiene; describe the environment including plants and animals; use scientific instruments and technological tools; respect scientific procedures and norms; construct miniatures and models; reject superstitious beliefs and myths. **Table 9 Evaluation Criteria:** respect of procedures in experiments; exactitude of experiment results; improvisation of materials in experiments; positive observable change in behaviour; dexterity (careful handling/manipulation of objects); correct interpretation of phenomena/results.

Human body

Term: Health Education (pp.51–52)

Sub-topics:

Parts of the body
personal hygiene

Competences / Expected outcomes:

Differentiate parts of the body; keep the body clean on a daily basis

Key content:

Parts of the body; personal hygiene

Activities / Strategies:

Demonstration; discussion; role-play and simulations; teamwork

Resources:

Charts, soap, sponge, clean water, buckets, towels, face towel, body lotion, clean clothes/underwear, comb, shoes, foot brush

The Senses

Term: Health Education (pp.51–52)

Sub-topics:

The five senses and their organs

Competences / Expected outcomes:

Relate sense organs to their functions; discriminate good from bad

Key content:

The five senses and their organs

Activities / Strategies:

Demonstration; discussion; outdoor lessons; role-play and simulation; teamwork

Resources:

Charts, pictures, colours, masks, headscarf, sweets, various fruits, bitter leaf, VCDs/DVDs, TV, telephone; posters, medicines

Reproductive Health, STIs and HIV/AIDS

Term: Health Education (pp.51–52)

Sub-topics:

Human reproductive organs
HIV/AIDS (causes and prevention)

Competences / Expected outcomes:

Differentiate a male from a female; demonstrate awareness of the existence of HIV/AIDS and preventive measures; show love for living a healthy life

Key content:

Human reproductive organs; HIV/AIDS (causes and prevention)

Activities / Strategies:

Demonstration; discussion; flipped classrooms; guided tours; role-play and simulation; educative talks; teamwork

Resources:

Charts, pictures, knives, nails, blade, needles, pins, syringes, medicines, sketches, gloves, masks, lab coat

Diseases

Term: Health Education (pp.51–52)

Sub-topics:

Common diseases of the area
symptoms
prevention

Competences / Expected outcomes:

Identify common diseases of the locality; discuss causes and symptoms of some diseases; stay away from dirty environments; accept sleeping under mosquito nets

Key content:

Common diseases of the area; symptoms; prevention

Activities / Strategies:

Demonstration/discussion; visits/teamwork; role-play and simulation; educative talks

Resources:

Relevant charts and pictures, nails; syringes, lab coats, audio-visual aids, posters, empty medicine packs; mosquito nets

Toilets

Term: Health Education (pp.51–52)

Sub-topics:

Types of toilets

Competences / Expected outcomes:

Locate the school toilet; identify different types of toilets; use toilets responsibly; wash hands at all times after using the toilet

Key content:

Types of toilets

Activities / Strategies:

Demonstration/discussion; outdoor lessons; role-play and simulation; health talks; teamwork

Resources:

Tissue paper, disinfectants, water, soaps; illustrative charts

Health habits

Term: Health Education (pp.51–52)

Sub-topics:

Good health habits

Competences / Expected outcomes:

Identify healthy habits; wash hands at all times before eating

Key content:

Good health habits

Activities / Strategies:

Demonstration/discussion; outdoor lessons; role-play/simulation; teamwork

Resources:

Pictures, posters, fruits, drinking water, clean water, bowl, clean plastic bottles

Minor accidents and first aid

Term: Health Education (pp.51–52)

Sub-topics:

Types of minor accidents
first aid box and contents
first aid administration

Competences / Expected outcomes:

Associate items in a first aid box to treatment of specific minor accidents; demonstrate ways of preventing minor accidents; stay away from harmful objects and places

Key content:

Types of minor accidents; first aid box and contents; first aid administration

Activities / Strategies:

Demonstration/discussion; outdoor lessons; role-play and simulation; educative talks; teamwork

Resources:

Sketches, cotton, spirit, scissors, bandages, betadine, plaster, iodine, exercise book

Public health

Term: Health Education (pp.51–52)

Sub-topics:

Vaccinations
health hazards
epidemics and pandemics

Competences / Expected outcomes:

Explain some common health hazards and vaccines; show love for taking required vaccines

Key content:

Vaccinations; health hazards; epidemics and pandemics

Activities / Strategies:

Demonstration/discussion; flipped classroom; health talks; role-play/simulation; teamwork

Resources:

Vaccination cards; syringes; cotton

Immediate environments

Term: Environmental Science (pp.53–54)

Sub-topics:

Home environment
school environment
care of home and school environments

Competences / Expected outcomes:

Identify components of the home and school environments; care for the home and school environments; care for plants

Key content:

Home environment; school environment; care of home and school environments

Activities / Strategies:

Project method e.g. tree planting; demonstration; cooperative learning

Resources:

Real objects, pictures, drawings, videos, cuttings, seeds, hoes, diggers, cutlasses, seedlings, posters

Animals

Term: Environmental Science (pp.53–54)

Sub-topics:

Domestic and wild animals
habitat and care

Competences / Expected outcomes:

Identify domestic animals; recognise the different habitats of domestic animals; stay away from danger

Key content:

Domestic and wild animals; habitat and care

Activities / Strategies:

Demonstration/discussion; flipped classroom; role-play/simulation; teamwork; talk from a veterinary nurse

Resources:

Cage, water, soap, gloves, pictures, drawings, videos, posters

Birds

Term: Environmental Science (pp.53–54)

Sub-topics:

Domestic and wild birds
habitats and care

Competences / Expected outcomes:

Recognise domestic and wild birds in their locality

Key content:

Domestic and wild birds; habitats and care

Activities / Strategies:

Demonstration/discussion; flipped classroom; outdoor visits; role-play/simulation

Resources:

Cage, water, soap, gloves, pictures, drawings, videos, posters, nest

Insects

Term: Environmental Science (pp.53–54)

Sub-topics:

Types of insects
useful and harmful insects

Competences / Expected outcomes:

Describe the various types of insects in the locality; protect insects

Key content:

Types of insects; useful and harmful insects

Activities / Strategies:

Demonstration/excursions; discussions; flipped classroom

Resources:

Pictures, drawings, videos, insect box

Plants

Term: Environmental Science (pp.53–54)

Sub-topics:

Types of plants
types of flowers
care for plants

Competences / Expected outcomes:

Identify different types of plants and flowers; plant trees and flowers; care for plants and flowers

Key content:

Types of plants; types of flowers; care for plants

Activities / Strategies:

Demonstration; excursions; discussion; flipped classroom

Resources:

Seeds, seedlings, cuttings, hoes, diggers, machetes, manure, used tyres, bags, plastics, buckets

Matter (water)

Term: Environmental Science (pp.53–54)

Sub-topics:

Water
sources of water
care of water sources

Competences / Expected outcomes:

Identify the different sources of water; protect sources of water

Key content:

Water; sources of water; care of water sources

Activities / Strategies:

Demonstration; excursion; discussion; cooperative learning

Resources:

Real objects, pictures, drawings, videos, models, posters

Pollution and waste management

Term: Environmental Science (pp.53–54)

Sub-topics:

Pollution
waste management

Competences / Expected outcomes:

Identify types of pollution; demonstrate ways of preventing pollution; use dustbins correctly

Key content:

Pollution; waste management

Activities / Strategies:

Demonstration; excursion; discussion; outdoor lessons to enable learners to observe

Resources:

Real objects, pictures, drawings, videos, models, posters

Environmental hazards

Term: Environmental Science (pp.53–54)

Sub-topics:

Environmental hazards
environmental care

Competences / Expected outcomes:

Identify environmental hazards; identify strategies to protect the environment; use clean water to wash hands; drink only clean water

Key content:

Environmental hazards; environmental care

Activities / Strategies:

Role-play/simulation; educative talks; teamwork

Resources:

Pictures, drawings, videos, cuttings, seeds, seedlings, hoes, machetes, watering cans, water, bottles, masks, gloves

Mechanisms and machines

Term: Technology and Engineering (p.55)

Sub-topics:

Types of machines

Competences / Expected outcomes:

Identify different types of tools and machines in the locality; carry out tasks willingly

Key content:

Types of machines

Activities / Strategies:

Demonstration; excursion/discussion; role-play/simulation; exploit resource persons; teamwork

Resources:

Charts, pictures, videos, models, posters

Materials

Term: Technology and Engineering (p.55)

Sub-topics:

Types of materials
choice and handling of materials

Competences / Expected outcomes:

Identify common materials in the environment; show great interest in recycling materials

Key content:

Types of materials; choice and handling of materials

Activities / Strategies:

Projects; demonstration; excursion/discussion; role-play/simulation; teamwork

Resources:

Real objects, pictures, drawings, videos, sketches, models, posters, recyclable materials

Construction

Term: Technology and Engineering (p.55)

Sub-topics:

Building construction
manufacturing

Competences / Expected outcomes:

Classify materials used for building houses; use materials to construct miniature houses and other objects; show love for manual work

Key content:

Building construction; manufacturing

Activities / Strategies:

Trial and error; demonstration; imitation; teamwork; practice sessions

Resources:

Building blocks/Legos, sand, soil, clay, mud, sticks, stones, cartons, plantain leaves, bamboo, palm fronds, old plastic shoes, containers, rounded scissors, tyres, illustrative charts

Electricity

Term: Technology and Engineering (p.55)

Sub-topics:

Electrical devices
dangers of electricity

Competences / Expected outcomes:

Identify some electrical devices; recognise the dangers of wrong use of electrical devices; ask for help from adults to use any electrical device

Key content:

Electrical devices; dangers of electricity

Activities / Strategies:

Project/demonstration; excursion/discussion; role-play and simulation; teamwork

Resources:

Real objects, gloves, boots, masks, glasses, overalls, helmets, bulbs, cables, pictures, drawings, videos, models, posters, sketches

Français (French)

Le français est l'une des deux langues officielles du Cameroun; il est la deuxième langue officielle dans le sous-système anglophone. Il permet aux apprenants de communiquer oralement et par écrit dans la vie quotidienne pour un vivre-ensemble harmonieux et de s'ouvrir au monde francophone. L'acquisition se fait à travers cinq compétences de base: compréhension orale, expression orale en continu, expression orale en interaction, compréhension écrite (lecture), production écrite — via les sous-disciplines: compréhension et expression orale, compréhension écrite (lecture), production d'écrits, grammaire, vocabulaire, conjugaison, orthographe. Il s'agit d'acquérir une véritable compétence de communication langagière (composantes pragmatique, linguistique, sociolinguistique, socio-culturelle). Grammaire, vocabulaire, conjugaison et orthographe sont enseignés en contexte. Centres d'intérêt: la maison, la ville/village, l'école, les métiers, les voyages, les jeux, les traditions, la communication. Développé à partir de: Communiquer dans les deux langues officielles et pratiquer au moins une langue nationale; Apprendre à apprendre tout au long de la vie et les quatre compétences transversales. Composantes: Figure 6 (p.29 — diagramme). [Note: this subject's content is in French in the source and is extracted in French.] Terminal outcomes / evaluation: **Tableau 10 — Attentes de fin de niveau:** Compréhension et expression orales — Écouter attentivement et s'exprimer de façon compréhensible avec le gestuel approprié. Compréhension écrite (lecture) — Lire de courts textes simples en respectant la prononciation et l'intonation puis relever des informations. Production d'écrits — Écrire des petits textes d'une (01) à trois (03) phrases en rapport avec des situations de la vie quotidienne. **Tableau 11 — Critères d'évaluation:** (orale) production correcte et cohérente; adéquation à la situation; respect des règles grammaticales. (lecture) déchiffrage/décodage des sons, mots et phrases, informations pertinentes; respect de la prononciation et de l'intonation. (écrits) adéquation du texte à la situation; correction des énoncés; cohérence de la production.

Les sons du français

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Sons du français (36)
bruits
onomatopées

Competences / Expected outcomes:

Écouter et distinguer les sons du français

Key content:

Sons du français (36), bruits, onomatopées

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Salutations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Bonjour
bonsoir
Salut
au revoir
à demain
à bientôt
merci

Competences / Expected outcomes:

Saluer poliment et prendre congé; manifester le désir de suivre une conversation

Key content:

Bonjour, bonsoir, Salut, au revoir, à demain, à bientôt, merci

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Présentations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Voici/voilà
noms propres
s'appeler…

Competences / Expected outcomes:

Se présenter (dire son nom, son âge)

Key content:

Voici/voilà, noms propres, s'appeler…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Demande polie d'informations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Est-ce que je peux…? Je voudrais s'il vous plaît
merci
excuse-moi…

Competences / Expected outcomes:

Demander et donner des informations personnelles

Key content:

Est-ce que je peux…? Je voudrais s'il vous plaît, merci, excuse-moi…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Les instructions de base

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Lève-toi
assieds-toi
réveille-toi
brosse-toi les dents
bois ton lait

Competences / Expected outcomes:

Écouter attentivement et répondre à des instructions

Key content:

Lève-toi, assieds-toi, réveille-toi, brosse-toi les dents, bois ton lait

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Poèmes, comptines, chants en français

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Poèmes
comptines
chants en français

Competences / Expected outcomes:

Dire de mémoire des comptines et chanter en français

Key content:

Poèmes, comptines, chants en français

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Expression des sentiments / sensations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Expression des sentiments: J'aime
je n'aime pas
ça me plaît!

Competences / Expected outcomes:

Exprimer ses sentiments

Key content:

Expression des sentiments: J'aime, je n'aime pas, ça me plaît!

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Localisation dans le temps

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Indications de temps: Aujourd'hui/demain/hier
c'est… (jours de la semaine)

Competences / Expected outcomes:

Se situer dans le temps

Key content:

Indications de temps: Aujourd'hui/demain/hier, c'est… (jours de la semaine)

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Localisation dans l'espace

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Devant
derrière
sur
sous…

Competences / Expected outcomes:

Se situer dans l'espace

Key content:

Devant, derrière, sur, sous…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Nombres

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Nombres de 1 à 20
Objets: Combien y a-t-il de…?

Competences / Expected outcomes:

Compter de 1 à 20

Key content:

Nombres de 1 à 20; Objets: Combien y a-t-il de…?

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Activités quotidiennes / Indications de fréquence

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Activités quotidiennes: Qu'est-ce que tu fais? Je dors
je me lève…

Competences / Expected outcomes:

Dire sans hésitation ce qu'on fait

Key content:

Activités quotidiennes: Qu'est-ce que tu fais? Je dors, je me lève…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Supports de lecture

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Divers types de supports écrits: livres
album jeune
étiquettes…

Competences / Expected outcomes:

Identifier les différents supports écrits; lire des images

Key content:

Divers types de supports écrits: livres, album jeune, étiquettes…

Activities / Strategies:

Illustrations; démonstrations; lecture phonique; jeux de lecture; identification des sons dans les mots (initial, final); remise en ordre des lettres/sons des mots

Resources:

Albums, livres, étiquettes, affiches…

Les voyelles

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Les voyelles: Aa
Oo
Ii
Uu
Ee

Competences / Expected outcomes:

Lire les lettres et mots en français contenant les sons

Key content:

Les voyelles: Aa, Oo, Ii, Uu, Ee

Activities / Strategies:

Illustrations; démonstrations; lecture phonique; jeux de lecture; identification des sons dans les mots; remise en ordre des lettres/sons

Resources:

Albums, livres, étiquettes, affiches…

Les consonnes / Diagrammes et graphèmes complexes

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Les consonnes: l
m
n
p
t
r
v
d
b
s
k
ç
j
f

Competences / Expected outcomes:

Lire les mots contenant les consonnes du français

Key content:

Les consonnes: l, m, n, p, t, r, v, d, b, s, k, ç, j, f

Activities / Strategies:

Illustrations; démonstrations; lecture phonique; jeux de lecture; identification des sons dans les mots; remise en ordre des lettres/sons

Resources:

Alphabet, posters, images…

Mots usuels

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Mots usuels: il
nous
et
le
la…

Competences / Expected outcomes:

Lire sans difficulté des mots usuels

Key content:

Mots usuels: il, nous, et, le, la…

Activities / Strategies:

Illustrations; jeux de lecture; procédés mnémotechniques

Resources:

Posters, images

Formation des syllabes / Diagrammes

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Formation des syllabes avec voyelles simples

Competences / Expected outcomes:

Former des syllabes et lire des mots avec des voyelles simples

Key content:

Formation des syllabes avec voyelles simples

Activities / Strategies:

Illustrations; jeux de lecture

Resources:

Posters, images, albums

Lecture des instructions simples

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Instructions simples: exercices
jeux

Competences / Expected outcomes:

Lire de simples instructions et y réagir

Key content:

Instructions simples: exercices, jeux

Activities / Strategies:

Illustrations; jeux de lecture

Resources:

Posters, images, albums

Noms et mots — alphabet français

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Lettres de l'alphabet français

Competences / Expected outcomes:

Épeler des noms et prénoms

Key content:

Lettres de l'alphabet français

Activities / Strategies:

Jeux d'épellation

Resources:

Cartes, images, alphabet

Lecture de phrases / de courts textes

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Lecture de phrases

Competences / Expected outcomes:

Lire à haute voix; répondre aux questions textuelles; développer le goût de la lecture

Key content:

Lecture de phrases

Activities / Strategies:

Activités de pré-lecture, lecture globale, lecture sélective, activités de post-lecture

Resources:

Textes illustrés, albums enfant, page internet

Écriture des lettres / Mots et illustrations

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Écriture des lettres: tenir le crayon/stylo de façon appropriée
tracer des lettres

Competences / Expected outcomes:

Tenir le crayon, le stylo de façon appropriée; tracer des lettres

Key content:

Écriture des lettres: tenir le crayon/stylo de façon appropriée; tracer des lettres

Activities / Strategies:

Illustrations, démonstrations, exercices à trous, dictée à l'adulte

Resources:

L'alphabet, jeux de lettres, crayon, ardoise

Écriture des mots et des phrases (lisibilité)

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Reconstituer des phrases à partir des mots

Competences / Expected outcomes:

Reconstituer des phrases à partir des mots

Key content:

Reconstituer des phrases à partir des mots

Activities / Strategies:

Illustrations, démonstrations, exercices à trous, dictée à l'adulte

Resources:

Images, posters, albums, divers supports visuels

Écriture de courts textes — ponctuation

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Majuscule
point

Competences / Expected outcomes:

Identifier les signes de ponctuation de base

Key content:

Majuscule, point

Activities / Strategies:

Illustrations, exercices à trous

Resources:

Images, posters, albums, divers supports visuels

Textes narratifs, descriptifs

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Textes narratifs
descriptifs relatifs aux centres d'intérêt

Competences / Expected outcomes:

Produire de courts textes de 1 à 2 phrases à partir d'un support

Key content:

Textes narratifs, descriptifs relatifs aux centres d'intérêt

Activities / Strategies:

Production du premier jet; production du deuxième jet — correction — auto-évaluation à partir des critères

Resources:

Images, posters, albums, divers supports visuels

Noms — noms communs / noms propres

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Noms: noms communs

Competences / Expected outcomes:

Identifier les noms communs

Key content:

Noms: noms communs

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Noms — genre et nombre

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Genre et nombre des noms

Competences / Expected outcomes:

Identifier le genre et le nombre des noms

Key content:

Genre et nombre des noms

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Pronoms personnels

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Pronoms personnels (je
tu
il
elle)

Competences / Expected outcomes:

Identifier les pronoms usuels

Key content:

Pronoms personnels (je, tu, il, elle)

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Déterminants

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Déterminants: articles et adjectifs possessifs

Competences / Expected outcomes:

Identifier et utiliser les articles et les adjectifs possessifs

Key content:

Déterminants: articles et adjectifs possessifs

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Prépositions de lieu

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Prépositions de lieu: sous/sur
dans/à gauche/à droite…

Competences / Expected outcomes:

Identifier et utiliser les indicateurs spatiaux de base

Key content:

Prépositions de lieu: sous/sur; dans/à gauche/à droite…

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Temps simples (conjugaison)

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Présent
futur

Competences / Expected outcomes:

Utiliser les verbes usuels aux temps simples de l'indicatif: présent, futur simple

Key content:

Présent, futur

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Accords simples

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Nom + adjectif
Nom + verbe

Competences / Expected outcomes:

Faire des accords simples

Key content:

Nom + adjectif; Nom + verbe

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Phrases simples

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Phrases affirmatives
négatives
déclaratives et interrogatives

Competences / Expected outcomes:

Distinguer les types de phrases

Key content:

Phrases affirmatives, négatives, déclaratives et interrogatives

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Vocabulaire usuel

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Vocabulaire relatif aux centres d'intérêt: les contraires (chaud-froid
sur-sous
content-fâché
long-court…)

Competences / Expected outcomes:

Utiliser le vocabulaire usuel (les contraires)

Key content:

Vocabulaire relatif aux centres d'intérêt: les contraires (chaud-froid, sur-sous, content-fâché, long-court…)

Activities / Strategies:

Observation, découverte, classement, exercices de closure, devinette, mots croisés, jeux

Resources:

Cartes, images, posters, albums

Orthographe — homophones usuels

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Homophones: leur/leurs
son/sont
et/est
la/là
a/as/à
ce/se
ou/où

Competences / Expected outcomes:

Reconnaître des homophones usuels

Key content:

Homophones: leur/leurs; son/sont; et/est; la/là; a/as/à; ce/se; ou/où

Activities / Strategies:

Observation; découverte; systématisation; classement; procédés mnémotechniques

Resources:

Images, posters, albums, divers supports visuels

Orthographe — graphies des phonèmes

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Les graphies des phonèmes français

Competences / Expected outcomes:

Identifier quelques graphies des phonèmes du français

Key content:

Les graphies des phonèmes français

Activities / Strategies:

Illustrations; observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Social Studies (Citizenship)

Domain 2 concerns national unity, national integration and living together, transcending geographical, historical, linguistic, cultural, religious and political entities; it brings about self-love, love for others and respect for the common good. Social Studies is the study of political, economic, cultural and environmental aspects of society in past, present and future, enabling people to understand, preserve and transform the environment for their wellbeing and the community's welfare; it inculcates patriotic, moral and citizenship values and good governance qualities. Social Studies comprises History, Geography and Citizenship — only the Citizenship component is taught in Level One; all three are taught in Levels Two and Three. Components (Figure 7, p.31 — diagram). Developed from core skills: Practice of social and citizenship values (morality, good governance, budgetary transparency); Practice of lifelong learning and the four broad-based competences. Note: Part Three titles the content table 'Contents of Citizenship' (Table 24), while the List of Tables calls it 'Citizenship contents' and Part Two calls the subject Social Studies. Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.31):** identify the effects of human activities; relate human activities to development; display a spirit of objectivity, tolerance and patriotism; practise values of harmonious living; show love for nation and for the outside world; respect differences in choices and personality; practise behaviour leading to protection and security of people and national property. **Table 12 Evaluation Criteria:** respect of national emblems; practise of social values; involvement in awareness campaigns; logical explanations of events; positive change of attitude.

National Emblems

Term: Civics (p.63)

Sub-topics:

Flag
National Anthem
Motto

Competences / Expected outcomes:

Identify national emblems; sing the National Anthem; display respect when singing the National Anthem or during hoisting of the flag

Key content:

Flag; National Anthem; Motto

Activities / Strategies:

Awareness campaigns; field activity; role-play/simulations; singing

Resources:

Cameroon flag, colour pencils, audio-visual aids, pictures, charts

Personalities / State Personalities

Term: Civics (p.63)

Sub-topics:

School authorities
local authorities
political figures
religious authorities

Competences / Expected outcomes:

Identify various personalities in their communities; respect authorities and others

Key content:

School authorities; local authorities; political figures; religious authorities

Activities / Strategies:

Discussions; role-play/simulations; cooperative learning

Resources:

Pictures/charts; relevant newspapers and textbooks; audio-visual aids

Rules and Regulations

Term: Civics (p.63)

Sub-topics:

Home
School
Community

Competences / Expected outcomes:

Discuss school rules and home regulations; apply rules and regulations in daily life

Key content:

Home; School; Community

Activities / Strategies:

Experimental [experiential] learning; case study; role-play/simulations; cooperative learning

Resources:

Pictures/charts; relevant textbooks; audio-visual aids

Universal values

Term: Civics (p.63)

Sub-topics:

Respect
Obedience
Love
Tolerance
Honesty/sharing

Competences / Expected outcomes:

Comply with universal values; display love and respect for others

Key content:

Respect; Obedience; Love; Tolerance; Honesty/sharing

Activities / Strategies:

Case studies; awareness campaign; role-play; simulations

Resources:

Food items and fruits; audio-visual aids; relevant pictures; illustrative charts

Commandments of God

Term: Moral Education (p.64)

Sub-topics:

Commandments of God (content stated as outcome-form in source)

Competences / Expected outcomes:

Identify the commandments of God; follow God's commandments

Key content:

Commandments of God (content stated as outcome-form in source)

Activities / Strategies:

Case study; interviews; role-play/simulations; teamwork

Resources:

Print documents; audio video tapes; pictures; charts; Bible; Koran

Human Rights Education — Rights of the child

Term: Moral Education (p.64)

Sub-topics:

Rights of the child: Education
Identity
Health

Competences / Expected outcomes:

Identify their rights and their duties; cooperate with others

Key content:

Rights of the child: Education; Identity; Health

Activities / Strategies:

Case study; awareness campaign; interviews; role-play/simulations; teamwork

Resources:

Audio-visual aids; pictures; charts

Peace and Security Education

Term: Moral Education (p.64)

Sub-topics:

Practice of peace
security measures
notions of peace and security
people and institutions that promote peace and security
safety/security measures

Competences / Expected outcomes:

Explain notions of peace and security; identify people and institutions that promote peace and security; report all suspected acts and objects; stay away from strange people and suspected objects

Key content:

Practice of peace; security measures; notions of peace and security; people and institutions that promote peace and security; safety/security measures

Activities / Strategies:

Interactive teaching; experimental [experiential] learning; case study; awareness campaigns; role-play/simulations

Resources:

Real objects; audio-visual aids; pictures/charts; slogans; relevant emoticons

Vocational Studies

Domain 3 prepares learners for social and professional realities, showcases talents/skills for integral development, and equips them to adapt to and transform their environments through contextual technical/vocational training starters; it orients children early to creative enterprise and technical education, and gives those who may not reach secondary school a trade to earn a living. Vocational Studies is a practical subject developing talents, initiative, creativity, autonomy, self-esteem and entrepreneurship for self-reliance. It is taught through Arts and Crafts, Agro-Pastoral Farming and Home Economics — only Arts and Crafts and Agro-Pastoral Farming are taught in Level One. Arts and Crafts: techniques to fabricate objects using natural and recycled materials. Agro-Pastoral Farming: initiation into agricultural techniques and animal farming. Home Economics (Levels 2–3): laundry, house craft, food and nutrition, needle work, mother craft. Components (Figure 8, p.32 — diagram). Developed from core skills: Demonstration of autonomy, initiative, creativity and entrepreneurship; Practice of lifelong learning and the four broad-based competences. Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.33):** use equipment to produce objects following a spelt-out procedure; acquire knowledge, skills and attitudes for productive work at home and effective home management; acquire knowledge, skills and attitudes to manipulate local materials through given processes/procedures to produce objects; produce arts objects using local materials; demonstrate a spirit of collaboration; manifest high self-esteem, interest, initiative, creativity, resourcefulness and good value judgment. **Table 13 Evaluation Criteria:** quality of material used; respect of instructions; quality of final product; consistency in the explanatory note; time used to carry out the task; involvement in team work.

Materials used for arts/crafts

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Natural materials
found materials
recyclable materials

Competences / Expected outcomes:

Identify the different types of materials used for arts/crafts; follow good environmental rules

Key content:

Natural materials; found materials; recyclable materials

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Stones, sticks, leaves, paper, pith, grass, feathers, shells, scales, grains, beads, strings, thread, cloth, newspapers; clay, dough, rounded needles, corks, rounded-head scissors

A craftsman's tools / A tool box; Occupations and tools

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Workshop tools
a craftsman's tools

Competences / Expected outcomes:

Identify a craftsman's tools; demonstrate the use of the tools; show interest in craftsmanship

Key content:

Workshop tools; a craftsman's tools

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Hammer, nails, pincers; ropes, mould, rounded-head scissors; leather bags or small box

Folding

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Objects
fan
kite
plane
caps
canoes
envelopes

Competences / Expected outcomes:

Identify plane shapes; produce envelopes using plane shapes; fold paper and leaves to produce various items; show interest in arts and crafts

Key content:

Objects, fan, kite, plane, caps, canoes, envelopes

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Assorted papers, rounded-head scissors, glue, thread, rounded-head needle, ropes, twine, rubber rope, leaves

Practice sessions (ropes, balls, brooms, blinds)

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Ropes
balls
brooms
blinds (Class 1 outcome cell in source gives only the attitude outcome)

Competences / Expected outcomes:

Show interest in arts and crafts

Key content:

Ropes; balls; brooms; blinds (Class 1 outcome cell in source gives only the attitude outcome)

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Assorted papers, rounded-head scissors, gum, thread, rounded-head needle, ropes, twine, rubber rope

Threading

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Beads
chain

Competences / Expected outcomes:

Thread with pith, paper, beads to produce various designs

Key content:

Beads, chain

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Real objects, thread, beads, pith, needles, paper, scissors, soles of plastic slippers [source: 'beats' for beads]

Moulding

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Models
pots
cups
bowls

Competences / Expected outcomes:

Mix different dough; use dough to produce different objects and shapes

Key content:

Models, pots, cups, bowls

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Clay, paper mache, plasticine, dough

Structures

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Shapes
pavements
houses

Competences / Expected outcomes:

Construct various structures; show interest in architecture

Key content:

Shapes, pavements, houses

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Buckets, flowers, containers, brushes, water, gloves, mouth and nose masks

Colours

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Primary colours
secondary colours

Competences / Expected outcomes:

Produce colours; combine colours to obtain other colours; colour objects; show love for aesthetics

Key content:

Primary colours; secondary colours

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons

Resources:

Real objects, audio video tape, pictures, charts, flowers, avocado seeds

Decoration

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Papers
flowers
ropes

Competences / Expected outcomes:

Produce decoration items using material from the environment; decorate the classroom

Key content:

Papers, flowers, ropes

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons

Resources:

Ropes, straw, cane, palm fronds, leaves, papers, thread, cardboards, ribbons, scraps from tailor's shop

Weaving

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Mat
ropes
caps

Competences / Expected outcomes:

Weave different objects

Key content:

Mat, ropes, caps

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Seeds, sawdust, textile, cardboard, plywood, glue, water, ropes, fibre, raffia

Pasting

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Designs: curves
circles
triangles
tables

Competences / Expected outcomes:

Paste different designs using a variety of materials

Key content:

Designs: curves, circles, triangles, tables

Activities / Strategies:

Teamwork; visits to exhibition centres and workshops; pasting

Resources:

Buckets, flowers, containers, brushes, water, gloves, glue, paper mache, mouth and nose masks

Agricultural tools

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Agricultural tools (content cell in source gives outcomes only)

Competences / Expected outcomes:

Use appropriate tools to do gardening; protect self from injury at all times

Key content:

Agricultural tools (content cell in source gives outcomes only)

Activities / Strategies:

Teamwork, PBL; outdoor lessons; role-play/simulation

Resources:

Cutlass, hoe, spade, digger, rake, watering can, pictures, illustrative charts

Gardening/farming

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Good practices (watering
weeding)

Competences / Expected outcomes:

Select seeds that are good for planting; care for plants in the garden

Key content:

Good practices (watering, weeding)

Activities / Strategies:

Teamwork, PBL; outdoor lessons; manual work

Resources:

Corn, groundnuts, beans, melons, pictures, charts, water, watering cans, sticks, ropes, jars, plastic bottles, gloves

Soil enrichment

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Manures

Competences / Expected outcomes:

Identify different types of manures; use manure to improve the soil; show love for agriculture

Key content:

Manures

Activities / Strategies:

Teamwork, PBL; outdoor lessons; practical work

Resources:

Food waste, dung, gloves

Livestock farming

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Animal care
feeding and protection of animals
poultry/piggery
sheep
goat and cattle rearing
snails
rabbit
fish farming

Competences / Expected outcomes:

Feed domestic animals; produce animal feed; care for animals; show love for animals

Key content:

Animal care; feeding and protection of animals; poultry/piggery; sheep, goat and cattle rearing; snails, rabbit, fish farming

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons; visits to animal farms

Resources:

Corn, soy beans, crayfish, dried fish remains, vegetable stems, bags, cage, mortar and pestle

Arts

Arts fosters imagination, critical thinking, problem-solving, creativity and aesthetic skills; it engages, inspires and challenges learners to create their own artistic designs, and cultivates open-mindedness, appreciation of beauty, concentration, self-esteem, sharing, assiduity, team spirit and patriotism. Learners produce creative works, explore ideas and record experiences, becoming efficient in drawing, painting and other art/design techniques. Taught through Visual Arts and Performing Arts. Components (Figure 9, p.34 — diagram). Developed from core skills: Practice of physical, sports and artistic activities; Demonstration of autonomy, initiative, creativity and entrepreneurship; Practice of lifelong learning and the four broad-based competences. Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.34):** create artistic objects; draw imaginative and creative literary images expressing feelings and emotions; use voice, body and/or inanimate objects to convey feelings and emotions; show interest in morality and appropriate life styles. **Table 14 Evaluation Criteria:** compliance with guidelines and techniques (correct use of geometric shapes and colours); ability to write imaginatively/creatively expressing original thoughts; ability to create and sing a song; synchronisation between voice variations and percussion; ability to convey feelings and thoughts through music; mastery of the stage and respect for the text; ability to act a role freely; ability to recognise and use appropriate costumes, make-up and hairstyles; ability to create and execute dance techniques; decent looks, behaviour, respect, punctuality, cheerful nature, respond positively to corrections.

Drawing and colouring (Visual Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Drawing
colouring

Competences / Expected outcomes:

Draw plain shapes and other objects; colour objects using appropriate colours; develop fine/small motor skills

Key content:

Drawing; colouring

Activities / Strategies:

Demonstration; trial and error; teamwork; outdoor work

Resources:

Pencils, rulers, felt pens, paper, cardboard, slates, coloured pencils, charts/pictures, stencils

Painting (Visual Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Materials
free and coordinated painting

Competences / Expected outcomes:

Identify painting materials; produce paint from local materials; use painting materials to paint objects/surfaces; show love for beauty and colour coordination

Key content:

Materials; free and coordinated painting

Activities / Strategies:

Demonstration; trial and error; teamwork; outdoor work; flipped classroom

Resources:

Avocado seeds, cola nuts, flowers, coloured pencils, chalk, felt pens, cardboard paper, school field, bucket, brush, water, apron, gloves, mouth mask

Music (Performing Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Sol-fa notations
songs
musical instruments

Competences / Expected outcomes:

Identify different traditional musical instruments; sing respecting musical notes; play musical instruments; treasure working with joy

Key content:

Sol-fa notations; songs; musical instruments

Activities / Strategies:

Use of sol-fa notations; singing; conducting; humming

Resources:

Songs, sol-fa notations, CD, drums, flutes, xylophone, saxophone, gong, rattles, mouth organs, audio-visual aids

Rhythm/beats (Performing Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Rhythm/beats (content stated as heading in source)

Competences / Expected outcomes:

Identify different beats; respect rhythm

Key content:

Rhythm/beats (content stated as heading in source)

Activities / Strategies:

Syllabification (pronounce words in the song clearly in syllables); demonstrations

Resources:

Songs, sol-fa notations, CD, drums, flutes, xylophone

Dance (Performing Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Dance steps

Competences / Expected outcomes:

Identify various dance steps; practise different dance steps; dance gracefully

Key content:

Dance steps

Activities / Strategies:

Demonstrations; cooperative learning; guided tour; use of resource persons; chanting and dancing; pairing

Resources:

Appropriate costumes and props

Physical Education and Sports (PES)

Physical Education and Sports is a set of physical activities contributing to the learner's physical, moral health and social development; it promotes harmonious construction of the body and fitness for individual and collective tasks. Through physical/sporting activities the child's brain internalises foundations of laterality (left/right), directionality (up/down, in/out) and position in space (over, under, behind) — concepts important to mathematical thinking, vocabulary development, and reading/writing skills. It develops mental capacities through body-fitness activities. Components (Figure 10, p.35 — diagram). Developed from core skills: Practice of physical, sports and artistic activities; Practice of lifelong learning and the four broad-based competences. Terminal outcomes / evaluation: **Terminal Learning Outcomes (pp.35–36):** discover his/her body; practise social and interpersonal communication skills; stimulate physical, intellectual and emotional growth; maintain a healthy body. **Table 15 Evaluation Criteria:** alertness, vigilance, posture; accuracy, respect of rules, fanfare, collaboration; respect of signals, endurance; identify parts of the body and their roles; ability to carry out routine activities effectively.

Movement (Rhythmic Activities)

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Walking
balancing
skipping
matching [marching]
galloping
hop scotch
dodging

Competences / Expected outcomes:

Display different rhythmic movements; perform keep-fit exercises

Key content:

Walking, balancing; skipping; matching [marching]; galloping; hop scotch; dodging

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Whistles, ropes, chalk, clay soil, wood ash, balls, sportswear, clappers, towel, bucket, water

Relays

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Touch and run
line picking
tunnel
zigzag
shuttle

Competences / Expected outcomes:

Demonstrate the sense of staying attentive; treasure helping others

Key content:

Touch and run; line picking; tunnel; zigzag; shuttle

Activities / Strategies:

Demonstrations; illustrations; explanation; listening, observation and imitation

Resources:

Balls, cylinders, sticks, ropes, wood ash, towel, bucket, water

Sprints

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

20 metres
50 metres

Competences / Expected outcomes:

Run fast over a given distance

Key content:

20 metres; 50 metres

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Clappers, whistles, wood ash, water, towel, bucket

Jumps

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Rope jump
high jump
long jump

Competences / Expected outcomes:

Run and cross over an obstacle; push off the legs with hands

Key content:

Rope jump; high jump; long jump

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Clappers, whistles, wood ash, water, towel, bucket

Throws

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Shot put
javelin

Competences / Expected outcomes:

Combine actions to manipulate and project objects; handle familiar objects of different weights; throw objects using good posture

Key content:

Shot put; javelin

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Clappers, whistles, wood ash, water, towel, bucket

Team Sports

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Football/Handball
Volleyball
Basketball
Table tennis
Lawn tennis

Competences / Expected outcomes:

Identify the basic rules of at least one team sport; play with mates

Key content:

Football/Handball; Volleyball; Basketball; Table tennis; Lawn tennis

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Balls, whistles, basket, nets, bats, tables, cuts, taps, pecks, paint, water, buckets, towel [as printed]

Gymnastics

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Cart wheel
forward roll
backward roll
head balance

Competences / Expected outcomes:

Use different postures to keep stability; move in different ways using hands and feet

Key content:

Cart wheel; forward roll; backward roll; head balance

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Whistles, sportswear, taps, pecks, paint, water, buckets, towel [as printed]

National Languages and Cultures (NLC)

Domain 4 — Cultural Identity: a sense of belonging to a group or nation with distinct ways of doing things, characterised by language, tradition and religion; Cameroon's multicultural nature makes it unique. National Languages and Cultures is the acquisition of knowledge, skills and attitudes (values) enabling learners to speak their national language and be rooted in their cultures, building self-esteem and confidence. It covers all languages and cultures in the four major linguistic and cultural zones of Cameroon, including social practices, modes of life, arts and crafts, architectural designs and literary expressions of a people's identity. Learning should start in the learner's mother tongue. Components (Figure 11, p.37 — diagram). Developed from core skills: Communication in the two official languages and use of at least one national language; Practice of social and citizenship values; Practice of lifelong learning and the four broad-based competences. Reading/writing use the General Alphabet of Cameroonian Languages (GACL). Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.37):** communicate appropriately using at least five sentences in any given context; sing traditional songs fluently; perform cultural activities/scenes; listen attentively without interrupting the speaker; read at least five sentences and bring out the meaning in a related theme; write a correct and coherent sentence to pass across information. **Table 16 Evaluation Criteria:** respect of rules related to the spoken languages; audibility, fluency, articulation, intonation in speech; sustenance of dialogue and animation; correctness of responses/gestures/actions; correctness of form, coherence and neatness in writing; respect of rhythm and dance steps; observance of interactions with others and participation in projects.

Generalities on NLC

Term: Listening and Speaking (pp.72–73)

Sub-topics:

My language
other languages in the community
cultural aspects

Competences / Expected outcomes:

Name their languages; identify other languages in the community; name elements of their culture

Key content:

My language; other languages in the community; cultural aspects

Activities / Strategies:

Discussion; demonstration; illustration; conversation and dialogue; research and assignments

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Greetings

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Morning
Afternoon
Evening
Night

Competences / Expected outcomes:

Greet people and respond to greetings at the different periods of the day appropriately; develop enthusiasm to greet people

Key content:

Morning; Afternoon; Evening; Night

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Polite forms

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Responses

Competences / Expected outcomes:

Use appropriate polite responses

Key content:

Responses

Activities / Strategies:

Cooperative learning; demonstrations; illustrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Introduction

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Introducing self and others

Competences / Expected outcomes:

Introduce self and others appropriately

Key content:

Introducing self and others

Activities / Strategies:

Cooperative learning; flipped classroom; demonstrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Descriptions — traditional games, occupations, meals/drinks

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Traditional games
traditional occupations
traditional meals/drinks in the locality

Competences / Expected outcomes:

Use appropriate words to describe traditional games, occupations and meals; play some collective traditional games; draw lessons from the games; show love for culture

Key content:

Traditional games; traditional occupations; traditional meals/drinks in the locality

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations; dialogue; excursions; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Sketches

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Sounds of animals
insects and birds
children lullabies

Competences / Expected outcomes:

Perform the role of lulling a baby; act sketches on various themes; show love for acting

Key content:

Sounds of animals, insects and birds; children lullabies

Activities / Strategies:

Flipped classroom; discussions; demonstrations; simulation/role-play

Resources:

Real objects; charts/pictures; video and audio clips

The family

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Nuclear family

Competences / Expected outcomes:

Identify and name members of a nuclear family

Key content:

Nuclear family

Activities / Strategies:

Flipped classroom; discussions; demonstrations; illustrations; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Oral traditions

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Stories
folktales
songs
recitations

Competences / Expected outcomes:

Recount short stories; sing songs; narrate tales; develop the art of oration

Key content:

Stories; folktales; songs; recitations

Activities / Strategies:

Cooperative learning; flipped classroom; demonstrations; illustrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; video and audio clips

Reading aloud

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Vowel sounds (a
e
i
o
u)
consonants (p
b
t
d
k
g
n)
picture reading

Competences / Expected outcomes:

Read vowels; read consonants; use appropriate words to describe pictures

Key content:

Vowel sounds (a, e, i, o, u); consonants (p, b, t, d, k, g, n); picture reading

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations; simulation/role-play

Resources:

Real objects; video and audio clips; GACL flip chart; letter and word cards

Puzzles — simple one-syllable words (reading)

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple words with one syllable

Competences / Expected outcomes:

Read simple, one-syllable words correctly

Key content:

Simple words with one syllable

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures; print documents; GACL flip chart; letter and word cards

Numbers from 1–10 (reading)

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Numbers from 1–10

Competences / Expected outcomes:

Read numbers 1–10

Key content:

Numbers from 1–10

Activities / Strategies:

Cooperative learning; flipped classroom; illustration; simulation/role-play

Resources:

Real objects; charts/pictures; number cards and puzzles

Writing — vowels, consonants, picture reading

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Vowel sounds (a
e
i
o
u)
consonants (p
b
t
d
k
g
n)
picture reading

Competences / Expected outcomes:

Write vowels; read consonants [as printed]; use appropriate words to describe pictures

Key content:

Vowel sounds (a, e, i, o, u); consonants (p, b, t, d, k, g, n); picture reading

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration; simulation/role-play

Resources:

Real objects; charts/pictures; video and audio clips; GACL flip chart; letter and word cards

Writing — simple one-syllable words

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple words with one syllable

Competences / Expected outcomes:

Write simple, one-syllable words correctly

Key content:

Simple words with one syllable

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures; print documents; word cards; puzzles

Numbers 1–10 (writing)

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Numbers 1–10

Competences / Expected outcomes:

Write numbers from 1 to 10

Key content:

Numbers 1–10

Activities / Strategies:

Cooperative learning; flipped classroom; demonstrations; illustration; simulation/role-play

Resources:

Real objects; charts/pictures; number cards; puzzles

Grammar — double vowels/consonants

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Double vowels/consonants: gb – nt – ts – nd – kp

Competences / Expected outcomes:

Read letter sounds correctly; show interest in reading

Key content:

Double vowels/consonants: gb – nt – ts – nd – kp

Activities / Strategies:

Cooperative learning; discussions; demonstrations; illustration

Resources:

Real objects; charts; print documents; GACL flip chart; letter and word cards

Grammar — nouns

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Countable and uncountable nouns

Competences / Expected outcomes:

Identify and name objects, places and persons

Key content:

Countable and uncountable nouns

Activities / Strategies:

Cooperative learning; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures; number cards; puzzles

Grammar — tenses / simple sentences

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Present tense
present continuous tense

Competences / Expected outcomes:

Describe habitual activities; describe ongoing actions

Key content:

Present tense; present continuous tense

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations

Resources:

Real objects; charts/pictures; GACL flip chart; letter and word cards

Sound recognition

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Double vowels/consonants (gb – nt – ts – nd – kp – th)

Competences / Expected outcomes:

Read letter sounds correctly; show interest in reading

Key content:

Double vowels/consonants (gb – nt – ts – nd – kp – th)

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures and puzzles; GACL flip chart

Vocabulary

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple words drawn from the various ILT

Competences / Expected outcomes:

Use new words in a conversation; show love for learning new words and languages

Key content:

Simple words drawn from the various ILT

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations

Resources:

Real objects; charts/pictures; print documents; letter and word cards

Information and Communication Technologies (ICTs)

Domain 5 — Digital Literacy: the achievement of Cameroon's 2035 Vision depends on transformation into an information/knowledge-based society; the 21st century is the information era and learners must use ICTs to access valuable updated resources and break the digital divide. Digital literacy includes computers, telephones, iPad, internet and social media. ICT is integral to modern society; information is a valuable asset and constructing knowledge from it is a vital survival skill. ICT is most meaningful when used in relation to pupils' immediate environment, with local examples. Before teaching a specific ICT skill, teachers should introduce a specific task applying the new skill, related to curriculum subjects such as Mathematics, English, Science and Technology. Components (Figure 12, p.38 — diagram). Developed from core skills: Use of basic ICT concepts and tools; Practice of lifelong learning and the four broad-based competences. Terminal outcomes / evaluation: **Terminal Learning Outcomes (p.39):** use computer equipment and ICT tools; apply basic health and safety measures when using computers and other ICT devices; practise basic computational thinking; use ICTs responsibly. **Table 17 Evaluation Criteria:** ability to identify ICT tools and their parts; correct use of ICT tools; ability to identify characters on the keyboard; respect of health, hygiene and safety rules while manipulating ICT tools; ability to explain computational concepts using real life situations.

The computer system / Components of a computer system

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

System unit
keyboard
mouse
monitor
printer
scanner

Competences / Expected outcomes:

Identify the main components of a computer system; describe the main components of a computer

Key content:

System unit; keyboard; mouse; monitor; printer; scanner

Activities / Strategies:

Demonstration (presentation of physical components or pictures); discussions focused on hands-on activities; questions and answers

Resources:

Computer equipment: monitor, keyboard, mouse, system unit, printer, connections; charts; locally fabricated materials (models); related textbooks

ICT devices / The use of common ICT devices

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

The computer
radio/television sets

Competences / Expected outcomes:

Identify common ICT devices in school and beyond; describe how these devices transmit information; respect other people's privacy

Key content:

The computer; radio/television sets

Activities / Strategies:

Demonstration; discussions

Resources:

ICT devices; camera; charts; locally fabricated materials; related textbooks

Traditional and modern tools for communication

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Traditional tools
modern tools

Competences / Expected outcomes:

Identify traditional and modern tools for communication; describe how they are used to ease communication

Key content:

Traditional tools; modern tools

Activities / Strategies:

Demonstration; discussions

Resources:

Traditional and modern tools; camera; charts/pictures; related textbooks

The keypad of a communication device

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Mobile phones
communication with the devices

Competences / Expected outcomes:

Simulate the use of the keypad of a communication device; use devices to make distance communication; handle a mobile/fixed phone or walkie-talkie device

Key content:

Mobile phones; communication with the devices

Activities / Strategies:

Demonstration (pupils play with mobile devices, simulate a communication scene)

Resources:

Mobile/fixed telephones/walkie-talkie; charts; locally fabricated materials; related textbooks

Remote control of devices

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Remote control of ICT devices (radio
television
audio/video player)

Competences / Expected outcomes:

Describe the use of a remote control device

Key content:

Remote control of ICT devices (radio, television, audio/video player)

Activities / Strategies:

Demonstration; discussions (hands-on activities)

Resources:

Remote control, television, DVD, radio set, charts with pictures of ICT devices; locally fabricated materials; related textbooks

Keyboard and mouse of a computer

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

The keyboard of a computer
the mouse of a computer

Competences / Expected outcomes:

Play with the keyboard and mouse of a computer; differentiate a keyboard from a mouse; use ICT devices responsibly

Key content:

The keyboard of a computer; the mouse of a computer

Activities / Strategies:

Demonstration; discussions; simulations; guided visits; questions and answers

Resources:

Computer mouse and keyboard; charts with pictures of keyboards and mouse; locally fabricated materials; related textbooks

Power buttons of ICT devices

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

The power buttons of a computer
other ICT devices

Competences / Expected outcomes:

Identify the power buttons of common ICT devices; boot a computer; turn off a computer; use ICT devices with caution [source: 'Booth a computer']

Key content:

The power buttons of a computer; other ICT devices

Activities / Strategies:

Demonstration (pupils practise powering on/off available ICT devices); discussions; questions and answers

Resources:

Mobile phones, TVs, DVD player; charts with pictures of the different devices; related textbooks

Internet and Communication — Sources of information

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Information from letters
films
teaching
announcements

Competences / Expected outcomes:

Identify sources of information; explain the importance of sources of information; recognise the importance of appropriate communication

Key content:

Information from letters, films, teaching, announcements

Activities / Strategies:

Demonstration (display real items/pictures of sources of information); discussions (pupils share ideas); observation (watch a news item/film and distinguish them)

Resources:

TV set, DVD player, radio; charts with pictures of sources of information; locally fabricated materials; related textbooks

ICT devices and safety measures

Term: Health, Safety and Ethics (p.79)

Sub-topics:

Cables connected to electricity
sitting distance
a telephone

Competences / Expected outcomes:

Identify basic safety measures to be observed while using a computer and other ICT devices; respect safety measures

Key content:

Cables connected to electricity; sitting distance; a telephone

Activities / Strategies:

Demonstration (practise handling electricity cables appropriately); discussions on safety measures; observation of sitting positions; questions and answers

Resources:

Telephones, TV, DVD player; charts with pictures related to the contents; related textbooks; safety gloves

Environmental conditions and security

Term: Health, Safety and Ethics (p.79)

Sub-topics:

Rules in a computer room
ventilation
security measures

Competences / Expected outcomes:

Discuss the basic environmental conditions and security measures in a computer room; respect the rules of the computer room

Key content:

Rules in a computer room; ventilation; security measures

Activities / Strategies:

Discussions (importance of environmental conditions/security; pupils share views on hazards observed in people using computers); questions and answers

Resources:

Charts with pictures related to the contents; related textbooks; computer laboratory rules

ICT devices and hygienic measures

Term: Health, Safety and Ethics (p.79)

Sub-topics:

Hygienic conditions for ICT use (Class 1 content cell in source gives outcomes only)

Competences / Expected outcomes:

Describe hygienic conditions to be respected while using a computer and other ICT devices; respect hygienic rules while using ICT devices

Key content:

Hygienic conditions for ICT use (Class 1 content cell in source gives outcomes only)

Activities / Strategies:

Discussions (dangers of eating food around a computer; drinking liquid or touching ICT devices with wet hands); questions and answers

Resources:

Charts with pictures related to the contents; related textbooks; ICT hygienic rules

Basic notions of Abstraction

Term: Basic Notions of Computational Thinking (p.80)

Sub-topics:

Common objects around the environment (Class 1 content cell in source gives outcomes only)

Competences / Expected outcomes:

Identify common objects found around their environment; recognise that computers can sort out objects (cars, bicycles) or items without details

Key content:

Common objects around the environment (Class 1 content cell in source gives outcomes only)

Activities / Strategies:

Discussions; observation

Resources:

Charts with pictures of different objects around the school and beyond; related textbooks

Basic concepts of Algorithm

Term: Basic Notions of Computational Thinking (p.80)

Sub-topics:

Steps to carry out a task as an algorithm (Class 1 content cell in source gives outcomes only)

Competences / Expected outcomes:

Identify steps required to carry out a task as an algorithm; recognise that computers go through a step-by-step process to resolve a problem

Key content:

Steps to carry out a task as an algorithm (Class 1 content cell in source gives outcomes only)

Activities / Strategies:

Discussions; observation

Resources:

Charts with pictures of different activities and the steps to execute them; related textbooks

Basic notions of Programming

Term: Basic Notions of Computational Thinking (p.80)

Sub-topics:

Computers require instructions to execute a programme (Class 1 content cell in source gives outcomes only)

Competences / Expected outcomes:

Recognise that computers require instructions to execute a programme; recognise that computers require a series of instructions to execute a task

Key content:

Computers require instructions to execute a programme (Class 1 content cell in source gives outcomes only)

Activities / Strategies:

Discussions; observation

Resources:

Charts with pictures of different activities and steps to execute them; related textbooks

Weekly pacing

September — Integrated theme: The Home

English Language

September Wk1: English language - Listening and speaking (
September Wk2: - Listening and speaking. - Introducing others
September Wk3: - Listening and speaking - Letters and
September Wk4: - Listening and speaking - Sounds made by

Mathematics

September Wk1: Mathematics Numbers and operations
September Wk2: Numbers and Operations Count and write
September Wk3: Numbers and Operations - Counting and
September Wk4: Sets and logic Set symbols - To identify sets

Science and Technology (Health Education)

September Wk1: Science and Technology ( Health Education )
September Wk2: The human body - Functions of parts of the body
September Wk3: Personal hygiene - Care of the body - Keep the body
September Wk4: Personal hygiene - Things used in cleaning the body

Science and Technology (Environmental Education)

September Wk1: Science and Technology ( Environmental
September Wk2: Care of the home Care of the home environment
September Wk3: The school environment The school
September Wk4: Care of the school environment Care for the school

Science and Technology (Technology and Engineering)

September Wk1: Science and Technology ( Technology &
September Wk2: - Machines found in the kitchen Identify machines
September Wk3: Use of machines State the use of machines
September Wk4: Care of machines - How to care for machines

French (Français)

September (Septembre) Wk1: French Son du francaise - Bruits
September (Septembre) Wk2: Son du francaise Divers types de supports ecrits : livres, album,
September (Septembre) Wk3: - Bonjour, bonsoir, salut, au revoir, a demain, a bientôt, merci Divers types de supports

Citizenship Education (Civics)

September Wk1: Citizenship - Rules and regulations
September Wk2: School rules and regulations - list school rules
September Wk3: - Community rules and regulations - State home rules
September Wk4: Community rules and regulations - Outline home

Moral Education

September Wk1: Moral Education Commandments of God
September Wk2: The 2nd Commandments - List and obey the
September Wk3: The 3rd Commandment - State and obey the
September Wk4: The 4th commandment - State and obey the

Human Rights Education

September Wk1: Human Rights Rights of the child Rights of the child - Identify their rights
September Wk2: Right of Education - State the right to education - Pictures
September Wk3: Right to Identification - List the right to
September Wk4: Right of Health - State the right to health

Peace and Security Education

September Wk1: Peace and Security Education
September Wk2: - Security measures in the sitting-room - List security
September Wk3: - Security measures in the bedroom - List security
September Wk4: - Security measures in the toilet - enumerate

Arts and Crafts

September Wk1: Arts and Crafts - Natural materials - Found materials
September Wk2: Craftsman’s tools - Workshop tools - Found materials
September Wk3: - Folding objects, fan kite, plane, caps, canoes

Artistic Education (Performing Arts)

September Wk1: Artistic Education ( Performing Art) Music
September Wk2: Music Musical notes Identify musical
September Wk3: Music Musical notes Sing respecting
September Wk4: Music Musical notes Sing respecting

Artistic Education (Visual Arts)

September Wk1: Artistic Education ( Visual Art)
September Wk2: Drawing Materials used in drawing
September Wk3: Colouring Coloring Objects Colour objects
September Wk4: Painting Material used in printing

Agro-Pastoral Farming

September Wk1: Agro pastoral Farming Farming
September Wk2: Sitting/dinning Watering can Use a watering
September Wk3: Kitchen Digger Identify and draw
September Wk4: Domestic animal - A hoe Use appropriate

Sports and Physical Education

September Wk1: Sports and Physical Education
September Wk2: Skipping - Perform keep- fit exercises - Sportswear
September Wk3: Matching and galloping - Perform keep fit exercises Sportswear
September Wk4: Hop scotch and Dodging - Perform keep fit exercises - Balls

National Languages and Culture (NLC)

September Wk1: National Languages and Culture ( NLC)
September Wk2: - Types of houses ( Homeequipments) - Identify the
September Wk3: - Members of nuclear family - Building materials
September Wk4: - Elements of a culture - Section of a house

Information and Communication Technology (ICT)

September Wk1: Information and Communication Technology ( ICT)
September Wk2: Traditional and modern I.C.T tools Uses of traditional
September Wk3: Modern I.C.T tools Identify and draw modern I.C.T tools Identify and draw
September Wk4: Modern I.C.T tools Uses of modern I.C.T tools - State the correct

October — Integrated theme: The Village/Town

English Language

October Wk1: English language - Listening and speaking
October Wk2: - Listening and speaking - Personalities in
October Wk3: - Listening and speaking - Things found in
October Wk4: - Listening and speaking - Stories

Mathematics

October Wk1: Mathematics Sets and Logic - Set symbols
October Wk2: - Sets and logic - Set symbols - Identifying and
October Wk3: - Sets and logic - Naming sets - Identify and name
October Wk4: - Sets and logic - Naming sets - Identify and name - Real objects

Science and Technology (Health Education)

October Wk1: Science and Technology ( Health Education
October Wk2: Functions of the sense organs - Functions of the
October Wk3: - Care of the sense organs - How to care for
October Wk4: Toilets Types of toilets - Identify different

Science and Technology (Environmental Education)

October Wk1: Science and Technology ( Environmental
October Wk2: The school environment The school family (
October Wk3: Plants - Types of flowers Identify the different types
October Wk4: Types of plants Identify the different types of plants

Science and Technology (Technology and Engineering)

October Wk1: Science and Technology ( Technology & Engineering)
October Wk2: Dangerous materials in the school environment Identify dangerous
October Wk3: How to avoid dangerous materials in the school environment
October Wk4: Choice and handling of materials Show great interest in

French (Français)

October (Octobre) Wk1: French - Voici/voila, noms propres, s’apples
October (Octobre) Wk2: - Voici/voila, noms propres, s’appels Les voyelles
October (Octobre) Wk3: - Est-ce que je propres, s’appeles Les voyelles

Citizenship Education (Civics)

October Wk1: Citizenship Personalities School authorities
October Wk2: Local authorities Name local authorities
October Wk3: Political Figures List political figures
October Wk4: Religious Authorities - Enumerate

Moral Education

October Wk1: Moral Education Commandments of God
October Wk2: The 6th commandments - List and obey the
October Wk3: The 7th Commandments - List and obey the
October Wk4: The 8th Commandments - State and obey the

Human Rights Education

October Wk1: Human Rights - Rights of the child
October Wk2: - The right to freedom/movement - List the right to
October Wk3: - The right to medication - Identify the right
October Wk4: - The right to play/eat - State the right to

Peace and Security Education

October Wk1: Peace and security education
October Wk2: Security measures in school - State security measures in school - Slogans
October Wk3: - Security measures in town - enumerate security measures in town - real objects
October Wk4: - Security measures in the village - State security

Arts and Crafts

October Wk1: - Arts and Craft - Founded Materials
October Wk2: - Practice session - Rope making Folding
October Wk3: - Objects - Fun kite - Plane canoes etc

Artistic Education (Performing Arts)

October Wk1: Artistic Education(performing arts)
October Wk2: Dance Dance Steps Practice different
October Wk3: Dance Dance More on Practice
October Wk4: Dance Dance More on practice

Artistic Education (Visual Arts)

October Wk1: Artistic Education(visual arts)
October Wk2: Painting Painting objects Use painting
October Wk3: Colouring Colouring Objects Colour objects
October Wk4: Colouring Colouring objects Colour objects

Agro-Pastoral Farming

October Wk1: Agro pastoral Farming Things found in
October Wk2: Personalities in town Plant seeds (
October Wk3: Things found in the village Soil enrichment
October Wk4: Village Activities Manures

Sports and Physical Education

October Wk1: Sports and Physical Education - Relay
October Wk2: - Line Picking and Tunnel - Treasure helping
October Wk3: - Zigzag - Treasure helping others - Towels - Buckets
October Wk4: - Shuttle - Demonstrate the sense of staying attentive

National Languages and Culture (NLC)

October Wk1: NLC - National culture
October Wk2: - Village Head - Attractions in town - Identify a village head
October Wk3: - Traditional games - Name and explain the different traditional games
October Wk4: - Water Sources - Name the water sources found in town

Information and Communication Technology (ICT)

October Wk1: I.C.T Components of a computer and their
October Wk2: Components of a computer and their uses
October Wk3: Uses of a keyboard - State the use of the keyboard correctly
October Wk4: Uses of a mouse State the uses of a mouse - Chart

November — Integrated theme: The School

English Language

November Wk1: English language - Listening and speaking - Things found in
November Wk2: - Listening and speaking - Things found in
November Wk3: Listening and speaking - Sketches ( Role
November Wk4: - Listening and speaking - Story telling

Mathematics

November Wk1: Mathematics Sets and logic - Formation of sets - Form sets
November Wk2: Sets and logic - Formation of sets - Forming sets - Real object
November Wk3: Sets and logic - Elements of a set - Name elements of
November Wk4: Numbersand operations - Introduction to

Science and Technology (Health Education)

November Wk1: Science and Technology ( Health Education
November Wk2: HIV/AIDS Causes of HIV/AIDS
November Wk3: Prevention of HIV/AIDS - How to prevent
November Wk4: Symptoms of HIV/AIDS - State the

Science and Technology (Technology and Engineering)

November Wk1: Science and Technology ( Technology &
November Wk2: Types of materials we can recycle Identify materials
November Wk3: Types of objects produced from recycle materials
November Wk4: Use of objects produced from recycle materials

French (Français)

November (Novembre) Wk1: French - Leve-toi,assiat toi, reveille – toi, brosse-
November (Novembre) Wk2: Unités/contenus d’apprentissage - Leve-toi,assiat toi,
November (Novembre) Wk3: - Poèmes, comptines - Les consonnes l,m,n,p,t,r,v,d,b,s,k,c,j,p - Ecriture des mots

Citizenship Education (Civics)

November Wk1: Citizenship Personalities in the school
November Wk2: - Head Teacher List the functions of the head
November Wk3: - Teacher - Outline the functions of the
November Wk4: - Teacher - Enumerate the functions of the

Human Rights Education

November Wk1: Human Rights Duties of the child - Duties of a child
November Wk2: - Duty to greet their parents - State the duty to
November Wk3: - Duty to fetch water in the house - State the duty to
November Wk4: - Duty to wash plates - List the duty to

Peace and Security Education

November Wk1: Peace and security Education Institution and
November Wk2: Institutions that promote peace and security
November Wk3: Strange people and suspected objects - Stay away from
November Wk4: Suspected acts and objects - Respect all

Arts and Crafts

November Wk1: Arts and Crafts Practice session Production caps
November Wk2: Folding Production Of canoes

Artistic Education (Performing Arts)

November Wk1: Artistic Education(performing arts)
November Wk2: Music More on musical instruments
November Wk3: Dance Dancing Dance gracefully
November Wk4: Dance More on Dancing Dance gracefully

Agro-Pastoral Farming

November Wk1: Agro Pastoral Farming The school
November Wk2: - More on use of manures to improve the soil Real Objects
November Wk3: - More on use of manures to improve the soil Real Objects
November Wk4: - More on use of manures to improve the soil Real Objects

Sports and Physical Education

November Wk1: Sport and Physical Education - Sprint
November Wk2: 30 meters Run fast over a given distance
November Wk3: 50 meters Run fast over a given distance

National Languages and Culture (NLC)

November Wk1: NLC National Languages
November Wk2: - Components of school - Identify the element component that makes up the
November Wk3: - Days of the week - Say the days of the week - Flashcards
November Wk4: - Revision and evaluation - Answer questions orally - Flash cards

Information and Communication Technology (ICT)

November Wk1: I.C.T The keypad of communication
November Wk2: The keypad of communication devices
November Wk3: - Handling of fixed phone - State various

December — Integrated theme: Occupation

English Language

December Wk1: English language - Listening and speaking
December Wk2: - Listening and speaking - Sketches ( role
December Wk3: - Listening and speaking Role play and
December Wk4: - Listening and speaking - Sketches

Mathematics

December Wk1: Mathematics Sets and logic - Not an element of
December Wk2: Sets and logic - Not an element of a set
December Wk3: Sets and logic - Finite set - Identify, list finite
December Wk4: Numbers and Operations - Introduction to

Science and Technology (Health Education)

December Wk1: Science and Technology ( Health Education
December Wk2: - Symptoms of diseases - Discuss
December Wk3: Prevention of diseases - Accept sleeping
December Wk4: Toilets - Care of the toilet - How to care for

Science and Technology (Environmental Education)

December Wk1: Science and Technology ( Environmental
December Wk2: - Habitat and care of domestic animals
December Wk3: - Wild animals - Identify wild animals
December Wk4: - Habitat and care of wild animals - Recognize the

Science and Technology (Technology and Engineering)

December Wk1: Science and Technology ( Technology & Engineering)
December Wk2: Materials use for different construction Identify materials
December Wk3: Care for various constructions How to care for
December Wk4: Materials we use to construct roads and bridges

French (Français)

December (Decembre) Wk1: French J’aime, je n’ai pas, ca me plait
December (Decembre) Wk2: J’aime, je n’ai pas, ca me plait - Il nous,et,le,la

Citizenship Education (Civics)

December Wk1: Citizenship Occupations Types of occupations
December Wk2: Tools of a teacher - State the tools of a teacher
December Wk3: Tools of a farmer - Name the tools of a farmer
December Wk4: Tools of a nurse/ doctor - List the tools of a

Human Rights Education

December Wk1: Human Rights Duties of a child - Duty to welcome
December Wk2: - Duty to pass exams - List the duty to
December Wk3: - Duty to love their parents - Enumerate the
December Wk4: - Duty to pray for their parents - State the duty to

Arts and Crafts

December Wk1: Arts and Crafts Craftsman tools Workshop tools
December Wk2: Crafts man’s tools Workshop tools - Demonstrate the
December Wk3: Folding Practice sessions rope making
December Wk4: Practice session Balls making To make balls

Agro-Pastoral Farming

December Wk1: Agro pastoral Farming Farming
December Wk2: Designing Gardening Weeding
December Wk3: Tailoring Gardening Mulching
December Wk4: Moulding Gardening Thinning

Sports and Physical Education

December Wk1: Sport and Physical Education
December Wk2: - High Jump - Push off the legs with hands
December Wk3: - Long Jump - Push off the legs with hands

National Languages and Culture (NLC)

December Wk1: NLC - National languages
December Wk2: - Tools used in different occupations - Name the different tools
December Wk3: - Tools used in different occupations - Name the different tools
December Wk4: - Revision and evaluation - Answer questions orally - Pictures - Charts

Information and Communication Technology (ICT)

December Wk1: I.C.T Power buttons of I.C.T devices
December Wk2: - Power buttons of a television - Identify the
December Wk3: Power buttons of a telephone - Identify the
December Wk4: Revision - Answer questions both orally and

January — Integrated theme: Traveling

English Language

January Wk1: English language - Listening and speaking
January Wk2: - Listening and speaking - Dialogue
January Wk3: - Listening and speaking - Folk tales
January Wk4: - Listening and speaking - Dialogue

Mathematics

January Wk1: Mathematics Sets and logic - Infinite sets
January Wk2: Sets and logic - Infinite sets - Identify and list
January Wk3: Sets and logic - Empty or null sets - Identify an empty
January Wk4: Numbers and Operations - Subtractions

Science and Technology (Health Education)

January Wk1: Science and Technology ( Health Education
January Wk2: Minor accidents Types of minor accidents
January Wk3: Prevention of minor accidents Identify ways to
January Wk4: First Aid First aid box and content

Science and Technology (Environmental Education)

January Wk1: Science and Technology ( Environmental
January Wk2: - Types of insects ( Harmful insects) - Identify the types
January Wk3: - Protection of insects - Protect insects
January Wk4: Environmental hazards - Hazards in the

Science and Technology (Technology and Engineering)

January Wk1: Science and Technology ( Technology &
January Wk2: Electricity Electrical devices State some
January Wk3: Dangers of electricity Recognize the
January Wk4: Precaution of electricity Precautions to be

French (Français)

January (Janviere) Wk1: French Indications de temps Aujourd’hui demain
January (Janviere) Wk2: Indications de temps : Aujourd’hui/demain/hier 7 jour de la semaine
January (Janviere) Wk3: Indications de temps : Aujourd’hui/demain/hier 7 jour de la semaine
January (Janviere) Wk4: Situations D’intégration Remediation

Citizenship Education (Civics)

January Wk1: Citizenship Universal Values - Respect
January Wk2: - Obedience - Obey their parents and elders
January Wk3: - Love - Demonstrate love for one another
January Wk4: - Tolerance - Tolerate others - Put others first

Arts and Crafts

January Wk1: Arts and Crafts Practice session
January Wk2: Practice session Blinds making - To make blinds
January Wk3: Threading Beed chain
January Wk4: Moulding models pots, caps Moulding

Agro-Pastoral Farming

January Wk1: Agro pastoral Farming Airport
January Wk2: Land Transport More on animal care
January Wk3: Water transport Feeding animals Feed animals Real Objects
January Wk4: Travel agencies More on feeding animals

Sports and Physical Education

January Wk1: Sport and Physical Education
January Wk2: Javelin - Handle familiar objects of different
January Wk3: Javelin - Handle familiar objects of different

National Languages and Culture (NLC)

January Wk1: NLC National Languages
January Wk2: Transportation vessels by land - Identify the various means of
January Wk3: - Transportation vessels by air - Identify the vessels of
January Wk4: - Transportation vessels by sea - Identify the vessels of

Information and Communication Technology (ICT)

January Wk1: I.C.T Safety measures of I.C.T tools
January Wk2: Safety measures of I.C.T tools - Safety measures
January Wk3: - Identify safety measures while using I.C.T tools
January Wk4: - Revision - Answer questions orally and write in their books

February — Integrated theme: Health

English Language

February Wk1: English language - Listening and speaking - Song about personal
February Wk2: English language - Listening and speaking
February Wk3: English language - Listening and speaking
February Wk4: English language - Listening and speaking

Mathematics

February Wk1: Mathematics Sets and logic - Union sets
February Wk2: Sets and logic - Union of sets - Use “U” to join
February Wk3: Sets and logic - Union of sets - Use “U” to join
February Wk4: Numbers and Operations - Introduction to

Science and Technology (Health Education)

February Wk1: Science and Technology ( Health Education
February Wk2: Health hazards State some common health
February Wk3: Epidemics Kinds of epidemics How to prevent epidemics
February Wk4: Pandemics Kinds of pandemics

Science and Technology (Environmental Education)

February Wk1: Science and Technology ( Environmental
February Wk2: - Uses of water - State the various uses of water - Pictures
February Wk3: Care of water sources - Protect sources of water
February Wk4: - Protect sources of water - Pictures - Drawing

French (Français)

February (Feveriare) Wk1: French Language Devant
February (Feveriare) Wk2: Derriere, sur, sous - Devant/derriere - Instructions
February (Feveriare) Wk3: Derriere: sur/sous Devant/derriere Sur/sous
February (Feveriare) Wk4: Devant/derriere Sur/sous Lecture

Citizenship Education (Civics)

February Wk1: Citizenship Universal values - Honesty
February Wk2: - Sharing - Share with others - Pictures
February Wk3: - Forgiveness - Forgive each others
February Wk4: - Welcoming - Welcome strangers

Arts and Crafts

February Wk1: Arts and Crafts Moulding
February Wk2: Moulding models pots, cups, bowls

Sports and Physical Education

February Wk1: Sport and Physical Education
February Wk2: - Volleyball - Basketball - Play with mates
February Wk3: - Table tennis - Play with mates - Balls
February Wk4: - Long tennis - Play with mates - Balls

National Languages and Culture (NLC)

February Wk1: NLC National Languages
February Wk2: - Common diseases in the locality - Name common
February Wk3: - Prevention of common diseases in your locality
February Wk4: - Revision and evaluation - Answer questions

Information and Communication Technology (ICT)

February Wk1: I.C.T Environmental conditions and
February Wk2: Environmental conditions and security
February Wk3: - Respect hygienic rules while using the I.C.T devices
February Wk4: - Revision - Answer questions orally and write

March — Integrated theme: Games

English Language

March Wk1: English Language - Listening and speaking - Sketch
March Wk2: - Listening and speaking - Sketch
March Wk3: - Listening and speaking Dialogue
March Wk4: - Listening and speaking - Rhyme

Mathematics

March Wk1: Mathematics Sets and logic - Intersection of
March Wk2: Sets and logic - Intersection of sets
March Wk3: Sets and logic - Intersection of sets
March Wk4: Numbers and Operations - Division by 3

Science and Technology (Environmental Education)

March Wk1: Science and Technology ( Environmental
March Wk2: - Habitats - Recognize the different habitats of
March Wk3: - Care of domestic birds - Protect domestic
March Wk4: - Wild birds and habitats - Care of wild birds

French (Français)

March (Mars) Wk1: French Language - Nombre : de 1 a 20
March (Mars) Wk2: - Nombre : de 1 a 20 - Objest Combien y-a til
March (Mars) Wk3: Nombre : de 1 a 20 - Objest Combien y-a til

Citizenship Education (Civics)

March Wk1: Citizenship - National Emblems - National emblems
March Wk2: - Flag - Display respect when hoisting the flag
March Wk3: - National Anthem - Display respect when singing the national anthem
March Wk4: - Motto - State the motto of the country

Arts and Crafts

March Wk1: Arts and Crafts Charps, Pavements houses

Sports and Physical Education

March Wk1: Sport and Physical Education
March Wk2: - Forward roll and backward roll - Move in different
March Wk3: - Head Balance - Move in different ways using hands

National Languages and Culture (NLC)

March Wk1: NLC National languages - Diseases - Name diseases
March Wk2: - Common diseases in the locality - Name common
March Wk3: - Prevention of common diseases in your locality

Information and Communication Technology (ICT)

March Wk1: I.C.T - Basic notions of abstraction
March Wk2: The computer programme( Basic task and instruction
March Wk3: - Revision - Answer questions orally and write in

April — Integrated theme: Communication

English Language

April Wk1: English language - Listening and speaking
April Wk2: - Listening and speaking - Dialogue
April Wk3: - Listening and speaking - A song ( see me
April Wk4: - Listening and speaking - Sketch

Mathematics

April Wk1: Mathematics Sets and logic - Revision and
April Wk2: Sets and logic - Revision and remediation
April Wk3: Sets and logic - Revision and remediation
April Wk4: Numbers and Operations ¼ , ¾

Science and Technology (Environmental Education)

April Wk1: Science and Technology ( Environmental
April Wk2: - Good health habits - Practice good
April Wk3: Pollution and waste - Pollution and
April Wk4: - Preventing pollution - Demonstrate

French (Français)

April (Avril) Wk1: French Language - Qu’est- ce que tu fais ? Je dors, je me
April (Avril) Wk2: - Qu’est- ce que tu fais ? Je dors, je me lève
April (Avril) Wk3: - Qu’est- ce que tu fais ? Je dors, je me lève

Citizenship Education (Civics)

April Wk1: Citizenship National emblems - Singing the
April Wk2: - Seal - Identify the seal Charts
April Wk3: - Court of arms - Identify the court of arms
April Wk4: - Court of arms - Identify the court of arms

Arts and Crafts

April Wk1: Arts and crafts Charps Pavements Houses
April Wk2: Charps Pavements Houses

Sports and Physical Education

April Wk1: Sport and Physical Education - Gymnastics
April Wk2: - Head balance - Move in different ways using hands

National Languages and Culture (NLC)

April Wk1: NLC - Nouns - Definitions and
April Wk2: - Countable Nouns - Identify and name countable nouns
April Wk3: - Uncountable Nouns - Identify and name
April Wk4: Associate to their plurals - Identify and

Information and Communication Technology (ICT)

April Wk1: I.C.T Sources of information
April Wk2: Sources of information - Tools for sending
April Wk3: - Revision - Answer questions orally and write on

May — Integrated theme: Communication

Science and Technology (Environmental Education)

May Wk1: Science and Technology ( Environmental
May Wk2: - Man – made hazards - Identify man-
May Wk3: - Environmental care - Identify
May Wk4: - Environmental care - Identify strategies

National Languages and Culture (NLC)

May Wk1: NLC Tenses - Present tense
May Wk2: - Present continuous tense - Describe ongoing
May Wk3: - Revision and evaluation - Answer questions

Information and Communication Technology (ICT)

May Wk1: I.C.T Basic concepts of algorithm
May Wk2: - Preparing for classes - Recognize that
May Wk3: - Washing Cloths - Recognize that computers go

Primary 2

English Language

Phonemic awareness

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Sounds of the alphabet
sounds of digraphs
multisyllabic words

Competences / Expected outcomes:

Say letter sounds; combine letter sounds to form monosyllabic words; pronounce monosyllabic words; read multisyllabic words; pronounce digraphs and words containing them; show interest in pronouncing correctly

Key content:

Sounds of the alphabet; sounds of digraphs; multisyllabic words

Activities / Strategies:

Demonstration; phonic method; Jolly Phonics approach; association of sounds with similar sounds made by objects and animals in the environment; role-play; teamwork; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, rhymes, songs, telephone

Polite responses / Polite addresses

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Polite addresses: Please sir/madam
my dear friend
could you

Competences / Expected outcomes:

Address people appropriately; cherish being pleasant and welcoming to people

Key content:

Polite addresses: Please sir/madam, my dear friend, could you

Activities / Strategies:

Role play, dialogue, singing, illustrations, teamwork, demonstrations; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, telephone

Greetings

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Morning
Afternoon
Night

Competences / Expected outcomes:

Greet appropriately in the different periods of the day; display enthusiasm to greet people

Key content:

Morning; Afternoon; Night

Activities / Strategies:

Role play, rhymes, songs, dialogue, illustrations, teamwork, demonstrations; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, telephone

Introduction of self and others

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Introducing self
introducing others

Competences / Expected outcomes:

Introduce self and others appropriately; treasure introducing self and others

Key content:

Introducing self; introducing others

Activities / Strategies:

Role-play, dialogue, illustrations, teamwork; demonstrations; questions and answers

Resources:

Real objects, charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, telephone

Oral tradition

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Stories
Songs
Folktales
Rhymes

Competences / Expected outcomes:

Retell stories and folktales; recite rhymes; sing songs; display enthusiasm to entertain people

Key content:

Stories; Songs; Folktales; Rhymes

Activities / Strategies:

Miming, role-play; teamwork, explanations; demonstrations, illustration; questions and answers

Resources:

Charts, pictures; language games, radio, tapes, rhymes, songs; picture stories

Dialogue

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Talk with peers
teacher and others spontaneously
carry out a telephone conversation

Competences / Expected outcomes:

Talk with peers, teacher and others spontaneously; carry out a telephone conversation; show respect for people

Key content:

Talk with peers, teacher and others spontaneously; carry out a telephone conversation

Activities / Strategies:

Miming, role-play; teamwork, drilling; illustrations, demonstrations; questions and answers

Resources:

Real objects; charts; language games; telephone

Sketch

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Acting
Plot

Competences / Expected outcomes:

Play the role of a character in a sketch; show love for entertainment

Key content:

Acting; Plot

Activities / Strategies:

Miming; pair work, drilling; illustrations; demonstrations; role-play and dramatization

Resources:

Stage props; costumes

Descriptions (people, places, objects/activities)

Term: Listening and Speaking (pp.41–43)

Sub-topics:

People
Places
Activities

Competences / Expected outcomes:

Describe people, places and activities with precision; manifest the habit of listening to an interlocutor

Key content:

People; Places; Activities

Activities / Strategies:

Miming; teamwork, drilling; illustrations; demonstrations; role-play

Resources:

Real objects, charts, pictures and flashcards; radio, tapes, telephone

Numbers: 0–50 / 51–100 (listening and speaking)

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Numbers 51–100

Competences / Expected outcomes:

Listen and say numbers; show willingness to count

Key content:

Numbers 51–100

Activities / Strategies:

Miming; teamwork, drilling; illustrations; demonstrations; counting

Resources:

Counting materials; number cards

Descriptions — ongoing activities

Term: Listening and Speaking (pp.41–43)

Sub-topics:

Describe ongoing activities

Competences / Expected outcomes:

Describe ongoing activities; show willingness to describe activities accurately

Key content:

Describe ongoing activities

Activities / Strategies:

Miming; teamwork, drilling; illustrations; demonstrations; listening and speaking

Resources:

Descriptive charts; relevant pictures; language games

Sound Recognition (reading aloud)

Term: Reading (p.43)

Sub-topics:

Letter sounds
monosyllabic words
multisyllabic words

Competences / Expected outcomes:

Read letter sounds correctly; read monosyllabic words; read multisyllabic words; show interest in reading

Key content:

Letter sounds; monosyllabic words; multisyllabic words

Activities / Strategies:

Illustrations and demonstrations; phonic method; Jolly Phonics approach; association/cooperative learning, picture reading, reading aloud; questions and answers

Resources:

Relevant charts, pictures and flashcards; language games, radio, tapes, CD-ROMs, rhymes, songs, telephone; story books

Word Recognition (reading aloud)

Term: Reading (p.43)

Sub-topics:

Simple words
short sentences
short texts
Numbers (51–100)

Competences / Expected outcomes:

Read simple words and short sentences; read numbers from 51–100; read short texts; show willingness to pronounce words and read correctly

Key content:

Simple words; short sentences; short texts; Numbers (51–100)

Activities / Strategies:

Explanations, questions and answers, role play, team work, illustrations, demonstrations

Resources:

Real objects, charts, pictures and flashcards; letter cards; radio, tapes, CD-ROMs, rhymes, songs, telephone; story books

Reading Comprehension (silent reading)

Term: Reading (p.43)

Sub-topics:

Pictures
short texts

Competences / Expected outcomes:

Interpret pictures; read texts silently and answer questions; demonstrate a reading culture

Key content:

Pictures; short texts

Activities / Strategies:

Explanations; questions and answers; teamwork

Resources:

Relevant charts; picture stories; cartoon strips; big books

Handwriting

Term: Writing (p.44)

Sub-topics:

Names
sentences
digits from 1–100

Competences / Expected outcomes:

Copy their names and the same sentences several times; show the enthusiasm to write

Key content:

Names; sentences; digits from 1–100

Activities / Strategies:

Explanations; demonstration; drilling; copying; teamwork

Resources:

Pencils, chalk; arm boards, flannel board; pictures, charts; sand trays, sawdust, writing exercise books

Composition

Term: Writing (p.44)

Sub-topics:

Build short sentences with jumbled words

Competences / Expected outcomes:

Build short sentences with jumbled words; show willingness to build words

Key content:

Build short sentences with jumbled words

Activities / Strategies:

Drilling; teamwork; explanations; questions and answers

Resources:

Pencils, chalk; armboards, flannel board; pictures, chart

Writing (names and sentences/texts)

Term: Writing (p.44)

Sub-topics:

Names
Sentences

Competences / Expected outcomes:

Write their names correctly; write short texts; write following the correct direction (left to right)

Key content:

Names; Sentences

Activities / Strategies:

Drilling; teamwork; illustrations; demonstrations

Resources:

Pencils, chalk; arm boards, flannel board; pictures, charts; writing exercise books

Verbs (conjugation)

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Regular verbs
introduction to irregular verbs
helping verbs

Competences / Expected outcomes:

Use regular verbs and some irregular and helping verbs; manipulate verbs and appreciate present, past and future events

Key content:

Regular verbs; introduction to irregular verbs; helping verbs

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; verb list and puzzles

Nouns — kinds of nouns

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Common and proper nouns
plural formation (s
es)

Competences / Expected outcomes:

Identify and use common and proper nouns; use plurals of countable nouns; use nouns in simple sentences; show interest in using nouns

Key content:

Common and proper nouns; plural formation (s, es)

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; noun list and puzzles

Adjectives

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Common adjectives

Competences / Expected outcomes:

Use common adjectives following the teacher's directives; show interest in using common forms of adjectives

Key content:

Common adjectives

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; adjective list and puzzles

Adverbs

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Adverbs of place
adverbs of time

Competences / Expected outcomes:

Identify and use adverbs of place and of time; show interest in following instructions

Key content:

Adverbs of place; adverbs of time

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; adverb list and puzzles

Prepositions

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Prepositions of location
prepositions of time

Competences / Expected outcomes:

Identify and use prepositions of location (Class 2 adds time in content); show interest in locating the position of objects

Key content:

Prepositions of location; prepositions of time

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; preposition list and puzzles

Pronouns

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Personal pronouns
possessive pronouns
reflexive pronouns

Competences / Expected outcomes:

Use personal pronouns to talk about self and others; show interest in using pronouns

Key content:

Personal pronouns; possessive pronouns; reflexive pronouns

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; pronoun list and puzzles

Conjunctions (coordinating)

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Coordinating conjunctions — linking words

Competences / Expected outcomes:

Link words, phrases and sentences with connecting words; express the desire to use conjunctions

Key content:

Coordinating conjunctions — linking words

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts; conjunction list and puzzles

Interjections

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Hi!
Hello!

Competences / Expected outcomes:

Use hi and hello in appropriate contexts

Key content:

Hi!; Hello!

Activities / Strategies:

Explanations; teamwork; demonstrations

Resources:

Flashcards; real objects; drawings; charts; interjection list and puzzles

Vocabulary — opposites

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Opposites

Competences / Expected outcomes:

Follow instructions; show willingness to use new words

Key content:

Opposites

Activities / Strategies:

Explanations; teamwork; demonstrations

Resources:

Flashcards; real objects; wordlist

The sentence — simple sentences

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Simple sentences

Competences / Expected outcomes:

Construct simple sentences; follow instructions

Key content:

Simple sentences

Activities / Strategies:

Explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts and puzzles

Spelling and pronunciation — sound and word building

Term: Grammar, Vocabulary and Pronunciation (pp.45–47)

Sub-topics:

Sound and word building: one
two and three syllable words

Competences / Expected outcomes:

Build one, two and three syllable words; manipulate letter-sounds to build words; show willingness to spell and pronounce words correctly

Key content:

Sound and word building: one, two and three syllable words

Activities / Strategies:

Phonic method; explanations; teamwork; demonstrations; questions and answers

Resources:

Flashcards; real objects; drawings; charts and puzzles

Mathematics

Sets and Logic

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Objects
Sets
Venn diagrams
set symbols (empty set
brackets
belongs-to
intersection/union symbols as printed)

Competences / Expected outcomes:

Classify objects using at least three attributes; represent sets using Venn diagrams; arrange belongings in an attractive and neat manner

Key content:

Objects; Sets; Venn diagrams; set symbols (empty set, brackets, belongs-to, intersection/union symbols as printed)

Activities / Strategies:

Cooperative learning; role-play; matching; demonstration; illustration

Resources:

Real objects, pebbles, number cards, legos; audio-visual aids; pictures and charts; instructional games; abacus

Numbers and Operations

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Numbers 100–200
mathematical operations (addition
subtraction
multiplication
division)
place value (hundreds
tens and units)
fractions

Competences / Expected outcomes:

Count and read numbers; associate numbers, symbols and quantities; build bonds; write numbers in figures and words; use mathematical operations to solve problems; place numbers under H, T and U; state the value of a number in a figure; share items objectively

Key content:

Numbers 100–200; mathematical operations (addition, subtraction, multiplication, division); place value (hundreds, tens and units); fractions

Activities / Strategies:

Cooperative learning; role play; matching; demonstration; illustration

Resources:

Real objects, pebbles, number cards, legos; audio-visual aids; pictures and charts; instructional games; abacus

Measurement and Size

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Natural units and indicators
metric system
calendar
time
money

Competences / Expected outcomes:

Compare objects according to size, length, width, height and capacity; estimate length, width, height and capacity of objects; relate months of the year to specific events; read the clock; identify currency units up to 200 frs; manage money up to 200 frs

Key content:

Natural units and indicators; metric system; calendar; time; money

Activities / Strategies:

Problem solving; laboratory method; cooperative learning; individualized instruction; task oriented approach; role-play; instructional games

Resources:

Clock faces; rulers; tape; plastic bottles; money; calendars; watch

Geometry and Space

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Patterns with 2D shapes (triangles
rectangles
squares)
curves and lines

Competences / Expected outcomes:

Manipulate patterns using 2D shapes; construct various shapes; differentiate between different patterns of curves and lines; locate points on a number line up to 50

Key content:

Patterns with 2D shapes (triangles, rectangles, squares); curves and lines

Activities / Strategies:

Problem solving; cooperative learning; individualized instruction; task oriented approach; role-play; instructional games

Resources:

Real objects; geo-boards; triangles; cardboards; cartons

Graphs and Statistics

Term: Mathematics Contents (pp.48–50)

Sub-topics:

Data
ranking
tallying
graphs

Competences / Expected outcomes:

Represent data on graphs; arrange numbers in ascending and descending order of magnitude (100–200); tally in 4s and 5s; represent data on graphs; show interest in keeping belongings in an orderly manner

Key content:

Data; ranking; tallying; graphs

Activities / Strategies:

Discovery method; laboratory method; cooperative learning; individualized instruction; task oriented approach; role-play; instructional games

Resources:

Real objects; audio-visual aids; pictures; charts; counting materials

Science and Technology

Human body

Term: Health Education (pp.51–52)

Sub-topics:

Parts of the body and functions
care for the parts of the body

Competences / Expected outcomes:

Associate body parts to their functions; clean the different parts of the body with different items on a daily basis

Key content:

Parts of the body and functions; care for the parts of the body

Activities / Strategies:

Demonstration; discussion; role-play and simulations; teamwork

Resources:

Charts, soap, sponge, clean water, buckets, towels, face towel, body lotion, clean clothes/underwear, comb, shoes, foot brush

The Senses

Term: Health Education (pp.51–52)

Sub-topics:

The five senses and their organs
care of sense organs

Competences / Expected outcomes:

Relate the senses to their organs; care for the sense organs; discriminate good from bad

Key content:

The five senses and their organs; care of sense organs

Activities / Strategies:

Demonstration; discussion; outdoor lessons; role-play and simulation; teamwork

Resources:

Charts, pictures, colours, masks, headscarf, sweets, various fruits, bitter leaf, VCDs/DVDs, TV, telephone; posters, medicines

Reproductive Health, STIs and HIV/AIDS

Term: Health Education (pp.51–52)

Sub-topics:

HIV/AIDS (causes
symptoms
prevention
mode of transmission)
human reproductive organs

Competences / Expected outcomes:

Differentiate a male from a female; demonstrate awareness that HIV/AIDS is transmitted through blood; stay away from soiled objects; show love for living a healthy life

Key content:

HIV/AIDS (causes, symptoms, prevention, mode of transmission); human reproductive organs

Activities / Strategies:

Demonstration; discussion; flipped classrooms; guided tours; role-play and simulation; educative talks; teamwork

Resources:

Charts, pictures, knives, nails, blade, needles, pins, syringes, medicines, sketches, gloves, masks, lab coat

Diseases

Term: Health Education (pp.51–52)

Sub-topics:

Common diseases of the area (malaria
cholera
common cold
chicken pox)
symptoms
prevention

Competences / Expected outcomes:

Relate diseases to symptoms; explain some preventive measures; stay away from dirty environments; accept sleeping under mosquito nets

Key content:

Common diseases of the area (malaria, cholera, common cold, chicken pox); symptoms; prevention

Activities / Strategies:

Demonstration/discussion; visits/teamwork; role-play and simulation; educative talks

Resources:

Relevant charts and pictures, nails; syringes, lab coats, audio-visual aids, posters, empty medicine packs; mosquito nets

Toilets

Term: Health Education (pp.51–52)

Sub-topics:

Types of toilets
use of the toilets

Competences / Expected outcomes:

Identify types of toilets; use toilets properly; wash hands at all times after using the toilet

Key content:

Types of toilets; use of the toilets

Activities / Strategies:

Demonstration/discussion; outdoor lessons; role-play and simulation; health talks; teamwork

Resources:

Tissue paper, disinfectants, water, soaps; illustrative charts

Health habits

Term: Health Education (pp.51–52)

Sub-topics:

Good health habits

Competences / Expected outcomes:

Distinguish good health habits from bad ones; wash hands at all times before eating

Key content:

Good health habits

Activities / Strategies:

Demonstration/discussion; outdoor lessons; role-play/simulation; teamwork

Resources:

Pictures, posters, fruits, drinking water, clean water, bowl, clean plastic bottles

Minor accidents and first aid

Term: Health Education (pp.51–52)

Sub-topics:

Types of minor accidents
first aid box contents
first aid administration

Competences / Expected outcomes:

Use items in a first aid box to treat victims of specific minor accidents; demonstrate ways of preventing minor accidents; show a positive attitude towards victims of minor accidents

Key content:

Types of minor accidents; first aid box contents; first aid administration

Activities / Strategies:

Demonstration/discussion; outdoor lessons; role-play and simulation; educative talks; teamwork

Resources:

Sketches, cotton, spirit, scissors, bandages, betadine, plaster, iodine, exercise book

Public health

Term: Health Education (pp.51–52)

Sub-topics:

Health hazards
vaccination
some common vaccines

Competences / Expected outcomes:

Explain common health hazards and their effects; discuss the importance of vaccines; show love for taking required vaccines

Key content:

Health hazards; vaccination; some common vaccines

Activities / Strategies:

Demonstration/discussion; flipped classroom; health talks; role-play/simulation; teamwork

Resources:

Vaccination cards; syringes; cotton

Immediate environments

Term: Environmental Science (pp.53–54)

Sub-topics:

Home environment
school environment
care of home and school environment

Competences / Expected outcomes:

Describe components of the home and school environments; care for the home and school environments; appreciate their immediate environment; care for plants

Key content:

Home environment; school environment; care of home and school environment

Activities / Strategies:

Project method e.g. tree planting; demonstration; cooperative learning

Resources:

Real objects, pictures, drawings, videos, cuttings, seeds, hoes, diggers, cutlasses, seedlings, posters

Animals

Term: Environmental Science (pp.53–54)

Sub-topics:

Domestic animals
wild animals
habitat and care

Competences / Expected outcomes:

Describe the different habitats of animals; care for animals; stay away from danger

Key content:

Domestic animals; wild animals; habitat and care

Activities / Strategies:

Demonstration/discussion; flipped classroom; role-play/simulation; teamwork; talk from a veterinary nurse

Resources:

Cage, water, soap, gloves, pictures, drawings, videos, posters

Birds

Term: Environmental Science (pp.53–54)

Sub-topics:

Domestic birds
wild birds
habitats of birds and care

Competences / Expected outcomes:

Describe the different habitats of birds

Key content:

Domestic birds; wild birds; habitats of birds and care

Activities / Strategies:

Demonstration/discussion; flipped classroom; outdoor visits; role-play/simulation

Resources:

Cage, water, soap, gloves, pictures, drawings, videos, posters, nest

Insects

Term: Environmental Science (pp.53–54)

Sub-topics:

Types of insects
useful and harmful insects

Competences / Expected outcomes:

Classify insects; protect insects

Key content:

Types of insects; useful and harmful insects

Activities / Strategies:

Demonstration/excursions; discussions; flipped classroom

Resources:

Pictures, drawings, videos, insect box

Plants

Term: Environmental Science (pp.53–54)

Sub-topics:

Types of plants
flowers
uses of flowers

Competences / Expected outcomes:

Describe plants and flowers according to their characteristics; plant trees and flowers; care for plants and flowers

Key content:

Types of plants; flowers; uses of flowers

Activities / Strategies:

Demonstration; excursions; discussion; flipped classroom

Resources:

Seeds, seedlings, cuttings, hoes, diggers, machetes, manure, used tyres, bags, plastics, buckets

Matter (water)

Term: Environmental Science (pp.53–54)

Sub-topics:

Water
good sources and bad sources
care of the sources of water

Competences / Expected outcomes:

Describe the different states of matter; distinguish the sources of water; protect the sources of water

Key content:

Water; good sources and bad sources; care of the sources of water

Activities / Strategies:

Demonstration; excursion; discussion; cooperative learning

Resources:

Real objects, pictures, drawings, videos, models, posters

Pollution and waste management

Term: Environmental Science (pp.53–54)

Sub-topics:

Types of pollution
prevention
waste management

Competences / Expected outcomes:

Differentiate types of pollution; describe ways of preventing pollution; use dustbins correctly

Key content:

Types of pollution; prevention; waste management

Activities / Strategies:

Demonstration; excursion; discussion; outdoor lessons to enable learners to observe

Resources:

Real objects, pictures, drawings, videos, models, posters

Environmental hazards

Term: Environmental Science (pp.53–54)

Sub-topics:

Hazards in the locality

Competences / Expected outcomes:

Describe how environmental hazards can be prevented; protect the environment; use clean water to wash hands; question sources of water

Key content:

Hazards in the locality

Activities / Strategies:

Role-play/simulation; educative talks; teamwork

Resources:

Pictures, drawings, videos, cuttings, seeds, seedlings, hoes, machetes, watering cans, water, bottles, masks, gloves

Mechanisms and machines

Term: Technology and Engineering (p.55)

Sub-topics:

Types of machines in the locality

Competences / Expected outcomes:

Describe various types of tools and machines in the locality; explain uses of different machines in their locality; carry out tasks willingly

Key content:

Types of machines in the locality

Activities / Strategies:

Demonstration; excursion/discussion; role-play/simulation; exploit resource persons; teamwork

Resources:

Charts, pictures, videos, models, posters

Materials

Term: Technology and Engineering (p.55)

Sub-topics:

Types of materials
choice and handling of materials

Competences / Expected outcomes:

Recognise common materials in the environment; use materials to construct desired shapes/objects

Key content:

Types of materials; choice and handling of materials

Activities / Strategies:

Projects; demonstration; excursion/discussion; role-play/simulation; teamwork

Resources:

Real objects, pictures, drawings, videos, sketches, models, posters, recyclable materials

Construction

Term: Technology and Engineering (p.55)

Sub-topics:

Building construction
manufacturing

Competences / Expected outcomes:

Classify materials used for construction; construct a miniature bridge; use materials to construct miniature houses and other objects; show love for manual work

Key content:

Building construction; manufacturing

Activities / Strategies:

Trial and error; demonstration; imitation; teamwork; practice sessions

Resources:

Building blocks/Legos, sand, soil, clay, mud, sticks, stones, cartons, plantain leaves, bamboo, palm fronds, old plastic shoes, containers, rounded scissors, tyres, illustrative charts

Electricity

Term: Technology and Engineering (p.55)

Sub-topics:

Electrical devices
dangers of electricity

Competences / Expected outcomes:

Describe electrical devices; discuss the dangers of electricity; ask for help from adults to use any electrical device

Key content:

Electrical devices; dangers of electricity

Activities / Strategies:

Project/demonstration; excursion/discussion; role-play and simulation; teamwork

Resources:

Real objects, gloves, boots, masks, glasses, overalls, helmets, bulbs, cables, pictures, drawings, videos, models, posters, sketches

Français (French)

Les sons du français

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Sons du français (36)
bruits
onomatopées

Competences / Expected outcomes:

Écouter et distinguer les sons du français

Key content:

Sons du français (36), bruits, onomatopées

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Salutations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Bonjour
bonsoir
salut
au revoir
à demain
à bientôt
merci

Competences / Expected outcomes:

Saluer en utilisant des formules de politesse

Key content:

Bonjour, bonsoir, salut, au revoir, à demain, à bientôt, merci

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Présentations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Il/elle s'appelle
il/elle a…
il habite à…
il aime/n'aime pas

Competences / Expected outcomes:

Présenter quelqu'un (nom, âge, lieu d'habitation, goûts)

Key content:

Il/elle s'appelle, il/elle a…, il habite à…, il aime/n'aime pas

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Demande polie d'informations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Qu'est-ce que c'est? Est-ce que…
je voudrais savoir…

Competences / Expected outcomes:

Demander et donner des informations générales; répondre gentiment à une demande

Key content:

Qu'est-ce que c'est? Est-ce que…; je voudrais savoir…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Les instructions de base

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Lève-toi
assieds-toi
réveille-toi
brosse-toi les dents
bois ton lait

Competences / Expected outcomes:

Écouter attentivement et répondre à des instructions

Key content:

Lève-toi, assieds-toi, réveille-toi, brosse-toi les dents, bois ton lait

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Poèmes, comptines, chants en français

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Poèmes
comptines
chants en français

Competences / Expected outcomes:

Dire de mémoire des comptines et chanter en français

Key content:

Poèmes, comptines, chants en français

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Expression des sentiments / sensations

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Expression des sensations: J'ai faim
j'ai soif
j'ai froid
j'ai peur
je suis triste
je suis content

Competences / Expected outcomes:

Exprimer ses sensations

Key content:

Expression des sensations: J'ai faim, j'ai soif, j'ai froid, j'ai peur, je suis triste, je suis content

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Localisation dans le temps

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Indications de temps: Aujourd'hui/demain/hier
c'est… (mois
année)

Competences / Expected outcomes:

Se situer dans le temps

Key content:

Indications de temps: Aujourd'hui/demain/hier, c'est… (mois, année)

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Localisation dans l'espace

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

À côté de
à gauche
à droite…

Competences / Expected outcomes:

Se situer dans l'espace

Key content:

À côté de, à gauche, à droite…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Nombres

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Nombres de 1 à 50
Objets: Combien y a-t-il de…? Quel est le prix?

Competences / Expected outcomes:

Compter de 20 à 50

Key content:

Nombres de 1 à 50; Objets: Combien y a-t-il de…? Quel est le prix?

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Activités quotidiennes / Indications de fréquence

Term: Compréhension et expression orales (pp.56–57)

Sub-topics:

Indications de fréquence: Chaque jour/tous les samedis
je…

Competences / Expected outcomes:

Dire ce qu'on fait régulièrement

Key content:

Indications de fréquence: Chaque jour/tous les samedis, je…

Activities / Strategies:

Jeu de rôles, illustration; démonstrations; comptines, marionnettes; approche communicative, actionnelle

Resources:

Images, posters, supports audio-visuels, realia, enregistrements

Supports de lecture

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Livres
album jeune
étiquettes
mode d'emploi
programmes
radio/TV
affiches
panneaux…

Competences / Expected outcomes:

Identifier des informations dans différents supports

Key content:

Livres, album jeune, étiquettes, mode d'emploi, programmes, radio/TV, affiches, panneaux…

Activities / Strategies:

Illustrations; démonstrations; lecture phonique; jeux de lecture; identification des sons dans les mots (initial, final); remise en ordre des lettres/sons des mots

Resources:

Albums, livres, étiquettes, affiches…

Les voyelles

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Les voyelles Èè
Éé
Êê

Competences / Expected outcomes:

Lire les lettres et mots en français contenant des sons

Key content:

Les voyelles Èè, Éé, Êê

Activities / Strategies:

Illustrations; démonstrations; lecture phonique; jeux de lecture; identification des sons dans les mots; remise en ordre des lettres/sons

Resources:

Albums, livres, étiquettes, affiches…

Les consonnes / Diagrammes et graphèmes complexes

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Diagrammes et graphèmes complexes: ou–oi–ai–ei–in–im–ain–ein–en–an–am–em–on–om–un–um–oin–ion

Competences / Expected outcomes:

Lire les mots contenant les consonnes/graphèmes du français

Key content:

Diagrammes et graphèmes complexes: ou–oi–ai–ei–in–im–ain–ein–en–an–am–em–on–om–un–um–oin–ion

Activities / Strategies:

Illustrations; démonstrations; lecture phonique; jeux de lecture; identification des sons dans les mots; remise en ordre des lettres/sons

Resources:

Alphabet, posters, images…

Mots usuels

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Mots usuels: il
nous
et
très
trop…

Competences / Expected outcomes:

Lire sans difficulté des mots usuels

Key content:

Mots usuels: il, nous, et, très, trop…

Activities / Strategies:

Illustrations; jeux de lecture; procédés mnémotechniques

Resources:

Posters, images

Formation des syllabes / Diagrammes

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Diagrammes: on–en–am–em–ou

Competences / Expected outcomes:

Former des syllabes et lire des mots avec des diagrammes

Key content:

Diagrammes: on–en–am–em–ou

Activities / Strategies:

Illustrations; jeux de lecture

Resources:

Posters, images, albums

Lecture des instructions simples

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Instructions simples: jeux
mode d'emploi…

Competences / Expected outcomes:

Lire de simples instructions et y réagir

Key content:

Instructions simples: jeux, mode d'emploi…

Activities / Strategies:

Illustrations; jeux de lecture

Resources:

Posters, images, albums

Noms et mots — alphabet français

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Lettres de l'alphabet français

Competences / Expected outcomes:

Épeler des noms et des noms de lieux

Key content:

Lettres de l'alphabet français

Activities / Strategies:

Jeux d'épellation

Resources:

Cartes, images, alphabet

Lecture de phrases / de courts textes

Term: Compréhension écrite (lecture) (pp.58–59)

Sub-topics:

Lecture de courts textes (2 à 3 phrases)

Competences / Expected outcomes:

Lire à haute voix; répondre aux questions textuelles; développer le goût de la lecture

Key content:

Lecture de courts textes (2 à 3 phrases)

Activities / Strategies:

Activités de pré-lecture, lecture globale, lecture sélective, activités de post-lecture

Resources:

Textes illustrés, albums enfant, page internet

Écriture des lettres / Mots et illustrations

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Mots et illustrations

Competences / Expected outcomes:

Recopier des mots sous des images; compléter des lettres manquantes dans des mots

Key content:

Mots et illustrations

Activities / Strategies:

Illustrations, démonstrations, exercices à trous, dictée à l'adulte

Resources:

L'alphabet, jeux de lettres, crayon, ardoise

Écriture des mots et des phrases (lisibilité)

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Écriture des mots et phrases

Competences / Expected outcomes:

Écrire des mots et phrases simples

Key content:

Écriture des mots et phrases

Activities / Strategies:

Illustrations, démonstrations, exercices à trous, dictée à l'adulte

Resources:

Images, posters, albums, divers supports visuels

Écriture de courts textes — ponctuation

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Signes de ponctuation: point
virgule
majuscule

Competences / Expected outcomes:

Utiliser les signes de ponctuation de base

Key content:

Signes de ponctuation: point, virgule, majuscule

Activities / Strategies:

Illustrations, exercices à trous

Resources:

Images, posters, albums, divers supports visuels

Textes narratifs, descriptifs

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Textes narratifs
descriptifs
informatifs relatifs aux centres d'intérêt

Competences / Expected outcomes:

Produire de courts textes de 2 à 3 phrases à partir d'un support

Key content:

Textes narratifs, descriptifs, informatifs relatifs aux centres d'intérêt

Activities / Strategies:

Production du premier jet; production du deuxième jet — correction — auto-évaluation à partir des critères

Resources:

Images, posters, albums, divers supports visuels

Noms — noms communs / noms propres

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Noms: noms communs
noms propres

Competences / Expected outcomes:

Identifier les noms communs et les noms propres

Key content:

Noms: noms communs; noms propres

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Noms — genre et nombre

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Genre et nombre des noms

Competences / Expected outcomes:

Identifier le genre et le nombre des noms

Key content:

Genre et nombre des noms

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Pronoms personnels

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Pronoms personnels (je
tu
il
elle
nous
vous
ils/elles)

Competences / Expected outcomes:

Utiliser les pronoms personnels

Key content:

Pronoms personnels (je, tu, il, elle, nous, vous, ils/elles)

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Déterminants

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Déterminants: articles et adjectifs démonstratifs

Competences / Expected outcomes:

Identifier et utiliser les adjectifs démonstratifs

Key content:

Déterminants: articles et adjectifs démonstratifs

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Prépositions de lieu

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Prépositions de lieu: sous/sur
dans/à gauche/à droite…

Competences / Expected outcomes:

Identifier et utiliser les indicateurs spatiaux de base

Key content:

Prépositions de lieu: sous/sur; dans/à gauche/à droite…

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Temps simples (conjugaison)

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Présent
futur simple
passé composé

Competences / Expected outcomes:

Utiliser les verbes usuels aux temps de l'indicatif: présent, futur simple et passé composé

Key content:

Présent, futur simple, passé composé

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Accords simples

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Nom + adjectif
Nom + verbe

Competences / Expected outcomes:

Faire des accords simples

Key content:

Nom + adjectif; Nom + verbe

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Phrases simples

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Phrases affirmatives
négatives
déclaratives et interrogatives
le présent des verbes usuels

Competences / Expected outcomes:

Distinguer les types de phrases; utiliser correctement les verbes conjugués au présent

Key content:

Phrases affirmatives, négatives, déclaratives et interrogatives; le présent des verbes usuels

Activities / Strategies:

Observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Vocabulaire usuel

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Vocabulaire relatif aux centres d'intérêt: les bases morphologiques (école-écolier
prendre-reprendre…)

Competences / Expected outcomes:

Utiliser le vocabulaire usuel (bases morphologiques)

Key content:

Vocabulaire relatif aux centres d'intérêt: les bases morphologiques (école-écolier, prendre-reprendre…)

Activities / Strategies:

Observation, découverte, classement, exercices de closure, devinette, mots croisés, jeux

Resources:

Cartes, images, posters, albums

Orthographe — homophones usuels

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Homophones: leur/leurs
son/sont
la/là/l'a/l'as
ou/où
peu/peut/peux
a/à/as
sa/ça
ce/se
ces/c'est
et/est…

Competences / Expected outcomes:

Reconnaître des homophones usuels

Key content:

Homophones: leur/leurs; son/sont; la/là/l'a/l'as; ou/où; peu/peut/peux; a/à/as; sa/ça; ce/se; ces/c'est; et/est…

Activities / Strategies:

Observation; découverte; systématisation; classement; procédés mnémotechniques

Resources:

Images, posters, albums, divers supports visuels

Orthographe — graphies des phonèmes

Term: Production d'écrits, Grammaire, Conjugaison, Vocabulaire, Orthographe (pp.60–62)

Sub-topics:

Les graphies des phonèmes français

Competences / Expected outcomes:

Identifier les différentes graphies des phonèmes du français

Key content:

Les graphies des phonèmes français

Activities / Strategies:

Illustrations; observation, découverte, systématisation, classement, test de closure

Resources:

Images, posters, albums, divers supports visuels

Social Studies (Citizenship)

National Emblems

Term: Civics (p.63)

Sub-topics:

Flag
National Anthem
Motto

Competences / Expected outcomes:

Describe national emblems; sing the National Anthem; display respect when singing the National Anthem or during hoisting of the flag

Key content:

Flag; National Anthem; Motto

Activities / Strategies:

Awareness campaigns; field activity; role-play/simulations; singing

Resources:

Cameroon flag, colour pencils, audio-visual aids, pictures, charts

Personalities / State Personalities

Term: Civics (p.63)

Sub-topics:

School authorities
authorities in their localities
political figures

Competences / Expected outcomes:

Identify the minister in charge of Basic Education; recognise the President of the Republic; respect authority and others

Key content:

School authorities; authorities in their localities; political figures

Activities / Strategies:

Discussions; role-play/simulations; cooperative learning

Resources:

Pictures/charts; relevant newspapers and textbooks; audio-visual aids

Rules and Regulations

Term: Civics (p.63)

Sub-topics:

Home
School
Community

Competences / Expected outcomes:

Explain school and community rules and home regulations; respect rules and regulations at all times

Key content:

Home; School; Community

Activities / Strategies:

Experimental [experiential] learning; case study; role-play/simulations; cooperative learning

Resources:

Pictures/charts; relevant textbooks; audio-visual aids

Universal values

Term: Civics (p.63)

Sub-topics:

Respect
Obedience
Love/Peace
Tolerance
Honesty/sharing

Competences / Expected outcomes:

Explain ethical values; comply with universal values; display love and respect for others

Key content:

Respect; Obedience; Love/Peace; Tolerance; Honesty/sharing

Activities / Strategies:

Case studies; awareness campaign; role-play; simulations

Resources:

Food items and fruits; audio-visual aids; relevant pictures; illustrative charts

Commandments of God

Term: Moral Education (p.64)

Sub-topics:

Commandments of God

Competences / Expected outcomes:

Explain the commandments of God; follow the commandments of God

Key content:

Commandments of God

Activities / Strategies:

Case study; interviews; role-play/simulations; teamwork

Resources:

Print documents; audio video tapes; pictures; charts; Bible; Koran

Human Rights Education — Rights of the child

Term: Moral Education (p.64)

Sub-topics:

Rights of the child: Education
Identity
Health

Competences / Expected outcomes:

Explain the rights and responsibilities of the child; cooperate with others

Key content:

Rights of the child: Education; Identity; Health

Activities / Strategies:

Case study; awareness campaign; interviews; role-play/simulations; teamwork

Resources:

Audio-visual aids; pictures; charts

Peace and Security Education

Term: Moral Education (p.64)

Sub-topics:

Security measures
notions of peace and security
people and institutions that promote peace and security
safety/security measures

Competences / Expected outcomes:

Explain notions of peace and security; identify people and institutions that promote peace and security; report all suspected acts and objects; stay away from strange people and suspected objects

Key content:

Security measures; notions of peace and security; people and institutions that promote peace and security; safety/security measures

Activities / Strategies:

Interactive teaching; experimental [experiential] learning; case study; awareness campaigns; role-play/simulations

Resources:

Real objects; audio-visual aids; pictures/charts; slogans; relevant emoticons

Vocational Studies

Materials used for arts/crafts

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Natural materials
found materials
recyclable materials

Competences / Expected outcomes:

Use different materials for given activities; produce articles; follow environmental rules

Key content:

Natural materials; found materials; recyclable materials

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Stones, sticks, leaves, paper, pith, grass, feathers, shells, scales, grains, beads, strings, thread, cloth, newspapers; clay, dough, rounded needles, corks, rounded-head scissors

A craftsman's tools / A tool box; Occupations and tools

Term: Arts and Crafts (pp.65–67)

Sub-topics:

A tool box — hammer
nails
pincers
Tools — occupations and tools used

Competences / Expected outcomes:

Demonstrate the use of a craftsman's tools; produce articles using craftsman's tools; show interest in craftsmanship

Key content:

A tool box — hammer, nails, pincers; Tools — occupations and tools used

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Hammer, nails, pincers; ropes, mould, rounded-head scissors; leather bags or small box

Folding

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Objects
fan
kite
plane
canoe
envelopes

Competences / Expected outcomes:

Fold paper and leaves to produce various items; cut different plane shapes; produce objects using plane shapes; show interest in arts and crafts

Key content:

Objects, fan, kite, plane, canoe, envelopes

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Assorted papers, rounded-head scissors, glue, thread, rounded-head needle, ropes, twine, rubber rope, leaves

Practice sessions (ropes, balls, brooms, blinds)

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Ropes
balls
brooms
blinds

Competences / Expected outcomes:

Produce various objects; show interest in arts and crafts

Key content:

Ropes; balls; brooms; blinds

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Assorted papers, rounded-head scissors, gum, thread, rounded-head needle, ropes, twine, rubber rope

Threading

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Threaded designs

Competences / Expected outcomes:

Thread with pith, paper, beads to produce various designs

Key content:

Threaded designs

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Real objects, thread, beads, pith, needles, paper, scissors, soles of plastic slippers [source: 'beats' for beads]

Moulding

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Models
pots
cups
bowls

Competences / Expected outcomes:

Mix different dough; use dough to produce different objects and shapes

Key content:

Models, pots, cups, bowls

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Clay, paper mache, plasticine, dough

Structures

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Shapes
pavements
houses

Competences / Expected outcomes:

Construct different structures; show interest in architecture

Key content:

Shapes, pavements, houses

Activities / Strategies:

Teamwork, projects, outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Buckets, flowers, containers, brushes, water, gloves, mouth and nose masks

Colours

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Primary colours
secondary colours

Competences / Expected outcomes:

Produce colours; combine colours to obtain other colours; colour objects; show love for aesthetics

Key content:

Primary colours; secondary colours

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons

Resources:

Real objects, audio video tape, pictures, charts, flowers, avocado seeds

Decoration

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Tables
chairs
walls
bottles

Competences / Expected outcomes:

Produce decoration items using material from the environment; decorate the classroom

Key content:

Tables, chairs, walls, bottles

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons

Resources:

Ropes, straw, cane, palm fronds, leaves, papers, thread, cardboards, ribbons, scraps from tailor's shop

Weaving

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Mat
ropes
caps

Competences / Expected outcomes:

Weave different objects

Key content:

Mat, ropes, caps

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons; visits to exhibition centres and workshops

Resources:

Seeds, sawdust, textile, cardboard, plywood, glue, water, ropes, fibre, raffia

Pasting

Term: Arts and Crafts (pp.65–67)

Sub-topics:

Car
house
tables
pots
balls

Competences / Expected outcomes:

Paste and produce different designs using a variety of materials

Key content:

Car, house, tables, pots, balls

Activities / Strategies:

Teamwork; visits to exhibition centres and workshops; pasting

Resources:

Buckets, flowers, containers, brushes, water, gloves, glue, paper mache, mouth and nose masks

Agricultural tools

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Agricultural tools

Competences / Expected outcomes:

Use appropriate tools to do gardening; protect self from injury at all times

Key content:

Agricultural tools

Activities / Strategies:

Teamwork, PBL; outdoor lessons; role-play/simulation

Resources:

Cutlass, hoe, spade, digger, rake, watering can, pictures, illustrative charts

Gardening/farming

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Procedures
planting distances
good practices (mulching
thinning)

Competences / Expected outcomes:

Plant seeds; care for plants in the garden

Key content:

Procedures; planting distances; good practices (mulching, thinning)

Activities / Strategies:

Teamwork, PBL; outdoor lessons; manual work

Resources:

Corn, groundnuts, beans, melons, pictures, charts, water, watering cans, sticks, ropes, jars, plastic bottles, gloves

Soil enrichment

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Manures

Competences / Expected outcomes:

Identify different types of manures; use manure to improve the soil; show love for agriculture

Key content:

Manures

Activities / Strategies:

Teamwork, PBL; outdoor lessons; practical work

Resources:

Food waste, dung, gloves

Livestock farming

Term: Agro-Pastoral Farming (p.68)

Sub-topics:

Animal care
animal feed: fowls
pigs
dogs
cats
sheep
goat
snails
rabbit
cows

Competences / Expected outcomes:

Feed domestic animals; produce animal feed; care for animals; show love for animals

Key content:

Animal care; animal feed: fowls, pigs, dogs, cats; sheep, goat; snails, rabbit, cows

Activities / Strategies:

Teamwork, PBL; outdoor lessons; use of resource persons; visits to animal farms

Resources:

Corn, soy beans, crayfish, dried fish remains, vegetable stems, bags, cage, mortar and pestle

Arts

Drawing and colouring (Visual Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Drawing
colouring

Competences / Expected outcomes:

Draw plain shapes and other objects; colour objects using appropriate colours; show dexterity in handling drawing materials

Key content:

Drawing; colouring

Activities / Strategies:

Demonstration; trial and error; teamwork; outdoor work

Resources:

Pencils, rulers, felt pens, paper, cardboard, slates, coloured pencils, charts/pictures, stencils

Painting (Visual Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Coordinated painting

Competences / Expected outcomes:

Produce paint from local materials; use more than one colour to paint an object; interpret their work of art; show love for beauty and colour coordination

Key content:

Coordinated painting

Activities / Strategies:

Demonstration; trial and error; teamwork; outdoor work; flipped classroom

Resources:

Avocado seeds, cola nuts, flowers, coloured pencils, chalk, felt pens, cardboard paper, school field, bucket, brush, water, apron, gloves, mouth mask

Music (Performing Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Sol-fa notations
songs

Competences / Expected outcomes:

Identify musical notes; sing respecting musical notes; play musical instruments; treasure working with joy

Key content:

Sol-fa notations; songs

Activities / Strategies:

Use of sol-fa notations; singing; conducting; humming

Resources:

Songs, sol-fa notations, CD, drums, flutes, xylophone, saxophone, gong, rattles, mouth organs, audio-visual aids

Rhythm/beats (Performing Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Rhythm/beats

Competences / Expected outcomes:

Identify different beats; produce beats of their choice; respect rhythm

Key content:

Rhythm/beats

Activities / Strategies:

Syllabification (pronounce words in the song clearly in syllables); demonstrations

Resources:

Songs, sol-fa notations, CD, drums, flutes, xylophone

Dance (Performing Arts)

Term: Visual Arts and Performing Arts (p.69)

Sub-topics:

Dance steps

Competences / Expected outcomes:

Practise different dance steps; dance gracefully

Key content:

Dance steps

Activities / Strategies:

Demonstrations; cooperative learning; guided tour; use of resource persons; chanting and dancing; pairing

Resources:

Appropriate costumes and props

Physical Education and Sports (PES)

Movement (Rhythmic Activities)

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Walking
balancing
skipping
matching [marching]
galloping
hop scotch
dodging

Competences / Expected outcomes:

Display different rhythmic movements; perform keep-fit exercises

Key content:

Walking, balancing; skipping; matching [marching]; galloping; hop scotch; dodging

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Whistles, ropes, chalk, clay soil, wood ash, balls, sportswear, clappers, towel, bucket, water

Relays

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Touch and run
line picking
tunnel
zigzag
shuttle

Competences / Expected outcomes:

Demonstrate the sense of staying attentive; treasure helping others

Key content:

Touch and run; line picking; tunnel; zigzag; shuttle

Activities / Strategies:

Demonstrations; illustrations; explanation; listening, observation and imitation

Resources:

Balls, cylinders, sticks, ropes, wood ash, towel, bucket, water

Sprints

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

50 metres
60 metres

Competences / Expected outcomes:

Run fast over a given distance

Key content:

50 metres; 60 metres

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Clappers, whistles, wood ash, water, towel, bucket

Jumps

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Rope jump
high jump
long jump

Competences / Expected outcomes:

Run and cross over an obstacle; push off the legs with hands

Key content:

Rope jump; high jump; long jump

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Clappers, whistles, wood ash, water, towel, bucket

Throws

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Shot put
javelin

Competences / Expected outcomes:

Combine actions to manipulate and project objects; handle familiar objects of different weights; throw objects using good posture

Key content:

Shot put; javelin

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Clappers, whistles, wood ash, water, towel, bucket

Team Sports

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Football/Handball
Volleyball
Basketball
Table tennis
Lawn tennis

Competences / Expected outcomes:

Identify the basic rules of at least one team sport; identify the roles of each player on the field; play with others

Key content:

Football/Handball; Volleyball; Basketball; Table tennis; Lawn tennis

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Balls, whistles, basket, nets, bats, tables, cuts, taps, pecks, paint, water, buckets, towel [as printed]

Gymnastics

Term: Physical Education and Sports Contents (pp.70–71)

Sub-topics:

Cart wheel
forward roll
backward roll
head balance

Competences / Expected outcomes:

Use different postures to keep stability; move in different ways using hands and feet

Key content:

Cart wheel; forward roll; backward roll; head balance

Activities / Strategies:

Demonstrations; illustrations; explanation

Resources:

Whistles, sportswear, taps, pecks, paint, water, buckets, towel [as printed]

National Languages and Cultures (NLC)

Generalities on NLC

Term: Listening and Speaking (pp.72–73)

Sub-topics:

My language
other languages in the community
cultural aspects

Competences / Expected outcomes:

Name their languages; identify other languages in the community; name elements of their culture

Key content:

My language; other languages in the community; cultural aspects

Activities / Strategies:

Discussion; demonstration; illustration; conversation and dialogue; research and assignments

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Greetings

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Morning
Afternoon
Evening
Night

Competences / Expected outcomes:

Greet people and respond to greetings appropriately at the different periods of the day; develop enthusiasm to greet people

Key content:

Morning; Afternoon; Evening; Night

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Polite forms

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Responses

Competences / Expected outcomes:

Use appropriate polite responses

Key content:

Responses

Activities / Strategies:

Cooperative learning; demonstrations; illustrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Introduction

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Introducing self and others

Competences / Expected outcomes:

Introduce self and others appropriately

Key content:

Introducing self and others

Activities / Strategies:

Cooperative learning; flipped classroom; demonstrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Descriptions — traditional games, occupations, meals/drinks

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Traditional games
traditional occupations
traditional meals/drinks in the locality

Competences / Expected outcomes:

Use appropriate words to describe traditional games, occupations and meals; play some collective traditional games; draw lessons from the games; show love for culture

Key content:

Traditional games; traditional occupations; traditional meals/drinks in the locality

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations; dialogue; excursions; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Sketches

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Sounds of animals
insects and birds
techniques to carry a baby

Competences / Expected outcomes:

Perform the role of lulling a baby; act sketches on various themes; show love for acting

Key content:

Sounds of animals, insects and birds; techniques to carry a baby

Activities / Strategies:

Flipped classroom; discussions; demonstrations; simulation/role-play

Resources:

Real objects; charts/pictures; video and audio clips

The family

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Extended family

Competences / Expected outcomes:

Identify and name members of an extended family

Key content:

Extended family

Activities / Strategies:

Flipped classroom; discussions; demonstrations; illustrations; simulation/role-play

Resources:

Real objects; charts/pictures; print documents; video and audio clips

Oral traditions

Term: Listening and Speaking (pp.72–73)

Sub-topics:

Stories
folktales
songs
sketches

Competences / Expected outcomes:

Recount short stories; sing songs; narrate tales; entertain people using oral traditions; develop the art of eloquence

Key content:

Stories; folktales; songs; sketches

Activities / Strategies:

Cooperative learning; flipped classroom; demonstrations; illustrations; dialogue; simulation/role-play

Resources:

Real objects; charts/pictures; video and audio clips

Reading aloud

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

The General Alphabet for Cameroonian Languages (GACL)
picture reading

Competences / Expected outcomes:

Read vowels and consonants of the GACL; use appropriate words to describe pictures

Key content:

The General Alphabet for Cameroonian Languages (GACL); picture reading

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations; simulation/role-play

Resources:

Real objects; video and audio clips; GACL flip chart; letter and word cards

Puzzles — simple one-syllable words (reading)

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple words with one syllable

Competences / Expected outcomes:

Read simple, one-syllable words correctly

Key content:

Simple words with one syllable

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures; print documents; GACL flip chart; letter and word cards

Numbers from 1–10 (reading)

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Numbers from 1–10

Competences / Expected outcomes:

Read numbers 1–10

Key content:

Numbers from 1–10

Activities / Strategies:

Cooperative learning; flipped classroom; illustration; simulation/role-play

Resources:

Real objects; charts/pictures; number cards and puzzles

Writing — vowels, consonants, picture reading

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

The General Alphabet for Cameroonian Languages (GACL)
picture reading

Competences / Expected outcomes:

Write vowels and consonants of the GACL; use appropriate words to describe pictures

Key content:

The General Alphabet for Cameroonian Languages (GACL); picture reading

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration; simulation/role-play

Resources:

Real objects; charts/pictures; video and audio clips; GACL flip chart; letter and word cards

Writing — simple one-syllable words

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple words with one syllable

Competences / Expected outcomes:

Write simple, one-syllable words correctly

Key content:

Simple words with one syllable

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures; print documents; word cards; puzzles

Numbers 1–10 (writing)

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Numbers 1–10

Competences / Expected outcomes:

Write numbers from 1 to 10

Key content:

Numbers 1–10

Activities / Strategies:

Cooperative learning; flipped classroom; demonstrations; illustration; simulation/role-play

Resources:

Real objects; charts/pictures; number cards; puzzles

Grammar — double vowels/consonants

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Double vowels/consonants: gb – nt – ts – nd – kp

Competences / Expected outcomes:

Read letter sounds correctly; show interest in reading

Key content:

Double vowels/consonants: gb – nt – ts – nd – kp

Activities / Strategies:

Cooperative learning; discussions; demonstrations; illustration

Resources:

Real objects; charts; print documents; GACL flip chart; letter and word cards

Grammar — nouns

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Singular and plural of countable nouns

Competences / Expected outcomes:

Associate nouns to their plurals

Key content:

Singular and plural of countable nouns

Activities / Strategies:

Cooperative learning; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures; number cards; puzzles

Grammar — tenses / simple sentences

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple sentences (subject/verb/object)

Competences / Expected outcomes:

Construct simple SVO sentences

Key content:

Simple sentences (subject/verb/object)

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations

Resources:

Real objects; charts/pictures; GACL flip chart; letter and word cards

Sound recognition

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Simple sounds: th – tm – tb
symbols of phonemes (GACL)

Competences / Expected outcomes:

Read letter sounds correctly; show interest in reading

Key content:

Simple sounds: th – tm – tb; symbols of phonemes (GACL)

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustration

Resources:

Real objects; charts/pictures and puzzles; GACL flip chart

Vocabulary

Term: Reading, Writing and Grammar (pp.74–75)

Sub-topics:

Days of the week
simple words drawn from the various ILT

Competences / Expected outcomes:

List the days of the week; use new words in a conversation; show love for learning new words and languages

Key content:

Days of the week; simple words drawn from the various ILT

Activities / Strategies:

Cooperative learning; flipped classroom; discussions; demonstrations; illustrations

Resources:

Real objects; charts/pictures; print documents; letter and word cards

Information and Communication Technologies (ICTs)

The computer system / Components of a computer system

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Input devices
output devices
storage devices

Competences / Expected outcomes:

Describe the different components of the computer; explain the uses of the components of the computer

Key content:

Input devices; output devices; storage devices

Activities / Strategies:

Demonstration (presentation of physical components or pictures); discussions focused on hands-on activities; questions and answers

Resources:

Computer equipment: monitor, keyboard, mouse, system unit, printer, connections; charts; locally fabricated materials (models); related textbooks

ICT devices / The use of common ICT devices

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Computer system
radio/television sets
mobile/fixed phones
photo camera etc.

Competences / Expected outcomes:

Use common ICT devices in school; explain how ICT devices boost production; respect other people's privacy

Key content:

Computer system; radio/television sets; mobile/fixed phones; photo camera etc.

Activities / Strategies:

Demonstration; discussions

Resources:

ICT devices; camera; charts; locally fabricated materials; related textbooks

Traditional and modern tools for communication

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Traditional tools
modern ICT tools

Competences / Expected outcomes:

Use traditional and modern communication tools for specific purposes

Key content:

Traditional tools; modern ICT tools

Activities / Strategies:

Demonstration; discussions

Resources:

Traditional and modern tools; camera; charts/pictures; related textbooks

The keypad of a communication device

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Telephones
remote controls

Competences / Expected outcomes:

Use the keypad of a communication device to dial and answer a call; handle a telephone conversation; communicate respectfully

Key content:

Telephones; remote controls

Activities / Strategies:

Demonstration (pupils play with mobile devices, simulate a communication scene)

Resources:

Mobile/fixed telephones/walkie-talkie; charts; locally fabricated materials; related textbooks

Remote control of devices

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Remote control of ICT devices (radio
television
audio/video player)

Competences / Expected outcomes:

Use a remote control device; watch appropriate channels

Key content:

Remote control of ICT devices (radio, television, audio/video player)

Activities / Strategies:

Demonstration; discussions (hands-on activities)

Resources:

Remote control, television, DVD, radio set, charts with pictures of ICT devices; locally fabricated materials; related textbooks

Keyboard and mouse of a computer

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

The keyboard of a computer
the mouse of a computer

Competences / Expected outcomes:

Identify the different parts of a keyboard and a mouse; use a mouse to navigate information on a computer; use a keyboard to type texts; describe a keyboard and the mouse of a computer; use ICT devices responsibly

Key content:

The keyboard of a computer; the mouse of a computer

Activities / Strategies:

Demonstration; discussions; simulations; guided visits; questions and answers

Resources:

Computer mouse and keyboard; charts with pictures of keyboards and mouse; locally fabricated materials; related textbooks

Power buttons of ICT devices

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

The power buttons of computers
radio
DVD

Competences / Expected outcomes:

Describe the power buttons of common ICT devices; explain the importance of ICT power buttons; use ICT devices with caution

Key content:

The power buttons of computers, radio, DVD

Activities / Strategies:

Demonstration (pupils practise powering on/off available ICT devices); discussions; questions and answers

Resources:

Mobile phones, TVs, DVD player; charts with pictures of the different devices; related textbooks

Internet and Communication — Sources of information

Term: Basic Knowledge of the Computer System and ICT Tools (pp.76–78)

Sub-topics:

Tools for sending and receiving information

Competences / Expected outcomes:

Describe tools for sending and receiving information; explain the use of specific tools; use tools to send and receive information; recognise the importance of appropriate communication

Key content:

Tools for sending and receiving information

Activities / Strategies:

Demonstration (display real items/pictures of sources of information); discussions (pupils share ideas); observation (watch a news item/film and distinguish them)

Resources:

TV set, DVD player, radio; charts with pictures of sources of information; locally fabricated materials; related textbooks

ICT devices and safety measures

Term: Health, Safety and Ethics (p.79)

Sub-topics:

Cables connected to electricity
sitting distance
a telephone

Competences / Expected outcomes:

Describe the appropriate sitting position in front of a computer; identify basic safety measures while using a computer and other ICT devices; respect safety measures and sitting positions

Key content:

Cables connected to electricity; sitting distance; a telephone

Activities / Strategies:

Demonstration (practise handling electricity cables appropriately); discussions on safety measures; observation of sitting positions; questions and answers

Resources:

Telephones, TV, DVD player; charts with pictures related to the contents; related textbooks; safety gloves

Environmental conditions and security

Term: Health, Safety and Ethics (p.79)

Sub-topics:

Rules in a computer room
ventilation
security measures

Competences / Expected outcomes:

Explain the basic environmental conditions and security measures in a computer room; apply the security measures and rules in a computer room; respect ICT rules

Key content:

Rules in a computer room; ventilation; security measures

Activities / Strategies:

Discussions (importance of environmental conditions/security; pupils share views on hazards observed in people using computers); questions and answers

Resources:

Charts with pictures related to the contents; related textbooks; computer laboratory rules

ICT devices and hygienic measures

Term: Health, Safety and Ethics (p.79)

Sub-topics:

Hygiene rules for ICT tools (content cell in source gives outcomes only)

Competences / Expected outcomes:

Discuss basic hygiene rules while using ICT tools; apply hygienic rules to prolong the life span of ICT tools and other objects

Key content:

Hygiene rules for ICT tools (content cell in source gives outcomes only)

Activities / Strategies:

Discussions (dangers of eating food around a computer; drinking liquid or touching ICT devices with wet hands); questions and answers

Resources:

Charts with pictures related to the contents; related textbooks; ICT hygienic rules

Basic notions of Abstraction

Term: Basic Notions of Computational Thinking (p.80)

Sub-topics:

The differences in objects (cars
trucks
bicycle
house) around the environment/community

Competences / Expected outcomes:

Recognise that objects are made for a purpose; recognise that the function of each object is needed to make use of it, and so computers need information to perform a task

Key content:

The differences in objects (cars, trucks, bicycle, house) around the environment/community

Activities / Strategies:

Discussions; observation

Resources:

Charts with pictures of different objects around the school and beyond; related textbooks

Basic concepts of Algorithm

Term: Basic Notions of Computational Thinking (p.80)

Sub-topics:

Processes: preparing tea for breakfast
preparing for classes
washing clothes

Competences / Expected outcomes:

Create a simple algorithm, individually and collaboratively, without using computers to complete a task; recognise that to resolve a problem we need to know what to do, and so too are computers

Key content:

Processes: preparing tea for breakfast; preparing for classes; washing clothes

Activities / Strategies:

Discussions; observation

Resources:

Charts with pictures of different activities and the steps to execute them; related textbooks

Basic notions of Programming

Term: Basic Notions of Computational Thinking (p.80)

Sub-topics:

The computer programme: basic task and instructions

Competences / Expected outcomes:

Recognise that computers have programmes created by people to perform a task; recognise that computers function based on sets of sequential instructions

Key content:

The computer programme: basic task and instructions

Activities / Strategies:

Discussions; observation

Resources:

Charts with pictures of different activities and steps to execute them; related textbooks

Weekly pacing not yet available — no scheme of work for this class has been received.

Primary 3

English Language and Literature

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

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

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

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

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

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

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

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

skills:

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

one national language

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

The components of the subjects are presented in figure 3.

Figure 3: Components of English Language and Literature

Terminal Learning Outcomes

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

• listen attentively for information in a given context

• interpret information and react appropriately

• communicate to express feelings, ideas and thoughts

• read texts fl uently in a given context

• write texts legibly and coherently to express feelings, ideas and thoughts

• show great interest in communicating in English

Evaluation Criteria

The terminal learning outcomes at the end of level 2 and the accompanying evaluation criteria are

illustrated in table 7.

Table 7: Terminal Learning Outcomes and Evaluation Criteria

Skill

Terminal Learning Outcomes

Evaluation Criteria

Listening

and

Speaking

•

Listen attentively for information in a given

context.

•

Interpret information and react

appropriately

•

Communicate to express feelings, ideas and

thoughts

•

Fluency in speaking

•

Audibility in speech

•

Sustenance of attention

•

Willingness to take turns in speaking,

•

use of appropriate tones in speech

Reading

•

Read texts fl uently in a given context.

•

Fluency and audibility in reading,

•

Respect of voice pitch

•

Correctness of answers to

comprehension questions

•

Presentation of materials

•

Respect of instructions

Writing

•

Write texts legibly and coherently to

express feelings, ideas and thoughts

•

Legibility, meaning, coherence,

the right posture, right direction,

presentation of materials, respect of

instructions…

Mathematics

Subject outcomes and teaching guidance from the national curriculum

[Printed page 41 / PDF page 40]

Ccontents of English Language and Literature

Table 20: English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

Listening and Speaking

CLASS 3

CLASS 4

Suggested Methodology and Didactic Materials

Units/Ccontents

Expected Learning

Outcomes

Units/Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Greetings

- Morning

- Afternoon

- Night

- Greet people and

respond to greetings

appropriately at different

periods of the day

- Develop enthusiasm to

greet people

Greetings

- Morning

- Afternoon

- Night

- Greet people and respond

to greetings appropriately at

different periods of the day

- Develop enthusiasm to

greet people

- Cooperative learning

- Questions and answers

- Dialogue

- Illustrations and

demonstrations

- Flashcards

- Pictures

- Charts

- Drawings

- Word list

Songs

- Popular

- National anthem

- Sing songs using correct

tones and melody

- Show willingness to sing

- Sing the National

Anthem patriotically

Songs

- Popular

- National anthem

- Sing songs using correct

tones and melody

- Show willingness to sing

- Sing the National Anthem

patriotically

- Illustrations

- Demonstration

- Drill

- Questions and answers

- Flashcards

- Radio

- Telephone

- Song books

- Copies of the National

Anthem

Sound recognition

- Diphthongs

- Triphthongs

- Monophthongs

- Distinguish between

monophthongs,

diphthongs and

triphthongs

- Show willingness to

pronounce correctly

Sound recognition

- Consonant

clusters

- Contracted forms

- Pronounce consonant

clusters

- Distinguish between

sounds

- Use rapid speech

- Use contracted forms

- Show willingness to

distinguish sounds

- Illustrations

- Demonstration

- Drill

- Questions and answers

- Realia, drawings,

pictures and

flashcards, radio,

telephone

- Related syllabus and

textbook

[Printed page 42 / PDF page 41]

CLASS 3

CLASS 4

Suggested Methodology and Didactic Materials

Units / Ccontents

Expected Learning

outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Polite language

- Polite requests

- Polite responses

- Use polite forms

- Respond appropriately

and politely to people

- Listen attentively

- Speak in turns using the

right intonation

- Use polite language

Polite language

- Polite requests

- Polite responses

- Appropriate

address

- Use polite forms

- Respond appropriately

and politely to people

- Address people

appropriately

- Listen attentively

- Speak in turns using the

right intonation

- Use polite language

- Explanations

- Illustrations

- Drilling and

demonstrations

- Questions and answers

- Realia, pictures, charts

- Audio-visual aids

- Related textbooks

Listening

comprehension

- Texts

- Stories

- Songs

- Telephone calls

- Carry out specific tasks

on a text read

- Carry out a telephone

conversation

- Show a sustained

interest in listening and

answering questions

Listening

comprehension

- Texts

- Stories

- Songs

- Telephone calls

- Carry out specific tasks

on a text read

- Carry out a telephone

conversation

- Show a sustained

interest in listening and

answering questions

- Cooperative learning

- Illustrations

- Demonstration

- Questions and answers

- Simulations

- Realia, pictures, charts

- Audio-visual aids

- Related textbooks

- Telephones

Numbers (101 -

500)

- Counting

- Ranking

- Say numbers

- Count in ascending and

in descending order

- Show willingness to

count and rank

Numbers (501 -

1000)

Counting

Ranking

- Say numbers

- Count in ascending and

in descending order

- Count in multiples

- Show willingness to

count and rank

- Cooperative learning

- Questions and answers

- Drilling

- Illustrations and

demonstrations

- Real objects

- Charts, pictures and

flashcards

- Audio-visual aids

- Related textbooks

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 43 / PDF page 42]

CLASS 3

CLASS 4

Suggested Methodology and Didactic Materials

Units / Ccontents

Expected learning

outcomes

Units /

Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Dialogue

- Carry out a dialogue on

a familiar theme

- Show willingness to

dialogue

Sketch

- Act a sketch built on familiar

scenes

- Show willingness to act a

sketch

- Cooperative learning

- Questions and answers

- Dialogue

- Role-play and dramatisation

- Flashcards

- Pictures

- Real objects

- Charts

- Stage props and appropriate costumes

Instructions

and rules

- Follow simple instructions

- Respect rules and regulations

- Show willingness to

obey.

Instructions

and rules

- Follow simple instructions

- Respect school rules and

regulations

- Show willingness to follow

instructions

- Cooperative learning

- Questions and answers

- Observations

- Demonstrations

- Dialogue and role-play

- Flashcards

- Real objects

- Charts

- Word list

- Puzzles

Descriptions

- Describe village life

- Describe town life

- Show willingness to

describe

Debate

- Argue for or against town or

village life

- Show willingness to defend

one's point of view convincingly

- Cooperative learning

- Questions and answers

- Demonstrations

- Debates

- Word list

- Pictures

- Real objects

Discussions

- Discuss about the

family

- Respect turns in discussions and listen when

others are speaking

- Show willingness to

wait for one's turn

Discussions

- Discuss occupations of

family members;

- Respect turns in discussions

and listen when others are

speaking

- Show willingness to wait

for one's turn

- Cooperative learning

- Questions and answers

- Observations

- Illustrations and demonstrations

- Discussions

- Flashcards

- Pictures

- Real objects

- Chart,

- Word list

- Puzzles

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 44 / PDF page 43]

Reading

CLASS 3

CLASS 4

Suggested Methodology and Didactic Materials

Units / Ccontents

Expected learning

outcomes

Units /

Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Reading aloud

- Sight words

- Multisyllabic

words

- Pictures

- Short texts

- Read words

- Read pictures

- Read short texts

audibly respecting

intonations

- Show love for reading

Reading aloud

- Pictures

- Sight words

- Multisyllabic

words

- Texts

- Read meaning expressed by

pictures

- Read sentences with sight

words

- Read multisyllabic words

- Read short texts audibly

respecting intonation

- Show love for reading

- Cooperative learning

- Questions and answers

- Demonstrations

- Reading aloud

- Newspapers

- Magazines

- Cartoons

- Short stories

- Pictures

Numbers (101 -

500)

- Read numbers in words

- Match figures to

corresponding words

- Show willingness to

read numbers

Numbers (501 -

1000)

- Read numbers in words

- Show willingness to read

numbers

- Cooperative learning

- Questions and answers

- Drilling

- Observations

- Illustrations and

demonstrations

- Real objects

- Number cards

- Audio- visual aids

- Related textbooks

Reading

comprehension

- Short stories

- Simple

descriptions

- Read texts silently and

answer questions

- Show willingness

to read silently and

answer questions

Reading

comprehension

- Read texts silently and

answer questions

- Show willingness to

read silently and answer

questions

- Cooperative learning

- Questions and answers

- Demonstrations

- Audio- visual aids

- Texts

- Passages

- Related textbooks

Literature

- Adventure

stories

- Prose passages

- Cartoons

- Rhymes

- Read picture adventure

stories with short texts

- Put self in the position

of a character in a story

- Deduce a moral lesson

from a story/rhyme/

cartoon

- Adventure

stories

- Cartoons

- Rhymes

- Read picture adventure

stories with short texts

- Put self in the position of a

character in a story/rhyme/

cartoon

- Deduce a moral lesson from

a story/rhyme/cartoon

- Individual and collaborative

work

- Visits to libraries

- Storytelling

- Dramatisation

- Cooperative learning

- Adventure story

books

- Prose passages

- Rhymes

- Cartoons

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 45 / PDF page 44]

Writing

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units/ Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Handwriting

- Upright joint script

- Copy out short texts

of at least fi ve diff erent sentences several

times legibly and

consistently

- Show the readiness to

write

Handwriting

- Upright joint script

- Copy out short texts of

at least seven different

sentences several times

legibly and consistently

- Show the readiness to

write

- Cooperative learning

- Observations

- Demonstrations

- Copying

- Pens

- Notepads

- Sideboard

- Sentences to be

copied

Spelling and

Dictation

-Words with

apostrophe 's

-Words with s'

apostrophe

-Sentences

-Paragraphs

- Look up the spellings

of words in the

dictionary

- Write sentences

with s' apostrophe

and apostrophe 's

correctly

- Write dictated

sentences and

paragraphs

- Show willingness to

spell

Spelling and dictation

- Words with

apostrophe 's

-Words with s' apostrophe

-Sentences

- Paragraphs

- Look up the spellings of

words in the dictionary.

- Use the s' apostrophe and

apostrophe 's correctly in

writing

- Write down dictated

sentences and paragraphs

- Show willingness to spell

- Cooperative learning

- Questions and

answers

- Observations

- Illustrations

- Demonstrations

- Charts

- Mobile boards

- Related textbooks

- Simplifi ed

dictionaries

- Writing material

Numbers (101 – 500)

- Write numbers

- Show willingness to

write numbers

Numbers (101 - 500)

- Write numbers

- Show willingness to

write numbers

- Cooperative learning

- Writing

- Illustrations

- Demonstrations

- Charts

- Mobile boards

- Related textbooks

- Number cards

Composition

- Descriptive essay

- Narrative essay

- Write descriptive

essays of about 60

words

- Write narrative essays

of about 80 words

- Show willingness to

do creative writing

Composition

- Descriptive essay

- Narrative essay

- Persuasive essay

- Write descriptive,

narrative and persuasive

essays of about 80 words

- Practise creative writing

- Illustrations

- Demonstrations

- Explanations

- Questions and

answers

- Process writing

- Pictures, drawings,

flashcards, wordlist

- Related textbook

- Writing material

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 46 / PDF page 45]

Grammar, vocabulary and pronunciation

To build a language, you need building materials that are called “Parts of Speech”. They are eight in number, namely: verbs, nouns, adjectives,

adverbs, prepositions, pronouns, conjunctions and interjections. Every word in English fi ts into at least one of these eight categories; the key

to understanding and using the English language. As concerns vocabulary, learners will acquire new words and expressions naturally through

listening, speaking, reading and writing activities. However, teachers are required to plan and systematically teach vocabulary in context.

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Verbs

- Regular and irregular

verbs

- Helping verbs

Conjugation

- Simple present, past

and future tenses

- Present, past and

future continuous

tenses

- The fi rst conditional

tense

- Use verbs in the

different tenses

-Distinguish between

helping, regular and

irregular verbs

-Appreciate present,

past and future events

Verbs

- Regular and irregular

verbs

- Helping verbs

Conjugation

- Simple present, past and

future tenses

- Present, past and future

continuous tenses

- Perfective tenses

- The fi rst and second

conditional tenses

- Use verbs in the different

tenses

- Distinguish between

helping verbs, regular and

irregular verbs

-Manipulate verbs and

appreciate present, past and

future events

- Explanations

- Illustrations

- Observations

- Cooperative learning

- Demonstration

- Drilling

- Realia

- List of relevant

verbs

- Charts, texts

- Related textbooks

- Audio-visual aids

Nouns

Kinds of nouns

- Common, proper and

concrete

- Plural formation (s,

es, ies)

*Articles (noun signals)

-Identify and use nouns

-Use the plurals of

countable nouns

- Use nouns in simple

sentences

-Show interest in using

all forms of nouns in

association with the

articles

Nouns

Kinds of nouns

- Common, concrete and

abstract

- Plural formation (s, es,

ies)

- Introduction to uses of

nouns

*Articles (noun signals)

-Identify and use nouns

-Use the plurals of countable and uncountable nouns

- Use nouns in sentences

and identify their different

uses

-Show interest in using all

forms of nouns in association with the articles

- Explanations

- Illustrations

- Observations

- Cooperative learning

- Demonstration

- Questions and answers

- Realia

- Short texts

- Related textbooks

- Relevant charts

- Noun list and

puzzles

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 47 / PDF page 46]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Adjectives

Kinds of adjectives

- Common and proper

adjectives

- Comparative adjectives

-Identify and use common and proper adjectives

- Construct sentences using comparative

adjectives

-Show interest in using

adjectives

Adjectives

- Kinds of adjectives

- Common and proper

adjectives

- Comparative and superlative adjectives

-Identify and use common

and proper adjectives

- Construct sentences using

comparative and superlative

adjectives

-Show interest in using all

forms of adjectives

- Cooperative learning;

- Illustrations

- Demonstrations

- Questions and

answers

- Realia, drawings,

picture, flashcards,

radio, recorded contents, wordlist

- Related textbook

Adverbs

- Manner

- Place

- Time

- Identify and use

adverbs of manner, of

place and of time in

appropriate contexts

- Show interest in using

adverbs of manner, of

place and of time

Adverbs

- Manner

- Place

- Time

- Function

- Modifying verbs

- Modifying adverbs

- Identify and use adverbs

of manner, of place and of

time in appropriate contexts

- Use adverbs with verbs

and with other adverbs

- Show interest in using

adverbs

- Explanations

- Illustrations

- Observations

- Cooperative learning

- Demonstration

- Realia

- Charts

- List of adverbs

- Related textbooks

Prepositions

- Location

- Direction

- Time

- Identify and use

prepositions of location,

direction, and time

- Construct sentences

using different

prepositions

- Show interest in using

prepositions

Prepositions

- Location

- Direction

- Time

- Relationship

- Identify and use

prepositions of location,

direction, time and

relationship in appropriate

contexts and construct

sentences with them

- Use prepositions correctly

- Show interest in using

prepositions

- Cooperative learning;

- Illustrations

- Demonstrations

- Questions and

answers

- Realia, drawings

- Pictures, radio

- List of prepositions

- Preposition puzzles

- Related textbook

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 48 / PDF page 47]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Pronouns

- Simple

- Compound

Types

-Subject pronouns

-Object pronouns

-Possessive pronouns

- Identify and use

pronouns

- Construct sentences

using pronouns

- Show interest in the

use of pronouns in

different contexts

Pronouns

- Simple

- Compound

Types

- Subject pronouns

- Object pronouns

- Possessive pronouns

- Relative pronouns

- Identify and use pronouns

correctly

- Construct sentences using

pronouns

- Show interest in the use

of pronouns in different

contexts

- Cooperative learning

- Illustrations

- Demonstrations

- Questions and

answers

- Mind mapping

- Realia, drawings

- Pictures, flashcards,

radio, recorded

ccontents

- List of relevant

pronouns

- Related textbook

- Mind maps

Conjunctions

- Coordinating

- Subordinating

- Link words, phrases

and sentence with

connecting words

- Express the desire

to use conjunctions in

appropriate contexts

Conjunctions

- Coordinating

- Subordinating

- Link words, phrases and

sentence with connecting

words

- Express the desire to use

conjunctions in appropriate

contexts

- Cooperative learning

- Illustrations

- Demonstrations

- Questions and

answers

- Realia, drawings

- Pictures, flashcards,

radio, recorded

ccontents

- Conjunction list

- Related textbook

Interjections

- Hi!, Hello!

- Hurray!

- Bravo!

- Hey!

- Use interjections to

express feelings

Interjections

- Hi!, Hello!

- Hurray!

- Bravo!

- Hey!

- Use interjections to

express feelings

- Explanations

- Teamwork

- Demonstrations

- Questions and

answers

- Flashcards

- Drawings

- Charts

- Interjection list and

puzzles

Vocabulary

- Synonyms

- Opposites

- Use a variety of words

related to the integrated

learning themes and

other contexts

- Use the correct

synonyms and opposites

of words

Vocabulary

- Synonyms

- Opposites

- Use a variety of words

related to the integrated

learning themes and other

contexts

- Use the correct synonyms

and opposites of words

- Defi nitions

- Explanations

- Teamwork

- Demonstrations

- Questions and

answers

- Flashcards

- Real objects

- Drawings

- Relevant wordlist

- Charts and puzzles

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 49 / PDF page 48]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

The sentence

- Types (declarative,

interrogative,

exclamatory

- The simple sentence

- The paragraph

- Construct sentences in

different sentence types

- Show the desire to

build and use sentences

and paragraphs

The sentence

- Types (declarative,

interrogative,

exclamatory

- The simple sentence

- The paragraph

- The compound sentence

- The essay

- Construct and use the

different types of sentences

- Identify the main parts of

a sentence, a paragraph and

an essay

- Combine sentences to

build paragraphs and

paragraphs to build essays

- Show the desire to build,

identify and use sentences

and paragraphs

- Explanations

- Teamwork

- Demonstrations

- Questions and

answers

- Flashcards

- Real objects

- Drawings

- Appropriate charts

- List of different

types of sentences

and puzzles

Spelling,

pronunciation and

punctuation

- Spelling and

pronunciation rules

- Punctuation marks

- Capitalization rules

- Spell and pronounce

words correctly

- Punctuate sentences

and paragraphs

correctly

- Use the capital letter

correctly

- Show the desire to

spell, pronounce and

punctuate correctly

Spelling, pronunciation

and punctuation

- Spelling and

pronunciation rules

- Punctuation marks

- Punctuation rules

- Capitalization rules

- Spell and pronounce

words correctly

- Punctuate sentences and

paragraphs correctly

- Use the capital letter

correctly

- Show the desire to spell,

pronounce and punctuate

correctly

- Explanations

- Teamwork

- Demonstrations

- Questions and

answers

- Flashcards

- Real objects

- Drawings

- Charts and puzzles

English Language and Literature ccontents, expected learning outcomes, suggested methodology and didactic materials

Greetings

Term: Listening and Speaking

Sub-topics:

Morning
Afternoon
Night

Key content:

Morning
Afternoon
Night

Assessment: Assessed against the Expected Learning Outcomes column for this unit in the subject's contents table; see the subject's full Part Three text (full_text_part_three) for the outcomes, suggested teaching/learning strategies and didactic materials of this row.

Songs

Term: Listening and Speaking

Sub-topics:

Popular songs
National anthem

Key content:

Popular songs
National anthem

Sound recognition

Term: Listening and Speaking

Sub-topics:

Class 3: Diphthongs, Triphthongs, Monophthongs
Class 4: Consonant clusters, Contracted forms

Key content:

Class 3: Diphthongs, Triphthongs, Monophthongs
Class 4: Consonant clusters, Contracted forms

Polite language

Term: Listening and Speaking

Sub-topics:

Polite requests
Polite responses
Class 4 also: Appropriate address

Key content:

Polite requests
Polite responses
Class 4 also: Appropriate address

Listening comprehension

Term: Listening and Speaking

Sub-topics:

Texts
Stories
Songs
Telephone calls

Key content:

Texts
Stories
Songs
Telephone calls

Numbers (Class 3: 101-500 / Class 4: 501-1000)

Term: Listening and Speaking

Sub-topics:

Counting
Ranking

Key content:

Counting
Ranking

Dialogue (Class 3) / Sketch (Class 4)

Term: Listening and Speaking

Sub-topics:

Class 3: Carry out a dialogue on a familiar theme
Class 4: Act a sketch built on familiar scenes

Key content:

Class 3: Carry out a dialogue on a familiar theme
Class 4: Act a sketch built on familiar scenes

Instructions and rules

Term: Listening and Speaking

Sub-topics:

Follow simple instructions
Respect rules and regulations

Key content:

Follow simple instructions
Respect rules and regulations

Descriptions (Class 3) / Debate (Class 4)

Term: Listening and Speaking

Sub-topics:

Class 3: Describe village life, Describe town life
Class 4: Argue for or against town or village life

Key content:

Class 3: Describe village life, Describe town life
Class 4: Argue for or against town or village life

Discussions

Term: Listening and Speaking

Sub-topics:

Class 3: Discuss about the family
Class 4: Discuss occupations of family members

Key content:

Class 3: Discuss about the family
Class 4: Discuss occupations of family members

Reading aloud

Term: Reading

Sub-topics:

Sight words
Multisyllabic words
Pictures
Short texts

Key content:

Sight words
Multisyllabic words
Pictures
Short texts

Numbers (101-500 / 501-1000)

Term: Reading

Sub-topics:

Read numbers in words
Match figures to corresponding words (Class 3)

Key content:

Read numbers in words
Match figures to corresponding words (Class 3)

Reading comprehension

Term: Reading

Sub-topics:

Short stories (Class 3)
Simple descriptions (Class 3)
Read texts silently and answer questions

Key content:

Short stories (Class 3)
Simple descriptions (Class 3)
Read texts silently and answer questions

Literature

Term: Reading

Sub-topics:

Adventure stories
Prose passages (Class 3)
Cartoons
Rhymes

Key content:

Adventure stories
Prose passages (Class 3)
Cartoons
Rhymes

Handwriting

Term: Writing

Sub-topics:

Upright joint script
Class 3: copy texts of at least five different sentences
Class 4: copy texts of at least seven different sentences

Key content:

Upright joint script
Class 3: copy texts of at least five different sentences
Class 4: copy texts of at least seven different sentences

Spelling and Dictation

Term: Writing

Sub-topics:

Words with apostrophe 's
Words with s' apostrophe
Sentences
Paragraphs

Key content:

Words with apostrophe 's
Words with s' apostrophe
Sentences
Paragraphs

Numbers (101-500)

Term: Writing

Sub-topics:

Write numbers

Key content:

Write numbers

Composition

Term: Writing

Sub-topics:

Descriptive essay
Narrative essay
Class 4 also: Persuasive essay
Class 3: descriptive essays of about 60 words, narrative essays of about 80 words
Class 4: essays of about 80 words

Key content:

Descriptive essay
Narrative essay
Class 4 also: Persuasive essay
Class 3: descriptive essays of about 60 words, narrative essays of about 80 words
Class 4: essays of about 80 words

Verbs and Conjugation

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Regular and irregular verbs
Helping verbs
Simple present, past and future tenses
Present, past and future continuous tenses
First conditional tense (Class 3)
Perfective tenses and first and second conditional tenses (Class 4)

Key content:

Regular and irregular verbs
Helping verbs
Simple present, past and future tenses
Present, past and future continuous tenses
First conditional tense (Class 3)
Perfective tenses and first and second conditional tenses (Class 4)

Nouns

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Kinds of nouns: common, proper and concrete (Class 3); common, concrete and abstract (Class 4)
Plural formation (s, es, ies)
Articles (noun signals)
Introduction to uses of nouns (Class 4)

Key content:

Kinds of nouns: common, proper and concrete (Class 3); common, concrete and abstract (Class 4)
Plural formation (s, es, ies)
Articles (noun signals)
Introduction to uses of nouns (Class 4)

Adjectives

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Kinds of adjectives
Common and proper adjectives
Comparative adjectives
Class 4 also: Superlative adjectives

Key content:

Kinds of adjectives
Common and proper adjectives
Comparative adjectives
Class 4 also: Superlative adjectives

Adverbs

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Manner
Place
Time
Class 4 also: Function - modifying verbs, modifying adverbs

Key content:

Manner
Place
Time
Class 4 also: Function - modifying verbs, modifying adverbs

Prepositions

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Location
Direction
Time
Class 4 also: Relationship

Key content:

Location
Direction
Time
Class 4 also: Relationship

Pronouns

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Simple
Compound
Subject pronouns
Object pronouns
Possessive pronouns
Class 4 also: Relative pronouns

Key content:

Simple
Compound
Subject pronouns
Object pronouns
Possessive pronouns
Class 4 also: Relative pronouns

Conjunctions

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Coordinating
Subordinating

Key content:

Coordinating
Subordinating

Interjections

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Hi!, Hello!
Hurray!
Bravo!
Hey!

Key content:

Hi!, Hello!
Hurray!
Bravo!
Hey!

Vocabulary

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Synonyms
Opposites
Words related to the integrated learning themes

Key content:

Synonyms
Opposites
Words related to the integrated learning themes

The sentence

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Types: declarative, interrogative, exclamatory
The simple sentence
The paragraph
Class 4 also: The compound sentence, The essay

Key content:

Types: declarative, interrogative, exclamatory
The simple sentence
The paragraph
Class 4 also: The compound sentence, The essay

Spelling, pronunciation and punctuation

Term: Grammar, Vocabulary and Pronunciation

Sub-topics:

Spelling and pronunciation rules
Punctuation marks
Capitalization rules
Class 4 also: Punctuation rules

Key content:

Spelling and pronunciation rules
Punctuation marks
Capitalization rules
Class 4 also: Punctuation rules

Mathematics

Mathematics develops the learner's creativity, initiative and problem-solving skills. It equally

develops logical and inferential thinking, the ability to deduce and visualize in space and time.

Through mathematics, the learner improves his/her knowledge of science, technology, agriculture

and engineering. It is also necessary for fi nancial literacy and relevant to most forms of employment.

Mastering Mathematics entails the acquisition of knowledge, skills and attitudes as well as problem

solving skills related to the different integrated learning themes. Primary School learners need these in

computation, logical thinking and problem solving to construct knowledge and understand the world

around them. The Mathematics syllabus also guides teachers, educators and examiners to prepare for

teaching and learning as well as for formative and summative assessment. In this curriculum, fi ve

components of Mathematics have been developed, namely: Sets and Logic, Numbers and Operations,

Measurement and Size, Geometry and Space, and Statistics and Graphs.

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

skills.

• Use of basic notions in Mathematics, Science and Technology

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

The components of the subject are presented in figure 4

Figure 4: Components of Mathematics

Terminal Learning Outcomes

After the teaching-learning experiences in mathematics, learners will be able to:

• solve problems involving sets and logic

• solve problems involving number operations

• solve problems involving measurement units

• construct different geometric shapes

• categorize statistics on graphs

• use mathematical skills in daily life

• show interest in mathematics

Evaluation Criteria

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

Table 8: Terminal learning outcomes and evaluation criteria

Terminal Learning Outcomes

Evaluation Criteria

- Solve problems involving sets and logic

- Solve problems involving number

operations

- Solve problems involving measurement

units

- Construct different geometric shapes

- Categorize statistics on graphs

- Use mathematical skills in daily life

- Show interest in mathematics

- Group, match and classify objects and numbers in

sets using different attributes

- Correct representation of sets, symbols and figures

- Correct use of symbols, signs and diagrams

- Ordering and consistency

- Appropriate use of operations and formulae

- Associating quantities to figures and symbols

- Proper use of mathematics tools

- Solve meaningful daily life problems

Science and Technology

Subject outcomes and teaching guidance from the national curriculum

[Printed page 50 / PDF page 49]

Ccontents of Mathematics

Table 21: Mathematics ccontents, expected learning outcomes, suggested methodology and didactic materials

CLASS 3

CLASS 4

Suggested Methodology and

Didactic Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning Outcomes

Teaching /

Learning

Strategies

Didactic

Materials

Sets and logic

- Universal set

- Subsets

- Finite and infinite sets

- Equal and equivalent

sets

- Symbols

- Elements of a set

- Describe a universal

set/ subset

- Differentiate between

finite and infinite sets

- Distinguish between

equal and equivalent

sets

- Discriminate set

symbols

- Arrange belongings in

an orderly manner

Sets and logic

- Equal and equivalent

sets

- Intersection of sets

- Union of sets

- Not an element of

- Intersection

- Distinguish between equal and

equivalent sets

- Describe intersection and union of

sets

- Use set symbols to describe the

characteristics of sets

- Discovery

method

- Cooperative

learning

- Individualized

instruction

- Real

objects

- Pictures

- Charts

Numbers and

Operations

- Numbers (up to 500)

- Symbols in operations

- Greater than or equal

- Less than or equal to

-Mathematical operations

- Place value (

Thousands, Hundreds,

tens and factors of

numbers up to 50 units)

- Multiples of numbers

up to 1000

- Fractions

- Addition of fractions

- Subtraction of fractions

- Identify symbols used

in different operations

- Count numbers up to

500

- Read numbers up to

100

- Make bonds of 5s,

6s,7s

- Write numbers up to

100

- Show interest in

transparency

- Cherish equality and

fairness in sharing

Numbers and Operations

- 0 to 5 000

- The four mathematical

operations

- Place Value of 4 digit

numbers (Thousands,

Hundreds, Tens and

Units)

- Factors of numbers up to

1000

- Multiples of numbers up

to 5000

- Odd, even, prime

numbers

- Proper fractions

- Whole numbers

- Mixed fractions

- Improper fraction

- BODMAS

- Count numbers up to 5 000

- Read numbers up to 5 000

- Make bonds of 8 and 9

- Place numbers under Th, H, T & U

- Solve problems involving factors

and multiples

- Describe the H C F and L C M of

numbers

- Solve problems involving odd, even

and prime numbers

- Add and subtract fractions with

different denominators

- Multiply proper fractions by whole

numbers and by other fraction

- Carry out calculations involving

more than one operation

- Share items correctly

- Discovery

method

- Problem solving

method

-Cooperative

learning

- Individualized

instruction

-Computer

assisted

instruction

- Real

objects

- Audiovisual aids

- Pictures

- Charts

- Abacus

- Computers

[Printed page 51 / PDF page 50]

CLASS 3

CLASS 4

Suggested Methodology and

Didactic Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /

Learning

Strategies

Didactic

materials

Measurement and

size

- Metric system.

mm, cm, dm, m, km,

ml, cl, dl, l, g, kg

- Calendar

- Ordinary and leap

year

- The 13 Lunar months

- The 12 Calendar

months

- Time/clock

- Money

- Describe the length, width,

height and capacity of

objects

- Distinguish between length,

width, height, weight and

capacity in operations

- Describe the days of the

week and months of the year

- Read time on the clock

face

- Tell time using: to and past

- Associate specific activities

to different periods of the day

- Use time to accomplish

assigned tasks

- Differentiate currency

units up to 1,000frs

- Carry out shopping and

manage money up to 1,000

Frs

- Use the four mathematical

operations

- Show interest in fi nancial

transparency

Measurement and size

- Metric system

mm, cm, dm, m, km

ml, cl, dl, litres

gram, kg

- Areas and perimeters:

Rectangle, Square,

Triangle

- Calendar: Days of the

week

- The 12 Calendar months

- Ordinary and leap year

- The 13 Lunar months

- Time

- am and pm

- ¼ to, pass and ½ pass

- Daily activities

- Money

- Shopping bills

- Establish relationships

between the units

- Convert from one unit to

the other

- Calculate areas and

perimeter of shapes

- Relate the different days

of the week and months of

the year to specific activities

and events

- Differentiate between

calendar and lunar months

- Tell time using “am and

pm”

- Use time schedule to

accomplish assigned tasks

- Manipulate currency units

up to 5,000frs

- Carry out shopping with

money up to 5,000 Frs

- Use the four mathematical

operations

- Discovery method

- Problem solving

method

- Laboratory

method

- Cooperative

learning

- Individualized

instruction

- Computer assisted

instruction

- Writing

- Real objects

- Audio-visual aids

- Pictures/Charts

- Audio-visual aids

- Calendars

- Clock face

- Money

- Shopping list

- Measurement

objects

Mathematics ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 52 / PDF page 51]

CLASS 3

CLASS 4

Suggested Methodology and

Didactic Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

materials

Geometry and Space

- Number line

- Circles

- 3 and 4 D shapes

- Locate points on a

number line up to 30

- Describe the centre,

radius and diameter of

a circle

- Manipulate objects,

shapes, letters, and

figures in puzzles

- Construct shapes using

natural and recycled

materials

- Carry out activities

with care

- Display organisational

skills

Geometry and Space

- Number line

: positive and

negative

- Parallel and

intersecting lines

- 3 and 4 D shapes

- Quadrilaterals:

Pentagon, Hexagon

- Locate points on a number

line up to 40

- Differentiate between parallel

and intersecting lines

- Solve problems involving 3

and 4 D shapes

- Measure angles using

protractor

- Calculate area and

circumference of circles

- Differentiate between

quadrilaterals

- Construct shapes using local

material

- Display organisational skills

- Cooperative learning

- Individualized

instruction

- Computer assisted

instruction

- Projects

- Practice sessions

- Real objects

- Audio-visual aids

- Pictures/Charts

- Various shapes

- Rulers, pencils

- Cardboard

- Cartons

- Scissors

Statistics and Graphs

- Representation (Data

collection)

- Ranking

- Tallying

- Mapping and grid

referencing

-Represent data on

graphs

-Arrange in ascending

and descending order of

magnitude

-Tally in 5s, 10s, 20s,

-Locate points on a map

-Interpret relationships

on maps

Graphs and

Statistics

- Data collection

- Number line

-Ranking

- Tallying

- Data collection

- Mapping and grid

referencing

- Coordinates

- Represent data on graphs

- Solve problems involving the

number line from 0 - 40

- Arrange in ascending and

in descending order of

magnitude

- Tally in 10s 20s, 30s

Locate points on a map

- Read and interpret

relationships on maps

- Discovery method

- Problem solving

method

- Laboratory method

- Cooperative learning

- Individualized

instruction

- Real objects

- Audio-visual aids

- Pictures/Charts

- Rulers, counting

materials

- Cardboard

Mathematics ccontents, expected learning outcomes, suggested methodology and didactic materials

Sets and logic

Term: Mathematics (single table; the five units are the subject strands)

Sub-topics:

Universal set
Subsets
Finite and infinite sets
Equal and equivalent sets
Symbols
Elements of a set
Class 4 also: Intersection of sets, Union of sets, Not an element of

Key content:

Universal set
Subsets
Finite and infinite sets
Equal and equivalent sets
Symbols
Elements of a set
Class 4 also: Intersection of sets, Union of sets, Not an element of

Numbers and Operations

Term: Mathematics (single table; the five units are the subject strands)

Sub-topics:

Class 3: Numbers up to 500; Class 4: 0 to 5,000
Symbols in operations
Greater than or equal to; Less than or equal to
Place value (Thousands, Hundreds, Tens, Units)
Factors and multiples
Fractions: proper, whole numbers, mixed, improper (Class 4)
BODMAS (Class 4)
Odd, even, prime numbers (Class 4)

Key content:

Class 3: Numbers up to 500; Class 4: 0 to 5,000
Symbols in operations
Greater than or equal to; Less than or equal to
Place value (Thousands, Hundreds, Tens, Units)
Factors and multiples
Fractions: proper, whole numbers, mixed, improper (Class 4)
BODMAS (Class 4)
Odd, even, prime numbers (Class 4)

Measurement and size

Term: Mathematics (single table; the five units are the subject strands)

Sub-topics:

Metric system: mm, cm, dm, m, km; ml, cl, dl, l; g, kg
Calendar: ordinary and leap year, 13 lunar months, 12 calendar months
Time/clock (Class 4: am and pm)
Money: Class 3 up to 1,000 Frs; Class 4 up to 5,000 Frs, shopping bills
Class 4 also: Areas and perimeters - Rectangle, Square, Triangle

Key content:

Metric system: mm, cm, dm, m, km; ml, cl, dl, l; g, kg
Calendar: ordinary and leap year, 13 lunar months, 12 calendar months
Time/clock (Class 4: am and pm)
Money: Class 3 up to 1,000 Frs; Class 4 up to 5,000 Frs, shopping bills
Class 4 also: Areas and perimeters - Rectangle, Square, Triangle

Geometry and Space

Term: Mathematics (single table; the five units are the subject strands)

Sub-topics:

Number line (Class 3 up to 30; Class 4 up to 40, positive and negative)
Circles
3 and 4 D shapes
Class 4 also: Parallel and intersecting lines; Quadrilaterals: Pentagon, Hexagon; angles with protractor; area and circumference of circles

Key content:

Number line (Class 3 up to 30; Class 4 up to 40, positive and negative)
Circles
3 and 4 D shapes
Class 4 also: Parallel and intersecting lines; Quadrilaterals: Pentagon, Hexagon; angles with protractor; area and circumference of circles

Statistics and Graphs

Term: Mathematics (single table; the five units are the subject strands)

Sub-topics:

Representation (data collection)
Ranking
Tallying
Mapping and grid referencing
Class 4 also: Coordinates, number line 0-40

Key content:

Representation (data collection)
Ranking
Tallying
Mapping and grid referencing
Class 4 also: Coordinates, number line 0-40

Science and Technology

Science and Technology is penetrating every aspect of societal life and therefore has become an

important component in the learning-teaching programmes at every level of education. It enables

learners to understand themselves and their environment as well as adapt to the ever changing world

in which they live. The teaching of Science and Technology develops the spirit of curiosity, creativity

and innovation. Through Science and Technology, learners will be able to predict and analyse causes

and effects of phenomena and use scientifi c approaches to solve emerging problems. These skills will

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

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

skills:

• Use of basic notions in Mathematics, Science and Technology

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

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

The components of the subject are illustrated in figure 5.

Figure 5: Components of Science and Technology

Terminal Learning Outcomes

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

•

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

•

describe the environment including plants and animals

•

use scientifi c instruments and technological tools

•

respect scientifi c procedures and norms

•

construct miniatures and models

•

reject superstitious beliefs and myths

Evaluation Criteria

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

Table 9: Terminal Learning Outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

- Demonstrate knowledge of the human body, its

functioning as well as care and hygiene

- Describe the environment including plants and

animals

- Use scientifi c instruments and technological tools

- Respect scientifi c procedures and norms

- Construct miniatures and models

- Reject superstitious beliefs and myths

- Respect of procedures in experiments

- Exactitude of experiment results

- Improvisation of materials in experiments;

- Positive observable change in behaviour

- Dexterity (careful handling and

manipulation of objects)

- Correct interpretation of phenomena/

results.

Français

Subject outcomes and teaching guidance from the national curriculum

[Printed page 53 / PDF page 52]

Ccontents of Science and Technology

Table 22: Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

Health Education

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units/ Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic

Materials

The body

- Parts of the body

- Personal hygiene

(care of the body)

- Human skeleton

- Types of bones

- Identify the various

types of bones

- Cherish neat looks

The body

- Parts of the body

- Personal hygiene

(care of the body)

- Human skeleton

- Types of bones

- Associate human parts to

their various functions

- Describe how to maintain

strong bones

- Cherish neat looks

- Comply with healthy

practices

- Project method

- Health campaigns

- Demonstration

- Exploit resources

in the community

- Discussion

- Flipped classroom

- Virtual laboratory

- Charts /Pictures

- Models

- Real objects like

soap, sponge, nail

cutter, towel, body

lotion water

- Audio-visual aids

Sense organs

- Types

- Functions

- Care

- Explain the various

functions of the sense

organs

- Use the various sense

organs to detect

correctly

Sense organs

- Types

- Functions

- Care

- Explain the various

functions of the sense

organs

- Label the sense organs

- Use the various sense

organs to detect correctly

- Experimentation

- Demonstration

- Exploit resources

in the community

- Discussion

- Flipped classroom

- Play-way method

- Charts /Pictures

- Models

- Real objects like

food, perfume, paste,

colours

- Audio-visual aids

[Printed page 54 / PDF page 53]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units/ Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic

Materials

Reproductive

Health

- Human

reproductive

system

- HIV/AIDS

- STIs

- Identify the reproductive

organs

- Distinguish STIs from

other diseases

- Describe the symptoms of

STIs

- Accept persons infected

and aff ected by HIV/AIDS

Reproductive Health

- Human Reproductive

system

- HIV/AIDS

- STIs

- Distinguish STIs from

other diseases by their

mode of transmission

- Explain the symptoms,

mode of transmission

and preventive measures

of HIV/AIDS

- Accept persons infected

and aff ected by HIV/

AIDS

- Project method

- Health campaigns

- Demonstration

- Exploit resources in

the community

- Discussion

- Flipped classroom

- Virtual laboratory

- Charts /Pictures

- Models

- Real objects like

soap, sponge, nail

cutter, towel, body

lotion, syringe,

water

- Visual aids

Diseases

- Prevention of

diseases

- Relate symptoms to

diseases

- Prevent diseases

- Cherish leading a healthy

life

Diseases

- Water, insect, and air

borne diseases

- Water, insect and air

borne diseases

- Classify diseases

according to their mode

of transmission

- Demonstrate ways of

preventing diseases

- Cherish healthy

lifestyles

- Project method

- Health campaigns

- Demonstration.

- Excursion

- Exploit resources in

the community

- Discussion

- Relevant charts /

pictures

- Models

- Real objects

- Audio-visual aids

Hygiene

- Types of toilets

- Care

- Identify types of toilets

- Care for the school toilet

appropriately

Hygiene

- Types of toilets

- Care

- Identify types of toilets

- Care for the different

types of toilets

appropriately

- Project method

- Health campaigns

- Demonstration

- Discussion

- Outdoor lessons

- Inspections

- Charts /pictures

- Real objects like

soap, brooms,

rags, toilet brush,

disinfectants,

woodash, gloves,

mouth shield)

- Visual aids

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 55 / PDF page 54]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic

Materials

Drugs

- Types

- Drug education

- Identify the different

types of drugs

- Question self

medication

Drugs

- Types

- Drug education

- Classify drugs

- Detect dangerous drugs

- Question self medication

- Health campaigns

- Exploit resources in the

community.

- Discussions

- Flipped classroom

- Relevant charts /

pictures

- Audio-visual aids

Minor accidents

- Burns

- Scalds

- First aid

- Differentiate between a

scald and a burn.

- Associate items in

a fi rst aid box to the

treatment of specific

minor accidents

Minor accidents

- Burns

- Scalds

- First aid and

administration

- Differentiate between

scalds and burns

- Associate items in

a fi rst aid box to the

treatment of specific

minor accidents

- Health campaigns

- Experimentation

- Demonstration.

- Discussions

- Flipped classroom

- Charts /Pictures

- Models

- First aid box and

its ccontents

Health hazards

- Prevention

- Vaccinations

- Identify some health

hazards in the locality

- Explain the causes of

health hazards

- Explain the importance

of vaccines

Health hazards

- Prevention

- Vaccinations

- Identify some health

hazards in the locality

- Explain ways of

preventing health hazards

- Contribute in preventing

health hazards

- Campaigns

- Experimentation

- Demonstration.

- Discussions

- Flipped classroom

- Illustrative charts

/pictures

- Visual aids

Food

- Types

- Classes

- Importance

- Identify types of food.

- Classify food

- Explain the importance

of food

Food

- Cooking methods

- Balanced diet

- Explain the importance

of food

- Associate food to their

cooking methods

- Cherish a balanced diet

and timing

- Project method

- Experimentation

- Demonstration

- Exploit resources in the

community

- Flipped classroom

- Visual aids

- Relevant charts/

pictures

- Food class chart

- Assorted fruits,

vegetables and

other food stuff

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 56 / PDF page 55]

Environmental Science

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Learning/ Teaching

Strategies

Didactic Materials

Immediate

environment

Home

School

Community

- Locate places in the

community

- Propose available

places and services to

others

- Access available

places and use available

services

Immediate

environment

Home,

School

Community

- Locate places in the

community

- Use services in the

community

- Propose available places

and services to others

- Show love for the

environment

- Demonstration

- Excursions to

resource places

- Discussions

- Real objects

- Specimens

- Charts

- Pictures

- Magazines

- Relevant maps

Living and non-living

things

- Characteristics

- Classifi cation

- Compare living and

non-living things

- Explain the

characteristic of living

things

- Show appropriate care

for things

Living and non-living

things

Animal care and

protection

Plants and animals

- Classify living and nonliving things.

- Differentiate living from

non-living things

- Show appropriate care

for things

- Project method

- Experimentation

- Demonstration

- Excursion

- Discussion

- Real objects

- Specimens

- Relevant charts/

pictures

- Magazines

- Models

Animals

- Domestic and wild

animals

- Habitats and care

- Modes of nutrition,

movement and

reproduction

- Importance of animals

- Classify animals by

their habitats, mode of

nutrition, movement

and reproduction.

- Explain the importance

of animals

Animals

Domestic and wild

animals

Habitat and care

for animals

- Differentiate between

domestic and wild

animals

- Describe the different

habitats of animals

- Practise conservation

- Project method

- Experimentation

- Demonstration

- Excursion

- Discussion

- Real objects

- Relevant charts,

pictures and

magazines

- Models

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 57 / PDF page 56]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Learning/ Teaching

Strategies

Didactic Materials

Birds

- Domestic and

wild birds

- Main features

- Describe birds according to

their features

- Practise conservation

Birds

Domestic and

wild birds

Habitat and

care for birds

Differentiate domestic

and wild birds in the

locality

Describe the different

habitats of birds

Differentiate their mode of

feeding

Practise conservation

- Project method

- Experimentation

- Demonstration

- Excursion

- Discussion

- Real objects

- Specimens

- Charts/Pictures

- Magazines

- Models

Fishes

- Types

- Parts

- Identify the various types of

fishes

- Describe the different parts

of fishes

Fishing

Tools

Methods

Identify the various tools

of a fisher man

Describes the methods of

fishing

Modify eating habits

- Experimentation

- Demonstration

- Excursion

- Discussions

- Flipped classroom

- Real objects

- Specimens

- Illustrative charts

- Relevant pictures

- Magazine

Insects

- Types

- Classify insects according to

their usefulness

- Conform with environmental

ethics

Insects

Characteristics

Differentiate the various

types of insects in the

locality

Protect insects

- Demonstration

- Excursion

- Discussions

- Flipped classroom

- Relevant charts/

pictures

- Magazines

- Models

- Insect box

Plants

- Seeds

- Seed dispersal

- Identify the various types of

seeds

- Describe the characteristics

of seeds

- Explain the various agents of

seed dispersal

Plants

Types

Flowers

Greenery

Differentiate plants and

fl owers according to their

characteristics

Plant trees and fl owers

Care for plants and

fl owers

- Project method

- Experimentation

- Demonstration

- Discussions

- Flipped classroom

- Specimens

- Charts

- Pictures/magazines

- Seeds and seedlings

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 58 / PDF page 57]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units/Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Learning/ Teaching

Strategies

Didactic Materials

Matter

- State

- Water

- Describe the various states

of matter

- Associate different sources

of water to their uses

- Explain qualities of potable

water

- Drink water regularly

Matter

- Water

- The school water

source

- Support the care of the

school water source

- Protect the sources of

water

- Drink water regularly

- Project method

- Experimentation

- Excursion

- Discussions

- Flipped classroom

- Real objects

- Relevant charts/

pictures

Pollution

- Types

- Describe the different types

of pollution

- Differentiate between

organic and inorganic waste

- Practise waste separation

- Pollution

- Waste management

- Differentiate types of

pollution

- Describe ways of

preventing pollution.

- Dispose of dirt/waste

responsibly

- Project method

- Experimentation

- Demonstration

- Excursion

- Real objects

- Illustrative charts

- Relevant pictures

- Organic and

inorganic waste

- Recycable materials

Environmental

Hazards

- State environmental hazards

in the locality

- Demonstrate awareness on

how environmental hazards

aff ect people and other living

things

- Analyse problems related to

environmental hazards

- Hazards in the

locality

- State environmental

hazards in the locality

- Describe some prevention

measures

- Protect the environment

- Design slogans

- Project method

- Experimentation

- Demonstration

- Excursion

- Discussions

- Flipped classroom

- Real objects

- Illustrative charts

- Relevant pictures

- Magazines

- Recycable materials

Soils

- Types of soils

- Characteristics

of soil

- Conduct simple

experiments to bring out the

characteristics of different

types of soils

- Raise awareness on

environmental protection

Planting

- Planting of trees,

grass and fl owers

- Protect the environment

- Raise awareness on

environmental protection

- Propose an environmental

campaign slogan

- Project method

- Experimentation

- Demonstration

- Excursion

- Discussions

- Soils specimens

- Illustrative charts

- Relevant pictures

- Bold marker

- Scissors

- Cardboard

- Old buckets/tyres

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 59 / PDF page 58]

Technology and Engineering

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit / Ccontents

Expected Learning

Outcomes

Unit / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Machines

- Tools

(farming, carpentry,

tailoring, bricklaying,

building, fishing)

- Identify the various types

of tools and machines in

the locality

- Locate machines for

various uses

- Manipulate tools

Machines

- Tools

(grinding machines,

weaving loom)

- Differentiate the functions

of manual and electrical

machines found in the

locality

- Flipped classroom

- Cooperative learning

- Charts

- Pictures

- Moulds, hoe, cutlass

- Tapes, fishing nets

- Scissors

Construction

- Materials

- Building construction

- Road engineering

- Maintenance

- Identify construction

materials

- Identify the various steps

in building a good house

- Describe how a road is

built

- Construct miniature

objects

Construction

- Construction

materials

- Building

construction

- Road construction

- Maintenance

- Describe construction

materials

- Describe various steps in

building a solid house

Describe various steps in

building a good road

- Maintain architecture

- Trial and error

- Cooperative learning

- Projects

- Illustrations

- Guided tours to

building sites

- Sawdust, clay, sand,

cement, moulds, red soil

- Saw, hammer, nails,

palm fronds, pith, ropes

- Bamboos, cane, grass,

water, buckets, jackets,

- Tapes, gloves, boots,

helmets, masks, iron

rods, wood

Plumbing

-Taps

- Piping

- Water systems

- Identify plumbing

materials

-Simulate a plumber's job

- Use taps and

water system toilets

appropriately

Plumbing

-Taps

- Piping

- Water systems

- Describe plumbing

materials

-Show the various steps in

plumbing a house

- Use taps and water system

toilets appropriately

- Trial and error

- Cooperative learning

- Projects

- Illustrations

- Guided tours to

building sites

- Ropes, water, buckets

- Jackets, tapes, gloves

- Boots, helmets, masks

- Pipes, plantain suckers,

taps, used pipes

Telecommunications

- Telephones

- Radio/TV

- Camera

- Fax machine

- Identify various

telecommunication tools

- Produce miniature

phones, radios and TVs

- Use telecommunication

devices responsibly

Telecommunications

- Telephones

- Radio/TV

- Fax

- Describe how

telecommunication tools

operate

- Produce miniature

telecommunication tools

- Use the operating systems

of telecommunication

- Use telecommunication

devices responsibly

- Trial and error

- Cooperative learning

- Projects

- Illustrations

- Guided tours to

telecommunication

operating sites

- Fix /mobile telephones

- Radios, cables

- Fax machines, wires,

batteries

- Television set

- Cameras

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 60 / PDF page 59]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit / Ccontents

Expected Learning

Outcomes

Unit / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Energy

- Sources of energy

- Forms of energy

- Uses of energy

- Identify different

sources/forms of

energy

- Explain the uses of

energy

- Stay away from danger

Energy

- Sources of energy

- Forms of energy

- Uses of energy

- Production of energy

-Describe different sources

of energy

- Present how to use

energy appropriately

- Generate energy in their

environment

- Stay away from danger

- Discussions

- Demonstration

- Illustrations

- Trial and error

- Projects

- Outdoor lessons/

excursions

- Presentations

- Charts, video tapes

- ICT devices,

- Pictures, dung, used

cables

- Iron fi ling

- Metals

Electricity

- Electrical devices

- Dangers of electricity

- Wiring

- Identify electrical

devices

- Simulate the use of

electricity and electrical

devices correctly

- Identify safety measures

to be taken while using

devices

- Avoid playing with

electrical devices

Electricity

- Conductors

- Insulators

- Electrical devices

dangers of electricity

- Identify electrical

devices

- Describe how electricity

and electrical devices

should be used

- Describe safety

measures to be taken

while using or installing

electrical devices

- Avoid playing with

electrical devices

- Discussions

- Demonstrations

- Illustrations

- Projects

- Outdoor lessons

- Presentations

- Role-play and

dramatization

- Relevant charts/

pictures

- Real objects like

safe cables, bathing

slippers, testers,

masks, gloves, bulbs,

switches, plastic

buckets, wood

- ICT devices

- A bedside lamp

model can be

produced as a project

Safety and security

- Safety measures

- Security equipment

- Apply safety rules at all

times

- Use appropriate

protective equipment at all

times

Safety and security

- Safety measures

- Security equipment

- Apply safety rules at all

times

- Use appropriate

protective equipment at all

times

- Discussions

- Demonstrations

- Outdoor lessons

- Presentations

Helmets, masks,

protective glasses,

plastic slippers,

gloves, insulators, lab

coats, boots

Science and Technology ccontents, expected learning outcomes, suggested methodology and didactic materials

The body

Term: Health Education

Sub-topics:

Parts of the body
Personal hygiene (care of the body)
Human skeleton
Types of bones

Key content:

Parts of the body
Personal hygiene (care of the body)
Human skeleton
Types of bones

Sense organs

Term: Health Education

Sub-topics:

Types
Functions
Care

Key content:

Types
Functions
Care

Reproductive Health

Term: Health Education

Sub-topics:

Human reproductive system
HIV/AIDS
STIs

Key content:

Human reproductive system
HIV/AIDS
STIs

Diseases

Term: Health Education

Sub-topics:

Class 3: Prevention of diseases
Class 4: Water, insect and air borne diseases

Key content:

Class 3: Prevention of diseases
Class 4: Water, insect and air borne diseases

Hygiene

Term: Health Education

Sub-topics:

Types of toilets
Care

Key content:

Types of toilets
Care

Drugs

Term: Health Education

Sub-topics:

Types
Drug education

Key content:

Types
Drug education

Minor accidents

Term: Health Education

Sub-topics:

Burns
Scalds
First aid (Class 4: First aid and administration)

Key content:

Burns
Scalds
First aid (Class 4: First aid and administration)

Health hazards

Term: Health Education

Sub-topics:

Prevention
Vaccinations

Key content:

Prevention
Vaccinations

Food

Term: Health Education

Sub-topics:

Class 3: Types, Classes, Importance
Class 4: Cooking methods, Balanced diet

Key content:

Class 3: Types, Classes, Importance
Class 4: Cooking methods, Balanced diet

Immediate environment

Term: Environmental Science

Sub-topics:

Home
School
Community

Key content:

Home
School
Community

Living and non-living things

Term: Environmental Science

Sub-topics:

Characteristics
Classification
Class 4 also: Animal care and protection; Plants and animals

Key content:

Characteristics
Classification
Class 4 also: Animal care and protection; Plants and animals

Animals

Term: Environmental Science

Sub-topics:

Domestic and wild animals
Habitats and care
Modes of nutrition, movement and reproduction (Class 3)
Importance of animals (Class 3)

Key content:

Domestic and wild animals
Habitats and care
Modes of nutrition, movement and reproduction (Class 3)
Importance of animals (Class 3)

Birds

Term: Environmental Science

Sub-topics:

Domestic and wild birds
Main features (Class 3)
Habitat and care for birds (Class 4)

Key content:

Domestic and wild birds
Main features (Class 3)
Habitat and care for birds (Class 4)

Fishes (Class 3) / Fishing (Class 4)

Term: Environmental Science

Sub-topics:

Class 3: Types, Parts
Class 4: Fishing tools, Fishing methods

Key content:

Class 3: Types, Parts
Class 4: Fishing tools, Fishing methods

Insects

Term: Environmental Science

Sub-topics:

Types
Characteristics (Class 4)

Key content:

Types
Characteristics (Class 4)

Plants

Term: Environmental Science

Sub-topics:

Class 3: Seeds, Seed dispersal
Class 4: Types, Flowers, Greenery

Key content:

Class 3: Seeds, Seed dispersal
Class 4: Types, Flowers, Greenery

Matter

Term: Environmental Science

Sub-topics:

State
Water
Class 4 also: The school water source

Key content:

State
Water
Class 4 also: The school water source

Pollution

Term: Environmental Science

Sub-topics:

Types
Class 4 also: Waste management

Key content:

Types
Class 4 also: Waste management

Environmental Hazards

Term: Environmental Science

Sub-topics:

Environmental hazards in the locality
Prevention measures (Class 4)

Key content:

Environmental hazards in the locality
Prevention measures (Class 4)

Soils (Class 3) / Planting (Class 4)

Term: Environmental Science

Sub-topics:

Class 3: Types of soils, Characteristics of soil
Class 4: Planting of trees, grass and flowers

Key content:

Class 3: Types of soils, Characteristics of soil
Class 4: Planting of trees, grass and flowers

Machines

Term: Technology and Engineering

Sub-topics:

Tools: farming, carpentry, tailoring, bricklaying, building, fishing (Class 3)
Class 4: grinding machines, weaving loom; manual and electrical machines

Key content:

Tools: farming, carpentry, tailoring, bricklaying, building, fishing (Class 3)
Class 4: grinding machines, weaving loom; manual and electrical machines

Construction

Term: Technology and Engineering

Sub-topics:

Materials
Building construction
Road engineering / Road construction
Maintenance

Key content:

Materials
Building construction
Road engineering / Road construction
Maintenance

Plumbing

Term: Technology and Engineering

Sub-topics:

Taps
Piping
Water systems

Key content:

Taps
Piping
Water systems

Telecommunications

Term: Technology and Engineering

Sub-topics:

Telephones
Radio/TV
Camera (Class 3)
Fax machine

Key content:

Telephones
Radio/TV
Camera (Class 3)
Fax machine

Energy

Term: Technology and Engineering

Sub-topics:

Sources of energy
Forms of energy
Uses of energy
Class 4 also: Production of energy

Key content:

Sources of energy
Forms of energy
Uses of energy
Class 4 also: Production of energy

Electricity

Term: Technology and Engineering

Sub-topics:

Electrical devices
Dangers of electricity
Wiring (Class 3)
Class 4 also: Conductors, Insulators

Key content:

Electrical devices
Dangers of electricity
Wiring (Class 3)
Class 4 also: Conductors, Insulators

Safety and security

Term: Technology and Engineering

Sub-topics:

Safety measures
Security equipment

Key content:

Safety measures
Security equipment

Français (French)

Français

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

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

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

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

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

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

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

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

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

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

sociolinguistique et socio-culturel.

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

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

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

voyages, les jeux, et la communication.

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

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

une langue nationale

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

Les composantes de cette discipline sont présentées dans le diagramme 6.

Fig 6: les composantes du français

Tableau 10 : Attentes de fi n de niveau

Compétence

Attentes à la fi n du niveau

Compréhension et

expression orales

Écouter attentivement et s'exprimer de façon compréhensible avec

la gestuelle appropriée.

Compréhension écrite

(lecture)

Lire de courts textes simples en respectant la prononciation et

l'intonation, puis relever des informations.

Production d'écrits

Ecrire de petits textes d'une (01) à trois (03) phrases en rapport avec

des situations de la vie quotidienne.

Critères d'évaluation

Les attentes du niveau et les critères d'évaluation du français au niveau 2 sont présentés dans le

tableau 11.

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

Attentes à la fi n du niveau

Critères d'évaluation

Écouter attentivement et s'exprimer de façon

compréhensible avec la gestuelle appropriée.

- Production correcte et cohérente

- Adéquation de la production à la situation

- Respect des règles grammaticales.

Lire de courts textes simples en respectant la

prononciation et l'intonation puis relever des

informations.

- Déchiff rage/décodage des sons, mots et phrases

informations pertinentes

- Respect de la prononciation de l'intonation et la

prononciation.

Ecrire de petits textes d'une (01) à trois (03)

phrases en rapport avec des situations de la vie

quotidienne.

- Adéquation du texte à la situation

- Correction des énoncés

- Cohérence de la production

Subject outcomes and teaching guidance from the national curriculum

[Printed page 61 / PDF page 60]

Les contenus du Français

Tableau 23: Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

Compréhension et expression orale

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats attendus

Unités / contenus

d'apprentissage

Résultats attendus Stratégies d'enseignement/

apprentissage

Matériels didactiques

Présentations:

-Lexique: Bonjour,

salut, bonsoir, …

-Structures

grammaticales:

Je m'appelle ; il/elle

s'appelle ; j'habite à,

il/elle habite à…

Saluer, se présenter et

présenter quelqu'un.

Présentations:

Lexique: père, mère,

oncle, tante, cousin,

nièce, professions,…

-Structures

grammaticales: lui/elle

c'est … ;

Il/elle s'appelle ; elle/

il +verbes liés à la

profession

Présenter les

membres de sa

famille et leur

profession.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines

- Illustrations

- Marionnettes,

- Approche actionnelle

- Images

- Posters

- Supports audio-visuels,

- Jeux

- Radio

- Téléphone

- Télévision

- Enregistrements

Les saisons:

-Lexique: indications

de la météo (il pleut,

il fait beau, il neige, il

fait froid, il fait chaud)

-Structures

grammaticales: Quel

temps fait-il ? Les

indicateurs temporels

(aujourd'hui, hier,

demain, …) Quelle

heure est-il ? Il est …

-Parler du temps qu'il

fait ;

-Demander et dire

l'heure.

Le temps:

- Lexique: indications

de la météo (il pleut, il

fait beau, il neige, il fait

froid) ; vocabulaire en

rapport avec les centres

d'intérêts

-Structures

grammaticales: Quel

temps fait-il ? Les

indicateurs temporels

(aujourd'hui, hier,

demain, …) Quelle

heure est-il ? Il est …

-Dire le temps qu'il

fait

- Jeux de rôles;

- Dramatisation

- Systématisation

- Démonstrations

- Comptines

- Illustrations

- Marionnettes

- Approche actionnelle

- Images

- Posters

- Supports audio-visuels

- Jeux

- Radio

- Téléphone

- Télévision

- Enregistrements

[Printed page 62 / PDF page 61]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats attendus

Unités / contenus

d'apprentissage

Résultats

attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Expressions des

souhaits

- Lexique: objets,

services…

-Structures

grammaticales: je

veux, j'ai envie, s'il

vous plaît…

Exprimer un

souhait, un avis, un

désir.

Expression des opinions:

-Lexique: avis, point de

vue, pensée…

-Structures

grammaticales: à mon

avis, je pense que, je suis

de l'avis, d'après moi…

Exprimer son

opinion

- Jeux de rôles Dramatisation

- Systématisation

-Démonstrations

-Comptines

- Illustrations

- Marionnettes, approche

communicative

- Approche actionnelle

- Images

- Posters

- Supports audiovisuels,

- Jeux

- Radio

- Téléphone

- Télévision

- Enregistrements

Descriptions:

-Lexique: les noms

des lieux, les objets,

les personnes,

les animaux, les

couleurs…

-Structures

grammaticales:

prépositions,

les adjectifs

qualificatifs,…verbes

être et avoir

Décrire un objet,

une personne, un

animal, un lieu.

Descriptions:

-Lexique: aspect général,

aspect physique, aspect

moral

-Structures grammaticales:

il est … ; il a… ; il/elle est

sympa/triste/…

Décrire un objet,

un paysage, une

personne.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines

- Illustrations

- Marionnettes,

- Approche actionnelle

- Images, posters

- Supports audiovisuels

- Jeux, radio

- Téléphone

- Télévision

- Enregistrements

Biens et services:

-Lexique : les nombres

de 0 à 1,000; les objets,

les personnes et les

animaux

-Structures

grammaticales:

Combien y a-t-il de…

? Combien coûte…?

…

Compter jusqu'à

1.000.

Biens et services:

-Lexique: nombres, objets,

personnes, animaux,

monnaie, articles, …

-Structures grammaticales:

c'est combien ? C'est cher,

…

Compter jusqu'à

100.000.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines

- Illustrations

- Marionnettes

- Approche actionnelle

- Images, posters

- Supports audiovisuels

- Jeux, radio

- Téléphone

- Télévision

- Enregistrements

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 63 / PDF page 62]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Achats et ventes:

-Lexique: articles,

monnaie, services, ….

-Structures

grammaticales:

Combien coûte… ? …

c'est combien ? C'est…!

Ça coûte…

Faire des achats.

Achats et ventes:

-Lexique: articles,

monnaie, services,

…. Vocabulaire en

rapport avec les

centres d'intérêt.

-Structures

grammaticales:

Combien coûte… ?

… c'est… combien?

C'est…! Ça coûte…

Acheter /vendre.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines

- Illustrations

- Marionnettes,

Approche actionnelle

- Images

- Posters

- Supports audiovisuels,

- Jeux

- Radio

- Téléphone

- Télévision

- Enregistrements

Récits:

-Lexique: lieux,

personnages, actions,

événements…

-Structures

grammaticales: verbes

d'action au passé ; des

indicateurs temporels, …

Raconter

oralement des

histoires vécues,

entendues ou

imaginaires.

Récits:

-Lexique: événements,

actions chronologiques,

-Structures

grammaticales: temps

du passé, indicateurs

temporels, …

Raconter oralement

une histoire vécue ou

entendue.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines

- Illustrations

- Marionnettes,

- Approche actionnelle

- Images, posters

- Supports audiovisuels

- Jeux, radio

- Téléphone

- Télévision

- Enregistrements

Expression des

sensations:

-Lexique: sentiments,

maladies, état général, …

-Structures

grammaticales: j'ai

froid/chaud…j'ai mal à

... ; je suis triste/Content/

fâché, …

Dire ce qu'on

ressent

Sports et loisirs

Lexique: sports, loisirs,

jeux

Structures: jouer à/au/à

la; aimer faire ;…

Parler des sports et

loisirs.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines, Illustrations

- Marionnettes, approche

communicative

- Approche actionnelle

- Images, posters

- Supports audiovisuels

- Jeux, radio

- Téléphone

- Télévision

- Enregistrements

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 64 / PDF page 63]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Localisation:

-Lexique: les noms des

lieux, les bâtiments, les

rues, ….

-Structures

grammaticales: je vais

à/au/à l'…Je viens de/du/

de l'…

-Se situer dans

l'espace;

-Dire où on va/et

d'où on vient.

Situation dans

l'espace:

-Lexique: lieux,

bâtiments, rues, …

-Structures

grammaticales: Où

est… ? Comment aller

à … ? Tout droit, à

gauche, à droite, …

Décrire un itinéraire.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines, Illustrations

- Marionnettes, approche

communicative

- Approche actionnelle

- Images, posters

- Supports audiovisuels

- Jeux, radio

- Téléphone

- Télévision

- Enregistrements

Activités des hommes:

-Lexique: cultivateur,

commerçant, forgeron,

couturier…

-Structures

grammaticales: on

coupe les herbes avec une

machette,...

Identifier les

activités des

hommes de sa

localité.

Activités des hommes:

-Lexique: cultivateur,

commerçant, forgeron,

couturier…

-Structures

grammaticales: on

coupe … avec …

Parler des activités des

hommes de sa localité.

- Jeux de rôles

- Dramatisation

- Systématisation

- Démonstrations

- Comptines, Illustrations

- Marionnettes, approche

communicative

- Approche actionnelle

- Images, posters

- Supports audiovisuels

- Jeux, radio

- Téléphone

- Télévision

- Enregistrements

Compréhension écrite (lecture )

Lecture des mots et

des phrases: les mots et

les phrases relatifs aux

centres d'intérêt

Lire des mots et

des phrases

Lecture des mots et

des phrases: les mots et

les phrases relatifs aux

centres d'intérêt

Lire des mots et des

phrases.

- Activités de pré-lecture

- Lecture globale

- Lecture sélective

- Activités de post-lecture.

- Textes

- Textes illustrés

- Albums enfant

- Page internet

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 65 / PDF page 64]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Lecture de textes divers

- Lire à haute voix

des textes divers et

simples (4 phrases)

- Repérer les

indices d'un texte

- Répondre

aux questions

textuelles

- Identifier les

aspects importants

de l'organisation

d'un texte

(structure et

format)

- Retrouver l'idée

générale d'un texte

- Développer le

goût de la lecture

-Texte narratif;

-Texte descriptif;

-Texte explicatif;

-Texte informatif;

- Texte poétique.

- Lire à haute voix des

textes divers et simples

(6 phrases);

- Repérer les indices

d'un texte;

- Répondre aux

questions textuelles

- Identifier les

aspects importants de

l'organisation d'un texte

(structure et format);

- Retrouver l'idée

générale d'un texte lu.

- Activités de pré-lecture

- Lecture globale

- Lecture sélective

- Activités de post-lecture.

- Textes

- Textes illustrés

- Albums enfant

- Page internet

Récits:

-Chronologie des faits

- textes narratifs

- faits divers

Organiser un récit

dans un ordre

cohérent.

Récits:

-Chronologie des faits

- textes narratifs

- faits divers

Organiser un récit dans

un ordre cohérent.

- Production du premier jet

- Production du deuxième jet

- Correction

- Auto-évaluation à partir des

critères

- Images

- Posters

- Albums

- Divers supports

visuels

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 66 / PDF page 65]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Textes incomplets

-Terminer une

histoire;

-Rédiger un texte

cohérent;

-Compléter une

histoire.

Textes incomplets

- Terminer une histoire;

- Rédiger un texte

cohérent;

- Compléter une histoire.

- Production du premier jet

- Production du deuxième jet

- Correction

- Auto-évaluation à partir des

critères

- Images

- Posters

- Albums

- Divers supports

visuels

Descriptions

Décrire un lieu,

une personne, un

animal, un objet.

Descriptions, portraits

Décrire un lieu, une

personne, un animal, un

objet.

- Production du premier jet

- Production du deuxième jet

- Correction

- Auto-évaluation à partir des

critères

- Images

- Posters

- Albums

- Divers supports

visuels

Textes fonctionnels:

lettre, post-it, étiquettes,

…

Produire de textes

fonctionnels de son

environnement.

Les textes informatifs

(Lettre, affi che,

invitation, carte postale,

… )

Produire des textes

informatifs usuels.

- Production du premier jet

- Production du deuxième jet

- Correction

- Auto-évaluation à partir des

critères.

- Images

- Posters

- Albums

- Divers supports

visuels

Lettres:

Lettres, courriels,

messages

Compléter une

lettre, un courriel,

un message.

Lettres:

Lettres, courriels,

messages

Ecrire une lettre en

respectant la silhouette.

- Production du premier jet

- Production du deuxième jet

- Correction

- Auto-évaluation à partir des

critères.

- Images

- Posters

- Albums

- Divers supports

visuels

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 67 / PDF page 66]

Vocabulaire

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Le dictionnaire

bilingue: lexique en

relation avec les centres

d'intérêts

-Utiliser le

dictionnaire

bilingue;

-Développer le

goût de la lecture.

Le dictionnaire

bilingue: lexique en

relation avec les centres

d'intérêts

-Utiliser le dictionnaire

bilingue

-Développer le goût de

la lecture.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels

Les antonymes:

Lexique en relation avec

les centres d'intérêts

Utiliser

correctement les

antonymes.

Les antonymes:

Lexique en relation avec

les centres d'intérêts

Utiliser correctement les

antonymes.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels

Familles de mots

-Regrouper des

mots par famille;

-Trouver un ou

des mots de la

même famille

- Familles de mots

- Lexique en relation

avec les centres

d'intérêts

Utiliser les préfixes et les

suffi xes pour former de

nouveaux mots.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels

Grammaire et conjugaison

Groupe nominal:

le nom (nom,

déterminants)

Identifier le groupe

nominal dans une

phrase.

Groupe nominal:

le nom (nom,

déterminants)

Utiliser correctement les

groupes nominaux dans

les phrases.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Les déterminants du

nom (adjectifs possessifs,

adjectifs démonstratifs,

articles)

Déterminer la

nature d'un

déterminant.

Les déterminants

du nom (adjectifs

possessifs, adjectifs

démonstratifs, articles)

Accorder correctement

les déterminants du nom.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

La phrase simple

(constituants): sujet –

verbe-complément

Identifier les

constituants de la

phrase.

La phrase complexe

(propositions)

Identifier les

propositions dans une

phrase complexes.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 68 / PDF page 67]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Les signes de

ponctuation de base:

point, virgule, point

d'interrogation.

Utiliser

correctement

les signes de

ponctuation.

Les signes de

ponctuation de base:

point, virgule, point

d'interrogation.

Utiliser correctement les

signes de ponctuation.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Les types de

phrases: (déclarative,

interrogative,

exclamative)

Identifier les

diff érents types de

phrases.

Les types de

phrases: (déclarative,

interrogative,

exclamative)

Construire les diff érents

types de phrases

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Textes: les constituants

d'un texte (phrases,

paragraphes, illustrations)

Déterminer les

constituants d'un

texte.

Textes: les constituants

d'un texte (phrases,

paragraphes,

illustrations)

Déterminer les

constituants d'un texte.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Les pronoms

personnels: (je, tu, il/

elle, nous, vous, ils/elles)

Identifier un

pronom personnel.

Les pronoms

personnels: (je, tu, il/

elle, nous, vous, ils/

elles)

Utiliser correctement les

pronoms personnels

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Le groupe verbal (COD) -Identifier le

groupe verbal dans

une phrase;

-Identifier le COD

dans les phrases.

Groupe verbal

COD, COI)

-Utiliser le groupe verbal

dans la phrase;

-Utiliser les COD et

COI dans les phrases.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Prépositions: les

prépositions (à, de, du, de

la, …) et leur usage

Identifier les

prépositions dans

des phrases.

Prépositions: les

prépositions (à, de, du,

de la, …) et leur usage

Utiliser les prépositions

dans des phrases

correctes.

- Observation

- Découverte

- Systématisation

- Classement

- Test de closure

- Images

- Posters

- Albums

- Divers supports

visuels…

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 69 / PDF page 68]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Conjonctions de

coordination: et, ou,

mais…

Identifier les

conjonctions de

coordination dans

des phrases.

Conjonctions de

coordination Et, ou,

mais, donc, or, ni, car

Utiliser les conjonctions

de coordination dans des

phrases.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Les adjectifs

qualificatifs usuels

(Ccontents, petit,…)

Identifier

les adjectifs

qualificatifs dans

les phrases.

Les adjectifs

qualificatifs usuels

Utiliser correctement les

adjectifs qualificatifs

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Les indicateurs

temporels: demain,

aujourd'hui, hier, il y une

fois, …

Conjuguer un

verbe au temps

qu'impose

un indicateur

temporel.

Les indicateurs

temporels: fréquence

(chaque jour, de temps

en temps, …)

Conjuguer un verbe au

temps qu'impose un

indicateur temporel.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Les temps verbaux

simples: présent, futur

simple

Identifier les

temps simples de

l'indicatif.

Les temps verbaux

composés: Le passé

composé

Conjuguer les verbes au

passé composé.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Les verbes être et avoir

aux temps simples de

l'indicatif

Conjuguer les

verbes être et avoir

aux temps simples

de l'indicatif.

Les verbes être, avoir

et aller aux temps

simples de l'indicatif

Conjuguer les verbes

être et avoir aux temps

simples de l'indicatif.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

L'imparfait de

l'indicatif

Conjuguer

les verbes à

l'imparfait de

l'indicatif.

L'imparfait de

l'indicatif

Conjuguer les verbes à

l'imparfait de l'indicatif.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

[Printed page 70 / PDF page 69]

CLASS 3

CLASS 4

Méthodologie et matériels didactiques

Unités / contenus

d'apprentissage

Résultats

attendus

Unités / contenus

d'apprentissage

Résultats attendus

Stratégies d'enseignement/

apprentissage

Matériels

didactiques

Les groupes verbaux:

les verbes du 2ème

groupe (fi nir, punir, …)

Conjuguer

convenablement

les verbes du 1er

et du 2ème groupe

aux temps de

l'indicatif.

Les groupes verbaux:

les verbes du 3ème

groupe (tenir, venir,

sortir, …)

Conjuguer les verbes du

3ème groupe aux temps

de l'indicatif.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Orthographe

Marques

morphologiques:

(majuscule, virgule,

deux points, cédille,

apostrophe)

Utiliser les signes

morphologiques.

Marques

morphologiques:

(majuscule, virgule,

deux points, cédille,

apostrophe)

Utiliser les signes

morphologiques.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Marque régulière du

féminin (e)

Distinguer le nom

masculin du nom

féminin.

Marques du genre avec

des exceptions

Utiliser correctement les

marques du genre.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Marques du nombre (s)

Distinguer le nom

singulier du nom

pluriel.

Marques irrégulières

du nombre (-x ; -aux)

Utiliser correctement

quelques marques

irrégulières du nombre.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Accord des adjectifs

qualificatifs

Accorder

correctement

les adjectifs

qualificatifs.

Accord des adjectifs

qualificatifs

Accorder correctement

les adjectifs qualificatifs.

- Illustrations; observation;

- Découverte; systématisation;

- Classement; test de closure.

- Images

- Posters

- Albums

- Divers supports

visuels…

Les contenus du Français, les résultats attendus, la méthodologie et le matériel didactique

Présentations

Term: Compréhension et expression orale

Sub-topics:

Lexique: Bonjour, salut, bonsoir… (Class 3); père, mère, oncle, tante, cousin, nièce, professions… (Class 4)
Structures: Je m'appelle; il/elle s'appelle; j'habite à…

Key content:

Lexique: Bonjour, salut, bonsoir… (Class 3); père, mère, oncle, tante, cousin, nièce, professions… (Class 4)
Structures: Je m'appelle; il/elle s'appelle; j'habite à…

Les saisons (Class 3) / Le temps (Class 4)

Term: Compréhension et expression orale

Sub-topics:

Lexique: indications de la météo (il pleut, il fait beau, il neige, il fait froid, il fait chaud)
Structures: Quel temps fait-il? Quelle heure est-il? Il est…; indicateurs temporels (aujourd'hui, hier, demain…)

Key content:

Lexique: indications de la météo (il pleut, il fait beau, il neige, il fait froid, il fait chaud)
Structures: Quel temps fait-il? Quelle heure est-il? Il est…; indicateurs temporels (aujourd'hui, hier, demain…)

Expressions des souhaits (Class 3) / Expression des opinions (Class 4)

Term: Compréhension et expression orale

Sub-topics:

Class 3: je veux, j'ai envie, s'il vous plaît…
Class 4: avis, point de vue, pensée…; à mon avis, je pense que…

Key content:

Class 3: je veux, j'ai envie, s'il vous plaît…
Class 4: avis, point de vue, pensée…; à mon avis, je pense que…

Descriptions

Term: Compréhension et expression orale

Sub-topics:

Lexique: noms des lieux, objets, personnes, animaux, couleurs… (Class 3); aspect général, aspect physique, aspect moral (Class 4)
Structures: prépositions, adjectifs qualificatifs, verbes être et avoir

Key content:

Lexique: noms des lieux, objets, personnes, animaux, couleurs… (Class 3); aspect général, aspect physique, aspect moral (Class 4)
Structures: prépositions, adjectifs qualificatifs, verbes être et avoir

Biens et services

Term: Compréhension et expression orale

Sub-topics:

Lexique: nombres de 0 à 1.000 (Class 3) / jusqu'à 100.000 (Class 4), objets, personnes, animaux, monnaie, articles
Structures: Combien y a-t-il de…? Combien coûte…? C'est combien? C'est cher…

Key content:

Lexique: nombres de 0 à 1.000 (Class 3) / jusqu'à 100.000 (Class 4), objets, personnes, animaux, monnaie, articles
Structures: Combien y a-t-il de…? Combien coûte…? C'est combien? C'est cher…

Achats et ventes

Term: Compréhension et expression orale

Sub-topics:

Lexique: articles, monnaie, services…
Structures: Combien coûte…? C'est combien? Ça coûte…

Key content:

Lexique: articles, monnaie, services…
Structures: Combien coûte…? C'est combien? Ça coûte…

Récits

Term: Compréhension et expression orale

Sub-topics:

Lexique: lieux, personnages, actions, événements…
Structures: verbes d'action au passé; indicateurs temporels

Key content:

Lexique: lieux, personnages, actions, événements…
Structures: verbes d'action au passé; indicateurs temporels

Expression des sensations (Class 3) / Sports et loisirs (Class 4)

Term: Compréhension et expression orale

Sub-topics:

Class 3: sentiments, maladies, état général…; j'ai froid/chaud, j'ai mal à…, je suis triste/content/fâché
Class 4: sports, loisirs, jeux; jouer à/au/à la; aimer faire

Key content:

Class 3: sentiments, maladies, état général…; j'ai froid/chaud, j'ai mal à…, je suis triste/content/fâché
Class 4: sports, loisirs, jeux; jouer à/au/à la; aimer faire

Localisation (Class 3) / Situation dans l'espace (Class 4)

Term: Compréhension et expression orale

Sub-topics:

Lexique: noms des lieux, bâtiments, rues…
Structures: je vais à/au/à l'…; je viens de/du/de l'… (Class 3); Où est…? Comment aller à…? Tout droit, à gauche, à droite… (Class 4)

Key content:

Lexique: noms des lieux, bâtiments, rues…
Structures: je vais à/au/à l'…; je viens de/du/de l'… (Class 3); Où est…? Comment aller à…? Tout droit, à gauche, à droite… (Class 4)

Activités des hommes

Term: Compréhension et expression orale

Sub-topics:

Lexique: cultivateur, commerçant, forgeron, couturier…
Structures: on coupe les herbes avec une machette…

Key content:

Lexique: cultivateur, commerçant, forgeron, couturier…
Structures: on coupe les herbes avec une machette…

Lecture des mots et des phrases

Term: Compréhension écrite (lecture)

Sub-topics:

Les mots et les phrases relatifs aux centres d'intérêt

Key content:

Les mots et les phrases relatifs aux centres d'intérêt

Lecture de textes divers

Term: Compréhension écrite (lecture)

Sub-topics:

Class 3: lire à haute voix des textes simples (4 phrases)
Class 4: texte narratif, descriptif, explicatif, informatif, poétique (6 phrases)
Repérer les indices d'un texte; répondre aux questions textuelles; retrouver l'idée générale

Key content:

Class 3: lire à haute voix des textes simples (4 phrases)
Class 4: texte narratif, descriptif, explicatif, informatif, poétique (6 phrases)
Repérer les indices d'un texte; répondre aux questions textuelles; retrouver l'idée générale

Récits

Term: Production d'écrits

Sub-topics:

Chronologie des faits
Textes narratifs
Faits divers

Key content:

Chronologie des faits
Textes narratifs
Faits divers

Textes incomplets

Term: Production d'écrits

Sub-topics:

Terminer une histoire
Rédiger un texte cohérent
Compléter une histoire

Key content:

Terminer une histoire
Rédiger un texte cohérent
Compléter une histoire

Descriptions (Class 4: Descriptions, portraits)

Term: Production d'écrits

Sub-topics:

Décrire un lieu, une personne, un animal, un objet

Key content:

Décrire un lieu, une personne, un animal, un objet

Textes fonctionnels (Class 3) / Les textes informatifs (Class 4)

Term: Production d'écrits

Sub-topics:

Class 3: lettre, post-it, étiquettes…
Class 4: lettre, affiche, invitation, carte postale…

Key content:

Class 3: lettre, post-it, étiquettes…
Class 4: lettre, affiche, invitation, carte postale…

Lettres

Term: Production d'écrits

Sub-topics:

Lettres, courriels, messages
Class 3: compléter une lettre, un courriel, un message
Class 4: écrire une lettre en respectant la silhouette

Key content:

Lettres, courriels, messages
Class 3: compléter une lettre, un courriel, un message
Class 4: écrire une lettre en respectant la silhouette

Le dictionnaire bilingue

Term: Vocabulaire

Sub-topics:

Lexique en relation avec les centres d'intérêts

Key content:

Lexique en relation avec les centres d'intérêts

Les antonymes

Term: Vocabulaire

Sub-topics:

Lexique en relation avec les centres d'intérêts

Key content:

Lexique en relation avec les centres d'intérêts

Familles de mots

Term: Vocabulaire

Sub-topics:

Regrouper des mots par famille
Class 4: utiliser les préfixes et les suffixes pour former de nouveaux mots

Key content:

Regrouper des mots par famille
Class 4: utiliser les préfixes et les suffixes pour former de nouveaux mots

Groupe nominal

Term: Grammaire et conjugaison

Sub-topics:

Le nom (nom, déterminants)

Key content:

Le nom (nom, déterminants)

Les déterminants du nom

Term: Grammaire et conjugaison

Sub-topics:

Adjectifs possessifs, adjectifs démonstratifs, articles

Key content:

Adjectifs possessifs, adjectifs démonstratifs, articles

La phrase simple (Class 3) / La phrase complexe (Class 4)

Term: Grammaire et conjugaison

Sub-topics:

Class 3: constituants - sujet, verbe, complément
Class 4: propositions

Key content:

Class 3: constituants - sujet, verbe, complément
Class 4: propositions

Les signes de ponctuation de base

Term: Grammaire et conjugaison

Sub-topics:

Point, virgule, point d'interrogation

Key content:

Point, virgule, point d'interrogation

Les types de phrases

Term: Grammaire et conjugaison

Sub-topics:

Déclarative, interrogative, exclamative

Key content:

Déclarative, interrogative, exclamative

Textes: les constituants d'un texte

Term: Grammaire et conjugaison

Sub-topics:

Phrases, paragraphes, illustrations

Key content:

Phrases, paragraphes, illustrations

Les pronoms personnels

Term: Grammaire et conjugaison

Sub-topics:

Je, tu, il/elle, nous, vous, ils/elles

Key content:

Je, tu, il/elle, nous, vous, ils/elles

Le groupe verbal (COD / COD, COI)

Term: Grammaire et conjugaison

Sub-topics:

Identifier le groupe verbal et le COD (Class 3)
Utiliser le COD et le COI (Class 4)

Key content:

Identifier le groupe verbal et le COD (Class 3)
Utiliser le COD et le COI (Class 4)

Prépositions

Term: Grammaire et conjugaison

Sub-topics:

À, de, du, de la… et leur usage

Key content:

À, de, du, de la… et leur usage

Conjonctions de coordination

Term: Grammaire et conjugaison

Sub-topics:

Class 3: et, ou, mais…
Class 4: et, ou, mais, donc, or, ni, car

Key content:

Class 3: et, ou, mais…
Class 4: et, ou, mais, donc, or, ni, car

Les adjectifs qualificatifs usuels

Term: Grammaire et conjugaison

Sub-topics:

Identifier (Class 3) / utiliser correctement (Class 4) les adjectifs qualificatifs

Key content:

Identifier (Class 3) / utiliser correctement (Class 4) les adjectifs qualificatifs

Les indicateurs temporels

Term: Grammaire et conjugaison

Sub-topics:

Class 3: demain, aujourd'hui, hier, il y une fois…
Class 4: fréquence - chaque jour, de temps en temps…

Key content:

Class 3: demain, aujourd'hui, hier, il y une fois…
Class 4: fréquence - chaque jour, de temps en temps…

Les temps verbaux simples (Class 3) / Les temps verbaux composés (Class 4)

Term: Grammaire et conjugaison

Sub-topics:

Class 3: présent, futur simple - temps simples de l'indicatif
Class 4: le passé composé

Key content:

Class 3: présent, futur simple - temps simples de l'indicatif
Class 4: le passé composé

Les verbes être et avoir (Class 4 also: aller) aux temps simples de l'indicatif

Term: Grammaire et conjugaison

Sub-topics:

Conjuguer être et avoir (et aller, Class 4) aux temps simples de l'indicatif

Key content:

Conjuguer être et avoir (et aller, Class 4) aux temps simples de l'indicatif

L'imparfait de l'indicatif

Term: Grammaire et conjugaison

Sub-topics:

Conjuguer les verbes à l'imparfait de l'indicatif

Key content:

Conjuguer les verbes à l'imparfait de l'indicatif

Les groupes verbaux

Term: Grammaire et conjugaison

Sub-topics:

Class 3: verbes du 2ème groupe (finir, punir…) - conjuguer les verbes du 1er et du 2ème groupe
Class 4: verbes du 3ème groupe (tenir, venir, sortir…)

Key content:

Class 3: verbes du 2ème groupe (finir, punir…) - conjuguer les verbes du 1er et du 2ème groupe
Class 4: verbes du 3ème groupe (tenir, venir, sortir…)

Marques morphologiques

Term: Orthographe

Sub-topics:

Majuscule, virgule, deux points, cédille, apostrophe

Key content:

Majuscule, virgule, deux points, cédille, apostrophe

Marque régulière du féminin (Class 3) / Marques du genre avec des exceptions (Class 4)

Term: Orthographe

Sub-topics:

Distinguer le nom masculin du nom féminin (Class 3)
Utiliser correctement les marques du genre (Class 4)

Key content:

Distinguer le nom masculin du nom féminin (Class 3)
Utiliser correctement les marques du genre (Class 4)

Marques du nombre (Class 3) / Marques irrégulières du nombre (Class 4)

Term: Orthographe

Sub-topics:

Class 3: distinguer le nom singulier du nom pluriel (s)
Class 4: marques irrégulières du nombre (-x; -aux)

Key content:

Class 3: distinguer le nom singulier du nom pluriel (s)
Class 4: marques irrégulières du nombre (-x; -aux)

Accord des adjectifs qualificatifs

Term: Orthographe

Sub-topics:

Accorder correctement les adjectifs qualificatifs

Key content:

Accorder correctement les adjectifs qualificatifs

Social Studies

Domain 2: Communal Life and National Integration

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

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

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

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

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

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

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

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

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

and Level Three.

Social Studies

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

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

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

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

prepare them for a harmonious insertion into the society.

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

skills:

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

transparency)

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

The components of the subject are presented in figure 7.

Figure 7: Components of Social Studies

Terminal Learning Outcomes

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

• identify the effects of human activities

• relate human activities to development

• display a spirit of objectivity, tolerance, and patriotism

• practise values of harmonious living

• show love for nation and for the outside world

• respect diff erences in choices and personality

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

national property.

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are illustrated in table 12.

Table 12: Terminal learning outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

- Identify the effects of human activities

- Relate human activities to development

- Display a spirit of objectivity, tolerance, and

patriotism

- Practise values for a harmonious living together

- Show love for nation and for the outside world

- Respect diff erences in choices and personality

- Practice behaviour which will lead to the protection

and security of people and national property

- Respect of national emblems

- Practise of social values

- Involvement in awareness campaigns

- Logical explanations of events

- Positive change of attitude

Subject outcomes and teaching guidance from the national curriculum

[Printed page 71 / PDF page 70]

Ccontents of Social Studies

Table 24: Social Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

History

CLASS 3

CLASS 4

Suggested Methodology and didactic

Materials

Unit /

Ccontents

Expected Learning

Outcomes

Unit / Ccontents

Expected Learning Outcomes

Teaching /Learning

Strategies

Didactic

Materials

- Types of

History

- Notion of

time

- Sources of

History

- State various

types and sources of

history

- Relate past, present

and future events

- Narrate historical

events with interest

- Types of History

- Notion of time

- Sources of History

- Historical events

- Describe types and sources of

History

- Explain dates and periods in

History

- Narrate historical events with

interest

- Visits to oral sources

- Invite resource persons

- Excursion to

archaeological sites

- Debates

- Story-telling

- Enquiries and data

collection

- Relevant charts

- Relevant

pictures

- Records/relics

- Paintings

- Newspapers

- Audio-visual

materials

- Statistics

- Historical

figures and

events

- Personalities

- Activities

- Tools

- Discoveries

- Identify some

historical figures

- Explain the history

of Early Man

- Enumerate Early

Man's tools and his

discoveries

- Recount historical

events

- People of Cameroon

- Europeans in Cameroon

- German Annexation

- German Administration

- Resistance

- Collaboration

- Pacifi cation of Cameroon

- Charles Atangana

- Fon Galega I

- King Manga Bell

- King Akwa

- Sultan Njoya

- Identify the different groupings

that fi rst occupied Cameroon

- Identify the Europeans who came

to Cameroon

- Explain how the Germans

annexed Cameroon

- Describe German administration

of Cameroon

- Identify some Cameroonian

historical figures and their

contributions to the pacifi cation

of Cameroon

- Visits to oral sources

- Invite resource persons

- Excursion to

archaeological sites

- Class debates

- Story-telling

- Enquiries and data

collection

- Drawing and painting

- Role-play and

simulation

- Maps

- Relevant charts/

pictures

- Records

- Relics

- Paintings

- Audio-visual

materials

- Statistics

[Printed page 72 / PDF page 71]

Geography

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit /Ccontents

Expected Learning

Outcomes

Unit / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

Materials

Physical

Geography

- Features

- Maps

- Rainfall

temperature,

humidity, air

pressure

- Sunshine, wind

speed, wind

direction

- Rainy and dry

seasons

- Identify and locate

places in their immediate

environment

-Identify different

elements of the weather

and instruments used to

keep records

- Observe and record

weather conditions

- Predict weather

conditions and be weather

wise

- Wind vane

- Cardinal points

- Stars, moon, sun

- Compass

- Rainfall,

temperature,

humidity, air pressure

- Sunshine, wind

speed, wind direction

- Weather instruments

- Clouds

- Forest, savannah or

Sahel

- Identify orientation

instruments

- Use orientation instruments

to position things and people

- Use instruments to measure

weather and keep records

- Fabricate some weather

instruments using local

materials

- Explain the characteristics of

the various clouds

- Identify the vegetations in

Cameroon

- Predict weather conditions

and be weather wise

- Invite resource

persons

- Excursions

- Debates

- Enquiries and data

collection

- Drawing

- Role-play and

simulation

- Outdoor lessons

- Maps

- Crayons

- Charts

- Pictures

- Statistics

- Stencils

- Audio-visual

materials

- Cardboards

Economic

Geography

- Farming (crops

and livestock)

- Trading

- Fishing

- Describe some economic

activities in the locality

- Carry out activities for

subsistence

- Farming (crops and

livestock)

- Trading

- Fishing

- Evaluate the contribution

of some economic activities

to the development of the

locality

- Carry out activities for

subsistence

- Excursion

- Invite resource persons

- Excursion to some

places in the locality

- Debates

- Enquiries and data

collection

- Drawing

- Role-play and

simulation

- Crayons

- Relevant charts/

pictures

- Records/statistics

- Newspapers/

magazines

- Models

- Audio-visual

materials

Social Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 73 / PDF page 72]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit/Ccontents

Expected Learning

Outcomes

Unit / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic

Materials

Human

Geography

-Ethnic groups

(Bamilekes,

Tikars,

Ngembas, Betis,

Bassas, Fulbes)

- Human

activities in the

various seasons

- Identify the various ethnic

groups in the locality carry

out seasonal activities

effectively

- Respect the origin of each

and everyone

Human Geography

- Ethnic groups (Bantus,

semi-Bantus, Sudanese)

- Identify the various groups

of people in Cameroon

- Respect the origin of each

and everyone

- Excursion

- Class debates

- Role-play and

simulation

- Interview and research

- Testimonies

- Maps, crayons

- Relevant charts/

pictures

- Records

- Statistics

- Stencils

- Audio-visual

materials

Citizenship

Civics

National

Emblems

- Flag

- National

anthem

- Seal

- Motto

- Explain the importance of

emblems

- Sing the National

Anthem

- Practise love for the

nation

National Emblems

- Flag

- National anthem

- Seal

- Motto

- Sing the National Anthem

- Explain the importance of

national emblems

- Respect National emblems

- Practise love for the nation

- Reading/singing

- Invite resource persons

- Excursion

- Cameroon map/

fl ag

- Picture of a lion

- Money

- Image with the

cord of arms of

Cameroon

- Home, school,

community

- The state

- Follow rules and

regulations at home and in

school

- Follow rules and

regulations at all times

- Rules and Regulation

- Home, school,

community,

- State

- Obey rules and

regulations at all

times

- Follow rules and regulations

- Respect hierarchy at all times

- Debates

- Enquiries

- Role-play and

simulation

- A copy of the

constitution

- School rules and

regulations

Social Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 74 / PDF page 73]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit / Ccontents

Expected Outcomes

Unit / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

Materials

State Institutions

and Personalities

- Administrative

- Traditional

- Religious

- Identify state and

local authorities

- Explain the

administrative

structure of a region

- Respect state,

traditional and

religious authorities

State Institutions and

Personalities

- Administrative

- Traditional

- Religious

- Identify state and local

authorities

- Explain the administrative

structure of a region.

- Explain the functions of the

different authorities

- Respect state, traditional

and religious authorities

- Invite resource persons

- Excursion to some

places in the locality

- Debates

- Enquiries

- Role-play and

simulation

- Illustrative charts

- Relevant pictures

- Records

- Paintings

- Newspapers

- Magazines

- Audio-visual

materials

Elections

- Municipal

- Presidential

- Legislative

- Describe the different

types of elections

- Explain Electoral

processes

- Cherish fair decisions

Elections

- Municipal

- Presidential

- Legislative

- Describe the different types

of elections

- Explain electoral processes

- Discuss the functions of the

electoral bodies

- Cherish fair decisions

- Invite resource persons

- Debates

- Role-play and

simulation

- Practice sessions, i.e

election sessions

- Counting (votes)

- Charts/Pictures

- Records

- Statistics

- Ballot boxes/

buckets

- Pieces of paper

and envelops

- Board

National /

international

institutions

- UNICEF

- UNESCO

- WFP

- WHO

- Plan

- Local NGOs

- Recognize national

and international

institutions that assist

schools

- Assist others

National /international

institutions

- UNICEF

- UNESCO

- WFP

- WHO

- Plan

- Local NGOs

- Recognize national and

international institutions

that assist schools

- Identify the different kinds

of aid their school can ask

for, from partners

- Assist others

- Use of resource

persons

- Debates

- Enquiries and data

collection

- Role-play and

simulation

- Relevant charts/

pictures

- Records

- Statistics

- Audio-visual

materials

Social Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 75 / PDF page 74]

Moral Education

CLASS 3

CLASS 4

Suggested Methodology And Didactic

Materials

Unit / Ccontents

Expected Outcomes

Unit / Ccontents

Expected Outcomes

Teaching /Learning

Strategies

Didactic

Materials

Universal Values

- Greetings

- Apologies

- Love/Care

- Obedience

- Honesty

- Appreciation

- Respect

- Practise simple

etiquettes

- Promote responsible

citizenship

Universal Values

- Greetings

- Apologies

- Love

- Care

- Obedience,

- Honesty,

- Appreciation

- Respect

- Practise simple etiquettes

- Explain ethical values

Promote ethical values

- Promote responsible

citizenship

- Debates

- Enquiries and data

collection

- Role-play and

simulation

- Cooperative learning

- Relevant charts/

pictures

- Audio-visual

materials

The common

good

- Public property

- Volunteerism

- Identify public property

- Use family and

community properties

appropriately

- Volunteer to work for

the interest of the family

and the community

The common good

- Public property

- Volunteerism

- Identify public property

- Use family and community

properties appropriately

- Volunteer to work for the

interest of the family and the

community

- Debates

- Excursions to

resource places

- Role-play and

simulation

- Cooperative learning

- School work

- Cleanup campaigns

- Brooms

- Rags

- Hoes/cutlass

- Dusters

- Buckets

- Water

- Gloves and

mouth shields

Social Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 76 / PDF page 75]

Human Rights

CLASS 3

CLASS 4

Suggested Methodology And Didactic

Materials

Unit / Ccontents

Expected Learning

Outcomes

Unit / Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

Materials

Responsibility

- Children's

rights

- Children's

duties

-Explain the rights of

a child

- Explain the duties of

a child

- Denounce any act of

abuse

Responsibility

- Children's rights and

duties

- Notions of human

Rights

- Human rights abuse

- Identify the rights of the

woman

- Explain the rights of a child

- Explain the duties of a child

- Denounce any act of abuse

- Use of resource persons

- Excursions

- Debates

- Enquiries

- Role-play and simulation

- Illustrative charts

- Relevant pictures

- Audio-visual

materials

Peace and Security

- Notions of

peace and

security

- Conflicts

- National

organizations

that promote

peace and

security

- Safety/security

measures

- Peaceful living

together

- Identify people and

institutions that

promote peace and

security

- Assist in the

promotion of peace

in the school and in

the family

- Notions of peace and

security

- Act of reporting

- Peace negotiations

- Safety/security

measures

- National organizations

that promote peace and

security

- Report all suspected acts,

people and objects

- Resolve conflicts

- Practice safety and security

measures

- Propose solutions to

problems

- Cherish right decisions

- Assist in the promotion of

peace in the school and in

the family

- Use resource persons

- Debates

- Enquiries and data

collection

- Role-play and

simulation

- Illustrative charts

- Relevant pictures

- Audio-visual

materials

Social Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

Types of History, Notion of time, Sources of History

Term: History

Sub-topics:

Class 4 also: Historical events; dates and periods in History

Key content:

Class 4 also: Historical events; dates and periods in History

Historical figures and events

Term: History

Sub-topics:

Personalities, Activities, Tools, Discoveries (Class 3: history of Early Man)
Class 4: People of Cameroon; Europeans in Cameroon; German Annexation; German Administration; Resistance; Collaboration; Pacification of Cameroon; Charles Atangana; Fon Galega I; King Manga Bell; King Akwa; Sultan Njoya

Key content:

Personalities, Activities, Tools, Discoveries (Class 3: history of Early Man)
Class 4: People of Cameroon; Europeans in Cameroon; German Annexation; German Administration; Resistance; Collaboration; Pacification of Cameroon; Charles Atangana; Fon Galega I; King Manga Bell; King Akwa; Sultan Njoya

Physical Geography

Term: Geography

Sub-topics:

Features
Maps
Rainfall, temperature, humidity, air pressure
Sunshine, wind speed, wind direction
Rainy and dry seasons
Class 4 also: Wind vane; Cardinal points; Stars, moon, sun; Compass; Weather instruments; Clouds; Forest, savannah or Sahel

Key content:

Features
Maps
Rainfall, temperature, humidity, air pressure
Sunshine, wind speed, wind direction
Rainy and dry seasons
Class 4 also: Wind vane; Cardinal points; Stars, moon, sun; Compass; Weather instruments; Clouds; Forest, savannah or Sahel

Economic Geography

Term: Geography

Sub-topics:

Farming (crops and livestock)
Trading
Fishing

Key content:

Farming (crops and livestock)
Trading
Fishing

Human Geography

Term: Geography

Sub-topics:

Class 3: Ethnic groups (Bamilekes, Tikars, Ngembas, Betis, Bassas, Fulbes); Human activities in the various seasons
Class 4: Ethnic groups (Bantus, semi-Bantus, Sudanese)

Key content:

Class 3: Ethnic groups (Bamilekes, Tikars, Ngembas, Betis, Bassas, Fulbes); Human activities in the various seasons
Class 4: Ethnic groups (Bantus, semi-Bantus, Sudanese)

National Emblems

Term: Citizenship (Civics)

Sub-topics:

Flag
National anthem
Seal
Motto

Key content:

Flag
National anthem
Seal
Motto

Home, school, community, State - Rules and Regulations

Term: Citizenship (Civics)

Sub-topics:

Follow/obey rules and regulations at home, in school and at all times
Respect hierarchy (Class 4)

Key content:

Follow/obey rules and regulations at home, in school and at all times
Respect hierarchy (Class 4)

State Institutions and Personalities

Term: Citizenship (Civics)

Sub-topics:

Administrative
Traditional
Religious
Administrative structure of a region
Functions of the different authorities (Class 4)

Key content:

Administrative
Traditional
Religious
Administrative structure of a region
Functions of the different authorities (Class 4)

Elections

Term: Citizenship (Civics)

Sub-topics:

Municipal
Presidential
Legislative
Electoral processes
Functions of the electoral bodies (Class 4)

Key content:

Municipal
Presidential
Legislative
Electoral processes
Functions of the electoral bodies (Class 4)

National / international institutions

Term: Citizenship (Civics)

Sub-topics:

UNICEF
UNESCO
WFP
WHO
Plan
Local NGOs

Key content:

UNICEF
UNESCO
WFP
WHO
Plan
Local NGOs

Universal Values

Term: Moral Education

Sub-topics:

Greetings
Apologies
Love/Care
Obedience
Honesty
Appreciation
Respect

Key content:

Greetings
Apologies
Love/Care
Obedience
Honesty
Appreciation
Respect

The common good

Term: Moral Education

Sub-topics:

Public property
Volunteerism

Key content:

Public property
Volunteerism

Responsibility

Term: Human Rights

Sub-topics:

Children's rights
Children's duties
Class 4 also: Notions of human Rights; Human rights abuse; rights of the woman

Key content:

Children's rights
Children's duties
Class 4 also: Notions of human Rights; Human rights abuse; rights of the woman

Peace and Security

Term: Human Rights

Sub-topics:

Notions of peace and security
Conflicts (Class 3)
National organizations that promote peace and security
Safety/security measures
Peaceful living together (Class 3)
Class 4 also: Act of reporting; Peace negotiations

Key content:

Notions of peace and security
Conflicts (Class 3)
National organizations that promote peace and security
Safety/security measures
Peaceful living together (Class 3)
Class 4 also: Act of reporting; Peace negotiations

Vocational Studies

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

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

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

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

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

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

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

objects using natural and recycled materials from their environment.

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

farming.

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

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

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

skills:

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

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

The components of the subject are presented in figure 8.

Figure 8: Components of Vocational Studies

Terminal Learning Outcomes

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

• use equipment to produce objects following a spelt out procedure

• acquire knowledge, skills and attitudes for productive work at home and effective home

management

• acquire knowledge, skills and attitudes to manipulate local materials through given

processes and procedures to produce objects

• produce art objects using local materials

• demonstrate a spirit of collaboration

• manifest high self-esteem, interest, initiative, creativity, resourcefulness and good value

judgment

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are presented in table 13.

Table 13: Terminal Learning Outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

- Use equipment to produce objects following a

spelt out procedure

- Acquire knowledge, skills and attitudes for

productive work at home and effective home

management

- Acquire knowledge, skills and attitudes to

manipulate local materials through given

processes and procedures to produce objects

- Produce art objects using local materials

- Demonstrate a spirit of collaboration

- Manifest high self-esteem, interest, initiative,

creativity, resourcefulness and good value

judgment

- Quality of material used

- Respect of instructions

- Quality of fi nal product

- Consistency in the explanatory note

- Time used to carry out the task

- Involvement in team work

Arts

Subject outcomes and teaching guidance from the national curriculum

[Printed page 77 / PDF page 76]

Ccontents of Vocational Studies

Table 25: Vocational Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

Home Economics

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit /Ccontents

Expected Learning

Outcomes

Unit/Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

Materials

Needle Work and

Openings

- Materials

- Stitches

- Seams

- Continuous strip opening

- Face slit opening

- Flit continuous opening

- Bound opening

- Box pleat opening

- Identify needle work

equipment

- Practise needle work

- Manage the different

equipment and store

them safely

- Sew different openings

on pieces of clothes

Needle Work and

Openings

- Needle work

equipment/materials

- Stitches

(running stitch, chain

stitch)

- Seams (plain, run and

fell, overlapped)

- Types of openings

- Use needle work

equipment

- Cut out patterns on

paper

- Sew stitches on pieces

of cloth

- Sew seams on pieces

of cloth

- Sew different openings

- Practical work

- Group and individual

projects

- Assignments

- Demonstration

- Needle work

equipment

- Samples of styles

- Magazines

- Catalogues

- Textiles

Fastenings

Button and hole, hook

and eye, zip

Needle work articles

- Fasten buttons on

different types of

clothes

- Show interest in

needlework and sewing

Fastenings

- Buttons and button

hole, hook and eye,

zip

- Fasten buttons/hook

and eye on different

types of clothes

- Sew simple articles

- Practical work

- Group and individual

projects

- Assignments

- Demonstration

- Aprons, bags

- Bibs, baby dresses

- Buttons, thread

- Hook and eye

- Zips

Foods/Fruits

- Types and classes

- Food conservation (dry,

fry, smoke)

- Fruit juice

- Laying the table

- Meals (Types and

planning)

- Conserve food and

fruits

- Identify items used in

laying the table

- Lay the table

- Differentiate meals for

different people and

occasions

Foods/Fruits

- Types and classes

- Food conservation

(dry, fry, smoke salt)

- Fruit juice and

cocktails

- Laying the table

- Types of meals

- Conserve different

types of food/fruits

- Produce fruit juice/

cocktail

- Lay the table

appropriately

- Comply with

appropriate table

manners food hygiene

- Demonstration

- Simulation and make

belief

- Group and individual

projects

- Practice sessions

- Real objects like

table mats, cloth,

disposable or real

cutlery, paper

napkins, water, cups,

bowl, plates, fruits,

cutting board, grater,

blender, mortar and

pestle

[Printed page 78 / PDF page 77]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit /Ccontents

Expected Learning

Outcomes

Unit/Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

Materials

Laundry

- Laundry materials and

equipment

- Identify laundry

materials and

equipment

- Manage laundry

equipment

Laundry

- Laundry materials

- Manage laundry

equipment

- Demonstration

- Practice sessions

- Laundry materials

and equipment

- Illustrative charts

Housecraft

Equipment

- Furniture

- Kitchen utensils

- Identify household

equipment and

materials

- Manage house hold

equipment and

materials

- Keep belongings and

environments clean at

all times

Housecraft

Equipment

- Furniture

- Kitchen utensils

- Manage household

equipment and

materials

- Manage their

belongings and keep

their environments

clean at all times

- Demonstration

- Projects

- Simulations

- Practice sessions

- House equipment

and materials

- Relevant charts

- Detergents

Sections of the house

- Sitting room (Parlour)

- Kitchen

- Bedroom

- Veranda

- Toilets

- Identify different

sections of the house

- Care for their

bedrooms and veranda

- Respect the uses of the

various sections of the

house

Sections of the house

- Sitting room (Parlour)

- Kitchen

- Bedroom

- Veranda

- Toilets

- Identify different

sections of the house

- Care for their

bedrooms and veranda

- Respect the uses of the

various sections of the

house

- Demonstration

- Projects

- Role-play and

simulations

- Real objects like

beddings, bathings,

kitchen utensils

- Magazines

- Detergents

Vocational Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 79 / PDF page 78]

Arts and crafts

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit /Ccontents

Expected Learning

Outcomes

Unit/Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Toolbox

- Moulder

- Carpenter

- Weaver

- Sculptor

- Painter

- Constitute a tool box

- Use tools for minor

maintenance

- Produce different

objects

- Clean tools

- Practise different crafts

Toolbox

- Moulder

- Carpenter

- Weaver

- Sculptor

- Painter

- Constitute a tool box

- Use tools for minor

maintenance

- Produce different

objects

- Clean tools

- Show interest in

craftsmanship

- Demonstration

- Role-play and

simulations

- Classifi cation

- Stones

- Mould

- Weaving loom

- Painting brush

- Utility knife

- Hammar, nails

- Rounded head scissors

Crafts

- Moulding

- Carpentry

- Weaving

- Decoration

- Sculpting

- Painting

- Identify materials for

various crafts

- Produce different

artistic objects

- Practise craftsmanship

- Decorate the

classroom

Crafts

- Moulding,

- Carpentry

- Weaving,

- Decoration

- Sculpting

- Painting

- Gather materials

- Treat materials

- Use materials to

produce objects

- Practise craftsmanship

- Decorate the classroom

- Demonstration

- Projects

- Role-play and

simulations

- Practice sessions

- Cooperative learning

- Stones, sticks, leaves

- Paper, pith, grass, feather

- Shells, scales, grains

- Beads, strings, thread

- Cloth, clay/ soil, dough

- Rounded needles, corks

- Rounded head scissors

Folding

- Fold papers, leaves

to produce variety

of objects following

given dimensions

Fabricating objects

- Ropes, balls, broom,

blinds

- Fold papers, leaves

to produce variety

of objects following

given dimensions

- Practical work

- Projects

- Assignments

- Demonstration

- Leaves, paper, strings

- Cloth, newspapers

- Used clothes

- Scraps from tailor's shop

Cutting objects

- Cut different materials

to produce shapes,

figures, objects

- Use materials from

the environment to

produce different

objects

Cutting objects

- Cut different materials

to produce shapes,

figures and objects

- Produce different

objects

- Practical work

- Projects

- Assignments

- Demonstration

- Paper, pith, grass,

newspapers, rounded

needles

- Scissors, cloth, rubber,

ropes, balls, broom, blinds

- Used clothes

Vocational Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 80 / PDF page 79]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit /Ccontents

Expected Learning

Outcomes

Unit/Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic

Materials

Moulding

- Prepare moulding paste

using right quantities

- Mould objects, shapes

and figures

Moulding

- Prepare moulding paste

using right quantities

- Mould objects, shapes and

figures

- Practical work

- Projects

- Assignments

- Demonstration

- Presentation

- Explanation

- Experiments

- Pith, frames

- Clay, dough

- Paper marche

- Paper, newspapers

Agro-Pastoral Farming

Tools

- Agricultural tools

- Use agricultural tools

appropriately

- Clean agricultural tools

- Practise agriculture

- Agricultural tools

- Use agricultural tools

- Maintain agricultural tools

- Clean agricultural tools

- Practise agriculture

- Practical work

- Demonstration

- Collaborative learning

- Cutlass

- Hoe

- Digger

- Rake

- Digger

Farming and Gardening

- Plants

- Plant trees and fl owers

- Care for plants and

fl owers

Farming and

Gardening

- Plants

- Planting distances

- Flower beds

- Vegetable garden

- Plant trees and fl owers

- Plant crops

- Care for plants and crops

- Practical work

- Demonstration

- Collaborative learning

- Agricultural tools

- Flowers, crops,

trees

- Seeds, seedlings

- Gloves

- Watering can

Soil enrichment

- Prepare the soil for

planting using compost

- Soil enrichment

- Prepare the soil for planting

using compost

- Use enriched soil to boost

plant growth

- Practical work

- Demonstration

- Collaborative learning

- Gloves

- Dung, droplings

- Compost

Seed germination

- Conditions necessary for

seed germination

- Plant seeds in

containers

Seed germination

- Plant seeds

- Practical work

- Demonstration

- Collaborative learning

- Seeds

- Used buckets and

tyres

Livestock farming

- Pig farming, poultry

farming

- Cattle rearing

- Snail farming

- Rabbit rearing

- Prepare animal feed

- Feed animals

- Clean animal cages

Livestock farming

- Pig farming, poultry

farming

- Cattle rearing

- Snail farming

- Rabbit rearing

- Feed animals

- Care for animals

- Clean animals' cage

- Practical work

- Demonstration

- Collaborative learning

- Projects

- Food leftovers,

fish, soya beans

- Snails, chicks

Vocational Studies ccontents, expected learning outcomes, suggested methodology and didactic materials

Needle Work and Openings

Term: Home Economics

Sub-topics:

Materials / needle work equipment
Stitches (Class 4: running stitch, chain stitch)
Seams (Class 4: plain, run and fell, overlapped)
Class 3 openings: Continuous strip opening, Face slit opening, Flit continuous opening, Bound opening, Box pleat opening
Class 4: Types of openings

Key content:

Materials / needle work equipment
Stitches (Class 4: running stitch, chain stitch)
Seams (Class 4: plain, run and fell, overlapped)
Class 3 openings: Continuous strip opening, Face slit opening, Flit continuous opening, Bound opening, Box pleat opening
Class 4: Types of openings

Fastenings

Term: Home Economics

Sub-topics:

Button and hole / buttons and button hole
Hook and eye
Zip
Needle work articles (Class 3)

Key content:

Button and hole / buttons and button hole
Hook and eye
Zip
Needle work articles (Class 3)

Foods/Fruits

Term: Home Economics

Sub-topics:

Types and classes
Food conservation (dry, fry, smoke; Class 4 also salt)
Fruit juice (Class 4: and cocktails)
Laying the table
Meals / Types of meals (and planning)

Key content:

Types and classes
Food conservation (dry, fry, smoke; Class 4 also salt)
Fruit juice (Class 4: and cocktails)
Laying the table
Meals / Types of meals (and planning)

Laundry

Term: Home Economics

Sub-topics:

Laundry materials and equipment

Key content:

Laundry materials and equipment

Housecraft Equipment

Term: Home Economics

Sub-topics:

Furniture
Kitchen utensils

Key content:

Furniture
Kitchen utensils

Sections of the house

Term: Home Economics

Sub-topics:

Sitting room (Parlour)
Kitchen
Bedroom
Veranda
Toilets

Key content:

Sitting room (Parlour)
Kitchen
Bedroom
Veranda
Toilets

Toolbox

Term: Arts and Crafts

Sub-topics:

Moulder
Carpenter
Weaver
Sculptor
Painter

Key content:

Moulder
Carpenter
Weaver
Sculptor
Painter

Crafts

Term: Arts and Crafts

Sub-topics:

Moulding
Carpentry
Weaving
Decoration
Sculpting
Painting

Key content:

Moulding
Carpentry
Weaving
Decoration
Sculpting
Painting

Folding (Class 3) / Fabricating objects (Class 4)

Term: Arts and Crafts

Sub-topics:

Fold papers, leaves to produce variety of objects following given dimensions
Class 4: Ropes, balls, broom, blinds

Key content:

Fold papers, leaves to produce variety of objects following given dimensions
Class 4: Ropes, balls, broom, blinds

Cutting objects

Term: Arts and Crafts

Sub-topics:

Cut different materials to produce shapes, figures, objects

Key content:

Cut different materials to produce shapes, figures, objects

Moulding

Term: Arts and Crafts

Sub-topics:

Prepare moulding paste using right quantities
Mould objects, shapes and figures

Key content:

Prepare moulding paste using right quantities
Mould objects, shapes and figures

Tools

Term: Agro-Pastoral Farming

Sub-topics:

Agricultural tools

Key content:

Agricultural tools

Farming and Gardening

Term: Agro-Pastoral Farming

Sub-topics:

Plants
Class 4 also: Planting distances, Flower beds, Vegetable garden

Key content:

Plants
Class 4 also: Planting distances, Flower beds, Vegetable garden

Soil enrichment

Term: Agro-Pastoral Farming

Sub-topics:

Prepare the soil for planting using compost

Key content:

Prepare the soil for planting using compost

Seed germination

Term: Agro-Pastoral Farming

Sub-topics:

Class 3: Conditions necessary for seed germination; plant seeds in containers
Class 4: Plant seeds

Key content:

Class 3: Conditions necessary for seed germination; plant seeds in containers
Class 4: Plant seeds

Livestock farming

Term: Agro-Pastoral Farming

Sub-topics:

Pig farming, poultry farming
Cattle rearing
Snail farming
Rabbit rearing

Key content:

Pig farming, poultry farming
Cattle rearing
Snail farming
Rabbit rearing

Arts

Arts fosters the learner's imagination, critical thinking skills, problem-solving, creativity and aesthetic

skills. Arts ccontents should engage, inspire and challenge learners, equipping them with knowledge

and skills that can enable them create their own artistic designs. Through this subject, the learner

acquires the spirit of open-mindedness and cultivates the attitude to appreciate beauty and develop his/

her capacity for concentration, self-esteem, sense of sharing, assiduity, team spirit and patriotism. As

learners progress, they should be able to think critically and develop a more rigorous understanding

of arts. This subject aims at ensuring that all learners produce creative works, explore their ideas

and record their experiences, thus becoming effi cient in drawing, painting and other art and design

techniques.

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

• Practice of physical, sports and artistic activities

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

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

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

The components of the subject are presented in figure 9.

Figure 9: Components of Arts

Terminal Learning Outcomes

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

• create arts objects

• draw imaginative and creative literary images expressing feelings and emotions

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

• show interest in morality and appropriate life styles

Evaluation Criteria

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

Table 14: Terminal Learning Outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

• Create arts objects

• Draw imaginative and creative

literary works expressing

feelings and emotions

• Use voice, body and/or

inanimate objects conveying

feelings and emotions

• Manifest moral rectitude and

appropriate life styles

• Compliance with guidelines and techniques (correct use of

geometric shapes and colours

• Ability to write imaginatively, creatively expressing original

thoughts

• Ability to create and sing a song

• Synchronization between voice variations and percussion.

• Ability to convey feelings and thoughts through music

• Mastery of the stage and respect for the text

• Ability to act a role freely

• Ability to recognize and use appropriate costumes, makeup and hairstyles

• Ability to create and execute dance techniques

• Decent looks, behaviour, and lifestyle.

Physical Education and Sports

Subject outcomes and teaching guidance from the national curriculum

[Printed page 81 / PDF page 80]

Ccontents of Arts

Table 26: Arts ccontents, expected learning outcomes, suggested methodology and didactic materials

Visual arts

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit /Ccontents

Expected Learning

Outcomes

Unit/

Ccontents

Expected Learning

Outcomes

Teaching /Learning

Strategies

Didactic Materials

Painting

- Materials

- Paints

- Identify painting materials

- Paint objects using

appropriate colour

combinations

- Appreciate beauty in

painting

Painting

- Materials

- Paints

- Identify painting materials

- Paint artworks using

appropriate colour

combinations

- Appreciate beauty in

painting

- Individual work

- Collaborative work

- Demonstration

- Cooperative learning

- Painting

- Charts/pictures

- Painting brush, paints,

masks

- Gloves, buckets, water

- Audio-visual aids

Photography

- Materials

- Snapping/photos

- Identify various devices

used in photography

- Record events through

photography

- Practise photography

Photography

- Materials

- Take

photographs

- Describe the importance of

photography

- Snap pictures using

appropriate focus

- Identify various devices

used in photography

- Record events through

photography

- Practise photography

- Individual and

collaborative work

- Practice sessions

- Demonstration

- Cooperative learning

- Posing

- Pictures, cameras

- Smart phones, battery

- Waters, gloves, masks

- Paper, envelops, fi lms

Architecture

- Materials

- House plans

- Identify the job of an

architect

- Identify materials used by

an architect

- Draw miniature house

plans

Architecture

Materials

House plans

- Describe the importance of

an architect

- Identify materials used by

an architect

- Draw miniature house

plans and houses

- Individual and

collaborative work

- Guided tours to

building sites

- Demonstration

- Cooperative learning

- Charts/pictures, stencils

- Rulers, cardboard,

pencils/pens

- Felt pens

[Printed page 82 / PDF page 81]

Performing Arts

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic

Materials

Dance

- Dance steps

- Rhythm

- Traditional and

modern dance steps

- Identify various

dance steps

- Dance following the

customs and traditions

of the people

- Display self-esteem

Dance

- Dance steps

- Reproduce dance steps from

various parts of the country

- Execute at least one foreign

dance step

- Display self-esteem

- Singing and dancing

- Demonstrations from

skilled persons

- Cooperative learning

- Miming and mimicking

- Songs, tapes, drums

- Xylophones, guitar

- Whistles, gongs

- Flutes, rattles, bands

- Costumes

Music

- Musical

instruments

- Rhythms, melodies

and parts

Sol-fa notations

- Play musical

instruments of their

choice

- Sing respecting

pitch and intonation

- Produce music and

entertain

Music

- Musical

instruments

- Rhythms, melodies

and parts

- Sol-fa notations

- Distinguish traditional

musical instruments from

modern ones

- Play musical instruments of

their choice

- Sing following parts

- Produce music and entertain

- Singing

- Conducting

- Cooperative learning

- Humming

- Chanting

- Songs, tapes, resource

persons, drums

- Xylophones, guitar

- Whistles, gongs

- Flutes, bands

- Costumes, mouth

organ, piano

- Trumpets, rattles

- Violins, cymbals

Theatre/Drama

- Sketches/Poems

- Stage plays

- Act roles following

scripts

- Demonstrate silent

stage performance

Theatre/Drama

- Sketches/Poems

- Stage plays

- Write short sketches

- Perform on stage following

different prompts

- Show interest in taking up

roles for entertainment

- Role-play

- Dramatization

- Cooperative learning

- Imitation/mimicking

- Demonstration

- Costumes, sketches

- Musical instruments -

Audio-visual aids

Arts ccontents, expected learning outcomes, suggested methodology and didactic materials

Painting

Term: Visual Arts

Sub-topics:

Materials
Paints

Key content:

Materials
Paints

Photography

Term: Visual Arts

Sub-topics:

Materials
Snapping/photos (Class 3)
Take photographs (Class 4)

Key content:

Materials
Snapping/photos (Class 3)
Take photographs (Class 4)

Architecture

Term: Visual Arts

Sub-topics:

Materials
House plans

Key content:

Materials
House plans

Dance

Term: Performing Arts

Sub-topics:

Dance steps
Rhythm (Class 3)
Traditional and modern dance steps (Class 3)
Class 4: dance steps from various parts of the country; at least one foreign dance step

Key content:

Dance steps
Rhythm (Class 3)
Traditional and modern dance steps (Class 3)
Class 4: dance steps from various parts of the country; at least one foreign dance step

Music

Term: Performing Arts

Sub-topics:

Musical instruments
Rhythms, melodies and parts
Sol-fa notations

Key content:

Musical instruments
Rhythms, melodies and parts
Sol-fa notations

Theatre/Drama

Term: Performing Arts

Sub-topics:

Sketches/Poems
Stage plays

Key content:

Sketches/Poems
Stage plays

Physical Education and Sports

Physical Education and Sports is a set of physical activities that contributes to the physical, moral

health and social development of the learner. It promotes a harmonious construction of the body and

makes the learner fi t to perform individual and collective tasks. It is through physical and sporting

activities that the child's brain internalizes the foundations of laterality (left/right), directionality (up,

down, in, out) and position in space (over, under, behind). These are concepts that are important to

the learner's mathematical thinking, vocabulary development, reading and writing skills. Physical

Education and Sports remains an effective educational tool as it develops learners' mental capacities

through body fi tness activities.

This subject has been developed from a domain that was derived from the following core skills:

• Practice of physical, sports and artistic activities

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

The components of the subject are presented in figure 10.

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

Terminal Learning Outcomes

Physical Education and Sports enables the learners to:

• discover his/her body

• practise social and interpersonal communication skills

• stimulate his/her physical, intellectual and emotional growth

• maintain a healthy body

Evaluation criteria

The terminal learning outcomes and evaluation criteria of Physical Education and Sports are

presented in table 15.

Table 15: Terminal Learning Outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

- Discover his/her body

- Practise social and interpersonal

communication skills

- Stimulate their physical, aff ective,

intellectual and emotional growth

- Maintain a healthy body

- Alertness, vigilance, posture

- Accuracy, respect of rules, fanfare, collaboration

- Respect of signals, endurance

- identify parts of the body and their roles

- Ability to carry out routine activities effectively

Subject outcomes and teaching guidance from the national curriculum

[Printed page 83 / PDF page 82]

Ccontents of Physical Education and Sports

Table 27: Physical Education and Sports ccontents, expected learning outcomes, suggested methodology and didactic materials

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit and Ccontents

Expected Learning

Outcomes

Unit and Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Movement/Rhythmic

Activities

- Balancing

- Matching, galloping

- Hopscotch

- Folk dance

- Ballet

- Pacing calisthenics

- Develop muscles through

different activities

that relate to their

environment

- Develop equilibrium

- Coordinate muscles and

the brain

Movement/Rhythmic

Activities

- Balancing, matching

- Galloping

- Hopscotch

- Folk dance

- Ballet

- Pacing calisthenics

- Develop muscles

through different

activities that relate to

their environment

- Develop equilibrium

- Coordinate muscles and

the brain

- Demonstration

- Illustrations

- Explanation

- Listening

observation and

imitation

-Whistles, ropes,

chalk, clay soil, wood

ash, balls, sportswear,

clappers, towel,

bucket, water

- Ballet costumes

Relays

- Touch and run

- Line picking

- Tunnel

- Zigzag

- Shuttle

- Develop a healthy,

graceful and balanced

body

- 4 by 100 metres

- Develop a healthy,

graceful and balanced

body

- Cherish healthy

competition

- Demonstrations

- Illustrations.

- Explanation

- Listening,

observation and

imitation

- Balls, cylinders,

sticks, ropes

- Wood ash

- Sportswear

Sprints

- 20 - 40 metres

- Run faster over a given

distance

- Maintain speed to go

through a required

distance

Sprints

- 40 - 60 metres

- Run faster over a given

distance

- Maintain speed to go

through a required

distance

- Demonstrations

- Illustrations

- Explanation

- Listening

observation and

imitation

- Clappers, whistles,

wood ash, water,

towel, bucket

Jumps

Rope jump

High jump

Long Jump

- Run to cross over an

obstacle

- Raise off the legs with

hands up and jump over

an obstacle

Jumps

- Rope jump

- High jump

- Long Jump

- Run to cross over an

obstacle

- Raise off the legs with

hands up and jump over

an obstacle

- Demonstrations

- Illustration

- Explanation

- Listening,

observation and

imitation

- Ropes, sticks,

whistles, bucket,

water, towel

- Sawdust

- Sportswear

[Printed page 84 / PDF page 83]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Unit and Ccontents

Expected Learning

Outcomes

Unit and Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Throws

- Shot put

- Javelin

- Discus

-Combine actions to

manipulate and project

objects

-Handle familiar objects of

different weights

-Identify a good position to

do throws

Throws

- Shot put

- Javelin

- Discus

-Combine actions to

manipulate and project

objects

-Handle familiar objects

of different weights

-Identify a good position

to do throws

- Demonstrations

- Illustrations.

- Explanation

- Listening,

observation and

imitation

- Spear

- Discus

- Towel

- Water

- Bucket

- Short put balls

Team Sports

- Football

- Handball

- Volleyball

- Basketball

- Table tennis

- Lawn tennis

- Handle a ball in various

team sports

- Follow the basic rules of

a game

- Identify the roles of each

player on a fi eld

- Play with mates

Team Sports

- Football

- Handball

- Volleyball

- Basketball

- Table tennis

- Lawn tennis

- Cricket

- Handle a ball in various

team sports

- Follow the basic rules

of a game

- Identify the roles of

each player on a fi eld

- Play with mates

- Demonstrations

- Illustrations

- Explanation

- Listening

observation and

imitation

- Balls, whistles

- Basket, nets, bats

- Tables, cuts, taps

- Pecks, paint, water

- Buckets, towel.

Gymnastics

- Cart wheel

- Forward roll

- Backward roll

- Head balance

- Hand balance

- Use different postures to

keep stability

- Move in different ways

using hands heads and

feet

- Cart wheel

- Forward roll

- Backward roll

- Head balance

- Use different postures

to keep stability

- Move in different ways

using hands and feet

- Demonstrations

- Illustrations.

- Explanation

- Listening,

observation and

imitation

- Whistles

- Buckets

- Towel

- Water

Physical Education and Sports ccontents, expected learning outcomes, suggested methodology and didactic materials

Movement/Rhythmic Activities

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Balancing
Matching, galloping
Hopscotch
Folk dance
Ballet
Pacing calisthenics

Key content:

Balancing
Matching, galloping
Hopscotch
Folk dance
Ballet
Pacing calisthenics

Relays

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Touch and run
Line picking
Tunnel
Zigzag
Shuttle
Class 4: 4 by 100 metres

Key content:

Touch and run
Line picking
Tunnel
Zigzag
Shuttle
Class 4: 4 by 100 metres

Sprints

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Class 3: 20-40 metres
Class 4: 40-60 metres

Key content:

Class 3: 20-40 metres
Class 4: 40-60 metres

Jumps

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Rope jump
High jump
Long Jump

Key content:

Rope jump
High jump
Long Jump

Throws

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Shot put
Javelin
Discus

Key content:

Shot put
Javelin
Discus

Team Sports

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Football
Handball
Volleyball
Basketball
Table tennis
Lawn tennis
Class 4 also: Cricket

Key content:

Football
Handball
Volleyball
Basketball
Table tennis
Lawn tennis
Class 4 also: Cricket

Gymnastics

Term: Physical Education and Sports (single table, no component split)

Sub-topics:

Cart wheel
Forward roll
Backward roll
Head balance
Hand balance (Class 3)

Key content:

Cart wheel
Forward roll
Backward roll
Head balance
Hand balance (Class 3)

National Languages and Cultures

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

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

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

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

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

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

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

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

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

skills:

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

one national language

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

transparency)

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

The components of the subject are presented in figure 11.

Figure 11: Components of National Languages and Cultures

Terminal Learning Objectives

After learning National Languages and Cultures, the learners will be able to:

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

• sing traditional songs fl uently

• perform cultural activities/scenes

• listen attentively without interrupting the speaker

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

• write correct and coherent sentences to pass across information

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are presented in table 16.

Table 16: Terminal Learning Outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

- Communicate appropriately using at least

fi ve sentences in any given context

- Sing traditional songs fl uently

- Perform cultural activities/scenes

- Listen attentively without interrupting the

speaker

- Read at least fi ve sentences and bring out

the meaning in a related theme.

- Write correct and coherent sentences to pass

across information in any given context

- Respect of rules related to the spoken

languages

- Audibility, fl uency, articulation, intonation in

speech

- Sustenance of dialogue and animation.

- Correctness of responses /correctness of

gestures/actions

- Correctness of form, coherence and neatness

in writing.

- Respect of rhythm and dance steps.

- Observance of interactions with others and

participation in projects.

Subject outcomes and teaching guidance from the national curriculum

[Printed page 85 / PDF page 84]

Ccontents of National Languages and Cultures

Table 28: National Languages and Cultures ccontents, expected learning outcomes, suggested methodology and didactic materials

Listening and Speaking

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Generalities on NLC

- My language

- Other languages in my

community or subdivision

- Name their languages

- Identify other languages

in the community

Generalities on

NLC

- My language

- Other languages in

my community or

division

- Name their languages

- Identify other

languages in the

community and

Division

- Discussion

- Demonstration

- Conservation and

dialogue

- Research and

assignments

- Charts/pictures

- Print documents

- Video and audio

clips

Elements of culture

-The palace/Lamidat

-The Traditional ruler

- Dressing

- Marriage

- Identify elements of

culture related to marriage

and dressing

- Dramatize a traditional

marriage ceremony

Elements of culture

-The palace/Lamidat

-The Traditional

ruler

- Dressing

- Marriage

- Identify elements

of culture related to

marriage and dressing

- Dramatize a

traditional marriage

ceremony

- Discussion

- Demonstration

- Illustration

- Conservation

- Role-play and

dramatization

- Excursion

- Traditional objects

used during a

traditional marriage

ceremony

- Traditional attires

- Charts/pictures

- Video and audio

clips

The family

-Members of a nuclear

family

-Letters of the General

Alphabets for Cameroonian

Languages

- Identify letters and

sounds of the GACL in

words related to members

of a nuclear family

- Replace syllables in

given words

- Complete missing

syllables in words

The family

- Letters of the

GACL

- Members of an

extended family

-Use the letters and

sounds of the GACL to

produce syllables and

words related to family

members

-Use short sentences to

tell where members of

extended family live

- Discussion

- Demonstration

- Illustration

- Conservation and

dialogue

- Real objects

- Video and audio

clips

- GACL fl ip chart

- Letter and word

cards

- Puzzles

[Printed page 86 / PDF page 85]

CLASS 3

CLASS 4

Suggested Methodology And Didactic

Materials

Units / Ccontents

Expected Learning

Outcomes

Units / Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Polite forms

- Responses

- Requests

- Use appropriate polite

responses and requests

- Address people appropriately

- Listen attentively

- Speak in turns using the right

intonation

Polite forms

- Requests

- Responses

- Use appropriate polite

responses and requests

- Address people

appropriately

- Listen attentively

- Speak in turns using the

right intonation

- Cooperative learning

- Flipped classroom

- Demonstrations

- Illustrations

- Simulation/role-play

- Real objects

- Charts/pictures

- Video and audio clips

Descriptions of

significant life

events

- Birth

- Marriage

- Enthronement

- Use appropriate words to

describe significant events

like birth, marriage and

enthronements

- Draw lessons from life events

- Show love for culture

Descriptions

- Signifi cant life

events

- Birth

- Marriage

- Enthronement

- Use appropriate

words to describe

significant events like

birth, marriage and

enthronements

- Draw lessons from life

events

- Show love for culture

- Cooperative learning

- Flipped classroom

- Discussions

- Demonstrations

- Illustrations

- Simulation/role-play

- Real objects

- Charts/pictures

- Video and audio clips

Sketches

- Based on

contexts of the

various ILTs

- Act roles

- Act sketches on various

themes

- Show love for acting

Sketches

- - Based on

contexts of the

various ILTs

- Act roles

- Act sketches on various

themes

- Show love for acting

- Flipped classroom

- Discussions

- Demonstrations

- Simulation/role-play

- Traditional costumes

- Short sketches

- Charts/pictures

- Video and audio clips

Oral traditions

- Stories

- Folktales

- Songs

- Recount short stories

- Sing songs

- Narrate tales

- Develop the art of eloquence

Oral traditions

- Stories

- Folktales

- Songs

- Sketches

- Recount short stories

- Sing songs

- Narrate tales

- Entertain people using

oral traditions

- Develop the art of

eloquence

- Cooperative learning

- Flipped classroom

- Discussions

- Demonstrations

- Recitations/ singing

- Dialogue

- Simulation/role-play

- Real objects

- Charts/pictures

- Video and audio clips

- Folk tales and songs

- Storybooks

National Languages and Cultures ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 87 / PDF page 86]

Reading

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units /Ccontents

Expected Learning

Outcomes

Units/Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

- Simple words

with two or more

syllables

- Read two or more-syllable

words correctly

- Simple words with

two or more syllables

- Read two or more

syllable words

correctly

- Cooperative learning

- Demonstrations

- Illustration

- Simulation/role-play

- Reading aloud

- Real objects

- Charts/pictures

- Print documents

- GACL fl ip chart

- Letter and word cards

Reading aloud

- Short messages

of two or more

sentences

- Read Short messages of

two or more sentences

- Use appropriate words to

describe pictures

Reading aloud

- Short messages

of two or more

sentences

- Read Short messages

of two or more

sentences

- Use appropriate words

to describe pictures

- Cooperative learning

- Discussions

- Pair work

- Real objects

- Charts/pictures

- Print documents

- Letter and word cards

- Puzzles

Numbers 1 - 30

Read numbers from 1 to 30

Numbers 1-50

Read numbers from 1 to

- Cooperative learning

- Flipped classroom

- Illustration

- Counting

- Real objects

- Charts/pictures

- Number cards

- Puzzles

Writing

Short messages

of two or more

sentences

- Write short messages of

two or more sentences

- Express the desire of

writing words in national

languages correctly

- Short messages

of two or more

sentences

- Picture reading

- Write short messages

of two or more sentences

- Express the desire of

writing words in national

languages correctly

- Cooperative learning

- Flipped classroom

- Discussions

- Demonstrations

- Illustration

- Real objects

- Charts/pictures

- Video and audio clips

- Short texts

Simple words

with two or more

syllables

Write two or more syllable

words correctly

Simple words with

two or more syllables

Write simple, two or

more syllables words

correctly

- Cooperative learning

- Flipped classroom

- Demonstrations

- Illustration

- Real objects

- Charts/pictures

- Print documents

- word cards

Numbers1 - 30

Write numbers from 1 to 30

Numbers 1-50

Write numbers from 1

to 50

- Cooperative learning

- Demonstrations

- Illustration

- Writing

- Writing material

- Charts

- Number cards

- Puzzles

National Languages and Cultures ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 88 / PDF page 87]

Grammar

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units /Ccontents

Expected Learning

Outcomes

Units/Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Parts of speech

(nouns, verbs,

adjective)

-Short messages

of two or more

sentences

- Use various parts of speech

in sentences correctly

Parts of speech

(nouns, verbs,

adjectives, adverb)

-Short messages

of two or more

sentences

- Use various parts of

speech in sentences

correctly

- Cooperative learning

- Flipped classroom

- Discussions

- Demonstrations

- Illustration

- Real objects

- Charts/pictures

- Print documents

- GACL fl ip chart

Dialogue and

conversations

- Handle a conversation in a

national language

Dialogue and

conversation

- Handle a conversation

in a national language

- Cooperative learning

- Flipped classroom

- Discussions

- Demonstrations

- Illustration

- Real objects

- Charts/pictures

- Number cards

- Puzzles

Sound

recognition

Simple words

- Read simple words

correctly

- Show interest in reading

Simple words

- th – tm – tb

-Symbols of

phonemes (GACL)

- Read simple words

correctly

- Show interest in reading

- Cooperative learning

- Reading aloud

- Discussions

- Demonstrations

- Illustration

- Real objects

- Charts/pictures

- Puzzles

- GACL fl ip chart

Vocabulary

Simple words

drawn from the

various ILT

- Use new words in a

conversation

- Show love for learning new

words and languages

Vocabulary

- Months and seasons

of the year

- Simple words

drawn from the

various ILT

- Use new words in a

conversation

- Show love for learning

new words and languages

- Cooperative learning

- Flipped classroom

- Discussions

- Demonstrations

- Simulation/role-play

- Real objects

- Charts/pictures

- Letter and word cards

- Puzzles

National Languages and Cultures ccontents, expected learning outcomes, suggested methodology and didactic materials

Generalities on NLC

Term: Listening and Speaking

Sub-topics:

My language
Other languages in my community or subdivision (Class 4: division)

Key content:

My language
Other languages in my community or subdivision (Class 4: division)

Elements of culture

Term: Listening and Speaking

Sub-topics:

The palace/Lamidat
The Traditional ruler
Dressing
Marriage

Key content:

The palace/Lamidat
The Traditional ruler
Dressing
Marriage

The family

Term: Listening and Speaking

Sub-topics:

Members of a nuclear family (Class 3) / extended family (Class 4)
Letters of the General Alphabet for Cameroonian Languages (GACL)

Key content:

Members of a nuclear family (Class 3) / extended family (Class 4)
Letters of the General Alphabet for Cameroonian Languages (GACL)

Polite forms

Term: Listening and Speaking

Sub-topics:

Responses
Requests

Key content:

Responses
Requests

Descriptions of significant life events

Term: Listening and Speaking

Sub-topics:

Birth
Marriage
Enthronement

Key content:

Birth
Marriage
Enthronement

Sketches

Term: Listening and Speaking

Sub-topics:

Based on contexts of the various ILTs

Key content:

Based on contexts of the various ILTs

Oral traditions

Term: Listening and Speaking

Sub-topics:

Stories
Folktales
Songs
Class 4 also: Sketches

Key content:

Stories
Folktales
Songs
Class 4 also: Sketches

Simple words with two or more syllables

Term: Reading

Sub-topics:

Read two or more-syllable words correctly

Key content:

Read two or more-syllable words correctly

Reading aloud

Term: Reading

Sub-topics:

Short messages of two or more sentences

Key content:

Short messages of two or more sentences

Numbers (Class 3: 1-30 / Class 4: 1-50)

Term: Reading

Sub-topics:

Read numbers

Key content:

Read numbers

Short messages of two or more sentences

Term: Writing

Sub-topics:

Write short messages
Class 4 also: Picture reading

Key content:

Write short messages
Class 4 also: Picture reading

Simple words with two or more syllables

Term: Writing

Sub-topics:

Write two or more syllable words correctly

Key content:

Write two or more syllable words correctly

Numbers (Class 3: 1-30 / Class 4: 1-50)

Term: Writing

Sub-topics:

Write numbers

Key content:

Write numbers

Parts of speech

Term: Grammar

Sub-topics:

Class 3: nouns, verbs, adjective
Class 4: nouns, verbs, adjectives, adverb
Short messages of two or more sentences

Key content:

Class 3: nouns, verbs, adjective
Class 4: nouns, verbs, adjectives, adverb
Short messages of two or more sentences

Dialogue and conversations

Term: Grammar

Sub-topics:

Handle a conversation in a national language

Key content:

Handle a conversation in a national language

Sound recognition

Term: Grammar

Sub-topics:

Simple words
Class 4 also: th - tm - tb; Symbols of phonemes (GACL)

Key content:

Simple words
Class 4 also: th - tm - tb; Symbols of phonemes (GACL)

Vocabulary

Term: Grammar

Sub-topics:

Simple words drawn from the various ILT
Class 4 also: Months and seasons of the year

Key content:

Simple words drawn from the various ILT
Class 4 also: Months and seasons of the year

Information and Communication Technologies (ICTs)

Digital literacy underscores the cultural changes produced by the development and transmission

of Information and Communication Technologies (ICTs). The achievement of Cameroon's 2035

Vision will also depend on the country's potentials to be transformed into an information-based or

knowledge-based society in which information processing, knowledge management and creation are

essential features that guarantee success. The 21st century is considered as the information era and

learners are expected to use ICTs to access valuable and updated resources in order to break the digital

divide. Digital literacy does not only refer to computers but has evolved to include telephones, iPad,

the internet and all forms of social media. With rapid growth in the number of parents buying digital

devices for their children and not being able to control what the children do with these devices, it is

important that education takes over its responsibilities. This domain aims at empowering learners with

technological skills for present and future actions and it is developed through ICTs.

Information and Communication Technologies (ICTs)

The use of Information and Communication Technologies is an integral part of the modern society.

Information is regarded as a valuable asset for all individuals. The ability to construct knowledge from

the information gathered is by and large seen as a vital survival skill in today's society. ICTs will be

most relevant and meaningful for pupils if they are used in relation to their immediate environment.

Although ICT is universal, it is only by contextualization and application that pupils understand and

appreciate its use. Where learning materials can only give general examples, it is recommended that

the teacher uses local examples instead. ICT has the potential to stimulate pupils to engage in, enjoy

and love learning. Before teaching a specific ICT skill, teachers are encouraged to introduce a specific

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

curriculum such as Mathematics, English, Science and Technology.

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

skills:

• Use of basic information and communication technology concepts and tools

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

The components of the subject are illustrated in figure 12.

Figure 12: Components of Information and Communication Technology

Terminal Learning Outcomes

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

• use computer equipment and ICT tools

• perform basic word processing

• produce basic Spreadsheets

• apply basic health and safety measures when using computers and other ICT devices

• practise basic computational thinking

• use ICTs responsibly

Evaluation Criteria

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

Table 17: Terminal Learning Outcomes and Evaluation Criteria

Terminal Learning Outcomes

Evaluation Criteria

- Use computer equipment and ICT tools

- Perform basic word processing

- Produce basic Spreadsheet

- Apply basic health and safety measures when

using computers and other ICT devices

- Practise basic computational thinking

- Use ICTs responsibly

- Ability to identify ICT tools and their parts

- Correct use of ICT tools

- Ability to use the key board

- Identify productivity software and launch

them

- Respect of health, hygiene and safety rules

while manipulating ICT tools.

- Ability to explain computational concepts

using real world situations

Subject outcomes and teaching guidance from the national curriculum

[Printed page 89 / PDF page 88]

Ccontents of Information and Communication Technologies

Table 29: ICT ccontents, expected learning outcomes, suggested methodology and didactic materials

Basic knowledge of a Computer System and ICT Tools

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units /Ccontents

Expected Learning

Outcomes

Units/Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

The components of a

Computer System Unit

- keyboard

- mouse

- monitor

- printer

- scanner

- external drives

- speakers/microphones

- Describe the role of

each component

- Explain the

importance of each

component

- Comply with

the attitude of

collaboration

Input and output

devices

- Input devices

- output

Operating systems

Windows

Ubuntu (Linux)

- Differentiate input

from output devices

- Explain the

importance of the

components

- Describe the

functions of

operating systems

- Explain the

importance of

operating systems

- Demonstration

- Discussions

- Questions and

answers

- Field trips

- Outdoor lessons

- Computer equipment:

monitor, keyboard,

mouse, central

processing unit, printer,

external, drives speakers,

microphones

- Charts containing

pictures of the different

components

- Locally fabricated

materials (models)

- Related textbooks

Computers inbuilt

components

- Tablets

- Laptop

- Personal digital assistant

- Identify computers

within built

components

- Distinguish between

these computers and

other types

- Advise someone on

the type of computer

to buy

Computers inbuilt

components

Tablets

Laptops

Personal digital

assistant

- Describe the

characteristics of

computers inbuilt

components

- Manipulate inbuilt

computers

- Advise someone of

a choice of computer

to buy

- Demonstration

Discussions

- Questions and

answer

- Field trips

- Outdoor lessons

- Tablets

- Laptops

- Personal digital

assistant

- Charts containing

pictures of the different

components listed

above

- Locally fabricated

materials (models)

- Related textbooks

[Printed page 90 / PDF page 89]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units /Ccontents

Expected Learning

Outcomes

Units/Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

ICT devices that require

software to function

- Computers

- Mobile telephones

- Tablets

- Identify some ICT

devices that require

software to function

- Explain how these

devices function

ICT devices that

require software to

function

- Powering on and off

ICT devices

- Mobile telephones

- Tablet devices and

the computer

-Use ICT devices that

require software to

function

-Demonstrate the

process of powering on

and off the devices

- Demonstration

- Discussions

- Questions and

answers

- CL

- Practice sessions

-ICT devices

-Charts containing pictures

related to the ccontents

-Locally fabricated

materials (models)

-Related textbooks

Importance of a

computer in school and

beyond

- Uses of computers

in schools and in the

society.

- Explain the importance

of a computer in school

and beyond

- Use computers

responsibly

Importance of a

computer in school

and beyond

- Uses of computers

in schools and in the

society.

- Explain the

importance of a

computer in school and

beyond

- Use computers

responsibly

- Demonstration

- Discussions

- Questions and

answers

- CL

- ICT devices

- Charts containing

pictures related to the

ccontents

- Related textbook

Uses of the keyboard

- Typing: reinforcement

of space bar and

backspace using a

Notepad

- Lower and upper case

characters in typing

- Use the keyboard of

a computer to key in

letters and figures in the

computer

- Explain how

information is keyed

into a computer using a

keyboard

Uses of the Keyboard

- Typing: using special

keys

- Combining lower

and upper case

characters and

numbers

- Shortcuts

- Use the special keys

of a keyboard to key

in information in a

computer

- Explain the

importance of shortcuts

- Demonstration

- Practice sessions

- CL

- Functional computer

- Charts containing

pictures related to the

ccontents

- Related textbooks

ICT ccontents, expected learning outcomes, suggested methodology and didactic materials

[Printed page 91 / PDF page 90]

CLASS 3

CLASS 4

Suggested Methodology and Didactic

Materials

Units /Ccontents

Expected Learning

Outcomes

Units/Ccontents

Expected Learning

Outcomes

Teaching/Learning

Strategies

Didactic Materials

Functions of the

mouse

- Applications

- Start menu

- Objects on the

desktop of a

computer

- Describe the functions of

a mouse

- Select and drag objects

on the desktop

- Use newly acquired

vocabulary

Functions of the

Mouse

- Applications

- Start menu objects

on the desktop of a

computer

- Describe the functions

of a mouse

- Identify the parts of a

mouse

- Use the mouse to

scroll, select, cut and

paste objects on the

desktop

- Demonstration

- Questions and

answers

- Practice sessions

- CL

- Functional computer

- Charts and pictures

related to the ccontents

- Related textbooks

ICT Productivity Tools

Word processor

- Basic functions of

word processor

- The tool bar

- Identify the Word icon on

a desktop program menu

- Load a word processor

using the icon desktop or

the program menu

- Recognise that Word

Processor is used to

facilitate the treatment of

text

- Typing short

passages into a

word processor

- Inserting line

spacing, , header,

footer and bullets

- numbering pages

- Type short passages

into a word processor

- Format texts

- Demonstration

- Questions and

answers

- Field trips

- Outdoor lessons

- Simulation

- Functional computer

- Charts and pictures

The components of a Computer System Unit (Class 3) / Input and output devices and Operating systems (Class 4)

Term: Basic Knowledge of a Computer System and ICT Tools

Sub-topics:

Class 3: keyboard, mouse, monitor, printer, scanner, external drives, speakers/microphones
Class 4: Input devices, output devices; Operating systems - Windows, Ubuntu (Linux)

Key content:

Class 3: keyboard, mouse, monitor, printer, scanner, external drives, speakers/microphones
Class 4: Input devices, output devices; Operating systems - Windows, Ubuntu (Linux)

Computers inbuilt components

Term: Basic Knowledge of a Computer System and ICT Tools

Sub-topics:

Tablets
Laptop / Laptops
Personal digital assistant

Key content:

Tablets
Laptop / Laptops
Personal digital assistant

ICT devices that require software to function

Term: Basic Knowledge of a Computer System and ICT Tools

Sub-topics:

Computers
Mobile telephones
Tablets
Class 4 also: Powering on and off ICT devices

Key content:

Computers
Mobile telephones
Tablets
Class 4 also: Powering on and off ICT devices

Importance of a computer in school and beyond

Term: Basic Knowledge of a Computer System and ICT Tools

Sub-topics:

Uses of computers in schools and in the society

Key content:

Uses of computers in schools and in the society

Uses of the keyboard

Term: Basic Knowledge of a Computer System and ICT Tools

Sub-topics:

Class 3: Typing - reinforcement of space bar and backspace using a Notepad; lower and upper case characters
Class 4: Typing using special keys; combining lower and upper case characters and numbers; Shortcuts

Key content:

Class 3: Typing - reinforcement of space bar and backspace using a Notepad; lower and upper case characters
Class 4: Typing using special keys; combining lower and upper case characters and numbers; Shortcuts

Functions of the mouse

Term: Basic Knowledge of a Computer System and ICT Tools

Sub-topics:

Applications
Start menu
Objects on the desktop of a computer
Class 4 also: parts of a mouse; scroll, select, cut and paste

Key content:

Applications
Start menu
Objects on the desktop of a computer
Class 4 also: parts of a mouse; scroll, select, cut and paste

Word processor

Term: ICT Productivity Tools

Sub-topics:

Class 3: Basic functions of word processor; The tool bar; identify and load a word processor
Class 4: Typing short passages into a word processor; inserting line spacing, header, footer and bullets; numbering pages; format texts

Key content:

Class 3: Basic functions of word processor; The tool bar; identify and load a word processor
Class 4: Typing short passages into a word processor; inserting line spacing, header, footer and bullets; numbering pages; format texts

Sources of information

Term: Internet and Communication

Sub-topics:

Newspapers
Television stations
Class 4 also: Credible information; ascertain credibility; citing sources of information

Key content:

Newspapers
Television stations
Class 4 also: Credible information; ascertain credibility; citing sources of information

Web browsers

Term: Internet and Communication

Sub-topics:

Internet Explorer
Mozilla Firefox
Google Chrome
Netscape

Key content:

Internet Explorer
Mozilla Firefox
Google Chrome
Netscape

Social media

Term: Internet and Communication

Sub-topics:

Facebook
WhatsApp
Skype
Acceptable conduct (Class 3)
Class 4: Requirements for creating a social media account; searching contacts; adding contacts

Key content:

Facebook
WhatsApp
Skype
Acceptable conduct (Class 3)
Class 4: Requirements for creating a social media account; searching contacts; adding contacts

Health and safety measures

Term: Health, Safety and Ethics

Sub-topics:

Sitting position
Dos and Don'ts around the ICTs
Health problems
Class 4 also: sit close to keyboard; adjust keyboard height and tilt; use wrist rests; position monitor properly

Key content:

Sitting position
Dos and Don'ts around the ICTs
Health problems
Class 4 also: sit close to keyboard; adjust keyboard height and tilt; use wrist rests; position monitor properly

Ethical norms (Class 4 only - 'Not applicable for this class' in Class 3)

Term: Health, Safety and Ethics

Sub-topics:

Privacy
Communication conduct

Key content:

Privacy
Communication conduct

Hygienic measures (Class 4 only - 'Not applicable for this class' in Class 3)

Term: Health, Safety and Ethics

Sub-topics:

Tidying the computer and other ICT devices

Key content:

Tidying the computer and other ICT devices

Programming

Term: Basic Notions of Computational Thinking

Sub-topics:

Class 3: Scratch Interface; Notions of sequence (move and turn, point, go and glide)
Class 4: Changing options; change costumes, backdrops and the size of a sprite; make a sprite say something; graphic effects; work with multiple sprites

Key content:

Class 3: Scratch Interface; Notions of sequence (move and turn, point, go and glide)
Class 4: Changing options; change costumes, backdrops and the size of a sprite; make a sprite say something; graphic effects; work with multiple sprites

Weekly pacing

Month / Period 1 — Integrated theme: THE HOME

English Language

Greetings
Songs / words
Songs — popular (traditional)

Mathematics

Month as printed: Monthly block 1 (first block in the section; headed 'MONTH / PERIOD 8 — COMMUNICATION' on p. 22 — see note)

Numbers up to 100; sets symbols; days of the week; 3D shapes; data collection
Numbers up to 100; elements of a set; months of the year; 4-dimensional shapes; presenting data
Numbers 101–500; equal and equivalent sets; ordinary / leap year; shapes; ranking
Number line; ranking — integration, assessment and remediation

Science and Technology

Month as printed: Monthly block 1

Parts of the body; tools; the immediate environment
Functions of the parts of the body; uses of tools; the school
Personal hygiene (care of the body); uses of tools; the community
Machines; the community — integration, assessment and remediation

French (Français)

Month as printed: Septembre

Contexte: le salon
La cuisine
Les toilettes
Les objets de la concession

Social Studies

Month as printed: Monthly block 1

History, geography, national emblems and greetings
Sources of history (newspapers, magazines); mountains; the National Anthem
Sources of history (letters and diaries); hills; administrative rulers; children's rights
Sources of history (government documents); valleys — integration, assessment and remediation

Vocational Studies

Month as printed: Monthly block 1

Needle work equipment; agricultural tools; tools of a moulder
Uses of needle equipment; the rake; the carpenter
Needle work equipment; the hoe; the pick axe; the weaver
Storage of needle work equipment — revision / assessment and remediation

Arts

Painting materials; dance steps (North West Region)
Painting materials; dance steps (Littoral Region)
Dance steps; rhythms
Rhythms, melodies and parts; dance steps — revision, assessment and remediation

P.E. & Sports

Relays, sprints and balancing — definitions
Jumps, throws, team sports and gymnastics — definitions
Importance of balancing and relays; postures
Jumps, throws and team sports (practical) — assessment and remediation

National Language & Cultures

Month as printed: Monthly block 1

Languages of the community; elements of culture
Marriage; other languages
The family; letters of the general alphabet
Letters of the general alphabet — integration

ICT

Month as printed: Monthly block 1

Components of a computer — keyboard and mouse
Components of a computer — scanner and printer
Components of a computer — monitor and speakers
External drives — assessment and remediation

Month / Period 2 — Integrated theme: THE VILLAGE AND TOWN

English Language

Polite language
Personalities in Town
Things found in the village
Integration, assessment and remediation

Mathematics

Month as printed: Monthly block 2

Mathematical symbols; types of sets; the four rules; parallel and intersecting lines; tallying
Even and odd numbers; formation of sets; metric system; addition on the number line; mapping and grid referencing
Prime and multiple numbers; element of a set; addition and subtraction of length; subtraction on the number line; frequency table
Factors; subsets — integration, assessment and remediation

Science and Technology

Month as printed: Monthly block 2

Human skeleton; parts of a sewing machine; living and non-living things
Human skeleton and types of bones; sense organs; living and non-living things
Parts of machines; types of food — integration, assessment and remediation

French (Français)

Month as printed: Octobre

Les activités économiques de la ville
Les structures de la ville
Activités économiques du village
Les structures du village

Social Studies

Month as printed: Monthly block 2

Buried objects; plains; traditional rulers
Sources of history (poems, songs or music); map of Cameroon — mountains; the motto
Sources of history (radio and television); map of Cameroon — hills / valleys; religious rulers; human rights
Sources of history (photographs); the motto — integration, assessment and remediation

Vocational Studies

Month as printed: Monthly block 2

Stitches; the spade; the sculptor
Seams; watering cans; the painter
Openings; agricultural tools; moulding
Openings (continued) — revision / assessment and remediation

Arts

Month as printed: Monthly block 2

Sol-fa notation; dance steps (Centre / South)
Objects to paint; painting of artworks; dance steps (West / East)
Dance steps; painting (continued)
Painting; traditional musical instruments — revision, assessment and remediation

P.E. & Sports

Matching; relay activities; importance of sprints; rope jump
Throwing steps; team sports methods; movement
Cart wheel; matching steps; touch and run; 20 metres
Rope jump rules; throwing 30 grams; football — integrated activity, assessment and remediation

National Language & Cultures

Month as printed: Monthly block 2

Polite forms of response
Request and response
Describing a significant life event — birth
Marriage — integration activity, assessment and remediation

ICT

Month as printed: Monthly block 2

(week cells largely blank in the dump for this block — see note)
Computer inbuilt components; ICT devices that require software

Month / Period 3 — Integrated theme: THE VILLAGE AND TOWN (heading as printed; the week's content is the school — see note)

English Language

The school environment
The classroom
School personalities
Integration, assessment and remediation

Mathematics

Month as printed: Monthly block 3

Common factors; union and intersection of sets; multiplication of length; 3D shapes; averages
Lowest common multiple; finite and infinite sets; conversion of length; 4D shapes; coordinate axis
Highest common factors; converting m to km; 3D and 4D shape problems; ordered pairs
Multiples; measurement of weight — integration, assessment and remediation

Science and Technology

Month as printed: Monthly block 3

Reproduction; weaving; importance of food
Reproductive organs; weaving a basket; gardening
Reproductive organs; weaving; seeds and seed dispersal
Weaving; gardening — integration, assessment and remediation

French (Français)

Month as printed: Novembre

Les membres de la famille de l'école
Structure de l'école
Les activités de l'école
Les règles de l'école

Social Studies

Month as printed: Monthly block 3

Why we study history; map of Cameroon — plains; administrative structure of a region; human rights abuse
Oral history; weather; the seal
Written history; rainfall and temperature; municipal elections; sexual abuse
Dug-up history; the coat of arms; obedience — integration, assessment and remediation

Vocational Studies

Month as printed: Monthly block 3

Fastenings; gardening / farming; painting materials; weaving
Fastenings; planting; sculpting
Button and hole; planting trees and flowers; decoration materials
Hook and eye — revision / assessment and remediation

Arts

Month as printed: Monthly block 3

Traditional musical instruments — uses
Painting artworks; modern musical instruments
Painting artworks; modern musical instruments — uses
Painting of artworks; musical instruments — revision, assessment and remediation

P.E. & Sports

Galloping; cart wheel; touch and run; 20m
Rope jump rules; throwing 40 grams; handball; cart wheel rules
Galloping; touch and run; sprint warm-up; gymnastics proper
Rope jump; short put rules; football competitions; gymnastics proper — assessment

National Language & Cultures

Month as printed: Monthly block 3

Sketches on the integrated learning themes
Oral traditions (stories)
Folk tales
Songs — assessment and remediation

ICT

Month as printed: Monthly block 3

Importance of a computer — in school and society
Importance of a computer — out of school
Responsible use of computers
Uses of a keyboard — upper and lower case — revision / remediation and evaluation

Month / Period 4 — Integrated theme: OCCUPATION

English Language

Teaching
Farming / carpentry
Medicines
Integration, assessment and remediation

Mathematics

Month as printed: Monthly block 4

Place value; converting weight; perimeter of square and rectangle; points on the x, y plane
Addition of numbers; infinite sets; addition of weight; perimeter of a triangle
Subtraction of numbers; disjointed sets; subtraction of weight; area of rectangle and triangle; linking points
Multiplication of numbers up to 500; multiplication of weight — integration, assessment and remediation

Science and Technology

Month as printed: Monthly block 4

Reproductive organs; weaving (continued)
HIV/AIDS; plumbing; common infections
Transmission of HIV/AIDS; plumbing; airborne / waterborne diseases
Plumbing; waterborne diseases — integration, assessment and remediation

French (Français)

Month as printed: Décembre

Définition de métier
Les différents types des métiers
Les groupes de métiers
Les différents groupes des métiers

Social Studies

Month as printed: Monthly block 4

Notion of time (dates); humidity; legislative elections; drug abuse
Notion of time BC / AD; air; the home; honesty
Century and millennium; pressure; presidential election; peace
Sunshine — integration, assessment and remediation

Vocational Studies

Month as printed: Monthly block 4

Types of food; soils; fabricating objects
Classes of food; cooking methods; fruits; soil enrichment; cutting and folding shapes
Manure — revision / assessment and remediation

Arts

Month as printed: Monthly block 4

Painting of artworks; playing traditional musical instruments
Photography and its importance; playing modern musical instruments
Devices used in photography; sol-fa notations
Types of photographs; sol-fa notations — revision, assessment and remediation

P.E. & Sports

Hopscotch; touch and run; 20m
Jumping in place; short puts; football positions; gymnastics proper
Types of hopscotch; line picking; 30m
High jump; throwing 40 grams; handball rules

National Language & Cultures

Month as printed: Monthly block 4

Reading simple words of two or more syllables
Reading aloud; short messages

ICT

Month as printed: Monthly block 4

Typing — space bar and backspace
Typing — numbers and number lock
Functions of a mouse
Assessment and remediation

Month / Period 5 — Integrated theme: TRAVELLING

English Language

Land transport — dialogue
Air transport — dialogue
Water transport
Travel agencies

Mathematics

Month as printed: Monthly block 5

Types of fractions; empty set; capacity; radius of a circle; plotting ordered pairs
Improper to mixed fractions; empty and disjointed sets; converting capacity; area of a circle; linking points
Mixed to improper fractions; intersection of sets; addition of capacity; circumference of a circle
Addition of fractions; subtraction of capacity — integration, assessment and remediation

Science and Technology

Month as printed: Monthly block 5

Effects of HIV/AIDS; telecommunication; animals
Contagious diseases; telecommunication; animals
Hygiene (toilets); telecommunication; birds
Hygiene; birds — integration, assessment and remediation

French (Français)

Month as printed: Janvier

Les moyens du voyage
Voyage par moyen terrestre
Voyage maritime
Voyages aériens

Social Studies

Month as printed: Monthly block 5

Fon Galega I; wind direction; the school
King Manga Bell; wind speed; UNICEF; peace and security
King Akwa; the rainy season; the community; respect
Sultan Njoya; the dry season — revision / assessment and remediation

Vocational Studies

Month as printed: Monthly block 5

Food / fruit conservation; seed germination; cutting figures
Laying the table; seed germination; producing objects
Moulding paste — revision / assessment and remediation

Arts

Month as printed: Monthly block 5

Preservation of photographs; sol-fa notes ascending and descending
Singing following sol-fa notations; the camera
Picture layout; pitch and intonation
Snapping photos; musical parts — revision, assessment and remediation

P.E. & Sports

Hopscotch (practical); line picking (introduction); 25m; before the cartwheel
High jump; short put (practical); volleyball
Line picking rules; 25m; folk dance; forward roll (introduction)
High jump; short put (practical); basketball

National Language & Cultures

Month as printed: Monthly block 5

Reading numbers 1–30
Writing simple words of two or more syllables
Writing short sentences — assessment and remediation

ICT

Month as printed: Monthly block 5

Highlighting with a mouse
Computer-related vocabulary
Word processor — basic functions
The tool bar — assessment and remediation

Month / Period 6 — Integrated theme: HEALTH

English Language

Personal hygiene
Care of the environment
Health institutions

Mathematics

Month as printed: Monthly block 6

Addition of fractions (different denominators); intersection of sets; area of a square; quadrilaterals; ranking
Subtraction of fractions; union sets; area of a rectangle; pentagons; ranking
Subtraction of fractions; union sets; area of a triangle; measuring angles; tallying
Multiplication of fractions; perimeter of a square — integration, evaluation and remediation

Science and Technology

Month as printed: Monthly block 6

Drugs; energy; fishes
Drug education; energy; fishes
Minor accidents; energy; insects
First aid; insects — integration, assessment and remediation

French (Français)

Month as printed: Février

Définir la santé
Les personnels de la santé
La santé environnementale
Hygiène corporelle

Social Studies

Month as printed: Monthly block 6

The early man; farming and tools; UNESCO; peace negotiation
The early man; farming process and crops; the state; public property
Early man activities; livestock; WFO [as printed]; reporting; volunteerism
Early man activities; trading; nuclear family — revision / assessment and remediation

Vocational Studies

Month as printed: Monthly block 6

Types of meals; planting seeds; moulding paste
Meals; livestock farming; moulding paste
Meals for different occasions; types of livestock; moulding paste
Moulding paste — revision / assessment and remediation

Arts

Month as printed: Monthly block 6

Snapping photos (indoors); musical parts
Snapping photos (single object outdoors); songs with instruments and sol-fa
Snapping photos (group picture outdoors); songs with instruments and sol-fa
Snapping photos (single object indoors); production of music — revision, assessment and remediation

P.E. & Sports

Month as printed: Monthly block 6

Folk dance history and rules; line picking positions; 30m; forward roll rules
High jumps; javelin (introduction); basketball rules
Folk dance (practical); tunnel; 30m; forward roll proper
High jumps; javelin; table tennis rules — assessment and remediation

National Language & Cultures

Month as printed: Monthly block 6

Writing numbers 1–30
Parts of speech — assessment and remediation

ICT

Month as printed: Monthly block 6

The task bar
The formatting bar
Sources of information
Assessment and remediation

Month / Period 7 — Integrated theme: GAMES

English Language

Types and importance of games
Sports officials
Sporting materials

Mathematics

Month as printed: Monthly block 7

Multiplication of fractions; equal and equivalent sets; angles; perimeter of a rectangle; tallying
Division of fractions; decimals; perimeter of a triangle; quadrilaterals; mapping one to one
Addition and subtraction of decimals; money up to 5000; quadrilaterals and circles; time
Money; mapping many to one — integration, assessment and remediation

Science and Technology

Month as printed: Monthly block 7

Treatment of minor accidents; electricity; insects
Health hazards; vaccination; electricity; plants
Health hazards; safety measures; seed dispersal
Wiring; matter — integration, assessment and remediation

French (Français)

Month as printed: Mars

Définir les jeux
Importance des jeux
Jeux individuel[s]
Les jeux collectifs

Social Studies

Month as printed: Monthly block 7

Early man tools; fishing; WHO; safety and security
Early man food; ethnic groups — definition; extended family; volunteerism
Early man shelter; the Bamilekes; plants; peace organisations
Early man clothes; the Tikars; road safety — revision / assessment and remediation

Vocational Studies

Month as printed: Monthly block 7

Laundry materials / equipment; cattle rearing; moulding figures
Laundry materials (uses); household equipment; rabbit rearing
Housecraft; snail farming — revision / assessment and remediation

Arts

Month as printed: Monthly block 7

Snapping photos (group picture indoors); production of music
Architecture — the job of an architect; writing short sketches
Importance of architecture; writing poems
Materials of an architect; recitation and dramatization of poems — revision, assessment and remediation

P.E. & Sports

Month as printed: Monthly block 7

Ballet; tunnel proper; 35m; backward roll
Long jump; discus; table tennis proper
Ballet; zigzag; 35m; backward roll (proper)
Long jumps; discus; lawn tennis

National Language & Cultures

Month as printed: Monthly block 7

Dialogue and conversation
Dialogue and conversation (continued)

ICT

Month as printed: Monthly block 7

Privacy
Web browsers — Internet Explorer, Mozilla Firefox, Safari
Web browsers — Google Chrome, Netscape
Importance of a web browser — assessment and remediation

Month / Period 8 — Integrated theme: COMMUNICATION

English Language

Traditional tools of communication
Modern tools of communication
Importance of traditional tools of communication
General Revision / Remediation — End of year Evaluation

Mathematics

Month as printed: Monthly block 8

Multiplication and division of decimals; time
Shopping and bills; number line; general revision
General revision
End of year assessment and remediation

Science and Technology

Month as printed: Monthly block 8

Food; safety and security equipment; water
Food; safety rules; pollution
Revision and remediation; prevention of pollution
General revision — end of year assessment and remediation

French (Français)

Month as printed: Avril

Définir la communication
Différents moyens de la communication
Les outils traditionnels de la communication
Les outils modernes de la communication

Social Studies

Month as printed: Monthly block 8

Discoveries of the early man: fire / farming; the Ngembas; NGOs
Domestication of animals; the Betis; regions and their headquarters
The Bassa; the Fulbes — revision
End of year assessment / remediation

Vocational Studies

Month as printed: Monthly block 8

Sections of the house; care of the sitting room; fish farming
Livestock products; moulding shapes with moulding paste
Care of the kitchen, veranda and toilet; piggery products; moulding shapes
General Revision / Remediation — End of year Evaluation

Arts

Month as printed: Monthly block 8

Materials of an architect; acting
House plans; stage performance
House plans; stage performance (dumb show) — revision, assessment and remediation

P.E. & Sports

Month as printed: Monthly block 8

Pacing calisthenics; shuttle; 40m; head balance
Long jumps; discus; lawn tennis
Revision / remediation and assessment

National Language & Cultures

Month as printed: Monthly block 8

Sound recognition — simple words
Vocabulary — simple words
Revision / remediation and assessment

ICT

Month as printed: Monthly block 8

Social media platforms
Creating a social media account
Health and safety measures — sitting position; dos and don'ts
End of year assessments and remediation

Primary 4