Program Nursery 2019

REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace – Work – Fatherland Paix – Travail – Patrie

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MINISTRY OF BASIC EDUCATION MINISTERE DE L’EDUCATION DE BASE
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Cameroon Nursery School

Curriculum
English Subsystem
2018
We are building today what tomorrow will be.

Foreword
Nursery and Primary Education is the foundation of sustainable learning. It is on this basis that
Cameroon has ratified several conventions related to compulsory education. These conventions
range from the Jomtien Education Framework of 1990, the Salamanca Statement of 1994, the
Dakar Framework of 2000 to the Incheon Declaration of 2015 precisely the fourth Sustainable
Development Goal (SDG4).
Besides these international conventions, the Constitution of the Republic of Cameroon

guarantees the right of the child to education and further highlights it in the1998 Law to Lay
Down Guidelines for Education. In view of becoming an emergent nation by the year 2035,
the government developed the Growth and Employment Strategy Paper (GESP) in 2009 to
provide major orientations to all sectors of the society. The document tasked ministries in
charge of education to develop the human capital required to attain this vision. The 2013-2020
Education and Training Sector Strategy Paper (ETSSP) clearly defines the missions of each
sub-sector in the educational system.
This curriculum is designed to guide the development of knowledge, skills and attitudes in
the learners and to set the foundation for learning with emphasis on Science, Technology,
Engineering and Mathematics (STEM). The curriculum therefore responds to one of the key
missions assigned to the Ministry of Basic Education (MINEDUB).
This new pedagogic tool replaces the one of 1987 for the nursery and that of 2000 for the primary.
My fervent wish is that the entire education community explores and makes maximum use of
this document in order to enable the nursery and primary school learners attain knowledge-
based, skill-based and attitude-based proficiencies upon graduation. In this way, they will be
able to cope with the different educational and/or professional options available to them at
the end of the primary school cycle and embrace lifelong learning, no matter the post-primary
path they choose.
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Cameroon Nursery School Curriculum English Subsystem
Preface
This curriculum has taken into consideration the fact that learners have unique personalities, talents,
attitudes, and interests that they bring into the classroom. They also have a variety of experiences
which the teacher must build on, in order to effect and affect the teaching – learning process. The
learners’ uniqueness and variety of experiences are primordial in the development of any school
curriculum. Analyses of curricula that have been successful in many countries throughout the world
suggest that appropriate curriculum design should:
• involve parents in their children’s education
• develop an atmosphere based on sound human relationships
• establish a balance between child-directed and teacher-directed activities
• specify objectives and needs of individual learners
• emphasise on pragmatic and play-based learning in pre-primary and primary education
Basic Education moulds learners and encourages them to be dynamic and creative. Hence, the 1996
Constitution of the Republic of Cameroon clearly spells out the State’s engagement in guaranteeing
the child’s right to education. Cameroon also adheres to the Human Rights Declaration and related
legal instruments. Every child is endowed with learning potentials which need to be awakened and
guided by appropriate instruction and instructional materials. Consequently, the Ministry of Basic
Education (MINEDUB) has undertaken a massive reform of the Nursery and the Primary school
curricula, an activity that aims at ensuring quality basic education for all Cameroonian children.
This will therefore serve as an important reference and working document for teachers and the entire
education community.
In order to render the curriculum standard and to guarantee quality assurance, the following phases
and procedures were followed:
• writing and validating the Cameroon National Core Skills Framework
• carrying out needs analysis
• writing and validating the Curriculum Framework
• training of 105 writers by consultants
• writing the first draft
• reading and evaluating the first draft by the scientific committee
• integrating the recommendations and suggestions of the scientific committee
• experimenting the curriculum in all the ten regions of Cameroon
• integrating the recommendations and suggestions from the field
• re-evaluating the curriculum by the scientific committee
• integrating the recommendations and suggestions from the scientific committee
• reviewing the curriculum by the consultants and the scientific committee
• finalising and validating the curriculum
The inclusive nature of this document therefore makes it user-friendly, thus, the classroom teachers
should be able to claim ownership of it and be totally accountable for its implementation.
It is also worth noting that priority was given to national expertise by working with two renowned
consultants representing the language of instruction of the two subsystems.This was done in strict
respect of the specificities of the two subsystems of education in conformity with the provisions of
the 1998 Law to Lay Down Guidelines for Education in Cameroon. Following the recommendations
of the Curriculum Framework, the two subsystems have the same domains, weighting, core skills
and broad-based competences, and activities for the nursery cycle and subjects for the primary cycle.
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However, each subsystem has maintained its specificities with regards to learning strategies/methods,
teaching-learning materials, and assessment strategies and tools.
As a matter of fact, this is a hands-on document aimed at rendering the job of the classroom practitioner
lighter and more enjoyable. The annual time allocation has been calculated and activities for the
Nursery school as well as subjects for the Primary school cycle identified and built under appropriate
domains. The competences from the National Core Skills Framework to be developed by each subject
area have also been clearly stated. Besides, the activities and/or subjects are technically distributed to
represent the weighting that was hitherto given to the various domains. The major teaching-learning
approach: the Project Based Learning which is supported by the Integrated-Theme Learning and the
Cooperative Learning strategies has been explained. Furthermore, the importance of assessment is
reiterated in order to encourage the classroom teacher to constantly exploit and maximise its use. A
glossary is provided to situate the user on the contextual use of some key concepts.
Summarily, the ADDIE Model guided the entire process of the curriculum development as follows:
A for the Analysis phase, explains the situational analysis (teachers, learners, supervisors, education
community)
D for the Design phase, focuses on the structure of teaching-learning and assessment of learning
outcomes
D for the Development phase, is where the writing and re-writing of all the planned activities in
the design phase are carried out
I for the Implementation phase, covers the period of the experimentation. This period offers
feedback for revision
E for the Evaluation phase, is where plans for the evaluation of the entire curriculum are made as
it is progressively being used
It is worthy to mention here that globalisation has severely impacted contemporary instructional
processes. Increasingly, our society is rocked by various challenges which include economic
recession, advancing technologies, changing family relationships, violence in communities, exclusion,
intolerance and identity crisis. These issues constitute a serious hurdle to pedagogues who must derive
appropriate strategies to handle them. Educators and parents are, therefore, called upon to embrace
this important change and to work in harmony. Learners are expected to acquire necessary life skills
such as autonomy, honesty, adaptability to technological changes, respect for self, respect for others
and respect for institutions, as well as the 21st century skills: collaboration, teamwork, creativity,
problem solving and critical thinking for effective lifelong learning.
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Table of Contents
Foreword..............................................................................................................................................3
Preface..................................................................................................................................................4
List of Tables..........................................................................................................................................8
List of acronyms/abbreviations..............................................................................................................9
Camera-lens view of the Curriculum...................................................................................................10
Figure 1: Camera-lens view of the Curriculum..................................................................................................10
General introduction..........................................................................................................................11
Learner’s profile at the end of nursery school in Cameroon.........................................................17
Figure 2: Key elements of the Cameroon nursery school curriculum..........................................19
Definition of domains, related activities and presentation of scope and sequence tables...........20
Domain 1: Literacy and Communication and related activities.......................................................20
Competences to be developed.......................................................................................................20
Terminal learning outcomes..........................................................................................................21
Domain 2: Science and Technological Skills Development and related activities..........................24
Competences to be developed.......................................................................................................24
Domain 3: Practical Life Skills and related activities......................................................................29
Competences to be developed:......................................................................................................29
Domain 4: Arts and Crafts and related activities..............................................................................32
Domain 5: Motor Skills and related activity.....................................................................................35
Resources and intervention strategies..............................................................................................37
Resources and Intervention Strategies for Nursery One...............................................................38
DI: Literacy and Communication....................................................................................................39
D2: Science and Technological Skills Development......................................................................45
D3: Practical Life Skills..................................................................................................................50
D4: Arts and Crafts..........................................................................................................................55
D5: Motor Skills..............................................................................................................................58
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Resources and Intervention Strategies for Nursery Two................................................................59
D1: Literacy and Communication................................................................................................60
D2: Science and Technological Skills Development....................................................................66
D3: Practical Life Skills................................................................................................................77
D4: Arts and Crafts.......................................................................................................................82
D5: Motor Skills...........................................................................................................................86
Instructional Strategies......................................................................................................................87
Project Based Learning (PBL)......................................................................................................87
Benefits of Project Based Learning...............................................................................................89
Cooperative Learning (CL)...........................................................................................................89
Assessment strategies.....................................................................................................................90
Figure 3: The benefits of assessment in nursery schools..............................................................91
Authentic techniques for assessing Nursery School learners.......................................................92
Bibliography.......................................................................................................................................93
Glossary..............................................................................................................................................94
Appendices..........................................................................................................................................96
Appendix A: Observation checklist to assess learners over a period of time..........................96
Appendix B: Elements to be considered in planning..................................................................98
List of Contributors...........................................................................................................................99
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List of Tables
Table 1: Weighting and time allocation per annum.............................................................................................14
Table 2: Weekly time schedule (24 weeks per annum).......................................................................................16
Table 3: Expected learning outcomes for domain 1, Literacy and Communication..........................................22
Table 4: Scope and sequence progression for Literacy and Communication.....................................................23
Table 5: Expected learning outcomes for domain 2...........................................................................................26
Table 6: Scope and sequence progression for Science and Technological Skills Development........................28
Table 7: Expected learning outcomes for domain 3: Practical Life Skills..........................................................31
Table 8: Scope and Sequence Progression for Practical Life Skills...................................................................32
Table 9: Expected learning outcomes for domain 4: Arts and Crafts.................................................................34
Table 10: Scope and sequence progression for Arts and Crafts..........................................................................34
Table 11: Expected learning outcomes for domain 5: Motor Skills...................................................................36
Table 12: Scope and sequence progression for Physical Education and Sports.................................................36
Table 13: Intergrated Learning Themes for the Nursery.....................................................................................37
Nursery 1
Table 14: Storytelling.........................................................................................................................................39
Table 15: Poetry/Rhymes....................................................................................................................................40
Table 16: Sign Language and Gestures...............................................................................................................41
Table 17: Reading...............................................................................................................................................42
Table 18: Writing................................................................................................................................................43
Table 19: French.................................................................................................................................................44
Table 20: Mathematics.......................................................................................................................................45
Table 21: Sensory and Perceptive Education.....................................................................................................46
Table 22: Science and Technology.....................................................................................................................47
Table 23: Agriculture..........................................................................................................................................49
Table 24: Citizenship.........................................................................................................................................50
Table 25: Character Education...........................................................................................................................51
Table 26: Environmental Education...................................................................................................................52
Table 27: Safety Education.................................................................................................................................53
Table 28: Health Education and Nutrition.........................................................................................................54
Table 29: Music and Dance.................................................................................................................................55
Table 30: Drawing and Colouring.......................................................................................................................56
Table 31: Handwork...........................................................................................................................................57
Table 32: Physical Education and Sports............................................................................................................58
Nursery 2
Table 33: Storytelling.........................................................................................................................................60
Table 34: Poetry/Rhymes....................................................................................................................................61
Table 35: Sign Language and Gestures..............................................................................................................62
Table 36: Reading...............................................................................................................................................63
Table 37: Writing................................................................................................................................................64
Table 38: French.................................................................................................................................................65
Table 39: Mathematics………………………………………………..……………………...…..............…….66
Table 40: Information and Communication Technologies……………………………………................…......68
Table 41: Sensory and Perceptive Education............................................................................................……..71
Table 42: Resources and intervention strategies for Science and Technology...................................................73
Table 43: Agriculture………..............................................................................................................................76
Table 44: Citizenship..........................................................................................................................................77
Table 45: Character Education............................................................................................................................78
Table 46: Environmental Education....................................................................................................................79
Table 47: Safety Education.................................................................................................................................80
Table 48: Health Education and Nutrition..........................................................................................................81
Table 49: Music and Dance………………………………………..……………..………………..............…..82
Table 50: Drawing and Colouring..............................................................……..……….………...............…..83
Table 51: Painting …………………………………………….……………………...………..........................84
Table 52: Handwork…………………………………,.……………….…………………………...............…..85
Table 53: Physical Education and Sports……………………………...……...……….………….....................86
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List of acronyms/abbreviations
CD Compact Disc
CL Cooperative Learning
CPC Community-based Preschool Centres
D1 Domain One
D2 Domain Two
D3 Domain Three
D4 Domain Four
D5 Domain Five
DO Divisional Officer
DVD Digital Video Disc/Digital Versatile Disc
ECD Early Childhood Development
EFA Education For All
ETSSP Education and Training Sector Strategy Paper
GESP Growth and Employment Strategy Paper
HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome
ICTs Information and Communication Technologies
IEP Individual Education Plan
IPHIL Integrative, Play/Project based, Holistic Investigative, Learning centres
IQ Intelligence Quotient
ITL Integrated Theme Learning
KSAs Knowledge, Skills and Attitudes
MINEDUB Ministry of Basic Education
PBL Project-Based Learning
SDGs Sustainable Development Goals
SDO Senior Divisional Officer
SL Sign Language
STEM Science, Technology, Engineering and Mathematics
TV Television
VCD Video Compact Disc
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Camera-lens view of the curriculum
This Curriculum is built on the acronym “IPHIL”, pronounced as “I feel”, which reflects the semantic
meaning given to the acronym in this document.
IPHIL means:
I - Integrative
P - Play-based/Project-based
H - Holistic
I - Investigative/Innovative
L - Learning-centres
The curriculum is meant to literally reflect the child’s feelings as prempted in IPHIL. IPHIL is engraved
on the priority pages of this document in order to emphasize the absolute need for teachers to stimulate
all the elements of learners’ development. This shows the degree of importance the State of Cameroon
places on te child’s education, with emphasis on knowledge, skills and attitudes. All the aspects of
the child’s cognitive, psychomotor and affective development. The teacher should always do an auto-
evaluation to find out if he/she can equally “feel” the teaching-learning process in all its dimensions.
If he/she does not “feel”, remedial measures should be taken with the help of IPHIL and/or with other
related remedial strategies.
In summary, this curriculum is integrative; the learning activities are both play-based and project-
based and aims at the holistic development of the child, while striving to build the child’s investigative
and innovative skills through the use of diverse contextualised learning centres. The activities are
interlinked. Children play and learn: to them, playing is learning and learning is playing. Both playing
and learning contribute to the holistic development of the child. Project-based learning awakens in
the young learner both investigative and innovative skills. The use of learning centres is consequently
inevitable in the Nursery School setting. The integrative nature of this document is captured in figure
1.
Figure 1: Camera-lens view of the curriculum
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General introduction
The World Conference on Education For All (EFA) of 1990 in Jomtien, Thailand underlined the
importance of Early Childhood Development (ECD) as a crucial aspect of Basic Education. Article 5
of the Declaration of that conference emphasised that “Learning begins at birth. This calls for early
childhood care and initial education.” In April 2000, the World Education Forum held in Dakar,
Senegal, as a follow up to Jomtien. During this conference, the profile of ECD was further elevated
and there was a commitment to “expand and improve pre-primary education”.
The Incheon Declaration in South Korea, further underlines the place of Nursery Education as an
integral part of lifelong learning in the Education 2030 Agenda which recommends that “... at least
one year of free and compulsory quality pre-primary education and that all children have access
to quality early childhood development, care and education”. The Sustainable Development Goals
(SDGs) pushed the agenda of education further by not only stating that education transforms lives, but
that it is the main driver of development. SDG number 4 aims to: “Ensure inclusive and equitable
quality education and promote lifelong learning for all”.
Cameroon has ratified and implemented international conventions related to pre-primary education.
The Growth and Employment Strategy Paper of 2009 in response to Vision 2035, calls for a sustainable
future, based on the provision of education for all Cameroonians. It acknowledges the importance of
pre-primary education in the training of every young child and has projected access rate to 50% by
2020. In response to the Education Sector Strategy Paper (2013) that aligns Pre-primary Education
as the first level of formal education in Cameroon, MINEDUB has increased access to pre-primary
education by creating Community-based Preschool Centres (CPCs) in some rural areas of the country.
In spite of all these steps, the problem of “quality” remains a major concern. In order to address this
situation, there was the dire need to replace the 1987 Nursery School Syllabus.
This Curriculum falls in line with the provisions of the 1998 Law to Lay Down Guidelines for
Education in Cameroon which states in Article 4 that: “The general aim of education is to ensure
the intellectual, physical, civic and moral development of the child as well as its economic, socio-
cultural, political and moral integration in the society.”
Taking into consideration the holistic development of the child, and the urgent need for Early Childhood
Development services for all children, this document is diverse and flexible. It builds on the guidelines
for curriculum development proposed by Akashi et al (2004):
1. Cultural activities: Cherishing traditions
2. Language: Using letters and words
3. Numeracy: Using everyday numbers
4. Music: Using tunes and rhythms
5. Art: Encouraging creativity (art work = drawing, construction art, cardboard play art)
6. Environment: Learning to coexist with nature. Nature is full of fascinating elements to stimulate
children’s curiosity.
7. Peer relationships: Developing positive interaction between children.
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From a broader viewpoint, daily basic habits, which equally build attitudes in Nursery School children
should include:
• Greetings
• Washing of hands
• Gargling (where applicable)
• Using the toilet
• Putting personal belongings away in a tidy manner
• Tidying up
• Disposing refuse
• Rest
Emphasis should always be laid on the fact that every activity requires setting up and tidying up
afterwards. All the concerns above are underpinned in this curriculum.
The Nursery School subjects or learning areas are subdivided into activities to render them more learner-
friendly. The activities are extracted from the five domains of Nursery Education in Cameroon. These
domains are: Literacy and Communication, Science and Technological Skills Development, Practical
Life Skills, Arts and Crafts, and Motor Skills. The justification for each activity is equally provided.
The competences that will be developed via the domains are likewise identified. The domains are
carefully weighted, taking into account children’s holistic development.
In the teaching resources and intervention strategy tables, the expected learning outcomes highlighted
in terms of knowledge, skills and attitudes are linked to the seven National Core Skills namely:
1. Communication in the two official languages (English and French) and the use of at least one
national language
2. Use of basic notions in mathematics, science and technology
3. Practice of social and citizenship values (morality, good governance and budgetary transparency)
4. Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship
5. Use of basic information and communication technology concepts and tools
6. Practice of lifelong learning
7. Practice of physical, sport and artistic activities
These core skills are reflected in various activities and stated in terms of learning outcomes while
covering the most appropriate levels of taxonomies. In addition to the National Core Skills, are four
broad-based competences namely:
1. Intellectual competences
2. Methodological competences
3. Personal and interpersonal competences
4. Communication competences
While the National Core Skills, except for the sixth (practice of life-long learning) are related directly
to developing Knowledge, Skills and Attitudes (KSAs) in relation to activities of particular domains,
the broad-based competences which cut across are the pillars of behaviour change and integration
into the society. In order to reflect these features in the present curriculum, they have been carefully
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examined and stated in terms of learning expectations. Hence, we must bear these in mind during the
observation and the assessment of learners. It should be noted that the main reason for the broad-based
and the practice of lifelong learning competences is to render this curriculum more integrative and
useful in and out of the school setting. That makes the curriculum move away from rote-learning and
accumulation of knowledge, to integrative and skill-based learning.
In table 1 and table 2, the weighting and time allocation per annum and per week are specified.
Activities are identified per domain, to help in the development of the National Core Skills and the
Broad-based Competences.
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Table 1: Weighting and time allocation per annum
S/C Domain Percentage & total Activities No. of hours
number of hours per per year
annum
0. Routines 360 hours Morning routines 60 hours
NB: 720 hours – 360 Learning centre activities 60hours
hours
Short break: toileting /washing,
drink water/milk/yoghurt/natural 60hours
juice/fruits
Long break: Toileting, washing
and lunch 120 hours
Rest, Dance and Music, and 60 hours
Dismissal
1. Literacy and 126 hours Storytelling 30 hours
Communication Poetry/ Rhymes 24 hours
35%
Reading 24 hours
Writing 24 hours
French 12 hours
Sign Language and Gestures 12 hours
2. Sciences & 90 hours Mathematics 24 hours
Technological Skill ICTs 12 hours
Development
Sensory and Perceptive Education 18 hours
25% Science and Technology 24 hours
Agriculture 12 hours
3. Practical Life Skills 90 hours Citizenship 24 hours
25% Character Education 12 hours

Environmental Education 18 hours
Safety Education 12 hours
Health Education and Nutrition 24 hours
4. Arts and Crafts 36 hours Drawing and Colouring 12 hours
10% Painting 12 hours
Graphic Arts 6 hours
Handwork 6 hours
5. Motor Skills 5% 18 hours Physical Education and Sports 18 hours
(PES)
Grand Total 720 hours 720 hours
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Table 1 shows the distribution of time per activity per year. A total of 720 hours are “supposed” to
be spent by learners per school year, excluding all public holidays and other official school related
celebrations. The 720 hours are calculated based on the fact that Nursery Schools open its doors to
learners every day at 7.30am and close them at 1.30pm. Time adjustments could be done depending
on local realities.
The total number of hours per week will subsequently be broken down into daily schedules by various
schools, bearing in mind the child’s psychological dispositions as well as socio-cultural contexts. The
time is however not prescriptive.
Table 2 further shows the time distribution of activities per week.
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Table 2: Weekly time schedule (24 weeks per annum)
S/N Activities Total time/per week
Routines
1. Arrival and orientation 2 hours 30 minutes
2. Voluntary learning centre activities 2 hours 30 minutes
3. Short break : Toileting, washing of hands, drinking of water/milk/yoghurt 2 hours 30 minutes
4. Long break : Toilet, washing of hands, lunch 5 hours
5. Rest, Music and Dance, Closing 2hours 30 minutes
Domain 1(D1): Literacy and Communication
Competences to be developed
• Communication in the two official languages (English and French) and use of at least one national language
• Practice of lifelong learning and the 4 broad-based competences
1. Storytelling 1 hour
2. Poetry/Rhymes 30 minutes
3. Sign language /Gestures 30 minutes
4. Reading 1 hour 30 minutes
5. Writing 30 minutes
6. French 30minutes
7. National Languages Impromptu
Domain 2 (D2): Science & Technological Skills Development
• Use of basic Information and Communication Technology concepts and tools
• Use of basic notions in Mathematics, Science and Technology
1. Mathematics 1hour
2. ICTs 30minutes
3. Sensory and Perceptive Education 30minutes
4. Science and Technology 30minutes
5. Agriculture 30 minutes
Domain 3 (D3): Practical Life Skills
Competence to be developed
• Practice of social and citizenship values (Morality, good governance and budgetary transparency)
1. Citizenship 30minutes
2. Character Education 30minutes
3. Environmental Education 30minutes
4. Safety Education 30minutes
5. Health Education and Nutrition 30minutes
Domain 4 (D4): Arts and Crafts
• Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship
1. Drawing and Colouring 30 minutes
2. Painting 30 minutes
3. Handwork 30 minutes
4. Music and Dance 30 minutes
Domain 5 (D5):Motor Skills
• Practice of physical, sport and artistic activities
Physical Education and Sports (PES) 30 minutes
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Learner’s profile at the end of nursery school in Cameroon
It is universally acknowledged that nursery education has a four-dimensional assignment: socialization,
education, learning and practice. To perform this assignment and to take the country through the
path of emergence, the Ministry of Basic Education intends to develop the skills of learners under its
guidance. At the end of the Nursery School cycle, the learner is expected to acquire National Core
Skills in view of stepping into primary school and to acquire autonomous skills. Furthermore, at the
end of this cycle, the young learner should acquire key values in the five domains. Similarly, the
learner should be capable of demonstrating the acquisition and the four broad-based competences.
The Cameroon Education System outlines skills to be acquired in both cycles: Nursery and Primary
education as follows:
1. Communication in the two official languages (English and French) and the use of at least
one national language
Communication in English, French and a National Language implies the ability to listen, to speak, to
read and write basic words and sentences for the Nursery School cycle. The learner should be able to
communicate orally and to learn how to read and write.
2. Use of basic notions in Mathematics, Science and Technology

Introducing notions of mathematics, science, and technology involves the acquisition of knowledge,
skills and attitudes, and the ability to use them to solve problems. These skills introduce the learner to
STEM subjects in later learning.
3. Practice of social and citizenship values (morality, good governance and budgetary
transparency)
This entails inculcating patriotic, moral, citizenship and good governance values in the learners.
4. Demonstration of the spirit of autonomy, a sense of initiative, creativity and

entrepreneurship
This skill aims at developing the learner’s self-esteem, social integration, creative, managerial and
entrepreneurial potentials.
5. Use of basic information and communication technology concepts and tools

For the nursery level, these are related to healthy, safe and responsible use of various ICT devices for
learning and leisure activities.
6. Practice of lifelong learning

This implies that the learner will demonstrate the desire and willingness to undertake and continue
education, organize self, especially through efficient time and information management, individually
or in groups.
7. Practice of physical, sports and artistic activities

This skill provides children with a platform to develop their psycho-motor capacity, imagination,
individual and interpersonal skills and improve their well being.
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Broad-based competences
The National Core Skills Framework comprises four broad-based competences to be acquired by
learners as follows:
1. Intellectual competences
• exploiting information
• solving real life problems
• acquiring logical thinking and a sense of observation
• exercising critical judgement
• practising creative and innovative thinking
2. Methodological competences
• giving oneself efficient working methods
• exploiting information and communication technologies
• organizing one’s learning
• arousing the desire to learn and participate in all activities
3. Personal and interpersonal competences

• developing one’s personality
• acquiring abilities in view of one’s socio-cultural integration and individual fulfilment
• cooperating with others
4. Communication competences
• communicating meaningfully in the two official languages and in at least one national language.
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Figure 2: Key elements of the Cameroon nursery school curriculum
Definition of domains, related activities and presentation
of scope and sequence tables
D1: Literacy and Communication and related activities

Literacy and communication here refers not only to language skills that will enable the learners to
communicate in English and, to an extent, in the second official language (French), but to also read
and write. Communication involves all forms including communicating with persons without speech
and those who can express themselves only in a national language. The activities that have been
highlighted to facilitate the learning-teaching process will enable the learners to acquire competences
in communicating in the two official languages and in at least one Cameroonian language. They have
been taken from the National Core Skills Framework and are briefly described below.
• Communication in the two official languages (English and French) and use of at least one national
language
• Practice of lifelong learning and the 4 broad- based competences
This domain will constitute a series of activities that are briefly described as follows:
1) Storytelling: Storytelling is very useful as a communication aid in the Nursery School. It
instils the love for reading, arouses learners’ imagination, improves language, makes them
comfortable with speaking and builds confidence/self-esteem. Storytelling improves memory
and attention. It is equally fun, entertaining, encourages creativity, transmits moral, social and
cultural values.
2) Poetry/Rhymes: In addition to all the reasons for teaching storytelling, poetry and rhymes
enhance children’s pronunciation and fluency skills.
3) Sign Language (SL)/Gestures: The world is moving towards inclusive education. Hence,
including SL in the learning-teaching process is an opportunity to open the minds of learners
towards communicating with persons without speech. This is also going to increase vocabulary
and language skills and IQs. It is fun and helps in bonding, acceptance of others and improves
on fine motor skills.
Gestures: Gestures enhance attention and a sense of observation. It equally develops
imagination and creativity.
4) Reading: The love of language, reading and books starts early in life before the child starts
formal education. Hence teaching reading to Nursery School learners is important because
it will prepare them to love books and reading in the future. Reading is very important for
literacy.
5) Writing: This skill is taught in the nursery school in order to prepare the learners for handwriting
and creative writing skills. It equally develops fine motor skills, coordination between the eye
and the hand, a sense of observation and permits a gradual exploration of working space.
6) French: French is taught in order to develop children’s interest in the second official language.
It is also intended to promote patriotism and national integration.
7) National Languages: The teaching of National Languages will stimulate vocabulary from
diverse local languages and encourage various cultural practices.
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Terminal learning outcomes
Acquiring competences in English as a first official language, French as a second official language,
a Cameroonian language and in sign language/gestures will entail gaining knowledge, skills and
attitudes as well as verbal and non-verbal communication skills. At the end of Nursery 2, learners will:
1. Listen attentively
2. Speak audibly, fluently and confidently
3. Recite short rhymes and poems
4. Communicate using gestures/signs
5. Read pictures and short texts
6. Write numbers, their names, the name of their school, dates, simple words and short sentences
7. Communicate in French with interest
8. Identify with their cultures and local languages
Table 3 breaks down the terminal learning outcomes into annual expected learning outcomes, expressed
in terms of knowledge, skills and attitudes.
21
Table 3: Expected learning outcomes for domain 1, Literacy and Communication
S/N Activities Nursery 1 Nursery 2
1. Storytelling • Listen to short stories • Listen to short stories
• Identify characters in a story • Identify characters and their roles
• Chant stories • Chant stories
• Value books • Guess the end of a story
• Value reading • Value books and reading
• Bond with mates and teachers • Bond with mates and others
• Enjoy stories • Tell their own stories
• Produce the sounds of animate/
inanimate objects/characters in a
story
• Say the moral of a story
2. Poetry/Rhymes • Listen to poems and rhymes • Listen to poems and rhymes
• Recite poems and rhymes • Recite poems and rhymes
• Perform rhymes/poems
• Use near-native pronunciation in
English
3. Sign Language / • Perform non-verbal • Use facial expressions to express
Gestures communication emotions
• Mime and mimic various • Perform simple commands
occupations • Sign simple manners
• Identify with persons who • Identify with persons who are
are different and have special different and have special needs
needs
4. Reading • Read pictures • Interpret picture-stories
• Listen to short texts • Read simple sentences aloud
• Read words aloud • Read their names
• Recognize letter-sounds • Read the names of their classmates
• Read short texts.
5. Writing • Reproduce models • Write all the letters of the alphabet
• Write letters and numbers (1- and numbers (1-20)
10) • Write their names
• Write letters of the alphabet • Write the name of their school
• Copy short sentences
• Write dates
6. French • Réciter un poème/comptine • Réciter un poème/comptine
• Dire bonjour/bonsoir aux amis, • Se présenter
enseignants et camarades • Citer les jours de la semaine
• Se présenter • Citer les mois de l’année
• Chanter une chanson • Chanter l’Hymne Nationale
7. National • Name items in local languages • Name items in local languages
Languages • Greet in a national language
Table 4 presents a scope and sequence progression chart with units that have been carved out following
each activity for Literacy and Communication. We must bear in mind that these are gradual steps to
attain the competences in the National Core Skill Framework. This table will permit the user of this
document to see the progression of contents clearly, while at the same time see the activity/unit that is
applicable to each class.
22
Table 4: Scope and sequence progression for Literacy and Communication
Activities and Units Nursery 1 Nursery 2
Storytelling
Short stories x x
Guessing story-endings x
Telling a story x
Producing sounds of animal-characters in a story x
Poetry and Rhymes Nursery 1 Nursery 2
Poems and rhymes x x
Recitation x x
Pronunciation x
Sign Language/Gestures Nursery 1 Nursery 2
Mimes and mimics x x
Persons with special needs x x
Facial expressions x x
Simple manner signs x
Reading Nursery 1 Nursery 2
Picture reading x x
Letter-sounds (Alphabet) x x
Listening and reading short words x x
Listening and reading short sentences and texts x
Writing Nursery 1 Nursery 2
Pre-letter formation x x
Letters and numbers x x
Words x x
Handwriting x
Names x
Sentences x
French Nursery 1 Nursery 2
Récitation x x
Chants x x
Salutations x x
Se présenter x x
Compter x
Jours de la semaine x
Les mois x
National Languages Nursery 1 Nursery 2
Naming items in local languages x x
Greetings x
23
D2: Science and Technological Skills Development and related
activities
This domain is going to introduce notions of information and communication technologies (ICTs),
mathematics, science and technology, and agriculture to the learners. This will instil in them the
love for mathematics, science, technology and agriculture which are vectors of skills development
in the 21st century. It will be done through diverse activities that are described immediately after the
competences to be developed by this domain.
• Use of basic information and communication technology concepts and tools
• Use of basic notions in mathematics, science and technology
• Practice of lifelong learning and the broad-based competences
1) Mathematics
Mathematics will help learners make better choices, take decisions and solve problems in daily life.
This learning area will enable them develop a sense of logical thinking while applying mathematical
operations (addition, subtraction and division) and using geometric concepts (shapes and sizes).
2) Information and Communication Technologies (ICTs)

Information and Communication Technologies introduce learners to information and communication
technologies. It is an activity that is integrative and will go a long way not only to arm learners in
the use of ICT concepts and tools but to equally develop their interest in mathematics, science and
technology.
3) Sensory and Perceptive Education

The goal of this activity is to develop the child’s five senses. Teaching sensory and perceptive
education is going to help in identifying children’s learning styles. Carrying out activities in this area
will assist the practitioner to identify problems faced by learners especially in terms of auditory and
visual impairments.
4) Science and Technology (ST)

Activities in ST will be geared towards developing young learners’ interest and awareness in Science
and Technology. Children of nursery school age are scientifically and technologically oriented, always
doing little experiments and investigations and trying to create models once given the opportunity.
5) Agriculture
Agriculture is geared at developing learners’ interest and awareness in agricultural activities. Children
should grow in an African society which is mostly agrarian, bearing in mind that half of the income
and living expenses come from agricultural activities. Hence, at this stage they should be aware of its
importance and practise it. This will sustain their interest and skills in this area as they grow up and
eventually earn a living. Practising agricultural activities contributes to sustainable development and
food security, hence cannot be underestimated.
24
Acquiring competences in the domain of Science and Technological Skills Development will require
developing knowledge, skills and attitudes in Mathematics, ICTs, Sensory and Perceptive Education,
Science and Technology; and Agriculture. At the end of Nursery two learners are expected to:
1. Write numbers from 1 – 10
2. Use ICT tools responsibly
3. Use the five senses in diverse ways
4. Show interest in science and technology
5. Show love for agricultural activities
6. Demonstrate a sense of punctuality
7. Exhibit behaviour of helping friends and mates
Table 5 describes the Expected learning outcomes for Science and Technological Skill Development
per class. Meanwhile table 6 highlights the scope and sequence progression for various units in this
domain. Table 6 clearly shows that Information and Communication Technologies will not be done in
Nursery One.
NB: The terminal learning outcomes determine the various learning activities for this domain. They
are expressed in terms of KSAs.
25
Table 5: Expected learning outcomes for domain 2, Science and Technological Skills Development

1. Mathematics • Count numbers from 1 – 10 • Count numbers from 1 – 20
• Write numbers from 1 – 5 • Write numbers from 1 – 10
• Classify elements of a set • Classify elements of a set
• Sort objects according to • Build subsets
colour, size and shape • Match numbers to objects
• Use mathematical operations • Use simple mathematical
(addition and subtraction) operations (addition,
• Comply with time subtraction and division)
• Show interest in being • Read time in hours
punctual • Bond with mates and others
• Identify various shapes • Comply with time
• Bond with peers and teacher • Show interest in being
punctual
• Share with peers and others
2. Information and • Identify a computer system
Communication • Identify common ICT devices
Technologies • Simulate the use of a remote
control, the keypad of a
communication device, the
N/A keyboard and the mouse of a
computer system
• Play with the keyboard and
the mouse of a computer
• Identify the Power buttons of
common ICT devices
3. Sensory and • Identify primary colours • Display colours (sight)
Perceptive (sight) • Differentiate tastes (taste)
Education • Distinguish tastes (taste) • Distinguish smells (smell)
• Differentiate smells (smell) • Recognise voice pitch
• Identify voice pitch (hearing) (hearing)
• React to an external stimulus • React to an external stimulus
(touch) (touch)
• Create awareness of those • Create awareness of those
who are different and have who are different and have
special needs special needs
4. Science and Science Science
Technology • Describe day and night • Describe day and night
• Identify different gravitational • Identify seasons
forces • Identify different gravitational
• Recognise environmental forces
danger and natural disasters • Recognise environmental
• Use water and powdered danger and natural disasters
substances to produce paste • Use water and powdered
• Show interest in science and substances to produce paste
experiments • Show interest in science and
experiments
26
Technology Technology
• Identify sources of light • Identify sources of light
• Identify appliances that use • Use materials in their
electrical energy environment to produce
• Identify materials and tools technological miniatures
for plumbing • Use materials to produce
• Use materials in their water system connections
environment to produce • Classify appliances that use
technological miniatures electricity
• Recognise the dangers of • Recognise the dangers of
electricity and electrical electricity and electrical
appliances appliances
• Show interest in science and • Show interest in science and
technology technology
5. Agriculture • Identify plants • Identify various types of soil
• Describe the uses of soil • Describe the uses of soil
• Identify sources of manure • Identify sources of manure
• Describe the planting and • Describe the planting and
harvesting process harvesting process
• Plant seeds and seedlings • Plant seeds and seedlings
• Care for plants and the • Care for plants and the
environment environment
• Categorize agricultural
activities
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Table 6: Scope and sequence for Science and Technological Skill Development
Mathematics
Counting x x
Writing numbers x x
Mathematical operations x x
Sets x x
Subsets x
Time x
ICTs Nursery 1 Nursery 2
The computer system x
ICT devices x
The keypad of a communication device x
Remote control of a device x
Keyboard and mouse of a computer x
Power buttons of ICT devices x
ICT devices and safety measures x
ICT devices and hygienic measures x
Basic notions of Abstraction x
Basic concepts of Algorithm x
Basic notions of Programming x
Sensory and Perceptive Education Nursery 1 Nursery 2
The sense of sight x x
The sense of taste x x
The sense of smell x x
The sense of hearing x x
The sense of touch x x
Science and Technology Nursery 1 Nursery 2
Science
Astronomy (Stars) x x
Gravity (Weight) x x
Nature study x x
Experiments x x
Technology and Engineering
Sources of light x x
Construction x x
Plumbing x x
Water systems connection x
Electrical appliances x x
Safety and security x x
Agriculture Nursery 1 Nursery 2
Gardening x x
Sources of manure x x
Cultivation x x
Other agricultural activities x
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D3: Practical Life Skills and related activities
This domain develops the young learners’ life skills. Activities here are carried out through:
Citizenship, Character Education, Environmental Education, Safety Education, and Health Education
and Nutrition. As usual, the activities are carried out in fun ways and are aimed at instilling in the
learner good behaviour as well as good personal and interpersonal relationships. This domain is
geared towards appropriate character building which is a foundation for acquiring other life skills.
The activities that have been chosen to facilitate the development of the competences below have been
explained thereafter.
Competences to be developed:
• Practice of social and citizenship values (morality, good governance and budgetary transparency)
Citizenship
Citizenship is one of the six pillars of character construction; the others are trustworthiness, respect,
responsibility, fairness and caring. Teaching Citizenship in the Cameroon Nursery School will build
up children’s integrity. Citizenship is going to develop the children’s sense of empathy, volunteerism,
knowledge of key state/local officials, and the care for the common good. Citizenship is a vehicle of
patriotism and highlights aspects of unity, love and living together.
Character Education
The aim of introducing Character Education in the Nursery School is to continue to build up children’s
characters. Needless to say that success in life does not only depend on academics; it also depends on
good character, which must be built up from the early stage of every child’s development. Character
Education will focus on the differences between right and wrong, good manners, respect and good
interpersonal relationships.
Environmental Education
Environmental Education lays a solid foundation for love of nature and raises awareness in children
that they live in an environment which is close to nature. Therefore, nature and the environment should
be taken care of. It aims at developing the children’s sense of wonder, respect for nature and other
creatures both living and nonliving. Summarily, this activity is geared towards developing children’s
positive and caring attitudes towards where they live and interact.
Safety Education
Safety Education is part of life skill processes. Children must be taught how to be safe and how to stay
safe. That is the reason for which the teacher must lay out safety rules followed by signs/icons that can
easily be read by the children and post them in the classrooms. Home safety, road safety and school
safety constitute major areas of concern for the Nursery School learning-teaching process. Safety
Education therefore imbibes in the children not only security measures but defensive mechanisms as
well.
29
Health Education and Nutrition
Nutrition is an important component of staying healthy. Health Education and Nutrition therefore,
is taught in the Nursery School in Cameroon in order to raise awareness in children about the value
of food and make them know that there are certain things that contribute negatively to one’s state of
health. These include: bad nutrition, lack of sleep, bad postures and unhygienic living conditions.

Having acquired competences in practical life skills and citizenship values, the learners, at the end of
Nursery 2 should:
• Adhere to state and societal norms
• Practise good behaviour and love for self and others
• Adhere to good financial practices
• Volunteer to help others
• Conform with environmental rules
• Practise healthy lifestyles/habits
The above terminal learning outcomes have been broken down for the two years of nursery education
in table 7. Similarly, the expected learning outcomes in the same table have been further developed
into units and classified in a scope and sequence chart in table 8.
*Note that the terminal learning outcomes reflect the various learning activities that make up this
domain and are stated in terms of KSAs.
30
Table 7: Expected learning outcomes for domain 3, Practical Life Skills
1. Citizenship • Recognise self • Recognise self
• Identify key state and local • Identify key state and local
officials officials
• Show love for self and others • Display love for self and
others
• Recognise the common
good
• Practise good leadership
• Practise giving voluntary
assistance to peers
• Identify good leadership
qualities
2. Character Education • Share with peers and others • Share with peers and
• Conform to simple etiquettes others
• Comply with transparent • Conform to simple
financial practices etiquettes
• Comply with transparent
financial practices
• Listen (high level skill for
the affective domain) to
others and show concern
3. Environmental • Dispose waste properly • Dispose waste properly
education • Assist in the upkeep of the • Assist in the upkeep of the
environment environment
• Identify weather conditions • Discriminate between hot
and cold weather
• classify waste
4. Safety education • Recognise dangerous objects • Recognise dangerous
and places objects and areas in their
• Comply with safety rules at environment
home, on their way to school, • Follow safety rules at all
and in school times
5. Health and nutrition • Demonstrate healthy eating • Demonstrate healthy eating

education habits habits
• Identify a first aid box • Identify items in a first aid
• Use appropriate posture box
• Use appropriate posture
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Table 8: Scope and sequence for Practical Life Skills
Citizenship
Self-introduction x x
National emblems and officials x x
Leadership qualities x
Common good x
Volunteerism x
Character Education Nursery 1 Nursery 2
Good behaviour x x
Simple etiquettes x x
Solidarity x
Environmental Education Nursery 1 Nursery 2
The environment x x
Climate change x x
Pollution x
Recycling waste x
Safety Education Nursery 1 Nursery 2
Home safety (kitchen, toilet, electrical appliances etc.) x x
Road safety (Road users, pedestrian paths, car track) x x
School safety (Playground, classroom, school yard, toilets) x x
Health and Nutrition Education Nursery 1 Nursery 2
Good health habits x x
Treatment x x
Body postures x x
D4: Arts and Crafts and related activities

The rationale of this domain is to awaken the child’s spirit of creativity, appreciation, aesthetics,
critical thinking and spatial awareness. Activities that constitute the domain will equally probe into
children’s sense of curiosity and wonder of the world around them. Crafts particularly inculcates
cultural awareness in the learners. Drawing, sculpting with clay, threading beads on a string/thread and
other activities will help to develop the child’s visual-spatial skills. Grappling with the painting brush,
and other painting materials definitely incites the children’s inventiveness and sense of innovation that
will impact their adult life. Today’s society needs people who seek new ways and directions, think and
make things better; not just people who follow. Arts and Crafts plays this role. The domain does not
only have playful activities for children, but it equally leads to improved academic performance; helps
the child to develop mentally, socially and emotionally. Counting pieces during activities, lays the
foundation for maths; likewise, experimenting with paint and other materials lays a science foundation
for the child. Colours used for painting and colouring, as well as discussions during these activities
develop children’s vocabulary skills. As usual, the competences to be developed via this domain are
listed and the activities which constitute the domain will be briefly explained.
32
Competences to be developed:
• Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship
Music and Dance

Human beings naturally love music. They feel music both physically and emotionally because it helps
to set a mood. Music calms and relaxes children and can stop them from crying or being naughty.
Music and Dance help children to socialise.
Visual Arts: Drawing and Colouring

Learners express their feelings and emotions in a creative manner through this activity. Drawing and
colouring enhances children’s fine motor skills and eye-hand coordination. It develops the child’s
sense of initiative and autonomy.
Visual Arts: Painting

Grappling with a painting brush and learning how to control paint, scissors and other art tools motivates
learners’ subsequent writing skills. To this effect, learners equally develop a taste for aesthetics and
skills that will fetch them entrepreneurial interests in the future.
Handwork
Handwork has been chosen as an Arts and Crafts activity because it involves learning how to
make beautiful and useful things with the hands. Making things with the hands is part of a cultural
heritage for the Cameroonian child. Hence, handwork, like other arts and crafts activities, enhances
culture. It is an opportunity to awaken the spirit of autonomy, initiative, creativity, socialisation and
entrepreneurship. Children will equally be drilled on space management and coordination. As a result
of their productions, they will have a sense of fulfilment and self-esteem.

After active participation in the four activities related to this domain, the learners should, at the end
of Nursery 2:
• Relate to music through singing and dancing
• Draw and colour to express beauty and their thoughts
• Combine primary colours to form secondary colours
• Organise natural, found and/or recycled materials to craft objects/articles
In table 9 the terminal learning outcomes for this domain have been transposed to expected learning
outcomes per year of studies. Also, table 10 shows clearly the progression of classroom activities from
one year to the next. As will be observed in both tables, Painting will be done only in Nursery Two.
33
Table 9: Expected learning outcomes for domain 4, Arts and Crafts

1. Music and dance • Display at least one • Display at least two
Cameroonian dance step Cameroonian dance steps
• Present a song • Present two songs
2. Drawing and • Identify at least three colours • Identify at least 4 colours
colouring • Draw an image • Draw objects
• Use at least two colours to • Use at least three colours to
colour colour
• Explain a drawing they have
presented
3. Painting • Not applicable • Use a painting brush
• Mix colours to form other
colours
• Describe their artwork
4. Handwork • Identify materials in their • Identify materials in their
environment that can be used environment that can be used
for handwork for handwork
• Produce a design • Produce a design
• Describe the object they have
produced
Table 10: Scope and sequence progression for Arts and Crafts

Music and dance
Musical instruments x x
Sol-fa notations x x
Traditional music and dance x x
Modern Cameroonian music and dance x x
Foreign music (Non Cameroonian music) x
Drawing and colouring Nursery 1 Nursery 2
Colours x x
Shapes and colouring x x
Drawing and colouring objects x
Painting Nursery 1 Nursery 2
Tools/materials used for painting x
Liquid colours x
Stamping x
Free painting x
Handwork Nursery 1 Nursery 2
Handwork materials x x
Handwork practical sessions x x
34
D5: Motor Skills and related activity
This domain enables children to act, to express and to increase awareness of their bodies through
physical and sporting activities. In relation to body movements, motor activities here are subdivided
into athletics, gymnastics and team sports. Nevertheless, motor activity (fine and gross motor skills) is
a broad-field domain which is carried out on a daily basis in the Nursery School setting in Cameroon.
They are mostly used as transitions from one activity to the other. Motor activities enable the learner
to acquire balance and coordination. These activities, equally allow the learner to develop his/her
muscles through physical and sporting activities such as running, climbing, jumping, throwing,
playing with a ball and dancing. By participating in organized collective activities, they socialize.
Children’s participation in physical activities and sports discourages discrimination and stereotypes.
Motor activities consequently lead to appropriate muscle development, leisure and healthy living. The
main activity for this domain will be Physical Education and Sports. The reason for identifying this
activity as crucial will be explained immediately after the competences that develops this domain.
• Practice of physical, sport and artistic activities
Physical Education and Sports (PES)

PES is a set of physical activities that contribute to the physical, moral, health and social development
of the learner. Physical Education and Sports contributes to the movement of the body to acquire and
foster motor behaviour that is essential for the physical growth of each child. It promotes harmonious
development of the body and makes the child fit to perform individual and collective tasks. It is
through physical and sporting activities that the child’s brain internalises the foundations of laterality
(left, right) directionality (up, down, in, out) and position in space (over, under, behind). These are
concepts that are important to the child’s mathematical thinking, vocabulary development, reading
and writing skills. PES contributes to body fitness.

Taking part in PES activities will groom the learner to:
• perform “baby” athletics, team sports and gymnastics
• conform with physical growth, body coordination, cognitive and interpersonal development
• follow physical education rules
• expose self to fair play
Table 11 and 12 highlight the Expected learning outcomes per level and the scope and sequence
progression chart respectively.
35
Table 11: Expected learning outcomes for Domain 5, Motor Skills
1. Athletics • Locate parts of the body • Locate parts of the body
• Awareness and • Reproduce different • Reproduce different movements
movement of the movements • Use various locomotive skills
body (Mobility) • Use various locomotive (walking, running, galloping,
• Physical effort skills (walking, running) hopping) to move from one place
and locomotion to move from one place to the other
to the other • Move the different parts of the
• Move the different parts body following instructions
of the body following
instructions
2. Team sports • Use thumb/forefinger in • Use thumb/forefinger in pincer
• Handling/ pincer grasp grasp
manipulation • Practise social • Use a variety of tools and
• Team sports and interpersonal materials to build grasp and
(Opposition, communication skills release skills (throwing, catching,
cooperation) • Tolerate others carrying, dragging, kicking,
pulling)
• Practise social and interpersonal
communication skills
• Tolerate others
3. Gymnastics • Build appropriate body • Build appropriate body movement
• Body movement movement and balance and balance
and balance
Table 12: Scope and sequence progression for Physical Education and Sports
Athletics
Parts of the body x x
Walking x x
Running x x
Galloping x
Hopping x
Team sports Nursery 1 Nursery 2
Tug-of-war x x
Basket games x x
Water race x x
Fashion parade x x
Football x
Gymnastics Nursery 1 Nursery 2
Stretching x x
Equilibration and laterality x x
Rhythm movements with music (Ballet) x x
36
Resources and intervention strategies
The contents, techniques and possible didactic materials will be presented in tabular form. The
techniques and didactic materials are not exhaustive, although techniques that best suit an activity
should be chosen, while taking into account the contexts and the class sizes. Note should be taken that
the major Nursery Education learning-teaching approach will be the Project-Based Learning which
has been discussed at length.
This task is challenging, given that Cameroon has embraced Inclusive Education. Hence all the
learners in the classroom must be taken care of, irrespective of their differences. By implication,
an Individual Education Plan (IEP) must be developed in order to take care of “that” child who
needs extra attention, be he/she hard-of-hearing, visually challenged, dyslexic, physically challenged
or otherwise. This is a more cost effective approach to Nursery Education. The use of play and games
is, of course, a very useful technique for Nursery School activities and cannot be belaboured.
Resources/Didactic materials are very important in any learning-teaching context in general and in
a nursery school setting in particular. In the case where the means are not there, found, natural and
recycled materials should be used. These are recommended in order to rekindle the spirit of creativity
in both the learners and the teachers alike. They are less expensive. It equally calls for creativity,
innovation and resourcefulness. The materials must be harmless, attractive and manipulative. They
can also be produced by the learners, the teachers, the parents and the community.
Table 13 presents the intergrated learning themes on which all teaching-learning activities are centred
Table 13: Integrated Learning Themes for the Nursery

No Integrated Learning Theme
1 The school
2 The body
3 The family and home
4 Festivities/Celebrations
5 Plants
6 Animals
7 Occupations
8 Travelling
37
Resources and Intervention
Strategies for Nursery One
38
DI: Literacy and Communication
Table 14: Storytelling
Unit Expected learning outcomes Contents Suggested teaching and Suggested resources
learning strategies
Short stories • Listen to short stories • Comic stories • Narration • Storybooks
• Distinguish between evil and good • Fiction • Questions and answers • Picture charts
• Read picture stories • Traditional stories • Demonstration: May use • Audio-visual aids
• Defend self from danger body to show actions in • Drums/Gongs/Flutes
• Practise moral values the story • Big/mini books: Create your
• Value books and reading • Cooperative learning own big or mini book by
• Hold books in the right position • Chanting/Singing using card board paper
• Follow the appropriate reading • Library visits • Resource persons
direction, left to right Role-play/Dramatization Flipbooks

• •
• Sit erect while reading • Play “Hide and seek” • Assorted drama costumes
• Video projectors
Other useful didactic materials/resources for Storytelling include: Post-its, markers, experience books, natural environment, television/Radio/
Telephone, Colours/Gum, Images/pictures, Newspapers, Cartoon stripes, Flannel boards
39
Table 15: Poetry and Rhymes
40
Units Expected learning outcomes Contents Suggested teaching and Suggested resources
learning strategies
Rhymes • Listen to rhymes and poems • Lullabies • Recitation • Picture charts
• Distinguish between good and evil • Sound rhymes • Demonstration • Letter cards
• Lull peers and siblings to sleep • Counting rhymes • Cooperative learning • Rhyme cards
• Defend self from danger • Song rhymes • Role-play/Dramatization • Flashcards
• Practise moral values • Games • Word cards
• Chanting/singing • Rhyme books
• PBL
Poems • Recite poems • Animal poems • PBL • Picture charts

• Build fine/small motor skills • Fruit rhymes/poems • Pronunciation • Rhyme cards
• Recognise fruits, animals • Counting rhymes/ • Recitation • Flashcards
• Show love for schooling poems • Demonstration • Word cards
• Family rhymes/poems • Cooperative learning • Poem books
• Role-play/Dramatization • Demonstrative
• Chanting/singing pictures
• VCD/DVD

Table 16: Sign Language and Gestures
learning strategies
Mimes and • Imitate various occupations • Occupations • Miming and mimicking • Puppets/ objects/ Pictures
mimics • Build love for occupations • Compound care • Role-play: silent acts • Illustrated scenes/Comic
• Build small motor skills • Illustrations stripes
• Visual cues • TV and other audio-visual
• Imitation aids
• Games/Pairing • Sign language alphabet
• Internet applications and
websites like YouTube
• Resource persons
Facial • Perform non-verbal • Happiness • Illustrations/Games • Comic stripes/Visual aids
expressions communication • Sadness • Role-play: silent acts • TV and other audio-visual

• Display their moods via • Sickness • Pairing aids Charts/sign language
facial expressions • Surprise • Cooperative learning alphabet
• Danger • Imitation • Internet applications and
• Pictures/Resource persons
41
Table 17: Reading
42
learning strategies
Picture reading • Read pictures • Fruits • Interaction • Pictures/Picture cards
• Name objects • Vegetables • Cooperative learning • Charts
• Construct a photo gallery/ • Flowers • Singing/rhymes • Visual aids
album • Family members • Role-play/Illustrations • Picture books
• Share information • Animals • Visual cues
• PBL
Letter-sounds • Recognize letter-sounds • Letters of the • Drilling • Alphabet/ Word cards

• Spell simple words alphabet • Role-play/ Games • Flip charts/Pictures
• Pronounce words correctly • Short passages • Cooperative learning • Word basket
with contextual • Singing/rhymes/ • Audio-visual aids
vocabulary items Illustrations
Listening and • Listen and read short • Names of learners • Drilling • Name cards
reading words words • Short passages with • Role-play/Games • Flip charts
• Recognize written targeted words • Cooperative learning • Alphabet/blend charts
language • Singing/rhymes • Big/Mini books: Prepared and
• Illustrations decorated by the teacher
• Word basket /Audio-visual
aids

Table 18: Writing
learning strategies
Pre-letter • Reproduce models • Scribbling • Small motor exercises • Chalk
formation • Sketch models • Raindrops • Free writing • Pencil
• Hold writing materials correctly • Strokes / Zigzag • Pencil grabbing • Arm-board
• Follow the right order of writing • Waves / Cane • Tracing • Tracing paper/book
• Love writing • Hooks /Curves • Drawing • Sand tray
• Vertical lines • Stencils: letters,
• Horizontal lines numbers
• Tracing (letters and
numbers)
Letters and • Write lowercase letters • Letters of the • Fine/small motor exercises • Chalk/Pencil/Arm-
numbers

• Write words alphabet • Hand-eye coordination board/ Crayons
• Hold writing materials correctly • Common/simple • Pencil grabbing • Tracing paper/book
• Follow the right order of writing words • Tracing • Sand tray
• Use the appropriate hand to write • Numbers 1 – 5 • Proper letter formation • Stencils: letters,
• Share with peers who do not have • Drawing numbers, words
• Colouring • Related textbooks
• Letter/word/number
cards/paper
43
Table 19: French
44
Unités Attentes Contenus Techniques Matériels didactiques
Poésie et • Réciter un poème/comptine • Comptines • Imitation/Interaction • Matériels audiovisuels
Comptines • Montrer l’intérêt pour la • Poésie • Récitations/Chants • Photos
langue française • Travaux en atelier • Observation
• Travaux entre pairs • Objets divers
• Démonstrations • Images
Chants • Chanter une chanson • Les chansons • Récitations/Chants • Matériels audiovisuels
• Chanter en français pour le • Travaux en atelier • Photos
plaisir • Travaux entre pairs • Objets divers
Salutations • Dire bonjour/bonsoir aux • Bonjour/Bonsoir • Jeu de rôle/Jeux • Matériels audiovisuels
amis, aux enseignants et • Bon après midi • Illustrations • Photos
aux camarades • Bon nuit • Travaux en atelier/pairs • Objets divers
• Se socialiser avec ses • Démonstrations • Images
camarades et l’enseignant
Se présenter • Se présenter • La présentation • Jeu de rôle /Jeux/Illustrations • Matériels audiovisuels
• Dire son nom en cas • Travaux en atelier/Travaux • Images/ photos
d’égarement entre pairs
• Démonstrations
Compter • Compter les nombres • 1 – 10 • Imitation • Les bâtonnets , les étiquettes
• Partager avec les amis • Récitations/chants • Les matériels divers
• Jeu de rôle/Jeux
Jours de la • Citer les jours de la • Les jours de la • Récitation/Illustrations/ • Matériels audiovisuels
semaine semaine semaine Démonstrations • Photos / Images
• Jeu de rôle/Jeux • Les étiquettes
• Travaux en atelier/pairs

D2: Science and Technological Skills Development
Table 20: Mathematics
learning strategies
Counting • Count numbers from 1-10 • Numbers 1 – 10 • Field observation • Counting sticks/ blocks
• Identify quantity • Cooperative learning • Tables/chairs
• Run errands at home/school • Games/play • Diverse fruits
• Carry out projects with peers • Rhymes/songs/Counting • Number cards
• Demonstrations • Pebbles/Abacus
• Parts of the body
Writing • Write numbers progressively • Writing numbers • Drilling: with fingers/ • Chalk/Arm board
numbers • Hold writing materials correctly 1–5 toes in the air, on the • Pencil
• Follow the right order of writing floor, on sand tray, on • Paper/book

• Share writing materials with peers peer’s back • Workbook
• Tracing/Demonstration/
Role play
Classifying • Classify elements of a set • Elements of a set • Discussions/elicitation • Diverse objects: fruits,
elements • Identify colours • Primary colours • Questions and answers coloured pencils, pens,
• Express similarity • Shapes/Sizes • Sorting/matching plastic corks and bottles,
• Use numbers • Quantities • Measuring clothes, hats, marble stones,
• Arrange their personal belongings pebbles, books, toys
• Share with others
Mathematical • Use mathematical operations: • Addition not more • Questions and answers • Counting sticks
operations addition and subtraction than 10 • Elicitations • Plastic bottles/ corks,
• Work with peers and others • Subtraction not • Demonstration • Fruits/food items
• Accept differences and the more than 10 • Games / Songs • Marble stones
opinions of others
45
Table 21: Sensory and Perceptive Education
46
learning strategies
The sense of • Identify primary colours • Primary colours (Red, • Demonstrations • Colours/ Masks/headscarf
sight (sight) green, blue) • Elicitations • Coloured items: bowls, cups,
• Arrange their belongings • Other colours to be • Outdoor visit scraps from tailor’s shop
• Sort items determined by the • Watching videos • VCDs/DVDs
• Carry out tasks context/environment • Blindfolding • TV/Computer/laptop/Phone
• Appraise beauty and
aesthetics
The sense of • Distinguish tastes (taste) • Sweet taste • Tasting samples • Sweets/sugar/sugarcane, liquids/
taste • Choose food appropriately • Bitter taste • Video presentations syrupsetc.
• Consume medicines • Role-play/Pretence • Bitter herbs/drinks
appropriately
The sense of • Differentiate smells (smell) • Good smell • Smelling scents • Stalefood /Dustbin
smell • Use toilets appropriately • Stink (bad smell) • Outdoor visit • Waste management areas
• Solve health and • Waste management • Demonstrations • Toilet/water/soap/toilet tissue
environmental problems • Toileting • Video presentations • DVDs/VCDs /TVs
• Hand washing • Perfumes/towel/body lotion /comb
• Personal hygiene • Flowers
The sense of • Identify voice pitch • Speaking (soft voice • Speaking/Singing • Learners
hearing (hearing) and loud voice) • Recitation / Role-play • Audio-visualaids
• Modify behaviour • Singing and dancing • Conversations/ • Environment
• Speak softly/gently dialogues
The sense of • React to an external • Hot/cold things • Games • Blindfold materials: masks, head
touch stimulus (touch) • Soft/hard objects • Role-play scarfs
• Modify behaviour • Dry/wet objects • Water, stones, clothes, cotton
• Interpret information

Table 22: Science and Technology
learning strategies
Science
Astronomy • Describe day and night • Day, night • Discovery/discussions • Illustrative charts: star,
(Stars) • Plan personal activities • Sun, moon • Cooperative learning moon, sun
• Wear appropriate clothes • Stars etc. • Role-play/Songs • Environment
Gravity • Identify different gravitational forces • Floating • Experimentation • Balloons/Ball, sand

(Weight) • Talk about preventing disasters • Sinking • Discovery/discussions • Stones, ropes, mud
• Display a sense of ambition for the • Falling • cooperative learning • Empty plastic bottles
sciences • Pulling • Display • Filled plastic bottles
• Interpret scientific notions and dispel • Basin/bucket filled
myths with water

• Display talent
Experiments • Use water and powdered substance to • Dissolving sugar • Experimentation/trial • Wood ash, soil, sand,
make paste milk, in water; Mixing and error cement, clay, sawdust,
• Perform experiments soil, clay, sand/cement • Discovery/discussions mud
• Show love for science with water to make • Cooperative learning • Water, bowl, bottles,
paste containers
• Sugar, limestone
Natural • Recognise environmental danger and • Flooding • Discovery/discussions • Natural environment
phenomena natural disasters • Mountain eruption • Questions and answers • Charts/pictures
• Defend self from danger • Landslide • Excursions • Relevant VCD/DVDs
• Cry for help in the face of danger • Heavy rainfall • Video projections • Relevant websites
• Display emotions in the face of • Droughts
disaster/danger
47
48
learning strategies
Construction • Integrate a spirit of observation • Building construction: • Discovery/discussions • Water, clay, sand
• Construct miniature houses, house, bridge • Cooperative learning • Cement, soil, plastic
bridges, cars, aeroplanes etc • Fabrication and • PBL containers
• Show interest in technology assembling of • Demonstration • Legos, helmets
and engineering automobiles • Trial and error • Bamboo, gloves
Plumbing • Identify materials and tools for • Tools of the plumber • Discovery/discussions • Bottles of water,
plumbing • Water piping • Cooperative learning Stones, sand
• Construct miniature plumbing • Installation • Demonstration • Cardboard paper,
channels • Safety and security • PBL Feathers
• Show interest in technology • Trial and error • Old plastic shoes,
and engineering balls, buckets
• Integrate a spirit of observation • Plantain stems, leaves
• Found pipes, ropes,
gloves, jacket, helmet
Sources of • Locate sources of light • Natural sources of • Discovery/discussions • Environment
light • Use sources of lights light • Cooperative learning • Torch, lamp, candles
responsibly • Artificial sources of • Demonstration • Found sockets, cables
• Stay away from dangerous light • Outdoor observations • Match/lighter
sources of light
Electrical • Detect appliances that use • Appliances that use • Discovery • Radio, tv, iron,
appliances electricity electricity • Discussions computer, telephone,
• Boot a computer • Persons that can use • Demonstrations hair dryer, shaving
• Turn the lights on and off these • Role-play and machine, charger,
• Change TV/Radio channels dramatization microphones, etc.
• Show caution in using • Peer tutoring • Pictures and charts
electrical appliances
Safety and • Recognise the dangers of the • Electrical shock • Discussions/ • Found cables, sockets
security wrong use of electricity and Demonstrations • Scrap, gloves, jacket,
electrical appliances • Role-play /dramatization helmet
• Ask for help from adults to use • Singing • Illustrative charts
electrical appliances • Cooperative learning

Table 23: Agriculture
learning strategies
Gardening • Identify plants • Flowers • Demonstrations • Filled bags/tires
• Care for nature • Plants • Observation • Diverse seedlings
• Show love for beautifying the • Manure • Practical work • Diverse vegetables and spices
environment with flowers and • Soils and uses • Various seeds, flower beds
plants • Seeds • Gloves, soils
• Describe the uses of soil • Seedlings • Plot of land
• Take care of the environment
Sources of • Identify sources of manure • Disposing waste • Demonstration • Food peelings and left-overs
manure • Detect waste • kitchen waste • Observation • Wood ash
• Throw waste responsibly • Grass and leaves • Practical work • Grass, leaves
Animal waste Goat/cow dung, gloves

• •
Cultivation • Describe the planting and • Planting • Demonstration • Diverse seeds and seedlings
harvesting process • Weeding • Observation • Machete/hoe
• Show interest in crop farming • Watering • Practical work • Illustrated charts of a farmer’s
• Plant seeds and seedlings • Harvesting tools
• Watering can
• Planting bags
• Gloves
49
D3: Practical Life Skills
50
Table 24: Citizenship
Units Expected learning Contents Suggested teaching and Suggested resources
outcomes learning strategies
Self – • Recognise self • Introducing self • Dialogue/Discussions • Illustrative charts/posters,
introduction • Discuss with peers • The family • Role-play pictures/photographs
and others • My teacher • Excursions and field • Museums, school
• Locate self • My school visits environment, parks,
• Volunteerism palaces
National • Identify key state and • The Cameroon Flag • Field trips/outdoor • Illustrative charts/posters,
emblems and local officials • The National Anthem, activities pictures/photographs
Officials • Respect adults and The President, the Prime • Demonstrations • Relevant calendars
hierarchy Minister, the Minister of Basic • Role-play • Libraries, museums
• Show love for Education, the Governor, the • Cooperative learning • Palace, “lamidade”
the country and S.D.O, the D.O, the Mayor,
community the village or community
Chief//Fon/Sultan/Lamido

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

•
• Punctuality
51
Table 26: Environmental Education
52
learning strategies
The • Assist in the upkeep of the • Cleaning up • Outdoor activities and • The environment
environment environment • Sorting waste field trips • Dustbins
• Throw litter/dirt in dustbins • Waste management • Cooperative learning • Illustrative charts
• Practise cleanliness
• Assemble waste
• Identify recyclable waste
Climate • Discriminate between hot and • Warm weather • Outdoor activities and • The environment
change cold weather • Cold weather field trips • Illustrative charts/
• Select an appropriate dress code • Rainy weather • Observation and pictures
• Play at the right time/place • Sunny weather Discovery • Various clothes:
• Practise a sense of love and care • Mud/dust • Cooperative learning pullover, shirt, tee shirt,
for the environment • Types of clothes a pair of trousers/shorts,
singlet

Table 27: Safety Education
learning strategies
Home safety • Follow safety rules at home at all • The kitchen • Role-play • Kitchen utensils
times • The toilet • Demonstrations • Illustrative charts on
• Protect self from danger • Electrical appliances • Cooperative learning how to use the toilet and
latrine
• Toiletries
• Electric cable, switch,
distributor
Road safety • Follow road safety rules at all • Pedestrian paths • Demonstrations/ • Demonstrative charts/
times • Traffic lights Discussions pictures
• Walk on the right side of the road • Zebra crossing • Observation/Role-play • The road
• Ask for adult help to cross the • Outdoor visits

road
School safety • Follow safety rules in school at • Classroom safety • Demonstration • Illustrative charts
all times • Playground safety • Outdoor activities • Catchy phrase posters
• Play with caution • Using the toilet • Role- play with emoticons
• Report any incident to the teacher • Cooperative learning • Toiletries, water, tap,
soap
53
Table 28: Health Education and Nutrition
54
learning strategies
Good health • Demonstrate good health habits • Hygiene • Demonstration • Fruits, food, potable
habits • Follow hygiene and sanitation • Eating habits: to include when to, • Practise water, cutlery, plate
rules what to and how to eat, always • Role play • Washing soap, bowl,
• Choose to eat only when washing hands before eating and • Cooperative learning water in a bottle,
necessary after the toilet disposable napkins,
• Practise avoiding sugary and • Hand washing: the steps of hand tooth brush, tooth
salty food washing paste
• Choose the right liquid to drink • Drinking habits: to include when • Illustrative chart
• Comply to sleeping time to, what to and how to drink of good sleeping
• Brush teeth correctly and • Sleeping habits positions, fruits and
regularly • Balance diet vegetables, alcohol
• Brushing and bathing
Treatment • Report injury or symptoms of • Injuries • Role-play and • Bandage, plaster,
illness • Symptoms of illnesses dramatization gauze, cotton, empty
• Stay in good health • Cooperative learning bottles/packs of
• Comply with healthy habits medications
• Illustrative charts
of a hospital or an
injury scene
Body • Use appropriate postures • Sitting positions • Role-play and • Illustrative charts
postures • Sit and stand erect • Standing and walking positions dramatization • Classroom
• Sleep calmly in the right • Sleeping positions • Cooperative learning environment
position

D4: Arts and Crafts
Table 29: Music and Dance
learning strategies
Musical • Identify traditional and modern • Traditional musical • Cooperative learning • Xylophone/Flute
instruments musical instruments instruments • Singing and dancing • Drum/Gong
• Modern musical • Guided tour • Rattles/Charts
instruments • Guitar/Piano
• Mouth organ
• Resource person
Traditional • Display at least one • “Njang”/”Bikutsi” • Cooperative learning • Xylophone/Flute
music and Cameroonian dance step • “Moningnkim” • Singing and dancing • Drum/Gong

dance • Show love for culture • “Bottle dance” • Rattles/Charts
• “Ben sikin”/”Asiko” • Resource person
• “Gumba”/”Makossa” • Audio-visual aids
Sol-fa • Identify rhythm • Simple sol-fa notations • Cooperative learning • Resource person
notations • Build self confidence “doh”, “tih”, “lah”, “soh”, • Singing • Audio-visual aids
• Use voice spontaneously to “fah”, “mih”, “reh”, “doh”
make musical sounds
• Work with joy and affection
Modern • Dance to music • “Makossa”/”Asiko” • Cooperative learning • Resource person
Cameroonian • Express self freely via body • Modern “njang” • Singing and dancing • Audio-visual aids
music movements • Modern “bikutsi” etc.
55
Table 30: Drawing and colouring
56
learning materials
Colours • Identify the three primary • Colours (Especially primary: • Cooperative learning • Coloured pencils,
colours Red, blue, yellow) • Demonstration/role play relevant coloured
• Relate to aesthetics and articles/objects,
good taste materials
• Projector/computer
Shapes and • Trace an image • Rectangle/colouring • Illustrations • Illustrated charts
colouring • Integrate creative and • Square/colouring • Cooperative learning • Diverse objects with
imaginative thinking in • Triangle/colouring relevant shapes:
activities • Circle/Colouring exercise book, slate,
ball/balloon, chalk box,
orange, triangular item
from a math set
• Coloured pencils,
relevant coloured
articles/objects,
materials

Table 31: Handwork
outcomes learning materials
Handwork • Identify materials in their • Natural materials • Cooperative learning • Assorted materials
materials environment that can be • Found materials • Demonstration/role play depending on the context
used for handwork • Recyclable materials • PBL Cartons, paper, leaves,
• Follow good scraps from tailor’s shop,
environmental rules thread, old clean clothes,
wool, bamboo, precious
stones, clay and water,
plastics, wood, palm
fronds
Practice • Produce a design of their • Moulding pots, cups, • Observation and discovery • Clay and water, plastics,
sessions choice plates etc. • Practice cartons, paper, leaves,

• Mould different objects • Making crowns, kites, etc. • Cooperative learning scraps from tailor’s shop,
• Decorate items • Making decoration items. • Role play/dramatization thread, old clean clothes,
wool, bamboo, precious
stones, wood, palm
fronds
57
D5: Motor Skills
58
Table 32: Physical Education and Sports
Units Expected learning outcomes Contents Suggest teaching and Suggested resources
learning strategies
Athletics • Locate parts of the body • Parts of the body • Demonstration/Role play • Learners/sports wear
• Explain the nature of discomfort in • Imitation/practice • Playground
their system • Field work
• Show compassion for those in pain • Team work and
cooperative learning
• Reproduce different movements • Walking • Demonstration • Playground
• Relate to different activities at home • Running • Imitation/practice • Running track
and in school • Galloping • Field work • Safe surfaces
• Show willingness in performing tasks • Team work/ cooperative
learning
Team sports • Practise team sports • Tug-of-war • Demonstration • Rope/Balls
• Relate with peers and others • Basket games • Imitation/practice • Baskets made from
harmoniously • Water race • Field work clothes
• Display a spirit of tolerance • Fashion parade • Team work/cooperative • Sports attire
• Practise social and interpersonal (catwalk) learning
• Accept defeat, differences and
difficulties
Gymnastics • Build appropriate body movement and • The body • Demonstration • Baby gym equipment
balance • Stretching • Imitation/practice • Slides, swings
• Begin a body awareness process • Equilibrium while • Field work • Trampolines for
• Show love to those who are physically carrying object bouncing and
impaired • Somersaulting balancing
• Ballet • Sports attire

Resources and Intervention
Strategies for Nursery Two
59
D1: Literacy and Communication
60
Table 33: Storytelling
learning strategies
Short stories • Listen to short stories • Comic stories • Narration • Storybooks
• Distinguish between evil and • Fiction • Questions and answers • Picture charts
good • Traditional stories • Demonstration/Role play • Audio-visual aids
• Defend self from danger • Cooperative learning • Drums/Gongs/Flutes
• Practise moral values • Chanting/Singing • Big/mini books
• Value books and reading • Library visits • Resource persons
• Hold books in the right • Flipbooks
position • Assorted drama costumes
• Follow the appropriate • Video projectors
reading direction
• Sit erect while reading
Guessing story • Build self-esteem through • Comic stories • Cooperative learning • Flipbooks
endings socialisation and language • Fiction • Chanting/Singing • Assorted drama costumes
• Traditional stories • Role-play and dramatization • Video projectors
• Imaginative stories
Narrating a • Bond with mates and • Real life narrations • Narration • Videos/Picture charts
story teachers • Role-play and dramatization • Drawing and colouring
• Integrate into groups • Video projections materials
Sounds • Build fine/small and gross • Fiction • Role-play and dramatization • DVDs/projectors
of animal motor skills • Traditional stories • Video projections • Illustrated pictures and
characters charts

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

• Show love for schooling poems • Cooperative learning • “Poem” books
• Family poems
61
Table 35: Sign Language and Gestures
62
Mimes and • Imitate various • Occupations • Miming and mimicking • Puppets/ objects/ Pictures
mimics occupations • Compound care • Role-play (silent acts) • Illustrated scenes/Comic
• Build their love for • House chores • Illustrations stripes
occupations • School chores • Visual cues • TV and other audio-visual
• Build small/fine motor • Animal behaviour/movement aids
skills • Internet applications and
• Resource persons
Facial • Perform non-verbal • Happiness • Illustrations/Games • Comic stripes/Visual aids
expressions communication • Sadness • Role-play (silent acts) • TV and other audio-visual
• Display their moods • Sickness • Pairing aids charts
via facial expressions • Surprise • Cooperative learning • Internet applications and
• Danger • Imitation websites like YouTube
• Pictures/Resource persons
Manners • Identify with persons • Greetings/Manners • Illustrations • Comic stripes/ Pictures
who are different and • Please: Use flat hand to make a • Games • Visual aids
have special needs circular motion on chest. • Role-play (silent acts) • TV and other audio-visual
• Recognise persons • Sorry: Use fist to make a circular • Pairing aids Charts
with special needs motion on chest. • Group work and • Internet applications and
• Thank you: Touch the fingertips cooperative learning websites like YouTube
of one hand to chin and move • Imitation /Interaction • Resource persons
away from body. • Practice
• You’re welcome: Touch fingertip
of one hand to chin and move in
an arc motion to waist
• Play

Table 36: Reading
Picture reading • Read pictures • Fruits /Vegetables • Role-play • Charts/pictures
• Name objects • Animals /Birds • Games • Flip charts
• Construct photo/image • Flowers /Plants • Demonstration • Big/Mini books
galleries/albums • Kitchen utensils • Cooperative learning • Word basket
• Share information • Festivals • Audio-visual aids
• Follow instructions
Letters of the • Recognize letter-sounds • The alphabet • Cooperative learning • Pictures/Picture cards
alphabet • Spell simple words • Blended simple words • Demonstration • Charts /Visual aids
• Pronounce words • Short sentences • Role play • Picture books/Big/mini
correctly • Short passages including • Games books
the words met in picture- Course books/related

•
reading textbooks
• Cartoon strips
short sentences • Read words aloud • Simple words • Role-play/Games • Flash cards/Flip charts
and texts • Name objects • Short texts to include • Singing/rhymes • Alphabet/blend charts
• Ask questions names of the objects met • Cooperative learning • Big/Mini books (Prepared
• Follow instructions in picture reading and decorated by the
• Short texts to include teacher)
contextual words • Word basket Audio-visual
aids
63
Table 37: Writing
64
learning strategies
Pre – letter • Reproduce models • Tracing (letters and numbers) • Demonstration • Chalk/Pencil
formation • Sketch models • Long rabbit letters (l, h, b, f, • Pair work • Arm-board
• Hold writing materials d, k, t,) • Cooperative learning • Tracing paper/book
correctly • One armed robot (down and • Sand tray
• Follow the right order of retrace upwards (r, i, • Stencils: letters,
writing • Long ladder (j, g, numbers
• Love writing • Anti-clockwise letters, curly • “Ascenders” and
caterpillar letters and figures “descenders” games
(c, a, d, e, g, o, q, f, s – 0, 6,
8, 9)
• Zigzag letters and figures (v,
w, x, z, - 1, 4, 7)
Letters and • Write lowercase, uppercase • Lowercase letters • Demonstration • Pencil/Arm-board/
numbers letters and numbers • Upper case letters • Pair work crayons
• Write words • Common words • Cooperative learning • Tracing sheets/book
• Hold writing materials • Numbers 1 – 10 • Sand tray
correctly • Names • Stencils: letters,
• Follow the right order of • Days numbers, words
writing • Months • Letter/word/number
• Share with peers who lack cards
Handwriting • Write simple sentences • SVOs, (Subject, Verb, Object) • Demonstration/Pair • Writing paper/books
• Show love for writing, work • Pencils/Number
aesthetics and neatness • Cooperative learning cards
• Word cards/Writing
models

Table 38:French
Unités Attentes Contenus Techniques Matériels didactiques
Poésie et • Réciter un poème/comptine • Comptines • Imitation /Interaction • Matériels audiovisuels
Comptines • Montrer l’intérêt a la langue • Poésie • Récitations /Chants • Photos
française • Travaux en atelier/ pairs • Objets divers
Chants • Chanter une chanson • Les chansons • Récitations • Matériels audiovisuels
• Chanter en français pour le • Chants • Photos
plaisir • Travaux en atelier/ pairs • Objets divers
Se présenter • Se présenter • La présentation • Jeu de rôle • Matériels audiovisuels
• Dire son nom en cas • Illustrations • Photos
d’égarement • Travaux en atelier / pairs • Objets divers

Compter • Compter les objets • 1 – 10 • Jeux /Jeu de rôle • Objets divers
• S’insérer dans la communauté • Travaux en atelier
Les jours de la • Citer les jours de la semaine • Les jours de la semaine • Jeu de rôle /Jeux • Matériels audiovisuels
semaine • Communiquer en français • Illustrations • Photos /Objets divers
• Travaux en atelier / pairs • Images
• Démonstrations
Les mois de • Citer les mois de l’année • Les mois de l’année • Jeu de rôle • Le calendrier
l’année • Communiquer en français • Travaux en atelier / pairs • Les étiquettes
• Démonstrations
L’hymne • Chanter l’hymne national • L’hymne national • Récitation /Répétition • Le texte d l’hymne
• Aimer le pays • Chant
65
D2: Science and Technological Skills Development
66
Table 39: Mathematics
Units Expected learning outcomes Contents Suggested teaching and learning Suggested resources
strategies
Counting • Count numbers from 1-20 • Numbers 1 – 20 • Field observation • Counting sticks/ Blocks
• Detect quantity • Cooperative teaching • Tables/chairs/Diverse fruits
• Run errands at home/school • Games/play • Number cards/Pebbles
• Carry out projects with peers • Rhymes/songs/Demonstrations • Abacus /Parts of the body
• Plastic corks
Writing • Write numbers • Writing from 1 – 10 • Drilling: with fingers/toes in • Chalk
numbers • Write numbers progressively the air, on the floor, on sand • Arm board
• Hold writing materials tray, on peer’s back • Pencil
correctly • Tracing • Paper/book
• Follow the right order of • Demonstration • Workbook
writing, left to right • Copying models
• Share writing materials with
peers
Classifying • Classify elements of a set • Elements of a set • Discussions/elicitation • Diverse objects: fruits,
sets and • Identify colours • Colours • Cooperative learning coloured pencils, pens,
sub sets • Share with others • Shapes plastic corks and bottles,
• Use numbers • Sizes clothes, hats, marble stones,
• Arrange their personal • Sub sets pebbles, books, toys
belongings
• Express similarity

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

• Show interest in schooling
and other activities
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Table 40: Information and Communication Technologies
68
Unit Expected learning outcomes Contents Suggested teaching and Suggested didactic material
learning strategies
The computer • Identify a computer system • system unit • Demonstration • Computer equipment:
system • Recognise that different • keyboard • Discussions Monitor ; Keyboard;
components are needed to • mouse • Cooperative learning Mouse; System unit;
have a computer system • monitor Printer; Connections
• printer/scanner • Charts/Locally fabricated
materials
ICT devices • Identify common ICT • The computer • Demonstration • ICT devices in the contents
devices • Radio /Television sets • Discussions • Charts containing pictures
• Recognise that these devices • Mobile and fix phones • Cooperative learning of the different ICT
transmit information • The photo camera devices
• The projector • Locally fabricated
• The remote control materials
The keypad of a • Simulate the use of the • Mobile phones • Demonstration • Mobile /fix phones
communication keypad of a communication • Handling a mobile/ • Discussions • Charts containing
device device fixed phone or walkie- • Cooperative learning pictures of the different
• Recognise that these devices talkie device communication devices
are used to make distance • Locally fabricated
communication materials
Remote control • Simulate the use of a remote • Types of remote • Demonstration • Remote control of a
of device control device control • Discussions Television, DVD, Radio
• Recognise that remote • Cooperative learning set, air conditioners
control devices control • Charts with the different
devices at a distance ICT devices
• Locally fabricated
materials

learning strategies
Keyboard and • Play with the keyboard and the • The keyboard of a • Demonstration • Computer mouse
mouse of a mouse of a computer computer • Discussions and keyboard
computer • Recognise that keyboards and mice • The mouse of a • Cooperative learning • Charts containing
are used to enter information in computer pictures of the
computers keyboards and
mouse
• Locally fabricated
materials
Power buttons • Identify the power buttons of • The power button • Demonstration: learners • Mobile phones,
of ICT devices common ICT devices of a computer and practise to power available TVs, DVD player
• Recognise that all ICT devices other ICT devices ICT devices • Charts containing
have power buttons to enable them (mobile phones, • Discussions: may focus on pictures of the
function TVs, DVD player letting learners share their different devices
etc.) ideas from home on how they • Locally fabricated

power these devices materials
ICT devices • Name basic safety measures to be The dangers of: • Demonstration: learners • Mobile phones,
and safety observed while using a computer and • touching cables practise to handle electricity TVs, DVD player
measures other ICT devices connected to cables appropriately • Charts containing
• Respect safety measures while using electricity • Discussions: may focus on pictures related to
ICT devices • sitting too close to a letting learners share their the content
television set views on safety measures • Related syllabus/
• using a cell phone while using ICT devices schemes of work/
plugged to electric • Observation: learners may text books
current observe how others sit in • Safety gloves
• using a computer in front of a television set or a • Chargers
the bed computer system
ICT devices • Name hygienic conditions to be • The dangers of: • Discussion on the effects of • Illustrative charts
and hygienic respected while using a computer and • Eating by a food particles and water on related to the
measures other ICT devices computer ICT devices contents
• Recognise that hygienic conditions • Drinking by ICT
prolong the life span of devices and devices
69
the safety of the user
70
strategies
Basic notions of • Identify common objects • The different • Discussions: distinguish the types • Charts containing
Abstraction found around their nature of objects of objects they see around pictures of the
environment (cars; trucks, • Observation: learners may go out different objects
• Recognise that computers bicycle, house of the classroom to observe the around the school
can sort out objects (cars, etc,) different objects found around or and beyond
bicycle) or items without observe pictures and distinguish • Locally fabricated
details them materials
• Use pictures to help learners
recognise the differences in the
objects listed
Basic concepts of • Identify steps required Processes: • Demonstration: practise how to • Charts containing the
Algorithm to carry out a task as an • Preparing tea for realise a real task by going through pictures of different
algorithm breakfast different steps activities and the
• Recognise that computers • Preparing for • Discussions: may focus on letting steps to be covered
go through a step by step classes learners explain the different steps to execute them
process to resolve a problem • Washing clothes involved in preparing breakfast,
washing dresses
Basic notions of • Identify that computers • The computer • Demonstration: practise how to • Charts containing the
Programming require instructions to program program a programmable toy to pictures of different
execute a program • Basic tasks and see how it works, create a group of activities and the
• Recognise that computers instructions learners and assign a task to each steps to be covered
require a series of of them which requires each of to execute them
instructions to execute a task their contributions to achieve the
results
• Discussions: share their views
on what they observed in
programmable toys

Table 41: Sensory and Perceptive Education
learning strategies
The sense of • Identify colours • Red/Yellow • Demonstrations • Colours
sight • Arrange their belongings • Blue/Purple • Role play • Coloured items: bowls, cups,
• Sort items • Orange/Green • Outdoor visits scraps from tailor’s shop
• Carry out tasks • Pink/Brown • VCDs/DVDs
• Appraise beauty and • TV/Computer/laptop/android
aesthetics phone
• Masks/headscarf
The sense of • Distinguish tastes • Sweet taste • Demonstration/discussions • Sweets/sugar/sugarcane/liquids/
taste • Choose food appropriately • Bitter taste • Role-play/Pretence syrups
• Consume medicines • Sour taste • Simulation • Bitter herbs/drinks

appropriately • Fruits: banana/mango/pawpaw/
pineapple lime/lemon/orange
The sense of • Differentiate smells • Stink (Bad smell) • Demonstrations/ • Stalefood/Dustbin

smell • Use toilets appropriately • Good smell discussions • Waste management areas
• Solve health and • Waste management • Outdoor visit • Toilet/Perfume
environmental problems • Toileting • Role-play/dramatization • Flowers
• Hand washing • Cooperative learning
• Personal hygiene
The sense of • Identify voice pitch • Speaking in different • Discussion/demonstration • Learners
hearing • Modify behaviour tones: soft, strong, • Songs /Recitation • Audio-visual aids
• Speak softly loud, high, low • Conversations/dialogues • Environment
• Music: soothing, • Role-play
gentle, loud, noisy
• Noise/Anger
71
72
strategies
The sense of • React to an external • Hot/cold • Games (may have to do a hide • Blindfold materials: masks,
touch stimulus • Hard/soft and seek and touch game) head scarf, ropes
• Modify behaviour • Gentle/soft touch • Role-play (play the role of a • Water, cotton, stones
• Interpret information • Aggressive/wild touch bad person and good person.
A good person touches gently
while a bad person touches
wildly)

Table 42: Science and Technology
learning strategies
Science
Astronomy • Describe day and night • Sun • Cooperative learning • Illustrative charts
(Stars) • Plan personal activities • Moon • Outdoor visits • Tee-shirts/Pullovers
• Wear appropriate clothes • Stars • Role-play • Raincoat/boots
• Dry and rainy seasons • Demonstration • Environment
Gravity • Identify different gravitational • Floating • Elicitation • Balloons/Ball, sand
(Weight) forces • Sinking • Experimentation/trial and • Stones, ropes, mud
• Display a sense of ambition • Falling error • Empty plastic bottles
for the sciences • Pulling • Discovery/discussions • Empty plastic bottles
• Interpret scientific notions and • Cooperative learning • Filled plastic bottles

dispel myths • Basin/bucket filled
• Show love for science with water
• Exhibit talent
Nature study • Identify living and non-living • Flowers • Nature walks/observation • The environment
things • Plants • Discovery/discussions • Illustrated charts/
• Observe nature • Birds • Cooperative learning • Insect box, shades
• Exploit nature with care • Animals • Leaf album, gloves,
caps
Experiments • Use water and powdered • Dissolving hard substances • Experimentation/trial and • Wood ash, soil, sand,
substances to make paste • Mixing to make paste/ error cement, clay, sawdust,
• Perform experiments dough • Discovery/discussions mud
• Show love for science • Mixing to form colours • Cooperative learning • Water, bowl, bottles,
• PBL containers, Sugar,
limestone, milk
• Colours, flowers
73
74
learning strategies
Natural • Recognise natural phenomena • Flooding • Discovery/discussions • Natural environment
phenomena • Defend self/run away from • Landslide • Excursions*Outdoor • Charts/pictures
danger • Mountain eruption activities • VCD/DVDs
• Cry for help in the face of • Draught • Cooperative learning • Relevant websites
danger • Tornado /Erosion
• Display emotions in the face • Thunder and lightening
of disaster/danger
Construction • Use materials in their • Building construction: • Trial and error • Building blocks/ legos
environment to produce house, bridge, tunnel, • Demonstration/Imitation • Sand, soil, clay, mud,
technological miniatures staircase • Cooperative learning sticks, stones, cartons,
• Show interest in manual work • Fabrication and • PBL plantain leaves,
• Build fine motor skills assembling of miniature bamboo, palm fronds,
samples: cars, kites, old plastic shoes,
canoe, bicycles, containers, rounded
aeroplanes, ship, toys scissors, tyres
• Illustrative charts
Plumbing • Identify materials and tools for • Plumbing tools/materials • Discovery/discussions • Bottles of water, stones,
plumbing • Plumbing processes • Cooperative learning sand
• Show love for natural, found • Installation Demonstration • Cardboard paper,
and recycled materials feathers, found pipes
• Old plastics shoes,
balls, buckets
• Plantain stems/ leaves,
ropes, masks, jackets

learning strategies
Sources of light • Locate sources of light • Natural sources of • Discovery/discussions • Environment
• Use sources of light responsibly light • Individual and group • Torch/Mobile phones
• Stay away from dangerous • Secondary sources of work • Lamp/Candles, bamboo
sources of light light • Demonstration sticks
• Trial and error • Found sockets, cables
• Outdoor observations • Match/lighter
Electrical • Detect appliances that use • Appliances that use • Discovery/Discussions • Radio, tv, pressing iron,
appliances electricity energy • Demonstrations computer, telephone, hair
• Boot a computer • Role-play/dramatization dryer, shaving machine,
• Turn the lights on and off • Songs charger, microphones, etc.
• Change TV/Radio channels • Cooperative learning • Illustrated pictures and
• Ask for help from adults to use charts

Safety and • Recognise the dangers involved • Dangers of electricity • Demonstrations • Found cables, sockets
security in the wrong use of electricity : electrical shock, • Role-play/ dramatization • Environment
and electrical appliances burns and scars • Songs • Bandages, first aid box
• Ask for help from adults to use • Cooperative learning
• Play reasonably with natural,
found and recycled materials
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Table 43: Agriculture
76
learning strategies
Gardening • Identify plants • Flowers • Demonstrations • Filled bags/tyres with loam
• Care for nature • Plants • Observation soil
• Show love for beautifying • Manure • Practical work/outdoor • Seeds/ seedlings
the environment with • Soils and uses • Cooperative learning • Vegetable/spices
flowers and plants • Seeds/Seedlings • Gloves, flower beds
• Describe the uses of soil • Caring for plants • Soils: sandy, clay, loam
• Take care of the • Farming tools
environment
Sources of • Identify sources of manure • Disposing waste • Demonstration • Food peelings and left-over
manure • Detect waste • kitchen waste • Observation • Wood ash/grass
• Throw waste responsibly • Animal waste • Practical work/outdoor • Goat/cow/chicken dung
• Compound waste • Discussions • Compost pit
• Compost manure • Cooperative learning • Gloves/Plastics
Cultivation • Describe the planting and • Planting • Demonstration • Seeds and seedlings
harvesting process • Applying manure • Simulation • Manure/gloves
• Show interest in farming • Weeding • Practical work/outdoor • Farmer’s tools
• Plant seeds and seedlings • Watering • Cooperative learning • Watering can
• Harvesting/Preservation • PBL • Planting bags
Agricultural • Identify various • Fish farming • Demonstration • Illustrated charts
activities agricultural activities • Poultry farming • Practical work/outdoor • Natural environment
• Pig farming • Field visits • Personal or school farms
• Cattle rearing • Cooperative learning • Piggery, fish ponds,
• Rabbit/snail rearing • PBL hutches, snails

D3: Practical Life Skills
Table 44: Citizenship
learning strategies
Self – • Recognise self • Introducing self • Conversations/ • Illustrative charts/
introduction • Discuss with peers and others • The family: Parents, dialogue posters, pictures/
• Locate self grandparents, brother(s), • Discussions photographs
sister(s) • Role-play • A family album/tree
• The teacher/The school • School tour • School environment
• The neighbourhood
National • Identify key state and local • The Cameroon Flag • Field trips/outdoor • Illustrative charts/
emblems and officials • The National Anthem activities posters, pictures
officials • Respect property • The President/The Prime • Demonstrations • Models
• Show love for the country Minister • Role-play • Effigies,

• Ministers of: Basic Education, • Cooperative learning monuments,
Health, Sports and Physical museums
Education
• Governor, S.D.O, DO, Mayor
• Chief /”Fon”/Sultan/”Lamido”
Leadership • Identify good leadership • Love and respect • Role-play/ • Illustrative charts/
qualities • Leadership qualities Dramatization posters, pictures
• Respect others and authority • Good manners • Cooperative learning • Captivating/catchy
• Display love for self and others • Tolerance phrase posters with
• Demonstrate appropriate • Bullying emoticons
behaviour • Volunteerism (Helping others,
• Assist/help peers and others Cleaning at home/school)
Common good • Recognise the common good • Hospital • Outdoor activities • Environment/health
(Community • Relate appropriately in the • Water and excursions to care facility
property) community • Electricity relevant places • Illustrative charts/
• Use family and community • Church/Mosque • Cooperative learning pictures
properties appropriately • Public gardens • Catchy phrases with
77
emoticons
Table 45: Character Education
78
strategies
Good • Share with peers and • Love • Demonstration/Dialogue • Catchy phrase and
behaviour others • Respect • Role-play emoticons posters
• Show love and concern • Empathy • Peer work/ buzz group • Illustrative charts,
• Listen to others and show • Sharing • Storytelling(tell a moral story in pictures
concern (high level skill/ • Solidarity relation to the themes in context)
taxonomy for the affective
domain)
Simple • Conform to simple • Greetings • Demonstration/ Dialogue • Illustrative charts/
etiquette etiquette • Politeness: “Please”, • Role-play posters, pictures,
• Conform to societal norms “Thank you”, “I’m sorry”, • Peer work/ buzz group • Cutlery, food, water,
“Excuse me” • Storytelling: stories related to bowl for washing
• Honesty the themes in context told by hands, under-wears,
• Gratitude everyone socks, tissue paper
• Table manners • Cooperative learning
• Obedience
• Punctuality
• Neatness
• The “Don’ts”: do not pick
your nose, do not interrupt
adults, do not bully, do not
shout at others, do not take
someone’s thing without
asking

Table 46: Environmental Education
learning strategies
The • Protect the environment • Cleaning up • Discussion • Dustbins: buckets, empty
environment • Locate/use dustbins • Sorting waste • Outdoor activities and cartons, plastic bags, shopping
• Practise keeping the • Waste management excursions bags
environment clean • Songs and rhymes • Refuse: peelings, grass, leaves,
• Assemble waste • Role-play and left-over food, paper, cans,
• Identify recyclable waste dramatization bottles
• Cooperative learning • Environment
• Illustrated charts/pictures
• Catchy phrase posters with
emoticons
• Stems and seedlings for planting
• Bags and tyres

Climate • Discriminate between hot • Warm weather • Outdoor activities and • The natural environment
change and cold weather • Cold weather field trips • Illustrative charts
• Select an appropriate dress • Rainy weather • Cooperative learning
code • Sunny weather
• Play at the right time/place • Mud/dust
• Practise of love and care for • Tree and flower planting
the environment
Pollution • Identify the dangers of • Water pollution • Outdoor activities and • The natural environment
pollution • Air pollution field trips • Radio/telephone
• Stay away from practices • Soil pollution • Observation and • Soils, plastics, box of matches
that cause pollution • Noise pollution Discovery • Found electronics, illustrative
• Discussions charts
Recycling • Recycle waste • Degradable and non- • Observation and • Natural, found and recyclable
waste • Cultivate a sense of degradable waste: the discovery materials like bamboo, paper,
creativity and initiative 3-Rs: Reduce, Recycle • Outdoor activities and cartons, corks, stones, pebbles,
and Reuse field trips plastic bottles, cups, bags, shoes
• Group work and • Old clothes and scraps from
79
cooperative learning tailor’s shop
Table 47: Safety Education
80
learning strategies
Home safety • Follow house safety rules at • The kitchen • Role-play/Demonstrations • Kitchen utensils
all times • Fire • Cooperative learning • Box of matches
• Protect selves from danger • Types of toilets • llustrative charts on
• Electrical appliances how to use a toilet and
• Hot water and oil a latrine
• Electric cable, switch,
distributor etc.
Road safety • Follow road safety rules at • Road uses • Demonstration/Role-play • Demonstrative charts/
all times • Pedestrian paths • Outdoor activities pictures
• Walk on the right side of • Traffic lights • Cooperative learning
the road
• Ask for adult help to cross
the road
School safety • Follow school safety rules • Classroom safety • Demonstration • Illustrative charts
at all times • Playground safety • Cooperative learning • Catchy phrase posters
• Play with caution • Toilet safety • Outdoor visits with emoticons
• Report any incident to the • School yard safety
teacher

Table 48: Health Education and Nutrition
Units Expected learning outcomes Contents Suggested teaching Suggested resources
and learning
strategies
Good health • Demonstrate good health habits • Hygiene • Demonstration/ • Fruits, food, potable
habits • Follow hygiene and sanitation rules • Eating habits: to include when role play water, cutlery, plate
• Choose to eat only when necessary to, what to and how to eat, • Cooperative • Washing soap, bowl,
• Choose the right liquid to drink always washing hands before learning water in a bottle,
• Comply to sleeping time eating and after the toilet • PBL disposable napkins,
• Brush teeth correctly and regularly • Hand washing: the steps of tooth brush, tooth
• Stay away from alcohol and hand washing paste, tooth pick, razor
cigarettes • Drinking habits: to include blades
• Stay away from dangerous/sharp when to, what to and how to • Illustrative chart
objects drink of good sleeping

• Sleeping habits /Balanced diet positions, fruits and
• Brushing and bathing vegetables, alcohol,
• Alcohol/cigarettes/HIV/AIDS cigarettes
• Healthy diet chart
Treatment • Identify items for first aid treatment • Injuries: wounds, fractures • Role-play and • Bandage, plaster,
• Report any injury or illness to • Illness: cholera, malaria, dramatization gauze, cotton, empty
teacher or parent/guardian/older diarrhoea, dysentery, cough, • Observation and bottles/packs of
sibling influenza discovery medications
• Differentiate medicines in order to • Road side medication • Cooperative • Illustrative charts:
discourage parents and others from learning hospital and injury
roadside medication • PBL scenes
Body • Use appropriate postures • Sitting positions • Role-play and • Illustrative charts
postures • Sit and stand erect • Standing/walking/running dramatization • classroom environment
• Sleep calmly in the right position • Sleeping positions • Cooperative
learning
81
D4: Arts and Crafts
82
Table 49: Music and Dance
learning strategies
Musical • Identify traditional and • Traditional musical instruments • Cooperative learning • Xylophone/Flute
instruments modern musical instruments • Modern musical instruments • Singing and dancing • Drum/Gong
• Guided tour • Rattles/Charts
• Guitar/Piano
• Mouth organ
• Resource person
Traditional • Display at least one • “Njang”/”Bikutsi” • Cooperative learning • Xylophone/Flute
music and Cameroonian dance step • “Moningnkim” • Singing and dancing • Drum/Gong
dance • Show love for culture • “Bottle dance” • Story-telling • Rattles/Charts
• “Ben sikin”/”Asiko” • Resource person
• “Makossa”/”Gumba” etc. • Audio-visual aids
Sol-fa • Identify rhythm • Sol-fa notations : • Cooperative learning • Illustrated charts
notations • Build self confidence • “doh”, “tih”, “lah”, “soh” , “fah”, • Singing and dancing • Resource person
“ mih” “reh”, “doh” • Audio-visual aids
• “doh” “reh” ”mih” “fah” “soh”
“lah” “tih” “doh”
• “doh” “soh” “mih” “doh”
Modern • Dance to music • “Makossa”/”Asiko” • Cooperative learning • Illustrated charts
Cameroonian • Express self freely via body • Modern “njang” • Singing and dancing • Resource person
music movements • Modern “bikutsi” • Audio-visual aids
Non • Identify non Cameroonian • Music from any African language • Cooperative learning • CDs and VCDs
Cameroonian music zone e.g. Swahili, Lingala, Yoruba, • Singing and dancing • Phone/radio/TV
music • Live harmoniously with non- Ibo • Resource person
natives • Music from other continents • YouTube channels

Table 50: Drawing and Colouring
outcomes learning materials
Colours • Identify at least four • Primary and secondary colours: • Cooperative learning • Coloured pencils, relevant
colours Red, blue, yellow, green, orange, • Audio-visual projections coloured articles/objects,
• Relate to aesthetics and purple, brown materials
good taste • Projector/computer
Shapes and • Trace an image • The Cameroon flag • Cooperative learning • Illustrated charts
colouring • Integrate creative and • Rectangle/colouring • Diverse objects with
imaginative thinking in • Square/colouring relevant shapes e.g.
activities • Triangle/colouring exercise book, slate,
• Circle/Colouring ball/balloon, chalk box,
orange, triangular item

from a math set
• Coloured pencils, relevant
coloured articles/objects,
materials
Drawing • Use at least two colours • Drawing and colouring fruits • Cooperative learning • Coloured pencils, relevant
and to colour • Drawing and colouring plants • Role play/Dramatization coloured articles/objects,
colouring • Alter thoughts in order • Drawing and colouring classroom materials
diverse to take good decisions objects • Illustrated charts
objects • Drawing and colouring kitchen
utensils
83
Table 51: Painting
84
Painting • Use a painting brush • Natural painting materials • Role play/dramatization • Avocado seeds, cola-nuts,
materials • Manipulate objects • Found painting materials • Group work and flowers, painting brush, bucket,
and materials without • Dyeing cooperative learning foam, sand, gloves, mask,
difficulty • Painting surfaces cardboard paper, washable
paint, glue, safety scissors,
pencil, drawing tools etc.
• Charts/pictures
Liquid • Mix colours to produce • Primary colours • Individual and collaborative • Colours
colours other colours • Mixing colours work • Illustrated charts
• Display a sense of • Cooperative learning • Painting brush, water, mask,
aesthetics and love for gloves, bucket/plastic container,
creativity
Practice • Describe their artwork • Stamping • Observation and discovery • Colours/charts
• Discuss with others • Free painting • Individual and collaborative • Painting brush, water, mask,
more confidently • Painting shapes work gloves, bucket/plastic container,
• Painting stencils • Cooperative learning Projector/Tv/Computer/
• Painting with single telephone
colours
• Painting with multiple
colours

Table 52: Handwork
learning materials
Handwork • Identify materials in their • Natural materials • Observation and • Assorted materials depending
materials environment that can be • Found materials discovery on your environment e.g.
used for handwork • Recyclable materials • Collection Cartons, paper, leaves, scraps
• Follow good environmental • Discussion from tailor’s shop, thread, old
rules • Group work and clean clothes, wool, bamboo,
cooperative learning precious stones, clay and
water, plastics, wood, palm
fronds
Practice • Produce a design of their • Moulding pots, cups, plates • Group work and • Clay and water, plastics,
sessions choice • Making crowns, kites, etc. cooperative learning cartons, paper, leaves, scraps
• Show interest in using their • Making decoration items • Demonstration from tailor’s shop, thread,

hands to produce things • Making beads beads, old clean clothes,
• Show love for ethics and • Making dusters, balls, table wool, bamboo, precious
work well done cloth, aprons, etc. stones, wood, palm fronds
• Sculpting chairs, cars, • Thread, rounded crocheting
aeroplanes, effigies etc. pin, wool, plain material,
• Threading coloured paper, raffia
• Stitching
• Decorating
• Pasting
• Weaving
85
D5: Motor Skills
86
Table 53: Physical Education and Sports
learning strategies
Athletics • Locate parts of the body • Parts of the body • Demonstration • Learners
• Explain the nature of discomfort in • Role play • Sport wear
his/her system • Imitation/practice • Play ground
• Report in case of any discomfort in • Team work
the body
• Reproduce different movements • Walking • Demonstration • Play ground
• Relate to different activities at home • Running • Observation and • Running track
and in school • Galloping discovery • Safe surfaces
• Volunteer to help at home and in • Hopping • Imitation/practice
school • Jumping • Field work
• Sliding • Team work
Team sports • Practise team sports • Tug-of-war • Demonstration • Rope/ Balls
• Relate with peers and others • Basket games • Observation and • Baskets made from
harmoniously • Water race discovery clothes
• Display a spirit of tolerance • Fashion parade • Imitation/practice • Sports attire
• Practise social and interpersonal • Football • Field work
• Accept defeat, differences and
difficulties
Gymnastics • Build appropriate body movement • Body parts • Demonstration • Baby gym equipment
and balance • Stretching • Observation and and ground
• Begin a body awareness process • Equilibrium while carrying discovery • Slides, swings
• Stay away from dangerous play object • Imitation/practice • Trampolines for
• Report dangerous play to the teacher • Somersaulting • Field work bouncing and
• Walking on hands and feet balancing
• Ballet • Assorted ballet outfits

Instructional Strategies
Teaching methods are special procedures through which educational goals are reached (Salla,2010). No
matter how a Curriculum is beautifully laid out, if the learning-teaching approaches/strategies are not
appropriate, the Curriculum will not be able to serve the purpose for which it is intended. In this light,
the Project-Based Learning approach has been highlighted to render the learning-teaching process in
the Nursery School in Cameroon more practical. This approach is powered by the Integrated-Theme
Learning (ITL) and Cooperative Learning (CL) strategies.
The integrated learning themes are very useful when drawing up schemes of work. In order not to
make the themes sound as a repetition, and to sustain learners’ interest, each integrated learning theme
should be subdivided into four components. The column titled context in the schemes of work table,
should carry the components of the theme for the month. A component will run through a week. In
order to make the learning-teaching process in the Nursery School in Cameroon more contextual and
enjoyable, eight integrated themes have been chosen to guide classroom practices. These are:
1. The school
2. The body
3. The family and the home
4. Festivities/Celebrations
5. Plants
6. Animals
7. Occupations
8. Travelling
These themes are going to run through all the activities within a given period. As a matter of fact,
integrated learning themes are guiding principles or guidelines around which all the activities for a
defined period of time will centre around. This is going to have an impact on project-based learning.
That is, the end result should always be a project to be realised by the learners.
Project-Based Learning (PBL)

Project-based learning is a pragmatic approach to learning in which learners create their own knowledge
through learning activities built around intellectual inquiry and a high degree of engagement with
meaningful tasks. Projects are designed to allow learners with a variety of different learning styles to
demonstrate their acquired knowledge, skills and attitudes. Therefore, a well-designed Project-Based
Learning activity is one which addresses different learning styles and does not assume that all learners
can demonstrate their knowledge, skills and attitudes in a single or standard way. It is an effective way
of connecting classroom activities to the real world through a process of integrating the four broad-
based competences in the learner’s life. PBL is an “investigative” or “discovery” type of learning.
It is a research-based method of learning, wherein, together with the learners, questions are asked,
investigated and solutions proposed and presented.
Commitment to project-based learning enables the learner to solve many problems and makes the
teaching-learning process more skill-based. In practical terms, PBL can be implemented in the
following ways:
87
1. Identify a problem: This has to be done together with the learners in order to give them ownership
of their learning and of the final product which will be the project. Once a problem is identified, a
project is designed to bring about a solution to the said problem.
2. Identify all the parts of a project namely: Beginning, progression and a culminating event. That
is, you should master how to start off with the project because as mentioned earlier, it should be a
process that involves learning across the curriculum or better still, across all subjects. There is a
progression part in a project in Project-Based Learning in order to show that the project is not an
end in itself but a means to an end. This implies that the subjects are taught in order to enable the
learner either solve a problem or produce something concrete.
3. Brainstorm with colleagues about the progression and set aside a “Project Book” where ideas
are jotted down. Points about the progress of the project should equally be jotted (monitoring
progress). This enables the actors in the project to see what is working and what is not working
and reformulate questions and bring out more concrete solutions. This will also lead or aid in the
culmination event where the entire process will be explained.
4. Discuss with learners. Learners are skilfully guided both in class and at the project site towards the
realisation of the project. The learner’s place should not be taken up by the teacher; they should be
guided to complete or carry out tasks as individuals and as groups as the case may be. The tasks
should not be carried out for them: leading questions and clues are vital in helping them carry out
their tasks.
5. Assign a role to every learner. No learner should feel isolated or abandoned nor left behind.
Assigning roles empowers them and builds the spirit of togetherness, initiative, creativity and
responsibility in the learner.
6. Discuss the progress of the project with individual learners, groups and with the whole class.
Discussing the progress of the project entails participation, improving on aspects that are lacking
and making the project participants (learners) feel anxious to complete the task/solve the problem.
7. Respect all the three parts of the project, that is, introduction (identifying a problem and proposing
a solution that is a project), progression (carrying out the project) and the culmination event
(presenting and evaluating the project).
NB: The culmination event may include a guided visit to the project site (led by a learner) and
presentation event. During the presentation event, each pupil or group of pupils must identify the
parts they played in the project. Empower the learners to be proud of their success story. Time has to
be allocated for rehearsals before the final day of presentation. The teacher should evaluate the success
of the project with the help of the points in the “Project exercise/note book”. Project-based learning
helps us to assess and offer useful help to learners as many times as the need arises.
Benefits of Project Based Learning
• Promotes lifelong learning skills
• Enhances logical thinking
• Promotes team spirit/hard work
• Promotes entrepreneurial skills
• Promotes bonding and interaction
• Creates responsible attitudes in learners
• Helps learners to manage their resources
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• Motivates learners
• Builds confidence in learners
• Renders learning practical
• Situates learning in a real life situation
• Makes learners inquisitive/curious
• Develops problem-solving skills in learners
• Improves on learners communication skills (pitching)
• Makes the task of assessment and evaluation for the teacher easier and more enjoyable
Cooperative Learning (CL)

Cooperative learning is a specific kind of collaborative learning. In cooperative learning, pupils work
together in small teams on a structured activity. They are individually accountable for their work, and
the work of the group as a whole is also assessed. The Integrated Theme Learning and Cooperative
Learning are supporting strategies of the PBL.
The strategy consists of putting learners into small, mixed-ability learning teams. They are responsible
not only for learning the contents in question, but also for helping their teammates learn. The most
amazing thing here is that the learning process becomes a web, wherein you do not succeed alone. The
learners must be made to understand that if one person fails, the entire team/boat sinks, and if on the
other hand, one person succeeds the success affects everyone else. Within cooperative learning teams,
learners discuss with one another, and support each other. Cooperative learning is constituted of teams
because with cooperative learning:
ü goals are shared
ü information is circulated
ü roles are assigned
ü materials are managed
ü teammates depend on one another to complete tasks successfully
ü learners learn to respect each other’s contributions and opinions
ü learners engage in “cognitive collaboration.” (They must organize their thoughts to explain
ideas to team mates)
ü learners have FUN learning
ü learners’ social nature are used to their advantage
ü Social, leadership, communication, decision making, problem solving, and conflict resolution
skills are developed
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Assessment strategies
Assessment is the process of gathering information about learners. The sole aim of this information
gathering is to make decisions about their education. Furthermore, assessment is a means of objectively
enlightening parents on their children’s progress in school. Hence “progress” is a key word. In the
Nursery School, assessment activities must as much as possible be observable and fun. Strategies used
must be comprehensive. Children must be assessed fairly and at the same time taking into consideration
that development is unequal. Subsequently, all the children cannot “always” be at the same level.
There are many ways through which information can be gathered about learner’s progress. This
can be done through observation checklists, learner’s self-assessment, daily practical assignments;
samples of learner’s work, learner’s willingness to participate and contribute in projects, oral and
written quizzes, portfolios, eating and play habits, willingness to participate in classroom and school
activities, leadership qualities and so on. Some of the listed items like eating and play habits can be
included in the observation checklist. That notwithstanding, various types of assessments and how to
collect the information have been summarily described below:
1) Performance assessment: Milestones in learners’ daily activities, routines, stories, problem-
solving skills, illustrations, observation skills, language, etc. should be noted. Learners’ work
should equally be reviewed in order to determine strengths and weaknesses and keep track of their
progress.
2) Comprehensive assessment: Holistic information about the learners should be collected.
This means that the information will be based on the learner’s social, emotional and physical
(especially in fine/small motor skills) development
3) Self-assessment: Learners must be guided to ask questions in order to help in self-oriented
learning. For example:
• What are my personal strengths and weaknesses?
• What skills can I improve on?
• What is one thing I really want to work on?
Overall, note should be taken that in assessing learners, teachers have to take into consideration
knowledge, skills and attitudes as already indicated on the “Expected Learning Outcomes” column of
the teaching-learning resource tables.
Benefits of assessing nursery school children are presented in figure 3.
90
Figure 3: The benefits of assessment in nursery schools
It is implied from figure 3 that, assessment covers learners’ unique talents, knowledge, skills, attitudes
and progress. This can be documented through observing, collecting and reviewing children’s work
over a period of time. What the children already know must be emphasised in order to encourage
them. Nevertheless, fairness and objectivity is key so that parents and educators should be properly
informed.
91
Authentic techniques for assessing Nursery School learners
• Observation of individual learners or groups of learners using observation checklists
• Interviews with children or parents
• Journals for keeping learners’ information
• Performance assessment tasks
• Open-ended questions or problems
• Drawings and Artwork
• Photographs
• Portfolios
• Narrative descriptions
• Audio-visuals
• Work samples for learners with rubrics for analysis
• Computer-based work like drawings and games
• Gross motor activities
• Singing and dancing
• Participation in projects
92
Bibliography
Berk, L. E. (2008) Infants and Children.6th Edition. Pearson Education
Inc. Boston, USA.
Education and Training Sector Strategy Paper (2013 – 2020).
Education 2030.Incheon Declaration and Framework for Action.(2015)

Incheon, South Korea.
Kindergarten Curriculum Guide, (2008) Ministry of Education.Republic of Singapore.
Phasha, N, Mahlo D &Deis, J.G. (Eds). (2017)Inclusive Education in African

Contexts.A Critical Reader.Sense Publishers, Rotterdam, Netherlands.
Syllabus Cameroon Nursery Education. (1987) Ministry of National Education, Cameroon.
The Law to Lay Down Guidelines for Education (1994) Ministry of National Education, Cameroon.
The Seychelles Early Learning Framework. Being, Belonging, Becoming.

(2015) Ministry of Education.
93
Glossary
Assessment: It is the process of objectively understanding learners’ conditions through observations
and measurements in order to provide feedback to parents, learners themselves and to some extent
pedagogic supervisors. The measurement process is formative that is; it is meant to improve on learning
outcomes and not to pass judgement or do comparisons. Assessment focuses more on the entire learning
process rather than on the final package.
Broad-based competences: As the name implies, these are a series of competences that cut across all
learning areas.
Competence: A competence is the combination of knowledge, skills and attitudes that enables learners
not only to perform tasks but to behave suitably in society. The term competence has been used in
this document to represent the Cameroon National Core Skills. Different variables like learning-
teaching approaches and activities as well as assessment approaches will constitute the attainment of
the competences under review.
Curriculum: This has to do with the process involved in the education of the Nursery School learner
in Cameroon. It is a guide to achieving the aim of Nursery School Education in Cameroon. It includes:
contents, didactic materials, learning/teaching strategies, assessment methods, and so on, that will make
the teacher’s job enjoyable and easier. The Curriculum has been presented here to give room for the
implicit (hidden) Curriculum. That is, every teacher has the opportunity to bring out the peculiarities of
their communities/environments.
Domain: The five major learning-teaching areas in the Nursery School. Activities have been carved out
to constitute domains. The role of the five domains is to help in the development of the seven national
core skills and the 4 broad based competences outlined by the State in the Cameroon National Core
Skills framework.
Expected learning outcomes: It means the same as terminal learning outcomes; however they are
smaller bits of the terminal learning outcomes. They emphasise more on the process that will lead to the
attainment of the terminal learning outcomes or better still that process that will help in assessing the
learning and finally defining his/her profile. In other words, the term has been used to distinguish end-of-
year per activity outcomes from the overall end-of-year and end-of-course outcomes for each domain.
Inclusive Education: Inclusive Education generally refers to putting learners with special needs in the
same classroom with learners without special needs. In addition to this, Inclusive Education was used here
to mean “no child left behind”, that is, the teacher should not put any child in a disadvantaged position.
As the name implies, all learners must be included by giving them fair chances, more opportunities
being given to those that do not seem to be at the expected level. It equally means that all learners are
“talented”.
Integrated learning themes: Integrated learning themes refer to some familiar themes to guide learning.
They bring about logical thinking and collaboration in the learning-teaching process, wherein all the
activities are seen as a whole rather than as chunks. The themes run across learning as the case may be.
Though integrated learning themes are broad, they connect learning and make learners examine issues
through different lenses.
Knowledge, Skills and Attitudes (KSAs): This is a concept where learning is viewed as the acquisition
of knowledge, the application of acquired knowledge into skills and the integration of knowledge and
94
skills to build attitudes. These three, that is KSAs, when built within a particular time frame, develops
competences in the learners.
Knowledge: These are subject/activity specific contents. This elicits lower level thinking skills like
understanding and recall.
Skills: Skills refer to application of knowledge. These involve hands-on/practical tasks. When
these are done over and over, they create connections in the brain and allow for things to be done
automatically. They involve higher level skills like analysing and synthesising.
Attitudes: Attitudes refer to good behaviour and “common sense”. They involve acceptable
behaviour in the society. In more concrete terms attitudes have to do with proper interactions with
the outer world.
Learning centres: They are centres within or outside the classroom that enrich the child’s world.
Children are allowed to play and explore materials in these centres at will and at given times. Learning
centres give children the opportunity to use their best learning methods while the teacher observes and
takes advantage. In learning centres, children learn to make sense of the world around them.
National Core Skills: They are the seven skills that are crucial to learning and working in today’s world.
Portfolio: A file where personal information about each learner is kept. It is a compilation of children’s
“special” activities and accomplishments. Its aim is to follow up each learner’s learning and development
progress. Learners and parents should always have access to their portfolios.
Project-based learning (PBL): This is investigative and research-based learning. Learners gain
knowledge, skills and attitudes by working for an extended period of time. It is a hands-on approach to
the learning-teaching process where learners are put at the centre of their own learning. They investigate
and respond to authentic, engaging and complex questions, problems or challenges around them. PBL
promotes critical thinking, problem-solving, communication, collaboration, self-management/self-
esteem, curiosity, creativity, accountability and a sense of responsible behaviour.
Teaching strategies: These are all the possible methods used in the learning/teaching process in order to
achieve desire outcomes. It takes into account classroom size, the nature of the learners, and even their
moods. The teaching strategy will have to include changing learners mood from not “too interested” to
“interested” or from “feeling sad” to “feeling happy”
Terminal learning outcomes: These are statements that describe significant and essential learning that
learners will achieve and can be reliably demonstrated at the end of the Nursery Education. Overall,
these expectations have been further broken down into two years: terminal learning outcomes at the end
of the first year of Nursery Education and terminal learning outcomes at the end of the second year of
studies. They are stated in terms of learner-behaviour, implying that the learning-teaching process must
be learner-centred. In fact, they address knowledge, higher order skills and attitudes that the learner will
demonstrate at the end of the course. In a nutshell, they describe the type of learner that will graduate
from the Cameroon Nursery School system.
95
Appendices
Appendix A: Observation checklist to assess learners over a period of time
School/Class: ___________________________________________________
Name of Learner: _______________________________________________
A: Cognitive improvement
1. Recognises colours: Red Yellow: Blue
2. Recognises shapes: Square Triangle Circle
3. Recognizes numbers: 1 2 3 4 5 6 7 8 9 10
4. Recognizes letters of the alphabet: a b c d e f g h I j
etc.
5. Writes their names: Correctly Partially Not at all

6. Listens attentively: Always Sometimes Not at all
7. Recites rhymes: accurately fairly
8. Interprets pictures/images: Accurately Fairly
9. Reads words/sentences: Accurately Fairly With difficulty
10. Mimes and mimics: Accurately Fairly With difficulty
11. Shows interest in communicating in sign language: Always Sometimes Not at all
12. Speaks: Fluently Averagely With difficulties
13. Shares with others: Always Sometimes Not at all
14. Sings the national anthem: Accurately Fairly With difficulties
15. Identifies the Cameroon flag: Accurately Fairly With difficulties
16. Loves ___________________learning centre most
17. Works independently and in group: Very well Reluctantly
B: Physical improvement
1. Naps during rest: Always Sometimes Not at all
2. Gets tired easily: Always Sometimes Not at all
3. Gets bored easily: Always Sometimes Not at all
4. Cries: Always Sometimes Not at all
5. Participates in all activities: Always Sometimes Not at all
6. Plays with others: Always Sometimes Not at all
7. Participates actively in motor activities: Always Sometimes Not at all
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C: Social improvement
1. Shows interest in being punctual: Always Sometimes Not at all

2. Discusses cheerfully with peers: Always Sometimes Not at all
3. Greets with respect: Always Sometimes Not at all
4. Shows care, love and concern for others: Always Sometimes Not at all
5. Shows gratitude (thank you): Always Sometimes Not at all
6. Shows remorse ‘I am Sorry’: Always Sometimes Not at all
7. Asks for permission to integrate ‘Excuse me…’: Always Sometimes Not at all
8. Shows special talents in singing, dancing, handwork, drawing, painting, colouring, cutting,
physical education and sports, narration, role-play, sign language, others_______________
9. Possesses leadership qualities: Yes No
10. Gets easily intimidated: Always Sometimes Not at all
11. Obeys school rules and regulations: Always Sometimes Not at all
12. Exhibits shyness: Yes No
13. Shows boldness: Yes No
D: Healthy Habits
1. Naps during rest: Always Sometimes Not at all

2. Eats meals well: Always Sometimes Not at all
3. Eats vegetables well: Always Sometimes Not at all
4. Eats fruits well: Always Sometimes Not at all
5. Drinks water appropriately: Always Sometimes Not at all
6. Selects food: Always Sometimes Not at all
7. Eats _________________________________very well (list them)
8. Displays good toilet habits: Always Sometimes Not at all
9. Washes hands after toileting: Always Sometimes Not at all
10. Complains when feeling unwell: Always Sometimes Not at all
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Appendix B: Elements to be considered in planning weekly and monthly
integrated schemes
• Domain
• Key competence(s) to be developed from the National Core Skills Framework
• Integrated learning theme
• Weekly context derived from the integrated learning theme
• Envisaged project
• Project timeline
• Expected learning outcomes stated in terms of knowledge, skills and attitudes
• Possible teaching and learning activities
• Resources reflecting your context
• Consultation with colleagues and others
Appendix C
Elements to include in a portfolio
• Child’s name
• Child’s vaccination information
• Personal information: For Example:
o Child did not come to school
o Child left school before time because of ill health; mention type of illness especially if
it is cough, chicken pox, mumps etc.
o Child was picked up by someone else; state the name of the person,
o Child showed strange character traits; like aggressiveness, stubbornness, too quiet, etc
• Child’s work (writings, drawings, paintings)
• Extra sheets
• Child’s pictures during activities (Printing of these pictures could be sponsored by the parents)
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LIST OF CONTRIBUTORS
General Supervision Committee
President: Mrs Youssouf née Hadidja Alim, Minister of Basic Education
Vice president: Prof Nalova Lyonga, Minister of Secondary Education
Assisted by
Mr Ndong Soumhet Benoît, Secretary of State, Ministry of Basic Education
Mr Bayaola Boniface, Secretary of State, Ministry of Secondary Education
Members
• Prof Atemajong Justina epse Njika, IGE MINEDUB
• Prof Catherine Awundia Nsata, IGE MINESEC
• Prof Fouda Ndjodo Marcel, Representative MINESUP
• Mr Oyono Mbarga Hervé
• Mrs Tchatoépse Loa Hebga Léa, Representive MINETFOP
• Mr Eric Wiydorla Binfon, Representative MINSEP
• Prof Andjiga Nicholas, Representative ENS-Yaoundé
• Prof Tita Margaret, Representative HTTC Bamenda
• Mr Ousmanou Oumara, Coordinator/PASZEP
Consultants
• Prof Therese Mungah Shalo Tchombe
• Prof Pierre Fonkoua
Scientific committee
President: Prof Mbala Ze Barnabé
Vice president: Dr Martha Zama
Rapporteurs: Prof Daniel Nkemleke
Prof Ngbwa Vandelin
Members
• Prof Patrick Kongnyuy
• Dr Richard Akoulouze
• Dr Djeumeni Marcelline
• Dr Egbe Martha
• Mrs Ngon ā Mounang
• Mr Etoua Dieudonné
• Mrs Noubila Kaba
• Mr Yakouba Yaya
• Mr Tatang Joseph
• Mr Ndebi Ntamack Donatien
Technical Coordination
• Mrs Mamat Daiferle, IP/Nursery
Education
• Mr Zame Hans, IP/Primary Education
• Mrs Ndayi Claudette, IP/LNFBEPNL
• Dr Michael Nkwenti, IP/Educational
Technologies
• Mr Mih Julius, IP/Bilingualism
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Writers
Supervisor: Prof Atemajong Justina epse Njika
Coordinator: Wirsiy Hedwig Mufer
Members
• Dr. Michael Nkwenti
• Ashu Lydwina
• Tame Bernard
• Mbah Vincent
• Bara Rose
• Njendoh Judith Foretia
• Atanga Patience epse Tadjou
• Ngah Matilda
• Tazocha Esther
• Waindim Eunice
• Matchinda Tchoutezo epse Koueda
• Fongang Raymond
• Merlin Bissohong
100

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REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN

Peace – Work – Fatherland Paix – Travail – Patrie

Cameroon Nursery School

We are building today what tomorrow will be.

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

Figure 1: Camera-lens view of the curriculum

25% Character Education 12 hours

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

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

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

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

6. Practice of lifelong learning

7. Practice of physical, sports and artistic activities

3. Personal and interpersonal competences

D1: Literacy and Communication and related activities

2) Information and Communication Technologies (ICTs)

3) Sensory and Perceptive Education

4) Science and Technology (ST)

S/N Activities Nursery 1 Nursery 2

Terminal learning outcomes

5. Health and nutrition • Demonstrate healthy eating • Demonstrate healthy eating

D4: Arts and Crafts and related activities

Music and Dance

Visual Arts: Drawing and Colouring

Visual Arts: Painting

Terminal learning outcomes

S/N Activities Nursery 1 Nursery 2

Activities and Units Nursery 1 Nursery 2

Physical Education and Sports (PES)

Terminal learning outcomes

Table 13: Integrated Learning Themes for the Nursery

Cameroon Nursery School Curriculum English Subsystem

Poems • Recite poems • Animal poems • PBL • Picture charts

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Letter-sounds • Recognize letter-sounds • Letters of the • Drilling • Alphabet/ Word cards

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Gravity • Identify different gravitational forces • Floating • Experimentation • Balloons/Ball, sand

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem

Cameroon Nursery School Curriculum English Subsystem