Cameroon Primary School Curriculum

Cameroon Primary School

Curriculum

English Subsystem

Level III: Class 5 & Class 6

2018

REPUBLIC OF CAMEROON

Peace – Work – Fatherland

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MINISTRY OF BASIC EDUCATION

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REPUBLIQUE DU CAMEROUN

Paix – Travail – Patrie

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MINISTERE DE L’EDUCATION DE BASE

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We are building today what tomorrow will be.

Cameroon Primary School Curriculum

English Subsystem - Level III: Class 5 & Class 6

3

FOREWORD

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

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

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

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

Development Goal (SDG4).

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

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

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

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

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

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

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

sub-sector in the educational system.

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

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

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

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

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

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

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

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

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

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

path they choose.



4

PREFACE

This curriculum has taken into consideration the fact that learners have unique personalities, talents,

attitudes, and interests that they bring into the classroom. They also have a variety of experiences

which the teacher must build on, in order to eff ect and aff ect the teaching – learning process. The

learners’ uniqueness and variety of experiences are primordial in the development of any school

curriculum. Analyses of curricula that have been successful in many countries throughout the world

suggest that appropriate curriculum design should:

• involve parents in their children’s education

• develop an atmosphere based on sound human relationships

• establish a balance between child-directed and teacher-directed activities

• specify objectives and needs of individual learners

• emphasise on pragmatic and play-based learning in pre-primary and primary education

Basic Education moulds learners and encourages them to be dynamic and creative. Hence, the 1996

Constitution of the Republic of Cameroon clearly spells out the State’s engagement in guaranteeing

the child’s right to education. Cameroon also adheres to the Human Rights Declaration and related

legal instruments. Every child is endowed with learning potentials which need to be awakened and

guided by appropriate instruction and instructional materials. Consequently, the Ministry of Basic

Education (MINEDUB) has undertaken a massive reform of the Nursery and the Primary school

curricula, an activity that aims at ensuring quality basic education for all Cameroonian children.

This will therefore serve as an important reference and working document for teachers and the entire

education community.

In order to render the curriculum standard and to guarantee quality assurance, the following phases

and procedures were followed:

• writing and validating the Cameroon National Core Skills Framework

• carrying out needs analysis

• writing and validating the Curriculum Framework

• training of 105 writers by consultants

• writing the fi rst draft

• reading and evaluating the fi rst draft by the scientifi c committee

• integrating the recommendations and suggestions of the scientifi c committee

• experimenting the curriculum in all the ten regions of Cameroon

• integrating the recommendations and suggestions from the fi eld

• re-evaluating the curriculum by the scientifi c committee

• integrating the recommendations and suggestions from the scientifi c committee

• reviewing the curriculum by the consultants and the scientifi c committee

• fi nalising and validating the curriculum

The inclusive nature of this document therefore makes it user-friendly, thus, the classroom teachers

should be able to claim ownership of it and be totally accountable for its implementation.

It is also worth noting that priority was given to national expertise by working with two renowned

consultants representing the language of instruction of the two subsystems.This was done in strict

respect of the specifi cities of the two subsystems of education in conformity with the provisions of

the 1998 Law to Lay Down Guidelines for Education in Cameroon. Following the recommendations

of the Curriculum Framework, the two subsystems have the same domains, weighting, core skills

and broad-based competences, and activities for the nursery cycle and subjects for the primary cycle.



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However, each subsystem has maintained its specifi cities with regards to learning strategies/methods,

teaching-learning materials, and assessment strategies and tools.

As a matter of fact, this is a hands-on document aimed at rendering the job of the classroom practitioner

lighter and more enjoyable. The annual time allocation has been calculated and activities for the

Nursery school as well as subjects for the Primary school cycle identifi ed and built under appropriate

domains. The competences from the National Core Skills Framework to be developed by each subject

area have also been clearly stated. Besides, the activities and/or subjects are technically distributed to

represent the weighting that was hitherto given to the various domains. The major teaching-learning

approach: the Project Based Learning which is supported by the Integrated-Theme Learning and the

Cooperative Learning strategies has been explained. Furthermore, the importance of assessment is

reiterated in order to encourage the classroom teacher to constantly exploit and maximise its use. A

glossary is provided to situate the user on the contextual use of some key concepts.

Summarily, the ADDIE Model guided the entire process of the curriculum development as follows:

A for the Analysis phase, explains the situational analysis (teachers, learners, supervisors, education

community)

D for the Design phase, focuses on the structure of teaching-learning and assessment of learning

outcomes

D for the Development phase, is where the writing and re-writing of all the planned activities in

the design phase are carried out

I for the Implementation phase, covers the period of the experimentation. This period off ers

feedback for revision

E for the Evaluation phase, is where plans for the evaluation of the entire curriculum are made as

it is progressively being used

It is worthy to mention here that globalisation has severely impacted contemporary instructional

processes. Increasingly, our society is rocked by various challenges which include economic

recession, advancing technologies, changing family relationships, violence in communities, exclusion,

intolerance and identity crisis. These issues constitute a serious hurdle to pedagogues who must derive

appropriate strategies to handle them. Educators and parents are, therefore, called upon to embrace

this important change and to work in harmony. Learners are expected to acquire necessary life skills

such as autonomy, honesty, adaptability to technological changes, respect for self, respect for others

and respect for institutions, as well as the 21st century skills: collaboration, teamwork, creativity,

problem solving and critical thinking for eff ective lifelong learning.



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Table of Contents

FOREWORD........................................................................................................................................3

PREFACE.............................................................................................................................................4

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

List of Figures........................................................................................................................................9

List of Abbreviations and Acronyms...................................................................................................10

GENERAL INTRODUCTION.........................................................................................................11

PART ONE: OVERVIEW.................................................................................................................13

The Learner’s Profi le ...........................................................................................................................13

Domains, Weighting, Competences and Subjects................................................................................14

Integrated Learning Themes (ILTs)......................................................................................................15

Pedagogic Approaches.........................................................................................................................16

Project-Based Learning (PBL)........................................................................................................16

Cooperative Learning (CL).............................................................................................................18

Assessment...........................................................................................................................................19

Weighting and Time Allocation...........................................................................................................19

Link between the Learning Domains and the National Core Skills/Broad-based Competences.........21

Plan of Action for the Teaching-Learning Cycle.................................................................................23

PART TWO: DEFINITION OF DOMAINS AND THEIR RELATED CARRIER SUBJECTS.....25

Domain 1: Basic Knowledge...............................................................................................................25

English Language and Literature..................................................................................................25

Mathematics.................................................................................................................................26

Science and Technology...............................................................................................................28

Français........................................................................................................................................29

Domain 2: Communal Life and National Integration..........................................................................30

Social Studies...............................................................................................................................30

Domain 3: Vocational and Life Skills..................................................................................................32

Vocational Studies........................................................................................................................32

Arts...............................................................................................................................................33

Physical Education and Sports......................................................................................................35



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Domain 4: Cultural Identity.................................................................................................................36

National Languages and Cultures.................................................................................................36

Domain 5: Digital Literacy..................................................................................................................38

Information and Communication Technologies (ICTs)................................................................38

PART THREE: CONTENTS OF THE SYLLABUS......................................................................40

Contents of English Language and Literature......................................................................................41

Contents of Mathematics......................................................................................................................51

Contents of Science and Technology....................................................................................................54

Les contenus du Français.....................................................................................................................63

Contents of Social Studies...................................................................................................................74

Contents of Vocational Studies............................................................................................................81

Contents of Arts...................................................................................................................................87

Contents of Physical Education and Sports.........................................................................................89

Contents of National Languages and Cultures.....................................................................................91

Contents of Information and Communication Technologies................................................................95

BIBLIOGRAPHY.............................................................................................................................100

GLOSSARY......................................................................................................................................102

LIST OF CONTRIBUTORS...........................................................................................................104



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List of Tables

Table 1: Domains, Weighting, Competences to be Developed and Related Subjects........................................15

Table 2: Integrated Learning Themes ……………………………….…………......….....................…......…..16

Table 3: Annual Learning Time in hours per Level and Subject Area for the Single Shift System….......…….20

Table 4: Weekly Learning Hours per Level and Subject Area for the Single Shift System...............................20

Table 5: Annual Learning Time in hours per Level and Subject Area for the Double Shift System..................21

Table 6: Weekly Learning Hours per Level and Subject Area for the Double Shift System..............................21

Table 7: Terminal Learning Outcomes and Evaluation Criteria (English Language and Literature)…….......26

Table 8: Terminal Learning Outcomes and Evaluation Criteria (Mathematics)……….....…................………27

Table 9: Terminal Learning Outcomes and Evaluation criteria (Science and Technology)…..............…….…29

Tableau 10: Attentes de fi n de niveau…………....................………………….….....……………...............…30

Tableau 11: Les attentes à la fi n de niveau et critères d’évaluation ……………….….................................….30

Table 12: Terminal Learning Outcomes and Evaluation Criteria (Citizenship)………......……...............……31

Table 13: Terminal Learning Outcomes and Evaluation Criteria (Vocational Studies)………................…..…33

Table 14 Terminal Learning Outcomes and Evaluation Criteria (Arts)………………………...............….…..34

Table 15: Terminal Learning Outcomes and Evaluation Criteria (PES)………………………..............……..36

Table 16: Terminal Learning Outcomes and Evaluation Criteria (National Languages and Cultures)…..........37

Table 17: Terminal Learning Outcomes and Evaluation Criteria (ICTs)………………...............………........ 39

Table 18: Integrated Learning Themes for Level I and Level II (classes 1/2/3/4).............................................40

Table 19: Integrated Learning Themes for Level III (classes 5/6).....................................................................40

Table 20: English Language and Literature contents, expected learning outcomes and methodology.….....…41

Table 21: Mathematics contents, expected learning outcomes and methodology……………….....….......…..51

Table 22: Science and Technology contents, expected learning outcomes and methodology…...............…….54

Tableau 23: Les contenus du Français, résultats attendus, méthodologie et matériel didactique.......…...…...63

Table 24: Social Studies contents, expected learning outcomes and methodology…..………….........……….74

Table 25: Vocational Studies contents, expected learning outcomes and methodology…………..........……...81

Table 26: Arts contents, expected learning outcomes and methodology………………………................……87

Table 27: Physical Education and Sports contents, expected learning outcomes and methodology….....…….89

Table 28: National Languages and Cultures contents, expected learning outcomes and methodology......……91

Table 29: Information and Communication Technologies contents, expected learning outcomes and

methodology.......................................................................................................................................94



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List of Figures

Figure 1: Link between the Learning Domains and the National Core Skills/Broad-based

Competences...........…………………………………...…….…..........................................22

Figure 2: Cyclical Teaching and Learning Process..............................................................................24

Figure 3 Components of English Language and Literature…………………….................................25

Figure 4: Components of Mathematics ………………………………….…….................................27

Figure 5: Components of Science and Technology……………………………………......................28

Figure 6: Les composants du Français ………………………………………..................................29

Figure 7: Components of Social Studies........…..................................................................................31

Figure 8: Components of Vocational Studies ……………………..……………...............................32

Figure 9: Components of Arts……………………………………….…………................................34

Figure 10: Components of Physical Education and Sports….………………………….....................35

Figure 11: Components of National Languages and Cultures…………………………….................37

Figure 12: Components of Information and Communication Technologies……………....................38



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List of Abbreviations and Acronyms

ADEA Association for the Development of Education in Africa

CESA Continental Education Strategy for Africa

EFA Education For All

ETSSP Education and Training Sector Strategy Paper

GACL General Alphabet of Cameroonian Languages

GESP Growth and Employment Strategy Paper

ICT Information and Communication Technology

IGE Inspectorate General of Education

ILT Integrated Learning Themes

MDGs Millennium Development Goals

MINEDUB Ministry of Basic Education

PBL Project Based Learning

PES Physical Education and Sports

SDGs Sustainable Development Goals

UNESCO United Nations Educational Scientifi c and Cultural Organization

UNICEF United Nations International Children’s Emergency Fund



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GENERAL INTRODUCTION

In 1990, the World Conference on Education For All (EFA) which held in Jomtien, Thailand, made

a clarion call for universal quality primary education. During this conference, emphasis was laid

on access, equity and quality primary education for all. Apart from declaring that “Education is

the fundamental right for all people, women and men of all ages throughout the world”, the EFA

conference also underscored that

…active and participatory approaches are particularly valuable in assuring learning acquisition and

allowing learners to reach their fullest potentials. It is, therefore, necessary to defi ne acceptable levels

of learning acquisition for educational programmes and to improve and apply systems of assessing

learning achievement.

A decade after Jomtien, in the year 2000, the World Education Forum held in Dakar, Senegal where

the Dakar Framework for Action focused, among others, on “HIV/AIDS, early childhood education,

school health, education of girls and women, adult literacy and education in situations of crisis and

emergency”. To further expand on the education agenda of Jomtien, the Dakar meeting, after careful

evaluation, extended the scope of educational imperatives to include:

• Expanding and improving comprehensive early childhood care and education, especially for

the most vulnerable and disadvantaged children

• Ensuring that by 2015, all children, particularly girls, children in diffi cult circumstances

and those belonging to ethnic minorities, have access to and complete free and compulsory

primary education of good quality

• Ensuring that the learning needs of all young people and adults are met through equitable

access to appropriate learning and life-skills programmes

• Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women,

and equitable access to basic and continuing education for all adults

• Eliminating gender disparities in primary and secondary education by 2005 and achieving

gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to

and achievement in basic education of good quality

• Improving all aspects of the quality of education and ensuring excellence of all so that

recognized and measurable learning outcomes are achieved by all, especially in literacy,

numeracy and essential life skills.

There was renewed zeal to move the agenda of education forward as key stakeholders to the course of

education at the World Education Forum 2015 in Incheon, Korea declared that:

building on the legacy of Jomtien and Dakar, this Incheon Declaration is a historic commitment

by all of us to transform lives through a new vision for education, with bold and innovative

actions, to reach our ambitious goal by 2030. Our vision is to transform lives through

education, recognizing the important role of education as a main driver of development and in

achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed

education agenda that is holistic, ambitious and aspirational, leaving no one behind.

In order to meet up with these education milestones, Cameroon had to carry out major actions which

included the writing of syllabuses on HIV/AIDS, on Human Rights and on ICTs. Furthermore, the

revision of curricula to align with the provisions of the Incheon World Education Forum became im-

perative.



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The vision of the new curriculum falls in line with the SDG4 which seeks to ensure inclusive and

equitable quality education and promote lifelong learning for all with focus on access, equity and

inclusion, quality and learning outcomes within a lifelong learning approach. This is in line with the

vision of the Education Forum which states that by 2030, all girls and boys should be able to complete

free, equitable and quality primary and secondary education leading to relevant and eff ective learning

outcomes. Access to quality early childhood development, care and pre-primary education should

be granted so that children are ready for primary education. By the same token, all men and women

should have aff ordable and quality technical, vocational and tertiary education, including university;

and the number of youths and adults who have relevant skills, including technical and vocational

skills, for employment, decent jobs and entrepreneurship should be substantially increased.

In addition, the vision of the Continental Education Strategy for Africa (CESA 2016-2025), reorienting

“Africa’s education and training systems to meet knowledge, competencies, skills, innovation and

creativity required to nurture African core values and promote sustainable development at the national,

sub-regional and continental levels” has carefully been addressed in this curriculum. The present

curriculum reform, taking its cue from these instruments, is an attempt to respond to current trends so

as to provide an education, from early childhood, that would address the needs of each child through

the development of their mind-set. This is in corroboration with the law to Lay Down Guidelines for

Education in Cameroon (1998) which states in Article 4 that the general aim of education is to ensure

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

cultural, political and moral integration in the society.

Nonetheless, faced with the problem of quality and the phasing out of the Cameroon Primary School

Syllabuses for both subsystems, which date as far back as 2000, the building up of a new curriculum

became a necessity.

The concerns raised by the International, Continental and National instruments reviewed above, were

addressed in the National Core Skills Framework: communication in the two offi cial languages, (English

and French), and the use of at least one national language; use of basic notions in Mathematics, Science

and Technology; practice of social and citizenship values; demonstration of the spirit of autonomy,

a sense of initiative, creativity and entrepreneurship; use of basic Information and Communication

Technology concepts and tools; pratice of lifelong learning; and the practice of Physical, Sports and

Artistic activities. These National Core Skills are hinged on the Broad-Based Competences namely:

intellectual, methodological, personal and interpersonal, and communication competences. The

National Core Skills Framework constitutes the springboard of this curriculum.

The curriculum is presented in three parts. Part One gives an overview of the document, Part Two

defi nes the domains and the subjects, while Part Three provides the contents of the syllabus.



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PART ONE

OVERVIEW

This section presents the learner’s profi le at the end of primary school in Cameroon, the domains and

subjects, the competences to be developed, the integrated learning themes, the pedagogical approaches,

assessment strategies, weighting and the time allocated to the diff erent subjects.

The Learner’s Profi le

The Ministry of Basic Education intends to develop the knowledge, skills and attitudes of learners

under its authority. At the end of the primary school cycle, the learner is expected to have acquired

national core skills in view of stepping into secondary school or engaging in other learning contexts

or activities. Furthermore, the learner must equally have acquired key values in the fi ve domains. On

a similar note, they should show interest in learning all the subjects.

The Cameroon Education System outlines seven National Core Skills which should be acquired by the

end of both nursery and primary cycles of education. They include:

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

one national language

Communication in English, in French and in at least one National Language implies the ability to

use the four language skills of these languages. The learner should be able to listen, communicate

orally, and be able to read and to write. The language competence is a prerequisite for access to

other core skills.

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

Introducing notions of Mathematics, Science, and Technology involves the acquisition of

knowledge, skills and attitudes in these subjet areas and the ability to use them to address

challenges in real life situations.

3. Practice of Social and Citizenship Values (morality, good governance and budgetary

transparency)

This involves inculcating patriotic, moral, citizenship values and values of good governance

in the learners of both cycles so as to prepare them for a harmonious insertion into the society.

4. Demonstration of the Spirit of Autonomy, a Sense of Initiative, Creativity, and

Entrepreneurship

Developing this competence in the learner calls for the assembling of multidisciplinary

knowledge and skills in view of developing the learners’ social integration skills, creativity as

well as managerial and entrepreneurial potentials.

5. Use of Basic Information and Communication Technology Concepts and Tools

Generally, this core skill requires the use of information and communication technology tools

in school and in society. It is related to healthy, safe and responsible use of various ICT devices

for learning and for leisure activities. In addition to this, it develops logical and critical thinking,

automated management of information (analysing, summarizing, and assessing), and apt

communication skills.



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6. Practice of Lifelong Learning

This implies that the learner will demonstrate the desire and the will to continue education and

organize self, especially through effi cient time and information management.

7. Practice of Physical, Sports and Artistic Activities

This competence provides learners with a platform to develop their physical, psycho-motor,

artistic, personal and interpersonal skills as well as improve their wellbeing. It enables them

to acquire knowledge, skills and attitudes required for their participation in various physical,

psycho-motor, sports and leisure activities in order to strengthen social harmony and ensure a

healthy lifestyle.

Broad-based CompetencesIn addition to acquiring the National Core Skils at the end of Primary Education, pupils should equally

exhibit the four broad-based competences namely:

1. Intellectual competences

Intellectual Competences include:

• exploiting information

• solving problems

• acquiring logical thinking and a sense of observation

• exercising critical judgement

• practising creative and innovative thinking

2. Methodological competence

Methodological competences include:

• giving self effi cient working methods

• exploiting information and communication technologies

• organizing learning

• arousing the desire to learn each subject

3. Personal and interpersonal competences

Personal and interpersonal competences enable the learner to:

• develop his/her personality

• acquire abilities in view of his/her socio-cultural integration and individual fulfi lment

• cooperate with others

4. Communication competences

Communication competences enable the learner to:

• communicate in an appropriate manner in the two offi cial languages

• communicate in at least one national language

Domains, Weighting, Competences and Subjects

In Table 1 that follows, the domains and their weightings are provided. The competences from the

National Core Skills Framework that each domain develops are indicated and the subjects that are

needed to develop these competences are equally listed.



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Table 1: Domains, Weighting, Competences to be Developed and Related Subjects

No Domain/Weighting Competences to be Developed Subjects

1 Basic knowledge (60%) - Communication in the two offi cial

languages (English and French) and use

of at least one national language

- Use of basic notions in mathematics,

science and technology

- Practice of lifelong learning

- The four broad-based competences

- English Language and

Literature

- Mathematics

- Science and

Technology

- Français

2 Communal life and national

integration (5%)

- Practice of social and citizenship

values (morality, good governance and

budgetary transparency)



- Social Studies

3 Vocational and life skills

(20%)

- Demonstration of the spirit of

autonomy, a sense of initiative,

creativity, and entrepreneurship

- Practice of physical, sports and artistic

activities



- Vocational Studies

- Arts

- Physical Education

and Sports

4 Cultural identity (5%) - Practice of lifelong learning


- National Languages

and Cultures

5 Digital Literacy (10%) - Use of basic information and

communication technology concepts

and tools



- Information and

Communication

Technologies (ICTs)

The curriculum is learner - centred and is based on the development of skills needed to meet the

challenges of contemporary Cameroon in particular and the world at large. The syllabuses are

presented in three levels: Level I (class 1 and class 2), Level II (class 3 and class 4) and Level III

(class 5 and class 6). In all, ten subjects have been identifi ed from the fi ve domains namely: English

Language and Literature, Mathematics, Science and Technology, French, Social Studies, Vocational

Studies, Arts, Physical Education and Sports, National Languages and Cultures, and Information and

Communication Technologies (ICTs). Details about these subject areas (expected learning outcomes,

content areas, suggested methods and didactic materials) are laid out in Part Three.

Integrated Learning Themes (ILTs)

In order to make learning relevant to daily life, eight integrated learning themes have been identifi ed

to develop skills necessary for the harmonious integration of learners in the society. The ILTs for the

primary school cycle are presented in table 2.



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Table 2: Integrated Learning Themes

Level I Level II Level III

- The home

- The village/town

- The school

- Occupations

- Travelling

- Health

- Games

- Communication

- The home

- The village/town

- The school

- Occupations

- Travelling

- Health

- Games

- Communication

- Nature

- The village/town

- The school

- Occupations

- Travelling

- Health

- Sports and leisure

- The universe and space

The use of integrated learning themes represents the fundamentals of project-based learning. They

facilitate the learning-teaching process and make the essence of PBL come to light. The process

entails integrating themes that have been developed in order to facilitate teaching-learning in the

Primary School. These themes will constitute the basis of contextualizing the concepts of the subjects.

Integrated learning themes are the foundation on which all the activities for a defi ned period of time

within the school year are expected to take place. This can be done for some weeks, months or beyond

and has a direct impact on project-based learning. An integrated approach unites all subjects and

gives opportunities to the learners to learn more through variant contents. Children will consequently

develop a deeper understanding of contents in their local contexts.

The approach allows learners to explore, gather, process, refi ne and present information. It also

allows learners to engage in purposeful and relevant learning. Learners are expected to see the

interconnectedness within curriculum areas. It is based on skill development around a particular theme

that is relevant to the pupils in the class.

Pedagogic approaches

Teaching methods are special procedures through which educational goals are attained. The Cameroon

education system has experienced pedagogic evolutions from the Objective-based Approach (OBA)

through the Inferential Thinking Approach, that was referred to as “New Pedagogic Approach” to the

Competence-based Approach (CBA) or the Behavioural Objective-based Approach which is in use

today. The CBA facilitates the development of skills through the practice of Project Based Learning,

Cooperative Learning and Integrated Theme Learning. The underlying philosophy of the CBA requires

that learning should be based on the potentials of the learner. The learner should be responsible for

his/her own learning. Focus is on learning and not on teaching. It is important for the classroom

teachers to diligently determine the characteristics of their learners. Lesson preparation should always

implicitly or overtly provide for gender equity, for inclusiveness and for multiple intelligences.

The pedagogic practices that make the learners more responsible for their own learning include:

Project-Based Learning (PBL)

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

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

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

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

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



17

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

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

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

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

investigated and solutions proposed and presented.

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

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

following ways:

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

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

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

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

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

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

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

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

learner either solve a problem or produce something concrete.

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

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

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

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

culmination event where the entire process will be explained.

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

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

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

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

their tasks.

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

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

responsibility in the learner.

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

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

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

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

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

(presenting and evaluating the project).

NB: The culmination event is paramount and should not be left out. It must be a presentation by

the learners while the teacher evaluates the success of the project with the help of the points in the

“Project exercise/note book”. Project-based learning helps the teacher to assess learners as many

times as the need arises.



18

Benefi ts of Project-based Learning

Project-based learning:

• promotes lifelong learning skills

• enhances logical thinking

• promotes team spirit and hard work

• promotes entrepreneurial skills

• promotes bonding and interaction

• creates responsible attitudes in learners

• helps learners to manage their resources

• motivates learners

• builds confi dence in learners

• renders learning practical

• situates learning in a real life situation

• makes learners inquisitive/curious

• develops problem-solving skills in learners

• improves on learners communication skills

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

Cooperative Learning (CL)

Cooperative learning is a specifi c kind of collaborative learning. In cooperative learning, pupils work

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

for the work of the group as a whole. The Integrated Theme Learning and Cooperative Learning are

supporting strategies of the PBL.

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

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

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

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

person succeeds, the success aff ects everyone else. Within cooperative learning teams, pupils discuss

the material to be learned with one another, and support each other to understand it, and encourage

and help one another to have a clear understanding of their participation. Teams diff er from groups

because cooperative learning is constituted of teams whereby:

• goals are shared

• information is circulated

• roles are assigned

• materials are managed

• teammates depend on one another to complete tasks successfully

• pupils learn to respect each other’s contributions and opinions

• pupils engage in “cognitive collaboration.” They must organize their thoughts to explain

ideas to teammates

• pupils have fun while learning

• pupils’ social nature is used to their advantage

• social, leadership, communication, decision making, problem solving, and confl ict resolution

skills are developed



19

Assessment

Assessment is the process of passing judgements on learners’ knowledge, skills and attitudes with

the sole aim of making decisions about their education. It is an integral part of the teaching-learning

process in the Primary School and constitutes part of the curriculum. Assessment is a means of

objectively informing parents, guardians and policy makers on learners’ progress in school.

Diverse tools should be used to collect information about the learner in order to moderate and increase

learners’ chances of learning from one another. Nevertheless, learners must be assessed fairly and at

the same time taking into consideration that each learner has their learning styles. Consequently, all

the learners may not always be at the same level of attaining the expected learner outcome.

Assessment in primary schools in Cameroon can take three forms (oral, written, practical). There are

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

through: observation checklists; learner’s self-assessment; daily practical assignments; samples of

learner’s work; learner’s willingness to participate and contribute in projects/conferencing; oral and

written quizzes; portfolios; willingness to be involved in class and school activities.

It is worth stating that formative and summative assessment should take into consideration knowledge,

skills and attitudes as indicated on the “Expected Learning Outcomes” column of each subject.

Types of Assessment

Diagnostic Assessment: This type of assessment verifi es what the learner already knows and it is

used to improve on the learner’s achievement. Hence, each time we have to embark on a learning and

teaching experience, we must always try to fi nd out learners’ level of competence and/or knowledge,

skills and attitudes about the new material. This helps the teacher develop strategies and activities that

can be used to facilitate learning.

Formative Assessment: This type of assessment keeps the learners in permanent interaction with

the curriculum during the teaching-learning process. It is designed to keep track of learners’ learning

achievements. Their response to this type of interaction equally helps the curriculum user (the teacher)

to provide feedback to both the learner and the parents.

Summative Assessment: It is carried out periodically to show the level of attainment of expected

learning outcomes at the end of the term, year, level or cycle. It is a more judgmental kind of assessment.

Whatever the case, summative assessment must not always be standardized tests. There is need for a

variation in the use of assessment instruments.

Weighting and Time Allocation

Tables 3, 4, 5 and 6 present the weighting and time allocation for the single shift and the double shift

systems.



20

Table 3: Annual Learning Time in Hours per Level and Subject Area for the Single Shift System

Subject Area Level 1 Level 2 Level 3

English Language and Literature 172.5 172.5 138

Mathematics 69 69 103.5

Science and Technology 69 69 103.5

Français 103.5 103.5 69

Social Studies 34.5 34.5 34.5

Vocational Studies 69 69 69

Arts 34.5 34.5 34.5

Physical Education and Sports 34.5 34.5 34.5

National Languages and Cultures 34.5 34.5 34.5

Information and Communication Technologies (ICTs) 69 69 69

Two short breaks of 15 minutes each 52.9 52.9 52.9

Daily assembly 57.5 57.5 57.5

Daily long break 115 115 115

Total 915.4 915.4 915.4

Table 4: Weekly Learning Hours per Level and Subject Area for the Single Shift System



Mathematics 3 3 4.5


Français 4.5 4.5 3



Arts 1.5 1.5 1.5




Two short breaks of 15 minutes each 2.3 2.3 2.3


Daily long break 5 5 5

Total 39.8 39.8 39.8



21

Table 5: Annual Learning Time in Hours per Level and Subject Area for the Double Shift System



Mathematics 69 69 103.5


Français 103.5 103.5 69



Arts 34.5 34.5 34.5




One short break of 30 minutes per level 11.5 11.5 11.5


No daily assembly and long break 0 0 0

Total 702 702 702

Table 6: Weekly Learning Hours per Level and Subject Area for the Double Shift System



Mathematics 3 3 4.5


Français 4.5 4.5 3



Arts 1.5 1.5 1.5




One short break of 30 minutes 3 3 3

One weekly assembly 0.5 0.5 0.5

No daily long break 0 0 0

Total 33.5 33.5 33.5

Link between the Learning Domains and the National Core Skills/Broad-

based CompetencesGenerally, the Cameroon education-vision that is expressed in the National Core Skills Framework is

realised through PBL and ILT carried out in the subject areas that are lodged in the fi ve domains. This

is illustrated in fi gure 1.



22

Fig

ure

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Nati

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23

Plan of Action for the Teaching-Learning Cycle

The following steps will enable the teacher to put his/her plan into action:

1. Identify learning outcomes in function of the national core skills and as stated in the integrated

monthly schemes of work.

2. Based on the integrated learning theme of the month, identify a project and plan the activities that

will lead to its realization.

3. The diff erent activities are planned chronologically (entry behaviour, simple to complex) in relation

to the contents and contextualized through the ILT.

4. Monitor the realization of the project and ensure that all learners carry out their tasks.

5. Organize culmination events, that is, presentation of projects and assessment every last Thursday

and Friday of the four weeks. Depending on the level, the presentations and assessment should

cover three forms: oral, written and practice. A checklist should be prepared depending on the

stated learning outcomes in order to record learners’ progress in the class broadsheet (this will

constitute a gradual building of the information for pupils’ report cards which are fi lled every

term).

6. Carry out remediation activities where necessary.

7. Do an auto-evaluation of the process. Note should be taken that this is a cyclical process within

each teacher’s community of practice (the school).

Figure 2 illustrates the cyclical teaching and learning process.



24

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25

PART TWO

DEFINITION OF DOMAINS AND THEIR

RELATED CARRIER SUBJECTS

Part two presents the fi ve domains and their related carrier subjects. Each of these subjects is briefl y

defi ned while highlighting the national core skills that each develops, followed by a visual presentation

of the subject, its components, terminal learning outcomes, and suggested evaluation criteria.

Domain 1: Basic KnowledgeThis domain is fundamental to the development of all other domains. It nurtures and advances literacy

and numeracy skills which are the pillars for a strong foundation in education and vital for living in the

21st century. As the name implies, basic knowledge is intended to create the base and a solid foundation

for all other learning. There is no gainsaying that the ability to read and to work with numbers are

prerequisites for the success of any educational system. Many studies carried out in Cameroon on

learning achievements in the past couple of years show that there is a dwindling eff ect in literacy and

numeracy to the extent that children who leave primary schools in Cameroon today can barely read

and/or write, talk less of manipulating numbers and fi gures confi dently. It is in this light that, it became

necessary to give more learning-teaching time to a domain that will properly develop learners’ literacy

and numeracy skills and hence enhance their performance in other learning domains. Consequently,

a sixty percent learning-teaching time has been assigned to this domain. The domain is going to be

powered by English Language and Literature, Mathematics, Science and Technology and Français.

English Language and Literature

English Language is one of the two offi cial languages in Cameroon. It is the language of instruction for

the English Subsystem of Education. A literature component has been added to this subject in Level II

and Level III. While English Language enables learners to express themselves orally and in writing,

Literature enhances the reading culture in them. The teaching of English will target the development

of the listening, speaking, reading and writing skills with emphasis on grammar, vocabulary and

pronunciation. Like all languages, English is rule-governed, thus the systematic functional teaching

of grammar is strongly recommended. This will enable learners use the language eff ectively.

This subject has been developed from domains that were derived from the following national core

skills:

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


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

The components of the subjects are presented in fi gure 3.

Figure 3: Components of English Language and Literature



26

Terminal Learning Outcomes

At the end of this level, learners will be able to:

• listen attentively for information in a given context

• interpret information and react appropriately

• communicate to express feelings, ideas and thoughts

• read texts fl uently in a given context• write texts legibly and coherently to express feelings, ideas and thoughts• show great interest in communicating in English

Evaluation Criteria

The terminal learning outcomes at the end of Level III and the accompanying evaluation criteria are illustrated in table 7.

Table 7: Terminal Learning Outcomes and Evaluation Criteria

Skill Terminal Learning Outcomes Evaluation Criteria

Listening

and

Speaking

• Listen attentively for information in a given context

• Interpret information and react appropriately

• Communicate to express feelings, ideas and thoughts

• Fluency in speaking • Audibility in speech• Sustainance of attention• Willingness to take turns in speaking• Use of appropriate tones in speech

Reading • Read texts fl uently in a given context • Fluency and audibility in reading• Respect of voice pitch • Correctness of answers to comprehension

questions• Respect of instructions

Writing • Write texts legibly and coherently to express feelings, ideas and thoughts

• Legibility, meaning, coherence, the right posture, right direction, respect of instructions

Mathematics

Mathematics develops the learner’s creativity, initiative and problem-solving skills. It equally develops logical and inferential thinking, the ability to deduce and visualize in space and time. Through mathematics, the learner improves his/her knowledge of science, technology, agriculture and engineering. It is also necessary for fi nancial literacy and relevant to most forms of employment. Mastering Mathematics entails the acquisition of knowledge, skills and attitudes as well as problem solving skills related to the diff erent integrated learning themes. Primary School learners need these in computation, logical thinking and problem solving to construct knowledge and understand the world around them. The Mathematics syllabus also guides teachers, educators and examiners to prepare for teaching and learning as well as for formative and summative assessment. In this curriculum, fi ve components of Mathematics have been developed, namely: Sets and Logic, Numbers and Operations, Measurement and Size, Geometry and Space, and Statistics and Graphs.

This subject has been developed from domains that were derived from the following national core skills.

• Use of basic notions in Mathematics, Science and Technology• Practice of lifelong learning and the four broad-based competences



27

The components of the subject are presented in fi gure 4.

Figure 4: Components of Mathematics


After the teaching-learning experiences in mathematics, learners will be able to:- solve problems involving sets and logic- solve problems involving number operations - solve problems involving measurement units- construct diff erent geometric shapes

- categorize statistics on graphs

- use mathematical skills in daily life

- show interest in mathematics

Evaluation Criteria

The terminal learning outcomes and the evaluation criteria are illustrated in table 8.

Table 8: Terminal learning outcomes and evaluation criteria

Terminal Learning Outcomes Evaluation Criteria

- Solve problems involving sets and logic

- Solve problems involving number operations

- Solve problems involving measurement

units

- Construct diff erent geometric shapes

- Categorize statistics on graphs

- Use mathematical skills in daily life

- Show interest in mathematics

- Group, match and classify objects and numbers

in sets using diff erent attributes

- Correct representation of sets, symbols and

fi gures

- Correct use of symbols, signs and diagrams

- Ordering and consistency

- Identifying and building geometric shapes

- Manupulating statistical information on groups

- Appropriate use of operations and formulae

- Associating quantities to fi gures and symbols

- Proper use of mathematics tools

- Solve meaningful daily life problems



28

Science and Technology

Science and Technology is penetrating every aspect of societal life and therefore has become an important component in the learning-teaching programmes at every level of education. It enables learners to understand themselves and their environment as well as adapt to the ever changing world in which they live. The teaching of Science and Technology develops the spirit of curiosity, creativity and innovation. Through Science and Technology, learners will be able to predict and analyse causes and eff ects of phenomena and use scientifi c approaches to solve emerging problems. These skills will

be developed in Health Education, Environmental Science as well as in Technology and Engineering.


skills:

• Use of basic notions in Mathematics, Science and Technology

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


The components of the subject are illustrated in fi gure 5.

Figure 5: Components of Science and Technology



• demonstrate knowledge of their body

• demonstrate the capacity to care for their body

• respect scientifi c procedures and norms

• exhibit the capacity to protect and conserve wild life

• provide scientifi c explanations and solutions to natural phenomena

• propose scientifi c explanations and solutions to problems

• produce mini technological products/models

• show interest in furthering studies in science, technology and engineering

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are illustrated in table 9.



29

Table 9: Terminal Learning Outcomes and the Evaluation Criteria


- Demonstrate knowledge of their body- Demonstrate the capacity to care for their body - Respect scientifi c procedures and norms

- Exhibit the capacity to protect and conserve wild life

- Provide scientifi c explanations and solutions to natural

phenomena

- Propose scientifi c explanations and solutions to problems

- Produce mini technological products/models

- Show interest in furthering studies in science, technology

and engineering

- Ability to name parts of the body

- Ability to demonstrate how the diff erent

parts of the body are cared for

- Be able to list bathings and clothings

- Respect of procedures in experiments

- Exactitude of experiment results

- Improvisation of materials in experiments

- Positive observable change in behaviour

- Dexterity (careful handling and manipula-

tion of objects)

- Correct interpretation of phenomena/re-

sults

Français

Le français est l’une des deux langues offi cielles du Cameroun. Il est la deuxième langue offi cielle

dans le sous-système anglophone. Il permet aux apprenants de communiquer oralement et par écrit

dans des situations de la vie quotidienne pour un vivre-ensemble harmonieux et de s’ouvrir au monde

francophone. L’acquisition du Français se fait à travers le développement des cinq (5) compétences de

base, à savoir la compréhension orale, l’expression orale en continu, l’expression orale en interaction,

la compréhension écrite (lecture) et la production écrite. Le développement de ces compétences

se fait à travers les sous-disciplines suivantes: Compréhension et expression orale (en continu et en

interaction), compréhension écrite (lecture), production d’écrits, grammaire, vocabulaire, conjugaison

et orthographe. Il s’agit d’acquérir une véritable compétence de communication langagière qui

englobe une composante pragmatique (acte de langage), linguistique (grammaire) et sociolinguistique

et socio-culturel.

Il est à noter que l’enseignement de la grammaire, du vocabulaire, de la conjugaison et de l’orthographe

est fait en contexte et lors du développement des compétences de base. Ces compétences se développent

autour des centres d’intérêt suivants: la maison, la ville/village, l’école, les métiers, les voyages, la

santé, sports et loisirs, dans l’espace.

Cette discipline a été développée à partir des domaines tirés des compétences clés suivantes.

• Communiquer dans les deux langues offi cielles (français et anglais) et pratiquer au moins

une langue nationale

• Apprendre à apprendre tout au long de la vie et les quatre compétences transversales.

Les composantes de cette discipline sont présentées dans la fi gure 6.

Figure 6: Les composantes du français



30

Tableau 10: Attentes de fi n de niveau

Compétence Attentes à la fi n du niveau

Compréhension et expression orales Écouter attentivement et s’exprimer de façon compréhensible avec la gestuelle appropriée.

Compréhension écrite (lecture) Lire de courts textes simples en respectant la prononciation et l’intonation puis relever des informations.

Production d’écrits Ecrire de petits textes d’une (01) à trois (03) phrases en rapport avec des situations de la vie quotidienne.

Critères d’évaluation

Les attentes du niveau et les critères d’évaluation du français au niveau 3 sont présentés dans le tableau 11.

Tableau 11: Les attentes à la fi n du niveau et les critères d’évaluation

Attentes à la fi n du niveau Critères d’évaluation

Écouter attentivement et s’exprimer de façon compréhensible avec la gestuelle appropriée.

- Production correcte et cohérente;- Adéquation de la production à la situation; - Respect des règles grammaticales.

Lire de courts textes simples en respectant la prononciation et l’intonation puis relever des informations.

- Déchiff rage/décodage des sons, mots et phrases

informations pertinentes;

- Respect de la prononciation de l’intonation et la

prononciation.

Ecrire de petits textes d’une (01) à trois (03) phrases

en rapport avec des situations de la vie quotidienne.

- Adéquation du texte à la situation;

- Correction des énoncés;

- Cohérence de la production.

Domain 2: Communal Life and National Integration

Communal life and national integration refers to the notion of national unity, national integration and

living together. It transcends the peculiarity of all kinds of geographical, historical, linguistic, cultural,

religious and political entities. Communal life is the feeling of belonging to a particular community

and national integration brings people of various communities together. In essence, communal life

and national integration brings about self-love, love for others and respect for the common good. The

human person is a social being, hence must live with other human beings irrespective of race, religion,

socio-economic status etc. Children socialise more than adults and there is need to consolidate this

value in them. This domain is powered by Social Studies (history, geography and citizenship). Only

the citizenship component will be taught in Level One and all three components taught in Level Two

and Level Three.

Social Studies

Social studies is the study of political, economic, cultural and environmental aspects of society in the

past, present and future. It is intended to enable human beings to understand, preserve and transform

the environment for their wellbeing and for the welfare of the community. This involves inculcating

in learners patriotic, moral and citizenship values as well as good governance qualities in order to

prepare them for a harmonious insertion into the society.



31

This subject has been developed from domains that were derived from the following national core skills:

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



Figure 7: Components of Social Studies



• identify the eff ects of human activities

• relate human activities to development

• display a spirit of objectivity, tolerance, and patriotism

• practise values of harmonious living

• show love for nation and for the outside world

• respect diff erences in choices and personality

• practise behaviour which will lead to the protection and security of people and

national property.

Evaluation Criteria


Table 12: Terminal learning outcomes and Evaluation Criteria


- Identify the eff ects of human activities

- Relate human activities to development

- Display a spirit of objectivity, tolerance, and

patriotism

- Practise values of harmonious living

- Show love for nation and for the outside world

- Respect diff erences in choices and personality

- Practise behaviour which will lead to the protection

and security of people and national property

- Respect of national emblems

- Practice of social values

- Involvement in awareness campaigns

- Logical explanations of events

- Positive change of attitude

- Ability to inteprete the eff ects of human

activities on the environment

- Ability to identify human activities that

bring about development



32

Domain 3: Vocational and Life Skills

This domain prepares the learner for the social and professional realities that they would face in life. It provides them with opportunities to showcase talents and skills resulting in their integral development. It equips them with the capacity to adapt to and transform their environments. This is done by providing relevant and contextual technical and vocational training starters. In the context of limited work opportunities, it is necessary to start orientating children to creative enterprise in early education. In this way, a generation of people fully equipped to off er meaningful employment for

themselves and at the same time, possess skills required for full participation in everyday life will

be trained. Vocational studies and life skills is geared towards opening up learners’ minds, a ready

option for taking up technical education studies in secondary school. This domain equally encourages

children who, after primary education, might not be able to go to secondary school, to learn a trade

in order to earn a living. Either way, in order to survive in world economies today, every citizen from

all strata of life needs vocational and life skills. The domain will be developed through three main

subjects namely: Vocational Studies, Arts, and Physical Education and Sports (PES).

Vocational Studies

Vocational Studies is a practical subject, which provides learners with the opportunity to develop talents,

initiative and creativity thereby enhancing their holistic development. It develops learners’ autonomy,

self-esteem and the spirit of entrepreneurship for subsequent self-reliance towards a responsible and

balanced life without any constraints on their ambitions for further education. Vocational Studies is

taught through Arts and Crafts, Agro Pastoral Farming and Home Economics. Only Arts and Crafts

and Agro-pastoral Farming will be taught in level one.

Arts and Crafts: Activities in this component will enable learners to acquire techniques to fabricate

objects using natural and recycled materials from their environment.

Agro Pastoral Farming: This activity will initiate learners into agricultural techniques and animal

farming.

Home Economics: This activity will help learners develop interest in house management such as

laundry, house craft, food and nutrition, needle work and mother craft.


skills:

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



Figure 8: Components of Vocational Studies



33

Terminal Learning OutcomesAt the end of this level, learners will be able to:

• use equipment to produce objects following a spelt out procedure

• acquire knowledge, skills and attitudes for productive work at home and eff ective home

management

• acquire knowledge, skills and attitudes to manipulate local materials through given

processes and procedures to produce objects

• produce art objects using local materials

• demonstrate a spirit of collaboration

• manifest high self-esteem, interest, initiative, creativity, resourcefulness and good value

judgment

Evaluation Criteria

The terminal learning outcomes and evaluation criteria are presented in table 13.



- Use equipment to produce objects following a

spelt out procedure

- Acquire knowledge, skills and attitudes for

productive work at home and eff ective home

management

- Acquire knowledge, skills and attitudes to

manipulate local materials through given processes

and procedures to produce objects

- Produce art objects using local materials

- Demonstrate a spirit of collaboration

- Manifest high self-esteem, interest, initiative,

creativity, resourcefulness and good value

judgment

- Quality of material used

- Respect of instructions

- Quality of fi nal product - Consistency in the explanatory note - Time used to carry out the task - Involvement in team work

Arts

Arts fosters the learner’s imagination, critical thinking skills, problem-solving, creativity and aesthetic skills. Arts contents should engage, inspire and challenge learners, equipping them with knowledge and skills that can enable them create their own artistic designs. Through this subject, the learner acquires the spirit of open-mindedness and cultivates the attitude to appreciate beauty and develop his/her capacity for concentration, self-esteem, sense of sharing, assiduity, team spirit and patriotism. As learners progress, they should be able to think critically and develop a more rigorous understanding of arts. This subject aims at ensuring that all learners produce creative works, explore their ideas and record their experiences, thus becoming effi cient in drawing, painting and other art and design

techniques.


skills:

• Practice of physical, sports and artistic activities



34

• Demonstration of the spirit of autonomy, a sense of initiative, creativity and entrepreneurship• Practice of lifelong learning and the four broad-based competences

It is taught through the following components: visual arts and performing arts.


Figure 9: Components of Arts


At the end of this level, the learner will be able to:

• create arts objects

• draw imaginative and créative literary images expressing feelings and emotions

• use voice, body and/or inanimate objects to convey feelings and emotions

• manifest moral rectitude and appropriate life styles

Evaluation Criteria

The Terminal Learning Outcomes and evaluation criteria are presented in table 14.



- Create arts objects

- Draw imaginative and creative

literary works expressing feelings and

emotions

- Use voice, body and/or inanimate

objects conveying feelings and

emotions

- Manifest moral rectitude and

appropriate life styles

• Compliance with guidelines and techniques

(correct use of geometric shapes and colours

• Ability to write imaginatively, creatively

expressing original thoughts

• Ability to create and sing a song

• Synchronization between voice variations and

percussion.

• Ability to convey feelings and thoughts through

music

• Mastery of the stage and respect for the text

• Ability to act a role freely

• Ability to recognize and use appropriate costumes,

make-up and hairstyles

• Ability to create and execute dance techniques

• Decent looks, behaviour, and lifestyle



35

Physical Education and Sports

Physical Education and Sports is a set of physical activities that contributes to the physical, moral health and social development of the learner. It promotes a harmonious construction of the body and makes the learner fi t to perform individual and collective tasks. It is through physical and sporting activities that the child’s brain internalizes the foundations of laterality (left/right), directionality (up, down, in, out) and position in space (over, under, behind). These are concepts that are important to the learner’s mathematical thinking, vocabulary development, reading and writing skills. Physical Education and Sports remains an eff ective educational tool as it develops learners’ mental capacities through body fi tness activities.

This subject has been developed from a domain that was derived from the following national core skills:

• Practice of physical, sports and artistic activities• Practice of lifelong learning and the four broad-based competences


Figure 10: Components of Physical Education and Sports (PES)


Physical Education and Sports enables the learners to:• discover his/her body• practise social and interpersonal communication skills• stimulate his/her physical, intellectual and emotional growth• maintain a healthy body

Evaluation criteria

The terminal learning outcomes and evaluation criteria are presented in table 15.



36



- Discover his/her body- Practise social and interpersonal

communication skills- Stimulate their physical, aff ective,

intellectual and emotional growth

- Maintain a healthy body

- Alertness, vigilance, posture

- Accuracy, respect of rules, fanfare, collaboration

- Respect of signals, endurance

- Identify parts of the body and their roles

- Ability to carry out routine activities eff ectively

Domain 4: Cultural Identity

Cultural identity is a sense of belonging to a group or a nation with distinct ways of doing things. This

is characterised by language, tradition and religion. Cultural identity is, in summary, a set of traits

(customs) that characterises a people and diff erentiates them from other people. The case of Cameroon

is visibly unique because of her multicultural nature. This domain is developed via National Languages

and Cultures.

National Languages and Cultures

National Languages and Cultures constitutes the acquisition of knowledge, skills and attitudes (values)

that enable learners to speak their national language and be rooted in their cultures, hence building

up self-esteem and confi dence. National Languages and Cultures refers to all languages and cultures in the four major linguistic and cultural zones of Cameroon. This subject includes social practices, modes of life, arts and crafts as well as architectural designs and literary expressions that bring out a people’s identity. It helps learners to open up to learning and to be better educated.

Learning National Languages is advantageous especially at this time when it is established worldwide that learning should start in the mother tongue of the learner.

This subject has been developed from domains that were derived from the following national core skills:

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


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

transparency)





37

Figure 11: Components of National Languages and Cultures

Terminal Learning Objectives

After learning National Languages and Cultures, the learners will be able to:• Communicate appropriately using at least fi ve sentences in any given context

• Sing traditional songs fl uently

• Perform cultural activities/scenes

• Listen attentively without interrupting the speaker

• Read at least fi ve sentences and bring out the meaning in a related theme

• Write correct and coherent sentences to pass across information

Evaluation Criteria

The terminal learning outcomes and evaluation criteria of National Languages and Cultures are

presented in table 16.



- Communicate appropriately using at least

fi ve sentences in any given context

- Sing traditional songs fl uently

- Perform cultural activities/scenes

- Listen attentively without interrupting the

speaker

- Read at least fi ve sentences and bring out the

meaning in a related theme

- Write correct and coherent sentences to pass

across information in any given context

- Respect of rules related to the spoken languages

- Audibility, fl uency, articulation, intonation in

speech

- Sustainance of dialogue and animation

- Correctness of responses /correctness of gestures/

actions

- Correctness of form, coherence and neatness in

writing

- Respect of rhythm and dance steps

- Observance of interactions with others and

participation in projects.



38

Domain 5: Digital LiteracyDigital literacy underscores the cultural changes produced by the development and transmission of Information and Communication Technologies (ICTs). The achievement of Cameroon’s 2035 Vision will also depend on the country’s potentials to be transformed into an information-based or knowledge-based society in which information processing, knowledge management and creation are essential features that guarantee success. The 21st century is considered as the information era and learners are expected to use ICTs to access valuable and updated resources in order to break the digital divide. Digital literacy does not only refer to computers but has evolved to include telephones, iPad, the internet and all forms of social media. With rapid growth in the number of parents buying digital devices for their children and not being able to control what the children do with these devices, it is important that education takes over its responsibilities. This domain aims at empowering learners with technological skills for present and future actions and it is developed through ICTs.

Information and Communication Technologies (ICTs)

The use of Information and Communication Technologies is an integral part of modern society. Information is regarded as a valuable asset for all individuals. The ability to construct knowledge from the information gathered is, by and large, seen as a vital survival skill in today’s society. ICTs will be most relevant and meaningful for pupils if they are used in relation to their immediate environment. Although ICT is universal, it is only by contextualization and application that pupils understand and appreciate its use. Where learning materials can only give general examples, it is recommended that the teacher uses local examples instead. ICT has the potential to stimulate pupils to engage in, enjoy and love learning. Before teaching a specifi c ICT skill, teachers are encouraged to introduce a specifi c

task to be performed while applying the new skill learnt. Tasks chosen should relate to subjects in the

curriculum such as Mathematics, English, Science and Technology.


skills:

• Use of basic information and communication technology concepts and tools


The components of the subject are illustrated in fi gure 12.

Figure 12: Components of Information and Communication Technology



39


At the end of this level, the learners will be able to:

• use computer equipment and ICT tools

• perform basic word processing

• produce basic spreadsheets

• apply basic health and safety measures when using computers and other ICT devices• practise basic computational thinking • use ICTs responsibly

Evaluation Criteria




- Use computer equipment and ICT tools- Perform basic word processing- Produce basic Spreadsheet- Apply basic health and safety measures when using computers and other ICT devices - Practise basic computational thinking - Use ICTs responsibly

- Ability to identify ICT tools and their parts- Correct use of ICT tools- Ability to use the key board- Use productivity software- Respect of health, hygiene and safety rules while manipulating ICT tools- Ability to explain computational concepts using real life situations



40

PART THREE

CONTENTS OF THE SYLLABUS

Details of the contents of the ten subjects, the expected learning outcomes, the suggested teaching/learning strategies and the didactic materials for each subject area are presented in the tables that follow. Note should be taken that all the monthly teaching/learning activities are anchored on the integrated learning theme of that month. As a reminder, the integrated learning themes of the primary school cycle are laid out in table 18 and table 19.

Table18: Integrated Learning Themes for Level I and Level II (Classes 1/2/3/4)

No Integrated Learning Theme

1 The home2 The village/town3 The school4 Occupations5 Travelling6 Health7 Games8 Communication

Table 19: Integrated Learning Themes for Level III (Class 5 and Class 6)

No Integrated Learning Theme

1 Nature

2 The village/town

3 The school

4 Occupations

5 Travelling

6 Health

7 Sports and leisure

8 The universe and space



41

Con

ten

ts o

f E

ngli

sh L

an

gu

age

an

d L

iter

atu

re

Tab

le 2

0:

En

gli

sh L

an

gu

age

an

d L

iter

atu

re c

on

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Lis

ten

ing a

nd

Sp

eak

ing

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Un

its

an

d C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

an

d

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Sou

nd

s-

Hom

opho

nes

- M

inim

al p

airs

-

Thr

ipht

hong

s-

Con

sona

nt c

lust

ers

- P

opul

ar r

hym

es

- D

iscr

imin

ate

betw

een

the

diff

ere

nt

types

of

sounds

- S

how

inte

rest

in

spel

ling

and p

ronunci

atio

n

Sou

nd

rec

ogn

itio

n-

Tongue

twis

ters

;

- H

om

ophones

;

- M

inim

al p

airs

- T

hri

phth

ongs

- C

onso

nan

t cl

ust

ers

- P

opula

r rh

ym

es

- D

iscr

imin

ate

bet

wee

n

the

diff

ere

nt

types

of

sounds

- S

how

inte

rest

in s

pel

ling

and p

ronunci

atio

n

- D

rill

ing

- Il

lust

rati

ons

- D

emonst

rati

ons

- Q

ues

tions

and

answ

ers

- C

ooper

ativ

e le

arnin

g

- R

eali

a, d

raw

ings,

pict

ure,

fl as

hcar

ds

- R

ecor

ded

cont

ents

- W

ordl

ist,

rela

ted

text

book

s, t

ongu

e tw

iste

rs-

Lan

guag

e ga

mes

/pu

zzle

s

Ten

ses

-Sim

ple

pres

ent

-Sim

ple

Pas

t -F

utur

e

- C

onst

ruct

sen

tenc

es in

th

e si

mpl

e pr

esen

t and

pa

st te

nse

- S

how

wil

ling

ness

to u

se

the

sim

ple

pres

ent,

sim

ple

past

and

fut

ure

tens

es

Ten

ses

- P

rese

nt p

erfe

ct-

Pas

t per

fect

- F

utur

e pe

rfec

t-

Pre

sent

fut

ure

cont

inuo

us

- E

xpre

ss a

ccom

plis

hed

and

ongo

ing

acti

viti

es

in th

e pr

esen

t, pa

st a

nd

futu

re te

nses

- S

how

wil

ling

ness

to

use

the

perf

ect a

nd

cont

inuo

us te

nses

- D

rill

ing

- Il

lust

rati

ons

-

Dem

onst

rati

ons

- R

eali

a, d

raw

ings

, pi

ctur

e, fl

ashc

ards

-

Rec

orde

d co

nten

ts-

Wor

dlis

t, re

late

d te

xtbo

oks,

ton

gue

twis

ters

Poli

te l

an

gu

age

- P

olit

e re

ques

ts

May

I …

Cou

ld I

…-

Pol

ite

resp

onse

sIt

’s a

ple

asur

e

- U

se p

olit

e ex

pres

sion

s

- L

iste

n at

tent

ivel

y-

Spe

ak in

turn

s us

ing

the

righ

t int

onat

ion

- S

how

wil

ling

ness

to u

se

poli

te la

ngua

ge

Poli

te l

an

gu

age

-Pol

ite

requ

ests

Ple

ase…

Kin

dly

…-P

olit

e re

spon

ses

You

’re

wel

com

eI

am o

kay.

- U

se p

olit

e re

ques

ts

- R

espo

nd p

olit

ely

to

peop

le

- L

iste

n at

tent

ivel

y-

Spe

ak in

turn

s us

ing

the

righ

t int

onat

ion

- S

how

wil

ling

ness

to u

se

poli

te la

ngua

ge

- E

xpla

nati

ons

- Il

lust

rati

ons

- D

emon

stra

tion

s -

Que

stio

ns a

nd

answ

ers

- D

ialo

gue

- D

raw

ings

, pic

ture

, fl

ashc

ards

-

Rec

orde

d co

nten

ts-

Wor

dlis

t, re

late

d te

xtbo

oks

Gre

etin

gs

Hel

loG

ood

mor

ning

/af

tern

oon/

even

ing

- G

reet

app

ropr

iate

ly in

th

e diff

ere

nt

per

iods

of

the

day

- D

ispla

y e

nth

usi

asm

to

gre

et

Intr

od

uci

ng s

elf

an

d o

ther

sH

ere

is... S

/he

is ...

Mee

t m

y...

- In

troduce

sel

f an

d o

ther

s

corr

ectl

y

- U

se a

ppro

pri

ate

voca

bula

ry t

o i

ntr

oduce

self

- Il

lust

rati

ons

- D

emonst

rati

ons

- Q

ues

tions

and

answ

ers

- D

ialo

gue

- N

ame

card

s, d

raw

ings,

pict

ure,

fl as

hcar

ds

- R

ecor

ded

cont

ents

- W

ordl

ist,

rela

ted

text

book

s



42

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Ph

enom

ena

- T

he w

eath

er-

The

per

iod

of th

e da

y

- D

escr

ibe

the

wea

ther

- S

ay th

e pe

riod

of

the

day

- Ta

lk a

bout

var

ious

ph

enom

ena

Ph

enom

ena

- N

atur

al

phen

omen

a e.

g. w

eath

er,

deco

mpo

siti

on,

disa

ster

s-

Soc

ial p

heno

men

a e.

g. c

ompe

titi

ons,

co

nfl i

cts,

mar

raig

e

- D

escr

ibe

the

wea

ther

- S

ay th

e pe

riod

of

the

day

- S

how

the

wil

ling

ness

to

talk

abo

ut p

heno

men

a

- Il

lust

rati

ons

- D

emon

stra

tion

- E

xpla

nati

ons

- Q

uest

ions

and

an

swer

s

- R

eali

a-

Dra

win

gs/p

ictu

res

- F

lash

card

s -

Wor

dlis

t_

Rel

ated

text

book

s

Lis

ten

ing

com

pre

hen

sion

- Te

xts

- S

peec

hes

- R

adio

slo

ts-

Tele

visi

on s

lots

- Te

leph

one

call

s

- R

espo

nd a

ccur

atel

y to

re

late

d ta

sks

- C

arry

out

a te

leph

one

conv

ersa

tion

- S

how

a s

usta

ined

in

tere

st in

list

enin

g

Lis

ten

ing

com

pre

hen

sion

- Te

xts

- S

peec

hes

- R

adio

slo

ts-

Tele

visi

on s

lots

- Te

leph

one

call

s

- R

espo

nd a

ccur

atel

y to

re

late

d ta

sks

- C

arry

out

a te

leph

one

conv

ersa

tion

- S

how

a s

usta

ined

inte

rest

in

list

enin

g

- Il

lust

rati

ons

- D

emon

stra

tion

- R

eadi

ng a

loud

- Q

uest

ions

and

an

swer

s-

Coo

pera

tive

lear

ning

- S

imul

atio

ns

- P

ictu

res,

fl as

hcar

ds

- R

ecor

ded

cont

ents

- W

ordl

ist

- R

elat

ed te

xtbo

oks

- Te

leph

ones

/tex

ts- A

udio

mat

eria

ls

- D

iscu

ssio

n-

Exp

ress

pre

fere

nces

- R

espe

ct o

ne’s

turn

in

a di

scus

sion

and

list

en

whe

n ot

hers

are

talk

ing.

- S

how

wil

ling

ness

to

sust

ain

a di

scus

sion

Dis

cuss

ion

- D

iscu

ss a

bout

diff

ere

nt

mea

ns

of

trav

elli

ng

- R

espec

t one’

s tu

rn i

n

a dis

cuss

ion a

nd l

iste

n

when

oth

ers

are

talk

ing.

- S

how

wil

lingnes

s to

sust

ain a

dis

cuss

ion

- D

iscu

ssio

n

- Q

ues

tions

and

answ

ers

- Il

lust

rati

ons

- D

emonst

rati

ons

- C

ooper

ativ

e le

arnin

g

- F

lash

card

s

- P

ictu

res,

rea

l obje

cts,

char

ts, dra

win

gs

- W

word

lis

t an

d p

uzz

les

Deb

ate

Mea

ns

of

com

munic

atio

n

- D

ebat

e on d

iff e

rent

poin

ts o

f vie

w

convin

cingly

- S

how

enth

usi

asm

to

def

end o

ne’

s poin

t of

vie

w c

onvin

cingly

Deb

ate

Sta

ting p

refe

rence

s

-I p

refe

r to

...

- It

is

bet

ter

to ...

- D

ebat

e on d

iff e

rent

poin

ts

of

vie

w c

onvin

cingly

- S

how

enth

usi

asm

to

def

end o

ne’

s poin

t of

vie

w

- C

ooper

ativ

e le

arnin

g

- Q

ues

tions

and a

nsw

ers

- D

emonst

rati

ons

- F

lash

card

s

- P

ictu

res,

rea

l obje

cts,

char

ts, dra

win

gs

- W

ord

lis

t an

d p

uzz

les

Engli

sh L

anguag

e an

d L

iter

ature

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



43

Rea

din

g

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Rea

din

g A

lou

d

- S

tori

es a

nd S

ongs

- P

oem

s-

Spe

eche

s

- R

ead

vari

ous

text

s fl

uent

ly a

nd a

udib

ly-

Sho

w w

illi

ngne

ss to

re

ad to

oth

ers

Rea

din

g A

lou

d

- P

ictu

res

- S

tori

es-

Son

gs-

Poe

ms

- S

hort

nov

els

- In

terp

ret a

nd a

ppre

ciat

e pi

ctur

es;

- R

ead

vari

ous

text

s fl

uent

ly a

nd a

udib

ly

- S

how

wil

ling

ness

to r

ead

alou

d

- D

rill

ing

- G

roup

wor

k-

Exp

lana

tion

s -

Dem

onst

rati

ons

- Q

uest

ions

and

ans

wer

s

- N

ewsp

aper

art

icle

s-

New

s, s

peec

hes

- M

agaz

ines

, car

toon

s-

Wor

d li

st-

Sho

rt s

tori

es-

Pic

ture

s

Rea

din

g C

om

pre

-

hen

sion

- S

tori

es a

nd S

ongs

- P

oem

s-

Spe

eche

s-

Sho

rt n

ovel

s

- R

ead

text

s, d

iscu

ss th

em

and

carr

y ou

t rel

ated

task

s-

Sho

w in

tere

st in

rea

ding

fo

r co

mpr

ehen

sion

Rea

din

g C

om

pre

-

hen

sion

- S

tori

es-

Poe

ms

- S

peec

hes

- S

hort

nov

els

- R

ead

text

s, d

iscu

ss th

em

and

carr

y ou

t rel

ated

task

s-

Sho

w in

tere

st in

rea

ding

fo

r co

mpr

ehen

sion

- E

xpla

nati

ons

- Q

uest

ions

and

ans

wer

s-

Rol

e pl

ay-

Gro

up w

ork

- D

emon

stra

tion

s

- Te

xts

- C

arto

ons

- P

oem

s -

Son

gs-

Sto

ries

Lit

eratu

re

- A

dven

ture

sto

ries

- S

hort

pla

ys-

Rea

d pi

ctur

e ad

vent

ure

stor

ies

wit

h sh

ort t

exts

- P

ut s

elf

in th

e po

siti

on

of a

cha

ract

er in

a s

tory

- D

educ

e a

mor

al le

sson

fr

om a

sto

ry

- A

dven

ture

sto

ries

- S

hort

pla

ys-

Rea

d pi

ctur

e ad

vent

ure

stor

ies

wit

h sh

ort t

exts

- P

ut s

elf

in th

e po

siti

on o

f a

char

acte

r in

a s

tory

- D

educ

e a

mor

al le

sson

fr

om a

sto

ry

- In

divi

dual

and

col

labo

-ra

tive

wor

k-

Vis

its

to li

brar

ies

- S

tory

tell

ing

- D

ram

atis

atio

n-

Coo

pera

tive

lear

ning

- Adv

entu

re s

tory

boo

ks-

Sho

rt p

lays

- Ass

orte

d co

stum

es-

Pro

ps

Eng

lish

Lan

guag

e an

d L

iter

atur

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



44

Wri

tin

g

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Han

dw

riti

ng

Upr

ight

join

t scr

ipt

- C

opy

shor

t tex

ts o

f at

lea

st s

even

diff

ere

nt

sente

nce

s se

ver

al t

imes

legib

ly a

nd c

onsi

sten

tly

- W

rite

out

info

rmat

ion

in a

bea

uti

ful

and c

re-

ativ

e m

anner

- S

how

inte

rest

in n

eat

han

dw

riti

ng

Han

dw

riti

ng

Upri

ght

join

t sc

ript

- C

opy s

hort

tex

ts o

f at

leas

t se

ven

diff

ere

nt

sen-

tence

s se

ver

al t

imes

leg

ibly

and c

onsi

sten

tly

- W

rite

out

info

rmat

ion i

n

a bea

uti

ful

and c

reat

ive

man

ner

- S

how

inte

rest

in n

eat

han

dw

riti

ng

- G

roup w

ork

- E

xpla

nat

ions

- D

emonst

rati

ons

- In

div

idual

work

- P

eer

tuto

ring

- C

har

ts

- M

obil

e boar

ds

- R

elat

ed b

ooks

- S

ide

boar

d

Tak

ing d

ow

n n

ote

s -

Wri

te d

ow

n e

ssen

tial

poin

ts o

f a

pre

senta

tion,

spee

ch, m

eeti

ng d

iscu

s-

sions

- S

how

wil

lingnes

s in

takin

g d

ow

n n

ote

s

Tak

ing d

ow

n n

ote

s -

Wri

te d

ow

n e

ssen

tial

poin

ts o

f a

pre

senta

tion,

spee

ch, m

eeti

ng d

iscu

s-

sions

- S

how

wil

lingnes

s in

tak

-

ing d

ow

n n

ote

s

- E

xpla

nat

ions

- In

div

idual

work

- R

eadin

g a

loud

- R

epet

itio

n

- T

ext

- S

pee

ch

- M

eeti

ng d

iscu

ssio

ns

- P

rese

nta

tion

- N

ote

pad

s

Nu

mb

ers

- W

rite

num

ber

s in

word

s

from

1001 -

5000

- S

how

wil

lingnes

s

in w

riti

ng n

um

ber

s in

word

s

Nu

mb

ers

- W

rite

num

ber

s in

word

s

from

5,0

01 -

10,0

00

- S

how

wil

lingnes

s in

wri

t-

ing n

um

ber

s in

word

s

- E

xpla

nat

ions

- In

div

idual

work

- D

emonst

rati

ons

- Q

ues

tions

and a

nsw

ers

- C

opyin

g

- N

um

ber

car

ds

- R

eal

obje

cts

- A

udio

-vis

ual

aid

s

- P

ictu

res/

Char

ts

Let

ter

wri

tin

g

- F

orm

al l

ette

rs

- In

form

al l

ette

rs

- W

rite

form

al a

nd i

nfo

r-

mal

let

ters

- D

ispla

y i

nte

rest

in

resp

ecti

ng t

he

form

at o

f

lett

er w

riti

ng

Let

ter

wri

tin

g

- F

orm

al l

ette

r

- In

form

al l

ette

r

- W

rite

form

al a

nd i

nfo

rmal

lett

ers

- D

ispla

y i

nte

rest

in r

e-

spec

ting t

he

form

at o

f le

tter

wri

ting

- E

xpla

nat

ions

- In

div

idual

work

- D

emonst

rati

ons

- Q

ues

tions

and a

nsw

ers

- C

reat

ive

wri

ting

- F

orm

al l

ette

rs

- In

form

al l

ette

rs

- E

nvel

ops

- S

tam

ps

- N

ote

pad

s

- W

riti

ng s

hee

ts

Engli

sh L

anguag

e an

d L

iter

ature

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



45

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Sp

elli

ng a

nd

Dic

tati

on

- Ju

mbl

ed w

ords

- S

ente

nces

-

Par

agra

ph

- B

uild

sen

tenc

es f

rom

ju

mbl

ed w

ords

- W

rite

a d

icta

ted

para

grap

h of

at l

east

50

wor

ds-

Sho

w in

tere

st to

spe

ll

wor

ds c

orre

ctly

Sp

elli

ng a

nd

Dic

tati

on

- Ju

mbl

ed w

ords

- P

arag

raph

- B

uild

sen

tenc

es f

rom

ju

mbl

ed w

ords

- W

rite

dic

tate

d se

nten

ces

of a

t lea

st 5

0 w

ords

-

Sho

w in

tere

st to

spe

ll

wor

ds c

orre

ctly

- G

roup

wor

k-

Que

stio

ns a

nd a

nsw

ers

- D

rill

ing

- O

bser

vati

ons

- D

emon

stra

tion

s

- R

eal o

bjec

ts, c

hart

s-

Pic

ture

s an

d fl

ashc

ards

- S

crip

t-

Wor

d ba

sket

Dra

ma

-A s

cene

Eg.

Buy

ing

and

sell

ing,

con

sult

ing

a do

ctor

- W

rite

a s

hort

dra

ma

piec

e on

a c

hose

n sc

ene

- D

ispl

ay th

e en

thus

iasm

to

act

Dra

ma

- W

rite

a s

hort

dra

ma

piec

e on

a c

hose

n sc

ene

and

dire

ct it

- D

ispl

ay th

e en

thus

iasm

to

act a

sho

rt p

lay

- G

roup

wor

k-

Mem

oris

atio

n -

Rol

e pl

ay a

nd

dram

atis

atio

n

- R

eal o

bjec

ts, c

hart

s-

Pic

ture

s an

d fl

ashc

ards

- S

crip

ts-

Sta

ge p

rops

and

co

stum

es

Com

posi

tion

- N

arra

tive

ess

ay-

Des

crip

tive

ess

ay-

Per

suas

ive

essa

y- A

rgum

enta

tive

ess

ay

- E

xpla

in th

e ch

arac

teri

stic

s of

the

diff

ere

nt

types

of

essa

ys

- W

rite

diff

ere

nt

types

of

essa

ys

of

about

120

word

s

- D

ispla

y i

nte

rest

and

crea

tivit

y i

n e

ssay

wri

ting

Com

posi

tion

- D

escr

ipti

ve

essa

y

- N

arra

tive

essa

y

- P

ersu

asiv

e es

say

- A

rgum

enta

tive

essa

y

- E

xpla

in t

he

char

acte

rist

ics

of

the

diff

ere

nt

types

of

essa

ys

- W

rite

diff

ere

nt

types

of

essa

ys

of

about

150 w

ord

s

- D

ispla

y i

nte

rest

and

crea

tivit

y i

n e

ssay

wri

ting

- G

roup w

ork

- D

emonst

rati

ons

- P

roce

ss w

riti

ng

- R

eal

obje

cts,

char

ts

- P

ictu

res

and

fl as

hcar

ds-

Mod

el e

ssay

s-

Not

epad

s-

Dic

tion

ary

Eng

lish

Lan

guag

e an

d L

iter

atur

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



46

Gra

mm

ar,

Voca

bu

lary

an

d P

ron

un

ciati

on

To b

uild

a la

ngua

ge, y

ou n

eed

buil

ding

mat

eria

ls th

at a

re c

alle

d “P

arts

of

Spe

ech”

. The

y ar

e ei

ght i

n nu

mbe

r, na

mel

y: v

erb

s, n

ou

ns,

ad

ject

ives

,

ad

ver

bs,

pre

posi

tion

s, p

ron

ou

ns,

con

jun

ctio

ns

an

d i

nte

rjec

tion

s. E

ver

y w

ord

in E

ngli

sh fi

ts

into

at

leas

t one

of

thes

e ei

ght

cate

gori

es;

the

key

to u

nder

stan

din

g a

nd u

sing t

he

Engli

sh l

anguag

e.

As

conce

rns

voca

bula

ry,

lear

ner

s w

ill

acquir

e new

word

s an

d e

xpre

ssio

ns

nat

ura

lly t

hro

ugh

list

enin

g,

spea

kin

g,

read

ing a

nd w

riti

ng a

ctiv

itie

s. H

ow

ever

, te

acher

s ar

e re

quir

ed t

o p

lan a

nd s

yst

emat

ical

ly t

each

voca

bula

ry a

nd p

ronunci

atio

n

in c

onte

xt.

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Ver

bs

- R

egula

r an

d i

rreg

ula

r

ver

bs

- H

elpin

g v

erbs

- C

onju

gat

ion

- S

imple

pre

sent,

pas

t

and f

utu

re t

ense

s

- P

ast,

pre

sent

and

futu

re p

erfe

ct t

ense

s

- T

he

condit

ional

- D

isti

nguis

h b

etw

een

hel

pin

g v

erbs,

reg

ula

r

and i

rreg

ula

r ver

bs

- U

se v

erbs

in t

he

diff

er-

ent

tense

s

- A

ppre

ciat

e pre

sent,

pas

t

and f

utu

re e

ven

ts

Ver

bs

- R

egula

r an

d i

rreg

-

ula

r ver

bs

- H

elpin

g v

erbs

- C

onju

gat

ion

- S

imple

pre

sent,

pas

t an

d f

utu

re

tense

s

- P

ast,

pre

sent

and

futu

re p

erfe

ct t

ense

s

- T

he

condit

ional

- D

isti

nguis

h b

etw

een

hel

pin

g v

erbs,

reg

ula

r an

d

irre

gula

r ver

bs

- U

se v

erbs

in t

he

diff

ere

nt

tense

s

- A

ppre

ciat

e pre

sent,

pas

t

and f

utu

re e

ven

ts

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and a

nsw

ers

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- V

erb l

ist

and p

uzz

les

Nou

ns

- K

inds

of

nouns:

com

mon, pro

per

,

concr

ete,

abst

ract

,

coll

ecti

ve

and

com

pound

- P

lura

l fo

rmat

ion

- U

ses

of

nouns:

subje

ct, obje

ct,

com

ple

men

t

- A

rtic

les

(noun

signal

s)

- Id

enti

fy a

nd u

se n

ouns

appro

pri

atel

y

- U

se t

he

plu

rals

of

counta

ble

and

unco

unta

ble

nouns

- Id

enti

fy t

he

diff

ere

nt

use

s of

nouns

in a

sente

nce

- S

how

inte

rest

in u

sing

all

form

s of

nouns

in

asso

ciat

ion w

ith t

he

arti

cles

Nou

ns

- K

inds

of

nouns:

com

mon, pro

per

,

concr

ete,

abst

ract

,

coll

ecti

ve

and

com

pound

- P

lura

l fo

rmat

ion

- U

ses

of

nouns:

subje

ct, obje

ct,

com

ple

men

t..

*A

rtic

les

(noun

signal

s)

- Id

enti

fy a

nd u

se n

ouns

appro

pri

atel

y

- U

se t

he

plu

rals

of

counta

ble

and u

nco

unta

ble

nouns

- Id

enti

fy t

he

diff

ere

nt

use

s

of

nouns

in a

sen

tence

- S

how

inte

rest

in u

sing

all

form

s of

nouns

in

asso

ciat

ion w

ith t

he

arti

cles

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and a

nsw

ers

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- N

oun l

ist

and p

uzz

les

- D

icti

onar

ies



47

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Ad

ject

ives

- K

inds

of

adje

ctiv

es-

Com

mon

and

pro

per

adje

ctiv

es-

Com

para

tive

and

su

perl

ativ

e ad

ject

ives

- Id

enti

fy a

nd u

se

com

mon

and

pro

per

adje

ctiv

es a

ppro

pria

tely

-

Use

com

para

tive

and

su

perl

ativ

e ad

ject

ives

- S

how

inte

rest

in u

sing

al

l for

ms

of a

djec

tive

s-

Che

rish

bei

ng o

bjec

tive

Ad

ject

ives

- K

inds

of

adje

ctiv

es-

Com

mon

and

pr

oper

adj

ecti

ves

- C

ompa

rati

ve

and

supe

rlat

ive

adje

ctiv

es

- Id

enti

fy a

nd u

se

com

mon

and

pro

per

adje

ctiv

es a

ppro

pria

tely

-

Use

com

para

tive

and

su

perl

ativ

e ad

ject

ives

- S

how

inte

rest

in u

sing

all

fo

rms

of a

djec

tive

s-

Che

rish

bei

ng o

bjec

tive

- E

xpla

nati

ons

- Te

am w

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd

answ

ers

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- C

hart

s- A

djec

tive

list

and

pu

zzle

s

Ad

ver

bs

- M

anne

r-

Pla

ce-

Tim

e -

Fun

ctio

n

-mod

ifyi

ng v

erbs

-m

odif

ying

adv

erbs

- Id

enti

fy a

nd u

se

adve

rbs

of m

anne

r, of

pl

ace

and

of ti

me

in

appr

opri

ate

cont

exts

-

Use

adv

erbs

wit

h ve

rbs

and

wit

h ot

her

adve

rbs

in

diff

ere

nt

conte

xts

- S

how

inte

rest

in u

sing

adver

bs

corr

ectl

y

Ad

ver

bs

- M

anner

- P

lace

- T

ime

- F

unct

ion

-

modif

yin

g v

erbs

-

modif

yin

g

adver

bs

- Id

enti

fy a

nd u

se a

dver

bs

of

man

ner

, of

pla

ce a

nd o

f

tim

e in

appro

pri

ate

conte

xts

- U

se a

dver

bs

wit

h v

erbs

and w

ith o

ther

adver

bs

in

diff

ere

nt

conte

xts

- S

how

inte

rest

in u

sing

adver

bs

corr

ectl

y

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and

answ

ers

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- A

dver

b l

ist

and p

uzz

les

Pre

posi

tion

s

- L

oca

tion

- D

irec

tion

- T

ime

- R

elat

ionsh

ip

- Id

enti

fy a

nd u

se

pre

posi

tions

of

loca

tion, dir

ecti

on,

tim

e an

d r

elat

ionsh

ip

appro

pri

atel

y

- S

how

inte

rest

in u

sing

pre

posi

tions

in d

iff e

rent

conte

xts

Pre

posi

tion

s

- L

oca

tion

- D

irec

tion

- T

ime

- R

elat

ionsh

ip

- Id

enti

fy a

nd u

se

pre

posi

tions

of

loca

tion,

dir

ecti

on, ti

me

and

rela

tionsh

ip a

ppro

pri

atel

y

- S

how

inte

rest

in u

sing

pre

posi

tions

in d

iff e

rent

conte

xts

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and

answ

ers

- M

ind m

appin

g

- F

lash

card

s

- R

eal

obje

cts

- M

ind m

aps

- C

har

ts

- P

reposi

tion l

ist

and

puzz

les

Engli

sh L

anguag

e an

d L

iter

ature

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



48

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Pro

nou

ns

- S

impl

e-

Com

poun

d-T

ypes

-S

ubje

ct p

rono

uns

-O

bjec

t pro

noun

s -

Pos

sess

ive

pron

ouns

- R

efl e

xiv

e pro

nouns

- R

ecip

roca

l pro

nouns

- Id

enti

fy a

nd u

se s

imple

,

com

pound, su

bje

ct a

nd

obje

ct p

ronouns

- U

se p

oss

essi

ve,

re-

fl ex

ive

and r

ecip

roca

l

pro

nouns

appro

pri

atel

y

- T

reas

ure

the

use

of

pro

nouns

in d

iff e

rent

conte

xts

Pro

nou

ns

- S

imple

- C

om

pound

-Types

-S

ubje

ct p

ronouns

-O

bje

ct p

ronouns

-P

oss

essi

ve

pro

-

nouns

-R

efl e

xiv

e pro

-

nouns

-R

ecip

roca

l pro

-

nouns

- Id

enti

fy a

nd u

se s

imple

,

com

pound, su

bje

ct a

nd

obje

ct p

ronouns

- U

se p

oss

essi

ve,

refl

exiv

e

and r

ecip

roca

l pro

nouns

appro

pri

atel

y

- T

reas

ure

the

use

of

pro

-

nouns

in d

iff e

rent

conte

xts

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and a

n-

swer

s

- M

ind m

appin

g

- F

lash

card

s

- R

eal

obje

cts

- M

ind m

aps

- C

har

ts

- P

ronoun l

ist

and p

uzz

les

Con

jun

ctio

ns

- C

oord

inat

ing c

on-

junct

ions

- S

ubord

inat

ing co

n-

junct

ions

- L

ink w

ord

s, p

hra

ses

and s

ente

nce

wit

h c

on-

nec

ting w

ord

s

- E

xpre

ss d

esir

e to

use

conju

nct

ions

in a

ppro

pri

-

ate

conte

xts

Conju

nct

ions

- C

oord

inat

ing c

on-

junct

ions

- S

ubord

inat

ing

conju

nct

ions

- L

ink w

ord

s, p

hra

ses

and

sente

nce

wit

h c

onnec

ting

word

s

- E

xpre

ss d

esir

e to

use

conju

nct

ions

in a

ppro

pri

ate

conte

xts

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and a

n-

swer

s

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- C

onju

nct

ion l

ist

and

puzz

les

Inte

rjec

tion

s

- G

reet

ings

- Jo

y

- A

ppro

val

- S

urp

rise

- G

rief

- E

xpre

ss s

trong f

eeli

ngs

or

emoti

ons

wit

h s

hort

excl

amat

ory

word

(s)

Inte

rjec

tions

- G

reet

ings

- Jo

y

- A

ppro

val

- S

urp

rise

- G

rief

- E

xpre

ss s

trong f

eeli

ngs

or

emoti

ons

wit

h s

hort

excl

amat

ory

word

(s)

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and a

n-

swer

s

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- In

terj

ecti

on l

ist

and

puzz

les

Engli

sh L

anguag

e an

d L

iter

ature

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



49

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Voca

bu

lary

- D

efi n

itio

n-

Syn

onym

s - A

nton

yms

- P

refi

xes

- S

uffi

xes

- U

se a

var

iety

of

word

s

rela

ted t

o t

he

inte

gra

t-

ed l

earn

ing t

hem

es a

nd

oth

er c

onte

xts

- U

se t

he

corr

ect

syn-

onym

s of

word

s to

com

-

munic

ate

- U

se t

he

corr

ect

ant-

onym

s of

word

s to

expre

ss m

eanin

g

- U

se p

refi

xes

to f

orm

ne

w w

ords

- U

se s

uffi

xes

to f

orm

new

word

s

Voca

bu

lary

- D

efi n

itio

n-

Syn

onym

s - A

nton

yms

- P

refi

xes

- S

uffi

xes

- U

se a

var

iety

of

word

s

rela

ted t

o t

he

inte

gra

ted

lear

nin

g t

hem

es a

nd o

ther

conte

xts

- U

se t

he

corr

ect

synonym

s

of

word

s to

com

munic

ate

- U

se t

he

corr

ect

anto

nym

s

of

word

s to

expre

ss m

ean-

ing

- U

se p

refi

xes

to f

orm

new

w

ords

- U

se s

uffi

xes

to f

orm

new

word

s

- D

efi n

itio

ns-

Exp

lana

tion

s-

Team

wor

k-

Dem

onst

rati

ons

- Q

uest

ions

and

an-

swer

s-

Use

of

gam

es

- F

lash

card

s-

Rea

l obj

ects

- D

raw

ings

- W

ord

list

-

Lis

t of

prefi

xes

and

su

ffi x

es

- C

har

ts a

nd p

uzz

les

- D

icti

onar

ies

- R

elat

ed t

extb

ooks

Th

e se

nte

nce

-Types

(dec

lara

tive,

inte

rrogat

ive,

excl

ama-

tory

, im

per

ativ

e)

- M

ain p

arts

of

the

sente

nce

- S

imple

sen

tence

- C

om

pound s

ente

nce

- C

om

ple

x s

ente

nce

- P

arag

raph

- E

ssay

s

- C

onst

ruct

var

ious

sen-

tence

types

- Id

enti

fy t

he

mai

n p

arts

of

a se

nte

nce

, a

par

a-

gra

ph a

nd a

n e

ssay

- S

how

the

des

ire

to

wri

te c

orr

ectl

y a

nd i

n a

crea

tive

man

ner

Th

e se

nte

nce

-Types

(dec

lara

tive,

inte

rrogat

ive,

ex-

clam

atory

, im

per

a-

tive)

- M

ain p

arts

of

the

sente

nce

- S

imple

sen

tence

- C

om

pound s

en-

tence

- C

om

ple

x s

ente

nce

- P

arag

raph

- E

ssay

s

- C

onst

ruct

var

ious

sen-

tence

types

- Id

enti

fy t

he

mai

n p

arts

of

a se

nte

nce

, a

par

agra

ph a

nd

an e

ssay

- S

how

the

des

ire

to w

rite

corr

ectl

y a

nd i

n a

cre

ativ

e

man

ner

- E

xpla

nat

ions

- T

eam

work

- D

emonst

rati

ons

- Q

ues

tions

and a

n-

swer

s

- C

reat

ive

wri

ting

- F

lash

card

s

- R

eal

obje

cts

- D

raw

ings

- C

har

ts

- L

ist

of

diff

ere

nt

types

of

sente

nce

s an

d p

uzz

les

- S

ample

par

agra

phs

and

essa

ys

Engli

sh L

anguag

e an

d L

iter

ature

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



50

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

met

hod

olo

gy a

nd

did

act

ic

mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Sp

elli

ng, p

rou

nu

nci

a-

tion

an

d p

un

ctu

ati

on

- S

pell

ing

rule

s-

Pun

ctua

tion

mar

ks-

Pun

ctua

tion

rul

es-

Cap

ital

izat

ion

rule

s-

Dic

tion

ary

wor

k

- S

pell

, pro

noun

ce a

nd

punc

tuat

e co

rrec

tly

at a

ll

tim

es-

Use

cap

ital

lett

ers

corr

ectl

y- A

pply

spe

llin

g an

d pu

nctu

atio

n ru

les

in

wri

ting

- U

se a

dic

tion

ary

to lo

ok

up f

or th

e m

eani

ng o

f w

ords

- S

how

the

wil

ling

ness

to

spel

l and

use

cap

ital

iza-

tion

cor

rect

ly

Sp

elli

ng, p

rou

nu

n-

ciati

on

an

d p

un

c-

tuati

on

- S

pell

ing

rule

s-

Pun

ctua

tion

mar

ks-

Pun

ctua

tion

rul

es-

Cap

ital

izat

ion

rule

s-

Dic

tion

ary

use

- S

pell

, pro

noun

ce a

nd

punc

tuat

e co

rrec

tly

at a

ll

tim

es-

Use

cap

ital

lett

ers

cor-

rect

ly- A

pply

spe

llin

g an

d pu

nc-

tuat

ion

rule

s in

wri

ting

- U

se a

dic

tion

ary

to lo

ok

up f

or th

e m

eani

ng o

f w

ords

- S

how

the

wil

ling

ness

to

spel

l and

use

cap

ital

izat

ion

corr

ectl

y

- E

xpla

nati

ons

- Te

amw

ork

- D

emon

stra

tion

s-

Que

stio

ns a

nd a

n-sw

ers

- S

pell

ing

gam

es-

Dic

tion

ary

wor

k-

Pro

nunc

iati

on d

rill

s

- F

lash

card

s-

Rea

l obj

ects

- Ju

mbl

ed w

ords

- Ju

mbl

ed le

tter

s-

Cha

rts

and

puzz

les

- D

icti

onar

y-

Tape

rec

orde

rs

Eng

lish

Lan

guag

e an

d L

iter

atur

e co

nten

ts, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



51

Con

ten

ts o

f M

ath

emati

csT

ab

le 2

1:

Math

emati

cs c

on

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Set

s an

d l

ogic

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rial

Typ

es o

f se

ts

- F

init

e/in

fi ni

te-

Uni

vers

al

- S

ubse

ts-E

qual

/equ

ival

ent

-Dis

join

t set

s-I

nter

sect

ion

of s

ets

- V

enn

diag

ram

s

-Dis

crim

inat

e se

ts-D

escr

ibe

set

s -S

olve

pro

blem

s in

volv

ing

sets

-Rep

rese

nt s

ets

in V

enn

diag

ram

s- A

rran

ge b

elon

ging

s in

an

orde

rly

and

neat

man

ner

Typ

es o

f se

ts

-Uni

vers

al s

et

-Sub

sets

-

Inte

rsec

tion

of

set

s-F

init

e/In

fi ni

te s

ets

-Equ

al/e

quiv

alen

t set

s -

Dis

join

t set

s-V

enn

diag

ram

s

- S

olve

pro

blem

s in

volv

ing

sets

-

Des

crib

e va

riou

s ty

pes

of

sets

- R

epre

sent

set

s in

ven

n di

agra

ms

- Arr

ange

bel

ongi

ngs

in a

n or

derl

y an

d ne

at m

anne

r

-Dis

cove

ry m

etho

d-P

robl

em S

olvi

ng

met

hod

-Lab

orat

ory

met

hod

-Coo

pera

tive

lear

ning

-I

ndiv

idua

lize

d in

stru

ctio

n-

Task

app

roac

h

-Rea

l obj

ects

-Aud

io v

ideo

ta

pes

-Pic

ture

s-C

hart

s-R

ecyc

led

mat

eria

ls

-Aba

cus

Nu

mb

ers

an

d o

per

ati

on

s

Op

erati

on

s

-Six

dig

it n

umbe

rs (

0 -

10

0,00

0)-M

athe

mat

ical

ope

rati

ons

-Sim

ple

inte

rest

, rat

e, ti

me

and

prin

cipa

l-D

irec

t and

Inv

erse

pr

opor

tion

-Num

ber

base

s -M

odul

o ar

ithm

etic

-Cum

ulat

ive

prop

erti

es

and

law

of

addi

tion

and

su

btra

ctio

n

- R

ead

num

bers

- W

rite

num

bers

in w

ords

-

Mak

e bo

nds

- S

olve

pro

blem

s us

ing

all

mat

hem

atic

al o

pera

tion

s -

Bui

ld m

ulti

plic

atio

n ta

bles

-

Cal

cula

te s

impl

e in

tere

st,

rate

s, t

ime

and

prin

cipa

l-

Sol

ve p

robl

ems

base

d on

pr

opor

tion

s-

Con

vert

fro

m o

ne n

umbe

r ba

se to

ano

ther

- S

olve

pro

blem

s in

volv

ing

mod

ulo

arit

hmet

ic-

Sho

w in

tere

st in

M

athe

mat

ics

O

per

ati

on

s

-Sev

en-d

igit

num

bers

(0 -

1,0

00,0

00)

-Dec

imal

num

bers

-Fra

ctio

ns

-Mat

hem

atic

al

oper

atio

ns-S

impl

e in

tere

st, r

ate,

ti

me

and

prin

cipa

l-D

irec

t, in

vers

e an

d co

mpo

und

prop

orti

on-N

umbe

r ba

ses

-Cum

ulat

ive

law

of

addi

tion

-P

lace

val

ue

-Hig

hest

com

mon

fa

ctor

s (

HC

F)

-Rea

d nu

mbe

rs

-Wri

te n

umbe

rs in

wor

ds

-Set

up

bond

s -S

olve

pro

blem

s in

volv

ing

vulg

ar a

nd d

ecim

al f

ract

ions

-U

se m

athe

mat

ical

op

erat

ions

to s

olve

rea

l lif

e pr

oble

ms

-Che

rish

equ

itab

le

dist

ribu

tion

- D

isco

very

met

hod

- G

uide

d in

quir

y -

Pro

blem

sol

ving

m

etho

d-

Lab

orat

ory

met

hod

- C

oope

rati

ve le

arni

ng

- In

divi

dual

ized

in

stru

ctio

n

- R

eal o

bjec

ts- A

udio

vid

eo

tape

s-

Pic

ture

s- A

bacu

s -

Rec

ycle

d m

ater

ials

- C

lock

fac

e-

Mat

hs s

et-

Cal

cula

tor



52

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rial

- H

C F

of

num

bers

up

to

100,

000

- O

dd,

even

and

pri

me

num

bers

Fra

ctio

ns

an

d d

ecim

als

- P

rope

r fr

acti

ons

- M

ixed

fra

ctio

ns-

Impr

oper

fra

ctio

n-

BO

DM

AS

- D

ecim

als

and

who

le

num

bers

- S

olve

pro

blem

s in

volv

ing

frac

tion

s-

Con

vert

mix

ed f

ract

ions

to

impr

oper

fra

ctio

ns-

Con

vert

impr

oper

fra

ctio

ns

to m

ixed

fra

ctio

ns-

Sol

ve p

robl

ems

invo

lvin

g de

cim

als

and

who

le

num

bers

-Low

est C

omm

on

Mul

tipl

es o

f nu

mbe

rs

up to

1,0

00-F

ract

ions

-BO

DM

AS

-Dec

imal

s a

nd w

hole

nu

mbe

rs

- P

lace

num

bers

und

er M

, H

/Th,

TT

h, T

h, H

T

&

U-

Sol

ve p

robl

ems

invo

lvin

g

fact

ors

and

mul

tipl

es-

Des

crib

e L

C M

an

d H

C

F o

f nu

mbe

rs-

Sol

ve p

robl

ems

invo

lvin

g fr

acti

ons

- S

how

inte

rest

in s

olvi

ng

real

life

pro

blem

s

- D

isco

very

met

hod

- G

uide

d in

quir

y -

Pro

blem

sol

ving

m

etho

d-

Lab

orat

ory

met

hod

- C

oope

rati

ve le

arni

ng

- In

divi

dual

ized

in

stru

ctio

n

-Rea

l obj

ects

-Aud

io v

ideo

ta

pes

-Aba

cus

-Cha

rts

-Rec

ycle

d m

ater

ials

-Cal

cula

tor

Mea

sure

men

t an

d s

ize

Met

ric

Syst

em-m

m, c

m, d

m, m

, km

m

l, cl

, dl,

litr

es g

, Kg

-Sha

pes

(rec

tang

le, s

quar

e,

tria

ngle

, tra

pezi

um,

para

llel

ogra

m e

tc)

C

ale

nd

ar

Ord

inar

y an

d le

ap y

ear

13

Lun

ar m

onth

s 1

2 C

alen

dar

mon

ths

Tim

e -s

econ

ds, m

inut

es, h

ours

, D

ays,

wee

k -D

ista

nce,

Spe

ed a

nd T

ime

-Wor

ld ti

me

zone

sM

on

ey-S

hopp

ing

bill

s-F

orei

gn c

urre

ncy

-Cos

t Sel

ling

pri

ce-P

rofi

t an

d l

oss

-Conver

t fr

om

one

unit

to

anoth

er

-Cal

cula

te a

reas

and

per

imet

ers

-Ass

oci

ate

spec

ifi c

act

ivit

ies

to d

iff e

rent

per

iods

of

the

day

/

yea

r

- S

olv

e pro

ble

ms

involv

ing

Dis

tance

, sp

eed a

nd t

ime

-Cal

cula

te t

he

var

ious

tim

e

zones

- U

se m

oney

appro

pri

atel

y

- S

how

inte

rest

in b

eing

punct

ual

Met

ric

Syst

em-L

ength

, w

idth

,

Hei

ght,

wei

ght

and

capac

ity

-Shap

es

Cale

nd

ar

-Ord

inar

y a

nd l

eap

yea

r

- 13 L

unar

month

s

Tim

e-D

ista

nce

, sp

eed a

nd

tim

e

-Worl

d t

ime

zones

Mon

ey-C

ost

pri

ce, se

llin

g

pri

ce, pro

fi t

and l

oss

,

dis

count.

-Conver

t fr

om

one

unit

to

anoth

er

-Cal

cula

te a

reas

and

per

imet

ers

-Ass

oci

ate

spec

ifi c

act

ivit

ies

to d

iff e

rent

per

iods

of

the

day

/yea

r

- S

olv

e pro

ble

ms

involv

ing

Dis

tance

, sp

eed a

nd t

ime

-Cal

cula

te t

he

var

ious

tim

e

zones

- U

se m

oney

appro

pri

atel

y

- S

how

inte

rest

in b

eing

punct

ual

- S

how

aw

aren

ess

of

chan

ges

in t

ime

in d

iff e

rent

par

ts o

f th

e w

orl

d

-Dis

cover

y M

ethod

-Pro

ble

m S

olv

ing

Met

hod

-Lab

ora

tory

Met

hod

-Cooper

ativ

e L

earn

ing

Str

ateg

y

-Indiv

idual

ized

Inst

ruct

ion

-Tea

m T

each

ing

-Tar

get

Tas

k A

ppro

ach

-Mult

iple

Inte

llig

ence

s

Tea

chin

g A

ppro

ach

-Rea

l obje

cts

-Audio

-vid

eo

tapes

-Pic

ture

s

-Char

ts

-Met

re r

ule

-S

cale

and

litr

e co

nta

iner

s

- G

lobe/

map

s

- C

alen

dar

s

- C

alcu

lato

r

-Clo

ck f

aces

Mat

hem

atic

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



53

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esT

each

ing/L

earn

ing

Str

ate

gie

sD

idact

ic

Mate

rial

-Cur

ves

and

lin

espo

siti

ve &

neg

ativ

e nu

mbe

rs f

rom

0 t

o 3

0-P

aral

lel a

nd in

ters

ecti

ng

line

s

-Pat

tern

s w

ith

2, 3

D

shap

es.

-Tri

angl

es, r

ecta

ngle

s,

squa

res

and

circ

les.

-Typ

es o

f an

gles

(ri

ght,

obtu

se, a

cute

, iso

scel

es)

-M

athe

mat

ical

set

and

co

nten

t-Q

uadr

ilat

eral

, pen

tago

n,

hexa

gon,

tra

pezi

um, p

rism

-Dra

w c

urve

s an

d li

nes

-Diff

ere

nti

ate

bet

wee

n

par

alle

l an

d i

nte

rsec

ting l

ines

-Com

ple

te p

atte

rns

usi

ng 2

an

d 3

dim

ensi

onal

sh

apes

-Mea

sure

angle

s usi

ng a

pro

trac

tor

-Cal

cula

te t

he

area

and

circ

um

fere

nce

of

circ

les

-Man

ipula

te o

bje

cts,

shap

es,

lett

ers,

and fi

gure

s in

puzz

les

- C

onst

ruct

diff

ere

nt

model

s usi

ng p

lane

and o

ther

shap

es-

Show

inte

rest

in e

ngin

eeri

ng

and c

onst

ruct

ion

-Curv

es a

nd l

ines

Num

ber

line:

posi

tive

& n

egat

ive

num

ber

s fr

om

0 -

50

-Par

alle

l an

d

inte

rsec

ting l

ines

-4 D

shap

es-M

athem

atic

al s

et a

nd

conte

nt

-Quad

rila

téra

ls,

pen

tagon, hex

agon

-T

rapez

ium

, p

rism

,

cyli

nder

s, c

one,

sp

her

e, c

ube

-Cyli

nder

s, c

one,

sp

her

e, c

ube

-Dra

w c

urv

es a

nd l

ines

-Diff

ere

nti

ate

bet

wee

n

par

alle

l an

d i

nte

rsec

ting

lines

-Com

ple

te p

atte

rns

usi

ng

mult

iple

dim

ensi

onal

sh

apes

-Mea

sure

angle

s usi

ng

pro

trac

tor

-Cal

cula

te t

he

area

and

circ

um

fere

nce

of

circ

les

-Man

ipula

te o

bje

cts,

shap

es,

lett

ers,

and fi

gure

s in

puzz

les

-Const

ruct

diff

ere

nt

model

s usi

ng p

lane

and o

ther

shap

es-

Show

inte

rest

in

engin

eeri

ng a

nd c

onst

ruct

ion

-Dis

cover

y m

ethod

-Guid

ed i

nquir

y

met

hod

-Pro

ble

m s

olv

ing

met

hod

-Lab

ora

tory

met

hod

-Cooper

ativ

e le

arnin

g

-Indiv

idual

ized

in

stru

ctio

n

-Rea

l obje

cts

-Pic

ture

s-

Bac

us

-Char

ts-R

ecycl

ed

mat

eria

ls-M

aths

set

-Cal

cula

tor

-Car

dboar

d-C

arto

ns

Gra

ph

s an

d s

tati

stic

s

Data

man

agem

ent

- P

ictu

re r

epre

senta

tion

-Num

ber

lin

e-R

ankin

g

- M

appin

g

- R

efer

enci

ng

-Coord

inat

es-F

requen

cy d

istr

ibuti

on

-Mea

n

- T

ally

ing

- G

raphs

(Bar

char

ts, pie

ch

arts

, h

isto

gra

m,)

-Rep

rese

nt

dat

a usi

ng p

ictu

res

-Loca

te a

ssig

ned

poin

ts o

n a

num

ber

lin

e

- A

rran

ge

in as

cendin

g a

nd

des

cendin

g o

rder

-

Loca

te poin

ts o

n a

map

-Inte

rpre

t re

lati

onsh

ips

on

map

s-L

oca

te p

lace

s giv

en t

he

Y

-

and X

- a

xis

-Rep

rese

nt

dat

a on c

har

ts-

Show

inte

rest

in k

eepin

g

accu

rate

rec

ord

s

Data

man

agem

ent

-Pic

ture

rep

rese

nta

tion

-Num

ber

lin

e-R

ankin

g

- M

appin

g

- R

efer

enci

ng

-Coord

inat

es-F

requen

cy

dis

trib

uti

on

-Mea

n-

Gra

phs

(Bar

ch

arts

, pie

char

ts,

his

togra

m,

tall

yin

g)

- R

epre

sent

dat

a usi

ng p

ictu

res

- S

olv

e p

rob

lem

s in

volv

ing t

he

num

ber

lin

e

- A

rran

ge

in ac

cendin

g a

nd

des

cendin

g o

rder

- In

terp

ret

rela

tionsh

ips

on

map

s

-Loca

te p

lace

s giv

en t

he

Y-

and

X-

axis

-Rep

rese

nt

dat

a on c

har

ts

- S

how

inte

rest

in k

eep

ing

accu

rate

rec

ord

s

- S

how

wil

lingnes

s in

pla

nnin

g

acti

vit

ies

-Dis

cover

y M

ethod

-Pro

ble

m S

olv

ing

Met

hod

-Lab

ora

tory

Met

hod

-Cooper

ativ

e L

earn

ing

-Indiv

idual

ized

In

stru

ctio

n

- P

ictu

res

- C

harts

- M

od

els

- M

ath

s s

et

Mat

hem

atic

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



54

Con

ten

ts o

f S

cien

ce a

nd

Tec

hn

olo

gy

Tab

le 2

2:

S

cien

ce a

nd

Tec

hn

olo

gy c

on

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Hea

lth

Ed

uca

tion

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Hu

man

bod

y

- B

ody

syst

ems

(dig

esti

ve, e

xcre

tory

, ci

rcul

ator

y an

d re

spir

ator

y)-P

erso

nal h

ygie

ne(c

are

of th

e bo

dy)

- D

escr

ibe

the

func

tion

ing

of

the

vari

ous

body

sys

tem

s-D

raw

and

labe

l bod

y sy

stem

s-

Che

rish

look

ing

neat

on

dail

y ba

ses

Hu

man

bod

y

- B

ody

syst

ems

- P

erso

nal h

ygie

ne-

Hum

an s

kele

ton

-Typ

es o

f bo

nes

- M

aint

ain

a he

alth

y bo

dy

syst

em-

Pra

ctis

e go

od h

abit

s fo

r

heal

thy

body

sys

tem

- E

xpla

in th

e im

port

ance

of

the

hum

an s

kele

ton

- D

escr

ibe

the

hum

an

skel

eton

- F

ollo

w h

ealt

h ru

les

-Ill

ustr

atio

ns-D

emon

stra

tion

s-P

ract

ical

less

ons

-Out

door

less

ons

-Rou

tine

and

spo

ntan

eous

in

spec

tion

s

-Rea

l obj

ects

like

so

ap, s

pong

e, w

ater

, to

oth

brus

h, to

oth

past

e -P

ictu

res

-Mod

els

-Rel

evan

t cha

rts

Th

e se

nse

s-

Ner

vous

sys

tem

and

th

e s

ense

s

-Des

crib

e th

e ne

rvou

s sy

stem

-S

how

the

link

bet

wee

n th

e se

nse

orga

ns a

nd th

e ce

ntra

l ne

rvou

s sy

stem

-Dra

w a

nd la

bel t

he n

ervo

us

syst

em-P

ract

ise

heal

th h

abit

s

Th

e S

ense

s-

Ner

vous

Sys

tem

an

d th

e se

nses

- D

escr

ibe

the

nerv

ous

syst

em-

Des

crib

e th

e li

nk b

etw

een

sens

e or

gans

and

the

cent

re

nerv

ous

syst

em -

Pra

ctis

e he

alth

hab

its

to

mai

ntai

n a

good

ner

vous

sy

stem

- Il

lust

rati

on-D

emon

stra

tion

-Pra

ctic

al le

sson

s-O

utdo

or le

sson

s-Q

uest

ioni

ng

- R

eal o

bjec

ts

- P

ictu

res

- C

hart

s -

Mod

els

Rep

rod

uct

ive

Hea

lth

, S

TIs

an

d H

IV/A

IDS

-Hum

an r

epro

duct

ive

syst

em-

ST

Is

-HIV

/AID

S

- D

escr

ibe

the

hum

an

repr

oduc

tive

sys

tem

- A

nal

yse

the

eff e

cts

of

pre

- m

arit

al s

ex-

Dis

cuss

the

sym

pto

ms,

ca

use

s an

d w

ays

of

pre

ven

ting H

IV/A

IDS

- O

rgan

ise

min

i ca

mpai

gns

for

the

fi gh

t aga

inst

HIV

/A

IDS

- S

how

em

path

y fo

r p

erso

ns

livin

g w

ith a

nd aff

ect

ed b

y

HIV

/AID

S

Rep

rod

uct

ive

Hea

lth

, S

TIs

an

d

HIV

/AID

S-

Hum

an

repro

duct

ive

syst

em-F

amil

y p

lannin

g-P

uber

ty-

Men

stru

al

hygie

ne

- S

TIs

- H

IV/A

IDS

-Iden

tify

good r

epro

duct

ive

hea

lth p

ract

ices

- E

xpla

in c

once

pts

rel

ated

to

men

stru

al h

ygie

ne

- D

escr

ibe

the

sym

pto

ms,

ca

use

s an

d w

ays

of

pre

ven

ting S

TIs

and H

IV/

AID

S-

Man

age

puber

ty w

ith a

se

nse

of

resp

onsi

bil

ity

- S

how

em

pat

hy f

or

per

sons

livin

g w

ith a

nd

aff e

cted

by H

IV/A

IDS

- O

rgan

ise

school

cam

paig

ns f

or th

e fi

ght

agai

nst H

IV/A

IDS

-Gui

ded

tour

s/fi

eld

trip

s to

he

alth

uni

ts-R

ole

play

/Dra

mat

izat

ion

-Cam

paig

ns

-Dis

cuss

ion

-Dem

onst

rati

on-P

ictu

re r

eadi

ng-S

tory

tell

ing\

Test

imon

ies

-Tal

ks b

y ex

pert

s-P

roje

cts

-Deb

ates

-Pre

sent

atio

ns

- R

eal o

bjec

ts li

ke

cond

oms,

glo

ves,

la

b co

ats,

cot

ton,

w

ipes

, pad

s/sa

nita

ry

tow

els,

gau

ze, p

last

er/

band

ages

- Alc

ohol

/spi

rit

disi

nfec

tant

s, w

ipes

- IC

T d

evic

es

- P

ictu

res/

char

ts-

Hea

lth

mag

azin

es

- C

arto

on s

trip

s-

Hea

lth

lear

ning

ce

ntre



55

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Dis

ease

s an

d

pre

ven

tion

- T

rans

mis

sibl

e (c

onti

guou

s an

d no

n-co

ntig

uous

) -

Non

- tr

ansm

issi

ble

(hig

h bl

ood

pres

sure

, obe

sity

, di

abet

es)

- C

lass

ify

dise

ases

by

thei

r m

ode

of tr

ansm

issi

on-

Dem

onst

rate

aw

aren

ess

on

som

e tr

eatm

ent m

easu

res

- Q

uest

ion

road

sid

e an

d au

to

med

icat

ion

- P

ract

ise

good

hea

lth

habi

ts- A

dvis

e pe

ers/

frie

nds

abou

t he

alth

y li

fest

yles

Dis

ease

s an

d

pre

ven

tion

-Wat

er, i

nsec

t and

ai

r bo

ne d

isea

ses

- T

rans

mis

sibl

e di

seas

es-

Non

-tra

nsm

issi

ble

dise

ases

(hi

gh

bloo

d pr

essu

re,

obes

ity,

dia

bete

s di

seas

e)

- Ass

ocia

te s

ympt

oms

to

dise

ases

- E

xpla

in s

ome

trea

tmen

t -

Pra

ctis

e go

od h

ealt

h ha

bits

- Ass

ess

avoi

dabl

e ca

uses

of

dis

ease

s -

Adv

ise

peer

s ab

out

heal

thy

life

styl

es-

Que

stio

n ro

ad s

ide

and

auto

med

icat

ion

-Dis

cuss

ion

-Ill

ustr

atio

ns

-Dem

onst

rati

on-P

ictu

re r

eadi

ng-S

tory

tell

ing\

Test

imon

ies

-Exc

ursi

ons

-Tal

ks b

y ex

pert

s-P

roje

cts

-CL

- R

eal o

bjec

ts-

ICT

dev

ices

-

Pic

ture

s /C

hart

s-

Hea

lth

mag

azin

es

Toil

ets

- U

sage

and

eth

ics

- C

are

of to

ilet

s

- U

se to

ilet

s re

spon

sibl

y-

Cle

an to

ilet

s us

ing

appr

opri

ate

mat

eria

ls

- W

ash

hand

s af

ter

usin

g th

e to

ilet

- U

se d

iff e

rent

types

of

toil

ets

as t

he

nee

d a

rise

s

Toil

ets

- U

sage

and e

thic

s

- C

are

of

toil

ets

- U

se t

oil

ets

resp

onsi

bly

- M

anag

e diff

ere

nt

types

of

toil

ets

- C

lean

toil

ets

usi

ng

appro

pri

ate

mat

eria

ls

- W

ash h

ands

at a

ll t

imes

afte

r usi

ng th

e to

ilet

- U

se d

iff e

rent

types

of

toil

ets

as t

he

nee

d a

rise

s

- D

isco

ver

y

- Il

lust

rati

on

- D

emonst

rati

on

- P

ract

ical

les

sons

- O

ut

door

less

ons

- In

spec

tion o

f to

ilet

s

-Rea

l obje

cts

like

dis

infe

ctan

ts, bro

om

s,

mops,

rag

s, b

uck

ets,

wat

er, glo

ves

, w

ood

ash

-Pic

ture

s/ch

arts

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



56

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Hea

lth

Hab

its

- G

ood

heal

th h

abit

s -

Med

icat

ion

and

drug

ed

ucat

ion

- P

ract

ise

good

hea

lth

habi

ts-

Que

stio

n th

e us

e of

un

pres

crib

ed m

edic

ines

- S

tay

away

fro

m f

rien

ds/

plac

es w

ho/t

hat c

an le

ad to

ta

king

dru

gs

Hea

lth

Hab

its

-Goo

d he

alth

hab

its

- D

rug

educ

atio

n

-Pra

ctis

e go

od h

ealt

h ha

bits

-Que

stio

n th

e us

e of

un

pres

crib

ed m

edic

ines

-Sta

y aw

ay f

rom

fri

ends

/pl

aces

who

/tha

t can

lead

to

taki

ng d

rugs

- D

isco

very

-I

llus

trat

ions

-Dem

onst

rati

ons

-Pra

ctic

al le

sson

s-O

utdo

or le

sson

s-

Spo

ntan

eous

in

spec

tion

s

- C

hart

s -

Vid

eo ta

pes

- D

raw

ings

-

Rea

l obj

ects

-

ICT

dev

ices

- P

ictu

res

Food

an

d N

utr

itio

n

- Ty

pes

of f

oods

- C

lass

es o

f fo

od

- C

lass

ify

food

fol

low

ing

thei

r nu

trit

ive

valu

e-

Dis

cuss

the

nutr

itio

nal

valu

e of

foo

d-

Dev

elop

hea

lthy

eat

ing

habi

ts

Food

an

d n

utr

itio

n

- Ty

pes

of f

ood

- F

ood

clas

ses

-Cla

ssif

y fo

od f

ollo

win

g th

eir

nutr

itiv

e va

lue

-Ass

oci

ate

diff

ere

nt

clas

ses

of

food t

o

var

ious

age

gro

ups

and

occ

upat

ions

-Dev

elop h

ealt

hy e

atin

g

hab

its

- D

isco

ver

y

- Il

lust

rati

ons

- D

emonst

rati

ons

- P

ract

ical

les

sons

- O

utd

oor

less

ons

- F

ood c

lass

char

ts

- P

ictu

res

- IC

T d

evic

es

- R

eal

obje

cts

like

fruit

s,

veg

etab

les,

tuber

s

Min

or

acc

iden

ts a

nd

fi rs

t aid

- T

ypes

of

min

or

acci

den

ts (

spra

ins,

frac

ture

s an

d

dis

loca

tions,

tra

um

a,

cuts

and b

ites

)

- C

ause

s of

acci

den

ts

- T

reat

men

t

- E

ssen

tial

s fo

r st

rong

bones

- F

irst

aid

conte

nts

- D

iff e

renti

ate

bet

wee

n

a sp

rain

, fr

actu

re a

nd

dis

loca

tion a

nd p

reven

tions

- E

xpla

in w

ays

of

kee

pin

g

stro

ng b

ones

as

a m

easu

re

to p

reven

ting r

elat

ed m

inor

acci

den

ts

- P

reven

t re

late

d m

inor

acci

den

ts

- A

ssoci

ate

item

s in

the

Fir

st A

id box t

o t

hei

r use

s

Min

or

Acc

iden

ts

an

d F

irst

Aid

- T

ypes

of

min

or

acci

den

ts (

burn

s an

d

scal

ds)

- C

ause

s

- C

har

acte

rist

ics

-Tre

atm

ent

- P

reven

tions

- F

irst

aid

box

Conte

nt

and

adm

inis

trat

ion

-Diff

ere

nti

ate

bet

wee

n

types

of

wounds

-Expla

in w

ays

to p

reven

t

them

-Des

crib

e diff

ere

nt

way

s

of

trea

ting e

ach o

f th

em

-Dem

onst

rate

the

adm

inis

trat

ion o

f F

irst

Aid

-Expla

in t

he

import

ance

of

a F

irst

Aid

box

-Dis

cover

y

-Ill

ust

rati

ons

-Dem

onst

rati

ons

-Pra

ctic

al l

esso

ns

-Out

door

less

ons

- C

har

ts

- V

ideo

tap

es

- D

raw

ings

- R

eal

obje

cts

- F

irst

Aid

ite

ms

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



57

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Pu

bli

c H

ealt

h

-Typ

es o

f im

mun

itie

s (n

atur

al, a

cqui

red

and

arti

fi ci

al)

-Hea

lth c

ampai

gns

(nat

ional

and

inte

rnat

ional

hea

lth

org

aniz

atio

ns)

- Id

enti

fy t

ypes

of

imm

unit

ies

- I

den

tify

som

e lo

cal

acto

rs

in h

ealt

h i

ssues

-

Anal

yse

the

role

of

vac

cinat

ions

- L

oca

te h

ealt

h c

entr

es i

n

thei

r co

mm

unit

ies

Pu

bli

c H

ealt

h

- H

ealt

h h

azar

ds

- V

acci

nat

ions

- H

ealt

h c

ampai

gns

- H

ealt

h c

entr

es

- Id

enti

fy hea

lth h

azar

ds

in t

hei

r lo

cali

ties

- P

redic

t/pre

ven

t h

ealt

h

haz

ards

- E

xpla

in t

he

import

ance

of

vac

cines

- P

arti

cipat

e in

hea

lth

cam

pai

gns

- D

escr

ibe

serv

ices

off

ered

in

hea

lth c

entr

es-

Rep

ort

hea

lth h

azar

d

signs

to a

dult

s

- D

iscu

ssio

ns

- Il

lust

rati

ons

- D

emonst

rati

ons

- P

ictu

re r

eadin

g-

Sto

ryte

llin

g\

- T

esti

monie

s-

Excu

rsio

ns

-Tal

ks

by e

xper

ts-

Pro

ject

s

- H

ealt

h p

ost

ers

and

char

ts-

Rea

l obje

cts

- IC

T d

evic

es

- P

ictu

res

- V

ideo

tap

es-

Rel

evan

t m

agaz

ines

En

vir

on

men

tal

Sci

ence

Com

mu

nit

y p

lace

s an

d

serv

ices

-C

hurc

h/M

osq

ue

-Mar

ket

-Hosp

ital

s/hea

lth c

entr

es

- Id

enti

fy v

ario

us

serv

ices

off

ered

in t

hei

r co

mm

unit

ies

- A

cces

s pla

ces

for

appro

pri

ate

serv

ices

-I

nfo

rm o

ther

s of

pla

ces

and

serv

ices

avai

lable

-

Use

com

munit

y s

ervic

es

resp

onsi

bly

Com

mu

nit

y p

lace

s an

d s

ervic

es-H

om

e en

vir

onm

ent

-Sch

ool

envir

onm

ent

-Mosq

ue/

Churc

h,

post

offi

ce,

ban

k-T

ypes

of

envir

onm

ent:

lan

d,

wat

er, ai

r.

- Id

enti

fy v

ario

us

serv

ices

off

ered

in t

hei

r co

mm

unit

ies

- A

cces

s pla

ces

for

appro

pri

ate

serv

ices

-I

nfo

rm o

ther

s of

pla

ces

and s

ervic

es a

vai

lable

-

Use

com

munit

y s

ervic

es

resp

onsi

bly

- P

rese

rve

the

envir

onm

ent

agai

nst

poll

uti

on

-Dis

cuss

ions

-Dem

onst

rati

ons

-Ill

ust

rati

ons

-Pro

ject

s -O

utd

oor

less

ons

-Pre

senta

tions

- C

har

ts-

CD

s/V

CD

s -

ICT

dev

ices

- P

ictu

res

- S

pec

imen

An

imals

- D

om

esti

c an

d w

ild

anim

als

-Hab

itat

s an

d c

are

-Modes

of

nutr

itio

n-

Use

s of

anim

als

-Rep

roduct

ion

-C

are

for

anim

als

-C

lass

ify a

nim

als

by t

hei

r hab

itat

s, m

ode

of

nutr

itio

n

and r

epro

duct

ion

- O

bse

rve

anim

als

and

asso

ciat

e th

em t

o t

hei

r m

odes

of

nutr

itio

n

An

imals

-Dom

esti

c an

d w

ild

-Hab

itat

and c

are

-Modes

of

nutr

itio

n-U

ses

of

anim

als.

-Rep

roduct

ion

-Diff

ere

nti

ate

bet

wee

n

dom

esti

c an

d w

ild a

nim

als

-Des

crib

e th

e diff

ere

nt

hab

itat

s of

anim

als

-Car

e fo

r an

imal

s-D

iscu

ss t

he

var

ious

met

hods

of

repro

duct

ion

-Dis

cuss

ions

-Dem

onst

rati

ons

-Ill

ust

rati

ons,

pro

ject

s -O

utd

oor

less

ons

-Pre

senta

tions

-Char

ts-D

raw

ings

-Rea

l obje

cts

-Pic

ture

s

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



58

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rials

Bir

ds

-Dom

esti

c an

d w

ild

bi

rds

-Use

s of

bir

ds

-Hab

itat

s an

d ca

re-R

epro

duct

ion

- C

lass

ify

bird

s in

to d

omes

tic

and

wil

d -

Des

crib

e bi

rds

acco

rdin

g to

thei

r fe

atur

es a

nd

char

acte

rist

ics

- E

xpla

in h

ow b

irds

rep

rodu

ce-

Exp

lain

use

s of

bir

ds-

Pro

tect

bir

ds f

rom

ext

inct

ion

- B

uild

a p

oult

ry f

arm

/cag

e -

Che

rish

sel

f-re

lian

ce a

nd

entr

epre

neur

ship

Bir

ds

-Dom

esti

c an

d w

ild

bird

s -H

abit

ats

and

Car

e-M

odes

of

Fee

ding

fo

r bi

rds

- C

lass

ify

bird

s in

to

dom

esti

c an

d w

ild

- D

escr

ibe

bird

s ac

cord

ing

to th

eir

feat

ures

and

ch

arac

teri

stic

s-

Exp

lain

how

bir

ds

repr

oduc

e-

Exp

lain

use

s of

bir

ds-

Pro

tect

bir

ds f

rom

ex

tinc

tion

-

Bui

ld a

pou

ltry

far

m/c

age

- C

heri

sh s

elf-

reli

ance

and

en

trep

rene

ursh

ip

- D

iscu

ssio

ns-

Dem

onst

rati

ons

- Il

lust

rati

ons

- P

roje

cts

- O

utdo

or le

sson

s -

Pre

sent

atio

ns

- D

raw

ings

- R

eal o

bjec

ts-

ICT

dev

ices

- P

ictu

res/

char

ts-

Illu

stra

tive

cha

rts

- B

ird

cage

Fis

hes

- T

ypes

of

fi sh

es

- F

ishin

g

- Id

enti

fy t

he

tools

of

a

fi sh

erm

an

- D

escr

ibe

the

diff

ere

nt

met

hods

of

fi sh

ing

- R

un a

fi s

hpond (

nutr

itio

n

and r

epro

duct

ion)

- C

her

ish s

elf-

reli

ance

an

d

entr

epre

neu

rship

Fis

hes

- T

ypes

- C

har

acte

rist

ics

- C

are

Diff

ere

nti

ate

the

var

ious

types

of

fi sh

es i

n t

he

loca

lity

.

Cla

ssif

y fi

shes

Car

e fo

r fi

shes

-Dis

cuss

ions

-Dem

onst

rati

ons

- Il

lust

rati

ons

- P

roje

cts

-Outd

oor

Les

sons,

- P

rese

nta

tions,

etc

.

-Dra

win

gs

-Rea

l obje

cts

-Pic

ture

s

-Char

ts

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



59

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing O

utc

om

esT

each

ing/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Inse

cts

- Ty

pes

- M

ode

of

repr

oduc

tion

-

Soc

ial i

nsec

ts-

Cha

ract

eris

tics

of

inse

cts

- Id

enti

fy v

ario

us ty

pes

of

inse

cts

- C

lass

ify

inse

cts

- E

xpla

in th

e ac

tivi

ties

of

soci

al in

sect

s-

Des

crib

e th

e u

sefu

lnes

s of

in

sect

s-

Pro

tect

inse

cts

Inse

cts

- Ty

pes

of I

nsec

ts-

Pro

duct

s fr

om

inse

cts

- Id

enti

fy v

ario

us ty

pes

of in

sect

s -

Cla

ssif

y in

sect

s -

Exp

lain

the

acti

viti

es o

f so

cial

in

sect

s-

Des

crib

e th

e u

sefu

lnes

s of

in

sect

s-

Pro

tect

inse

cts

-Dis

cuss

ions

-D

emon

stra

tion

s-I

llus

trat

ions

- P

roje

cts

- O

utdo

or le

sson

s-

Pre

sent

atio

ns

- R

elev

ant c

hart

s-

Rel

evan

t pic

ture

s-

Inse

ct b

ox

Pla

nts

-Typ

es

- F

low

ers

- C

are

(fl o

wer

s/pl

ants

)

- Id

enti

fy d

iff e

rent

types

of

fl ow

ers

and

plan

ts-

Iden

tify

med

icin

al p

lant

s an

d fl

ower

s -

Pro

tect

thei

r en

viro

nmen

t th

roug

h ap

prop

riat

e us

e of

pl

ants

and

fl ow

ers

- P

lant

fl ow

ers

and

tree

s

Pla

nts

-Typ

es o

f pl

ants

in

the

loca

lity

-Typ

es o

f fl

ower

s in

the

loca

lity

-Car

e of

a p

lant

an

d gr

eene

ry

- Id

enti

fy d

iff e

rent

types

of

fl ow

ers

and

plan

ts-

Iden

tify

med

icin

al p

lant

s an

d fl

ower

s -

Pro

tect

the

envi

ronm

ent t

hrou

gh

appr

opri

ate

use

of p

lant

s an

d fl

ower

s -

Pla

nt fl

ower

s an

d tr

ees

- D

iscu

ssio

ns

- D

emon

stra

tion

s -

Illu

stra

tion

s-

Pro

ject

s-

Out

door

less

ons

- P

rese

ntat

ions

- R

eal o

bjec

ts li

ke

hoe,

mac

hete

, se

eds,

see

dlin

gs,

man

ure,

cut

ting

s

- R

elev

ant p

ictu

res/

char

ts

Matt

er

- S

tate

s of

mat

ter

- W

ater

cyc

le-S

un-A

ir-A

ir p

ress

ure

- E

xpla

in v

ario

us m

etho

ds o

f pu

rify

ing

wat

er

- D

escr

ibe

the

wat

er c

ycle

- E

xpla

in th

e im

port

ance

of

air

and

sun

ligh

t-

Dem

onst

rate

cha

nges

in th

e st

ate

of m

atte

r-

Con

serv

e th

e en

viro

nmen

t

Matt

er

- Ty

pes

of m

atte

r-

Puri

fi ca

tion o

f

wat

er

- A

ir

-Expla

in v

ario

us

met

hods

of

puri

fyin

g w

ater

- D

escr

ibe

the

wat

er c

ycl

e

- E

xpla

in t

he

import

ance

of

air

and s

un l

ight

- D

emonst

rate

chan

ges

in t

he

stat

e

of

mat

ter.

-Diff

ere

nti

ate

the

sourc

es o

f w

ater

- P

rote

ct w

ater

sourc

es

- P

rese

rve

food a

ppro

pri

atel

y

- C

onse

rve

the

envir

onm

ent

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

ons

- P

roje

cts

- O

utd

oor

less

ons

- P

rese

nta

tions

- D

raw

ings

- R

eal

obje

cts

- V

ideo

s

- P

ictu

res/

char

ts

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



60

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rials

Poll

uti

on

an

d

Wast

e M

an

agem

ent

- P

ollu

tion

-W

aste

man

agem

ent

- D

escr

ibe

the

diff

ere

nt

types

of

poll

uti

on

-Diff

ere

nti

ate

bet

wee

n

org

anic

and i

norg

anic

was

te

-Pra

ctis

e w

aste

separ

atio

n a

nd i

nfo

rm

oth

ers

-Rec

ycl

e w

aste

- D

ispose

of

was

te

resp

onsi

bly

Poll

uti

on

an

d W

ast

e

Man

agem

ent

- P

oll

uti

on

- W

aste

man

agem

ent

- E

val

uat

e ty

pes

of

poll

uti

on

and t

hei

r eff

ect

s

- P

ract

ise

was

te s

epar

atio

n a

nd

info

rm o

ther

s

- D

emonst

rate

way

s of

pre

ven

ting p

oll

uti

on

- D

ispose

of

was

te

appro

pri

atel

y

- S

how

love

for

clea

nli

nes

s

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

ons

- P

roje

cts

- P

rese

nta

tions

- E

xcu

rsio

ns

- C

har

ts/p

ictu

res

- V

CD

s/C

Ds

- R

eal

obje

cts

like

cart

ons,

dust

bin

s,

pap

ers,

food w

aste

,

pla

stic

s

En

vir

on

men

tal

Haza

rds

-Haz

ards

in t

he

loca

lity

(dom

esti

c

was

te, nois

e

poll

uti

on, sm

oke,

dir

ty a

nd s

tagnan

t

wat

er, bad

dra

inag

e

syst

ems)

- D

emonst

rate

aw

aren

ess

on h

ow

to m

anag

e

envir

onm

enta

l haz

ards

- S

olv

e en

vir

onm

enta

l

pro

ble

ms

- D

ispose

of

was

te

resp

onsi

bly

En

vir

on

men

tal

Haza

rds

- H

azar

ds

in t

he

loca

lity

(dom

esti

c w

aste

, nois

e

poll

uti

on, sm

oke,

dir

ty

and s

tagnan

t w

ater

, bad

dra

inag

e sy

stem

s)

- D

emonst

rate

aw

aren

ess

on

how

to m

anag

e en

vir

onm

enta

l

haz

ards

- S

olv

e en

vir

onm

enta

l

pro

ble

ms

- D

escr

ibe

way

s of

pre

ven

ting

haz

ards

- P

rote

ct t

he

envir

onm

ent

- C

arry

out

acti

ons

to fi

ght

agai

nst

cli

mat

e ch

ange

-Dis

cuss

ions

-Dem

onst

rati

ons

-Ill

ust

rati

ons

- P

roje

cts

- O

utd

oor

less

ons

- P

rese

nta

tions

- C

har

ts/p

ictu

res

- C

Ds/

VC

Ds

- R

eal

obje

cts

like

cart

ons,

dust

bin

s,

pap

ers

Soil

s

- T

ypes

of

soil

s

- C

har

acte

rist

ics

of

soil

- U

ses

of

soil

- S

oil

enri

chm

ent

- Id

enti

fy d

iff e

rent

kin

ds

of

soil

s

- E

xpla

in t

he

diff

ere

nt

use

s of

soil

s

- E

xpla

in h

ow

soil

can

be

enri

ched

for

pla

nti

ng

- S

how

inte

rest

in

gar

den

ing a

nd f

arm

ing

Soil

- T

ypes

of

Soil

s

- Im

port

ance

of

Soil

- U

ses

of

soil

- S

oil

enri

chm

ent

- Id

enti

fy d

iff e

rent

kin

ds

of

soil

s

- E

xpla

in t

he

diff

ere

nt

use

s of

soil

s

- E

xpla

in h

ow

soil

can

be

enri

ched

for

pla

nti

ng

- S

how

inte

rest

in g

arden

ing

and f

arm

ing

-Dis

cuss

ions

-Dem

onst

rati

ons

-Ill

ust

rati

ons

-Pro

ject

s

-Guid

ed t

ours

-Gar

den

ing

-Pre

senta

tions

- C

har

ts/p

ictu

res

- R

eal

obje

cts

lik

e

soil

s, m

anure

,

pla

stic

bag

s, t

yre

s,

seed

s, s

eedli

ngs,

cutt

ings

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



61

Tec

hn

olo

gy a

nd

En

gin

eeri

ng

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esU

nit

s /

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esT

each

ing/L

earn

ing

Str

ate

gie

sD

idact

ic

Mate

rials

Defi

nit

ion

of

con

cep

ts-

Tech

nolo

gy-

Eng

inee

ring

- Ty

pes

of m

achi

nes

in

the

loca

lity

- To

ols

- U

se th

e co

ncep

ts

of te

chno

logy

and

en

gine

erin

g-

Iden

tify

diff

ere

nt

types

of

tools

and m

achin

es-

Des

crib

e diff

ere

nt

occ

upat

ions

- S

how

love

for

const

ruct

ing m

inia

ture

pro

duct

s

Defi

nit

ion

of

con

cep

ts-

Tec

hnolo

gy

- E

ngin

eeri

ng

- T

ypes

of

mac

hin

es i

n

the

loca

lity

- T

ools

-- U

se t

he

conce

pts

of

tech

nolo

gy a

nd e

ngin

eeri

ng

- Id

enti

fy diff

ere

nt

types

of

tools

and m

achin

es-

Des

crib

e diff

ere

nt

occ

upat

ions

- C

onst

ruct

min

iatu

re

pro

duct

s

-Dis

cuss

ions

-Dem

onst

rati

ons

-Tri

al a

nd e

rror

-Ill

ust

rati

ons

-Pro

ject

s -O

utd

oor

less

ons

-Pre

senta

tions

-Char

ts/p

ictu

res

-CD

s/V

CD

s -D

raw

ings

-Rea

l obje

cts

-IC

T d

evic

es-T

echnolo

gic

al

tools

Con

stru

ctio

n

- C

onst

ruct

ion m

ater

ials

- B

uil

din

g c

onst

ruct

ion

- C

ivil

engin

eeri

ng

(Road

const

ruct

ion)

- P

lum

bin

g

- Id

enti

fy c

onst

ruct

ion

mat

eria

ls

- C

onst

ruct

var

ious

infr

astr

uct

ure

and fi

gure

s-

Mai

nta

in i

nfr

astr

uct

ure

, pav

emen

ts, gutt

ers

and

equip

men

t -

Show

love

for

arch

itec

ture

an

d p

lum

bin

g

Con

stru

ctio

n

- C

onst

ruct

ion

mat

eria

ls-

Buil

din

g c

onst

ruct

ion

- R

oad

const

ruct

ion

- Id

enti

fy c

onst

ruct

ion

mat

eria

ls

- C

onst

ruct

var

ious

infr

astr

uct

ure

and fi

gure

s-

Mai

nta

in i

nfr

astr

uct

ure

, pav

emen

ts, gutt

ers

and

equip

men

t -

Show

love

for

appro

pri

ate

arch

itec

ture

- T

rial

and e

rror

- C

ooper

ativ

e le

arnin

g-

Pro

ject

s-

Illu

stra

tions

- G

uid

ed t

ours

to

buil

din

g s

ites

Saw

dust

, cl

ay,

sand, ce

men

t,

mould

s, r

ed s

oil

, sa

w, ham

mer

, nai

ls,

pal

m f

ronds,

pit

h,

bam

boos,

can

e,

gra

ss, ro

pes

, w

ater

, buck

ets,

jac

ket

s,

tapes

, glo

ves

, boots

, hel

met

s, m

asks,

ir

on r

ods,

wood ,

use

d p

ipes

Tel

ecom

mu

nic

ati

on

s-

Tel

ephones

- R

adio

/TV

- C

amer

a -

Fax

mac

hin

e

- D

escr

ibe

the

oper

atin

g

syst

ems

of

tele

phones

, ra

dio

s an

d t

elev

isio

ns

- P

roduce

min

iatu

re,

cam

eras

phones

, ra

dio

s an

d T

V-

Use

tel

ecom

munic

atio

n

dev

ices

res

ponsi

bly

Tel

ecom

mu

nic

ati

on

s-

Tel

ephones

- R

adio

/TV

- F

ax

- E

xpla

in t

he

oper

atin

g

syst

ems

of

tele

phones

, ra

dio

s T

Vs

- U

se t

he

oper

atin

g s

yst

ems

of

tele

com

munic

atio

n

dev

ices

to p

roduce

te

leco

mm

unic

atio

n m

odel

s -

Use

tel

ecom

munic

atio

n

dev

ices

res

ponsi

bly

- T

rial

and e

rror

- C

ooper

ativ

e le

arnin

g-

Pro

ject

s-

Illu

stra

tions

- G

uid

ed t

ours

to

rele

van

t pla

ces

Fix

/m

obil

e phones

, ra

dio

s,

fax m

achin

es, T

V,

cam

eras

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



62

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

D

idact

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

En

ergy

- S

ourc

es o

f en

ergy

-

For

ms

of e

nerg

y -

Use

s of

ene

rgy

- Id

enti

fy d

iff e

rent

sourc

es/

form

s of

ener

gy

- E

xpla

in t

he

use

s of

ener

gy

- S

tay a

way

fro

m d

anger

En

ergy

- S

ourc

es o

f en

ergy

- F

orm

s of

ener

gy

- U

ses

of

ener

gy

- P

roduct

ion o

f en

ergy

-Diff

ere

nti

ate

sourc

es o

f

ener

gy

- E

xpla

in h

ow

to u

se e

ner

gy

appro

pri

atel

y

- D

emonst

rate

how

ener

gy

can b

e tr

ansf

orm

ed

- D

emonst

rate

poss

ible

way

s of

pro

duci

ng e

ner

gy

in t

hei

r en

vir

onm

ent

- S

tay a

way

fro

m d

anger

- D

iscu

ssio

ns

- D

emonst

rati

on

- Il

lust

rati

ons

- T

rial

and e

rror

- P

roje

cts

- O

utd

oor

less

ons/

excu

sions

- P

rese

nta

tions

- C

har

ts, vid

eo t

apes

- IC

T d

evic

es

- P

ictu

res,

dung

- U

sed c

able

s, i

ron

fi li

ng, i

ron,

met

als

Ele

ctri

city

- E

lect

rica

l dev

ices

-

Dan

gers

of

elec

tric

ity

- W

irin

g

- Id

enti

fy e

lect

rica

l dev

ices

-

Use

ele

ctri

city

and

el

ectr

ical

dev

ices

cor

rect

ly-

Exp

lain

saf

ety

mea

sure

s to

be

take

n w

hile

usi

ng o

r in

stal

ling

ele

ctri

cal d

evic

es -

Avo

id p

layi

ng w

ith

el

ectr

ical

dev

ices

Ele

ctri

city

- C

ondu

ctor

s-

Insu

lato

rs-

Ele

ctri

cal d

evic

esda

nger

s o

f el

ectr

icit

y

- Id

enti

fy e

lect

rica

l dev

ices

-

Use

ele

ctri

city

and

el

ectr

ical

dev

ices

cor

rect

ly-

Exp

lain

saf

ety

mea

sure

s to

be

take

n w

hile

usi

ng o

r in

stal

ling

ele

ctri

cal d

evic

es -

Avo

id p

layi

ng w

ith

el

ectr

ical

dev

ices

- D

iscu

ssio

ns-

Dem

onst

rati

ons

- Il

lust

rati

ons

- P

roje

cts

- O

utdo

or le

sson

s-

Pre

sent

atio

ns

- C

hart

s, v

ideo

tape

s-

Saf

e ca

bles

, bat

hing

sl

ippe

rs, t

este

rs,

mas

ks, g

love

s-

Bul

bs, s

wit

ches

, pl

asti

c bu

cket

s,

woo

d

Forc

es

Type

s of

for

ces

(pul

l an

d pu

sh)

fric

tion

- D

isti

ngui

sh b

etw

een

tens

ion

and

com

pres

sion

fo

rces

- A

pply

the

righ

t typ

e of

fo

rce

whe

n pr

oduc

ing

equi

pmen

t

Forc

es

-Typ

es o

f fo

rces

(pu

ll

and

push

) te

nsio

n an

d co

mpr

essi

on f

orce

s-

Fri

ctio

n

- Ass

ocia

te th

e fo

rces

to

diff

ere

nt

acti

vit

ies

-Apply

the

right

type

of

forc

e w

hen

pro

duci

ng

equip

men

t

- D

iscu

ssio

ns

- D

emonst

rati

ons

- P

roje

cts

- O

utd

oor

less

ons

- P

rese

nta

tions

- C

har

ts, vid

eo t

apes

,

dra

win

gs

real

obje

cts

- IC

T d

evic

es,

pic

ture

s

- C

able

s, p

lugs

Safe

ty a

nd

sec

uri

ty

- S

afet

y m

easu

res

- S

ecuri

ty e

quip

men

t

- A

pply

saf

ety r

ule

s at

all

tim

es

- U

se a

ppro

pri

ate

pro

tect

ive

equip

men

t at

all

tim

es

Safe

ty a

nd

sec

uri

ty

- S

afet

y m

easu

res

- S

ecuri

ty e

quip

men

t

- A

pply

saf

ety r

ule

s at

all

tim

es

- U

se a

ppro

pri

ate

pro

tect

ive

equip

men

t at

all

tim

es

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

ons

- O

utd

oor

less

ons

- H

elm

ets,

mas

ks

- P

rote

ctiv

e gla

sses

- P

last

ic s

lipper

s

- G

loves

, in

sula

tors

- L

ab c

oat

s, b

oots

Sci

ence

and T

echnolo

gy c

onte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



63

Les

con

ten

us

du

Fra

nça

is

Tab

leau

23:

les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e

Com

pré

hen

sion

et

exp

ress

ion

ora

les

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/ a

pp

ren

tiss

age

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Exp

ress

ion

s d

es

hora

ires

et

de

la

du

rée

: il e

st 1

0 h

–Auj

ourd

’hui

nou

s so

mm

es le

…N

ous

avon

s fr

ench

de

…à…

-Dir

e la

dat

e du

jour

-D

ire

la d

urée

d’u

ne

acti

on

Exp

ress

ion

s d

es

hora

ires

et

de

la d

uré

e : A

que

lle

heur

e es

t… ?

.; A

ujou

rd’h

ui n

ous

som

mes

le…

Nou

s av

ons

fren

ch d

e …

à…

-Dir

e la

dat

e et

la

duré

e d’

une

acti

on

Jeu

de r

ôles

; com

ptin

es;

dém

onst

rati

ons;

illu

stra

tion

s,

mar

ionn

ette

s; a

ppro

che

acti

onne

lle.

App

roch

e ac

tion

nell

e, a

ppro

che

com

mun

icat

ive.

Imag

es, p

oste

rs,

supp

orts

aud

io-

visu

els,

jeux

, rad

io,

télé

phon

e, té

lévi

sion

, en

regi

stre

men

ts

Réc

its:

Chr

onol

ogie

des

fai

ts,

arti

cula

teur

s: d

’abo

rd,

ensu

ite,

enfi

n, te

mps

du

pas

sé

-Rac

onte

r des

fai

ts

pas

sés

Réc

its:

Chro

nolo

gie

des

fai

ts,

arti

cula

teurs

d’a

bord

,

ensu

ite,

enfi

n, te

mps

du

pas

sé

-Rac

onte

r au

pas

sé

ce q

u’o

n a

véc

u o

u

une

his

toir

e fi

ctiv

e

Jeu d

e rô

les;

com

pti

nes

;

dém

onst

rati

ons;

ill

ust

rati

ons,

mar

ionnet

tes,

appro

che

acti

onnel

le, co

mm

unic

ativ

e.

Imag

es, post

ers,

support

s au

dio

-vis

uel

s,

jeux, ra

dio

, té

léphone,

télé

vis

ion

Tex

tes

ora

ux:

Annonce

s, é

mis

sions

radio

phoniq

ues

, vid

éos

-Eco

ute

r

atte

nti

vem

ent

des

mes

sages

ora

ux

-Rel

ever

des

info

rmat

ions

Tex

tes

ora

ux:

Annonce

s, é

mis

sions

radio

phoniq

ues

, vid

éos

-Eco

ute

r

atte

nti

vem

ent

des

mes

sages

ora

ux

-Rel

ever

les

info

rmat

ions.

Jeu d

e rô

les;

com

pti

nes

dém

onst

rati

ons;

illu

stra

tions,

mar

ionnet

tes;

appro

che

com

munic

ativ

e;

appro

che

acti

onnel

le.

Annonce

s ra

dio

, ex

trai

t

de

journ

al p

arlé

, …

Fu

tur

pro

che:

Dem

ain, je

vai

s…, nous

allo

ns+

ver

be

Futu

r: p

lus

tard

, je

sera

i...

Fai

re d

es p

roje

tsP

roje

ts:

Dem

ain, je

vai

s…, nous

allo

ns+

ver

be,

plu

s ta

rd,

je s

erai

….

-Fai

re d

es p

roje

tsJe

u d

e rô

les;

com

pti

nes

dém

onst

rati

ons;

illu

stra

tions,

mar

ionnet

tes;

appro

che

com

munic

ativ

e,

appro

che

acti

onnel

le.

Support

s au

dio

-vis

uel

s,

jeux, ra

dio

, té

léphone,

enre

gis

trem

ents

Exp

ress

ion

des

goû

ts

et d

es p

réfé

ren

ces:

j’ai

me,

je

n’a

ime

pas

, je

dét

este

, je

pré

fère

,

-Expri

mer

des

goûts

;

-dir

e se

s

pré

fére

nce

s;

Exp

ress

ion

des

goû

ts,

des

pré

fére

nce

s et

just

ifi c

ati

on

: j’

aim

e, j

e

n’a

ime

pas

, je

dét

este

, je

pré

fère

, …

par

ce q

ue

-Expri

mer

des

goûts

;

-dir

e se

s

pré

fére

nce

s et

les

just

ifi e

r.

Jeu d

e rô

les;

com

pti

nes

dém

onst

rati

ons;

illu

stra

tions,

mar

ionnet

tes

Appro

che

acti

onnel

le, ap

pro

che

com

munic

ativ

e.

Support

s au

dio

-

vis

uel

s, j

eux, ra

dio

,

télé

phone,

tél

évis

ion,

enre

gis

trem

ents



64

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Bie

ns

et s

ervic

es:

obje

ts e

t ser

vice

s de

l’

envi

ronn

emen

t de

l’en

fant

: C

ombi

en y

-a-

t-il

de…

ça

coût

e co

mbi

en ?

Com

pter

jusq

u’à

1000

00-D

eman

der

et d

ire

les

prix

des

art

icle

s et

se

rvic

es

Bie

ns

et s

ervic

es:

obje

ts e

t ser

vice

s de

l’

envi

ronn

emen

t de

l’en

fant

: C

ombi

en y

-a-

t-il

de

… ç

a co

ûte

com

bien

?

Com

pter

jusq

u’à

1000

000

Jeu

de r

ôles

; co

mpt

ines

dé

mon

stra

tion

;

illu

stra

tion

s, m

ario

nnet

tes

App

roch

e ac

tion

nell

e

Sup

port

s au

dio-

visu

els,

je

ux, r

adio

, tél

épho

ne,

télé

visi

on, a

rtic

les.

Inst

ruct

ion

s et

iti

nér

air

e

: Q

uell

e es

t la

rout

e po

ur…

? A

gau

che,

à

droi

te, t

out d

roit

, ….

Dem

ande

r et

dir

e un

it

inér

aire

sim

ple;

Inst

ruct

ion

s et

iti

nér

air

e

: Q

uell

e es

t la

rout

e po

ur…

? A

gau

che,

à

droi

te, t

out d

roit

, ….

-Dem

ande

r et

di

re u

n it

inér

aire

Jeu

de r

ôles

; com

ptin

es;

dém

onst

rati

on; i

llus

trat

ions

, m

ario

nnet

tes

App

roch

e ac

tion

nell

e, a

ppro

che

com

mun

icat

ive

Sup

port

s au

dio-

visu

els,

jeux

, une

car

te

rout

ière

, tél

évis

ion,

en

regi

stre

men

ts

Exp

ress

ion

d’u

n p

oin

t d

e

vu

e :

je p

ense

que

, à m

on

avis

, sel

on m

oi, …

-Exp

rim

er s

on p

oint

de

vue

, son

opi

nion

Exp

ress

ion

d’u

n p

oin

t d

e

vu

e :

je p

ense

que

, à m

on

avis

, sel

on m

oi, …

-Exp

rim

er s

on

poin

t de

vue,

son

op

inio

n

Jeu

de r

ôles

; com

ptin

es;

dém

onst

rati

on; i

llus

trat

ions

, m

ario

nnet

tes

App

roch

e ac

tion

nell

e, a

ppro

che

com

mun

icat

ive.

Sup

port

s au

dio-

visu

els,

je

ux, r

adio

, tél

évis

ion,

en

regi

stre

men

ts

Com

para

ison

: pl

us g

rand

qu

e, p

lus

peti

t que

, aus

si

gran

d qu

e, …

Com

pare

r de

s ch

oses

et

des

per

sonn

es

Com

para

ison

: pl

us g

rand

qu

e, p

lus

peti

t que

, aus

si

gran

d qu

e, m

eill

eur,

mie

ux

que.

..

Com

pare

r de

s ch

oses

et d

es

pers

onne

s

Jeu

de r

ôles

; com

ptin

es;

dém

onst

rati

on; i

llus

trat

ions

, m

ario

nnet

tes;

app

roch

e ac

tion

nell

e, a

ppro

che

com

mun

icat

ive.

Sup

port

s au

dio-

visu

els,

jeux

, rad

io,

télé

phon

e, té

lévi

sion

, en

regi

stre

men

ts

Pré

para

tion

d’u

n

voyage,

hor

aire

s de

dép

art

et d

’arr

ivée

, age

nce

de

voya

ge, g

are,

aér

opor

t

Par

ler

des

prép

arat

ifs

d’un

voy

age

Pré

para

tion

d’u

ne

fête

, ho

rair

es a

ctiv

ités

-P

répa

rer

une

fête

;

-Fai

re d

es

cour

ses,

list

e de

co

urse

s.

Jeu

de r

ôles

; com

ptin

es;

dém

onst

rati

on; i

llus

trat

ions

, m

ario

nnet

tes;

app

roch

e ac

tion

nell

e, a

ppro

che

com

mun

icat

ive.

Sup

port

s au

dio-

visu

els,

jeux

, rad

io,

télé

phon

e, té

lévi

sion

, en

regi

stre

men

ts

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



65

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Des

crip

tion

Les

rég

ions

du

Cam

erou

n,

cara

ctér

isti

ques

phy

siqu

es,

reli

ef, v

égét

atio

n, c

lim

at.

Déc

rire

les

pays

ages

de

sa

loca

lité

D

escr

ipti

on

Les

rég

ions

du

Cam

erou

n,

cara

ctér

isti

ques

phy

siqu

es,

reli

ef, v

égét

atio

n, c

lim

at.

Déc

rire

les

pays

ages

de

sa

loca

lité

.

Jeu

de r

ôles

; co

mpt

ines

;

dém

onst

rati

on; i

llus

trat

ions

, m

ario

nnet

tes

; app

roch

e ac

tion

nell

e, a

ppro

che

com

mun

icat

ive.

Sup

port

s au

dio-

visu

els,

jeux

, rad

io,

télé

phon

e, té

lévi

sion

, en

regi

stre

men

ts.

Ob

ligati

on

Je d

ois/

ne d

ois

pas,

il f

aut,

il n

e fa

ut p

as.

Exp

rim

er l’

obli

gati

on

Ob

ligati

on

Je d

ois/

ne d

ois

pas,

il f

aut,

il n

e fa

ut p

as, I

nter

dit d

e/in

terd

it d

e…

Exp

rim

er

l’ob

liga

tion

.Je

u de

rôl

es ;

com

ptin

es;

dé

mon

stra

tion

; ill

ustr

atio

ns,

mar

ionn

ette

s ; a

ppro

che

acti

onne

lle,

app

roch

e co

mm

unic

ativ

e..

Sup

port

s au

dio-

visu

els,

jeux

, rad

io,

télé

phon

e, té

lévi

sion

, en

regi

stre

men

ts.

Com

pré

hen

sion

écr

ite:

Lec

ture

Lec

ture

des

illu

stra

tion

s :

text

es

illu

stré

s

Déc

oder

les

élém

ents

pa

ra te

xtue

ls.

Lec

ture

des

illu

stra

tion

s :

text

es

illu

stré

s

Déc

oder

les

élém

ents

par

a te

xtue

ls

Obs

erva

tion

Imag

es, c

arte

s, im

ages

, il

lust

rati

ons.

Para

gra

ph

es (

maj

uscu

le,

sign

es d

e po

nctu

atio

n)

Lir

e de

cou

rts

para

grap

hes

de f

açon

ex

pres

sive

.

Para

gra

ph

es (

inde

nt,

maj

uscu

le, p

onct

uati

on)

Lir

e de

cou

rts

para

grap

hes

de

faço

n ex

pres

sive

.

Act

ivit

és d

e pr

é-le

ctur

e -l

ectu

re g

loba

le, l

ectu

re

séle

ctiv

e ; a

ctiv

ités

de

post

-le

ctur

e.

Text

es, t

exte

s il

lust

rés,

al

bum

s en

fant

, pag

e in

tern

et.

Lec

ture

des

tex

tes

vari

és

de 6

à 8

lign

esL

ire

sile

ncie

usem

ent e

t à

haut

e vo

ix d

es te

xtes

va

riés

de

6 à

8 ph

rase

s

Text

es v

arié

s de

8 à

10

phra

ses.

Lir

e si

lenc

ieus

emen

t et

à h

aute

voi

x de

s te

xtes

var

iés

de 8

à 1

0 ph

rase

s.

Act

ivit

és d

e pr

é-le

ctur

e -l

ectu

re g

loba

le, l

ectu

re

séle

ctiv

e ; a

ctiv

ités

de

post

-le

ctur

e.

Text

es, t

exte

s il

lust

rés,

al

bum

s en

fant

, pag

e in

tern

et.

La

stru

ctur

e et

le f

orm

at

des

text

es n

arra

tifs

, des

affi

ch

es, des

let

tres

, des

dia

logues

, …

Iden

tifi

er l

es a

spec

ts

import

ants

d’u

n t

exte

.

La

stru

cture

et

le f

orm

at

des

tex

tes

nar

rati

fs,

d’a

ffi c

hes

, de

lett

res,

de

dia

logues

, …

Iden

tifi

er

les

aspec

ts

import

ants

d’u

n

texte

.

Act

ivit

és d

e pré

-lec

ture

-lec

ture

glo

bal

e, l

ectu

re

séle

ctiv

e ;

acti

vit

és d

e post

-

lect

ure

.

Tex

tes,

tex

tes

illu

stré

s,

album

s en

fant,

pag

e

inte

rnet

.

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



66

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Illu

stra

tion

s, ti

tres

de

text

esA

ntic

iper

le s

ens

d’un

text

e à

part

ir d

es

élém

ents

par

a te

xtue

ls

Illu

stra

tion

s, ti

tres

de

text

esA

ntic

iper

le s

ens

d’un

text

e à

part

ir

des

élém

ents

par

a te

xtue

ls.

Illu

stra

tion

s; o

bser

vati

on,

Imag

es, e

xtra

its

de

rom

ans,

de

jour

naux

Text

es in

form

atif

s,

expl

icat

ifs

Iden

tifi

er la

typo

logi

e de

s te

xtes

et

l’or

gani

sati

on

Text

es in

form

atif

s,

expl

icat

ifs,

ar

gum

enta

tifs

.

Iden

tifi

er la

ty

polo

gie

des

text

es e

t l’

orga

nisa

tion

.

Act

ivit

és d

e pr

é-le

ctur

e -l

ectu

re g

loba

le, l

ectu

re

séle

ctiv

e ; a

ctiv

ités

de

post

-le

ctur

e.

Text

es, t

exte

s il

lust

rés,

al

bum

s en

fant

, pag

e in

tern

et.

Poè

mes

, con

tes,

rec

ette

s,

fabl

es, m

ode

d’em

ploi

, no

tice

s d’

empl

oi, …

Lir

e un

e va

riét

é de

te

xtes

sur

un

supp

ort

papi

er o

u él

ectr

oniq

ue

Poè

mes

, con

tes,

rec

ette

s,

fabl

es, m

ode

d’em

ploi

, no

tice

s d’

empl

oi.

Lir

e un

e va

riét

é de

text

es s

ur u

n su

ppor

t pap

ier

ou

élec

tron

ique

.

Act

ivit

és d

e pr

é-le

ctur

e -l

ectu

re g

loba

le, l

ectu

re

séle

ctiv

e ; a

ctiv

ités

de

post

-le

ctur

e.

Text

es, t

exte

s il

lust

rés,

al

bum

s en

fant

, pag

e in

tern

et.

Text

es in

form

atif

s,

expl

icat

ifs,

arg

umen

tati

fsL

ire

une

vari

été

de te

xtes

san

s il

lust

rati

ons.

Act

ivit

és d

e pr

é-le

ctur

e -l

ectu

re g

loba

le, l

ectu

re

séle

ctiv

e ; a

ctiv

ités

de

post

-le

ctur

e.

Text

es, t

exte

s il

lust

rés,

al

bum

s en

fant

, pag

e in

tern

et.

Text

es v

arié

s in

form

atif

s,

expl

icat

ifs,

arg

umen

tati

fsL

ire

des

text

es e

t re

trou

ver

l’id

ée

géné

rale

et l

a st

ruct

ure

Tit

re, p

arag

raph

es,

intr

oduc

tion

, dé

velo

ppem

ent,

conc

lusi

on.

Lir

e de

s te

xtes

et

retr

ouve

r l’

idée

gé

néra

le e

t la

stru

ctur

e.

Act

ivit

és d

e pr

é-le

ctur

e -l

ectu

re g

loba

le, l

ectu

re

séle

ctiv

e ; a

ctiv

ités

de

post

-le

ctur

e.

Text

es, t

exte

s il

lust

rés,

al

bum

s en

fant

, pag

e in

tern

et.

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



67

Pro

du

ctio

n d

’écr

its:

Ecr

itu

re

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Mot

s fr

éque

nts:

E

crir

e co

rrec

tem

ent

des

mot

s fr

éque

nts

;M

ots

fréq

uent

s :

Ecr

ire

corr

ecte

men

t de

s m

ots

fréq

uent

s

Illu

stra

tion

s, p

rocé

dés

mné

mot

echn

ique

s Im

ages

, pos

ters

, al

bum

s, d

iver

s su

ppor

ts

visu

els.

Nom

bres

jusq

u’à

10.0

00E

crir

e le

s no

mbr

es e

n le

ttre

sN

ombr

es ju

squ’

à 10

0.00

0E

crir

e le

s no

mbr

es e

n le

ttre

s

Illu

stra

tion

s, p

rocé

dés

mné

mot

enni

ques

. Im

ages

, pos

ters

, al

bum

s, d

iver

s su

ppor

ts

visu

els.

Les

reg

istr

es d

e la

ngue

: f

orm

el, i

nfor

mel

, fa

mil

ier

Cho

isir

le r

egis

tre

de

lang

ue e

n fo

ncti

on d

es

aspe

cts

cont

extu

els

des

text

es p

rodu

its

Les

reg

istr

es d

e la

ngue

: fo

rmel

, inf

orm

el, f

amil

ier

Cho

isir

le

regi

stre

de

lang

ue e

n fo

ncti

on

des

aspe

cts

cont

extu

els

des

text

es p

rodu

its

-Pro

duct

ion

du p

rem

ier

jet

-Pro

duct

ion

du d

euxi

ème

jet –

co

rrec

tion

– a

uto-

éval

uati

on à

pa

rtir

des

cri

tère

s

Imag

es, p

oste

rs,

albu

ms,

car

tes

imag

es,

dive

rs s

uppo

rts

visu

els.

Text

es n

arra

tifs

-I

dent

ifi e

r et

uti

lise

r de

s él

émen

ts d

e la

com

mun

icat

ion

(int

erlo

cute

urs,

le

mom

ent,

le li

eu)

Text

es n

arra

tifs

, O

rgan

iser

un

réci

t dan

s un

or

dre

cohé

rent

;

-Pro

duct

ion

du p

rem

ier

jet

-Pro

duct

ion

du d

euxi

ème

jet –

co

rrec

tion

– a

uto-

éval

uati

on à

pa

rtir

des

cri

tère

s

Imag

es, p

oste

rs,

albu

ms,

car

tes

imag

es,

dive

rs s

uppo

rts

visu

els.

Text

es in

form

atif

s,

expl

icat

ifs,

des

crip

tifs

U

tili

ser

une

gril

le

d’év

alua

tion

po

ur a

mél

iore

r sa

pr

oduc

tion

-uti

lise

r un

e gr

ille

d’

éval

uati

on p

our

amél

iore

r sa

pro

duct

ion

Text

es

info

rmat

ifs,

ex

plic

atif

s,

argu

men

tati

fs

-Pro

duct

ion

du p

rem

ier

jet

-Pro

duct

ion

du d

euxi

ème

jet –

co

rrec

tion

– a

uto-

éval

uati

on à

pa

rtir

des

cri

tère

s

Imag

es, p

oste

rs,

albu

ms,

car

tes

imag

es,

dive

rs s

uppo

rts

visu

els

Let

tre

à un

am

i, de

man

de

d’em

ploi

(ad

ress

e, c

orps

de

la le

ttre

, sal

utat

ions

, si

gnat

ure)

Réd

iger

des

lett

res

Let

tre,

lett

re à

un

ami,

dem

ande

d’e

mpl

oi

(adr

esse

, cor

ps d

e la

lett

re,

salu

tati

ons,

sig

natu

re)

Réd

iger

des

le

ttre

s, d

es

cour

riel

s, d

es

post

-it.

-Pro

duct

ion

du p

rem

ier

jet

-Pro

duct

ion

du d

euxi

ème

jet –

co

rrec

tion

– a

uto-

éval

uati

on à

pa

rtir

des

cri

tère

s.

Imag

es, p

oste

rs,

albu

ms,

car

tes

imag

es,

dive

rs s

uppo

rts

visu

els

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



68

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s

de

maté

riel

s

did

act

iqu

es

Rec

ette

s, m

ode

d’em

ploi

(st

ruct

ure,

us

age

des

tem

ps

verb

aux

: im

péra

tif,

in

fi ni

tif)

Réd

iger

des

rec

ette

sR

ecet

tes,

mod

e d’

empl

oi (

stru

ctur

e,

usag

e de

s te

mps

ve

rbau

x : i

mpé

rati

f,

infi

niti

f)

Réd

iger

des

re

cett

es e

t des

m

odes

d’e

mpl

oi

sim

ples

Pro

duct

ion

du p

rem

ier

jet

-pro

duct

ion

du d

euxi

ème

jet –

cor

rect

ion

– au

to-

éval

uati

on à

par

tir

des

crit

ères

Imag

es, p

oste

rs,

albu

ms,

car

tes

imag

es,

dive

rs s

uppo

rts

visu

els

Text

es e

n dé

sord

re

Par

agra

phes

mél

angé

sR

éorg

anis

er le

s pa

ragr

aphe

s d’

un te

xte

de 6

à 8

lign

es.

Text

es e

n dé

sord

re

Par

agra

phes

mél

angé

sR

éorg

anis

er le

s pa

ragr

aphe

s d’

un

text

e de

6 à

10

lign

es.

Pro

duct

ion

du p

rem

ier

jet

-pro

duct

ion

du d

euxi

ème

jet –

cor

rect

ion

– au

to-

éval

uati

on à

par

tir

des

crit

ères

.

Imag

es, p

oste

rs,

albu

ms,

car

tes

imag

es,

dive

rs s

uppo

rts

visu

els

Voca

bu

lair

e, g

ram

mair

e, c

on

jugais

on

et

ort

hogra

ph

e

Voca

bu

lair

e

Dic

tion

nair

e bi

ling

ue-U

tili

ser

le d

icti

onna

ire

bili

ngue

Savoir

-êtr

e -D

ével

oppe

r la

cul

ture

de

l’ut

ilis

atio

n du

dic

tion

nair

e

Dic

tion

nair

e bi

ling

ue-U

tili

ser

le

dict

ionn

aire

bi

ling

ue ;

Savoir

-êtr

e -D

ével

oppe

r la

cul

ture

de

l’ut

ilis

atio

n du

di

ctio

nnai

re

Obs

erva

tion

– a

naly

se –

co

mpa

rais

ons

– ut

ilis

atio

n en

con

text

e

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vi

suel

s,

Les

ant

onym

es-U

tili

ser

corr

ecte

men

t les

an

tony

mes

Dic

tion

nair

e bi

ling

ue-U

tili

ser

corr

ecte

men

t les

an

tony

mes

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e O

bser

vati

on

– an

alys

e –

illu

stra

tion

s –

appr

enti

ssag

e co

opér

atif

Imag

es, p

oste

rs,

albu

ms,

div

ers

supp

orts

vi

suel

s,

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



69

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/ a

pp

ren

tiss

age

Su

gges

tion

s d

e m

até

riel

s

did

act

iqu

es

Fam

ille

s de

mot

s -f

orm

er d

es n

oms

à l’

aide

des

suffi

xes

Les

anto

nym

es

-form

er d

es m

ots

à

par

tir

des

pré

fi xes

Obse

rvat

ion –

déc

ouver

te

–cl

asse

men

t -

Obse

rvat

ion

– a

nal

yse

– i

llust

rati

ons

appre

nti

ssag

e co

opér

atif

Imag

es

Var

iati

on d

u s

ens

des

mots

en c

onte

xte

-rec

her

cher

le

sens

des

mots

en c

onte

xte

Fam

ille

s de

mots

-R

echer

cher

le

sens

des

mots

en

conte

xte

Obse

rvat

ion –

déc

ouver

te

–cl

asse

men

t -

Obse

rvat

ion

– a

nal

yse

– i

llust

rati

ons

appre

nti

ssag

e co

opér

atif

Imag

es, post

ers

alb

um

s, d

iver

s su

pport

s

vis

uel

s

Synonym

es

-uti

lise

r des

synonym

es s

imple

s

Var

iati

on d

u s

ens

des

mots

en c

onte

xte

-uti

lise

r des

synonym

es p

our

enri

chir

son

voca

bula

ire

Obse

rvat

ion –

déc

ouver

te

–cl

asse

men

t -

Obse

rvat

ion

– a

nal

yse

– i

llust

rati

ons

appre

nti

ssag

e co

opér

atif

Imag

es

Car

tes

heu

rist

iques

-é

labore

r de

cart

es

heu

rist

iques

sim

ple

s

Car

tes

heu

rist

iques

-éla

bore

r de

cart

es

heu

rist

iques

ass

ez

com

ple

xes

Obse

rvat

ion –

déc

ouver

te

–cl

asse

men

t -

Obse

rvat

ion

– a

nal

yse

– i

llust

rati

ons

appre

nti

ssag

e co

opér

atif

Imag

es, post

ers,

alb

um

s,

div

ers

support

s vis

uel

s

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



70

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Gra

mm

air

e

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Text

es :

les

cons

titu

ants

d’

un te

xte

(phr

ases

, pa

ragr

aphe

s,

illu

stra

tion

s)

Iden

tifi

er le

s co

nsti

tuan

ts d

’un

text

eTe

xtes

: le

s co

nsti

tuan

ts

d’un

text

e (p

hras

es,

para

grap

hes,

il

lust

rati

ons)

Dét

erm

iner

les

cons

titu

ants

d’u

n te

xte.

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux

Type

s de

phr

ases

(d

écla

rati

ve,

inte

rrog

ativ

e,

excl

amat

ive)

Iden

tifi

er le

s di

ff ér

ents

ty

pes

de p

hras

es

Type

s de

phr

ases

(d

écla

rati

ve,

inte

rrog

ativ

e,

excl

amat

ive)

Uti

lise

r co

rrec

tem

ent

diff

éren

ts ty

pes

de

phra

ses.

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux

Dét

erm

inan

ts d

u no

mA

djec

tifs

pos

sess

ifs,

dé

mon

stra

tifs

Iden

tifi

er le

s dé

term

inan

ts d

u no

m

Dét

erm

inan

ts d

u no

mA

djec

tifs

pos

sess

ifs,

dé

mon

stra

tifs

, in

terr

ogat

ifs

Uti

lise

r co

rrec

tem

ent l

es

déte

rmin

ants

du

nom

.

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux

La

néga

tion

: ne

pas,

ne

plus

, ne

jam

ais

Iden

tifi

er le

s fo

rmes

de

la n

égat

ion

dans

les

phra

ses

La

néga

tion

: ne

pas

, ne

plus

, ne

jam

ais,

pré

fi xe

s ex

. Non

-vio

lenc

e

Uti

lise

r co

rrec

tem

ent

les

form

es d

e la

né

gati

on d

ans

les

énon

cés.

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux

Les

pro

nom

s in

défi

nis:

on

cer

tain

, ...

Iden

tifi

er le

s pr

onom

s in

défi

nis

dans

les

énon

cés

Les

pro

nom

s in

défi

nis

Uti

lise

r co

rrec

tem

ent d

es

pron

oms

indé

fi ni

s da

ns le

s én

oncé

s.

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



71

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Les

art

icle

s pa

rtit

ifs:

du,

de

la,

de l’

, des

Iden

tifi

er le

s ar

ticl

es

part

itif

s da

ns le

s én

oncé

s L

es a

rtic

les

part

itif

s :

du, d

e la

, de

l’, d

es

Uti

lise

r co

rrec

tem

ent

les

arti

cles

par

titi

fs

dans

les

énon

cés

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux.

Les

adj

ecti

fs d

e na

tion

alit

é Id

enti

fi er

les

adje

ctif

s de

na

tion

alit

éL

es a

djec

tifs

de

nati

onal

ité

Uti

lise

r co

rrec

tem

ent

les

adje

ctif

s de

na

tion

alit

és

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux.

les

conj

onct

ions

de

coo

rdin

atio

n et

su

bord

inat

ion

Uti

lise

r co

rrec

tem

ent l

es

conj

onct

ions

le

s co

njon

ctio

ns

de c

oord

inat

ion

et

subo

rdin

atio

n

Uti

lise

r co

rrec

tem

ent

des

conj

onct

ions

dan

s le

s ph

rase

s co

mpl

exes

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux.

Adv

erbe

s Id

enti

fi er

des

adv

erbe

s et

le

ur f

orm

atio

nA

dver

bes

Uti

lise

r co

rrec

tem

ent

les

adve

rbes

dan

s le

s én

oncé

s

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux.

CO

D, C

OI

Iden

tifi

er le

s C

OD

et C

OI

dans

les

phra

ses

CO

D, C

OI

Iden

tifi

er le

s C

OD

et

CO

I da

ns le

s ph

rase

sO

bser

vati

on –

déc

ouve

rte

– sy

stém

atis

atio

n -c

lass

emen

t -

test

de

clos

ure

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux.

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



72

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Indi

cati

ons

du p

assé

E

n.., A

.., D

epuis

,

pen

dant

…;h

ier;

..

Iden

tifi

er l

es p

rinci

pau

x

indic

ateu

rs d

u p

assé

Indic

atio

ns

du p

assé

En.., A

.., D

epuis

,

de…

à…

; pen

dant

…;h

ier;

dans

les

année

s…

Uti

lise

r co

rrec

tem

ent

les

indic

ateu

rs d

u p

assé

dan

s des

énoncé

s

Obse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion -

clas

sem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux

Tex

tes

: le

s

const

ituan

ts d

’un

texte

(phra

ses,

par

agra

phes

,

illu

stra

tions)

Iden

tifi

er l

es

const

ituan

ts d

’un t

exte

Tex

tes

: le

s

const

ituan

ts d

’un t

exte

(phra

ses,

par

agra

phes

,

illu

stra

tions)

Dét

erm

iner

les

const

ituan

ts d

’un t

exte

Obse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion -

clas

sem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux

Con

jugais

on

Futu

re p

roch

e Id

enti

fi er

le

futu

re

pro

che

dan

s le

s phra

ses

Futu

re p

roch

e U

tili

ser

corr

ecte

men

t le

futu

re p

roch

e dan

s le

s

énoncé

s

Obse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion -

clas

sem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux

Diff

ére

nts

gro

upes

de

ver

bes

en f

rança

is

(1er

, 2èm

e, 3

ème)

-Iden

tifi

er l

es d

iff é

rents

gro

ups

de

ver

bes

en

fran

çais

Diff

ére

nts

gro

upes

de

ver

bes

en f

rança

is (

1er

,

2èm

e, 3

ème)

Uti

lise

r co

rrec

tem

ent

les

ver

bes

des

diff

ére

nts

gro

upes

Obse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion -

clas

sem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux

Ver

be

‘pre

ndre

’

‘fai

re’

-Conju

guer

les

ver

bes

au t

emps

sim

ple

s de

l’in

dic

atif

Ver

be

‘all

er’

et ‘

sort

ir’

-Uti

lise

r co

rrec

tem

ent

les

ver

bes

aux t

emps

sim

ple

s de

l’in

dic

atif

Obse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion -

clas

sem

ent

Imag

es, post

ers,

album

s, c

arte

s im

ages

,

div

ers

support

s vis

uel

s,

journ

aux

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



73

CL

AS

S 5

CL

AS

S 6

Mét

hod

olo

gie

et

maté

riel

s d

idact

iqu

es

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Un

ités

et

con

ten

us

d’a

pp

ren

tiss

age

Rés

ult

ats

att

end

us

Su

gges

tion

s d

e st

raté

gie

s

d’e

nse

ign

emen

t/

ap

pre

nti

ssage

Su

gges

tion

s d

e

maté

riel

s d

idact

iqu

es

Pas

sé c

ompo

se

-Ide

ntifi

er

les

mar

ques

du

pas

sé c

ompo

se d

ans

les

énon

cés

L’im

parf

ait d

e l’

indi

cati

f -i

dent

ifi e

r et

uti

lise

r co

rrec

tem

ent

l’im

parf

ait d

ans

les

énon

cés

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux,

Les

tem

ps c

ompo

sés

: le

pass

é co

mpo

sé

-Ide

ntifi

er

les

tem

ps

com

posé

sL

es te

mps

com

posé

s :

le p

lus-

que-

parf

ait

-Ide

ntifi

er

et u

tili

ser

corr

ecte

men

t le

plus

-qu

e-pa

rfai

t

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux,

Con

cord

ance

de

tem

ps: i

mpa

rfai

t et

pass

é co

mpo

sé

- Id

enti

fi er

et u

tili

ser

corr

ecte

men

t le

pass

é co

mpo

sé e

t l’i

mpa

rfai

t da

ns le

s ph

rase

s

Con

cord

ance

de

tem

ps:

impa

rfai

t et p

assé

co

mpo

sé

-ide

ntifi

er

et u

tili

ser

corr

ecte

men

t le

pass

é co

mpo

sé e

t l’i

mpa

rfai

t da

ns le

s ph

rase

s.

Obs

erva

tion

– d

écou

vert

e –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osur

e

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux,

Ort

hogra

ph

e

Acc

ords

suj

et-v

erbe

Iden

tifi

er le

s ac

cord

s en

tre

le s

ujet

et l

e ve

rbe

Acc

ords

suj

et-v

erbe

-Acc

orde

r co

rrec

tem

ent

le s

ujet

et l

e ve

rbe

dans

le

s ph

rase

s

Illu

stra

tion

s ; O

bser

vati

on –

dé

couv

erte

– s

ysté

mat

isat

ion

-cla

ssem

ent -

test

de

clos

ure

Imag

es, p

oste

rs, a

lbum

s,

cart

es im

ages

, div

ers

supp

orts

vis

uels

, ex

trai

ts

de jo

urna

ux,

Les

gra

phie

s de

s ph

onèm

es (

ph; f

=

[f];

o, a

u, e

au, ô

=

[o];

…)

Iden

tifi

er d

iff é

rente

s

gra

phie

s des

phonèm

es

Les

gra

phie

s des

phonèm

es (

ph;

f =

[f];

o, au

, ea

u, ô =

[o];

…)

-Iden

tifi

er e

t éc

rire

corr

ecte

men

t le

s

gra

phie

s des

phonèm

es

du f

rança

is

Illu

stra

tions

; O

bse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux,

Les

hom

ophones

gra

mm

atic

aux (

ex.

On/o

nt;

et/

est,

à/

as/a

/…)

Iden

tifi

er l

es

hom

ophones

gra

mm

atic

aux d

ans

les

énoncé

s

Les

hom

ophones

gra

mm

atic

aux (

ex. O

n/

ont;

et/

est,

à/a

s/a/

…)

-Uti

lise

r co

rrec

tem

ent

les

hom

ophones

gra

mm

atic

aux d

e bas

e.

Illu

stra

tions

; O

bse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux,

Acc

ord

des

adje

ctif

s -i

den

tifi

er l

es a

ccord

s

des

adje

ctif

s

Acc

ord

des

par

tici

pés

pas

sés

-iden

tifi

er e

t uti

lise

r

corr

ecte

men

t le

s

par

tici

pes

pas

ses

Illu

stra

tions

; O

bse

rvat

ion –

déc

ouver

te –

syst

émat

isat

ion

-cla

ssem

ent

- te

st d

e cl

osu

re

Imag

es, post

ers,

alb

um

s,

cart

es i

mag

es, div

ers

support

s vis

uel

s, ex

trai

ts

de

journ

aux,

Les

con

ten

us

du

Fra

nça

is, le

s ré

sult

ats

att

end

us,

la m

éth

od

olo

lgie

et

le m

até

riel

did

act

iqu

e



74

Con

ten

ts o

f S

oci

al

Stu

die

s

Tab

le 2

4:

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials

His

tory

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rials

Per

iod

izati

on

- D

ates

(B

C, A

D)

- C

entu

ry-

Mil

lenn

ium

- P

erio

ds (

pre-

hist

oric

, ne

olit

hic,

sto

ne, m

iddl

e,

digi

tal)

- Ana

lyse

the

char

acte

rist

ics

of th

e va

riou

s ag

es-

Bui

ld f

utur

e pr

ojec

tion

s - A

ppre

ciat

e th

e li

nk

betw

een

the

past

, the

pr

esen

t and

the

futu

re

Th

e R

enais

san

ce

- In

vent

ions

and

in

vent

ors

- Te

chno

logi

cal

evol

utio

n-

Voy

ages

of

disc

over

y-

The

indu

stri

al

revo

luti

on-

The

Ref

orm

atio

n an

d

reli

giou

s pl

ural

ism

- T

race

the

fact

ors

that

led

to th

e R

enai

ssan

ce

- Id

enti

fy v

ario

us in

vent

ions

and

in

vent

ors

- App

reci

ate

the

evol

utio

n of

the

rena

issa

nce.

- App

reci

ate

the

evol

utio

n of

the

Chu

rch

- S

how

inte

rest

in in

vent

ing

thei

r ow

n th

ings

- V

isit

s to

ora

l sou

rces

- In

vite

res

ourc

e pe

rson

s-

Exc

ursi

on to

ar

chae

olog

ical

sit

es-

Cla

ss d

ebat

es

- M

aps/

Cha

rts

- P

ictu

res

- P

aint

ings

- M

agaz

ines

-

Mod

els

- Aud

io v

isua

l m

ater

ial

Earl

y C

ivil

izati

on

s

- A

fric

a, th

e cr

adle

of

civi

liza

tion

- T

he E

gypt

ian

civi

liza

tion

- T

he G

reek

civ

iliz

atio

n-

The

Rom

an

Civ

iliz

atio

n

- T

race

the

root

of

civi

liza

tion

in th

e w

orld

- Id

enti

fy th

e fa

ctor

s th

at f

avou

red

vari

ous

civi

liza

tion

s-

Sho

w in

tere

st in

em

brac

ing

posi

tive

ch

ange

and

in b

eing

ob

edie

nt

Eu

rop

ean

s in

Afr

ica

an

d t

he

part

itio

n o

f

Afr

ica

- T

he p

arti

tion

of A

fric

a

- A

ssoci

ate

diff

ere

nt

Euro

pea

n

countr

ies

to t

hei

r co

lonie

s

- S

how

inte

rest

in e

mbra

cing

posi

tive

chan

ge

- E

xcu

rsio

n t

o

arch

aeolo

gic

al s

ites

- C

lass

deb

ates

- S

tory

tell

ing

- E

nquir

ies

and d

ata

coll

ecti

on

- R

ole

pla

y a

nd

sim

ula

tion

- M

aps/

Char

ts

- P

ictu

res

- P

ainti

ngs

- M

agaz

ines

- M

odel

s

- A

udio

vis

ual

mat

eria

l



75

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rials

Sla

ver

y a

nd

sl

ave

trad

e

- S

lave

ry-

Sla

ve tr

ade,

sla

ve

rout

es-

Sla

ve tr

ade

in

Cam

eroo

n an

d it

s co

nseq

uenc

es-

Eff

ects

of

slav

ery o

n

the

var

ious

acto

rs

-Aboli

tion o

f sl

aver

y

and s

lave

trad

e

- K

ey a

ctors

- D

escr

ibe

diff

ere

nt

way

s

that

sla

ves

wer

e ac

quir

ed

- E

xpla

in s

laver

y i

n

Cam

eroon a

nd i

ts

conse

quen

ces

-Tra

ce t

he

Tra

ns

–

Atl

anti

c sl

ave

route

- S

how

wil

lingnes

s to

love

ever

yone

- D

enounce

any f

orm

of

chil

d l

abour

and

traffi

ck

ing

Th

e S

econ

d W

orl

d

War

-Cau

ses

-Conse

quen

ces

-Mil

itar

y o

per

atio

ns

in

Cam

eroon

-The

Inte

r- W

ar yea

rs

-The

Unit

ed N

atio

ns

Org

aniz

atio

n

- E

xpla

in t

he

cause

s

cours

e an

d c

onse

quen

ces

of

the

Sec

ond W

orl

d W

ar o

n

Cam

eroon

- A

nal

yse

th

e ro

le t

hat

Cam

eroon p

layed

duri

ng t

he

Worl

d W

ar I

I

-Eval

uat

e th

e ro

le o

f th

e

Unit

ed N

atio

ns

and t

he

stat

us

of

Tru

stee

s

- S

how

wil

lingnes

s to

set

tle

dis

pute

s

-Vis

its

to o

ral

sourc

es

-Use

of

reso

urc

e per

sons

-Excu

rsio

n t

o

arch

aeolo

gic

al s

ites

-Cla

ss d

ebat

es

-Sto

ryte

llin

g

-Role

-pla

y a

nd

sim

ula

tion

- P

ainti

ngs

- N

ewsp

aper

s

- M

agaz

ines

- M

odel

s

- A

udio

vis

ual

mat

eria

l

Earl

y e

xp

lore

rs a

nd

Eu

rop

ean

s on

th

e co

ast

of

Cam

eroon

-Port

ugues

e

-Span

iard

s

-Car

thag

inia

ns

-Euro

pea

n a

ctiv

itie

s

-Anal

yse

rea

sons

for

the

arri

val

of

Euro

pea

ns

to

Cam

eroon

- D

escr

ibe

the

acti

vit

ies

carr

ied o

ut

by E

uro

pea

ns

in C

amer

oon b

efore

the

annex

atio

n

- A

ppre

ciat

e th

e

contr

ibuti

on o

f E

uro

pea

n

explo

rers

to C

amer

oon’s

dev

elopm

ent

- S

how

wil

lingnes

s to

resp

ect/

lear

n f

rom

oth

er

peo

ple

’s c

ult

ure

s

Poli

tica

l E

volu

tion

of

Cam

eroon

- D

ates

and e

ven

ts

- P

oli

tica

l fi

gure

s

- M

ult

i-par

ty poli

tics

- B

ilin

gual

ism

- In

dep

enden

ce

- R

eunifi

cat

ion

- F

eder

alis

m

- U

nit

ary s

tate

- R

epubli

c

- Id

enti

fy s

om

e key

poli

tica

l

fi gure

s in

Cam

eroon

- T

race

the

evolu

tion o

f

Cam

eroon f

rom

indep

enden

ce

to p

rese

nt

day

- E

xpla

in t

he

ori

gin

of

the

bil

ingual

nat

ure

of

Cam

eroon

and i

ts i

mport

ance

- A

ccep

t diff

ere

nce

s an

d th

e

opin

ions

of

oth

er p

eople

-Vis

its

to o

ral

sourc

es

-Use

of

reso

urc

e per

sons

-Excu

rsio

n t

o

arch

aeolo

gic

al s

ites

-Deb

ates

-Sto

ryte

llin

g

-Role

-pla

y a

nd s

imula

tion

-Inte

rvie

w a

nd r

esea

rch

- M

aps

- C

har

ts

- P

ictu

res

- P

ainti

ngs

- N

ewsp

aper

s

- M

agaz

ines

- M

odel

s

- A

udio

vis

ual

mat

eria

l

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials



76

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic

Mate

rials

Ger

man

occ

up

ati

on

of

Cam

eroon

- G

erm

an A

nnex

atio

n-

Ger

man

act

ivit

ies

in

Cam

eroo

n -

Eff

ects

of

Ger

man

acti

vit

ies

in C

amer

oon

-Pac

ifi c

atio

n o

f

Cam

eroon

- C

har

les

Ata

ngan

a

- F

on G

aleg

a I

- K

ing M

anga

Bel

l

- K

ing A

kw

a

- S

ult

an N

joya

- E

xpla

in h

ow

the

Ger

man

s an

nex

ed

Cam

eroon

- D

escr

ibe

Ger

man

acti

vit

ies

in C

amer

oon

afte

r th

e an

nex

atio

n

- A

nal

yse

the

eff e

cts

of

Ger

man

act

ivit

ies

in

Cam

eroon

- A

ppre

ciat

e G

erm

an

contr

ibuti

on t

o

Cam

eroon’s

dev

elopm

ent

- S

how

wil

lingnes

s in

shar

ing w

ith p

eers

/fri

ends

Ger

man

occ

up

ati

on

of

Cam

eroon

- G

erm

an A

nnex

atio

n

- G

erm

an a

ctiv

itie

s in

Cam

eroon

- E

ff ec

ts o

f G

erm

an

acti

vit

ies

in C

amer

oon

-Pac

ifi c

atio

n o

f

Cam

eroon

- C

har

les

Ata

ngan

a

- F

on G

aleg

a I

- K

ing M

anga

Bel

l

- K

ing A

kw

a

- S

ult

an N

joya

- E

xpla

in h

ow

the

Ger

man

s

annex

ed C

amer

oon

- D

escr

ibe

Ger

man

act

ivit

ies

in

Cam

eroon a

fter

the

annex

atio

n

- A

nal

yse

the

eff e

cts

of

Ger

man

act

ivit

ies

in C

amer

oon

- A

ppre

ciat

e G

erm

an

contr

ibuti

on t

o C

amer

oon’s

dev

elopm

ent

- S

how

wil

lingnes

s in

shar

ing

wit

h p

eers

/fri

ends

-Vis

its

to o

ral

sourc

es

-Use

of

reso

urc

e per

sons

-Excu

rsio

n t

o

arch

aeolo

gic

al s

ites

-Deb

ates

-Sto

ryte

llin

g

-Enquir

ies

and d

ata

coll

ecti

on

-Dra

win

g a

nd p

ainti

ng

-Role

pla

y a

nd

sim

ula

tion

- M

aps

-Char

ts

-Pic

ture

s

-Pai

nti

ngs

-New

spap

ers

-Mag

azin

es

-Model

s

-Audio

vis

ual

mat

eria

l

Ger

man

occ

up

ati

on

of

Cam

eroon

- A

nnex

atio

n

- A

ctiv

itie

s

-Pac

ifi c

atio

n o

f

Cam

eroon

- C

har

les

Ata

ngan

a

- F

on G

aleg

a I

- K

ing M

anga

Bel

l

- K

ing A

kw

a

- S

ult

an N

joya

- E

xpla

in h

ow

the

Ger

man

s an

nex

ed

Cam

eroon

- D

escr

ibe

Ger

man

acti

vit

ies

in C

amer

oon

afte

r an

nex

atio

n

- A

nal

yse

the

eff e

cts

of

Ger

man

act

ivit

ies

in

Cam

eroon

- S

har

e w

ith p

eers

/fri

ends

Ger

man

occ

up

ati

on

of

Cam

eroon

- A

nnex

atio

n

- A

ctiv

itie

s an

d e

ff ec

ts

-Pac

ifi c

atio

n o

f

Cam

eroon

- C

har

les

Ata

ngan

a

- F

on G

aleg

a I

- K

ing M

anga

Bel

l

- K

ing A

kw

a

- S

ult

an N

joya

- E

xpla

in h

ow

the

Ger

man

s

annex

ed C

amer

oon

- D

escr

ibe

Ger

man

act

ivit

ies

in

Cam

eroon a

fter

annex

atio

n

- A

nal

yse

the

eff e

cts

of

Ger

man

act

ivit

ies

in C

amer

oon

- S

har

e w

ith p

eers

/fri

ends

Vis

its

to o

ral

sourc

es

-Use

of

reso

urc

e per

sons

-Excu

rsio

n t

o

arch

aeolo

gic

al s

ites

- D

ebat

es

-Sto

ryte

llin

g

-Enquir

ies

-Dra

win

g /

pai

nti

ng

- R

ole

pla

y/

sim

ula

tion

- N

ewsp

aper

s

- M

odel

s

- A

udio

-vis

ual

aids

- P

ictu

res

- R

ecord

s

- R

elic

s

- P

ainti

ngs

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials



77

Geo

gra

ph

y

Ph

ysi

cal

Geo

gra

ph

y

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Pla

ns

an

d M

ap

s

- P

lans

and

Map

s-

Map

of

Cam

eroo

n

- D

raw

pla

ns o

f pl

aces

in

thei

r lo

cali

ty

- L

ocat

e pl

aces

on

a m

ap-

Fol

low

dir

ecti

ons

and

use

a G

loba

l Pos

itio

ning

S

yste

ms

(GS

P)

Th

e p

lan

etary

syst

em

an

d t

he

eart

h

- T

he s

olar

sys

tem

- E

arth

’s s

hape

and

m

ovem

ents

- D

escr

ibe

the

sola

r sy

stem

- D

escr

ibe

all t

he p

lane

ts- A

ssoc

iate

long

itud

es /

lati

tude

s to

the

vari

ous

eart

h’s

mov

emen

ts-

Pla

n ac

tivi

ties

/pho

ne c

alls

in

fun

ctio

n of

tim

e zo

nes

-Enq

uiri

es a

nd d

ata

coll

ecti

on-D

raw

ing

and

pain

ting

-Coo

pera

tive

lear

ning

-Fli

pped

cla

ssro

om

-Map

s-C

hart

s-P

ictu

res

-Sta

tist

ics

- S

tenc

ils

Cam

eroon

- P

osit

ion

and

size

-Adm

inis

trat

ive

unit

s-

Phy

sica

l fea

ture

s

- D

raw

the

map

of

Cam

eroo

n-

Loc

ate

the

adm

inis

trat

ive

unit

s of

C

amer

oon

- Id

enti

fy th

e ph

ysic

al

feat

ures

of

Cam

eroo

n-

Sho

w lo

ve f

or li

ving

in

any

part

of

Cam

eroo

n

Afr

ica a

nd

th

e w

orl

d

-Pos

itio

n an

d si

ze

-Cli

mat

e an

d ve

geta

tion

-Rel

ief

and

drai

nage

- T

he c

onti

nent

soc

eans

, mou

ntai

ns s

eas

and

rive

rs

- L

abel

the

map

of A

fric

a -

Iden

tify

som

e m

ajor

m

ount

ains

, sea

s an

d ri

vers

of

the

wor

ld-

Cla

ssif

y t

he

diff

ere

nt

conti

nen

ts a

nd o

cean

s of

the

worl

d

- E

xpla

in t

he

mai

n t

ypes

of

econom

ic a

ctiv

itie

s in

Afr

ica

- S

how

inte

rest

in e

conom

ic

acti

vit

ies

pra

ctis

ed i

n t

hei

r

com

munit

ies

- E

nquir

ies

and d

ata

coll

ecti

on

-Dra

win

g a

nd p

ainti

ng

-Cooper

ativ

e le

arnin

g

-Fli

pped

cla

ssro

om

-Res

earc

h

-Rel

ics

-Pai

nti

ngs

-New

spap

ers

-Mag

azin

es

-Model

s

- A

udio

vis

ual

mat

eria

l

Cam

eroon

clim

ate

an

d

veg

etati

on

- C

lim

ate

and

veg

etat

ion z

ones

- C

lim

ate

chan

ge

- C

lass

ify t

he

var

ious

clim

atic

/veg

etat

ion

zones

in C

amer

oon

- E

xpla

in t

he

cause

s

and e

ff ec

ts o

f cl

imat

e

chan

ge

- P

rote

ct t

he

envir

onm

ent

Cam

eroon

clim

ate

an

d v

eget

ati

on

- C

lim

ate

and v

eget

atio

n

zones

- C

lim

ate

chan

ge

- E

val

uat

e th

e ca

use

s an

d

eff e

cts

of

clim

ate

chan

ge

- P

rote

ct t

he

envir

onm

ent.

- E

nquir

ies

and d

ata

coll

ecti

on

-Dra

win

g a

nd p

ainti

ng

-Cooper

ativ

e le

arnin

g

-Fli

pped

cla

ssro

om

-Map

s an

d C

har

ts

-Pic

ture

s

-Model

s

-Audio

- v

isual

mat

eria

l

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials



78

Hu

man

an

d E

con

om

ic G

eogra

ph

y

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Pop

ula

tion

- D

emog

raph

y (B

irth

ra

te, d

eath

rat

e)-

Pop

ulat

ion

dens

ity

- S

ettl

emen

ts (

rura

l an

d ur

ban)

- M

igra

tion

- E

xpla

in c

once

pts

rela

ted

to p

opul

atio

n gr

owth

-

Diff

ere

nti

ate

bet

wee

n

types

of

set

tlem

ents

- D

escr

ibe

the

diff

ere

nt

types

of

mig

rati

on

- C

ult

ivat

e th

e sp

irit

of

livin

g w

ith o

ther

s

Pop

ula

tion

- D

emogra

phy (

Bir

th

rate

, dea

th r

ate)

- P

opula

tion d

ensi

ty

- S

ettl

emen

ts (

rura

l an

d

urb

an)

- M

igra

tion

- R

elat

e popula

tion

den

sity

to h

um

an

acti

vit

ies

- A

ppre

ciat

e var

ious

sett

lem

ents

- A

nal

yse

the

cause

s an

d

eff e

cts

of

mig

rati

on

- C

ult

ivat

e th

e sp

irit

of

livin

g w

ith o

ther

s

- In

vit

e re

sourc

e

per

sons

- E

xcu

rsio

n

- D

ebat

es

- E

nquir

ies

and d

ata

coll

ecti

on

- In

terv

iew

and

rese

arch

- M

aps

- C

har

ts

- P

ictu

res

- N

ewsp

aper

s

- M

agaz

ines

- M

odel

s

- A

udio

vis

ual

mat

eria

l

Eco

nom

ic a

nd

hu

man

act

ivit

ies

- A

gri

cult

ure

- T

ransp

ort

atio

n

- T

rade

- Id

enti

fy v

ario

us

econom

ic a

nd h

um

an

acti

vit

ies

- E

xpla

in t

he

import

ance

of

econom

ic

acti

vit

ies

- S

how

inte

rest

in

entr

epre

neu

rship

and

self

-rel

iance

Eco

nom

ic a

nd

hu

man

act

ivit

ies

- A

gri

cult

ure

- T

ransp

ort

atio

n

- T

rade

- A

nal

yze

the

contr

ibuti

on

of

econom

ic a

ctiv

itie

s to

the

dev

elopm

ent

of

Cam

eroon

- S

how

inte

rest

in

entr

epre

neu

rship

and s

elf-

reli

ance

- U

se o

f re

sourc

e

per

sons

- D

ebat

es

- C

L

- R

eali

a

- N

ewsp

aper

s

- M

agaz

ines

- M

odel

s

- A

udio

vis

ual

mat

eria

l

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials



79

Cit

izen

ship

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Civ

ics

- N

atio

nal

Em

blem

s-

Rul

es a

nd

Reg

ulat

ions

- T

he h

ighw

ay c

ode

- S

tate

Ins

titu

tion

s an

d pe

rson

alit

ies

- E

lect

ions

- L

ocal

and

In

tern

atio

nal

inst

itut

ions

- Id

enti

fy n

atio

nal e

mbl

ems

- E

xpla

in th

e si

gnifi

can

ce o

f na

tion

al e

mbl

ems

- S

ing

the

Nat

iona

l Ant

hem

-

Res

pect

rul

es a

nd

regu

lati

ons

- R

espe

ct th

e hi

ghw

ay c

ode

- Id

enti

fy th

e va

riou

s ar

ms

of g

over

nmen

t and

thei

r fu

ncti

ons

-Des

crib

e de

moc

rati

c el

ecto

ral p

roce

sses

-I

dent

ify

inte

rnat

iona

l and

lo

cal o

rgan

isat

ions

that

can

as

sist

sch

ool p

roje

cts

- D

emon

stra

te th

e sp

irit

of

patr

ioti

sm

- R

espe

ct a

utho

rity

Civ

ics

- N

atio

nal

Em

blem

s-

Rul

es a

nd r

egul

atio

ns-

The

hig

hway

cod

e -

Sta

te I

nsti

tuti

ons,

pe

rson

alit

ies

- E

lect

ions

- In

tern

atio

nal a

nd

loca

l ins

titu

tion

s

- E

xpla

in th

e si

gnifi

can

ce o

f na

tion

al

embl

ems

- S

ing

the

Nat

iona

l A

nthe

m

- R

espe

ct r

ules

and

re

gula

tion

s -R

espe

ct th

e hi

ghw

ay

code

- Id

enti

fy th

e va

riou

s ar

ms

of g

over

nmen

t and

th

eir

func

tion

s -D

escr

ibe

dem

ocra

tic

elec

tora

l pro

cess

es

-Ide

ntif

y lo

cal

and

inte

rnat

iona

l or

gani

sati

ons

that

can

as

sist

sch

ool p

roje

cts

- D

emon

stra

te th

e sp

irit

of

pat

riot

ism

-

Res

pect

aut

hori

ty

- In

vite

res

ourc

e pe

rson

s-

Exc

ursi

on to

som

e pl

aces

in

the

loca

lity

- D

ebat

es-

Rol

e-pl

ay a

nd s

imul

atio

n-

Inte

rvie

w a

nd r

esea

rch

- C

L-

PB

L-

Min

d-m

appi

ng

- N

atio

nal e

mbl

ems

(gad

gets

)-

Cha

rts

- P

ictu

res

- N

ewsp

aper

s -

Mag

azin

es

- M

odel

s - A

udio

vis

ual m

ater

ial

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials



80

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Mora

l ed

uca

tion

-

Sim

ple

etiq

uett

es

(gre

etin

gs,

poli

tene

ss, h

ones

ty,

tabl

e m

anne

rs,

obed

ienc

e, s

hari

ng,

punc

tual

ity,

love

)

- C

ompl

y w

ith

sim

ple

etiq

uett

es-

Con

form

to s

ocie

tal

norm

s -

Sup

port

livi

ng w

ith

othe

rs

Mora

l ed

uca

tion

-

Sim

ple

etiq

uett

es

(gre

etin

gs,

poli

tene

ss, h

ones

ty,

tabl

e m

anne

rs,

obed

ienc

e, s

hari

ng,

punc

tual

ity,

love

)

- C

ompl

y w

ith

sim

ple

etiq

uett

es -

Con

form

to s

ocie

tal

norm

s -

Sup

port

livi

ng w

ith

othe

rs

- D

emon

stra

tion

/Dia

logu

e -

Rol

e-pl

ay/ S

tory

tell

ing

- P

eer

wor

k/ b

uzz

grou

ps-

Coo

pera

tive

lear

ning

- Il

lust

rati

ve c

hart

s/po

ster

s, p

ictu

res,

cu

tler

ies,

foo

d, w

ater

, bo

wl f

or w

ashi

ng

hand

s-

Rea

l obj

ects

Hu

man

rig

hts

an

d

free

dom

s

- N

otio

ns o

f h

uman

R

ight

s an

d fr

eedo

ms

- E

xplo

itat

ion,

vi

olen

ce, h

aras

smen

t, tr

affi

ckin

g, ch

ild

labour

- R

ights

and

resp

onsi

bil

itie

s of

chil

dre

n

- E

xpla

in f

undam

enta

l

hum

an r

ights

and

free

dom

s

- D

enounce

cas

es o

f

hum

an r

ights

abuse

- D

ispla

y r

espec

t of

hum

an r

ights

and

free

dom

s

- P

ract

ise

resp

onsi

ble

beh

avio

ur

Hu

man

rig

hts

an

d

free

dom

s

- N

oti

ons

of

hum

an

rights

and f

reed

om

s

- E

xplo

itat

ion,

vio

lence

, har

assm

ent,

traffi

ck

ing, ch

ild

labour

-Rig

hts

and

resp

onsi

bil

itie

s of

chil

dre

n

- E

xpla

in f

undam

enta

l

hum

an r

ights

and

free

dom

s

- D

enounce

cas

es o

f

hum

an r

ights

abuse

-Dis

pla

y r

espec

t of

hum

an r

ights

and

free

dom

s

-Pra

ctis

e re

sponsi

ble

beh

avio

ur

- In

vit

e re

sourc

e per

sons

- E

xcu

rsio

ns

- C

lass

deb

ates

- E

nquir

ies

and d

ata

coll

ecti

on

- R

ole

pla

y a

nd s

imula

tion

- In

terv

iew

and r

esea

rch

- D

ocu

men

tati

on o

n

hum

an r

ights

and

free

dom

s

- C

har

ts

- P

ictu

res

- N

ewsp

aper

s

- M

agaz

ines

- M

odel

s

- A

udio

vis

ual

mat

eria

l

Pea

ce a

nd

sec

uri

ty

- P

eace

- S

afet

y/S

ecuri

ty

mea

sure

s

- C

onfl

ict

man

agem

ent

- P

rom

ote

pea

ce a

nd

har

monio

us

livin

g

- R

eport

cas

es o

f ab

use

- D

iscr

imin

ate

dan

ger

ous

peo

ple

and

pla

ces

Pea

ce a

nd

sec

uri

ty

- P

eace

- S

afet

y/S

ecuri

ty

mea

sure

s

- C

onfl

ict

man

agem

ent

- P

rom

ote

pea

ce a

nd

har

monio

us

livin

g

- R

eport

cas

es o

f ab

use

- D

iscr

imin

ate

dan

ger

ous

peo

ple

and

pla

ces

- In

vit

e re

sourc

e per

sons

- E

xcu

rsio

ns

- D

emonst

rati

on

- D

ebat

es

- E

nquir

ies

and d

ata

coll

ecti

on

- R

ole

-pla

y a

nd s

imula

tion

- D

ocu

men

tati

on

- S

afet

y g

adget

s

- C

har

ts/p

ictu

res

- N

ewsp

aper

s

- M

agaz

ines

- A

udio

vis

ual

mat

eria

l

Soci

al

Stu

die

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, m

eth

od

olo

gy a

nd

did

act

ic m

ate

rials



81

Co

nte

nts

of

Vo

ca

tio

na

l S

tud

ies

Ta

ble

25

: V

oca

tio

na

l S

tud

ies

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Hom

e E

con

om

ics

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

an

d

Con

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Need

le W

ork

- N

eedl

e w

ork

equi

pmen

t-

Sti

tche

s-

Sea

ms

- O

peni

ngs

- F

aste

ning

s-

Ful

lnes

s

- S

titc

h to

rn u

nifo

rms

and

clot

hes

- C

ut o

ut p

atte

rns

from

cl

oth

- S

ew s

titc

hes

on d

iff e

rent

types

of

cloth

es

- S

ew b

utt

ons,

zip

s an

d

hook a

nd e

ye

on c

loth

es

- S

ew a

pro

ns,

bag

s,

dust

ers,

bib

s an

d s

imple

cloth

es

- S

how

love

for

nee

dle

work

and s

ewin

g

Need

le W

ork

- N

eedle

work

equip

men

t

- S

titc

hes

- S

eam

s

- O

pen

ings

- F

aste

nin

gs

- F

ull

nes

s

- S

titc

h t

orn

unif

orm

s an

d

cloth

es

- C

ut

out

pat

tern

s fr

om

clo

th

- S

ew s

titc

hes

on d

iff e

rent

types

of

cloth

es.

- S

ew b

utt

ons,

zip

s an

d hook

and e

ye

on c

loth

es

- S

ew a

pro

ns,

bag

s, d

ust

ers,

bib

s an

d s

imple

clo

thes

- S

how

love

for

nee

dle

work

and s

ewin

g

- C

ooper

ativ

e L

earn

ing

- In

div

idual

ized

Inst

ruct

ion

- T

eam

Tea

chin

g

- T

arget

tas

k i

nst

ruct

ion

- In

vit

e re

sourc

e

per

sons

- P

ract

ical

work

- V

isit

to a

tai

lor’

s sh

op

- N

eedle

, sc

isso

rs

- T

apes

, cu

ttin

g b

oar

d

- S

ewin

g m

achin

es

- C

loth

, ch

alk, butt

ons

- C

emen

t or

fl ou

r -

Pap

ers,

thre

ad, h

ook

and

eye,

torn

clo

thes

, sc

raps

fro

m ta

ilor

’s

shop

Food

an

d n

utr

itio

n

- F

oods

/fru

its

- M

eals

-

Lay

ing

the

tabl

e

- C

onse

rve

food

an

d fr

uits

-

Iden

tify

item

s us

ed in

la

ying

the

tabl

e-

Pre

par

e diff

ere

nt

types

of

mea

ls f

or

diff

ere

nt

peo

ple

and o

ccas

ions

- P

ract

ise

hea

lthy e

atin

g

hab

its

Food

an

d n

utr

itio

n

- F

oods/

fruit

s

- M

eals

- L

ayin

g t

he

table

- C

onse

rve

food a

nd f

ruit

s

- Id

enti

fy i

tem

s use

d i

n l

ayin

g

the

table

- P

repar

e diff

ere

nt

types

of

mea

ls f

or

diff

ere

nt

peo

ple

and

occ

asio

ns

- P

ract

ise

hea

lthy e

atin

g h

abit

s

- C

ooper

ativ

e L

earn

ing

- In

div

idual

ized

inst

ruct

ion

- E

duca

tive

talk

s

- P

ract

ical

work

- R

eal

obje

ct l

ike

table

cloth

, pap

er

nap

kin

s, c

utl

ery

- D

iff e

rent

types

of

food a

nd f

ruit

s, p

late

s,

pots



82

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Lau

nd

ry

- E

quip

men

t-

Pro

cedu

res

- W

ashi

ng d

eter

gent

s

- W

ash d

iff e

rent

types

of

cloth

es/m

ater

ials

usi

ng

appro

pri

ate

tech

niq

ues

- P

roduce

det

ergen

ts f

rom

loca

l m

ater

ials

- S

how

inte

rest

in b

eing

nea

t an

d o

rgan

ised

Lau

nd

ry a

nd

dyei

ng

- E

quip

men

t

- P

roce

dure

s

- W

ashin

g

det

ergen

ts

- “T

ie a

nd d

ye”

- W

ash d

iff e

rent

types

of

cloth

es/m

ater

ials

usi

ng

appro

pri

ate

tech

niq

ues

.

- P

roduce

det

ergen

ts f

rom

loca

l

mat

eria

ls

- D

ye

cloth

es u

sing l

oca

l

mat

eria

ls

- S

how

inte

rest

in b

eing n

eat

and o

rgan

ised

- C

ooper

ativ

e L

earn

ing

- In

div

idual

ized

inst

ruct

ion

- V

isit

s to

lau

ndry

site

s an

d “

tie

and d

ye”

work

shop

- B

asin

s/buck

ets

- S

oap

s

- B

leac

hin

g a

gen

ts

- B

rush

/wat

er

- B

akin

g s

oda

- W

ood a

sh

- P

ear/

kola

nut

seed

s

- F

low

ers

Hou

se C

raft

- H

ouse

hold

equip

men

t an

d

sect

ions

- H

ouse

car

e

- D

escr

ibe

diff

ere

nt

sect

ions

of

a house

- D

emonst

rate

how

to

care

for

diff

ere

nt

sect

ions

of

a house

Hou

se C

raft

- H

ouse

hold

equip

men

t an

d

sect

ions

- H

ouse

car

e

- D

escr

ibe

diff

ere

nt

sect

ions

of

a house

- D

emonst

rate

how

to c

are

for

a house

- C

ooper

ativ

e L

earn

ing

- In

div

idual

ized

inst

ruct

ion

- Il

lust

rati

ons

- D

emonst

rati

ons

- R

ole

-pla

y

- R

eal

obje

cts

rela

ted

to h

ouse

car

e

- A

udio

-vis

ual

aid

s

- P

ictu

res

- C

har

ts

Vo

ca

tio

na

l S

tud

ies

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials



83

Art

s an

d C

raft

s

CL

AS

S 5

CL

AS

S 6

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its

an

d C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Typ

es o

f T

oolb

oxes

- M

ould

er

- W

eave

r

- P

aint

er

- C

onst

itut

e a

tool

bo

x-

Use

tool

s fo

r m

inor

m

aint

enan

ce-

Pro

duce

diff

ere

nt

obje

cts

- C

lean

to

ols

- S

how

inte

rest

in

craf

tsm

ansh

ip

Typ

es o

f T

ools

- M

ould

er

- C

arpen

ter

- W

eaver

- S

culp

tor

- P

ainte

r

- C

onst

itute

a t

ool

box

- U

se t

ools

for

min

or

mai

nte

nan

ce

- P

roduce

diff

ere

nt

obje

cts

- C

lean

to

ols

- S

how

inte

rest

in

craf

tsm

ansh

ip

- F

lipped

cla

ssro

om

- C

ooper

ativ

e le

arnin

g

- D

emonst

rati

on

- R

ole

-pla

y

-Sto

nes

/shel

ls

-Car

pen

ter’

s pen

cil

-Tap

e m

easu

re

-Nai

l pull

er

-Uti

lity

knif

e

-Ham

mar

/nai

ls

-Hoe/

cutl

ass

-Thr

ead/

fi br

e-C

orks

-Sci

ssor

s

Tools

- C

onte

nts

of a

tool

box

- U

ses

of th

e va

riou

s to

ols

in

the

tool

box

- C

onst

itut

e a

tool

bo

x T

ools

-Con

tent

s of

a to

ol b

ox-U

ses

of th

e va

riou

s to

ols

in th

e to

ol b

ox

- C

onst

itut

e a

tool

bo

x.-

Use

tool

s to

mai

ntai

n eq

uipm

ent.

- F

lipp

ed c

lass

room

- C

oope

rati

ve le

arni

ng-

Dem

onst

rati

on-

Rol

e-pl

ay

-Nai

ls-H

amm

er -

Scr

ew

driv

ers

-Sci

ssor

s

Fold

ing

-Fold

diff

ere

nt

mat

eria

ls t

o p

roduce

diff

ere

nt

des

igns

Fold

ing

-Fold

diff

ere

nt

mat

eria

ls t

o p

roduce

diff

ere

nt

des

igns

- C

ooper

ativ

e le

arnin

g

- D

emonst

rati

on

- P

ract

ical

work

-Pap

ers

-Pie

ces

of

cloth

Cu

ttin

g

-Diff

ere

nt

shap

es

-Cut

diff

ere

nt

mat

eria

ls t

o p

roduce

shap

es, fi

gur

es a

nd

obje

cts

Cu

ttin

g

-Diff

ere

nt

shap

es

-Cut

diff

ere

nt

mat

eria

ls t

o p

roduce

shap

es, fi

gur

es a

nd

obje

cts

- C

oope

rati

ve le

arni

ng-

Dem

onst

rati

on-

Pra

ctic

al w

ork

-Pap

ers

-Pie

ces

of c

loth

-Sci

ssor

s-

Pin

s -R

azor

bla

des

Vo

ca

tio

na

l S

tud

ies

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials



84

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Mak

ing o

bje

cts

Rop

es, b

alls

. bro

oms,

bl

inds

-Use

mat

eria

ls f

rom

the

envi

ronm

ent t

o pr

oduc

e diff

ere

nt

obje

cts

Ob

ject

s

Ropes

, bal

ls b

room

s,

bli

nds

-Use

mat

eria

ls f

rom

the

envir

onm

ent

to

pro

duce

diff

ere

nt

obje

cts

- C

ooper

ativ

e le

arnin

g

- In

div

idual

ized

inst

ruct

ion

- T

arget

tas

k i

nst

ruct

ion

-Pra

ctic

al w

ork

-Lea

ves

, pla

stic

bag

s,

ropes

, ru

bber

-Scr

aps

from

tai

lor’

s

shop

-Cott

on

-Old

clo

thes

-Pal

m f

ronds

Mou

ldin

g

- M

odel

s

- P

ots

- C

ups/

bow

ls

-Pre

par

e m

ould

ing pas

te

-Mould

obje

cts,

shap

es

and fi

gure

s

Mou

ldin

g

- M

odel

s

- P

ots

- C

ups/

bow

ls

-Pre

par

e m

ould

ing

pas

te

-Mould

obje

cts,

shap

es a

nd fi

gure

s

- C

ooper

ativ

e le

arnin

g

- In

div

idual

ized

inst

ruct

ion

- T

arget

tas

k i

nst

ruct

ion

- P

ract

ical

work

-Flo

ur

-Wat

er

-Cla

y

-Mud

Dec

ora

tion

-Dec

ora

tion i

tem

s

-Types

of

dec

ora

tion

-Pro

duce

a v

arie

ty o

f

dec

ora

tion i

tem

s.

-Dec

ora

te t

he

clas

ses,

schools

and h

om

e

Dec

ora

tion

-Dec

ora

tion i

tem

s

-Types

of

dec

ora

tion

-Pro

duce

a v

arie

ty o

f

dec

ora

tion i

tem

s

-Dec

ora

te t

he

clas

sroom

, th

e sc

hool

and t

he

hom

e

- C

ooper

ativ

e le

arnin

g

- In

div

idual

ized

inst

ruct

ion

- T

arget

tas

k inst

ruct

ion

- P

ract

ical

work

-Flo

wer

s, c

ardboar

ds

-Pap

ers,

toil

et t

issu

es

-Glu

e, p

ins,

ropes

Wea

vin

g

Mat

, ca

p, dre

ss, net

-Use

mat

eria

ls f

rom

the

envir

onm

ent

to w

eave

obje

cts

Wea

vin

g

Mat

, ca

p, dre

ss, net

-Use

mat

eria

ls f

rom

the

envir

onm

ent

to

wea

ve

obje

cts

- C

ooper

ativ

e le

arnin

g

- In

div

idual

ized

inst

ruct

ion

- P

ract

ical

work

-Lea

ves

, ca

ne

-Ropes

, fi

bre

-Old

bag

s

-Knit

ting

Vo

ca

tio

na

l S

tud

ies

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials



85

Agro

-Past

ora

l F

arm

ing

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Agri

cult

ura

l T

ools

- U

ses

- Id

enti

fy v

ario

us

agri

cult

ural

tool

s-M

aint

ain

agri

cult

ural

eq

uipm

ent

- S

how

love

for

ag

ricu

ltur

e

Agri

cult

ura

l T

ools

- U

ses

-Ide

ntif

y va

riou

s ag

ricu

ltur

al

tool

s-M

aint

ain

agri

cult

ural

eq

uipm

ent

-Sho

w lo

ve f

or a

gric

ultu

re

- C

oope

rati

ve le

arni

ng

- R

ole-

play

and

sim

ulat

ions

-Hoe

s, c

utla

ss-D

igge

rs, s

pade

s-W

heel

bar

row

s-K

nive

s, p

hial

s

Farm

ing a

nd

Gard

enin

g

- C

lear

ing

- T

illi

ng-

Pla

ntin

g-W

eedi

ng

- T

ill t

he s

oil

-

Pla

nt c

rops

and

fl

ower

s -

Wee

d ga

rden

s an

d fa

rms

- S

how

love

for

ke

epin

g su

rrou

ndin

gs

clea

n

Farm

ing a

nd

Gard

enin

g

-Cle

arin

g-T

illi

ng-P

lant

ing

-Wee

ding

- T

ill t

he s

oil

- P

lant

cro

ps a

nd fl

ower

s -

Wee

d ga

rden

s an

d fa

rms

- S

how

love

for

kee

ping

su

rrou

ndin

gs c

lean

- C

oope

rati

ve le

arni

ng

- P

ract

ical

wor

k-

Gui

ded

tour

s

-Hoe

, cut

lass

-Kni

fe, s

pade

-Whe

el b

arro

w-P

ictu

res,

cha

rts

-Aud

io/v

isua

l aid

s

Soil

en

rich

men

t

- Ty

pes

of s

oils

- C

ompo

st m

anur

e- A

nim

al d

ung

- Id

enti

fy v

ario

us ty

pes

of s

oils

-

Enr

ich

the

soil

usi

ng

diff

ere

nt

kin

ds

of

man

ure

- V

olu

nte

er t

o t

ake

par

t

in a

gri

cult

ura

l ac

tivit

ies

Soil

en

rich

men

t

- T

ypes

of

soil

s

- C

om

post

man

ure

- A

nim

al d

ung

- Id

enti

fy v

ario

us

types

of

soil

s

- E

nri

ch t

he

soil

usi

ng

diff

ere

nt

kin

ds

of

man

ure

- V

olu

nte

er t

o t

ake

par

t in

agri

cult

ura

l ac

tivit

ies

- C

ooper

ativ

e le

arnin

g

- P

ract

ical

work

- G

uid

ed t

ours

-Man

ure

/dung/

dro

ppli

ngs

-Soil

s/glo

ves

-Cutl

ass

-Hoe

-Dig

ger

s

-Pee

lings

from

food a

nd

fruit

s

Vo

ca

tio

na

l S

tud

ies

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials



86

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

See

d g

erm

inati

on

- W

eedi

ng-

Mul

chin

g -

Thi

nnin

g -

Har

vest

ing

- S

eed

pres

erva

tion

- P

lant

see

ds in

the

envi

ronm

ent

- R

un a

nur

sery

of

loca

l pla

nts

- S

how

wil

ling

ness

to

wai

t for

thei

r tu

rn

See

d g

erm

inati

on

- W

eedi

ng-

Mul

chin

g -

Thi

nnin

g -

Har

vest

ing

- S

eed

pres

erva

tion

- P

lant

see

ds in

the

envi

ronm

ent

- R

un a

nur

sery

of

loca

l pl

ants

- S

how

wil

ling

ness

to w

ait f

or

thei

r tu

rn

- C

oope

rati

ve le

arni

ng

- P

ract

ical

wor

k-

Fli

pped

cla

ssro

om

-Hoe

/cut

lass

-Dig

ger

-Spa

de-B

ags

-Whe

el b

arro

w

Lif

e st

ock

farm

ing

- P

igge

ry, p

oult

ry,

catt

le r

eari

ng,

shee

p, g

oat,

snai

ls,

rabb

itra

ry

- P

rodu

ce a

nim

al f

eed

- G

row

ani

mal

s-

Sho

w lo

ve f

or

supp

orti

ng f

amil

y an

d co

mm

unit

y th

roug

h an

imal

rea

ring

Lif

e st

ock

farm

ing

- P

igge

ry, p

oult

ry, c

attl

e re

arin

g, s

heep

, goa

t, sn

ails

, rab

bitr

ary

- P

rodu

ce a

nim

al f

eed

- G

row

ani

mal

s-

Sho

w lo

ve f

or s

uppo

rtin

g fa

mil

y an

d co

mm

unit

y th

roug

h an

imal

rea

ring

- C

oope

rati

ve le

arni

ng

- P

ract

ical

wor

k-

Gui

ded

tour

s -

Use

of

reso

urce

pe

rson

s

-Ani

mal

s-A

nim

al f

eed,

-S

tick

s/w

ires

/rop

es

-Wat

er-S

nail

s, s

nail

she

lls

-Chi

cks

-Glo

ves/

mou

th s

hiel

d

Vet

erin

ary

ca

re

- D

iff e

rent

lives

tock

- D

isea

ses

- V

eter

inar

y s

ervic

es

- M

atch

var

ious

lives

tock

to d

isea

ses

- Id

enti

fy m

edic

ine

for

var

ious

anim

al

infe

ctio

n

- F

oll

ow

pro

fess

ional

advic

e at

all

tim

es

Vet

erin

ary

ca

re

- D

iff e

rent

lives

tock

- D

isea

ses

- V

eter

inar

y s

ervic

es

- M

atch

var

ious

lives

tock

to

dis

ease

s

- Id

enti

fy m

edic

ine

for

var

ious

anim

al i

nfe

ctio

n

- F

oll

ow

pro

fess

ional

advic

e

at a

ll t

imes

- C

ooper

ativ

e le

arnin

g

- P

ract

ical

work

- G

uid

ed t

ours

to

vet

erin

ary c

entr

es

- U

se o

f re

sourc

e

per

sons

-Anim

als

-Char

ts c

onta

inin

g

rele

van

t an

imal

s

-Syri

nges

-Vet

erin

ary d

oct

or’

s

equip

men

t

-Glo

ves

/mouth

shie

ld

Vo

ca

tio

na

l S

tud

ies

con

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials



87

Con

ten

ts o

f A

rts

Tab

le 2

6:

Art

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Vis

ual A

rts

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Su

gges

ted

Tea

chin

g/

Lea

rnin

g S

trate

gie

s

Did

act

ic M

ate

rials

Pain

tin

g-

Mat

eria

ls-

Pai

nts

- Id

enti

fy p

aint

ing

mat

eria

ls-

Pai

nt a

rtw

orks

/obj

ects

us

ing

appr

opri

ate

colo

ur

com

bina

tion

s-

Sho

w in

tere

st in

bea

uty

Pain

tin

g-

Mat

eria

ls-

Pai

nts

- Id

enti

fy p

aint

ing

mat

eria

ls-

Pai

nt a

rtw

orks

/obj

ects

us

ing

appr

opri

ate

colo

ur

com

bina

tion

s-

Des

crib

e f

eeli

ngs

conv

eyed

in

art

isti

c w

orks

-

Sho

w in

tere

st in

bea

uty

- In

divi

dual

and

co

llab

orat

ive

wor

k-

Gui

ded

tour

s -

Dem

onst

rati

ons

- C

oope

rati

ve le

arni

ng

-Cha

rts/

pict

ures

-P

aint

ing

brus

h -C

olou

red

penc

ils

-Pai

nts,

mas

ks, g

love

s -B

ucke

ts, w

ater

-A

udio

-vis

ual a

ids

Cer

am

ics

- M

ater

ials

-

Mou

ldin

g

- Id

enti

fy m

ater

ials

use

d fo

r pr

oduc

ing

cera

mic

s-

Pro

duce

cer

amic

s -

Sho

w in

tere

st in

re

cycl

ing

mat

eria

ls

Cer

am

ics

- M

ater

ials

-

Mou

ldin

g

- Id

enti

fy m

ater

ials

use

d fo

r pr

oduc

ing

cera

mic

s-

Pro

duce

cer

amic

s-

Bea

utif

y ce

ram

ics

usin

g ap

prop

riat

e co

lour

s -

Sho

w in

tere

st in

rec

ycli

ng

mat

eria

ls

- In

divi

dual

and

co

llab

orat

ive

wor

k-

Gui

ded

tour

s -

Dem

onst

rati

on/

prac

tica

l-

Coo

pera

tive

lear

ning

-Cha

rts/

pict

ures

-P

ots,

fl ow

er v

ases

-C

lay,

mou

lds,

tile

s -C

emen

t, sa

nd, m

asks

-W

ater

s, g

love

s-A

udio

-vis

ual a

ids

Ph

oto

gra

ph

y-

Mat

eria

ls

- S

napp

ing/

phot

os

- Id

enti

fy m

ater

ials

us

ed in

pro

duci

ng

phot

ogra

phs

- S

nap

pict

ures

usi

ng

appr

opri

ate

focu

s -

Sho

w lo

ve f

or

phot

ogra

phin

g

Ph

oto

gra

ph

y-

Mat

eria

ls

- S

napp

ing/

pho

tos

- Id

enti

fy m

ater

ials

use

d in

pr

oduc

ing

phot

ogra

phs

- S

nap

pict

ures

usi

ng

appr

opri

ate

focu

s -

Exp

lain

fee

ling

s co

nvey

ed in

va

riou

s im

ages

/pic

ture

s -

Sho

w lo

ve f

or p

hoto

grap

hing

- In

divi

dual

and

co

llab

orat

ive

wor

k-

Gui

ded

tour

s -

Dem

onst

rati

on-

Tri

al a

nd e

rror

- C

oope

rati

ve le

arni

ng

-Pic

ture

s, c

amer

as

-Sm

art p

hone

s, b

atte

ry

-Wat

ers

-Glo

ves,

mas

ks-P

aper

, env

elop

s-F

ilm

s

Arc

hit

ectu

re-

Mat

eria

ls-

Hou

se p

lans

- Id

enti

fy m

ater

ials

use

d by

an

arch

itec

t-

Dra

w m

inia

ture

hou

se

plan

s an

d ho

uses

-

App

reci

ate

plan

ning

Arc

hit

ectu

re-

Mat

eria

ls-

Hou

se p

lans

- Id

enti

fy m

ater

ials

use

d by

an

arch

itec

t-

Dra

w m

inia

ture

hou

se p

lans

an

d ho

uses

-

App

reci

ate

plan

ning

- In

divi

dual

and

co

llab

orat

ive

wor

k-

Gui

ded

tour

s to

bu

ildi

ng s

ites

-

Dem

onst

rati

on-

Pra

ctic

e se

ssio

ns-

Dra

win

g pl

ans

-Cha

rts/

pict

ures

-S

tenc

ils,

rul

ers

-Car

dboa

rd

-Pen

cils

/pen

s-F

elt p

ens



88

Per

form

ing A

rts

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

ts

Exp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Dan

ce

- O

rigi

nal d

ance

ste

ps-

Rhy

thm

- T

radi

tion

al a

nd

mod

ern

danc

e st

eps

- D

emonst

rate

diff

ere

nt

dan

ce s

teps

- F

oll

ow

rhyth

m/b

eats

in d

anci

ng

- D

ispla

y s

elf-

este

em

Ste

ps

- O

rigin

al d

ance

step

s

- D

emonst

rate

diff

ere

nt

dan

ce s

teps

- F

oll

ow

rhyth

m/b

eats

in

dan

cing

- P

roduce

bea

ts/r

hyth

ms

- D

ispla

y s

elf-

este

em

- S

ingin

g a

nd d

anci

ng

- D

emonst

rati

ons

from

reso

urc

e/sk

ille

d p

erso

ns

- C

ooper

ativ

e le

arnin

g

- M

imin

g a

nd m

imic

kin

g

-Songs,

tap

es

-Dru

ms,

xylo

phones

-Guit

ar, w

his

tles

, gongs

-Flu

tes,

rat

tles

, ban

ds

-Cost

um

es

Mu

sic

- M

usi

cal

inst

rum

ents

- R

hyth

ms,

mel

odie

s

and p

arts

- S

ol-

fa n

ota

tions

- Id

enti

fy v

ario

us

musi

cal

inst

rum

ents

- P

lay m

usi

cal

inst

rum

ents

of

thei

r

choic

e

- S

ing f

oll

ow

ing p

arts

- S

how

love

for

musi

c

and e

nte

rtai

nm

ent

Mu

sic

- M

usi

cal

inst

rum

ents

- R

hyth

ms,

mel

odie

s an

d

par

ts

- S

ol-

fa n

ota

tions

- Id

enti

fy v

ario

us

musi

cal

inst

rum

ents

- P

lay m

usi

cal

inst

rum

ents

of

thei

r ch

oic

e

- S

ing f

oll

ow

ing p

arts

- S

how

love

for

musi

c an

d

ente

rtai

nm

ent

- S

ingin

g

- C

onduct

ing

- C

ooper

ativ

e le

arnin

g

- H

um

min

g

- C

han

ting

- U

se o

f re

levan

t

reso

urc

e per

sons

-Songs,

tap

es

-Dru

ms,

xylo

phones

-Guit

ar, w

his

tles

, gongs

-Flu

tes,

ban

ds,

cost

um

es

-Mouth

org

an, pia

no

-Tru

mpet

s, r

attl

es

-Vio

lins,

cym

bal

s

Th

eatr

e/D

ram

a

- S

ket

ches

/Poem

s

- S

tage

pla

ys

- W

rite

short

sket

ches

/

poem

s

- A

ct r

ole

s usi

ng

appro

pri

ate

cost

um

es

- M

imic

role

s

Th

eatr

e/D

ram

a

- S

ket

ches

/Poem

s

- S

tage

pla

ys

- W

rite

short

sket

ches

- M

odif

y s

ket

ches

into

scen

es

- In

terp

ret

role

s

- M

imic

role

s

- R

ole

pla

y/d

ram

atiz

atio

n

- M

emori

sati

on

- C

han

ting/h

um

min

g

- Im

itat

ion/m

imic

kin

g

- D

emonst

rati

on

-Cost

um

es, sk

etch

es

-Musi

cal

inst

rum

ents

-Audio

-vis

ual

aid

s

-Sta

ge

pro

ps

Art

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



89

Con

ten

ts o

f P

hysi

cal

Ed

uca

tion

an

d S

port

sT

ab

le 2

7:

Ph

ysi

cal

Ed

uca

tion

an

d S

port

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Movem

ent/

Rh

yth

mic

Act

ivit

ies

-Bal

anci

ng-M

atch

ing

-Gal

lopi

ng-H

op s

cotc

h-F

olk

danc

e,-B

alle

t dan

ce-P

acin

g ca

list

heni

cs

- B

uild

up

stro

ng

mus

cles

-

Sta

y fo

cuse

d -

Fol

low

app

ropr

iate

da

nce

step

s

- S

how

inte

rest

in

wor

king

har

mon

ious

ly

Movem

ent/

Rh

yth

mic

- G

allo

ping

- F

olk

danc

e-

Bal

let d

ance

- P

acin

g ca

list

heni

cs

- B

uild

up

stro

ng m

uscl

es

- F

ollo

w a

ppro

pria

te

danc

e st

eps

-

Sho

w in

tere

st in

w

orki

ng h

arm

onio

usly

- D

emon

stra

tion

s-

Illu

stra

tion

s-

Obs

erva

tion

and

im

itat

ion

-Whi

stle

s, r

opes

-Cha

lk, c

lay

-Woo

d as

h, b

alls

-S

port

swea

r-C

lapp

ers

-Tow

el-B

ucke

t-W

ater

Sp

rin

ts /

Rel

ays

- 40

met

res

- 60

met

res

- 3

by 6

0 m

etre

s

- R

un f

ast o

ver

a gi

ven

dist

ance

mai

ntai

ning

sp

eed

- B

uild

a h

ealt

hy

grac

eful

and

bal

ance

d bo

dy- A

ccep

t def

eat

Sp

rin

ts /

Rel

ays

- 60

met

res

- 10

0 m

etre

s -

4 by

100

met

res

- R

un f

ast o

ver

a gi

ven

dist

ance

mai

ntai

ning

sp

eed

- B

uild

a h

ealt

hy g

race

ful

and

bala

nced

bod

y- A

ccep

t def

eat

- D

emon

stra

tion

s-

Illu

stra

tion

s-

Obs

erva

tion

and

im

itat

ion

-Cla

pper

s, w

hist

les

-Woo

d as

h-S

port

swea

r-W

ater

-Tow

el-B

ucke

t-S

tick

Lon

g d

ista

nce

race

-

200

met

res

- 30

0 m

etre

s

- C

ontr

ol b

reat

h w

hile

ru

nnin

g a

t a r

egul

ar

pace

-

Bui

ld a

hea

lthy

gr

acef

ul a

nd b

alan

ced

body

- Acc

ept d

efea

t

Lon

g d

ista

nce

race

-

200

met

res

- 30

0 m

etre

s-

400

met

res

- 50

0 m

etre

s

- C

ontr

ol b

reat

h w

hile

ru

nnin

g a

t a r

egul

ar p

ace

- B

uild

a h

ealt

hy

grac

eful

and

bal

ance

d bo

dy- A

ccep

t def

eat

- D

emon

stra

tion

s-

Illu

stra

tion

s-

Obs

erva

tion

and

im

itat

ion

-Cla

pper

s-R

opes

-Sti

cks

-Whi

stle

s-B

ucke

t/w

ater

-Tow

el/s

port

swea

r-W

ood

ash

Ju

mp

s -

Hig

h ju

mp

- L

ong

jum

p

- Ju

mp

over

an

obst

acle

in

a c

oord

inat

ed m

anne

r -

Pra

ctis

e ju

mpi

ng a

cros

s le

ngth

s in

a c

oord

inat

ed

man

ner

- U

se a

ppro

pria

te

mea

sure

s w

hen

need

ar

ises

Ju

mp

s -

Hig

h ju

mp

- L

ong

jum

p

- Ju

mp

over

an

obst

acle

in

a c

oord

inat

ed m

anne

r -

Pra

ctis

e ju

mpi

ng a

cros

s le

ngth

s in

a c

oord

inat

ed

man

ner

- U

se a

ppro

pria

te

mea

sure

s w

hen

need

ar

ises

- D

emon

stra

tion

s-

Exp

lana

tion

-

Lis

teni

ng-

Obs

erva

tion

and

imit

atio

n

-Cla

pper

s-R

opes

-Sti

cks

-Whi

stle

s-B

ucke

t-W

ater

-Tow

el-S

port

swea

r



90

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

it/C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Th

row

s -

Sho

t put

- Ja

veli

ne-

Dis

cuss

- T

hrow

obj

ects

in a

co

ordi

nate

d m

anne

r to

mee

t a

targ

et

- U

se a

ppro

pria

te m

easu

res

to r

each

targ

ets

Th

row

s -

Sho

t put

- Ja

veli

ne-

Dis

cus

- T

hrow

obj

ects

in a

co

ordi

nate

d m

anne

r to

mee

t a

targ

et

- U

se a

ppro

pria

te m

easu

res

to r

each

targ

ets

- E

xpla

nati

on-

Dis

cuss

ion

- D

emon

stra

tion

s -

Illu

stra

tion

s

-Spe

ar-D

iscu

s-T

owel

, wat

er, b

ucke

t -S

port

swea

r

Tea

m s

port

s -

Foo

tbal

l-

Han

dbal

l-

Vol

leyb

all

- B

aske

tbal

l-

Tabl

e te

nnis

- L

awn

tenn

is-

Cri

cket

- Id

enti

fy b

asic

rul

es o

f ea

ch

team

spo

rts

- P

ract

ise

team

spo

rts

- P

ract

ise

fair

pla

y an

d fa

irne

ss

- M

anif

est t

eam

spi

rit

Tea

m s

port

s -

Foo

tbal

l-

Han

dbal

l-

Vol

leyb

all

- B

aske

tbal

l-

Tabl

e te

nnis

- L

awn

tenn

is-

Cri

cket

- Id

enti

fy b

asic

rul

es o

f ea

ch

team

spo

rts

- P

ract

ise

team

spo

rts

of

thei

r ch

oice

- P

ract

ise

fair

pla

y an

d fa

irne

ss

- M

anif

est t

eam

spi

rit

- E

xpla

nati

on-

Dis

cuss

ion

- D

emon

stra

tion

s -

Illu

stra

tion

s

-Bal

ls, w

hist

les,

bas

ket

-Net

s, b

ats,

tabl

es, c

uts

-Tap

s, p

ecks

, pai

nt

-Spo

rtsw

ear

-Wat

er

-Buc

kets

, tow

el-C

harc

oal

Gym

nast

ics

- C

art w

heel

- F

orw

ard

roll

- B

ackw

ard

roll

- H

ead

bala

nce

- H

and

bala

nce

- U

se d

iff e

rent

post

ure

s to

mai

nta

in s

tabil

ity

- S

how

wil

lingnes

s fo

r

bei

ng s

mar

t an

d a

ctiv

e

Gym

nast

ics

- C

art

whee

l

- F

orw

ard r

oll

- B

ackw

ard r

oll

- H

ead b

alan

ce

- H

and b

alan

ce

- U

se d

iff e

rent

post

ure

s to

mai

nta

in s

tabil

ity

- S

how

wil

lingnes

s fo

r

bei

ng s

mar

t an

d a

ctiv

e

- E

xpla

nat

ion

- D

iscu

ssio

n

- D

emonst

rati

ons

- Il

lust

rati

ons

- Im

itat

ion

-Whis

tles

-Sport

swea

r

-Buck

et

-Wat

er

-Tow

el

Physi

cal

Educa

tion a

nd S

port

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



91

Con

ten

ts o

f N

ati

on

al

Lan

gu

ages

an

d C

ult

ure

s

Tab

le 2

8:

Nati

on

al

Lan

gu

ages

an

d C

ult

ure

s co

nte

nts

, ex

pec

ted

lea

rnin

g o

utc

om

es, s

ugges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Lis

ten

ing an

d S

pea

kin

g

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Gen

erali

ties

on

NL

C

- M

y la

ngua

ge

- L

angu

age

zone

s in

the

regi

on-

Nat

iona

l lan

guag

e ca

rtog

raph

y

- Id

enti

fy th

eir

and

othe

r la

ngua

ges

spok

en in

the

regi

on-

Iden

tify

lan

guag

es in

th

eir

regi

ons

- L

abel

the

lang

uage

zo

nes

of C

amer

oon

Gen

erali

ties

on

NL

C

- M

y la

ngua

ge

- L

angu

age

zone

s in

th

e re

gion

- N

atio

nal l

angu

age

cart

ogra

phy

- Id

enti

fy th

eir

and

othe

r la

ngua

ges

spok

en in

the

regi

on-

Iden

tify

lan

guag

es in

th

eir

regi

ons

- L

abel

the

lang

uage

zo

nes

of C

amer

oon

- B

rain

stor

min

g-

Dis

cuss

ion

- D

emon

stra

tion

-

Con

serv

atio

n an

d di

alog

ue-

Res

earc

h an

d as

sign

men

ts

- R

elev

ant c

hart

s-

The

map

of

Cam

eroo

n-

Cha

rts/

pict

ures

-

Vid

eo a

nd a

udio

cli

ps-

Lan

guag

e li

sts

Ele

men

ts o

f cu

ltu

re

- S

ymbo

ls (

obje

cts,

ge

stur

es, s

ound

, im

ages

)-

Lan

guag

e (B

ody

lang

uage

, pro

verb

s)V

alue

s (c

omm

unal

li

fe, c

onfl

ict/

prob

lem

re

solu

tion

, dre

ssin

g fo

r va

riou

s ce

rem

onie

s,

food

, son

gs/d

ance

)

- Id

enti

fy th

e el

emen

ts

that

con

stit

ute

the

cult

ure

of a

peo

ple

- E

xpla

in c

ultu

ral

sym

bols

- D

escr

ibe

diff

ere

nt

cult

ura

l ges

ture

s or

body

languag

e

- D

ispla

y p

oli

te b

ody

languag

e

- In

terp

ret

elem

ents

of

thei

r cu

lture

- C

her

ish t

hei

r cu

ltura

l

iden

tity

Ele

men

ts o

f cu

ltu

re

- S

ym

bols

(obje

cts,

ges

ture

s, s

ound,

imag

es)

- L

anguag

e (B

ody

languag

e, p

rover

bs)

Val

ues

(co

mm

unal

life

, con

fl ic

t/pr

oble

m r

esol

utio

n,

dres

sing

for

var

ious

ce

rem

onie

s, f

ood,

so

ngs/

danc

e)

- Id

enti

fy th

e el

emen

ts

that

con

stit

ute

the

cult

ure

of a

peo

ple

- E

xpla

in c

ultu

ral

sym

bols

- D

escr

ibe

diff

ere

nt

cult

ura

l ges

ture

s or

body

languag

e

- D

ispla

y p

oli

te b

ody

languag

e

- In

terp

ret

elem

ents

of

thei

r cu

lture

- C

her

ish t

hei

r cu

ltura

l

iden

tity

- D

iscu

ssio

ns

- D

emonst

rati

ons

- F

lipped

cla

ssro

om

s

- S

imula

tions

and r

ole

-

pla

y

- C

ooper

ativ

e le

arnin

g

- R

eal

obje

cts

rela

ted t

o

the

conte

nts

- Il

lust

rati

ve

char

ts r

elat

ed

to t

he

conte

nts

- R

elev

ant

pic

ture

s

- V

ideo

and a

udio

cli

ps

Poli

te fo

rms

- R

esponse

s

- R

eques

ts

- U

se a

ppro

pri

ate

poli

te

resp

onse

s an

d r

eques

ts

- A

ddre

ss p

eople

appro

pri

atel

y;

- L

iste

n a

tten

tivel

y

Spea

k i

n t

urn

s usi

ng t

he

right

into

nat

ion

Poli

te fo

rms

- R

esponse

s

- R

eques

ts

- U

se a

ppro

pri

ate

poli

te

resp

onse

s an

d r

eques

ts

- A

ddre

ss p

eople

appro

pri

atel

y;

- L

iste

n a

tten

tivel

y

Spea

k i

n t

urn

s usi

ng t

he

right

into

nat

ion

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

emonst

rati

ons

- Il

lust

rati

ons

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- V

ideo

and a

udio

cli

ps



92

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/L

earn

ing

Str

ate

gie

s

Did

act

ic M

ate

rials

Des

crip

tion

s

- N

atur

al p

heno

men

a- A

ppar

itio

ns

- T

radi

tion

al a

rtef

acts

- U

se a

ppro

pria

te w

ords

to

des

crib

e th

e va

riou

s cu

ltur

al a

spec

ts-

Inte

rpre

t ph

enom

ena

- D

raw

less

ons

from

the

even

ts-

Diff

ere

nti

ate

bet

wee

n

myth

and s

cien

ce

Des

crip

tion

s

- N

atura

l phen

om

ena

- A

ppar

itio

ns

- T

radit

ional

art

efac

ts

- U

se a

ppro

pri

ate

word

s

to d

escr

ibe

the

var

ious

cult

ura

l as

pec

ts

- In

terp

ret

phen

om

ena

- D

raw

les

sons

from

the

even

ts

- D

iff e

renti

ate

bet

wee

n

myth

and s

cien

ce

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

iscu

ssio

ns

- D

emonst

rati

ons

- Il

lust

rati

ons

- S

imula

tion/r

ole

-pla

y

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- V

ideo

and a

udio

cli

ps

Bel

iefs

an

d p

ract

ices

- B

irth

and n

amin

g o

f

chil

dre

n

- M

arri

age

- D

eath

- H

ealt

h

- R

ecognis

e tr

adit

ional

bel

iefs

rel

ated

to b

irth

,

nam

ing o

f a

chil

d,

mar

riag

e, d

eath

and

hea

lth

- T

reas

ure

posi

tive

trad

itio

nal

bel

iefs

and

pra

ctic

es

Bel

iefs

an

d p

ract

ices

- B

irth

and n

amin

g o

f

chil

dre

n

- M

arri

age

- D

eath

- H

ealt

h

- R

ecognis

e tr

adit

ional

bel

iefs

rel

ated

to b

irth

,

nam

ing o

f a

chil

d,

mar

riag

e, d

eath

and

hea

lth

- T

reas

ure

posi

tive

trad

itio

nal

bel

iefs

and

pra

ctic

es

- B

rain

storm

ing a

nd

pre

dic

tions

- U

se o

f re

sourc

e per

sons

and p

lace

s

- V

isit

s to

res

ourc

e pla

ces

- R

ole

-pla

y a

nd

sim

ula

tions

- R

elev

ant

char

ts a

nd

pic

ture

s

- R

eal

obje

cts

rela

ted t

o

the

conte

nts

- M

edic

inal

pla

nts

- R

eper

toir

e of

loca

l

nam

es a

nd m

eanin

gs

Ora

l tr

ad

itio

ns

- S

tori

es

- F

olk

tale

s

- S

ongs

- R

ecit

atio

ns

- R

ecount

som

e

auth

enti

c ora

l

trad

itio

ns

- D

evel

op t

he

act

of

eloquen

ce

- A

ppre

ciat

e th

e ro

le

of

ora

l tr

adit

ions

in

dev

elopm

ent

Ora

l tr

ad

itio

ns

- S

tori

es

- F

olk

tale

s

- S

ongs

- R

ecit

atio

ns

- R

ecount

som

e au

then

tic

ora

l tr

adit

ions

- D

evel

op t

he

act

of

eloquen

ce

- A

ppre

ciat

e th

e ro

le

of

ora

l tr

adit

ions

in

dev

elopm

ent

- B

rain

storm

ing a

nd

pre

dic

tions

- S

tory

tell

ing a

nd

nar

rati

ons

- U

se o

f re

sourc

e per

sons

and p

lace

s

- F

lipped

cla

ssro

om

s

- R

esourc

e pla

ces

- L

ibra

ries

- R

ecord

ed s

tori

es, ta

les,

pro

ver

bs,

fab

les

and

his

tori

cal

nar

rati

ves

Nat

ional

Lan

guag

es a

nd C

ult

ure

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, s

ugges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



93

Rea

din

g

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

- S

impl

e w

ords

wit

h tw

o or

mor

e sy

llab

les

- R

ead

two

or m

ore

syll

able

wor

ds c

orre

ctly

- S

impl

e w

ords

w

ith

two

or m

ore

syll

able

s

- R

ead

two

or m

ore

syll

able

wor

ds c

orre

ctly

- C

oope

rati

ve le

arni

ng

- D

emon

stra

tion

s -

Rea

ding

alo

ud-

Sim

ulat

ion/

role

-pla

y

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Pri

nt d

ocum

ents

-

GA

CL

fl i

p c

har

t

- L

ette

r/w

ord

car

ds

Rea

din

g a

lou

d

- S

hort

tex

ts o

f tw

o o

r

more

sen

tence

s

- R

ead sh

ort

mes

sages

of

two o

r m

ore

sen

tence

s

- U

se a

ppro

pri

ate

word

s

to d

escr

ibe

pic

ture

s

Rea

din

g a

lou

d

- S

hort

tex

ts o

f tw

o

or

more

sen

tence

s

- R

ead sh

ort

mes

sages

of

two o

r m

ore

sen

tence

s

- U

se a

ppro

pri

ate

word

s

to d

escr

ibe

pic

ture

s

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

iscu

ssio

ns

- D

emonst

rati

ons

- R

eadin

g a

loud

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- G

AC

L fl

ip c

har

t

- L

ette

r/w

ord

car

ds

- P

uzz

les

Nu

mb

ers

1 -

80

- R

ead n

um

ber

s fr

om

1

to 8

0

Nu

mb

ers

1 -

100

- R

ead n

um

ber

s fr

om

1

to 1

00

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- Il

lust

rati

on

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- N

um

ber

car

ds

Wri

tin

g

Sh

ort

mes

sages

- W

rite

sh

ort

mes

sages

of

two o

r m

ore

sen

tence

s

Sh

ort

mes

sages

- W

rite

sh

ort

mes

sages

of

two o

r m

ore

sen

tence

s-

Cooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

emonst

rati

ons

- W

riti

ng

- L

abel

led o

bje

cts

- C

har

ts/p

ictu

res

- W

riti

ng m

ater

ial

Sim

ple

word

s w

ith t

wo

or

more

syll

able

s

- W

rite

si

mple

w

ord

s

corr

ectl

y

Sim

ple

word

s

wit

h t

wo o

r m

ore

syll

able

s

- W

rite

si

mple

w

ord

s

corr

ectl

y-

Cooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- D

emonst

rati

ons

- Il

lust

rati

on

- R

eal

obje

cts

- C

har

ts/p

ictu

res

- P

rint

docu

men

ts

- W

ord

car

ds

Num

ber

s 1 -

80

Wri

te num

ber

s f

rom

1

to 8

0

Num

ber

s 1 -

100

Wri

te num

ber

s fr

om

1

to 1

00

- C

ooper

ativ

e le

arnin

g

- F

lipped

cla

ssro

om

- Il

lust

rati

on

- R

eal

obje

cts

- C

har

ts/p

ictu

re

- N

um

ber

car

ds

Nat

ional

Lan

guag

es a

nd C

ult

ure

s co

nte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, s

ugges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



94

Gra

mm

ar

an

d V

oca

bu

lary

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic M

ate

rials

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g/

Lea

rnin

g

Str

ate

gie

s

Did

act

ic M

ate

rials

Part

s of

spee

ch

(pre

posi

tion

s,

conj

unct

ions

, ad

ject

ives

, adv

erbs

,)-S

hort

mes

sage

s of

two

or m

ore

sent

ence

s

- U

se v

ario

us p

arts

of

spee

ch in

sen

tenc

es

corr

ectl

y

Part

s of

spee

ch

(pre

posi

tion

s,

conj

unct

ions

, ad

ject

ives

, adv

erbs

,)-S

hort

mes

sage

s of

two

or m

ore

sent

ence

s

- U

se v

ario

us p

arts

of

spee

ch in

sen

tenc

es

corr

ectl

y

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- Il

lust

rati

on

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Pri

nt d

ocum

ents

-

GA

CL

fl ip

cha

rt

Dia

logu

e an

d

con

ver

sati

on

- H

andl

e a

con

vers

atio

n in

a n

atio

nal l

angu

age

Dia

logu

e an

d

con

ver

sati

on

- H

andl

e a

con

vers

atio

n in

a n

atio

nal l

angu

age

-Fli

pped

cla

ssro

om

-Dem

onst

rati

ons

-Ill

ustr

atio

n

- R

eal o

bjec

ts-

Cha

rts/

pict

ure

- P

uzzl

es

Sim

ple

sen

ten

ces

Sub

ject

, ver

b, o

bjec

t-

Rea

d si

mpl

e se

nten

ces

co

rrec

tly

- S

how

inte

rest

in

read

ing

Sim

ple

sen

ten

ces

Sub

ject

, ver

b, o

bjec

t-

Rea

d si

mpl

e se

nten

ces

co

rrec

tly

- S

how

inte

rest

in

read

ing

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dem

onst

rati

ons

- Il

lust

rati

on

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

- P

uzzl

es

Voca

bu

lary

Sim

ple

wor

ds

draw

n fr

om th

e va

riou

s IL

T

- U

se n

ew w

ords

in a

co

nver

sati

on

- S

how

love

for

le

arni

ng n

ew w

ords

and

la

ngua

ges

Voca

bu

lary

-Mon

ths

and

seas

ons

of th

e ye

ar-

Sim

ple

wor

ds

draw

n fr

om th

e va

riou

s IL

T

- U

se n

ew w

ords

in a

co

nver

sati

on

- S

how

love

for

le

arni

ng n

ew w

ords

and

la

ngua

ges

- C

oope

rati

ve le

arni

ng

- F

lipp

ed c

lass

room

-

Dis

cuss

ions

-

Dem

onst

rati

ons

- Il

lust

rati

on-

Sim

ulat

ion/

role

-pla

y

- R

eal o

bjec

ts-

Cha

rts/

pict

ures

-

Pri

nt d

ocum

ents

-

Wor

d ca

rds

- P

uzzl

es

Nat

iona

l Lan

guag

es a

nd C

ultu

res

cont

ents

, exp

ecte

d le

arni

ng o

utco

mes

, su

gges

ted

met

hodo

logy

and

did

acti

c m

ater

ials



95

Con

ten

ts o

f In

form

ati

on

an

d C

om

mu

nic

ati

on

Tec

hn

olo

gie

sT

ab

le 2

9: IC

T c

on

ten

ts, ex

pec

ted

lea

rnin

g o

utc

om

es, su

gges

ted

met

hod

olo

gy a

nd

did

act

ic m

ate

rials

Basi

c k

now

led

ge

of

Com

pu

ter

Syst

ems

an

d I

CT

Pro

du

ctiv

ity T

ools

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g S

trate

gie

s

Did

act

ic M

ate

rials

Com

pon

ents

of

the

com

pu

ter

syst

em

- ke

y bo

ard

- M

ouse

- M

onit

or-

Pri

nter

- C

onnec

t th

e diff

ere

nt

com

ponen

ts o

f a

com

pute

r

to t

he

syst

em u

nit

- E

xpla

in t

he

import

ance

of

each

com

ponen

t

- S

how

inte

rest

in

tech

nolo

gy a

nd e

ngin

eeri

ng

Typ

es o

f op

erati

ng

syst

ems

- W

indow

s

- L

inux

- A

ndro

id

- M

ac

- D

iscu

ss o

ther

types

of

oper

atin

g s

yst

ems

that

mak

e a

com

pute

r sy

stem

to f

unct

ion

- D

isti

nguis

h b

etw

een d

iff e

rent

types

of

oper

atin

g s

yst

ems

that

exis

t

- S

how

inte

rest

in t

echnolo

gy

and e

ngin

eeri

ng

- D

emonst

rati

on

- D

iscu

ssio

ns

- R

ole

pla

y

- S

imula

tion

- Il

lust

rati

ons

- P

roje

cts

-Com

pute

r eq

uip

men

t:

monit

or,

key

boar

d,

mouse

, pri

nte

r

-Char

ts

-Loca

lly f

abri

cate

d

mat

eria

ls

Sto

rage

dev

ices

- U

niv

ersa

l S

eria

l

Bus

(US

B)

- H

ard d

isk

- M

emory

car

d

- U

se W

indow

s to

bro

wse

stora

ge

dev

ices

- S

tore

and r

etri

eve

info

rmat

ion

Com

pu

ter

Port

s

an

d D

evic

es

- M

icro

phone

- P

rinte

r

- E

xte

rnal

dri

ves

- A

ttac

h d

evic

es t

o t

he

port

s

of

a co

mpute

r sy

stem

unit

corr

ectl

y

- K

eep p

erso

nal

pro

per

ties

/

thin

gs

in a

nea

t an

d o

rder

ly

man

ner

- D

emonst

rati

on

- D

iscu

ssio

ns

- R

ole

pla

y

- S

imula

tion

- Il

lust

rati

ons

- P

roje

cts

-Com

pute

r

-Pri

nte

r

-Ear

phones

-US

B d

rive,

mem

ory

card

, har

d d

rive

-Char

ts

-Loca

lly f

abri

cate

d

mat

eria

ls

ICT

Pro

du

ctiv

ity T

ools

Word

Pro

cess

ing

- T

ypin

g

- T

able

s

- F

orm

atti

ng

- In

sert

tab

les

in a

word

docu

men

t

- In

sert

dat

a in

a d

ocu

men

t

- In

sert

a t

able

- U

se f

orm

atti

ng t

ools

- S

how

love

for

aest

het

ics

Ben

efi t

s of

a

com

pu

ter

- W

ord

s oper

atio

ns

- E

xpla

in th

e be

nefi

ts o

f a

com

pute

r -

Use

spe

llin

g an

d gr

amm

ar

chec

k-

Inse

rt im

ages

, wor

ds a

nd/o

r fi

gure

s in

a ta

ble

- M

anif

est l

ove

for

corr

ect

spel

ling

s an

d ap

prop

riat

e la

ngua

ge u

se

-Dem

onst

rati

on-D

iscu

ssio

ns-I

llus

trat

ions

-Pro

ject

s-Q

uest

ions

and

ans

wer

s

-Com

pute

r eq

uipm

ent:

m

onit

or, k

eybo

ard,

m

ouse

, pri

nter

-Cha

rts,

invi

tati

on

card

s



96

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Un

its

/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

es

Tea

chin

g a

nd

Lea

rnin

g S

trate

gie

s

Did

act

ic M

ate

rial

Sto

rage

- F

iles

- F

olde

rs-

Ext

erna

lst

orag

e de

vice

s

- S

ave

a do

cum

ent

- C

reat

e fo

lder

s -

Nam

e an

d re

nam

e fo

lder

s-

Bro

wse

to s

earc

h fo

lder

s-

Sho

w lo

ve f

or p

rope

r or

gani

sati

on

Fold

ers

- C

reat

ing

fold

ers

- R

etri

evin

g in

form

atio

n-

Nam

ing fi

les

- S

tori

ng fi

les

- C

reat

e fo

lder

s in

loca

l or

exte

rnal

dri

ves

- R

etri

eve

info

rmat

ion

- N

ame

a fi

le

- S

tore

a fi

le

in a

fold

er

- S

how

love

for

pro

per

org

anis

atio

n

-Dem

onst

rati

on

-Dis

cuss

ions

on p

upil

s’

exper

ience

s

-Ques

tions

and a

nsw

ers

-Sim

ula

tion

-Ill

ust

rati

ons

-Pro

ject

s

-Fold

ers

- C

om

pute

r sy

stem

runnin

g w

ith w

indow

s

oper

atin

g s

yst

em

- C

har

ts

- P

ictu

res

- F

old

ers

and

docu

men

ts

Pow

erp

oin

t

pre

sen

tati

on

- C

reat

ing s

lides

- In

sert

ing

info

rmat

ion i

n

a sl

ide

- In

sert

ite

ms

in a

Pow

erpoin

t pre

senta

tion

- In

sert

audio

and v

ideo

into

sl

ides

- T

ime

a sl

ide

show

- S

ym

thes

ize

texts

Form

att

ing

- P

age

lay o

ut

- P

ort

rait

and

landsc

ape

- P

rinti

ng

- S

et p

age

layout

- In

sert

tab

les

- In

sert

gra

phs

- S

how

love

for

aest

het

ics

-Dem

onst

rati

on

-Dis

cuss

ions

-Ques

tions

and a

nsw

ers

-Sim

ula

tion

-Ill

ust

rati

ons

-Pro

ject

s

- C

om

pute

r har

d a

nd

soft

war

e

- C

har

ts

- P

ictu

res

- M

odel

s

Sp

read

shee

ts

- E

xce

l

- In

sert

dat

a

- M

anip

ula

te d

ata

- C

reat

e gra

phic

s

- S

how

inte

rest

in

man

ipula

ting fi

gure

s

Data

man

agem

ent

- D

ata

anal

ysi

s

- G

ener

atin

g

sim

ple

gra

phs/

char

ts

- U

se s

ort

ing f

unct

ions

to

man

ipula

te d

ata

- S

how

inte

rest

in a

ccura

te

reco

rd-k

eepin

g

- D

emonst

rati

on

- D

iscu

ssio

ns

- R

ole

pla

y

- S

imula

tion

- Il

lust

rati

ons

- P

roje

cts

- C

om

pute

r sy

stem

runnin

g w

ith S

pre

ad

Shee

t so

ftw

are

- C

har

ts-

Pic

ture

s

ICT

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



97

Inte

rnet

an

d C

om

mu

nic

ati

on

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esU

nit

s/ C

on

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esT

each

ing a

nd

L

earn

ing S

trate

gie

sD

idact

ic M

ate

rial

Inte

rnet

- S

earc

h en

gine

spr

otoc

ols

-Soc

ial M

edia

- D

isti

ngui

sh b

etw

een

the

diff

ere

nt

sear

ch

engin

es

- S

how

inte

rest

for

rese

arch

- Id

enti

fy s

oci

al m

edia

pla

tform

s

- C

om

munic

ate

thro

ugh

soci

al m

edia

- U

se s

oci

al m

edia

resp

onsi

bly

Inte

rnet

bro

wse

rs

- W

ebsi

tes

- S

oci

al m

edia

- C

arry

out

rese

arch

- U

se e

duca

tive

web

site

s

- Id

enti

fy s

oci

al m

edia

pla

tform

s

- C

om

munic

ate

thro

ugh

soci

al m

edia

- U

se s

oci

al m

edia

resp

onsi

bly

- D

emonst

rati

on

- D

iscu

ssio

ns

- R

ole

-pla

y

- S

imula

tion

- Il

lust

rati

ons

- P

roje

cts

- C

har

ts c

onta

inin

g

pic

ture

s re

late

d t

o t

he

conte

nts

- T

elep

hones

Hea

lth

, S

afe

tly a

nd

Eth

ics

Eth

ics

- U

se o

f te

lephones

- C

opyri

ght

- Id

enti

fy e

thic

al v

alues

- R

espec

t oth

er p

eople

’s

pri

vac

y

Eth

ics

-Use

of

tele

phone

- C

opy r

ight

-Pla

gia

rism

- R

espec

t C

opyri

ght

- E

xpla

in I

CT

eth

ics

- R

espec

t co

mm

unic

atio

n

rule

s

- D

emonst

rati

on

- D

iscu

ssio

ns

- Il

lust

rati

ons

- P

roje

cts

- C

har

ts c

onta

inin

g

pic

ture

s re

late

d t

o t

he

conte

nts

- C

om

pute

rs

- T

elep

hones

Ele

ctro

nic

m

ail

- C

reat

e an

e-m

ail

- C

om

munic

ate

usi

ng a

n

e-m

ail

Ele

ctro

nic

m

ail

- A

ttac

h fi

les

- F

ilte

r in

form

atio

n-

Dem

onst

rati

ons

- F

lipp

ed c

lass

room

- C

ompu

ters

- P

hone

s

Com

pu

ter

crim

es

- H

aras

smen

t -

Sca

m-

The

ft-

Spa

m

- M

alw

are

- Id

enti

ty c

ompu

ter

rela

ted

crim

es-

Den

ounc

e IC

T r

elat

ed

crim

es-

Adv

ise

frie

nds/

peer

s ag

ains

t com

pute

r re

late

d cr

imes

Cop

yrig

ht la

ws

and

li

cenc

e-

Exp

lain

bas

ic c

opyr

ight

la

ws

for

inte

rnet

and

soc

ial

med

ia u

sers

-

Res

pect

cop

yrig

ht la

ws

- B

rain

stor

min

g-

Dis

cuss

ions

- R

ole-

play

-

Sim

ulat

ion

- Il

lust

rati

ons

- C

hart

s co

ntai

ning

pi

ctur

es r

elat

ed to

the

cont

ent

- C

ompu

ter

hard

and

so

ft w

are

ICT

con

tent

s, e

xpec

ted

lear

ning

out

com

es, s

ugge

sted

met

hodo

logy

and

did

acti

c m

ater

ials



98

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing O

utc

om

esU

nit

s/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esT

each

ing /

Lea

rnin

g

Str

ate

gie

sD

idact

ic M

ate

rial

Com

pu

ter

Vir

use

s

-Ant

i - V

irus

es

- Id

enti

fy ty

pes

of v

irus

es

- D

isti

nguis

h t

he

diff

ere

nt

types

of

anti

-vir

us

- S

how

inte

rest

in l

ivin

g a

hea

lthy

life

Com

pute

r

Vir

use

s

Anti

- V

iruse

s

- Id

enti

fy s

ourc

es o

f

vir

use

s

- E

xpla

in p

reven

tive

mea

sure

- D

escr

ibe

the

use

of

anti

-

vir

us

- S

how

inte

rest

in l

ivin

g a

hea

lthy l

ife

- B

rain

storm

ing

- D

iscu

ssio

ns

- Q

ues

tions

and

answ

ers

- P

redic

tions

- R

ole

-pla

y

- S

imula

tion

- Il

lust

rati

ons

- C

har

ts c

onta

inin

g

pic

ture

s re

late

d t

o t

he

conte

nt

- C

om

pute

r har

d a

nd

soft

war

e

- C

har

ts

- P

ictu

res

- M

odel

s

Saf

ety M

easu

res

-Iden

tify

saf

ety m

easu

res

asso

ciat

ed

wit

h t

he

use

of

IC

T d

evic

es

-Apply

saf

ety m

easu

res

to p

reven

t

issu

es t

hat

can

ari

se f

rom

usi

ng I

CT

- M

anif

est

inte

rest

in s

tayin

g a

way

from

tro

uble

ICT

mai

nte

nan

ce-

Iden

tify

good p

ract

ices

asso

ciat

ed w

ith t

he

use

of

IC

Ts

- P

ract

ice

ICT

mai

nte

nan

ce

- M

anif

est

inte

rest

in

repai

ring o

bje

cts

and

equip

men

t

- B

rain

storm

ing

- D

iscu

ssio

ns

- R

ole

-pla

y

- S

imula

tion

- Il

lust

rati

ons

- C

om

pute

r har

d a

nd

soft

war

e

- C

har

ts

- P

ictu

res

- M

odel

s

ICT

conte

nts

, ex

pec

ted l

earn

ing o

utc

om

es, su

gges

ted m

ethodolo

gy a

nd d

idac

tic

mat

eria

ls



99

Basi

c N

oti

on

of

Com

pu

tati

on

al

Th

ink

ing

Volu

me

an

d

Moti

on

s

- C

hang

ing

colo

urs

and

shad

es-

Beg

inni

ng

acti

ons

-Che

ckin

g vo

lum

e /m

otio

n

- U

se c

olou

ring

tool

s-

Rec

ognis

e th

at s

pec

ifi c

tools

and

colo

urs

are

use

d t

o o

bta

in d

esir

ed

looks

Volu

me

an

d

Moti

on

s

- C

han

gin

g

colo

urs

and

shad

es

- B

egin

nin

g

acti

ons

- C

hec

kin

g

volu

me

/moti

on

- C

hec

k v

olu

men

and

moti

on

- B

rain

storm

ing

- D

iscu

ssio

ns

- R

ole

-pla

y

- S

imula

tion

- Il

lust

rati

ons

- C

om

pute

r ru

nnin

g

wit

h v

olu

me

and

moti

on s

oft

war

e

- C

har

t co

nta

inin

g

pic

ture

s re

late

d t

o t

he

conte

nts

- R

elat

ed t

extb

ooks

CL

AS

S 5

CL

AS

S 6

Su

gges

ted

Met

hod

olo

gy a

nd

Did

act

ic

Mate

rials

Un

its/

Con

ten

tsE

xp

ecte

d L

earn

ing O

utc

om

esU

nit

s/

Con

ten

tsE

xp

ecte

d L

earn

ing

Ou

tcom

esT

each

ing /

Lea

rnin

g

Str

ate

gie

sD

idact

ic M

ate

rial

Ari

thm

etic

Op

erato

rs

- S

crat

ch f

eatu

res

- V

aria

ble

s an

d

dat

a

- U

se s

crat

ch f

eatu

res

- R

ecognis

e th

at s

crat

ch o

ff er

s m

any

crea

tive

feat

ure

s

Ari

thm

etic

Op

erato

rs

- S

crat

ch f

eatu

res

- V

aria

ble

s an

d

dat

a

- A

rith

met

ic

oper

ators

- P

erfo

rm a

rith

met

ic

oper

ators

- R

ecognis

e th

at o

per

ators

pla

y a

key

role

in t

he

dev

elopm

ent

of

com

pute

r

pro

gra

ms

- B

rain

storm

ing

- D

iscu

ssio

ns

- P

ract

ice

sess

ions

- S

imula

tion

- Il

lust

rati

ons

- C

om

pute

r ru

nnin

g

wit

h s

crat

ch s

oft

war

e

- C

har

t co

nta

inin

g

pic

ture

s re

late

d t

o t

he

conte

nts

- R

elat

ed t

extb

ooks

Bro

ad

cast

an

d

Deb

uggin

g

- C

ondit

ional

acti

ons

and

clonin

g

- C

reat

e co

ndit

ional

act

ions

- R

ecogniz

e th

at c

ondit

ional

act

ions

const

itute

the

bas

e fo

r co

mpute

r

pro

gra

ms

Bro

ad

cast

an

d

Deb

uggin

g

- C

ondit

ional

acti

ons

and

clonin

g

- B

road

cast

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102

Glossary

Assessment: It is the process of objectively understanding learners’ conditions through observations and measurements in order to provide feedback to parents, learners and to some extent, pedagogic supervisors. The measurement process is meant to improve on learning outcomes. Assessment focuses more on the entire learning process rather than on the fi nal package.

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

Competence: A competence is the combination of Knowledge, Skills and Attitudes (KSA) that enable learners not only to perform tasks but to behave suitably in society. These include basic KSAs needed by all primary school leavers for personal fulfi lment and development, active citizenship for social inclusion and employment.

Contents: These are learning materials that make up the unit as expressed in column one of the tables that show the structure of the subjects.

Core competences to be developed: These competences are drawn from the seven core competences identifi ed in the National Core Skills Document built by ministries in charge of education in Cameroon in 2012 following instructions from the Prime Minister.

Domain: The fi ve major teaching-learning areas in the primary school. Subjects have been carved out to constitute domains. The role of the fi ve domains is to help in the development of the seven national core skills and the four broad based competences outlined by the State in the Cameroon National Core Skills Framework.

Evaluation Criteria. These are verifi able elements in quantity and quality that make up awaited evidence or behavioural/attitudinal change to show proof of the possession of the competences developed.

Expected Learning Outcomes: (ELOs) These are behavioural and attitudinal changes to be manifested by learners in the teaching/learning process. These changes culminate in the development of competences and the learning contents are built on them.

Integrated Learning Themes: Integrated Learning Themes refer to familiar themes that guide learning. They are used to make learning real as they connect learning to real world experiences and make pupils to examine issues through diff erent lenses. They are carefully selected from the

child’s physical, economic and socio cultural milieu These themes bring about logical thinking and

collaboration in the teaching-learning process wherein, all the activities are seen as a whole rather than

as separate chunks.

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

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

knowledge and skills to build attitudes. These three, when built within a particular time frame, develop

competences in the learners.

Knowledge: Discipline specifi c contents. This elicits lower level thinking skills like recall and

understanding.



103

Skills: This entails the application of knowledge. They involve hands-on/practical tasks. When these are done over and over, they create connections in the brain and allow for things to be done automatically. They involve higher level skills like application, analysis and synthesis.

Attitudes: Attitudes refer to good behaviour and “common sense” and involve acceptable behaviour in the society. In more concrete terms, attitudes have to do with proper interactions with the outer world. They also bring about personal judgment of what is common good following societal norms. Attitude culminates in character.

Profi le of the learner. The profi le of the learner includes all end- of-course outcomes expressed

as a description of the kind of learner envisaged at the end of the primary cycle in terms of their

moral, physical, social, cultural and intellectual development. It has been expressed through the seven

national core skills and the four broad-based competences.

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

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

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

investigate and respond to authentic, engaging and complex questions, problems or challenges

around them. PBL promotes critical thinking, problem-solving, communication, collaboration, self-

management/self-esteem, curiosity, creativity, accountability and a sense of responsible behaviour.

Teaching learning strategies: These include the various forms of content organisation, classroom

management, settings and opportunities that will be off ered pupils whether as individuals or in groups

to enhance learning.

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

learners will acquire and can be reliably demonstrated at the end of the level.

Unit: This is a major content area in a given subject. It is defi ned either by natural bonding or

closeness of related elements. In the case of National Languages and Cultures, the units are defi ned

following the integrated learning themes.

Weighting: This is the allocation of teaching-learning time in percentages to the diff erent domains

following their vastness and coverage in terms of needed subjects and contents.



104

LIST OF CONTRIBUTORS

GENERAL SUPERVISION COMMITEE

President: Mrs Youssouf née Hadidja Alim, Minister of Basic EducationVice-President: Prof Nalova Lyonga, Minister of Secondary EducationAssisted by: Mr Ndong Soumhet Benoît, Secretary of State in the Ministry of Basic EducationMembers

Prof Atemajong Justina epse Njika, IGE-MINEDUB Prof Catherine Awoundja Nsata, IGE-MINESEC Prof Fouda Ndjodo Marcel, Representative/MINESUPMr Oyono Mbarga Hervé Mrs Tchato épse Loa Hebga Léa, Representive/MINEFOPMr Eric Wiydorla Binfon, Representative/MINSEPProf Andjiga Nicholas, Representive/ENS-YaoundeProf Tita Margaret, Representative/HTTC BamendaMr Ousmanou Oumara, Coordinator PASZEP

CONSULTANTS

Prof Therese Mungah Shalo TchombeProf Pierre Fonkoua

SCIENTIFIC COMMITTEE

President: Prof Mbala Ze BarnabéVice president : Dr Martha Zama Rapporteurs : Prof Daniel Nkemleke Prof Ngbwa Vandelin

Members Prof Patrick Kongnyuy Dr Richard Akoulouze Dr Egbe Martha Dr Djeumeni Marcelline Mr Etoua Azo’o Dieudonné Mrs Noubila Kaba Mr. Yakouba Yaya Mrs Ngon ā Mounang

Mr Tatang Joseph

Mr Ndebi Ntamack Donatien

TECHNICAL COORDINATION

Mrs Mamat Daiferle (IP/Nursery Education)

Mr Zame Hans (IP/ Primary Education)

Mrs Ndayi Claudette (IP/LNFBEPNL)

Dr Michael Nkwenti (IP/Educational Technologies)

Mr Mih Julius (IP/Bilingualism)



105

WRITERS

Supervision: Prof Atemajong Justina epse NjikaCoordination: Dr. Tabe John Tambe

Dr. Michael Nkwenti Ule Helen NgoeMorh Florence Bessem Mundi HortensiaNusi JeanAbongwo DavidNtwoku JacquelineAgbaw-Ebai RoselineEwunkem RitaMbah nee Mary AtamNingo DorisNchang MaryAgien MercyBame MaryDzou VivianSallah ThomasNjuh GodloveNiba Annunciata Fru Martin Che

Ngeh Bertha LabuAshu Mbi SamuelBissohong MerlinEnow Ebai AndrewGwanyama IreneKamga RaymondKome GeorgeMbina NjangMoto Grace Ndakor RoseNoubissi MadeleineNfi Joachim

Ntabe Irene

Tomoh Joseph

Celine Asonganyi

Daniel Wango

Mumah Francis

Documents

Cameroon Primary School Curriculum