Cameroon Nursery School Curriculum - English Subsystem 2018 - Minedub
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REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace – Work – Fatherland Paix – Travail – Patrie
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MINISTRY OF BASIC EDUCATION MINISTERE DE L’EDUCATION DE BASE
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Cameroon Nursery School
Curriculum
English Subsystem
2018
We are building today what tomorrow will be.
Foreword
Nursery and Primary Education is the foundation of sustainable learning. It is on this basis that
Cameroon has ratified several conventions related to compulsory education. These conventions
range from the Jomtien Education Framework of 1990, the Salamanca Statement of 1994, the
Dakar Framework of 2000 to the Incheon Declaration of 2015 precisely the fourth Sustainable
Development Goal (SDG4).
Besides these international conventions, the Constitution of the Republic of Cameroon
guarantees the right of the child to education and further highlights it in the1998 Law to Lay
Down Guidelines for Education. In view of becoming an emergent nation by the year 2035,
the government developed the Growth and Employment Strategy Paper (GESP) in 2009 to
provide major orientations to all sectors of the society. The document tasked ministries in
charge of education to develop the human capital required to attain this vision. The 2013-2020
Education and Training Sector Strategy Paper (ETSSP) clearly defines the missions of each
sub-sector in the educational system.
This curriculum is designed to guide the development of knowledge, skills and attitudes in
the learners and to set the foundation for learning with emphasis on Science, Technology,
Engineering and Mathematics (STEM). The curriculum therefore responds to one of the key
missions assigned to the Ministry of Basic Education (MINEDUB).
This new pedagogic tool replaces the one of 1987 for the nursery and that of 2000 for the primary.
My fervent wish is that the entire education community explores and makes maximum use of
this document in order to enable the nursery and primary school learners attain knowledge-
based, skill-based and attitude-based proficiencies upon graduation. In this way, they will be
able to cope with the different educational and/or professional options available to them at
the end of the primary school cycle and embrace lifelong learning, no matter the post-primary
path they choose.
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Cameroon Nursery School Curriculum English Subsystem
Preface
This curriculum has taken into consideration the fact that learners have unique personalities, talents,
attitudes, and interests that they bring into the classroom. They also have a variety of experiences
which the teacher must build on, in order to effect and affect the teaching – learning process. The
learners’ uniqueness and variety of experiences are primordial in the development of any school
curriculum. Analyses of curricula that have been successful in many countries throughout the world
suggest that appropriate curriculum design should:
• involve parents in their children’s education
• develop an atmosphere based on sound human relationships
• establish a balance between child-directed and teacher-directed activities
• specify objectives and needs of individual learners
• emphasise on pragmatic and play-based learning in pre-primary and primary education
Basic Education moulds learners and encourages them to be dynamic and creative. Hence, the 1996
Constitution of the Republic of Cameroon clearly spells out the State’s engagement in guaranteeing
the child’s right to education. Cameroon also adheres to the Human Rights Declaration and related
legal instruments. Every child is endowed with learning potentials which need to be awakened and
guided by appropriate instruction and instructional materials. Consequently, the Ministry of Basic
Education (MINEDUB) has undertaken a massive reform of the Nursery and the Primary school
curricula, an activity that aims at ensuring quality basic education for all Cameroonian children.
This will therefore serve as an important reference and working document for teachers and the entire
education community.
In order to render the curriculum standard and to guarantee quality assurance, the following phases
and procedures were followed:
• writing and validating the Cameroon National Core Skills Framework
• carrying out needs analysis
• writing and validating the Curriculum Framework
• training of 105 writers by consultants
• writing the first draft
• reading and evaluating the first draft by the scientific committee
• integrating the recommendations and suggestions of the scientific committee
• experimenting the curriculum in all the ten regions of Cameroon
• integrating the recommendations and suggestions from the field
• re-evaluating the curriculum by the scientific committee
• integrating the recommendations and suggestions from the scientific committee
• reviewing the curriculum by the consultants and the scientific committee
• finalising and validating the curriculum
The inclusive nature of this document therefore makes it user-friendly, thus, the classroom teachers
should be able to claim ownership of it and be totally accountable for its implementation.
It is also worth noting that priority was given to national expertise by working with two renowned
consultants representing the language of instruction of the two subsystems.This was done in strict
respect of the specificities of the two subsystems of education in conformity with the provisions of
the 1998 Law to Lay Down Guidelines for Education in Cameroon. Following the recommendations
of the Curriculum Framework, the two subsystems have the same domains, weighting, core skills
and broad-based competences, and activities for the nursery cycle and subjects for the primary cycle.
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Cameroon Nursery School Curriculum English Subsystem
However, each subsystem has maintained its specificities with regards to learning strategies/methods,
teaching-learning materials, and assessment strategies and tools.
As a matter of fact, this is a hands-on document aimed at rendering the job of the classroom practitioner
lighter and more enjoyable. The annual time allocation has been calculated and activities for the
Nursery school as well as subjects for the Primary school cycle identified and built under appropriate
domains. The competences from the National Core Skills Framework to be developed by each subject
area have also been clearly stated. Besides, the activities and/or subjects are technically distributed to
represent the weighting that was hitherto given to the various domains. The major teaching-learning
approach: the Project Based Learning which is supported by the Integrated-Theme Learning and the
Cooperative Learning strategies has been explained. Furthermore, the importance of assessment is
reiterated in order to encourage the classroom teacher to constantly exploit and maximise its use. A
glossary is provided to situate the user on the contextual use of some key concepts.
Summarily, the ADDIE Model guided the entire process of the curriculum development as follows:
A for the Analysis phase, explains the situational analysis (teachers, learners, supervisors, education
community)
D for the Design phase, focuses on the structure of teaching-learning and assessment of learning
outcomes
D for the Development phase, is where the writing and re-writing of all the planned activities in
the design phase are carried out
I for the Implementation phase, covers the period of the experimentation. This period offers
feedback for revision
E for the Evaluation phase, is where plans for the evaluation of the entire curriculum are made as
it is progressively being used
It is worthy to mention here that globalisation has severely impacted contemporary instructional
processes. Increasingly, our society is rocked by various challenges which include economic
recession, advancing technologies, changing family relationships, violence in communities, exclusion,
intolerance and identity crisis. These issues constitute a serious hurdle to pedagogues who must derive
appropriate strategies to handle them. Educators and parents are, therefore, called upon to embrace
this important change and to work in harmony. Learners are expected to acquire necessary life skills
such as autonomy, honesty, adaptability to technological changes, respect for self, respect for others
and respect for institutions, as well as the 21st century skills: collaboration, teamwork, creativity,
problem solving and critical thinking for effective lifelong learning.
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Cameroon Nursery School Curriculum English Subsystem
Table of Contents
Foreword..............................................................................................................................................3
Preface..................................................................................................................................................4
List of Tables..........................................................................................................................................8
List of acronyms/abbreviations..............................................................................................................9
Camera-lens view of the Curriculum...................................................................................................10
Figure 1: Camera-lens view of the Curriculum..................................................................................................10
General introduction..........................................................................................................................11
Learner’s profile at the end of nursery school in Cameroon.........................................................17
Figure 2: Key elements of the Cameroon nursery school curriculum..........................................19
Definition of domains, related activities and presentation of scope and sequence tables...........20
Domain 1: Literacy and Communication and related activities.......................................................20
Competences to be developed.......................................................................................................20
Terminal learning outcomes..........................................................................................................21
Domain 2: Science and Technological Skills Development and related activities..........................24
Competences to be developed.......................................................................................................24
Terminal learning outcomes..........................................................................................................25
Domain 3: Practical Life Skills and related activities......................................................................29
Competences to be developed:......................................................................................................29
Terminal learning outcomes..........................................................................................................30
Domain 4: Arts and Crafts and related activities..............................................................................32
Competences to be developed:......................................................................................................33
Terminal learning outcomes..........................................................................................................33
Domain 5: Motor Skills and related activity.....................................................................................35
Competences to be developed:......................................................................................................35
Terminal learning outcomes..........................................................................................................35
Resources and intervention strategies..............................................................................................37
Resources and Intervention Strategies for Nursery One...............................................................38
DI: Literacy and Communication....................................................................................................39
D2: Science and Technological Skills Development......................................................................45
D3: Practical Life Skills..................................................................................................................50
D4: Arts and Crafts..........................................................................................................................55
D5: Motor Skills..............................................................................................................................58
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Cameroon Nursery School Curriculum English Subsystem
Resources and Intervention Strategies for Nursery Two................................................................59
D1: Literacy and Communication................................................................................................60
D2: Science and Technological Skills Development....................................................................66
D3: Practical Life Skills................................................................................................................77
D4: Arts and Crafts.......................................................................................................................82
D5: Motor Skills...........................................................................................................................86
Instructional Strategies......................................................................................................................87
Project Based Learning (PBL)......................................................................................................87
Benefits of Project Based Learning...............................................................................................89
Cooperative Learning (CL)...........................................................................................................89
Assessment strategies.....................................................................................................................90
Figure 3: The benefits of assessment in nursery schools..............................................................91
Authentic techniques for assessing Nursery School learners.......................................................92
Bibliography.......................................................................................................................................93
Glossary..............................................................................................................................................94
Appendices..........................................................................................................................................96
Appendix A: Observation checklist to assess learners over a period of time..........................96
Appendix B: Elements to be considered in planning..................................................................98
List of Contributors...........................................................................................................................99
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Cameroon Nursery School Curriculum English SubsystemList of Tables
Table 1: Weighting and time allocation per annum.............................................................................................14
Table 2: Weekly time schedule (24 weeks per annum).......................................................................................16
Table 3: Expected learning outcomes for domain 1, Literacy and Communication..........................................22
Table 4: Scope and sequence progression for Literacy and Communication.....................................................23
Table 5: Expected learning outcomes for domain 2...........................................................................................26
Table 6: Scope and sequence progression for Science and Technological Skills Development........................28
Table 7: Expected learning outcomes for domain 3: Practical Life Skills..........................................................31
Table 8: Scope and Sequence Progression for Practical Life Skills...................................................................32
Table 9: Expected learning outcomes for domain 4: Arts and Crafts.................................................................34
Table 10: Scope and sequence progression for Arts and Crafts..........................................................................34
Table 11: Expected learning outcomes for domain 5: Motor Skills...................................................................36
Table 12: Scope and sequence progression for Physical Education and Sports.................................................36
Table 13: Intergrated Learning Themes for the Nursery.....................................................................................37
Nursery 1
Table 14: Storytelling.........................................................................................................................................39
Table 15: Poetry/Rhymes....................................................................................................................................40
Table 16: Sign Language and Gestures...............................................................................................................41
Table 17: Reading...............................................................................................................................................42
Table 18: Writing................................................................................................................................................43
Table 19: French.................................................................................................................................................44
Table 20: Mathematics.......................................................................................................................................45
Table 21: Sensory and Perceptive Education.....................................................................................................46
Table 22: Science and Technology.....................................................................................................................47
Table 23: Agriculture..........................................................................................................................................49
Table 24: Citizenship.........................................................................................................................................50
Table 25: Character Education...........................................................................................................................51
Table 26: Environmental Education...................................................................................................................52
Table 27: Safety Education.................................................................................................................................53
Table 28: Health Education and Nutrition.........................................................................................................54
Table 29: Music and Dance.................................................................................................................................55
Table 30: Drawing and Colouring.......................................................................................................................56
Table 31: Handwork...........................................................................................................................................57
Table 32: Physical Education and Sports............................................................................................................58
Nursery 2
Table 33: Storytelling.........................................................................................................................................60
Table 34: Poetry/Rhymes....................................................................................................................................61
Table 35: Sign Language and Gestures..............................................................................................................62
Table 36: Reading...............................................................................................................................................63
Table 37: Writing................................................................................................................................................64
Table 38: French.................................................................................................................................................65
Table 39: Mathematics………………………………………………..……………………...…..............…….66
Table 40: Information and Communication Technologies……………………………………................…......68
Table 41: Sensory and Perceptive Education............................................................................................……..71
Table 42: Resources and intervention strategies for Science and Technology...................................................73
Table 43: Agriculture………..............................................................................................................................76
Table 44: Citizenship..........................................................................................................................................77
Table 45: Character Education............................................................................................................................78
Table 46: Environmental Education....................................................................................................................79
Table 47: Safety Education.................................................................................................................................80
Table 48: Health Education and Nutrition..........................................................................................................81
Table 49: Music and Dance………………………………………..……………..………………..............…..82
Table 50: Drawing and Colouring..............................................................……..……….………...............…..83
Table 51: Painting …………………………………………….……………………...………..........................84
Table 52: Handwork…………………………………,.……………….…………………………...............…..85
Table 53: Physical Education and Sports……………………………...……...……….………….....................86
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Cameroon Nursery School Curriculum English SubsystemList of acronyms/abbreviations
CD Compact Disc
CL Cooperative Learning
CPC Community-based Preschool Centres
D1 Domain One
D2 Domain Two
D3 Domain Three
D4 Domain Four
D5 Domain Five
DO Divisional Officer
DVD Digital Video Disc/Digital Versatile Disc
ECD Early Childhood Development
EFA Education For All
ETSSP Education and Training Sector Strategy Paper
GESP Growth and Employment Strategy Paper
HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome
ICTs Information and Communication Technologies
IEP Individual Education Plan
IPHIL Integrative, Play/Project based, Holistic Investigative, Learning centres
IQ Intelligence Quotient
ITL Integrated Theme Learning
KSAs Knowledge, Skills and Attitudes
MINEDUB Ministry of Basic Education
PBL Project-Based Learning
SDGs Sustainable Development Goals
SDO Senior Divisional Officer
SL Sign Language
STEM Science, Technology, Engineering and Mathematics
TV Television
VCD Video Compact Disc
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Cameroon Nursery School Curriculum English SubsystemCamera-lens view of the curriculum
This Curriculum is built on the acronym “IPHIL”, pronounced as “I feel”, which reflects the semantic
meaning given to the acronym in this document.
IPHIL means:
I - Integrative
P - Play-based/Project-based
H - Holistic
I - Investigative/Innovative
L - Learning-centres
The curriculum is meant to literally reflect the child’s feelings as prempted in IPHIL. IPHIL is engraved
on the priority pages of this document in order to emphasize the absolute need for teachers to stimulate
all the elements of learners’ development. This shows the degree of importance the State of Cameroon
places on te child’s education, with emphasis on knowledge, skills and attitudes. All the aspects of
the child’s cognitive, psychomotor and affective development. The teacher should always do an auto-
evaluation to find out if he/she can equally “feel” the teaching-learning process in all its dimensions.
If he/she does not “feel”, remedial measures should be taken with the help of IPHIL and/or with other
related remedial strategies.
In summary, this curriculum is integrative; the learning activities are both play-based and project-
based and aims at the holistic development of the child, while striving to build the child’s investigative
and innovative skills through the use of diverse contextualised learning centres. The activities are
interlinked. Children play and learn: to them, playing is learning and learning is playing. Both playing
and learning contribute to the holistic development of the child. Project-based learning awakens in
the young learner both investigative and innovative skills. The use of learning centres is consequently
inevitable in the Nursery School setting. The integrative nature of this document is captured in figure
1.
Figure 1: Camera-lens view of the curriculum
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Cameroon Nursery School Curriculum English SubsystemGeneral introduction
The World Conference on Education For All (EFA) of 1990 in Jomtien, Thailand underlined the
importance of Early Childhood Development (ECD) as a crucial aspect of Basic Education. Article 5
of the Declaration of that conference emphasised that “Learning begins at birth. This calls for early
childhood care and initial education.” In April 2000, the World Education Forum held in Dakar,
Senegal, as a follow up to Jomtien. During this conference, the profile of ECD was further elevated
and there was a commitment to “expand and improve pre-primary education”.
The Incheon Declaration in South Korea, further underlines the place of Nursery Education as an
integral part of lifelong learning in the Education 2030 Agenda which recommends that “... at least
one year of free and compulsory quality pre-primary education and that all children have access
to quality early childhood development, care and education”. The Sustainable Development Goals
(SDGs) pushed the agenda of education further by not only stating that education transforms lives, but
that it is the main driver of development. SDG number 4 aims to: “Ensure inclusive and equitable
quality education and promote lifelong learning for all”.
Cameroon has ratified and implemented international conventions related to pre-primary education.
The Growth and Employment Strategy Paper of 2009 in response to Vision 2035, calls for a sustainable
future, based on the provision of education for all Cameroonians. It acknowledges the importance of
pre-primary education in the training of every young child and has projected access rate to 50% by
2020. In response to the Education Sector Strategy Paper (2013) that aligns Pre-primary Education
as the first level of formal education in Cameroon, MINEDUB has increased access to pre-primary
education by creating Community-based Preschool Centres (CPCs) in some rural areas of the country.
In spite of all these steps, the problem of “quality” remains a major concern. In order to address this
situation, there was the dire need to replace the 1987 Nursery School Syllabus.
This Curriculum falls in line with the provisions of the 1998 Law to Lay Down Guidelines for
Education in Cameroon which states in Article 4 that: “The general aim of education is to ensure
the intellectual, physical, civic and moral development of the child as well as its economic, socio-
cultural, political and moral integration in the society.”
Taking into consideration the holistic development of the child, and the urgent need for Early Childhood
Development services for all children, this document is diverse and flexible. It builds on the guidelines
for curriculum development proposed by Akashi et al (2004):
1. Cultural activities: Cherishing traditions
2. Language: Using letters and words
3. Numeracy: Using everyday numbers
4. Music: Using tunes and rhythms
5. Art: Encouraging creativity (art work = drawing, construction art, cardboard play art)
6. Environment: Learning to coexist with nature. Nature is full of fascinating elements to stimulate
children’s curiosity.
7. Peer relationships: Developing positive interaction between children.
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Cameroon Nursery School Curriculum English SubsystemFrom a broader viewpoint, daily basic habits, which equally build attitudes in Nursery School children
should include:
• Greetings
• Washing of hands
• Gargling (where applicable)
• Using the toilet
• Putting personal belongings away in a tidy manner
• Tidying up
• Disposing refuse
• Rest
Emphasis should always be laid on the fact that every activity requires setting up and tidying up
afterwards. All the concerns above are underpinned in this curriculum.
The Nursery School subjects or learning areas are subdivided into activities to render them more learner-
friendly. The activities are extracted from the five domains of Nursery Education in Cameroon. These
domains are: Literacy and Communication, Science and Technological Skills Development, Practical
Life Skills, Arts and Crafts, and Motor Skills. The justification for each activity is equally provided.
The competences that will be developed via the domains are likewise identified. The domains are
carefully weighted, taking into account children’s holistic development.
In the teaching resources and intervention strategy tables, the expected learning outcomes highlighted
in terms of knowledge, skills and attitudes are linked to the seven National Core Skills namely:
1. Communication in the two official languages (English and French) and the use of at least one
national language
2. Use of basic notions in mathematics, science and technology
3. Practice of social and citizenship values (morality, good governance and budgetary transparency)
4. Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship
5. Use of basic information and communication technology concepts and tools
6. Practice of lifelong learning
7. Practice of physical, sport and artistic activities
These core skills are reflected in various activities and stated in terms of learning outcomes while
covering the most appropriate levels of taxonomies. In addition to the National Core Skills, are four
broad-based competences namely:
1. Intellectual competences
2. Methodological competences
3. Personal and interpersonal competences
4. Communication competences
While the National Core Skills, except for the sixth (practice of life-long learning) are related directly
to developing Knowledge, Skills and Attitudes (KSAs) in relation to activities of particular domains,
the broad-based competences which cut across are the pillars of behaviour change and integration
into the society. In order to reflect these features in the present curriculum, they have been carefully
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Cameroon Nursery School Curriculum English Subsystemexamined and stated in terms of learning expectations. Hence, we must bear these in mind during the
observation and the assessment of learners. It should be noted that the main reason for the broad-based
and the practice of lifelong learning competences is to render this curriculum more integrative and
useful in and out of the school setting. That makes the curriculum move away from rote-learning and
accumulation of knowledge, to integrative and skill-based learning.
In table 1 and table 2, the weighting and time allocation per annum and per week are specified.
Activities are identified per domain, to help in the development of the National Core Skills and the
Broad-based Competences.
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Cameroon Nursery School Curriculum English SubsystemTable 1: Weighting and time allocation per annum
S/C Domain Percentage & total Activities No. of hours
number of hours per per year
annum
0. Routines 360 hours Morning routines 60 hours
NB: 720 hours – 360 Learning centre activities 60hours
hours
Short break: toileting /washing,
drink water/milk/yoghurt/natural 60hours
juice/fruits
Long break: Toileting, washing
and lunch 120 hours
Rest, Dance and Music, and 60 hours
Dismissal
1. Literacy and 126 hours Storytelling 30 hours
Communication Poetry/ Rhymes 24 hours
35%
Reading 24 hours
Writing 24 hours
French 12 hours
Sign Language and Gestures 12 hours
2. Sciences & 90 hours Mathematics 24 hours
Technological Skill ICTs 12 hours
Development
Sensory and Perceptive Education 18 hours
25% Science and Technology 24 hours
Agriculture 12 hours
3. Practical Life Skills 90 hours Citizenship 24 hours
25% Character Education 12 hours
Environmental Education 18 hours
Safety Education 12 hours
Health Education and Nutrition 24 hours
4. Arts and Crafts 36 hours Drawing and Colouring 12 hours
10% Painting 12 hours
Graphic Arts 6 hours
Handwork 6 hours
5. Motor Skills 5% 18 hours Physical Education and Sports 18 hours
(PES)
Grand Total 720 hours 720 hours
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Cameroon Nursery School Curriculum English SubsystemTable 1 shows the distribution of time per activity per year. A total of 720 hours are “supposed” to
be spent by learners per school year, excluding all public holidays and other official school related
celebrations. The 720 hours are calculated based on the fact that Nursery Schools open its doors to
learners every day at 7.30am and close them at 1.30pm. Time adjustments could be done depending
on local realities.
The total number of hours per week will subsequently be broken down into daily schedules by various
schools, bearing in mind the child’s psychological dispositions as well as socio-cultural contexts. The
time is however not prescriptive.
Table 2 further shows the time distribution of activities per week.
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Cameroon Nursery School Curriculum English SubsystemTable 2: Weekly time schedule (24 weeks per annum)
S/N Activities Total time/per week
Routines
1. Arrival and orientation 2 hours 30 minutes
2. Voluntary learning centre activities 2 hours 30 minutes
3. Short break : Toileting, washing of hands, drinking of water/milk/yoghurt 2 hours 30 minutes
4. Long break : Toilet, washing of hands, lunch 5 hours
5. Rest, Music and Dance, Closing 2hours 30 minutes
Domain 1(D1): Literacy and Communication
Competences to be developed
• Communication in the two official languages (English and French) and use of at least one national language
• Practice of lifelong learning and the 4 broad-based competences
1. Storytelling 1 hour
2. Poetry/Rhymes 30 minutes
3. Sign language /Gestures 30 minutes
4. Reading 1 hour 30 minutes
5. Writing 30 minutes
6. French 30minutes
7. National Languages Impromptu
Domain 2 (D2): Science & Technological Skills Development
Competences to be developed
• Use of basic Information and Communication Technology concepts and tools
• Use of basic notions in Mathematics, Science and Technology
• Practice of lifelong learning and the 4 broad-based competences
1. Mathematics 1hour
2. ICTs 30minutes
3. Sensory and Perceptive Education 30minutes
4. Science and Technology 30minutes
5. Agriculture 30 minutes
Domain 3 (D3): Practical Life Skills
Competence to be developed
• Practice of social and citizenship values (Morality, good governance and budgetary transparency)
• Practice of lifelong learning and the 4 broad-based competences
1. Citizenship 30minutes
2. Character Education 30minutes
3. Environmental Education 30minutes
4. Safety Education 30minutes
5. Health Education and Nutrition 30minutes
Domain 4 (D4): Arts and Crafts
Competences to be developed
• Demonstration of the spirit of autonomy, a sense of initiative, creativity, and entrepreneurship
• Practice of lifelong learning and the 4 broad-based competences
1. Drawing and Colouring 30 minutes
2. Painting 30 minutes
3. Handwork 30 minutes
4. Music and Dance 30 minutes
Domain 5 (D5):Motor Skills
Competences to be developed
• Practice of physical, sport and artistic activities
• Practice of lifelong learning and the 4 broad-based competences
Physical Education and Sports (PES) 30 minutes
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Cameroon Nursery School Curriculum English SubsystemLearner’s profile at the end of nursery school in Cameroon
It is universally acknowledged that nursery education has a four-dimensional assignment: socialization,
education, learning and practice. To perform this assignment and to take the country through the
path of emergence, the Ministry of Basic Education intends to develop the skills of learners under its
guidance. At the end of the Nursery School cycle, the learner is expected to acquire National Core
Skills in view of stepping into primary school and to acquire autonomous skills. Furthermore, at the
end of this cycle, the young learner should acquire key values in the five domains. Similarly, the
learner should be capable of demonstrating the acquisition and the four broad-based competences.
The Cameroon Education System outlines skills to be acquired in both cycles: Nursery and Primary
education as follows:
1. Communication in the two official languages (English and French) and the use of at least
one national language
Communication in English, French and a National Language implies the ability to listen, to speak, to
read and write basic words and sentences for the Nursery School cycle. The learner should be able to
communicate orally and to learn how to read and write.
2. Use of basic notions in Mathematics, Science and Technology
Introducing notions of mathematics, science, and technology involves the acquisition of knowledge,
skills and attitudes, and the ability to use them to solve problems. These skills introduce the learner to
STEM subjects in later learning.
3. Practice of social and citizenship values (morality, good governance and budgetary
transparency)
This entails inculcating patriotic, moral, citizenship and good governance values in the learners.
4. Demonstration of the spirit of autonomy, a sense of initiative, creativity and
entrepreneurship
This skill aims at developing the learner’s self-esteem, social integration, creative, managerial and
entrepreneurial potentials.
5. Use of basic information and communication technology concepts and tools
For the nursery level, these are related to healthy, safe and responsible use of various ICT devices for
learning and leisure activities.
6. Practice of lifelong learning
This implies that the learner will demonstrate the desire and willingness to undertake and continue
education, organize self, especially through efficient time and information management, individually
or in groups.
7. Practice of physical, sports and artistic activities
This skill provides children with a platform to develop their psycho-motor capacity, imagination,
individual and interpersonal skills and improve their well being.
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Cameroon Nursery School Curriculum English SubsystemBroad-based competences
The National Core Skills Framework comprises four broad-based competences to be acquired by
learners as follows:
1. Intellectual competences
• exploiting information
• solving real life problems
• acquiring logical thinking and a sense of observation
• exercising critical judgement
• practising creative and innovative thinking
2. Methodological competences
• giving oneself efficient working methods
• exploiting information and communication technologies
• organizing one’s learning
• arousing the desire to learn and participate in all activities
3. Personal and interpersonal competences
• developing one’s personality
• acquiring abilities in view of one’s socio-cultural integration and individual fulfilment
• cooperating with others
4. Communication competences
• communicating meaningfully in the two official languages and in at least one national language.
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Cameroon Nursery School Curriculum English SubsystemCameroon Nursery School Curriculum English Subsystem
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Figure 2: Key elements of the Cameroon nursery school curriculumDefinition of domains, related activities and presentation
of scope and sequence tables
D1: Literacy and Communication and related activities
Literacy and communication here refers not only to language skills that will enable the learners to
communicate in English and, to an extent, in the second official language (French), but to also read
and write. Communication involves all forms including communicating with persons without speech
and those who can express themselves only in a national language. The activities that have been
highlighted to facilitate the learning-teaching process will enable the learners to acquire competences
in communicating in the two official languages and in at least one Cameroonian language. They have
been taken from the National Core Skills Framework and are briefly described below.
Competences to be developed
• Communication in the two official languages (English and French) and use of at least one national
language
• Practice of lifelong learning and the 4 broad- based competences
This domain will constitute a series of activities that are briefly described as follows:
1) Storytelling: Storytelling is very useful as a communication aid in the Nursery School. It
instils the love for reading, arouses learners’ imagination, improves language, makes them
comfortable with speaking and builds confidence/self-esteem. Storytelling improves memory
and attention. It is equally fun, entertaining, encourages creativity, transmits moral, social and
cultural values.
2) Poetry/Rhymes: In addition to all the reasons for teaching storytelling, poetry and rhymes
enhance children’s pronunciation and fluency skills.
3) Sign Language (SL)/Gestures: The world is moving towards inclusive education. Hence,
including SL in the learning-teaching process is an opportunity to open the minds of learners
towards communicating with persons without speech. This is also going to increase vocabulary
and language skills and IQs. It is fun and helps in bonding, acceptance of others and improves
on fine motor skills.
Gestures: Gestures enhance attention and a sense of observation. It equally develops
imagination and creativity.
4) Reading: The love of language, reading and books starts early in life before the child starts
formal education. Hence teaching reading to Nursery School learners is important because
it will prepare them to love books and reading in the future. Reading is very important for
literacy.
5) Writing: This skill is taught in the nursery school in order to prepare the learners for handwriting
and creative writing skills. It equally develops fine motor skills, coordination between the eye
and the hand, a sense of observation and permits a gradual exploration of working space.
6) French: French is taught in order to develop children’s interest in the second official language.
It is also intended to promote patriotism and national integration.
7) National Languages: The teaching of National Languages will stimulate vocabulary from
diverse local languages and encourage various cultural practices.
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Cameroon Nursery School Curriculum English SubsystemTerminal learning outcomes
Acquiring competences in English as a first official language, French as a second official language,
a Cameroonian language and in sign language/gestures will entail gaining knowledge, skills and
attitudes as well as verbal and non-verbal communication skills. At the end of Nursery 2, learners will:
1. Listen attentively
2. Speak audibly, fluently and confidently
3. Recite short rhymes and poems
4. Communicate using gestures/signs
5. Read pictures and short texts
6. Write numbers, their names, the name of their school, dates, simple words and short sentences
7. Communicate in French with interest
8. Identify with their cultures and local languages
Table 3 breaks down the terminal learning outcomes into annual expected learning outcomes, expressed
in terms of knowledge, skills and attitudes.
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Cameroon Nursery School Curriculum English SubsystemTable 3: Expected learning outcomes for domain 1, Literacy and Communication
S/N Activities Nursery 1 Nursery 2
1. Storytelling • Listen to short stories • Listen to short stories
• Identify characters in a story • Identify characters and their roles
• Chant stories • Chant stories
• Value books • Guess the end of a story
• Value reading • Value books and reading
• Bond with mates and teachers • Bond with mates and others
• Enjoy stories • Tell their own stories
• Produce the sounds of animate/
inanimate objects/characters in a
story
• Say the moral of a story
2. Poetry/Rhymes • Listen to poems and rhymes • Listen to poems and rhymes
• Recite poems and rhymes • Recite poems and rhymes
• Perform rhymes/poems
• Use near-native pronunciation in
English
3. Sign Language / • Perform non-verbal • Use facial expressions to express
Gestures communication emotions
• Mime and mimic various • Perform simple commands
occupations • Sign simple manners
• Identify with persons who • Identify with persons who are
are different and have special different and have special needs
needs
4. Reading • Read pictures • Interpret picture-stories
• Listen to short texts • Read simple sentences aloud
• Read words aloud • Read their names
• Recognize letter-sounds • Read the names of their classmates
• Read short texts.
5. Writing • Reproduce models • Write all the letters of the alphabet
• Write letters and numbers (1- and numbers (1-20)
10) • Write their names
• Write letters of the alphabet • Write the name of their school
• Copy short sentences
• Write dates
6. French • Réciter un poème/comptine • Réciter un poème/comptine
• Dire bonjour/bonsoir aux amis, • Se présenter
enseignants et camarades • Citer les jours de la semaine
• Se présenter • Citer les mois de l’année
• Chanter une chanson • Chanter l’Hymne Nationale
7. National • Name items in local languages • Name items in local languages
Languages • Greet in a national language
Table 4 presents a scope and sequence progression chart with units that have been carved out following
each activity for Literacy and Communication. We must bear in mind that these are gradual steps to
attain the competences in the National Core Skill Framework. This table will permit the user of this
document to see the progression of contents clearly, while at the same time see the activity/unit that is
applicable to each class.
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Cameroon Nursery School Curriculum English SubsystemTable 4: Scope and sequence progression for Literacy and Communication
Activities and Units Nursery 1 Nursery 2
Storytelling
Short stories x x
Guessing story-endings x
Telling a story x
Producing sounds of animal-characters in a story x
Poetry and Rhymes Nursery 1 Nursery 2
Poems and rhymes x x
Recitation x x
Pronunciation x
Sign Language/Gestures Nursery 1 Nursery 2
Mimes and mimics x x
Persons with special needs x x
Facial expressions x x
Simple manner signs x
Reading Nursery 1 Nursery 2
Picture reading x x
Letter-sounds (Alphabet) x x
Listening and reading short words x x
Listening and reading short sentences and texts x
Writing Nursery 1 Nursery 2
Pre-letter formation x x
Letters and numbers x x
Words x x
Handwriting x
Names x
Sentences x
French Nursery 1 Nursery 2
Récitation x x
Chants x x
Salutations x x
Se présenter x x
Compter x
Jours de la semaine x
Les mois x
National Languages Nursery 1 Nursery 2
Naming items in local languages x x
Greetings x
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Cameroon Nursery School Curriculum English SubsystemD2: Science and Technological Skills Development and related
activities
This domain is going to introduce notions of information and communication technologies (ICTs),
mathematics, science and technology, and agriculture to the learners. This will instil in them the
love for mathematics, science, technology and agriculture which are vectors of skills development
in the 21st century. It will be done through diverse activities that are described immediately after the
competences to be developed by this domain.
Competences to be developed
• Use of basic information and communication technology concepts and tools
• Use of basic notions in mathematics, science and technology
• Practice of lifelong learning and the broad-based competences
1) Mathematics
Mathematics will help learners make better choices, take decisions and solve problems in daily life.
This learning area will enable them develop a sense of logical thinking while applying mathematical
operations (addition, subtraction and division) and using geometric concepts (shapes and sizes).
2) Information and Communication Technologies (ICTs)
Information and Communication Technologies introduce learners to information and communication
technologies. It is an activity that is integrative and will go a long way not only to arm learners in
the use of ICT concepts and tools but to equally develop their interest in mathematics, science and
technology.
3) Sensory and Perceptive Education
The goal of this activity is to develop the child’s five senses. Teaching sensory and perceptive
education is going to help in identifying children’s learning styles. Carrying out activities in this area
will assist the practitioner to identify problems faced by learners especially in terms of auditory and
visual impairments.
4) Science and Technology (ST)
Activities in ST will be geared towards developing young learners’ interest and awareness in Science
and Technology. Children of nursery school age are scientifically and technologically oriented, always
doing little experiments and investigations and trying to create models once given the opportunity.
5) Agriculture
Agriculture is geared at developing learners’ interest and awareness in agricultural activities. Children
should grow in an African society which is mostly agrarian, bearing in mind that half of the income
and living expenses come from agricultural activities. Hence, at this stage they should be aware of its
importance and practise it. This will sustain their interest and skills in this area as they grow up and
eventually earn a living. Practising agricultural activities contributes to sustainable development and
food security, hence cannot be underestimated.
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Cameroon Nursery School Curriculum English SubsystemTerminal learning outcomes
Acquiring competences in the domain of Science and Technological Skills Development will require
developing knowledge, skills and attitudes in Mathematics, ICTs, Sensory and Perceptive Education,
Science and Technology; and Agriculture. At the end of Nursery two learners are expected to:
1. Write numbers from 1 – 10
2. Use ICT tools responsibly
3. Use the five senses in diverse ways
4. Show interest in science and technology
5. Show love for agricultural activities
6. Demonstrate a sense of punctuality
7. Exhibit behaviour of helping friends and mates
Table 5 describes the Expected learning outcomes for Science and Technological Skill Development
per class. Meanwhile table 6 highlights the scope and sequence progression for various units in this
domain. Table 6 clearly shows that Information and Communication Technologies will not be done in
Nursery One.
NB: The terminal learning outcomes determine the various learning activities for this domain. They
are expressed in terms of KSAs.
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Cameroon Nursery School Curriculum English SubsystemTable 5: Expected learning outcomes for domain 2, Science and Technological Skills Development
S/N Activities Nursery 1 Nursery 2
1. Mathematics • Count numbers from 1 – 10 • Count numbers from 1 – 20
• Write numbers from 1 – 5 • Write numbers from 1 – 10
• Classify elements of a set • Classify elements of a set
• Sort objects according to • Build subsets
colour, size and shape • Match numbers to objects
• Use mathematical operations • Use simple mathematical
(addition and subtraction) operations (addition,
• Comply with time subtraction and division)
• Show interest in being • Read time in hours
punctual • Bond with mates and others
• Identify various shapes • Comply with time
• Bond with peers and teacher • Show interest in being
punctual
• Share with peers and others
2. Information and • Identify a computer system
Communication • Identify common ICT devices
Technologies • Simulate the use of a remote
control, the keypad of a
communication device, the
N/A keyboard and the mouse of a
computer system
• Play with the keyboard and
the mouse of a computer
• Identify the Power buttons of
common ICT devices
3. Sensory and • Identify primary colours • Display colours (sight)
Perceptive (sight) • Differentiate tastes (taste)
Education • Distinguish tastes (taste) • Distinguish smells (smell)
• Differentiate smells (smell) • Recognise voice pitch
• Identify voice pitch (hearing) (hearing)
• React to an external stimulus • React to an external stimulus
(touch) (touch)
• Create awareness of those • Create awareness of those
who are different and have who are different and have
special needs special needs
4. Science and Science Science
Technology • Describe day and night • Describe day and night
• Identify different gravitational • Identify seasons
forces • Identify different gravitational
• Recognise environmental forces
danger and natural disasters • Recognise environmental
• Use water and powdered danger and natural disasters
substances to produce paste • Use water and powdered
• Show interest in science and substances to produce paste
experiments • Show interest in science and
experiments
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