OFFICIAL SYLLABUSES FOR TEACHER TRAINING COLLEGES...

MINESEC – Syllabuses for T.T.C. Three-year course Page 1 sur 154

REPUBLIC OF CAMEROON PEACE – WORK – FATHERLAND

************ MINISTRY OF SECONDARY EDUCATION

************

LEVEL: THREE-YEAR COURSE

MINESEC 2013

OFFICIAL SYLLABUSES FOR TEACHER TRAINING COLLEGES

(T.T.C.)


CONTENT

No SUBJECTS Pages

1. Foreword 3

2. Presentation 5

3. Educational Psychology 11

4. General Pedagogy 22

5. Educational Policies and Comparative Education 31

6. School Administration and Legislation 39

7. Pedagogic Supervision 46

8. Philosophy of Education 52

9. Sociology of Education 56

10. Deontology and Professional Ethics 61

11. Introduction to Educational Statistics 64

12. First Language (English) 68

13. Second Language (French) 78

14. Didactics of Nursery Activities 89

15. Didactics of Practical activities 95

16. Didactics of Songs and Music 99

17. Didactics of History and Geography 102

18. Didactics of Sciences and Environmental Education 107

19. Didactics of Citizenship Education 111

20. Didactics of Sports and Physical Education 115

21. French Didactics 118

22. Didactics of Mathematics 122

23. English Didactics 128

24. Didactics of Educational Technologies 133

25. Didactics of National Languages and Culture 137

26. Initiation to Action Research 144

27. Information and Communication Technologies 146

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- Weekly and annual time allocation; - Targeted competences ; - Terminal or intermediate competence ; - Basic professional competences; - Themes ; - Resources

4. Training time allocation

In view of the necessity for professionalization of the training, the new curriculum is undergoing significant readjustments on the time allocated to the teaching of Didactics of Primary and Nursery school activities, as well as the duration of teaching practice. The table below summarizes time allocation:

Levels

Training domains

Three-year course: 1st year

(in hours)

Three-year course: 2nd year (in hours)

Three-year course: 3rd year (in hours)

Two-year course: 1st year (in hours)

Two-year course: 2nd year (in hours)

One-year course

(in hours)

Teaching practice 222 222 222 222 222 222

Didactics of Primary and Nursery school activities 510 420 510 510 510 510

Sciences of Education subjects 420 510 420 450 420 510

Bilingual training 60 60 60 60 60 60

TOTAL 1212 1212 1212 1242 1212 1302

Annual duration: 36 weeks Average number of weekly teaching hours: 34 hours

The time allocated for teaching practice and Didactics of Primary and Nursery school activities has been increased for each level. In the same vein, the teaching duration of some subjects has been readjusted, for instance Psychology in Three-year course, first year, has been reduced from 4 to 3 hours.

5. Organization of teaching practice in an academic year. In the former syllabus, the yearly duration of teaching practice was 4 weeks. This could not permit a judicious management of the three types of teaching practice:

Observation (O) ;

Guided practice (G.P.) ;

Autonomous practice (A.P.).


The table below presents this organization:

6. TIME ALLOCATION AND COEFFICIENTS

SUBJECTS

Three-year

course: 1st year

Three-year

course: 2nd year

Three-year

course: 3rd year

Two-year

course:

1st year

Two-year

course: 2nd year

One-year

course

Coefficient

Educational Psychology 4 3 3 3 3 3 3

General Pedagogy 3 2 3 2 3 3 3

Educational Policies and Comparative Education

2 1 1 1 1 2 1

School Administration and Legislation 2 1 1 1 1 1 1

Pedagogic Supervision // 1 1 1 1 1 1

Philosophy of Education // 1 1 1 1 1 1

Sociology of Education // 1 1 1 1 1 1

Deontology and Professional Ethics 2 1 1 1 1 1 1

Introduction to Educational Statistics // 1 1 1 1 1 1

Information and Communication Technologies 1 1 1 1 1 1 1

First Language 2 2 // 2 // // 1

Second Language 2 2 2 2 2 2 2

French Didactics 2 2 2 2 2 2 1

English Didactics 2 2 2 2 2 2 1

Didactics of Mathematics 2 2 2 2 2 2 1

Didactics of National Languages and Culture 1 1 1 1 1 1 1

Didactics of Sports and Physical Education 2 2 2 2 2 2 1

Didactics of Educational Technologies 1 1 1 1 1 1 1

LEVELS NUMBER

OF SESSIONS

NATURE OF TEACHING PRACTICE

DURATION (in weeks)

STRUCTURES

Three-year course:1st year

2 Observation 6 3 Nursery school

3 Primary school

Three-year course:2ndyear

2 Guided practice 6 3 Nursery school

3 Primary school

Three-year course:3rd year

2 Autonomous practice

6 3 Nursery school

3 Primary school

Two-year course:1st year

2 Observation

6 2

Nursery school and Primary school

Guided practice 4 Primary school

Two-year course: 2nd year

2 Guided practice

6 2 Nursery school

Autonomous practice

4 Primary school or Nursery school

One-year course 2

Observation

6

1 Primary school

1 Nursery school

Guided practice 1 Primary school or Nursery school

Autonomous practice

3 Primary school or Nursery school


Functions Competences For a reflective field practitioner TEACHING-RELATED COMPETENCES

C11: Plan and facilitate learning / teaching activities C12: Organise class work according to various situations adapted to learners C13: Produce and use appropriate monitoring, supervision, evaluation and

remedial education mechanisms.

COMMUNICATION-RELATED COMPETENCES

C21: Speak and write correctly the working language C22: Work in a team, collaborate with the hierarchy and the education

community.

EDUCATION-RELATED COMPETENCES

C31: Work in discipline, respect deontology and professional ethics. C32: Participate in the conception and the realisation of socio-educational

activities C33: Sensitise and accompany the education community in the domain of

environmental protection.

ANALYSIS AND REGULATION-RELATED COMPETENCES

C41: Analyse students’ results and class performance to evaluate pedagogic practices.

C42: Amend educational practices taking into account changes and innovations.

Teaching

Communication

Education

Analysis and regulation


REPUBLIQUE DU CAMEROUN paix-travail-patrie

------------- MINISTERE DES ENSEIGNEMENTS

SECONDAIRES -------------

INPECTION GENERALE DES ENSEIGNEMENTS -------------

REPUBLIC OF CAMEROON peace-work-fatherland

-------------- MINISTRY OF SECONDARY EDUCATION

--------------- INSPECTORATE GENERAL OF

EDUCATION ---------------

To outline the syllabuses of General Teacher Training Colleges.

THE MINISTER OF SECONDARY EDUCATION

Mindful of the Constitution Mindful of the law n°98/004 of 14 April 1988 to Law down

Guidelines for education in Cameroun;

Mindful of Decree n°2011/408 of 9 December 2011 to reorganize the Government;

Mindful of decree n° 2011/410 of 9 December 2011 to form the Government;

Mindful of decree n° 2012/267 of 11 June 2012 to organise the Ministry of Secondary Education;

HEREBY ORDERS AS FOLLOWS:

Article 1: The syllabuses for subjects taught in Teacher Training Colleges shall be

outlined as follows:


Competences Basic professional

competences Themes Resources

- General principles of motor behaviour (propagation of the nervous impulse, general organization of the nervous system in mammals) - The role of the nervous system in motor activities (sensory function, motor function); - Some aspects of the physical and motor development in the child and the adolescent; – The evolution of manual and visual coordination; - Evolution of visual fixation : grasp and visual impression; - The development of tonic function and position; - Simple reflexes.

SKILLS: - Define psychomotor development; - Describe the nervous system, its structure, organization and functioning; - Define the general principles of motor behaviours; – Define the role of the nervous system in motor activities; - Analyse some aspects of the physical and motor development in the child and the adolescent; - Describe the evolution of grasp, visual and manual coordination (hand-eye coordination); - Describe the evolution of visual fixation : grasp and visual impressions; - Describe the development of tonic function and that of the position; - Describe simple reflexes; - Describe and explain some aspects of physical development of a child; - Adapt the activities to levels of child psychomotor development; -Explain how to adapt classroom practices to the stages and constraints of the psychomotor development of a child.

SUGGESTED ACTIVITIES: - Group work to build taxonomy tables to classify child psychomotor characteristics and results in relation to the stages of development ; - Activities and exercises to identify the state of psychomotor development in the child.

Cognitive development and intellectual

KNOWLEDGE : -Definition of intelligence and intellectual development (See BLOOM’s taxonomy);




activities - Types of intelligence (See. HOWARD GARDNER, multiple intelligence); - Different factors of intellectual development; - Definition of mental age and I.Q. - Development of child intelligence according to Piaget; -Strategies used in developing child intelligence and thinking; - Intellectual activities: thinking (Convergent thinking, Divergent thinking, textual thinking, inferential thinking, pedagogic strategies for each type of thinking) ; creativity; -Factors of intellectual development.

SKILLS : - Define the concepts intelligence and intellectual development; -State and describe the various types of intelligence; -Describe the various factors of intellectual development; - Define mental age and I.Q. -Analyse the development of child intelligence according to Piaget; -State and explain strategies used in developing child intelligence and thinking; -Define and analyse intellectual activities; -Describe factors of intellectual development; - Adapt the activities to levels of cognitive development of a child; - Adapt classroom practices to the different

stages of child’s cognitive development

SUGGESTED ACTIVITIES: -Group work to build taxonomy tables to classify cognitive development characteristics and results in relation to the stages of development ; -Activities and exercises to identify child stages for cognitive development.

Socio-affective development

KNOWLEDGE : -Definition of concepts: Socio-affective development (See KRATHWOHL’s taxonomy) attachment, cooperation, peer influence, detachment, aggressive impulse and autonomy. - Environment and factors of socio-affective development ( family, school and peers)

SKILLS : - Define concepts related to socio-affective development; - State the factors of socio-affective


SUBJECT : EDUCATIONAL PSYCHOLOGY LEVEL : THREE-YEAR COURSE (2nd Year)

WEEKLY TIME ALLOCATION: 03hours ANNUALTIME ALLOCATION : 66 hours

Targeted Competences: C11. Intermediate Competence: At the end of second year of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Educational Psychology on motivation, socio-constructivism, learning, memory and graphism.



C11 – Plan and facilitate learning / teaching activities

Solve problem- situations at the professional level, related to child development Solve child’s learning difficulties

Motivation KNOWLEDGE: -Definition of concepts : motivation, attention, interest; - Types of motivation; - Stages of motivation; -Motivation in classroom context; - Contribution of motivation to foster learning.

SKILLS: - Define motivation; -Present the different types of motivation; - State and explain motivation stages -Develop motivation strategies for classroom practices; -Explain the contribution of motivation to improve on learning; - Identify motivation strategies to improve on learning ; -Develop pedagogic strategies to trigger motivation ; -Develop and use various motivational situations which enhance educational action and contribute to learning.

SUGGESTED ACTIVITIES : Application of motivational strategies in solving problem-situations.

The Socio-constructivism theory

KNOWLEDGE: - Definition of concepts: constructivism (Jean Piaget), interactionnism, socio-constructivism (zone of proximal development (ZPD) by Vygotski, initial representations, meta-cognition, cognition, mediation, socio-cognitive conflict; - The socio- constructivism approach (State the constructivist and social constructivist vision for learning); -Contribution of socio-constructivism in improving learning and raising student grade levels

SKILLS : -Define key concepts related to socio- constructivism theory; -State and explain the socio-constructivism




- Types of memory and mnestic fixation strategies.

SKILLS: -Definethe above concepts; -state and explain the laws and processes of memory; -State and describe the stages of memory; -State and explain the types of memory and mnestic fixation strategies; -Develop strategies to improve learners’ mnestic fixation strategies.

SUGGESTED ACTIVITIES: Memory exercises / tests related to the different sensory functions.

Graphism KNOWLEDGE : - Graphism / pre-letter formation, drawing; - Evolution of writing and drawing; - Strategies to improve pre-letter formation; - Pre-letter formation difficulties and remedial strategies.

SKILLS: -Describe pre-letter formation and drawing; - Describe the evolution of pre-letter formation and drawing; -Propose some pedagogic strategies to improve pre-letter formation ; - Describe some pre-letter formation difficulties and propose remedial strategies; -By observing a child, identify pre-letter formation difficulties and propose some remedial strategies.

SUGGESTED ACTIVITIES: Simulation on pre-letter formation in order to improve writing skills.




SKILLS : - Define: play, leisure activities and their importance; -Describe the historical background of child play; – Describe video and traditional plays; - Apply leisure situations in the learning / teaching process; - Set up the school environment to facilitate children’s plays;

SUGGESTED ACTIVITIES : -Classify in a table the various types of play according to the age and level of learning ; -Set up a play mechanism in nursery or primary school


Competence Basic professional


changes and innovations.

Lesson Preparation

KNOWLEDGE: - Types of lesson preparation. (long-term, immediate and psychological preparations ); - Importance of each type of preparation; - Different parts of a prepared lesson ; - Importance and link between the different parts of a lesson ; - Activities to be carried out when preparing a lesson.

SKILLS : -Identify and describe the different types of lesson preparation; -Give the importance of each type of lesson preparation; -Present the different parts of a lesson ; -Establish a link between the different parts of a prepared lesson; -Enumerate the activities to be carried out when preparing a lesson and orientate them towards the development of competences. -Prepare complete and well-structured lesson. SUGGESTED ACTIVITIES: -Propose discussion questions highlighting the consequences of a poorly prepared lesson and the advantages of a well-prepared lesson. -In collaboration with learners, put in place a list of references (test books, journals, internet, etc.). -Group work to develop a list of frequently-used questions linking the various parts of a lesson.

Teaching methods, techniques and procedures.

KNOWLEDGE: - Pedagogic methods: (dogmatic method, demonstrative method, active method, questioning methods, laboratory and child-centered method etc.); advantages and disadvantages. -Some teaching techniques ( lecture, transversal/ integrated theme approach, individual work , group work ,role play, team work, audio-visual techniques); advantages and disadvantages ; -Teaching processes (acquisition, self control, conservation); advantages and disadvantages ; -Difference between teaching methods and teaching approaches( inductive, deductive, scientific and comparative); -Difference between pedagogic methods and pedagogic practices (interactive strategies). SKILLS : -Identify the different pedagogic methods; advantages and disadvantages.




-Identify the different teaching techniques; advantages and disadvantages. -Identify the different teaching processes; advantages and disadvantages. - Establish the difference between teaching methods and teaching approaches; -Establish the difference between pedagogic methods and pedagogic practices; -Choose and apply appropriate methods, approaches, techniques or procedures depending on the lesson. - Propose methods, approaches, techniques and procedures that develop competences. SUGGESTED ACTIVITIES: - Comparison of methods, approaches, techniques and procedures in classroom practices; -Design, produce and use appropriate teaching materials adapted to each method, technique and procedure.

Pedagogic Approaches

KNOWLEDGE: -Different pedagogic approaches (description, psychological theory, objectives, means of realisation, evaluation): content approach, approach by objectives, The New pedagogic approach, hands on minds on, project pedagogy, competence-based approach, integration approach. -Pedagogic implications (problems solving, learning situations, ICT and teaching with ICT tools; -Procedures to each approach SKILLS : -Present the different pedagogic approaches. -Outline pedagogic implications. -Establish the differences and similarities between the approaches by determining those that are more adapted to each context. SUGGESTED ACTIVITIES: -Comparative studies on the different approaches. -Application of the different approaches in concrete situations. -Discussions on difficulties teachers face in practicing child-centered approach and propose advice. -Design projects (posters to convince parents during class councils to understand the pertinence of the NPA) using most recent ICT resources.




-Organise teaching in a large and complex group; SUGGESTED ACTIVITIES: -Presentation of a practical situation on pedagogy of large and complex groups.


SUBJECT : GENERAL PEDAGOGY LEVEL : THREE-YEAR COURSE (3rd Year)

WEEKLY TIME ALLOCATION : 3hours ANNUAL TIME ALLOCATION : 66 hours

Targeted Competences: C11, C12, C13, C31 Terminal Competence: At the end of the course, the student-teacher should be able to solve professional problem-situations by applying appropriate teaching principles, methods/ procedures, techniques and approaches from resources related to General Pedagogy.



C13- Produce and use appropriate monitoring, supervision, evaluation and remedial education mechanism

Create and implement follow up /supervision, evaluation and remedial mechanism in line with the exigencies of CBA

Evaluation KNOWLEDGE: - Definition of concepts: evaluation, items, specification table, domain, skills, taxonomy, difficulties; -Importance of evaluation (for the learner and the examiner); -Types of evaluation; -marking of assignments; -Evaluation criteria; -Specification table; -Types, criteria and modalities in constructing items; -Evaluation questions (at the end of a sequence and end of training). -Marking guide and broad sheet; - Analysing results; - Different forms of evaluation; -Remedial strategies ; -Analysing syllabuses. SKILLS : -Define concepts linked to evaluation; -State the importance of evaluation. -Identify the types of evaluation; -Mark assignments; -State and explain evaluation criteria; -Construct specification tables; -Present the types, criteria and modalities in the construction of items ( questions ); -Construct examination questions. -Construct a marking guide and a broad sheet. - Present a steps in analyzing results; -State the different forms of evaluation;

-Identify remedial. strategies ; -Analyse and evaluate syllabuses ; -Suggest activities which will help evaluate the stated competences ; -Create a mechanism for a learner to identify his/her strength and weaknesses and improve.

SUGGESTED ACTIVITIES: -Construction of a specification table, questions for end of sequence / level and marking guide; carry out remedial activities.


Competences Basic Professional

Competence Themes Resources

learners

increase pedagogic and educational efficiency; - Synthesise its history and present methods of comparison; - Determine the complementary relationship between formal, non-formal, special, integration, informal and literacy education while integrating contemporary challenges (inclusive education, equal opportunities, gender approach, HIV/AIDS, climate change etc) SUGGESTED ACTIVITIES: -Documentary Research; - Case Study - Discrimination exercises of concepts - Discussions ; -Individual, pair, group work. Etc.

Amend pedagogic practices to current educational systems

Methodology in comparing educational systems: CONFEMEN method.

KNOWLEDGE: - Definition of comparison variables according to PASEC:

Access to education.

Quality of education.

Steering system.

Management System

Financing of education. SKILLS: - Efficiently analyse each of the variables as an agent of education; - Compare educational systems to improve on pedagogic and educational practices. SUGGESTED ACTIVITIES: - Discrimination exercises on abbreviations and concepts; - Synthesis or reports after investigations; - Documentary research; - Discussions ;

-Individual, pair, group work. Etc.

C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism C42- Amend

Cameroon Educational Systems before Independence.

KNOWLEDGE: -Description of policies, aims, objectives, mode of organisation, functioning, financing, certification mechanism of each of the educational systems put in place by the Germans, the French and the British in Cameroon before independence. SKILLS: - Briefly describe for each of the periods, the policies, aims, objectives, mode of organization, functioning, financing, certification mechanism of each of the educational systems put in place by




educational practices taking into account changes and innovations

the Germans, the French and the British; - Compare education mechanisms put in place by the different administrations of Cameroon before Independence; - Use traditional principles of education to improve on pedagogic practices. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes after investigations; - Discussions ;



SUBJECT: EDUCATIONAL POLICIES AND COMPARATIVE EDUCATION LEVEL: THREE-YEARS COURSE (3rd Year)

WEEKLY TIME ALLOCATION : 02h ANNUAL TIME ALLOCATION:44h

Targeted Competences: C11, C12, C13, C42. Terminal competence: At the end of the course, the student- teacher will be able to efficiently solve professional problem-situations, making us of resources acquired from Educational Policies and Comparative Education. COMPARATIVE EDUCATION (1h)



C11-Plan and facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanism C42- Amend educationalpractices taking into account changes and innovations

Amend pedagogic practices to current educational systems

Study of some foreign educational systems.

KNOWLEDGE: - Brief presentation of Senegal educational system; - Brief presentation of Ghana educational system; - Brief presentation of Japan educational system; SKILL: Compare the afore-mentioned systems with Cameroon present day Basic Education system exclusively. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; - Discussions ;


International organizations in charge of education

KNOWLEDGE: - Definition of abbreviations: UNESCO,CONFEMEN, ISESCO, PASEC, OIF and Commonwealth; - Brief presentation of each of the missions, sphere of competence and means to use. -Brief presentation of three types of supports received by the Ministry of Basic Education from each organisation since 2005. SKILLS: - Define the above abbreviations: - Present the supports for each organisation. - Propose strategies to exploit maximum opportunities of support from the above international organizations. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; - Discussions ;



SUBJECT : SCHOOL ADMINISTRATION AND LEGISLATION LEVEL THREE-YEAR COURSE (1st Year)

WEEKLY TIME ALLOCATION: 2hour ANNUAL TIME ALLOCATION: 44hours

Targeted Competences: C11, C22, C31, C33 Intermediate Competence: At the end of the first year of the course, the student-teacher should be able to solve meaningful professional problem-situations using resources acquired from School Administration and Legislation, administrative correspondence and texts.

Competences Basic

Professional competences

Themes Resources

I - SCHOOL ADMINISTRATION

C11 - Plan and facilitate learning/teaching activities C22 - Work in a team, collaborate with the hierarchy and the educational community

Carry out administrative duties linked to class activities

General introduction

KNOWLEDGE: -Definition of the concept school administration; -Importance of school administration in the teaching profession; -Activities of school administration. SKILLS : -Define the above concept. -Explain and show the importance of school administration in the teaching profession; -Present the duties linked to each activity of school administration carried out by the class teacher and thesection/level animator. SUGGESTED ACTIVITIES: - Research documentary - Summary notes ; - Presentations and discussions

Administrative writing

KNOWLEDGE: - Definition of concepts : Administration,

administrative correspondence/letters, administrative writing ;

-Principles of administrative writing ; -Different types of technical and administrative communication; - Typography. SKILLS : -Define the above concepts ; -State the different types of administrative correspondences -Present the structure and format of the different administrative correspondences with respect to their different destinations -Conveniently write administrative correspondences. SUGGESTED ACTIVITIES:


Competences Basic


Themes Resources

governing education in Cameroon. International Instruments :

The Universal Declaration of Human Rights and Citizen,

The Convention on the Rights of the Child adopted on 20/11/1989 and ratified on 11/01/1993

The United Nations Convention on the Rights of Persons with Disabilities adopted by the General Assembly on 13 December 2006 and signed by Cameroon on 1 October 2008;

The United Nations Standard Rules on the Equal Opportunities for Persons with Disabilities adopted in December 20, 1993;

Declaration of the Rights of Mentally Retarded Persons proclaimed by the General Assembly in its resolution 2856 (XXVI) of 20 December

African Charter on the Rights and Welfare of the Child (1990)

Legislative Texts

Constitution of Cameroon

Orientation Law on Education in Cameroon, 1998

Law laying down rules on the organization and functioning of Private Education in Cameroon

Penal Code (excerpts relating to the establishment of Civil status facts )

Law N ° 2010/002 13/04/2010 on the protection and promotion of disabled persons

The Labour Code;

The organization of the civil status and provisions related to the status of individuals

SKILLS - Present the different international instruments

and legislative texts on education in Cameroon;

- Establish the link between the texts and the teaching profession ;

- Apply effectively the texts in the teaching profession.


SUBJECT : SCHOOL ADMINISTRATION AND LEGISLATION LEVEL THREE-YEAR COURSE (3rd Year)

WEEKLY TIME ALLOCATION: 1hour ANNUAL TIME ALLOCATION: 22hours

Targeted Competences: C11, C22, C31, C33 Terminal Competence: At the end of the course, the student-teacher should be able to solve meaningful professional problem-situations using resources acquired from School Administration and Legislation.

Competences Basic


Themes Resources

I - SCHOOL ADMINISTRATION

C33-Sensitise and accompany the education community in the domain of environmental protection

Manage resources and prevent risks and accidents

Safety in the school milieu

KNOWLEDGE: - Definition of concepts: Safety and insurance. -Management principles ofsafety for persons and school property; - Prevention and management of emergencies, catastrophes (accidents, violence, vandalism, epidemics). SKILLS : - Define the above concepts ; - List and put into practice the management principles of safety for persons and school property. SUGGESTED ACTIVITIES: - Simulations ; - Practical situations ; - Case studies.

II – SCHOOL LEGISLATION

Legal framework for the promotion of education

KNOWLEDGE: Regulatory Texts

• Decree to lay down the Special Status of Civil Servants of the National Education Corps • Decrees on the organization of the Ministries in charge of nursery, primary and secondary education, • Decree on the organization of public schools and fixing responsibilities of those responsible for school administration, • Decree laying down the organization and functioning of private education in Cameroon • Order implementing certain provisions of Decree No. 2001/041, • Circular letter No. D/36-01/MINSANTE/CAB 04/01/2011 on the birth certificate (Civil status) • Circular No. 24/05/C/MINESEC/SG/IGE / OBC / D / X DIVE of 11 October 2005 on the organization of examinations for hearing and visually impaired candidates; • Joint Circular Letter No.



Competences Themes Resources

ATTITUDINAL KNOW-HOW: -Develop a spirit of listening, intellectual humility, receptive, open- mind and flexible. SUGGESTED ACTIVITIES: :-Extract from MINEDUB Organizational chart (organigram ) potions of pedagogic supervision and it’s attributions; -Practical situations on the general structure of pedagogic supervision, its attributions and its functions.

Organisation of a training session

KNOWLEDGE: -Activities to be carried out before training ( preliminary information, preparation of the session); -Activities to be carried out during the session ( availability of training documents/materials ,involvement of different actors); -Activities to be carried out after the session (follow-up). SKILLS: -Describe the activities to be carried out before the training session; -Present the activities to be carried out during of the session; -Determine the activities to be carried out after the session. -Prepare and animate a training session. SUGGESTED ACTIVITIES: -Designing an organizational plan of a training session.

Pedagogic animation

KNOWLEDGE: -Forum of pedagogic animation: pedagogic seminars, sample lessons, UNAPED(Association of primary school teachers), UNIMAT (Association of nursery school teachers); -Activities to be carried out before pedagogic animation; -Activities to be carried out during the training session; -Activities to be carried out after the training session. SKILLS: -Describe the activities to be carried out


SUBJECT : PEDAGOGIC SUPERVISION NIVEAU : THREE-YEAR COURSE (3rd Year)

WEEKLY TIME ALLOCATION: 01 hour ANNUAL TIME ALLOCATION : 22 hours

Targeted competence: C22, C31, C41 Terminal competences: At the end of the course, the student- teacher should be able to solve professional problem-situations using resources acquired from Pedagogic Supervision.

Competences Basic

professional Competences

Themes Resources

Pedagogic team, education team and education community

KNOWLEDGE: -Definition and importance of pedagogic team, education team and education community; -Composition and role of different members; -Conditions for a smooth functioning of the education team. SKILLS: -Define and give the importance of the educative team; -Present the composition and role of the different members of the educative team; -Determine the conditions of its smooth functioning; -Improve student performance due to concerted actions of all the members. ATTITUDINAL KNOW-HOW: -be honest and objective. SUGGESTED ACTIVITIES: -Design educational projects with the aid of the pedagogic team.

C31- Work in discipline, respect deontology and professional ethics.

Solve professional problem-situations using deontology and professional ethics rules.

Pedagogic Inspection

KNOWLEDGE: -Definition of Pedagogic Inspection; -Importance of Pedagogic Inspection in schools -Types of Pedagogic Inspections; -The inspection of a Head teacher (as an administrator or as a teacher) and a class teacher; - Inspection plan/schedule - Inspection form. SKILLS: -Define Pedagogic Inspection; -Determine the objectives and the importance of Pedagogic Inspection in schools ; -Present the types of Pedagogic Inspection; -Present the Inspection schedule -Describe and state the elements of an inspection form;


SUBJECT: PHILOSOPHY OF EDUCATION LEVEL: THREE-YEAR COURSE (2nd Year)

WEEKLY TIME ALLOCATION : 01 hour ANNUALTIME ALLOCATION : 22hours

Targeted Competences: C11; C12; C13; C22; C31; C33. Intermediate Competence: At the end of second year, the student-teacher should be able to solve professional problem- situations using resources acquired in Philosophy of Education on general notions, aims, goals of education in Cameroon, possibilities, training, schooling and culture.



C11-Plan and facilitate learning/teaching activities Solve problem-

situations in planning and animating teaching/learning activities using resources related to general notions and aims of education

General Introduction

KNOWLEDGE : -Definition of concepts: Aims, Objectives, Philosophy of Education ; - Theoretical bases of Philosophy of education; - Importance of Philosophy of Education in the training of student-teachers ; - Process of philosophical reasoning SKILLS : - Define the above concepts ; - State the theoretical basis of Philosophy of Education; - Explain the importance of Philosophy of Education in the training of the student-teachers ; - Integrate and apply the process of philosophical reasoning. SUGGESTED ACTIVITIÉS - Documentary research ; - Summary notes ; - Presentations and discussions.

Aims of education in Cameroon

KNOWLEDGE: - Definition of the concept Aims of education; - Conversion of an educational policy into aims of

education and objectives. - Aims of education and their philosophical bases. SKILLS: - Define the above concept ; - Convert an educational policy into aims of

education and objectives; - State and explain the aims of education and

their philosophical bases; - Integrate and apply the above concepts in the

professional context. SUGGESTED ACTIVITIES :

-Documentary research ; - Summary notes ; Presentations and discussions

C12 – Organize class work

Solve problem-situations using

The problem of aims and

KNOWLEDGE - Definition of concepts :Aims of education aims




development in school. SKILLS - Define the above concepts. - Establish a link between the concepts taking

into account school realities in Cameroon; - State and explain educational stakes and the

promotion of sustainable development in Cameroon;

- Integrate the notion of sustainable development in the management of the school environment.

SUGGESTED ACTIVITIES

-Documentary research ; - Summary notes ; - Presentations and discussions.


SUBJECT: SOCIOLOGY OF EDUCATION LEVEL THREE-YEAR COURSE (2nd Year)

WEEKLY TIME ALLOCATION: 01 hours ANNUAL TIME ALLOCATION: 22 hours

Targeted competences: C11, C12; C13; C22; C31. Intermediate competence: At the end of the second year, the student- teacher should be able to solve professional problem-situations using resources acquired from Sociology of Education on general notions, school, institution, social Organisation of the school, sociological factors of schools success or failure and cultural heritage.

Competences Basic


Themes Resources

C11 – Plan and facilitate teaching /learning activities

Solve problem- situations using elements of Sociology of Education


KNOWLEDGE: -Definition of concepts: Educational Sociology and school sociology; -Importance and interest of this subject in the training of student teachers; -Components of educational sociology (language, customs ,tribe, race, religion, cultural identity); SKILLS: -Define the above concepts; -State the importance and interest of this subject in the training of student teachers; -State the components of educational sociology (language, customs, tribe, race, religion, cultural identity, etc); -Conveniently use the defined concepts in different pedagogic situations; -Explain and justify the importance of Educational sociology to a primary and nursery school teacher. ATTITUDINAL KNOW-HOW: -Be patriotic, cooperative and have a sense of general interest. SUGGESTED ACTIVITIES : -Documentary Research; - Summary notes; -presentations and discussions.

C12 – Organise class work according to various situations adapted to learners.

The school as an institution

KNOWLEDGE: -Different schools of thought on the school as an institution and as an educational structure; -Definition of types of schools: Formal education Institution, Informal education Institution, Non formal education Institution; -Presentation of sociological theories related to the theme. SKILLS: -Clearly describe the different schools of thought on the school as an institution and as an educational


and socialisation

-Definition of the concept socialisation ; - Significant theories related to child socialisation; - Contribution of the school to socialisation. SKILLS: Define the above concept. -Apply relevant theories to solve professional problem-situations he will face in carrying out his function. -Show the contribution of school in socialisation. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; -Presentations and discussions.

C31- Work in discipline, respect, deontology and professional ethics

Education and Social Mobility

KNOWLEDGE: -Definition of concepts: Social Mobility and social ascension; -Theories related to social mobility; - Contribution of the school to social mobility; SKILLS: Define the above concepts; - Apply the significant theories of social mobility in his classroom practices; - Show the contribution of the school in social mobility. SUGGESTED ACTIVITIES: -Documentary research; - Summary notes; -Presentations and discussions.

School as an institution of reproduction of social classes

KNOWLEDGE: -Definition of concepts: reproduction of social classes and social reproduction; -theories related to social reproduction of social classes (Bourdieu and Passeron) ; -Role of the school in the reproduction of social classes. SKILLS: Define the above concepts; - Apply relevant theories to solve professional problem-situations he will face in carrying out his function. - Show the contribution of the school in the reproduction of classes. SUGGESTED ACTIVITIES: - Documentary research; - Summary notes; -Presentations and discussions.


SUBJECT : DEONTOLOGY AND PROFESSIONAL ETHICS LEVEL : THREE-YEAR COURSE (1st Year)

WEEKLY TIME ALLOCATION : 02hour ANNUAL TIME ALLOCATION: 44hours

Targeted Competences: C11, C22, C31, C42 Intermediate Competences: At the end of the first year, the student-teacher should be able to solve professional problem-situations using resources acquired from Deontology and professional ethics on from general notions, right and obligation of a teacher.



C11 – Plan and facilitate teaching/learning activities.

Solve problem-situations respecting ethical rules and deontology of the profession


KNOWLEDGE: Definition of concepts: Deontology, Morals and professional ethics. SKILLS: - Define the above concepts; - Explain the importance, objectives and components of deontology and professional ethics -identify, use and establish the link between the concepts. SUGGESTED ACTIVITIES: - Documentary research, - Analytical work to bring out the relevance of the subject; - Identification and formulation ofsignificant problem- situations related to the subject; - Brainstorming on moral and ethical issues.

C22 - Work in a team, collaborate with the hierarchy and the education community

Rights and obligations of a teacher

KNOWLEDGE: - Essential obligations of a teacher vis-à-vis himself, students, parents, colleagues, hierarchy, community and state; - Basic rights of a teacher vis a vis himself, students, parents, colleagues, hierarchy, community and State. SKILLS: -State the rights and obligations of a teacher from the horizontal and vertical perspective in view of harmonizing the interpersonal relationships; - Integrate the normative principles in his daily behaviour; ATTITUDINAL KNOW-HOW: - Demonstrate humility, honesty, openness, self-sacrifice, dedication and transcendence. SUGGESTED ACTIVITIES: - Simulation ; - Role- play; - Case study; - Problem solving.


data representation, graphical analysis and interpretation.

frequency ,class interval, class size, class mid-point ,lower and upper class limits, lower and upper class boundaries SKILLS: -Define and explain the above concepts -Use them in varied situations SUGGESTED ACTIVITIES: - Practical exercises

Data representation

KNOWLEDGE: - Tables, bar charts and pie charts, histograms - Frequency polygon, frequency curves. SKILLS: - Establish a distribution table of frequencies following the type of variable; - Explain the different forms of representation of statistical data; -Represent statistical data in different forms - Convert the data from a distribution table to a graph and vice versa. SUGGESTED ACTIVITIES: - Practical exercises


SUBJECT : INTRODUCTION TO STATISTICS APPLIED TO EDUCATION LEVEL : THREE-YEAR COURSE (3rd Year)

WEEKLY TIME ALLOCATION: 1 hours ANNUAL TIME ALLOCATION : 22 hours

Targeted competence: C41 Terminal competence: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Introduction to statistics applied to education.



Solve problem- situations involving analysis and interpretation of data from numerical indicators.

Measurements of central tendency

KNOWLEDGE: - mode, median, mean; - Mode (case of ungrouped data and case of grouped data); - Median (case of ungrouped data and case of grouped data); - Mean (case of ungrouped data and case of grouped data). SKILLS: - Define and explain the concepts through calculations; - Conveniently use the concepts in varied situations. SUGGESTED ACTIVITIES: - Practical exercises

Relative position indicators

KNOWLEDGE: - Quartiles (case of ungrouped and case of

grouped data); - Deciles (case of ungrouped and case of

grouped data) ; - Percentiles (case of ungrouped and case of

grouped data) ; - Percentile ranks. SKILLS: - Define and explain the concepts through calculations; -Conveniently use the concepts in varied situations SUGGESTED ACTIVITIES: - Practical exercises

Measurements of dispersion

KNOWLEDGE: - Range and mean deviation; - Variance and standard deviation; - Variation coefficient; - Interpretation of the standard deviation.

SKILLS: - Define and explain the concepts through calculations;


COMPETENCE BASIC

PROFESSIONAL COMPETENCE

THEMES RESOURCES

- Affirmation: e.g. yes; certainly - Negation: e.g. no; not - Duration: e.g. still; longer 3. Sentence structure : (SVO ; SVC ; SVOC ; etc., phrases and clauses, etc 4 Types of sentences- Declarative, Interrogative, Negative, Imperative 5. Punctuation 6. Contracted forms 7. Question tags 8. Concord (subject and verb agreement with person and number), 11.Conditionals 1st, 2nd and 3rd, 12. Reported speech, 13. affirmation and negation, 14. Modals. Vocabulary: The following vocabulary development skills and terms/items should be taught :

Word building using Affixes (prefixes and suffixes);

Homonyms; Homographs; Homophones;

Synonyms

Antonyms;

Gender (masculine; feminine; neuter);

Numbers (ordinal and cardinal);

Spelling rules;

Context –based Expressions like idioms; figures of speech/ figurative language; etc.

Terms and expressions related to lesson planning and delivery

SKILLS Oral/Aural

Correct pronunciation of problematic sounds and words e.g

Using stress and intonation meaningfully;

Combining words in appropriate word order and proper collocations;

Using vocabulary and register appropriately;

Listening and responding appropriately (for gist; for detail; for main points; for specific details; to infer; to anticipate, etc.)

Using appropriate words and expressions in oral and written communication involving the following language functions (e.g. introducing self and


COMPETENCE BASIC


THEMES RESOURCES

Material resources - Pictures - Cartoons - Recorded conversations - passages/extracts from the net - Audios/Videos - Photographs - Banners and hoardings - The dictionary (for looking up pronunciation) Human resources

Peers

Teachers Family and community members. N.B. The Material and Human resources cited above apply to all the competence areas below.

C22: Work in a team, collaborate with the hierarchy and the education community

-Ability to interact effectively in group work and meetings -ability to communicate effectively with members of hierarchy and educational community

-Administrative writing, -Organising and participating in staff and other meetings -Collaborative teaching -Group dynamics

KNOWLEDGE Grammar

The passive form

Sentence structure, simple and complex sentences

Past Simple tense

Reported Speech N.B. Choose any other appropriate grammar point from the C21 competence area Vocabulary Terms and expressions associated with meetings, administrative writing, collaborative teaching, and group dynamics SKILLS Oral and Aural

Conversational skills -Use of polite forms -Expressing opinions -Stating points of view/arguments -Agreeing and disagreeing -Turn-taking

Presentation and speechmaking techniques

Listening to instructions and taking notes. Reading and Writing

Read and distinguish format and organisation of various administrative texts and correspondences e.g reports, communiqués, minutes, applications, notices, letters of complaint, request for


COMPETENCE BASIC


THEMES RESOURCES

implementing discipline

Describing pupil behaviour SUGGESTED ACTIVITIES: The teacher will select and review or teach the grammar and vocabulary items that are relevant to the competence area, the texts used, and the skills and micro-skills taught. Teacher will also use brainstorming, group task activities, role play, discussions, and dialogues, to enable students practice the language required for oral or written work. ATTITUDINAL KNOW-HOW: The learner will be: creative, clean, caring, accurate, knowledgeable and confident, enthusiastic, tolerant, honest, hard-working, generous, fairness.

C32: Participate in the conception and the realisation of socio-educational activities

-Ability to read, produce and use texts on, and for socio –educational activities -Ability to discuss issues -Ability to animate and, or participate in socio-educational activities

-Socio-educational projects: e.g. Open day activities, Organising graduation and fundraising activities -Co-curricular activities

KNOWLEDGE Grammar

Modals : should, to, have to

The Future simple

The past simple, present continuous, and present perfect tenses

Use of ‘going to’ to express future plans

adjectives of place, time, manner, quantity, colour,

Question types

Sequence markers- first, next , then, at the same time, lastly, finally, etc

Relative pronouns –which, who, that Vocabulary

Words relating to celebrations, surveys,

Words to name and describe various co-curricular activities

SKILLS Oral /aural

Use of intonation and stress for emphasis

Listening to and delivering speeches

Conversational skills

Descriptive and narrative skills

Story telling techniques; Reading . and writing

Reading and identifying format and content of speeches, stories interviews, surveys, invitations,


SUBJECT: ENGLISH LANGUAGE LEVEL : THREE-YEAR COURSE (Second Year)

WEEKLY TIME ALLOCATION: 2 hour ANNUAL TIME ALLOCATION : 44 hours

Targeted Competences: C41, C42 Terminal Competence: By the end of the second year of the course the student teacher will display communicative fluency, accuracy, and confidence to effectively teach and evaluate their pupils’ and personal performance, communicate with hierarchy, colleagues and other educational stakeholders, read widely, and write effectively in the English language.

COMPETENCE BASIC


THEMES RESOURCES

C41: Analyse students’ results and class performance to evaluate pedagogic practices

Ability to make qualitative as well as quantitative value judgements on pupils’ performance and propose strategies for improvement

Assessment and evaluation of student performance

KNOWLEDGE Grammar

Comparative and superlative forms of adjectives

The 2nd and 3rd conditional

Cause-effect markers e.g due to, as a result of, is/are responsible for,

Vocabulary

Ordinal and cardinal numbers,

Words related to evaluation e.g. percentage score, success/failure rate, a majority, more than, less than, lower than

Words and expressions that indicate comparison e.g both…..and, similar to, like, and contrast e.g. differs from, unlike, whereas, but, contrasts with, on the other hand etc.

Definitions of different test types-diagnostic, placement,

Distinction between formative and summative assessment

SKILLS Oral/Aural

Presenting verbal reports

Listening to and asking questions about verbal reports on pupils’ performance, and writing down facts and figures

Responding to questions on learners’ performance

Reading and Writing

Transposing information from text to diagrams, tables, charts, etc and vice versa.

Analysing and interpreting data

Making recommendations/suggestions

ATTITUDINAL KNOW-HOW: Fairness, accuracy, knowledge ability, confidence, Responsibility, hard-working .


COMPETENCES COMPETENCES

PROFESSIONNELLES DE BASE

THEMES RESSOURCES

personne ; - Lire et remplir un formulaire ou une fiche ; - Repérer un individu ; - Prendre la parole en public ; - Décrire ou faire le portrait de quelqu’un ; - Donner ou demander des renseignements sur

quelqu’un. SAVOIR-ETRE : - Sens de l’observation ; - Curiosité ; - Sens du respect ; - Sens de la convivialité - Sobriété , Organisation, Sens de l’écoute ; - Confiance en soi ; - Sens de l’improvisation, de la courtoisie et de la

créativité. ACTIVITES SUGGEREES : - Récitation de poèmes – Dramatisation des dialogues -Recherche documentaire - Initiation à la construction des dialogues

Résoudre les situations problèmes liées à sa profession par l’utilisation de l’écoute, de l’expression orale, de la lecture et de l’écriture pour satisfaire les besoins de la vie quotidienne relevant des déplacements quotidiens, du respect des consignes, des petites tâches en famille et dans la communauté

Vie familiale et sociale

SAVOIRS : A-Savoirs notionnels 1 – Grammaire - Les classes de mots : les pronoms personnels

compléments (le, la, l’, elle(s) ; - Le verbe : le verbe d’état/verbe d’action ; - L’adjectif qualificatif : emploi et accord ; - La phrase : la phrase simple (construction aux

formes affirmative et négative) ; - La phrase : phrase minimale et phrase étendue

(expansions de la phrase) ; - Les prépositions de localisation spatiale 2 – Conjugaison -Le mode indicatif : Le passé composé (les participes passés et leur formation, l’emploi des auxiliaires avoir et être, formation et emploi du passé composé) 3– Orthographe - Les sons et les lettres : /K/, /S/, /Z/ ; - L’affixation : suffixes et préfixes (formation des

mots) 4 – Vocabulaire - Comment utiliser un dictionnaire bilingue ; - Vocabulaire de la famille et de la vie

communautaire ;




THEMES RESSOURCES

ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description des

parties du discours étudiées, exercices de substitution, de transformation.

Réception écrite : techniques de lecture expressive

Expression orale : technique de l’écoute Production écrite et orale - La phrase, le paragraphe ; - Le jeu de rôle ; - La dramatisation ; - L’exploitation des images.




THEMES RESSOURCES

quotidienne relevant de la vente d’un bien de consommation ou d’un service, de l’achat de produits de consommation, de l’épargne et activités bancaires et de la participation à une foire ou une kermesse

- Le contraste passé composé – imparfait 3 – Orthographe - Homophones grammaticaux et lexicaux :

terminaisons du présent et de l’imparfait (leur prononciation) ;

- Ce, se /ces, ses, c’est … - Les sons et les lettres : /f/, /g/, /t/. 4 – Vocabulaire - Vocabulaire du marché : les objets vendus ou

achetés, l’emplacement des marchandises, les unités de mesure, les rayons dans un supermarché, etc.

5 – Expression orale : - Compte rendu oral - Commentaire d’images - Compréhension orale - Construction et dramatisation de dialogue 6 – Lecture - Dialogue entre un marchand et un acheteur - Dialogue au restaurant - Passages sur la vie économique - Films B-Savoirs méthodologiques (Expression écrite /Rédaction) - la narration - La situation (le cadre et les personnages) - Les verbes d’action et leur conjugaison. - Production d’un paragraphe racontant une série

d’évènements ou d’actions. SAVOIR-FAIRE : - Dialoguer pour vendre ou acheter un produit - Lire des étiquettes pour choisir un produit - Lire un menu - Dresser une liste des produits à acheter - Emettre un jugement sur des produits SAVOIR ETRE : - Sens de l’observation, de la curiosité et de

l’organisation - Attention et application - Discernement - Créativité - Sens de l’écoute et esprit d’équipe ACTIVITES SUGGEREES : Analyse des outils de la langue et des textes - Repérage, identification et description des




THEMES RESSOURCES

parties du discours étudiées, exercices de substitution, de transformation.

Réception écrite - Techniques de lecture expressive Expression orale - Techniques de l’écoute 4 – Production écrite et orale - Production de phrases et de paragraphes

racontant une série d’évènements - Jeu de rôle - Exploitation de bandes dessinées ou d’images.


RECOMMENDATIONS FOR TWO- YEAR AND THREE- YEAR COURSES The service in charge of Studies should make sure that the program for didactics subjects for Two-year and Three-year courses be shared according to levels in the Departmental councils taking into consideration pedagogic organisation specific to each Teacher Training College( TTC) . Evaluation for didactics should take theoretical and practical dimensions. Written tests or examinations takes 60% of the didactics marks, while practical (group work of maximum six members, writing of lesson notes, simulation and appraisal), represent 40% of the marks.

SUBJECT : DIDACTICS OF NURSERY EDUCATION LEVEL: THREE-YEAR COURSE (1st, 2nd Year)

WEEKLY TIME ALLOCATION : 1hour ANNUAL TIME ALLOCATION : 22hours

Targeted Competences: C11, C12, C32, C13, C42. Terminal Competence: At the end of the course, the student-teacher should be able to solve professional problem-situations using resources acquired from Didactics of Nursery Education, by integrating pedagogic Innovations.

COMPETENCES BASIC

PROFESSIONAL COMPETENCES

THEMES RESOURCES

C11 - Plan and facilitate learning/teaching activities

Solve problem-situations using basic skills acquired from the Didactics of nursery school activities


KNOWLEDGE: -Definitions of concepts: nursery didactics, activities, pre-school or pre-nursery, project pedagogy and play. - National syllabuses for Nursery schools in Cameroon; - The Importance of Didactics in nursery school -Objectives of the Didactics of nursery school activities ; -Classroom setting in nursery school (corners, work-shops decoration etc…) - Daily schedule in nursery school SKILLS: -Define the above concepts ; -Describe the structure of National syllabuses for nursery school in Cameroon; - State the importance of nursery school

didactics -State and explain the objectives of the didactics of nursery school activities; -Describe Classroom setting in the nursery school; -Draw up the daily schedule in the nursery school. SUGGESTED ACTIVITIES: -Documentary research; -Identification of problem- situations.

Solve problem- characteristics KNOWLEDGE:


COMPETENCES BASIC


THEMES RESOURCES

C12 -Organise class work according to various situations adapted to learners C32 -Participate in the conception and realisation of socio-educative activities C13 - Produce and use appropriate monitoring, supervision, evaluation and remedial education mechanisms. C42 - Amend educational practices taking into account changes and innovations.

situations using characteristics of the different activities of the nursery school

of pre- education

-Characteristics of Nursery One and Nursery two kids (cognitive, psychomotor and socio-affective) ; -Reception in the nursery school (how to receive kids? Why do we receive or welcome kids? When do we receive them?); -Types of pre-school pedagogy (use of daily-life activities, project pedagogy, play method) -Principles of managing the environment and organising pre-learning activities in nursery schools; -Specific forms of evaluation of learning in the nursery school SKILLS: -Describe the characteristics of Nursery One and Nursery Two kids; -State and explain how to organise the reception of kids in the nursery school; -Adapt the types of pedagogy to various situations and activities in the nursery school; -Apply principles of managing the environment and organising pre-learning activities in nursery schools; -State and explain the specificity of evaluation of learning in nursery schools; SUGGESTED ACTIVITIES: - Documentary research; -Identification of problem- situations.

Domain of activities predominantly based on expression

KNOWLEDGE: -Definition of concepts : oral expression and expression by gesture; - Psychological considerations; -General objectives; -Specific objectives; -Content of activities under oral expression, expression by gesture and initiation to oral and written language; -Methodology of oral expression activity for Nursery One and Nursery Two; -Methodology of gesture expression activity for Nursery One and Nursery Two; -Methodology of initiation to oral and written language for Nursery One and Nursery Two; - General activity plan and structure of individual activity notes. SKILLS :


COMPETENCES BASIC


THEMES RESOURCES

-Pay a permanent and consistent attention to children; -Be happy, motherly, tender and kind. NB : these attitudes are transversal

SUGGESTED ACTIVITIES: Proposal of exercises to discriminate concepts; - Proposal of synthesis exercises; -Provision for appraisal sessions with the production of individual activity notes in groups; -Simulation and micro-teaching.


SUBJECT: DIDACTICS OF PRACTICAL ACTIVITIES LEVEL: THREE-YEAR COURSE (1st, 2nd,3rd Year)

WEEKLY TIME ALLOCATION: 2hours ANNUAL TIME ALLOCATION: 44hours

Targeted competences: C11, C12, C13, C32, C33, C42 Terminal competence: At the end of the course, the student-teacher should be able to solve professional problem-situation using resources acquired from Didactics of Practical Activities, by integrating pedagogic Innovations.

COMPETENCES BASIC


THEMES RESOURCES

C11 – Plan and facilitate teaching/ learning activities.

Solve professional problem-situations using skills and abilities of practical activities (Artistic, Agro-pastoral, family life, home economics.) depending on the environment


KNOWLEDGE: - Definition of concepts: Practical

activities, teaching methods, artistic education, home economics etc ;

- Objectives of teaching practical activities in the primary school;

- Importance of practical activities in the primary school;

SKILLS: -Define the above-mentioned concepts. -Use and establish a link between the different concepts; -Explain the importance of practical activities in primary schools; -Clearly state objectives level by level in teaching practical activities in the primary school; Attitudinal know-how: Develop an analytical and research attitude. SUGGESTED ACTIVITIES: -Documentary research ; -Analyse and show the importance of the subject in the acquisition of manual abilities in pupils; -Problem-situations.

C12-Organise class work according to various situations adapted to learners C32-Participate in the conception and realization of socio-educational activities.

Domains in teaching practical activities

KNOWLEDGE: Artistic Domain :

-Production of objects and decoration (classroom, party halls, office and vehicles). -Drawing/painting, sculpture, glasswork, sewing ,carpentry ;dying; Agro pastoral domain - Elementary farming techniques; -Animal husbandry (poultry, piggery, fishery etc.) Home economics :

Prepare lesson notes on practical activities.


COMPETENCES BASIC


THEMES RESOURCES

SUGGESTED ACTIVITIES: - Prepare a list of items in each domain

of practical activity ; - Draw supervision and an evaluation

form for projects to be realised. - Integrate objectives in current life

situations in practical activities. - Find out recent innovations to update

the teaching of practical activities ; - Solve problem-situations


COMPETENCES BASIC


THEMES RESOURCES

of music;

SUGGESTED ACTIVITIES: - Documentary research ; - Singing ; - Sketches.

Integration objectives

KNOWLEDGE: - Terminal integration objectives of songs and

music; - Intermediate integration objectives of songs

and music. SKILLS : - Clearly state terminal integration objectives

of songs and music; Clearly state intermediate integration objectives of songs and music.

SUGGESTED ACTIVITIES : -Documentary research ; -Case study.

Prepare and present a songs and music lesson according to CBA.

Methods, Techniques, procedure of teaching songs; lesson notes writing.

KNOWLEDGE: - Methods ,techniques and procedure of

teaching songs; - Lesson notes structure.

SKILLS : - Explain the methods, techniques and

procedure of teaching songs; -Write individual lesson notes on songs activities. - Present a song lesson in a class situation; SUGGESTED ACTIVITIES: - Practical exercises ; - Case study ( children with special needs) - Simulation.

Methods, Techniques, procedure of teaching Music; lesson notes writing

KNOWLEDGE: - Methods ,techniques and procedure of

teaching Music; - Lesson notes structure. SKILLS : - Explain the methods, techniques and

procedure of teaching Music; -Write individual lesson notes on the teaching of Music. - Present individual lesson notes on the

teaching of Music in a class situation.




C12:Organise class work according to various situations adapted to learners

-Promote economic and social development. ATITTUDINAL KNOW-HOW : -Develop a critical mind, be awake, aware and protect nature. SUGGESTED ACTIVITIES: -Classification and use of documents on geography; -Identification of the role of human beings in the conservation of the immediate or distant environment.

Easily prepare and present a geography lesson according to CBA.

Methods, techniques, procedure and lesson notes

KNOWLEDGE: - Appropriate methods , techniques , procedure to each domain of a lesson in Geography; -Methodological principles in the teaching of Geography; -Presentation of the stages of a lesson; - Choice of material; - Lesson notes - Appraisal of lesson note SKILLS: -Use appropriate methods, techniques and procedure to teach each domain of Geography; -Prepare Geography lesson notes respecting the appropriate methodology; -Set up the classroom according to the type of material available -Assign different responsibilities to students in groups, workshops and teams; -Teach a Geography lesson with ease. SUGGESTED ACTIVITIES: - Enquiry and enquiry report; - Exploitation of written and iconic documents (pictures and reproduction of works of art); - Site visits, facts and geographical phenomena; - Identifying signs of environmental changes in the milieu (soil, vegetation, climate, socio-economic activities, social mobility, etc.). - Determine the causes of changes and propose solutions in case of any adverse change on the population; -Develop projects involving the education community to solve problems related to environmental degradation;


COMPETENCES BASIC


THEMES RESOURCES

appropriate methodology; -Set up the classroom according to the type of material available.

SUGGESTED ACTIVITIES: Assign different responsibilities to students in groups, workshops and teams; - DocumentaryResearch - Site Visits - Investigations - Simulation.

C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms C42: Amend educational practices taking into account changes and innovations

Evaluation in History

KNOWLEDGE: -Types of evaluation in History; -Minimum and perfection criteria - marking guide in History; -Remedial strategies in History. SKILLS: Construct items integrating several objectives; -Prepare marking guides; - Propose well-structured History questions for sequential evaluations; - Build and implement appropriate remedial strategies ; -Identify and remediate students' difficulties; -Carry out self-evaluation. SUGGESTED ACTIVITIES. - Proposition of a list of items in History with students; -Development of monitoring and evaluation sheets for an ongoing project ; -Integration of History objectives in solving daily-life problems; -Development of self-evaluation forms in line with the methodological requirements of the teaching of History.

Evaluate History lessons according to CBA


COMPETENCES BASIC


THEMES RESOURCES

- Plants cultivated in certain environments and their methods of cultivation; -Small scale animal husbandry. - The requirements of pisciculture. Living environment - Germs, sources, prevention and,fight against germs. - Water-borne diseases : causes, symptoms treatment and prevention; -Skeletal diseases: causes, symptoms, treatment and prevention; -Responsible parenthood Education; -Reproductive health and basic knowledge on STI, HIV/AIDS etc. Physical and chemical environment - Physical and technological environment;

SKILLS: - Define ecology; - Establish the relationship between man and environment. -Define sustainable development - Define and describe the animal kingdom (fauna); - Define and describe the plant kingdom (flora); -Establish a link between fauna and flora; -Describe soil (constitution, composition, protection, improving and enriching methods); -Identify cultural practices/methods; -Identify some plants cultivated in certain environments and their methods of cultivation; -Describe small scale animal husbandry; -State requirements for pisciculture; - Identify germs, their sources, prevention, and fight against germs; - Identify and describe water-borne diseases; - Identify and describe skeletal diseases; - Define responsible parenthood education and state its importance; -Definereproductive health and basic knowledge on STI, HIV/AIDS etc. - Describe physical and technological environment.

SUGGESTED ACTIVITIES: - Enquiries, research and simple experiments;


SUBJECT : DIDACTICS OF CITIZENSHIP EDUCATION LEVEL : THREE-YEAR COURSE (1st, 2nd,3rd Year)


Targeted Competences: C11, C12, C13, C31, C42 Terminal Competence: At the end of course, the student-teacher should be able to prepare and conduct his teaching /learning activities to solve professional problem-situations involving resources from Didactics of Citizenship Education, by integrating pedagogic Innovations.


CompetenceS Themes Resources

C11 – Plan and facilitate teaching/learning activities

Solve professional problem-situations using resources of citizenship education


KNOWLEDGE: -Definition of concepts: -Civic education, moral education, civility, citizenship education, integrity education, patriotism, patriotic spirit, human rights, rights of the child, social ills, national integration, duties of a citizen; -Objectives of the teaching of Citizenship education; -The importance of Citizenship education in nursery and primary schools. SKILLS: Define the above concepts, use and establish a link between them; -State objectives of citizenship education per level. - State and explain the importance of Citizenship education in nursery and primary schools. ATTITUDINAL KNOW-HOW: -Develop a spirit of research and analysis. SUGGESTED ACTIVITIES: -Documentary research; -Exploitation and analysis of documents to show the importance of the subject in the child’s behaviour. -Presentations and discussions - Problem-solving.

C12:Organise class work according to various situations adapted to learners

Domains of the teaching of citizenship education in nursery and primary schools.

KNOWLEDGE: -Civic Education

State institutions;

Social institutions;

Statutory texts (The constitution, law, decree, decision, order, circular, rules and regulations);

Elements of citizenship (citizenship spirit, otherness, respect of public property etc.),



CompetenceS Themes Resources

C31: Work in discipline, respect, deontology and professional ethics.

patriotism (respect of state institutions, national and state emblems), and national integration;

Civil status (definition, importance and its different documents);

Integrity education; Moral education

- Moral values (peace, tolerance, mutual understanding, integrity etc.)

- Social ills (drug abuse, alcoholism, prostitution, tobacco addiction)

- Education for solidarity and mutual assistance;

- Social bond. Human rights education

Civic rights (rights and freedoms);

The voter (status, types and attributes).

For further information see National syllabuses for English speaking Primary schools. SKILLS: -Use acquired notions to enable student-teachers put into practice civic and moral values; -Sing national anthem and explain national emblems; -Identify and implement attitudes to be developed and promoted; -Define and state the importance of civil status documents in the life of a citizen; -Present and state the importance of elements of citizenship, patriotism, national integration and civic spirit. ATTITUDINAL KNOW-HOW: - Develop moral integrity and citizenship values. SUGGESTED ACTIVITIES: -Exploitation of daily-life situations in the environment (school, home etc.) to reinforce values advocated by Citizenship education; - Solving problem-situations.


COMPETENCES BASIC


THEME RESOURCES

object placed on the head, jogging etc.) Locomotion: -Walking, running, jumping, throwing, gymnastics, moving on all fours. Manipulation of objects and sports materials Physical efforts -Exercises requiring strength and physical effort (lifting /carrying). Cooperation and opposition -Team sports (principles): -Offensive action (attack to score a goal, consider the presence of the opponent, etc.) -Defensive action(defend and resist); Body Expression -Singing, shouting, dancing, moving... SKILLS: -Identify, use and establish the link between the different practices; SUGGESTED ACTIVITIES: Manipulation and application of a variety of simulations

Prepare and present a SPE lesson according to CBA.

Methods, techniques and procedure of teaching SPE; lesson notes writing.

KNOWLEDGE: -Methods, techniques and procedure for a SPE lesson or motor activity. SKILLS: -Select and use appropriate methods, techniques and procedure; -Prepare and present a SPE lesson; -Evaluate learners performance with appropriate tools; SUGGESTED ACTIVITIES : -Preparation of lesson notes in accordance with the available format; -Simulation and micro-teaching.

C12-Organise class work according to various situations adapted to learners

Progression and dosage of learning

KNOWLEDGE: See content of C11 SKILLS: -State and determine the scope of learning activities taking into account favourable moments; -State integration objectives; -Apply the techniques of introduction, warm-up and other appropriate intense movements and quiet ending.

SUGGESTED ACTIVITIES:


COMPETENCES BASIC


THEME RESOURCES

-Analysis and application of various simulations in accordance with established rules;

C31- Work in discipline, respect deontology and professional ethics.

Work in discipline

KNOWLEDGE: See content of C11 SKILLS: -Identify and explain the values to be promoted; - Integrateall the practicesin daily life; - Apply the techniques in accordance with established rules. SUGGESTED ACTIVITIES: - Simulations; -Role Play; - Case study.

C42: Amend educational practices taking into account changes and innovations

Evaluate Sports and Physical Education lessons according to CBA.

Self-regulation KNOWLEDGE: See content of C11 SKILLS: -Analyze one’s preparations and practices; - Integrate innovations to improve on one’s profession; -Continue to carry out research, and self-training; - Manifest one’s autonomy. SUGGESTED ACTIVITIES: - Documentary research; - Simulations; -Remedial strategies; -Role Play; - Case study.


COMPETENCES COMPETENCES PROFESSIONNELLES DE BASE

THEMES RESSOURCES

d’œuvres d’art) ; - Mise en scènes ; - Dramatisations ; - Recherches documentaires ; - Simulations ; - Micro-enseignements ; - Cas pratiques.


SUBJECT: DIDACTICS OF MATHEMATICS IN PRIMARY SCHOOL

LEVEL : THREE-YEAR COURSE (1st, 2nd,3rd Year)

WEEKLY TIME ALLOCATION: 2hour ANNUAL TIME ALLOCATION : 44 hours

Targeted Competences: C11, C12, C13, C42 Terminal Competences: At the end of the course, the student-teacher should be able to prepare and conduct his teaching /learning activities to solve professional problem-situations using resources from Didactics of Mathematics in primary school, by integrating pedagogic Innovations. Part one: Preparatory teaching of Mathematics to student teachers.

- Three Years Course (First year): the whole year. - Two Years Course (First year): 1st term. - One Year Course: First five lessons

COMPETENCES BASIC


THEMES RESOURCES

C11- Plan and facilitate learning/teaching activities

Solve problem-situations using general notions in Mathematics


KNOWLEDGE: -Mathematical notions: Mathematics, tables, figures diagrams, charts planes and surfaces -Mathematical domains: mental calculations, numbers and numerations, four rules (addition, subtraction, division and multiplication),measurement and geometrical shapes SKILLS: -Define the above concepts -Present the distinctive properties -Apply the concept in varied situations -Apply the different properties of division, multiplication in relation to addition SUGGESTED ACTIVITIES: -Documentary Research -Application exercises -Solve problems - Individual, pair, group work. Etc….

Numeration KNOWLEDGE: - Whole numbers, decimals, fractions - operations with whole numbers, operations with decimals, operations with whole numbers and decimals, proportions, ratios, measurements, percentages, graphs, sets and logic. SKILLS -Identification of numbers in letters and in words -Simplify, compare, arrange in ascending and descending order -Add, subtract divide and multiply numbers -Verify and control results -Write, simplify, add, subtract and multiply fractions


COMPETENCES BASIC


THEMES RESOURCES

Develop a sense of rigour and accuracy. SUGGESTED ACTIVITIES : -Discrimination and integration exercises on the above concepts; -Documentary research; - Individual, pair, group work. Etc….

C11- Plan and facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners C13- Produce and use appropriate monitoring/ supervision, evaluation and remedial education mechanisms

Solve problem-situations involving concepts on numbers and numeration, basic number operations, and the presentation of lessons in accordance with CBA.

Methodology for teaching numbers and numeration ,and basic number operations in primary schools

KNOWLEDGE: -Definition of concepts: numbers and numeration, basic number operations; - Presentation of appropriate methods for the teaching/learning of numbers and numeration (e.g. inductive method.); - Description of steps in the teaching / learning of series of numbers for each class (Class 1 to 6), focusing on the specificities of the official/national syllabus of primary schools; - Description of steps in the teaching / learning of basic number operations (+, -, x, :) and the use of other mathematical symbols (Class 1 to 6) emphasizing on each type (whole number, decimals, fractions). - Presentation of the format of lesson notes on number and numerations; - Presentation of the format of lesson notes on basic number operations. - Presentation of didactic materials for the teaching numeric activities per level. -Description of the method, principles and evaluation tools for numeric activities in primary schools. SKILLS -Define the above concepts, -Apply the principles and methodological exigencies in the preparation and presentation of numeric activities; SUGGESTED ACTIVITIES -Discrimination and integration exercises on the above concepts; -Lesson notes writing and micro-teaching after each lesson; -Appraisal of lessons; - Solving problem-situations; - Individual, pair, group work. Etc….

C11- Plan and

Solve problem-situations involving

Methodology for teaching

KNOWLEDGE: -Definition of concepts: measurement, multiple


COMPETENCES BASIC


THEMES RESOURCES

evaluation and remedial education mechanisms

-- Description of the method, principles and evaluation tools for geometric activities in primary schools. . SKILLS: -Apply the principles and methodological exigencies n the preparation and presentation of geometric activities. SUGGESTED ACTIVITIES : - -Lesson notes writing and micro-teaching after each lesson; -Appraisal of lessons; -Discrimination and integration exercises on the above concepts; - Simulations; -Solving problem-situations; - Individual, pair, group work. Etc….

C42- Amend educational practices taking into account changes and innovations

This competence is transversal to all mathematical domains. Knowledge, skills and suggested activities of different domains in the teaching of mathematics in primary schools.


COMPETENCES BASIC


THEMES RESOURCES

lesson presentation -appraise and carry out individual/group assignments.

C11- Plan and facilitate learning/teaching activities C12-Organise class work according to various situations adapted to learners

Methodology in teaching written language (Reading and written expressions).

KNOWLEDGE: -Definition of concepts: written language, reading, written expression - Principles and procedures in the teaching of sub-skills of written language ( Pre-reading, Proper reading, Hand writing and written compositions) -Appropriate pedagogic approach (CBA, NPA, Integrated approach etc.). - Steps/ stages of a lesson in respect to the sub-skills in written language at different levels and classes(see primary curriculum) - appropriate teaching aids - Evaluations within the domain - sample lesson plans and lessons on various topics.(see pre-reading, proper reading, written expression and handwriting in Primary curriculum) -Microteaching / simulations and appraisals SKILLS: - Define Concepts. - Principles and procedures in the teaching of sub-skills of written language at different levels and classes of the primary school. -Apply appropriate pedagogic approaches - Draw up lesson plans/lesson notes -Present sample lessons on sub-skills (picture talk, word formation, vowels, graphemes, phonemes, diphthongs etc.) Use appropriate teaching aids -Evaluate within the domain -Carry out microteaching/simulations and appraisals. ATTITUDINAL KNOW-HOW: Develop a creative and esthetic spirit in the production and use of didactic material in written language SUGGESTED ACTIVITIES: -Research -Exercises on sub-skills in written language -Micro teaching / simulations after presentation of each lesson. -Individual/group assignements.


SUBJECT : DIDACTICS OF EDUCATIONAL TECHNOLOGIES LEVEL : THREE-YEAR COURSE (1st, 2nd,3rd Year)


Targeted competences: C11, C12; C13; C42. Terminal competence: At the end of the course, the student- teacher should be able to prepare and conduct his teaching /learning activities, by integrating pedagogic Innovations to solve problem-situations.

COMPETENCES BASIC

PROFESSIONNAL COMPETENCES

THEMES RESOURCES

C11 -Plan and facilitate learning/teaching activities

Solve problem-situations making proper use of educational technologies tools in school.


KNOWLEDGE: -Definition of concepts: Didactics, educational technologies, Potential cognitive tools, pedagogic resources, computer, software, learning scenario, internet, information, communication, didactic situation, targeted situation. -Importance of Didactics of Educational Technologies in the training of student-teachers; -Importance of educational technologies in the training of student-teachers; -Formulation of objectives level by level; -Advantages and disadvantages of integrating educational technologies in the teaching/learning process; SKILLS: -Define the above concepts; -Explain the importance of each of the concepts in the teaching/learning process; - State objectives level by level; -Clearly state the advantages and disadvantages of integrating educational technologies in teaching/learning process; SUGGESTED ACTIVITIES: -Documentary research.

Potential manual and cognitive tools.

KNOWLEDGE: -Definition of concepts: exerciser, tutorial software, educational software, light pen and demonstrator; -Identification of traditional, communication and information tools: tom tom, drum, gong, xylophone; chordophone (‘Mvet’) etc…., - Identification of modern communication and information tools: telephone (mobile and fixed), radio, fax, tape recorder, internet, television etc. -Teaching tools: interactive whiteboard, light pen, educational software, tutorial software,


COMPETENCES BASIC

PROFESSIONNAL COMPETENCES

THEMES RESOURCES

-Practical exercises on internet; -Downloading documents (video, text, image); -Connecting classroom computers to a local network; -Assembling videos and animated images; -Typing, editing and printing; -Arithmetical calculations and statistics on the spreadsheet; -Sending and receiving of mails; -Research; -Solving problem-situations.

C12 - Organise class work

according to various situations

adapted to learners

Prepare and present lessons using educational technologies in the context of CBA.

Methods, techniques, procedure, model, style and lesson notes

KNOWLEDGE: -Definition of concepts: Teaching method, style, techniques and procedure; - Model teaching:

Task-based model;

Cooperative/collaborative / individualised model

-Teaching styles with ICT:

Face to face/direct teaching;

Presentations and discussions;

Discussion forums;

Distance teaching;

I/FOAD/Tele learning;

Tele or video conference -Techniques of animating an educational technologies class:

Video pedagogic animation;

Experiential learning with a simulator;

Demonstrative technique;

Group discussion technique ;

Planning and structured content technique;

Interactive Technique;

Investigation techniques (direct or computer-assisted observation).

-Documentary research, inquiry or virtual network visit. SKILLS: -Establish a link between methods, techniques, procedure, model and teaching styles with educational technologies; -Formulate problem-situations related to school and daily life situations; -Put in place a didactic scenario;


COMPETENCES BASIC


THEMES RESOURCES

The singular and plural of nouns

Derivation of nouns and adjectives

Determinants (demonstrative, possessive, numeral, qualifying, interrogative and indefinite adjectives, the noun complement, clauses…)

Agreement of noun and its determinants

Associative construction

Pronouns (personal, possessive, demonstrative, indefinite, interrogative, emphatic…) subjects and objects

Subject forms The verbal group in national languages

The verb (prefix, root and suffix)

Tonal structure of verbs (high pitch verbs/ low pitch verbs)

Verbal extensions

Verbal forms (instrumented, causative, applicative, reciprocal, reflexive, complement…)

Verbal tenses ( present, future, past)

Mode (Indicative, Subjunctive, imperative, conditional…)

Aspect (progressive, repetitive, durative, inchoative or ingressive, resultative…)

Verb complements (direct complements, adverbial phrases: time, goal, place, consequence, cause)

Prepositions

Adverbs (manner, time, place)

Coordinating and subordinating conjonctions

Sentences

The simple sentence

The complex sentence (juxtaposition, coordination, subordination)

Types of sentences (declarative, interrogative, imperative, negative, exclamatory…)

The active voice and the passive voice Texts: Oral and written expression

Narrative text

Procedural text

Exhortative text

Other types of texts

Solve problem-situations by fluently reading

SKILLS: - Identify and differentiate constitutive elements of a national language;


COMPETENCES BASIC


THEMES RESOURCES

and writing Cameroon national languages

- Fluently use them in various language situations; - State the reading and writing rules of a national language; - Apply them in Cameroon national languages;

SUGGESTED ACTIVITIES: - Sound and tone discrimination exercises of various alphabets; - Manipulation exercises on alphabets and grammar; - Exercises on oral expression and writing; - Individual, pair, group work. Etc…

Solve problem-situations using teaching methods, techniques, procedure and activities for lesson presentation in nursery and primary schools following CBA.

Methodology of teaching national languages in nursery and primary schools

KNOWLEDGE: - General objectives of teaching African languages in Cameroon nursery and primary schools; - Specific objectives by levels of teaching African languages in Cameroon nursery and primary schools; - Time allocation and syllabuses of teaching national languages in Cameroon nursery and primary schools; - Methods, techniques, procedures/approaches of teaching national languages in Cameroon nursery and primary schools; - Didactic tools for teaching national languages in Cameroon nursery and primary schools; -Evaluation on the teaching of national languages in Cameroon nursery and primary schools; - Draw up of lesson notes on how to teach national languages orally in nursery and primary schools; - Drawing up of lesson notes on how to teach writing of national languages in nursery and primary schools; SKILLS: -Recall general objectives of teaching national languages in Cameroon nursery and primary schools, - Identify specific objectives by levels of teaching national languages in Cameroon nursery and primary schools; -Recall time allocation and syllabuses of teaching national languages in Cameroon nursery and primary schools, -Present the methods, techniques, procedures/approaches of teaching national languages in Cameroon nursery and primary schools; - Identify and describe didactic tools for teaching


COMPETENCES BASIC


THEMES RESOURCES

primary schools; - Remind time allocation and syllabuses of teaching national cultures in Cameroon nursery and primary schools, - Present methods, techniques, procedures/approaches of teaching national cultures in Cameroon nursery and primary schools; - Identify and describe didactic tools of teaching national cultures in Cameroon nursery and primary schools; - Evaluate national cultures lessons in Cameroon nursery and primary schools; - Elaborate pedagogic forms on how to teach national cultures in nursery and primary schools; SUGGESTED ACTIVITIES:

- Practical exercises - Documentary research - Practical cases - Micro-teaching

C42: Amend educational practices taking into account changes and innovations

Evaluate national cultures activities and lessons in nursery and primary schools

Evaluation of national cultures activities and lessons in nursery and primary schools

KNOWLEDGE: - Presentation of types of evaluation and questions on national cultures in nursery and primary schools ; - Construction of items and marking guides for national cultures in nursery and primary schools. SKILLS: - Present and explain the different types of evaluation and questions for national cultures in nursery and primary schools; - Appropriately construct items and marking guides for national cultures evaluation in nursery and primary schools; SUGGESTED ACTIVITIES: - Practical exercises - Practical cases - Micro-teaching.


SUBJECT: INITIATION TO ACTION RESEARCH LEVEL : THREE-YEAR COURSE ( 2nd and 3rd Year)

WEEKLY TIME ALLOCATION : 1 hours WEEKLY TIME ALLOCATION : 22hours

Targeted competence: C42 Terminal competence: At the end of course, the student-teacher should be able to solve complex pedagogic and professional problem-situations using resources acquired from Initiation to Action research in order to conceive and implement innovating pedagogic projects.

Competences Basic

professional competence

Themes Resources

C42: Amend educational practices taking into account innovations.

Solve problem- situations using preliminary knowledge that is necessary to carry out action research


KNOWLEDGE: - Definition of concepts :educational research, applied research; fundamental research, case study; - Importance of research in the training of a student teacher; - Objectives of research; -Types of research; - Research principles in education. SKILLS - Define the above concepts - Describe the importance of research in the training of a student-teacher - Present the objectives of Initiation to action research; - List the types of research - Adopt research principles in education. SUGGESTED ACTIVITIES: - Documentary research.

Domains of action research in education

KNOWLEDGE: - Domains and problems in educational research (learner and school environment, students’ performance, didactic materials, learning difficulties, content, teacher etc...); - Research methods in education SKILLS: - Enumerate and explain the domains in educational research - Apply research methods to solve problem-situations in the domains cited above. SUGGESTED ACTIVITIES : - Documentary research; - Case study.

Solve problem situations using elements of research

Practical example of action

KNOWLEDGE: - Definition of the concept: pedagogic project; - Elements of a pedagogic project (target population, resources, etc.)


COMPETENCES BASIC


THEME RESOURCES

-Configuration of a local network in a classroom; -Using a CD, DVD or a VCD drive; -Implement of reading, writing and calculation operations using the keyboard and the mouse; -Installation and uninstallation of software; -Drawing the block diagram of a computer ; -Application of pedagogic activities : create, manipulation, delete, rename, copy, move and save files and folders during different operations ; -Detection of corrupted files; -Application of reading and writing operations on files in various tasks.


DISCIPLINE : INFORMATION AND COMMUNICATION TECHNOLOGIES LEVEL : THREE-YEAR COURSE (2nd Year)

WEEKLY TIME ALLOCATION : 01 h ANNUAL TIME ALLOCATION : 22 h

Targegted competences : C12, C22, C31 Intermediate competence: At the end of second year of the course, the student-teacher should be able to solve problem-situations using resources from Information and Communication Technologies in order to teach Educational technologies in Primary and Nursery schools. NB: As all other sciences or Art, the teaching of ICT should be in the morning period to facilitate the mobilization of cognitive abilities.

COMPETENCES BASIC


THEME RESOURCES

C12 : Organise class work according to various situations adapted to learners C22 : Work in a team, collaborate with the hierarchy and the education community.

Solve problem-situations basing on the knowledge of a computer/ digital work environment

knowledge of a computer/ digital work environment

KNOWLEDGE : -Information System components -The roles of the component of an information system ; -Implementation of the components of an information system; - Identification and use of storage devices ; - Types of memories; - Treatment and circulation of information ; -Description of basic treatment operations of information; - Information processing and information flow. SKILLS : - Differentiate the components of a computer system ; -Explain the roles of components of a computer system; -Describe the implementation process of component of a computer system ; - Operate the component of a computer system ; - identify and use the different storage devices -Identify the types of memories ; -Describe the basic information operations; -Describe information processing and information flow processes. SUGGESTED ACTIVITIES : Practical work in computer rooms: -Documentary research ; -presentation of research work (presentations); -Information processing ; -Use of storage devices (USB drives, CD, hardware, magnetic tape, multimedia card, etc…) ; -Organisation and setting of ICT tools in an appropriate environment according to the context.

C22 : Work in a KNOWLEDGE :


COMPETENCES BASIC


THEME RESOURCES

-Explain the importance of services offered by Internet sites in schools; -Communicate the research methodology through the Web ; - Develop research strategies on the web ; -Identify the various search engines and their role in the electronic research ; -Analysis of legal, ethical, cultural and social issues related to the use of ICT in education ; -Identify the main legal problems related to the use of ICT : - Copyrights, cyber/crime, piracy; - Respect of intimacy and private life. SUGGESTED ACTIVITIES: Practical work: in computer rooms - Documentary research - Presentation of research work (presentations) - Using an URL to access a Web site ; -Downloading (of a document, a film, a sound or an image) ; -Browse the internet to look for useful information; - Management of an electronic message account (Sending and receiving an email to one or several recipients ); -Connection of a school to an education forum ; -Creation of schools’ Web sites; -Using key words and operators on a research theme; - Evaluation of information sources used by students ( relevance, accuracy ; -Screening pernicious sites using the server to protect students against pedophilia, pornography and others ; -Creation of social networks (face book, You tube, Twitter, etc…); -Using network etiquette rules in the profession -Settlement of conflicts related to social, ethical, legal and human issues;

C41: Analyze students’ results and class performance to evaluate the pedagogic practices. C42: Amend educational

Present lessons while integrating ICT following CBA from an elaborated form

Pedagogic integration of ICT in class practice and evaluation

KNOWLEDGE : -Definition of concepts : Pedagogic integration of ICT, pedagogic triangle, teaching ICT, teaching with ICT, teaching through ICT, pedagogic of the educational game, evaluation of acquired knowledge ; - Using ICT as object and as a pedagogic tool; -Using ICT as a catalyst in the learning/teaching process; -Contribution of ICT in the pedagogic triangle ; -Advantages and disadvantages of TIC in the learning/teaching process; -Formulation of objectives;


COMPETENCES BASIC


THEME RESOURCES

-Design structured questions; -Identification of evaluation criteria using ICT tools ; -Evaluation of integration and remedial activities; -Design an evaluation and marking guide (see Didactics of Educational technologies , P.O. GTTC)

Article 2: The syllabus presented in Article 1 here above shall be implemented as from

the beginning of the 2014-2015 school year;

Article 3: All previous provisions repugnant hereto are hereby repealed.

Article 4: Inspectors Coordinator General, the Director of General Secondary Education,

the Director of Examination and certification, Regional delegates of Secondary Education,

Divisional Delegates of Secondary Education, Education Secretaries of various Private

Educations Agencies, Principals of public and private schools, each in their own sphere

shall be charged with the strict implementation of this order which shall be inserted and

published in the Official Gazette in English and French.

Yaoundé,

Copies:

-PRC

- PM

- MINESEC/SEESEC

- MINESEC/SG

- IGE

- DSGE

- RDSE/DDSE

- Education Secretaries

- School Heads

- Files/ Archives

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