Citizenship Syllabus 3-5

REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace – Work - Fatherland Paix – Travail – Patrie
MINISTRY OF SECONDARY EDUCATION

MINISTERE DES ENSEIGNEMENTS SECONDAIRES
INSPECTORATE GENERAL OF EDUCATION
INSPECTION GENERALE DES ENSEIGNEMENTS
SUBJECT SYLLABUS: CITIZENSHIP EDUCATION SYLLABUS

SECONDARY GENERAL EDUCATION: FORMS 3, 4 & 5 CLASSES
Observing the environment in order to make informed choices on training options for a successful future
INSPECTORATE OF PEDAGOGY FOR THE SOCIAL SCIENCES

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DES SCIENCES HUMAINES
December 2014
2 SOCIAL SCIENCES (FORMS THREE, FOUR & FIVE CLASSES)
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3 MINESEC/IGE/IP-SS
FIRST CYCLE SYLLABUS REVIEW
A PARTICIPATORY AND INNOVATIVE APPROACH
The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of Secondary Education since 2012 are
in accordance with the major guidelines for education in general and secondary education in particular as they are enshrined
both in the 1998 law to lay down guidelines for education in Cameroon and in the 2009 Growth and Employment Strategy
Paper(DSCE) .
These orientations could be summarised, amongst others, to train within the framework of an emerging Cameroon in the year 2035,
citizens that will have a good mastery of the two official languages (English and French), deeply rooted in their cultures but open to a
world in search for sustainable development and dominated by Information and Communication Technologies.
Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and high schools during the
2012/2013 school year, these syllabuses were developed with the contributions of classroom teachers and teacher trade unionists.
The new syllabuses had to undergo many changes:
- A shift from a skill based approach to a competence based approach through real life situations;
- A shift from a school cut off from society to one that prepares citizens for a smooth insertion into socio-cultural and
economic activities ;
- A shift from an evaluation of knowledge to that of competences necessary to sustainable development.
When these new changes and orientations were taken into account, they naturally led to a shift of paradigm within the curriculum
reform process. The option we have adopted is the competence based approach through real life situations.
The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning, each of them containing a
given number of disciplines as shown in the table below.
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Areas of learning Disciplines

1- Languages and Literature - French
- English
- Living Languages II
- Ancient Languages
- Literature(in English and in French)
2- Science and Technology - Mathematics
- The Sciences( Physics, Chemistry,
Technology, Life and Earth Sciences)
- Computer Science
3- Social Sciences/Humanities - Citizenship Education
- History
- Geography
- Economics
4- Personal Development - Sports and Physical Education
- Manual Labour
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END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE

The first cycle of Secondary General Education admits young graduates from primary schools aged between ten and
fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children but also
competences and fundamental knowledge which will either enable them to foster their education in the second cycle, or to
prepare them for a smooth insertion into the job market after professional training.
Thus, within the framework of these new syllabuses, the learner is expected , after the first cycle of secondary education,
to be able to use his/her competences to solve problems through family of situations relating to domains of life as
indicated in the table below:
N° Domains/Areas of life Families of situations to be treated in the 1st cycle
1 Family and social life  Participation in family life

 Healthy professional relationships
 Social integration
2 Economic life  Discovery of income generating activities
 Discovery of the job market, social roles, jobs and professions
 Self-confidence, aspirations, talents, self-potential
 Practising healthy eating habits
3 Environment , health and well being  Preservation of the Environment
 Quest for a healthy life style
 Choosing and practising a healthy life style
4 Citizenship  Mastery of rules and regulations governing the Cameroonian
society
 Discovery of cultural values and customs of the Cameroonian
society
5 Media and Communications  Discovery of the media world
 Discovery of Information and Communication Technologies
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In order to achieve these objectives, the learner should be able to mobilise, within the various disciplines and
constructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know-how and
attitudes.
The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each subject
unfolds, in details, all the expected competences per level and at the end of the 1st cycle.
Areas of Learning Disciplines Expected outcomes at the end of the 1st cycles
1-Languages and Living languages: French and English , L1

Literature English, Receptive skills: reading and listening
French , Read in an autonomous way, different types of texts related to areas of life as
German, defined in the syllabus;
Italian, Listen and understand various texts related to the above mentioned areas of life
Spanish, Productive skills: speaking and writing
Chinese, Produce various types of texts , of average length related to these areas of life;
Etc. Language tools: appropriate use of various language tools in order to produce and
read types of texts related to that level;
English to Francophone Communicate accurately and fluently using all four basic skills in language
learners learning;
Be able to transfer knowledge learnt in class to real life situations out of the
French to Anglophone classroom;
learners Be able to cope and survive in problem solving situations;
Living languages II
Receptive skills: reading and listening
Read and understand simple texts on social life, citizenship, the environment, well-
being and health, media etc..
Listen and get oral information in order to simply interact during communication
situations related the various domains of life.
Productive skills: speaking and writing
Sing, recite, dramatise , orally answer questions related to the various domains of
life as defined in the syllabus;
Write short passages on various familiar topics.
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Ancient languages: Develop general knowledge through ancient languages and cultures; know the origins of
Latin, the French language for linguistic mastery;
Greek Carry out elementary tasks in translation.
National languages
Literature
Cameroon Literature;
French Literature;
Francophone Literature;
Other literatures
2-Science and Mathematics, Use mathematic knowledge skills and values with confidence to solve real life problems
Technology The Sciences within the different domains of life;
Computer Science Communicate concisely and unambiguously and develop power of mathematical reasoning
(logical thinking, accuracy and spatial awareness).
The Sciences:
Acquire the fundamentals of sciences in order to understand the functioning of the human
body, the living world, the earth and the environment;
Acquire methods and knowledge to understand and master the functioning of technical
objects made by man to satisfy his needs;
Demonstrate attitudes to protect his/her health and environment.
Computer Science :
Master the basics of Information and Communication Technologies;
Exploit and use ICTs to learn.
3- Social Sciences History Possess cultural references to better locate events in time and space within a democratic
/Humanities system and become a responsible citizen.
Geography Citizenship Education:
Possess essential knowledge in rights and duties in order to fulfil his/her citizenship.
Citizenship Education History:
Acquire a common culture ; be aware of heritage from the past and current challenges;
Geography :
Economics Develop one’s curiosity and knowledge of the world;
Get acquainted with landmarks to find your way and fit in the world.
Economics:
Develop an understanding of economic theory and the how to contribute in solving the basic
economic problem
Be aware of actions taken to solve some major economic issues at the national and global
scale.
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4- Personal Moral Education; Develop his / her physical abilities/skills ;
Development Get ready for physical challenges , save and regain energy after physical efforts;
Home Economics; Identify risk factors; possess basic knowledge and principles in hygiene and health
education;
Sports and Physical Demonstrate a sense of self control and appreciate the effect of physical activities.
Education Conceive and draw up sports and cultural animation projects;
Acquire methods and develop a high sense of efforts;
Health Education Conceive, draw up and implement projects that will enable one to project his/her
image and feel the well-being inspired by self-confidence.
5- Arts and National Arts/Artistic Artistic Education:
Cultures Education; Observe and appreciate works of art;
Carry out an artistic activity;
National Cultures Gradually acquire the love for personal expression and creativity;
Possess a mastery of creativity in music, plastic arts and the performing arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating to various areas of
society;
Practise the different dramatic genres: sketches, comedy, tragedy, drama, etc.
National languages and Cultures
Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to discover their
characteristics;
Demonstrate a mastery of basic rules in writing Cameroonian languages as well as
basic grammatical notions applied to these languages;
Demonstrate a mastery of one of the national languages at 3 levels: morpho-syntax,
reception and production of simple oral and written texts.
Even though the learners acquires skills in different disciplines, these competences are accompanied by other skills
known as cross curricular competences related to intellectual, methodological, social and personal areas of learning.
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6- Cross curricular Intellectual and Solve Problem in a given situation;
competences Methodological domains Use knowledge skills and values with confidence in order to solve real life
problems within the different domains of life;
With confidence, find useful information to solve problems he/she is faced
with;
Give his/her opinion ;
Support his/her opinion with strong arguments ;
Assess him/herself with a view to remediation;
Demonstrate basic knowledge in note taking ;
Conceive and realise individual projects;
Analyse and summarise information, give feedback and report orally or in
writing.
Develop problem solving approaches;
Exploit and use ICTs in his/her activities.
Social and Personal Interact positively and assert his/her personality while respecting that of other
Domains people;
Join team work, fit in a common initiative project /group;
Demonstrate interest in cultural activities ;
Develop a sense of effort, love for work, perseverance in tasks or activities
carried out ;
Understand and accept others in intercultural activities;
Accept group assessment.
The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is important
to implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both for subject and cross
curricular competences. They are so called to show that they should be developed through teaching/learning activities of
the different subjects. The development of subject and cross curricular competences concern the entire education family
as they are capable of inspiring an educative project and the putting in place of extra-curricular activities. The ultimate
training goal of these syllabuses, at the end of the first cycle, is to enable the learner to be self-reliant, to be able to keep
on learning throughout his/her life, to contribute to sustainable development and become a responsible citizen.
SUBJECT SYLLABUS: CITIZENSHIP EDUCATION SYLLABUS

SECONDARY GENERAL EDUCATION: FORMS 3, 4 & 5 CLASSES
TERMINOLOGY (GLOSSARY)
Curriculum: All the courses of study offered by an educational institution or a group of related courses, often in a special field of study. It includes a
statement that regroups the aims, the activities and the steps of training and teaching, the didactic material, the modality and means of the assessment as
well as the human resources and the time frame.
Curricula Aim: stated principles that orient a curriculum

Curricula Goals: General objectives of the curriculum.
Module: A unit of instruction (main topic) based on the resources that enable the development of particular competences. In the syllabus, it corresponds
to a theme.
Chapter: A group of related topics.
Lesson: All teaching-learning activities covering a portion of the syllabus carried out during a clearly defined period. It can also be considered as a well
determined period during which a portion of the syllabus is covered through the teaching-learning activities.
Notion/concept: This is a word or expression that enables the understanding of the lesson. This is a word or expression that underlies a lesson or which
covers a major aspect of the lesson. Each notion or concept has sub-conceptions linked to it. Notions are therefore the references for the preparation of a
lesson.
Area of Living: An aspect of life of a community (society) to which is attributed a social role. For example, family health and wellbeing, the working world,
citizenship etc.
Social Role: This is a function that an individual accomplishes in a community. For example, a citizen of Cameroon and the world, manufacturer of goods
and services.
Contextual Framework: Family (group) of situations and examples of situations which the syllabus intends to train the learner in.
Life Situations: The totality of circumstances that confront a person. For example, pollution.
Family of situations: All life situations sharing at least a common characteristic (property). For example, the environment and management of natural
resources and waste.
Competent Functioning (Acting): All actions deployed by an individual in order to improve on a situation.
Action: This is what makes an individual competent in handling a life situation successfully. It is an action made be a person to demonstrate competency.
For example: sort waste, recycle waste.
Category of Actions: These are all actions having at least a common characteristic. For example, developing friendly ecological behaviour (ecocentric). In
the approach of starting (entry) with situations, competence refers to competent functioning, that is, the category of actions and the actions.
Resources: Means used by an individual to solve a situation. There are internal resources (essential knowledge, skills and attitudes/values) and external
resources (personnel and instructional materials).
Essential knowledge: Knowledge from disciplines.
Skills/Aptitudes: Abilities/competences to be developed from a discipline for handling situations.
Attitudes/Values: Behaviour expected from a learner in the face of situations.

Method: Manner of doing something or reacting/ technique used by a teacher (instruction) to conduct appropriately teaching-learning activities.
Further Study (Extension): A group of documents on a topic which enables the completion and enriching of a lesson, chapter or module. It is virtually an
analysis of all relevant documents that add more knowledge to the topic.
Practical Work: An exercise that permits the learner to plough back in a concrete and active manner the theoretical knowledge from the lesson.
Guided (Directed) Work: All exercises prepared, followed up and supervised by the teachers which are intended to reinforce skills, methods and
knowledge of the discipline in the learner
Evaluation (Assessment):The act of considering or examining learners in order to judge the value, quality, importance, extent of understanding , or
conditions of instructions (teaching).The act of measuring the knowledge of a learner or the quality of an instruction, guided by set criteria.
Diagnostic Evaluation: An assessment of knowledge which permits the measuring of the actual level of knowledge of the learners in relation to their class
in a bid to make remedy if judged inadequate.
Formative Evaluation: An assessment of the level of acquisition of resources (knowledge, skills and attitudes) and the ability to make use of them.
Summative Evaluation: An assessment which enables the teacher to verify through a questionnaire or series of exercises the difference between targeted
(expected) and obtained results. This is always indicated by a score or mark.
Certificate Evaluation: This is an assessment that enables an appreciation of the level of instruction acquired by a learner at the end of a cycle of study. It is
accompanied by a Diploma (Certificate).
Competence: This is the capacity to react with efficiency in any given situation or the capacity to mobilise relevant resources to resolve problems in a given
situation.
Syllabus (Programme of Study): A subject or discipline (History, Citizenship Education, Philosophy, Geography, Economics, etc.) organised in modules.
Area (Field) Learning: This is the syllabuses of all subject areas with some linkages. For example, language field (English, French…), Humanities and Social
sciences field (History, Citizenship Education, Philosophy, Geography, Economics, etc.).
Teaching-Learning Situation: These are all the activities conceived by a teacher that enable a learner to mobilise (acquire) the resources necessary for the
development of competencies.
Observation Sub-cycle: This is the segment of Secondary Education comprising of the classes of Levels (Forms) 1 and 2.
INTERPRETATION AND UTILISATION

OF THE SYLLABUS GRID
The syllabus grid is a summary table of the rubric (headings) following the sequence suggested by the Competency Based Approach (CBA), with entry
by situations.
1. How to interpret the syllabus grid

Step 1: Reading horizontally: It goes from the Contextual Framework, through Competent Acting to Resources.
Step 2: Reading vertically: It introduces the teachers to the content of each rubric (heading).
 The families of situations and the categories of have been prescribed and must not undergo any modification.
+ On the contrary, the situations and the actions indicated in the grid are only examples. The contextualisation of teaching compels the teacher to give
preference to situations and actions in his immediate environment.
 Each module corresponds to a topic and every topic is divided into chapters and then into lessons. However, there are some chapters that form but a
single lesson. In some cases, lessons are proposed for the choice of the teachers. Examples are found in the History Syllabus for Form 2.
 Notions are major concepts about the lesson and parts of the lesson.
 Further Study (Extensions), practical work and Guided (Directed) Work accompany some lessons and are obligatory.
+ Each lesson, Further Study (Extensions), practical work and Guided (Directed) Work has a determined timeframe (duration).
+ Further Study (Extensions), practical work and Guided (Directed) Work are complete didactic sequences (lessons) on their own. As such, they must follow
the same procedure of lesson preparation (Notes of Lesson).
 The rubric "others resources" refers to the external resources (instructional materials and human resources).
2. How to utilise the syllabus grid

 The teacher first consults the contextual framework and Competent Functioning. From these he/she identifies the family (group) of situations, and
category of action. Subsequently he/she identifies the situations relevant to his/her immediate environment. Conversely, he/she looks for situations that
conform to their immediate environment, or he/she sticks to the situations and actions listed in the grid. He/she then prepares his/her lesson but making
sure that the teaching-learning activities should always be in line with the families of situations and the categories of actions.
METHODOLOGICAL APPROACH
Just as teaching by objectives, the competency based approach of learning leans on the use of active methods or teaching
techniques which place the learner (Student) at the centre of Instruction. The teaching/Learning techniques we are going to discuss
are:
- Discussion/debate
- Brainstorming
- Role play/Simulation
- Group work
- Lecture and analysis of documents
- Presentation
- Interviews
- Enquiries/Excursions/Field work
- Practical Work
I-Discussion/Debate
Discussion method or debates are aimed at encouraging an active and balanced participation of learner (Students) in class. During discussions,
all the students or small groups share their thoughts on a topic or given subject. Meanwhile, debates take place between two groups of
students defending contrary views on a given topic.
HOW TO CARRY OUT DISCUSSION IN CLASS

Objectives Preliminary Steps Leading the discussion/debate
-Find out what learners know -Set the following rules from the start- -Allowing time for students to reflect on the topic/subject and if
about a topic  Listen carefully to others and wait until necessary let them pen down their thoughts.
they have finished before you talk. -Acknowledge the contribution of each student. It is helpful to
 Feel free to disagree with others’ views write the key points on the chalk board to permit subsequent
but summary and analysis’
Show- them respect and their views.
-Encourage students to participate in the discussion by inviting
2)Manage well the debate by putting on the
-Develop discussion skills them to add further views or in asking them if they
board
such as humility tolerance, agreed/disagreed with the points of the others
-The debate topic
patience, giving an opinion. -Encourage the students to talk to each other rather than
-The objective of the debate
directing all comments to the teacher.
-The desired results or outcome.
DEALING WITH DIFFICULTIES
Difficulties Remediation
Inaccurate information given by the - Consider if the mistake/error is significant. If yes, ask the other students to give their
learner opinion/intervene in a manner that will not discourage the original speaker.
- Decide when to correct the misunderstanding yourself
When the students are reticent or - Remind them the objective is to explore ideas and points of view not to find the correct answer.
reluctant to speak
When discussion becomes disorderly - Remind the students of the two rules set at the beginning or start of the discussion
When the talking is monopolized by a - Incite the other students to participate through questions
few students of a group - Ask those that have remained silent to read what they have written down
When discussions turn off to sensitive - If the discussion is relevant to the syllabus, give more time in class for further exploration of the
political issues, religious topic. Encourage the students to carry out research independently.
convictions/practice or cultural beliefs - If not pertinent, the question or issue might be discussed out of the class to help the student
concerned. Suggest that the student carries out individual research on the topic.
II- BRAINSTORMING
Brainstorming is a technique that encourages thinking by creating an atmosphere of suspended judgement. The students are given the
opportunity to give as many ideas as possible in a given period of time.
HOW TO CARRY OUT BRAINSTORMING IN CLASS

Objectives Steps to take How to guide the discussion
- Compile the original - Inform the students that you want to collect as many - Clearly formulate a question and repeat it if
ideas to feed the ideas as possible from them. necessary.
discussion or respond to - Give the following instructions - Take down, all contributions
a question  Be spontaneous (avoid evaluating them with - If the exercise seems to lag, restate the question to
- Encourage spontaneity others) stimulate new responses
 Be receptive to the comment of others. - At the end of the brainstorming exercise summarise
Don’t contradict or mock others the information and give a general response/answer
 Add new ideas to those given by others
- The Students answers are - Redefine the topic more clearly before resuming
unrelated to the topic
- The students lack knowledge of - Provide same guiding responses to stimulate reflection and participation.
the topic and therefore reluctant
to share ideas
III- ROLE PLAYING

HOW TO CARRY OUT ROLE PLAYING IN CLASS
Objectives Preliminary steps How to lead the class
Permit the students to have - Explain the situation in order that each For the role play to be effective follow the
multiple points of view of in a student participant will understand following 4 steps;
given situation what each role requires or entails 1) Preparation-present the story (topic,
- Give the context: place, time situation, what decision are those
circumstances and some other concerned going to take)
background information, in order to 2) Rehearse-with the teacher as the stage
help them place themselves in the director or facilitator;
situation 3) Perform: - give the audience an
- Ask questions to help the students assignment: to concentrate on the story
define each role or setting rather than the actors.
- What does this want and why? What 4) Conclusion: Discussion and feedback.
goal does he/she wish to - Encourage the students to comment on
obtain/achieve? the issues raised.
- Leave some time for the preparation, - Teacher, can conclude with remarks that
the role play proper and the discussion. bring the students back to the objective
of the exercise.

- The seriousness of issues treated are made obscure - Teacher may need to remind the students of the main
by the entertaining nature of role playing topic/subject of the activity.
- Class becomes noisy - Control the laughter and maintain discipline.
IV- INTERVIEWING
This is the act of inviting someone to talk about his or her experiences by answering questions from students on a given topic.
HOW TO CARRY OUT INTERVIEWS IN CLASS

Objectives Preliminary steps How to lead the group
- to gather information from a - Contact a resource person and invite - Welcome and present the visitor.
first –person experience (report) him/her to your school - Set the context and the amount of time
- to develop interviewing skills - Prepare a questionnaire with the for the interview
student (learners) and if necessary - Outline the procedure the interview will
give it in advance to the resource follow.
person. - Have the students ask the questions they
- Select students who will conduct the have prepared;
interview - Moderate the interview exchange when
- Select one of the members of the necessary
group who will usher and present - Let one of the students chosen, thank the
the visitor. visitor at the end of the interview
- Select another member of the group
to thank the visitor at the end of the
interview.

Difficulty Remediation
The visitor talks for long and out of the subject - Refocus the conversation and suggest that the visitor answers
(topic) questions asked by the students.
V- SMALL GROUPS
Working in small groups helps students to share ideas and to develop skills such as listening, humility; sharing/team spirit etc. The teacher can
maintain the same group in carrying out a number of activities or vary the composition from one activity to another.
HOW TO CARRY OUT SMALL GROUPS IN CLASS

Objectives Preliminary steps Leading the group
- Have every student - Successful, small group work depends on three factors. - State clearly the task and the results expected.
participate in the 1) Clear instructions on the task to be accomplished - Fix a time limit for the task to be accomplished
discussion and search 2) Time available - Ask the members of the group to assign
for solutions 3) Imaginative and effective presentations to the large group responsibilities: moderator, time-keeper,
- Develop initiative and - Form small groups of students following different criteria: by reporter
cooperation skills the goals to attain, by the experiences they bring to the - Explain the task of the moderator and the
(common research of particular activity, by gender, by whether they sit next to each reporter and help the students to fulfil their role
solutions to problems) other, by ability etc. - Determine how the group will report the work
- Share and expand ideas - Tell the students first of all to write down their ideas before of the small-groups oral presentation, role play
- Experience teamwork sharing them with the group. That will help them to etc.
- Assume leadership and formulate their own ideas before listening to those of others - Circulate within the groups; ask questions and
responsibilities (co-construction). follow-up the evolution of the work in groups.
- Student may not concentrate on the task or understand - Identify the cause of the disturbance and restate the objective or ask the
the instructions student to do that and write it on the chalk board.
- The members of the group are not able to reconcile their - Work with the group to come to a consensus.
differences - Remind them of the objectives of small group work and the importance of the
- Some members may want to dominate the groups. contributions of each member in accomplishing the task.
- Cases where all the groups are working on the same topic - Ask only one group to present the work, then the other groups will complete
- Non participation of some members with what had not been said;
- Redistribute the tasks or responsibilities to those not participating, proceed to
co-construction.
VI-ANLAYSING DOCUMENTS
Documents are at the centre of instruction in social sciences.
a) TYPES OF DOCUMENTS
These are grouped in three (03) main categories: written documents, picture/photographs and other documents.
Written documents Icons (images) Other documents
- Newspaper articles “headlines, tracts”. - Adverts (art, propaganda, - Maps (topographical, geological,
- Speeches and declarations. cinema) climatic, thematic )
- Letters - Postcards - Diagrams, sketches
- Official texts (laws, decrees treaties) - Photographs - Table of statistics
- Literature (novels, memoires, biography - Paintings, drawings, cartoons - Graphs (pie-chart, histogram
,autobiography, historical essays, etc. pyramids, bar charts
political essays etc. - Audio-visual
- Observations in the field.
HOW TO CARRY OUT AN ANALYSIS OF DOCUMENTS IN CLASS

- Equip yourself with knowledge - Familiarise the students (learner) identify - If the lesson is introduced with the
- Develop competences (skills), in students essential elements at the start, in the form of study of a document(s), after having
 The ability to observe, situate, locate, identify, questions as follows: acquired the document, ask the
spot, name, link, compare students to answer the following
- What is it all about? (main idea)
 The ability to extract information from a questions:
- Whom (author/source) - For who?
document, classify, distribute, describe, regroup,
differentiate, characterize, device etc. When (context, surrounding, circumstances, - What is it about
 The ability to explain, comment, interpret, give date of publication, edition - What for?
your point of view, separate information by - For who (user) - When?
bringing out importance, summarize, generalize, - The title, scale, key, name
bring out the consequences - Classify the document
 Draw conclusions etc.
HOW TO CARRY OUT AN ANALYSIS OF DOCUMENTS IN CLASS (Continued)

 The ability to establish the link between - Let the students read or observe the document Then, use questions relative to the topic
many documents, detect, regroup, in order to get to know the content and have of the lesson
classify in a logical manner similar enough time to discuss it. - With a blank document in front of the
information, select and organize the - Present the photographs by explaining their students let them react describe the
main points in relation to the topic purpose and the context. scene or even complete it. From a case
studied, explain, appreciate and - Prepare the students for a video-presentation study, an opportunity is given to
complete the information with an introduction and questions, the answers students to work through debates,
of which they should be looking for as they discussion, writing and group work.
watch the video.
VII. INQUIRIES
To inquire: Search for testimonies/ analysis of information on a given topic/ process of resolution of problems from experiences. There
are two categories of inquiries-directed and free inquiries
HOW TO CARRY INQUIRIES IN CLASS
- Encourage the students to - Communicate/state the topic - Present yourself in front of the resource person
identify the event/phenomenon - Define the objectives of the inquiry - Invite the students to ask prepared questions to
and assemble the information by - Have the questionnaire elaborated conduct the inquiry.
using external sources in class - Determine/choose the resource person or the - Moderate the interview if necessary
(idea, books, experiences related public targeted and place - Thank the resource person at the end of the
to the family and members of the - Choose the student responsible for the session
community as well as folktales. inquiry. - Sort out and analyse the result
- Discuss with the students on the stages and - Restore in the form of presentation and/ or an
the right attitude to display. album
- Exploit the information
Finally classroom practice calls of a combination of methods/techniques. It is important to lead the student to write down pertinent
points while the different methods re being used.
DIRECTIVES ON EVALUATION
I- DEFINITION OF EVALUATION (See the section on TERMINOLOGY)

The evaluation of skills (competences) is a three phase process:
 The possession of resources to be evaluated
 The mobilisation of resources in context or situation
 Reflexive feed-back of the resources (or re-investment). That is, ability to use them in other situations.
II- TYPES OF EVALUATION

Three types of evaluation have been chosen:
1- Diagnostic Evaluation:
It is administered before instruction (in a new class or level) in order to assess the level of the student’s previous knowledge. The purpose is to
anticipate potential learning difficulties and remediation exercises before going into the new level of instructions. It is carried out systematically therefore
at the start of the school year on first contact with the class. The remediation exercises can be done either immediately or progressively.
2- Formative Evaluation:
This permits the assessment of the degree of acquisition and/or mobilisation of resources at the end of each teaching-learning sequence and each
lesson. It therefore provides feedback on how well students are acquiring the skills in each lesson during the process of instruction.
3- Summative Evaluation:
This is for grading purposes, for it is sanctioned by a mark. It could be either a written or oral test. It is carried out during or at the end of the
administrative sequence (6 weeks).
III- EVALUATION PROCEDURE (CRITICAL THINKING EXERCISES)
1- Diagnostic Evaluation
 Conditions: Teachers should master the syllabus of the previous year and that of the current year (skills and resources)
 Content:
 The family and school environment of the learners (what they think of their school and the discipline)
 The subject knowledge of the learners
 Their know-how (skills or aptitudes)
 The verification of the material by the teacher
 Modalities
 Get the students’ attention
 Evaluate using appropriate test items or close questions as Multiple Choice Questions (MCQs)
 Correction and exploitation (take note of the results and especially the recurrent errors)
 Carry out remedies based on these recurrent errors.
2- Formative evaluation
 Condition
 The questions must be prepared.
 It must be done at the end of each stage of instruction
 It should be based on the resources acquired by the learner in the course of the learning activities or complex situation at the end of the chapter.
 Content: It must comprise of Knowledge, Know-how (skills) and complex situation at the end of the module.
 Modalities: Formative evaluation is basically oral and is better to be done in groups.
Presentation of the Family (Bank) of Situations Covered by the Syllabus

N° Family of Situations Areas- of -Living
1 Social Life Social Life
2 National Integration Citizenship
3 The Life of the State Citizenship
4 Deviance Social Life
5 Management of Finance and Human Resources Economic Life
6 The Violation of Rights Citizenship
7 Conflicts Citizenship
8 Discrimination Social Life
9 Globalization Citizenship
Summary Table for Citizenship Education Syllabus

CYCLE CLASS TITLE OF MODULES STATUS DURATION (PERIODS)
The School Environment Compulsory 14
FORM 3 The Extension of the Family in its Natural Environment Compulsory 23
The Administrative Organisation of Cameroon Compulsory 16
The Political Organisation of Cameroon Compulsory 27
First FORM 4 The Fight Against Social Ills Compulsory 16
The Citizen and the Economy Compulsory 13
Human Rights Education in Cameroon Compulsory 9
FORM 5 The Notion of Peace and the Resolution of Conflicts Compulsory 10
Gender relations and Minority Rights Compulsory 10
-Facing Issues of Global Concern Compulsory 12
PROGRAMME OF STUDY (SYLLABUS): CITIZENSHIP EDUCATION
 Total Number of Periods : 180

 Teaching-Learning: 135
 Evaluation-Correction- Remediation: 45
 Number of Periods per Week: 2
 Coefficient : 2
FORM THREE CLASS

MODULE 1:
TITLE OF THE MODULE: The School Environment
NUMBER OF INSTRUCTIONAL (TEACHING /LEARNING) PERIODS: 14
PRESENTATION OF THE MODULE: This module permits the learner to identify him/her self as a student in a school environment.
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Help the learner develop appropriate student behaviour
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: Contributes to a better fostering of good relationship of the learner with school mates and
school authority.
DIAGNOSTIC EVALUATION: Evaluation of knowledge acquired in the previous class Discussions 2 Periods
Contextual Framework Competent Acting Resources Duration

(Functioning) Essential Knowledge of
Family of Examples of Category Examples Topic Sub- Lessons Notions/ Skills Values Other Methods & Lesson
Situations Situations of of topics Concepts (Aptitudes) &Attitudes Resources Techniques (Periods)
Actions Actions
Denounce 1-Definition of school -School -Observe -Sense of -Textbooks -Brainstorming
actors. and components of - Education -Describe. belonging -Photographs/ -Discussion 1
- school environment.- Community -Read -Obedience Pictures -Role play.
-Interpret -Respect for -Official Text -Interview
2-From home to school Insurance
Vandalism in Warn and -Distinguish authority -School -Debate
-Parts of the road -Hard work
school milieu. Integration Punish -Important road signs -Draw -Love for work
Organisation -Team work 1
of learner actors for pedestrians -Extract well done Chart -Enquiries
-Sexual into his/her -Road safety measures - List - Politeness -School Rules -Document
harassment school Adhere: 3-The Rights and duties -Identify -Attentiveness and regulations. analysis
Social Life - Bullying milieu Participate The School -Classify -Vigilance -Highway code -Presentation
Environment of students in the school 1
in Club School and community -Compare -Prudence -radio /TV -Practical work.
Club activities activities life -Sketch -Being cautious programmes
Guided Work- 1 Comment on the Internal Rules of the school 1
Encounter 4-Duties of the different
with members of the School 2
Failing Guidance Administration.
Counsellor. -School Guidance and
Counselling
-Support services of the
school.
FORM THREE CLASS

Contextual Competent Acting Resources
Framework (Functioning Essential Knowledge (Periods) Duration
Family of Examples Category Duration Topic Sub-topics Lessons Notions/ Values Other Methods & of Lesson
&Attitudes Resources Techniques (Periods)
Situation of of of Lesson Concepts
s Situations Actions
-Observe -Textbooks
Describe. -Honesty -Photographs/
5- Inter-personal Pictures
relationships in -Read -Integrity.
Denounce the school -Interpret -Discipline -Official Text
actors. milieu(student- -Distinguish -Respect -School Same as for
- student / student -Draw -Dialogue Organisation other lessons 1
Vandalism –teachers) -Extract -Moral Chart
in school Integratio Warn and - List rectitude
milieu. n of Punish -Identify School Rules
learner actors -Classify and
-Sexual into regulations.
Social harassment his/her Adhere: The School 2-The School -Compare
Life - Bullying school Participate Environment Environment
milieu in Club
Club activities Guided Work 2:Complementarily between the school and the rest of the Education
activities community 1
Encounter 6-Caring for the -Littering
with School 1
Guidance environment -Immorality Same as for
Failing Counsello Same as for Same as for Same as for other lessons
r. 7-Social ills in other lessons other other lessons
the school lessons
environment:
Manifestations/I 2
mpacts and
prevention.
Guided Work 3: Importance of school Clubs 1
FORM THREE CLASS

MODULE 2:
TITLE OF THE MODULE: The Family and its extension within its natural environment.
PRESENTATION OF THE MODULE: This module contributes to the promotion of National Integration
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Help the learner integrate him/her self in a community outside
his/her family and promote National Integration
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module Enhances national consciousness and highlights the importance of the
natural environment
Contextual Framework Competent Acting Resources
(Functioning) Essential Knowledge Duration
Family of Examples of Category Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & of Lesson
Situations Situations of Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques (Periods)
8-The family -Family -Respect - Textbooks Text/Documen
-Family -Bride price -Identify -Solidarity t Analysis
-Foundation -Marriage -Draws -Sense of sharing Role-play 2
Take a 1-The -Types certificate -Differentiate -Culture of peace -Ethnic Map
-Composition -Observe -Humility of Discussion
-Inter-tribal wife from family
9-The forms of family -Heritage -Interpret -Honesty Cameroon Interviews.
marriages another The protection in Cameroon -Family Pictures/
village Family 1
budget Photographs Excursion
National -Non-respect Promotion and its 10-Definition and types of -Village -Describe -Respect for elders . -
Integration for traditional of national -Consult extension villages in Cameroon. -Locate in -Sense of belonging Brainstorming 1
authority. Integratio traditional within its 11-Political and -Fon/Chief time and -Patriotism -Official -Team work
-Disregard n. authorities natural administrative Authority space -Love text Presentation
-Sketch
1
for traditional -Be environm in the village -Tolerance -Enquiries
values educated in ent. 12-Socio- economic -Patience
2-The -Classify -Sense of listening
traditional Village activities of a village( Use 1
values. local examples) -Community spirit
13-Socio- cultural -Sense of 1
.
activities in the village- responsibility
14-Socio-cultural -Cooperation
problems in the village -Integrity
1
Guided Work4: Positive aspects of life in the village 1
FORM THREE CLASS

(Functioning) Essential Knowledge of Lesson
Family of Examples of Category Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & (Periods)
Situations Situations of Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques
15-Reasons and -Tradition Same as for
consequences of rural - Custom Same as for Same as for other Same as for other lessons 1
exodus. -Rites other lessons other
-Rituals lessons lessons
Guided Work 5:Inquiry in the Tradition/Customs of a People of the locality. 1

3-Towns 16 -Towns and Cities
-Inter-tribal Take a wife and Cities in - Definition, -Identify
marriages from Cameroon -Characteristics -Towns -Draws -Respect for
another The -Composition of a -Differentiate elders Textbooks
-Non-respect village Family Town/City. -Observe -Sense of 2
for traditional Promotion and its -Life in the Town/City: -Interpret belonging -Ethnic Map Text/Docum
National authority. of national -Consult extension advantages and -Patriotism of ent Analysis
Integration -Disregard Integration. traditional within its disadvantages of living -Describe -Love Cameroon Role-play
for traditional authorities natural in the Town/City. -Locate in -Tolerance Pictures/
values -Be environm 17- The Council: Types, -Councils time and -Patience Photographs Discussion
educated in ent. Composition and space -Sense of . Interviews.
traditional Functions of a Council. -Mayor -Sketch listening
values. Areas of -Sources of Council -Community -Official
Excursion 4
. integration Revenue and Budgeting -Classify spirit - text
-Council management:
-Budgetary -Sense of Brainstormin
Social and Economic
services transparency responsibilityg
-Benefits of good -Cooperation -Team work
management/Consequenc -Integrity Presentation
es of poor management. -Enquiries
Guided Work 6: The day to day life of your local council: Interview a member of your 1
local Council
Protection 18-Definition and - Same as Same as for other Same as Same as for
of the importance of the Environment for other lessons for other other lessons 1
natural Natural Environment to lessons lessons
environment Man.
FORM THREE CLASS

Situations Situations of Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques (Periods)
19- Forms of
Environmental -Degradation -Textbooks Text/Document
degradation: -Ethnic Map Analysis
Causes and effects - Cleanliness of Cameroon Role-play 1
Pictures/
-Garbage -Bring out -Love for
Photographs Discussion
20-Individual relationship nature . Interviews.
Sensitize and Protection of contribution to the between man - Orderliness
Illegal educate the the natural protection of the and -Discipline -Official text Excursion 1
occupation of public The Family environment environment. environment -Curiosity -Brainstorming
public space. and its -Describe -Collaboration -Team work
-Littering 21-Conservation
National -Use garbage extension and Protection of Presentation 1
- Construction Promotion of cans within its -Enquiries
Integration on high risk the Environment
national natural
zone Integration. -Respect environment. at Organisational
construction level.
rules
Guided Work 7: Garbage disposal in your Community- How , Effects, Solutions 1
FORM THREECLASS
MODULE 3
TITLE OF THE MODULE: The Administrative Organisation of Cameroon
PRESENTATION OF THE MODULE: This module presents the Administrative Organisation of Cameroon
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Makes the learner informed and concerned with the authority of the state.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module contributes to the development of a patriotic spirit and responsible living.
Family of Examples of Category of Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & of Lesson
Situations Life Situations Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques (Periods)
22-The
Administrative
Organisation of Textbooks Text/Docume
Cameroon: Administrative -Identify -Patriotism -Dictionaries nt Analysis 2
Administrative Introduction;
1-The Units Units -Locate The different Role-play
Structure and -Respect constitutions
-Educate Administrative -Describe
features ( details of Cameroon Discussion
Ignorance of the the masses Organisation on local -Classify
of Cameroon. -Transparency -The Interviews.
masses examples) -Sketch Administrative
-Good
The life of -Non-respect of -Attend 23-The Sub- -Explain Map of Excursion
Collaborate governance
the State hierarchy public Division: Administrative -Outline -Tolerance Cameroon -
with State meetings Organisation and - -Photographs
Units -Discipline Brainstorming 2
-Corruption in administration. functions of the Differentiate -Collaboration -Pictures -Team work
Administrative Respect Divisional. - Compare. -Team spirit -Newspapers Presentation
milieu Prefectural Officer -Enquiries
Orders 24--The
Divisional office:
Organisation and Administrative 2
functions of the Units
Senior Divisional
officer.
25-The Regions
and functions of Administrative 2
the Governor Units
FORM THREE CLASS

Situations life of Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques (Periods)
Situations
26- Deconcentration -
and decentralisation in Administrat
Cameroon ive Units
1
Textbooks Text/Document
-Educate the 1-The 27-Devolution of -Identify -Patriotism -Dictionaries Analysis
Ignorance of the
masses masses Administ powers to the Regions -Locate The different Role-play
-Non-respect of rative 2-State -Describe -Respect constitutions 1
hierarchy of Cameroon Discussion
The life of -Attend Organisa Governance -Classify
-The Interviews.
the State -Corruption in
Collaborate public tion of -Sketch -Transparency Administrative
Administrative with State meetings Cameroo 28-Intruction to -Explain -Good Map of -Excursion
milieu administrat n. Governance: Structure -Outline governance Cameroon -Brainstorming
ion. Respect and Laws to enforce - -Tolerance -Photographs -Team work 1
Prefectural Good Governance Differentiate -Discipline -Pictures Presentation
Orders - Compare. -Collaboration -Newspapers -Enquiries
29-State measures -Team spirit
against Corruption
2
30-The Role of the

Citizen to promote
Good Governance 1
Further Studies1: National Program for Governance: Composition and effects 2
FORM FOUR CLASS

MODULE 1:
TITLE OF THE MODULE: The Political Organization of Cameroon
PRESENTATION OF THE MODULE: This module enhances the learner’s knowledge of the Political Power and democratic practices in Cameroon
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Helps the learners to understand what authority and power stand for.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module contributes to the development of a patriotic spirit in the learner and
participation in life of the state
Contextual Competent Acting Resources Duration of
Framework (Functioning) Essential Knowledge Lesson
Family of Examples Category Examples Topic Sub-topics Lessons Notions/ Skills Values & Other Methods & (Periods)
Situations of Life of of Actions Concepts (Aptitudes) Attitudes Resources Techniques
Situations Actions
1-Define and Identify National 1
1-National the National Symbols Symbols
Symbols- of Cameroon. The Different
2-The National Anthem Constitutions Text Analysis
Anthem: Composition Identify Patriotism of Cameroon
-Hoisting and significance. -Sing the Discussion 2
Ignorance of the Flag The Anthem Respect Pictures/
3- The National Flag: Flag
Political Photographs Testimonies
of the - Symbolism of colours, 2
Copy of the -Interviews
The life of masses Participati -Visit of the Organisati and history -Draw Anthem -
the State -Non- on in the Authorities on of 4-Motto: Definition Motto /-Sketch Brainstorming
respect of life of the in the field Cameroon and significance. -Describe The Official -Testimonies
National State -Match -Explain stamp. Role play 1
Symbols pass 5-The Coat of Arms Coat of -Interpret Statutory
and the Seal: Form and Arms and
significance. Seal 1
FORM FOUR CLASS

Contextual Competent Acting Resources Duration
Framework (Functioning) Essential Knowledge of Lesson
Family of Examples Category Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & (Periods)
Situations of of of Actions Concepts (Aptitudes) &Attitudes Resources Techniques
Situations Actions
. 6-The definition of State
2-The Concepts: State, Nation, Nation -Awareness The different
Evolution of Constitution, Describe -Respect Constitutions
the -Republic –Fatherland Constitution -Patriotism of Cameroon. Text Analysis 1
Cameroon -Explain -Transparency -Photos of
- Educate Constitution 7-The evolution of the Independenc -Organize - Good the members Discussion
Ignorance your The Cameroon Constitution, e -Read Governance of
of the - community. Political 1961 to 1966. -Interpret - Tolerance Government Testimonies 2
The life of masses Participat Organisat -Stages and -Re- -Curiosity -The Political -Interviews
- Main changes in the
the State ion in the -Adhere to a ion of unification Organize – -Attentiveness and Adm. -
Constitution.
- Non- life of the political Cameroo -Love for Map of Cam. Brainstormin
respect of State party n -Unification -Read/ Fatherland -The effigy g
constitutio 3-The Three 8-The Executive – -The -Interpret of the Head -Testimonies
nal Arms of the Composition and president -Identify of state Role play
provisions -Court State Functions -Democracy -Classify -Newspapers - 2
Cases
. Guided Work1: Organisation Chart of MINESEC 1
9-The Legislative :Arm
A)The Senate:,
composition and -Bicameral Same as for Same as for Same as for Same as for
Functions legislature other lessons other lessons other lessons other lessons 2
B)The National
Assembly; Composition
and Functions
Further Studies 1: Children Parliament 1
10-The Judiciary: -Justice Same as for Same as for Same as for Same as for
Composition and other lessons other lessons other lessons other lessons 1
Functions.
FORM FOUR CLASS

Contextual Competent Acting Resources Duration
Framework (Functioning) Essential Knowledge of Lesson
Family of Examples Category Examples of Topic Sub-topics Lessons Notions/ Skills Values Other Methods & (Periods)
Situations of of Actions Actions Concepts (Aptitudes) &Attitudes Resources Techniques
Situations
11- Relationship -Describe -Awareness The different
between the -Respect Constitutions Text Analysis
three Arms of - Explain -Patriotism of Cameroon.
Sensitize/ the State -Transparency -Photos of the Discussion 1
members of
Educate your -Compare - Good
Government Testimonies
community. 12-Democracy: Governance -The Political -Interviews
Ignorance The Political Definition and - Distinguish - Tolerance and Adm. Map -Brainstorming
of the Education Organisation Principles -Curiosity of Cam. 1
-Testimonies
The life of masses of the of Cameroon -Relate -Attentiveness -The effigy of - Role play
the State masses. -Adhere to a -Love for the Head of
political 3-Democratic Fatherland state
party. process in -Newspapers
.-Electoral Cameroon Further studies 2: The concept of Separation of Power,
malpractice Meaning and advantages of separation of power. 1
s 13-The -Separation
- Voter Democratic of power 1
apathy - Register on process in
the voter list Cameroon
and vote -.Cameroon Same as for Same as for Same as for Same as for
- electoral process. other lessons other lessons other lessons other lessons
14-Limitations of
the democratic 1
-Denounce process and
consequences of
and fight
electoral
against malpractices
electoral 15-The Role of the
malpractices. Citizen in 1
fostering
Democracy.
Further Studies3: Composition and functions of Cameroon Independent Electoral 2
Body.
FORM FOUR CLASS

MODULE 2:
TITLE OF THE MODULE: The Fight against Social Ills
PRESENTATION OF THE MODULE: This module helps the learner identify Social ills in his/her society.
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: It helps the learner to avoid vices, common in our society.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module contributes to the promotion of responsible living in our society.

(Functioning Essential Knowledge Skills Methods & of
Family of Examples of Category Duration of Topic Sub-topics Lessons Notions/ (Aptitudes) Values & Other Techniques Lesson
Lesson Attitudes Resources (Periods)
Situations Situations of Actions Concepts
16-Definition
of concepts and -Textbooks 1
identification
of Social ills Sense of -Dictionaries
17-Drug abuse: -Addiction decency -Convention
-Describe
Types, Causes, -Integrity on the Rights
-Drug abuse, of the Child -Document 2
-Indecency, - Sensitize the Manifestation analysis.
and -Honesty Newspaper
-Vandalism, public, -Social Ills articles
Consequences
Deviance -Bribery and Fight - Assist the The Fight in -Discipline
18-Juvenile Delinquency
Corruption, - against victims against Cameroon delinquency: -Tolerance -Penal Code
Visit /
-Tribalism, - social ills. - Denounce Social ills Causes, -Identify
Orderliness Photographs Excursion 2
-Juvenile actors manifestations
Delinquency -Report cases and effects. -Explain Official text
-, to competent 20-Prostitution Sense of Civil
general Procedure
Prostitution authorities. Motives and STIs/HIV Compare/C Interview 1
interest Internet
-Immorality. consequences ontrast
21-Tribalism/ Discrimination
The
Nepotism: -Qualify Brainstorm
Causes, Constitution of
Equity Cameroon
Manifestation Simulation 2
and
Consequences
FORM FOUR CLASS

(Functioning Essential Knowledge Methods & of
Family of Examples of Category Examples of Topic Sub-topics Lessons Notions/ Skills Values Other Techniques Lesson
(Periods)
Situations Situations of Actions Actions Concepts (Aptitudes) &Attitudes Resources
22-Bribery and
Corruption: -Sense of -Textbooks -Document 2
Causes and decency -Dictionaries analysis.
Manifestation -Integrity -Convention
23-State -Describe on the Rights
-Drug abuse, measures Good -Honesty of the Child
-Indecency, - Sensitize the against social Governance -Newspaper Visit / 2
-Vandalism, - public, ills -Discipline articles Excursion
Deviance Bribery and Fight - Assist the The Fight Introduction -Tolerance -Penal Code
Corruption, - against victims against State and Structures -Photographs
-Tribalism, -- social ills. - Denounce Social ills Governance -Identify Orderliness
Juvenile actors 24-Laws -Official text Interview
Delinquency- -Report cases against -Explain Sense of -Civil 1
, Prostitution to competent corruption general Procedure
-Immorality. authorities. 25-The role of Compare/Co interest Internet Brainstorm
the Citizen to ntrast -Equity -The
promote good Constitution Simulation
Governance -Qualify -Respect for of Cameroon 1
Public
property
Further Studies 4: National Program for Governance: Composition and Effects 2
FORM FOUR CLASS

MODULE 3:
TITLE OF THE MODULE: The Citizen and the Economy
PRESENTATION OF THE MODULE: This module presents basic economic notions useful for day to day living.
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Help the learner to better prepare how to manage his/her life and human
resources.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module promotes the learners contributions to the economic development of the community.
(Functioning Essential Knowledge Methods & of
Family of Examples Category Examples of Topic Sub- Lessons Notions/ Skills Values Other Techniques Lesson
Situations of Life of Actions Actions topics Concepts (Aptitudes) &Attitudes Resources (Periods)
Situations
26- -Textbooks
-Hoarding Introduction- Economy The Texts
-Burglary Definition of Accountability Constitution analysis
Manageme Low Concepts- -Calculate -Transparency ( Preamble) 1
Production, -Identify Dictionaries
nt of salaries -Open an
Distribution, Hard work Internet
Finance -Refusal to Better account Consumption
and Human sign labour Manageme -Seek for a Describe Simulation
-Economic Photos of
Resources contracts nt of job The Citizen 1-Basic growth Honesty Banknotes/ -
-Classify
-Non- Revenue and the Economic -Economic Currency Discussion
registration and -Denounce Economy concepts development -Compare -Cheques
in the Social Human non-payment 27- Exchange, -Distinguish Integrity Interview 1
Insurance Resources of salaries Money, -Credit
.Scheme -Pay taxes Markets -Draw cards
28- Banking: Banking -Explain Empathy Internet
-Types of Bank Advertising
-Fluctuating
Accounts tools 2
Exchange Debates
-How to open
rate and operate a Testimonies
bank account.
- Money transfer.
2-Labour 29.- Definition Retirement
and Social -Rights of 1
Security Employees
FORM FOUR CLASS

(Functioning Essential Knowledge Skills Values Other Methods & of
Family of Examples of Category Examples Topic Sub-topics Lessons Notions/ (Aptitudes) &Attitudes Resources Techniques Lesson
(Periods)
Situations Situations of Actions of Actions Concepts
30-Social Security: Social -Textbooks
-Identification and Security The Texts
2-Labour importance Accountability Constitution analysis 2
-Social security -Calculate -Transparency ( Preamble)
and Social
problems in -Identify Dictionaries
Security Hard work
-Hoarding Cameroon Internet
-Burglary Describe Simulation
31-Features and -Economic
Low salaries Better Photos of
factors of growth& Honesty 1
Managemen -Refusal to Manageme -Open an -Classify Banknotes/ - Discussion
Development Development
t of Finance sign labour nt of account Currency
and Human contracts Revenue -Seek for a 32-The relationship -Compare -Cheques Interview
Resources -Non- and Human job between Economic -Distinguish Integrity 1
registration Resources The Growth and
in the Social -Denounce Development -Draw Internet
Citizen
Insurance non-payment and the 33-Merits of -Explain Empathy -Credit cards
Economic
.Scheme of salaries Economic Growth 1
Economy Growth and
-Pay taxes -Effects of Advertising
Development Economic growth
-Fluctuating tools Debates
Exchange without
rate Development. Testimonies
Government 34-Government Budgetary
Revenue and Revenue and transparency
Expenditure Expenditure
-Sources of 1
Government
Revenue.
-Government
Expenditure
35-The role of the
Citizen in 1
Promoting the
Economic
development of the
State.
Further Studies5: Impacts of tax evasion. 1
FORM FIVE CLASS

MODULE I:
TITLE OF THE MODULE: Human Rights Education in Cameroon
PRESENTATION OF THE MODULE: This module deals with human rights as a universal value.
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Educates the learner in his/ her rights and the respect for the rights of others
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module contributes to the learners appreciation of human rights in the
Cameroonian society.

(Functioning Essential Knowledge of Lesson
Family of Examples of Category Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & (Periods)
Situations Situations of Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques
1-Defintion -Define -Respect -The Cameroon
and Importance Constitution -Brainstorming
-Domestic of H R -Explain -Love (Preamble) 1
violence -Education -Denounce Fundament education in -Vigilance UDHR -Simulation
Cameroon. -Awareness -Convention on
The -Child abuse on Rights all forms of al H R. -Describe
the Rights of the -Document
Violation of -Child labour -Promotion abuse of Human 2-Identification -Sense of Child Analysis.
Rights -Child and rights Rights of the various -List reserve -African Charter -Discussion
trafficking Protection -Sensitize Education forms of H R on Human and 1
of Human against all in -Identify -Politeness Peoples’ -Debates
3-The violation
Ignorance of Rights forms of Cameroon of Human Human - Rights.Art.23--
Attentivenes Textbooks, -Presentation 1
rights Violation of . Rights Rights
rights. (Why and s -Photographs -Internet
How) -Testimonies
-Fight for -Civil and Penal
Protection 4-HR Code
your rights and Protection and
Promotion Promotion: 1
of HR International
level
FORM FIVE CLASS

(Functioning Essential Knowledge Skills Values Other Methods & of Lesson
Family of Examples of Category Examples Topic Sub-topics Lessons Notions/ (Aptitudes) &Attitudes Resources Techniques (Periods)
5-HR -Define HR -The
Protection and -Recognize Cameroon -Brainstorming
Promotion: basic HR Constitution 1
-Domestic Regulatory Fundame -Respect (Preamble) -Simulation
violence -Denounce mechanisms ntal -Describe a for the UDHR
-Child abuse -Education all forms and measures Rights scene of Human -Convention -Document
Analysis.
-Child labour on Rights of abuse of in Cameroon. Violence Being on the Rights
-Discussion
-Child -Promotion rights Human Protection -Denounce of the Child
The trafficking and -Sensitize Rights and any form of -Love -African -Debates
Violation of Protection against all Education Promotion 6-The role of Violence -Vigilance Charter on
Rights Ignorance of of Human forms of in of HR citizens in -Awareness Human and -Presentation
rights Rights Violation Cameroon. preserving -List major Peoples’ -Internet 1
of rights. text and Rights.Art.23-
HR.
documents -Textbooks,
-Fight for of HR -Photographs
your rights protection. -Testimonies
-Civil and
Penal Code
Further Studies 1: Instruments of Protection and Promotion of Human Rights 1
FORM FIVE CLASS

MODULE 2:
TITLE OF THE MODULE: The Notion of Peace and the resolution of Conflicts.
PRESENTATION OF THE MODULE: This module presents the learner with the basic understanding of the effects of conflicts and peace on the quality of life.
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Help the learner to avoid conflict and pursue peace in any human
relationship.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module will instil in the learner the ideal of social justice
(Functioning Essential Knowledge Skills of Lesson
Family of Examples of Category Duration of Topic Sub-topics Lessons Notions/ (Aptitudes) Values Other Methods & (Periods)
Situations Situations of Actions Lesson Concepts &Attitudes Resources Techniques
7-Definition of -Textbooks -
terms: Conflict, -Conflict -Distinguish -Love -The UN Brainstormin
-Inform the Aggression, Peace, -Peace -Mutual charter g
Inter-border authority Peace Treaty, A -Describe respect Art.22,23. -Discussion 1
Truce/Cease fire,
wars -UDHR -Team work
Armistice.
-Piracy Prevention - Negotiate -Tolerance -The -Presentation
of peace 8-Types and causes -Outline -Dialogue Geneva -Document
Inter-tribal conflicts. The Notion of conflicts. -Identify Convention analysis 1
Conflicts Wars - -Reconcile of Peace and -Humility. -Interviews
Promotion belligerents the 9-Impact of -Explain -Enquiries
of Peace. -Establish resolution of Conflict on inter- -Pictures/ -Role play 1
land Conflicts -Managing personal -Compare Photos of
-Land Certificate Conflicts relationship Conflicts
conflicts -Delimit 10-Consequences -
boundaries of International Testimonies 1
- conflicts. -The new
Farmer/Grazi 11-International Penal Code
er conflicts Humanitarian Law. -Newspaper
(History) Extracts. 1
- Importance of
IHL
FORM FIVE CLASS

Family of Examples of Category Examples Topic Sub-topics Lessons Notions/ (Aptitudes) &Attitudes Resources Techniques (Periods)
12- The Notion -Textbooks
of Peace: factors -The UN
-Inform the that promote -Distinguish charter
Inter-border authority peace. -Love Art.22,23. - 1
wars -Describe -Mutual -UDHR Brainstormin
-Piracy Prevention - Negotiate 13- Institutions respect -The g
of peace that promote Geneva -Discussion 1
Inter-tribal conflicts. The Notion peace in -Outline -Tolerance Convention -Team work
Conflicts Wars - -Reconcile of Peace and Cameroon. -Identify -Dialogue -Presentation
Promotion belligerents the The Notion -Document
of Peace. -Establish resolution of of Peace 14- Institutions -Explain -Humility. analysis
land Conflicts and the that promote -Pictures/ -Interviews
-Land Certificate resolution peace in the -Compare Photos of -Enquiries
conflicts -Delimit of world Conflicts -Role play
boundaries Conflicts (International). - 1
- Testimonies
Farmer/Grazi -The new
er conflicts Penal Code
-Newspaper
Extracts.
Further studies 2: The Resolution of the Bakassi Peninsular conflict:
 The causes (Why) 2
 The process ( How)
FORM FIVE CLASS

MODULE 3:
TITLE OF THE MODULE: Gender Relations and Minority Rights
PRESENTATION OF THE MODULE: This module defines common social behaviours towards women and minority groups
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Enable the learner acquires acceptable norms and values that are
satisfactory to all humanity.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module promotes Gender Equality and human dignity irrespective of tribe, race or
social status.
Family of Examples of Category Examples Topic Sub- Lessons Notions/ Skills Values Other Methods & (Periods)
Situations Situations of Actions of Actions topics Concepts (Aptitudes) &Attitudes Resources Techniques
Gender 15-Gender -Gender
Issues Inequality: - Textbooks Text
- Definition, Types Discrimin Respect for -Dictionary Analysis 1
-Few women Appointme and Manifestation ation -Identify HR
in post of nt of more 16-Measures to -Women -List -The
Constitution
responsibility women Gender fight Gender Empower Love Simulation
- relations Inequality at ment -Explain -UDHR
Discrimina - and National and Tolerance Civil and Discussion 1
tion Abandonmen Promotion Providing Minority International -Describe Sense of Penal Code
t of the aged of Gender social Rights levels -Compare dignity Brainstormi
- Equality facilities to - - ng
Stigmatizatio the 2- 17-Definition, -Minority Differentiate Photographs Testimonies
n of the underprivil Minority Who are Issues - Love for - Presentation 1
handicapped/ eged. Rights. Minorities? one another Newspapers
Albinos -Create - Examples in - Self pride Internet
awareness Cameroon.
18-Measures to
fight for minority 1
rights in
Cameroon.
FORM FIVE CLASS

Family of Examples Category of Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & (Periods)
Situations of Actions of Actions Concepts (Aptitudes) &Attitudes Resources Techniques
Situations
19- -Gender
Contributions Discrimination Textbooks
- of Minority -Stereotype Respect for -Dictionary
-Few Appointme 3- groups to -Identify HR -Text
women in nt of more Contribution Nation -Emancipation -List -The Analysis
post of women Gender of Minority Building. – in Love Constitution 2
- responsibilit relations groups in Socio-cultural -Women -Explain
Discrimina y and Nation -Political Empowerment Tolerance -UDHR -Simulation
tion Promotion Providing Minority Building -Economic -Describe Sense of Civil and
- of Gender social Rights domains -Compare dignity Penal Code -Discussion
Abandonme Equality facilities to - -
nt of the the Differentiat - Brainstormi
aged underprivil e Photographs ng
- eged. - Love for - -Role-play
Stigmatizati -Create one another Newspapers - Debates
on of the awareness - Self pride Internet - Inquiry
handicapped
/Albinos
Guided Work: Representativeness of women in the administration of your
locality(Inquiry and restitution) 2
Further Studies 3: The Ministry of Women Empowerment and the Family 1
Further Studies 4: The Ministry of Social Affairs 1
FORM FIVE CLASS

MODULE 4:
TITLE OF THE MODULE: Facing Issues of Global Concerns/Issues
PRESENTATION OF THE MODULE: This module identifies issues that cut across national and international boundaries.
CONTRIBUTION OF MODULE TO THE AIMS AND GOALS OF THE CURRICULUM: Help the learner appreciate the important of national and international solidarity.
CONTRIBUTION TO THE SYLLABUS AND TO AREAS-OF-LIVING: This module seeks to promote globalisation.
Family of Examples of Category of Examples Topic Sub-topics Lessons Notions/ Skills Values Other Methods & (Periods)
Situations Situations Actions of Actions Concepts (Aptitudes) &Attitude Resources Techniques
s
20- Globalization -Define - -Brainstorming
Globalization: -Outline -
-Re-enforce Definition/ -Textbooks -Text Analysis 1
-Coping security of Globalization Characteristics -Explain -Dictionary -Discussion
with the the Internet. - Internet
-Cyber Crime Challenges -Re-enforce 21- -Describe -Respect -
of security Advantages Compare -Honesty Newspapers
-Terrorism Globalizatio measures Global and - Photograph 1
-Cross-border n. -Granting Concerns. Disadvantages s. -Debates
robbery relief of
Globalization efforts to Globalization.
-Influx of affected 22-Effects of UDHR
Refugees areas. Globalization 1
- in Cameroon.
Educate/Se 23-Definition Terrorism -Identify
nsitize Terrorism ,Manifestation -List -Vigilance 1
parents and -Empathy -Testimonies
-Child -Denounce Consequences - sense of Text/Photo
Trafficking Nepotism/ 24-Measures observation analysis.
Tribalism to fight 1
- Brain drain - Encourage Terrorism in
merit. Africa.
FORM FIVE CLASS

Family of Examples of Category of Examples Topic Sub-topics Lessons Notions/ (Aptitudes) &Attitudes Resources Techniques (Periods)
Situations Situations Actions of Actions Concepts
25-Definition, Globalization -Define - -Brainstorming
types and -Outline -
-Re-enforce causes of -Respect Textbooks -Text Analysis 1
-Coping security of Refugeeism -Explain -Honesty - -Discussion
with the the Internet. Refugeeism 26- Dictionary
-Cyber Crime Challenges -Re-enforce Consequences -Describe -Vigilance - Internet -Debates
of security and solution to Compare -Empathy - 1
-Terrorism Globalizatio measures Global refugee - sense of Newspape -Testimonies
-Cross-border n. -Granting Concerns. problems. -Identify observation rs Text/Photo
robbery relief -List Photograp analysis.
Globalization efforts to hs.
-Influx of affected
Refugees areas.
- UDHR
Educate/Se Further Studies 5: Management of Refugee problems in Cameroon 1
nsitize
.Further Studies 6: The Red Cross/Red Crescent 2
parents
-Child -Denounce -Child 27-Child
Trafficking Nepotism/ trafficking Trafficking-
Tribalism Definition , 1
- Brain drain - Encourage Causes and
merit. Consequences Same as for Same as for Same as Same as for
28-Measures other other lessons for other other lessons
against Child lessons lessons 1
Trafficking

Citizenship Syllabus 3-5

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REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN

Peace – Work - Fatherland Paix – Travail – Patrie

MINISTRY OF SECONDARY EDUCATION

SUBJECT SYLLABUS: CITIZENSHIP EDUCATION SYLLABUS

INSPECTORATE OF PEDAGOGY FOR THE SOCIAL SCIENCES

FIRST CYCLE SYLLABUS REVIEW

A PARTICIPATORY AND INNOVATIVE APPROACH

The new syllabuses had to undergo many changes:

Areas of learning Disciplines

END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE

1 Family and social life  Participation in family life

1-Languages and Living languages: French and English , L1

SUBJECT SYLLABUS: CITIZENSHIP EDUCATION SYLLABUS

Curricula Aim: stated principles that orient a curriculum

Chapter: A group of related topics.

Essential knowledge: Knowledge from disciplines.

Skills/Aptitudes: Abilities/competences to be developed from a discipline for handling situations.

Attitudes/Values: Behaviour expected from a learner in the face of situations.

INTERPRETATION AND UTILISATION

1. How to interpret the syllabus grid

2. How to utilise the syllabus grid

HOW TO CARRY OUT DISCUSSION IN CLASS

HOW TO CARRY OUT BRAINSTORMING IN CLASS

III- ROLE PLAYING

DEALING WITH DIFFICULTIES

HOW TO CARRY OUT INTERVIEWS IN CLASS

DEALING WITH DIFFICULTIES

HOW TO CARRY OUT SMALL GROUPS IN CLASS

HOW TO CARRY OUT AN ANALYSIS OF DOCUMENTS IN CLASS

HOW TO CARRY OUT AN ANALYSIS OF DOCUMENTS IN CLASS (Continued)

I- DEFINITION OF EVALUATION (See the section on TERMINOLOGY)

II- TYPES OF EVALUATION

III- EVALUATION PROCEDURE (CRITICAL THINKING EXERCISES)

Presentation of the Family (Bank) of Situations Covered by the Syllabus

Summary Table for Citizenship Education Syllabus

PROGRAMME OF STUDY (SYLLABUS): CITIZENSHIP EDUCATION

 Total Number of Periods : 180

 Number of Periods per Week: 2

FORM THREE CLASS

Contextual Framework Competent Acting Resources Duration

FORM THREE CLASS

Guided Work 3: Importance of school Clubs 1

FORM THREE CLASS

FORM THREE CLASS

Guided Work 5:Inquiry in the Tradition/Customs of a People of the locality. 1

FORM THREE CLASS

Guided Work 7: Garbage disposal in your Community- How , Effects, Solutions 1

FORM THREE CLASS

30-The Role of the

Further Studies1: National Program for Governance: Composition and effects 2

FORM FOUR CLASS

FORM FOUR CLASS

FORM FOUR CLASS

FORM FOUR CLASS

Contextual Framework Competent Acting Resources Duration

FORM FOUR CLASS

Further Studies 4: National Program for Governance: Composition and Effects 2

FORM FOUR CLASS

FORM FOUR CLASS