MINISTRY OF PRIMARY EDUCATION, LITERACY,

THE PROMOTION OF NATIONAL LANGUAGES AND CIVIC EDUCATION

Programs of the Renovated Primary Education

October 2019

1
 Summary

1eraPart: Generalities

I. Presentation of primary education

II. Objectives and goals of first degree programs

III. Timetables for the first degree

2thPart: Presentation of programs by discipline and by level of study

I. French

II. Mathematics

III. Physical Sciences

IV. Natural Sciences

V. Family Economy

VI. History

VII. Civic and Moral Education

VIII. Geography

IX. Physical and Sports Education

X. Drawings and sociocultural activities (singing)

XI. APP

2
1eraPart: Generalities

3
 1.1. Presentation of primary education

Primary education includes the classic primary cycle and the primary cycle.
Franco-Arab and bilingual schools. In the classical primary cycle, all teachings are
Make it in French.

In the Franco-Arab primary cycle, teaching is conducted in French and Arabic.

Mathematics, sciences, home economics, and physical education are taught in French. Arabic
literature, Islamic studies, history, civic education and ethics, and geography are
font in Arabic.
Only literary Arabic and Islamic studies have specific content related to Franco-Arabic.
other subjects have the same content as that of the classic primary cycle.

In bilingual schools, teaching is conducted in national languages and in French.

Only the subject 'national language' has specific content.

The experimental classes of the curriculum reform are not concerned by these presents.
programs

4
1.2. Objectives and goals of primary education programs

Programs not only serve to specify the concepts to be taught, the portions
to know to study in the year. They mainly have the ambition to be both utilitarian and educational.
They suggest and guide educational progress. They ensure continuity between the past and the
present.

Paraprofessionals, it must be understood that our teaching must increasingly translate into
terms of behaviors :
 communicate, inform oneself, know how to use devices, tools, but also make
handcrafted products... ;
 to adapt to various kinds of changes, particularly in information technology and technology;
 identify a problem and propose the appropriate solution(s);
 save the environment and benefit from it.

Paraeducational, it must be understood that in life, at school and in the education provided,
will be
Cultivate the virtues that form a modern and democratic society, namely: research
of truth, faith in human reason, intellectual rigor, and a sense of responsibility,
self-respect and respect for others, the spirit of solidarity and cooperation, the refusal of racism, the
tolerance.

To enable the child to integrate harmoniously into their environment, active methods
seem to us the most appropriate. The main trends are:
 the call for the student's own activity;
 the study of the local environment.
This is an action-based pedagogy aimed at teaching by engaging, by involving in action.
observation, investigation, classification, by creating objects, by producing. It is about
a pedagogy that will not reduce the student to the purely receptive role that he was too often assigned
reserved.
Breaking the veil that too often separates school knowledge from tangible reality, stoking the
curiosity, breaking the wall behind which the sensitivity of the child is locked, freeing the school from
this suffocating atmosphere of bossiness, avoiding killing forever the spontaneous qualities of
the student, such are the essential steps of modern pedagogy.

5
1.3. First degree schedules

Classical primary cycle (Teaching in French)

DISCIPLINES CI – CP CE1 – CE2 CM1 - CM2

French 3:15 PM 11:15 AM 10 h

AP.P. + Economy F 03:25 03 h 03 h
History - 01 h 01 h
ICM 00:50 00:45 01 h
Geography - 01 h 01 h
Mathematics 05 h 05h 05h
Physical sciences - 00:45 01h
Natural sciences - 00:45 01 h
E.P.S. 02 h 02 h 02h
Drawing - AS.C. 01 h 02h 02:30
Recreation 01 h 02:30 02:30

Total 30 h 30 h 30 h

The distribution of these schedules over several weeks and according to different rhythms is
possible, provided that we can periodically ensure that the overall schedule by discipline
is respected.

Teaching in national languages

DISCIPLINES 1erayear 2emeyear 3èmeyear 4emeyear 5th-6thyears

National Languages 1:30 PM 11 h 05 h * 03 h 03:30
French - 03 h 06 h 08 h * 06 h *
A.P.P.* 4:30 AM 04 h 03:15 03 h 03:30 AM
History - - 01 h 01 h 01 h
ICM 00:30 00:30 00:45 01 h 01 h
Geography - - 01 h 01 h 01 h
Mathematics 05 h 05 h 05h 05 h 05h
Physical Sciences - - 01:30 01:30 02h
Natural Sciences - -
E.P.S 02 h 02 h 02 h 02 h 02 h
Drawing-Socio-cultural Activities 02 h 02 h 02 h 02 h 02:30
Recreation 02:30 02:30 02:30 02:30 02:30

Total 30 30 30 30 30

including writing (30')

6
 Franco/Arabic Education

CM CE CI/ CP Subjects

8h 8 hours 8h Arabic Language

4h 4h 5h Islamic Study
1h 30 1h - Study of the environment
4h 4 hours 30 minutes 5 hours 30 minutes
French
5h 5h 5 hours Mathematics
45 minutes 30 minutes - Natural Sciences
45 minutes 30 minutes - Physical Sciences
1 hour 1h 1 hour EPS
1h 30 2h 2h APP
2 hours 30 minutes 2h 30 2h 30 Recreation
1h 1h 1h Asr prayers
30 hours 30 hours 30 hours Total

7
 2emepart
Presentation of programs by discipline
and by level of education

8
 i. French

A. General Objectives
French, retained in Niger as the official language of communication and work in
The administration should no longer suffer from any restrictive considerations in education.

He must therefore benefit from the master's total care in his class, precisely because of
the involvement of French at all levels of school education. Nothing will be overlooked
for the student to achieve the correct handling of this adopted language so that he can...
find ease in the various manifestations of everyday life, particularly in listening
from radio and television, in the use of posters, advertising panels,
newspapers, in distance exchanges (letters, telegrams, phone, e-mail, etc.).

The teaching of French must not only prepare the student to understand a text.
literary, but also to equip it with the technical vocabulary and the necessary structures it
allowing the reception of a scientific education.
This utilitarian teaching will nevertheless allow for aesthetic pleasure: humor, the
poetic creation, tales, comic strips, crosswords, riddles, etc.
In short, the teaching of French must aim to give the child the necessary confidence in
its activities.

B. Educational and Didactic Orientations

The native languages commonly used by children are different from French.
phonetic, syntactic, and semantic point of view. Hence, difficulties at the level of the
pronunciation, sentence structure, spelling, and comprehension.
Knowing the reasons for these difficulties, the teacher will be patient when the sounds are bad.
performed, the intonation poorly adjusted, the gender confused.
The study themes will first relate to the child's daily life, to family life,
the activities of the neighborhood, the village, or the school. The lesson content will be based on the
fundamental vocabulary will draw its source and its conclusion from the local environment. It is necessary
meaning that the content of the teachings will primarily be based on the child's experiences,
that is to say on his experience with men, animals, atmospheric phenomena,
of technology, of its playful and recreational activities.
Simple comparative studies with other environments will, of course, be made.
other lifestyles.
For all French teachings, it is necessary to start from facts, experiences, situations.
experienced and simulated, of written or sound texts and documents.
Is it about teaching the child spelling, grammar or the language, the teaching will be
based on true events.
We will no longer limit ourselves to the study of literary texts; we will also make use of authentic documents.
criticisms (identity card, announcements and notices from newspapers, prescriptions, invoices, telegrams,
cooking recipes, etc.).
Teaching methods will draw on the advances of modern linguistics:
 use of phonetics for pronunciation correction and progress in
reading and spelling;
 structural approach to grammar with substitution exercises and
transformation;
 taking into account cultural habits in oral communication activities and
written.

9
It is through the introductory course that the child makes contact with the school; on one hand, he enters into
a human and social environment completely different from his family life; on the other hand, he enters into
a system of ideas, of words that are foreign to it.
Under these conditions, the first educational problem is an adaptation problem.
This adaptation will depend on the first impression: depending on whether the first days
whether positively or negatively, the child may be lost or
won.
That is why the atmosphere of a beginner's class is of paramount importance. It would be
It is desirable that the most competent and experienced staff be assigned to these classes.
The first step is to make the small classroom welcoming and cheerful, to allow the child to adapt.
during the first days, without throwing him off with hasty exercises, to build his confidence in him
show beautiful things, engage him with sensory or manual exercises, through games,
songs, images, walks in the surroundings.
Do not forget that the decoration effort of the small classroom by the teacher and the students creates a
atmosphere of cordiality and intimacy conducive to social interaction.
The programs direct (the first year) the introductory course towards a design
liberal education. Engage the child, make them love school, do not lock them in at the start
in an attitude of withdrawal, constraint, refusal, it is the essential task of the CI-C.P.
The exercises will aim to develop the child's abilities and senses more than knowledge.
properly speaking.
Thus, the student will arrive at C.E. with modest knowledge but with means.
important, more accurate reflexes, good habits.
Several aspects of teaching French will be addressed.

Writing
Writing is raised to the rank of a key discipline in our education. Accessing writing is
being able to communicate with others is entrusting a message to the care of a piece of paper
through the reproduction of letters. The correct tracing of letters is acquired through a lengthy learning process.
often wise, a learning subject to a rigorous technique: exercises
preparatory (body scheme) - the elements of graphics.
It is not so much about achieving perfect writing as it is about achieving readable writing. The goal is
to write quickly and legibly.
The teacher will accept both straight writing and slanted writing. He will avoid imposing on the
left-handed students writing with their right hand.
Writing well requires five conditions:
 a good posture.
 a table suitable for the student's size.
 a good tool.
 a good grip of the tool.
 a good position of the notebook.

The recitation
The main purposes of recitation are:
 the enrichment of means of expression;
 the memorization of literary texts or poems from the oral tradition brings a
effective contribution to mastering the language. Recitation is an excellent exercise
individual of pronunciation, diction, comprehension and interpretation;
 the initiation to aesthetics.
Effectiveness depends on several conditions. First of all, accuracy: that memorization is
strict; then the solidity: that this memorization be definitive, which requires a lot of

10
repetitions, a continuous control of what has been acquired, adaptation to each level in difficulty and in
volume; finally the essential condition is the literary value of the texts. The student will be associated with
the search for poetic texts to create the poetry notebook for the class and to say the
poem that he will have created during the writing expression session.

Reading
One of the main objectives of primary school is to prepare the child for reading.
the adult. What is reading? It is grasping meaning through the eyes, that is to say, discovering, organizing.
and interpret the meaning of what is written.
Learning to read is a complex process of analysis and synthesis whose activities must
to be focused on the identification and understanding of what is subject to reading, namely
the written signs.
Regarding reading, the official instructions from the twenties still remain
of news:
In the hierarchy of subjects that are the focus of our primary education, the
Lecture is undoubtedly the one that must take first place," say the I.O. of 1923.
while adding:
The child cannot learn anything if he does not know how to read; he learns nothing willingly if he does not
does not know how to read easily... He needs to be given the habit of reading effortlessly as soon as possible...
So, as confirmed by the I.O. of 1928:
The goal is to lead everyone, from school and for their entire life, to want to read,
to know how to read, to love reading.

Sensory and psychomotor exercises

Sensory and psycho-motor exercises, along with language, form the essential foundation of pre-
necessary learnings for starting reading, writing, mathematics lessons and
sciences.
By developing in the child perception, memorization, and spatio-temporal orientation,
the master knows he is working for the future. The material must be chosen based on what is
immediately available in the child's surroundings (materials encountered: sand, water,
pebbles... plants... objects from the classroom and home...) ; each student will have some and will make
his experience.

Written expression
Just as there are two reasons to read: one to inform oneself, the other to entertain oneself, it
there are two reasons to write: out of necessity or for pleasure.
Hence two kinds of writings: professional writings and literary writings. On one hand, some
guidelines, letters, articles; on the other hand, tales, poems, fictions.
In CE1 and up to CM2, the child should be introduced to these two aspects of written expression.
In both cases, the writing is characterized by a strong organization at multiple levels:
 at the level of the phrase, in the order and choice of words;
 regarding the sequence of sentences and various arrangements: how to do it
a portrait, how to describe a landscape, how to tell a story (literary aspect)
but also how to argue for and against, how to demonstrate the
functioning of a device, how to articulate the elements of a regulation (side
professional).
Finally, writings, whether literary or professional, all present themselves according to a
disposition that characterizes them and to which the students will be made aware: disposition of a
poem in verses and stanzas, arrangement of a tale in chapters, but also arrangement of a
letter, layout of a newspaper page with its titles and columns.

11
Learning these two varieties of writing develops different but complementary qualities.
comments:

 on the literary side: sensitivity, creativity, humor, imagination;

 on the professional side: the rigor of the presentation, the effectiveness of the arguments, the simplicity
from the demonstration

Spelling
The spelling of French is complex and difficult. The particularities (shampoo), the letters
mutes (count, finger, time), the exceptions (strollers), the complicated rules (he told me about it)
given a lot) are very numerous.
The child who leaves primary school cannot absolutely master its functioning.
on the contrary, he must have acquired/spelling concern, that is to say, be accustomed to asking himself,
At the moment of writing, the appropriate questions:
 How is the word written?
 How is the agreement made?
He will not hesitate to systematically consult the dictionary and the grammar guide; he will have
take care to reread with a critical eye and pay attention to punctuation.
To succeed in writing without mistakes, it is necessary to engage a whole series of acquired skills.
in the various fields of French and on the occasion of other teachings: in language (the
exact distinction of sounds even new); in reading (the knowledge of various
graphies of a sound); in grammar (the syntactic rules); in vocabulary (the formation of
words). .
Therefore, the objectives must be modest:
a) master the main spellings of a sound depending on the context, which requires listening
correct and a good pronunciation;
b) to know the main grammatical agreements;
c) getting accustomed to consulting the dictionary, to remembering the classifications by word families,
analogies, homonyms, homophonies, antonyms, etc.
d) acquire the habit of proofreading and checking.
The dictation texts or other exercises should be well adapted to the class level.
After the self-correction, the teacher will make an effort to carefully review all the mistakes.
highlighted and corrected by the student and possibly point out those that he will have
forgotten. The teacher will especially avoid simply crossing out all the text and mentioning zero.
You are useless. This way of appreciating the student's work can only discourage them.
In mathematics, in science, a student who only finds the early questions, has
a few points. It is not zero. Why is this the grade, in dictation, of a student who, after three,
four lines without errors, make several mistakes at the end of the work?
By giving points for each correctly written line (instead of subtracting for mistakes) we
encourage the student to make efforts.

Grammar
Develop the ability to communicate and express oneself with ease in all children,
clarity and correctness, orally and in writing in today's language, this is the main objective
assigned.
to the teaching of French and, consequently, to that of grammar.
Thus, grammar is not an end in itself.
It is a means for expression. It is one of the paths that allow, after
to have dominated the necessary constraint of language, to achieve greater freedom
of expression.

12
Our programs focus on language handling exercises rather than on rules.
and definitions, retain a structural approach to grammar. The fundamental unit is
the sentence and not the word. It is through the notion of a sentence that we will begin and it is within
this unit will perform all the operations.
These linguistic manipulations must reflect an intuitive understanding of
the organization of the sentence and its main elements, as well as basic rules of
functioning of the language, without the need for these concepts or rules to already be
formalized, named or stated (implicit grammar).
Conjugation
The verb being the pillar of the sentence, it is more than necessary to thoroughly understand the transformations.
changes that it undergoes depending on the time it is used, the person, and the mode. Knowing these
Variations also allow for acquiring correct spelling.

C. Educational/didactic contents and comments by level

Introduction course and preparatory course

2.1 Pre-learning activities

In CI/CP, pre-learning exercises aimed at developing discrimination and

visual memory, the ability to symbolize:
 spatial structuring and lateralization exercises (special attention will be given to)
brought to left-handers who will not be upset.
 learning the basic elements of graphic design: points, circles, vertical lines,
horizontals, diagonals, curves, loops and sequences.
 writing different lowercase letters as they are discovered in
lecture.
2.2 Language
Pedagogical and didactic comments
Education in Niger is aimed at children whose native language is not the
French. It seems necessary to emphasize in the initiation cycle that there is a need for teaching.
oral that facilitates the formation of the ear and the adaptation of the physiological organs of speech
to the sounds, to the phonemes of the French language, to the rhythm and intonation required.

It is through imitation, at the cost of a series of patient successive adjustments, that the master will succeed in
giving children the habit of producing correct sounds and respecting rhythm and
intonation. Language uses communication tools such as words and expressions.
It is important for students to learn through everyday life situations
vocabulary and the linguistic structures necessary to express oneself. The learning of a
language is made in a linguistic bath with the freedom to express what one thinks,
feel, love, disgust, etc. and spontaneously, with the words and expressions that we
dispose. The language should not be preconceived and imposed with standards to be respected. The
the best method is to put students in real-life situations related to their
daily life and let them speak. The teacher will intervene in case of blockage, to correct
certain errors or to restart the dialogue. He must pay as much attention as possible to

13
the free expression of children. Spontaneity must under no circumstances and for no reason be
inhibited in the student and take away the desire to speak. Pronunciation errors will be corrected.
from time to time but without being
Contents

List of themes (for informational purposes):

 The school
 The human body
 Food
 The family
 The habitat
 The games
 The animals
 the ceremonies
 the market
 the travels
 means of communication
 the trades
 the disease
 the plants

2.3 Lecture

Pedagogical and didactic comments

It is important to emphasize the educational significance of this cycle which should be entrusted to
best educator of the team. The reading learning must be
understood by students and irreversibly by the end of the CI/CP sub-cycle at the latest.
In reading, the goal from the CI (Early Childhood Education) and throughout the schooling is to bring each student, and for
all my life, wanting to read, knowing how to read, and loving to read. The teacher, convinced that reading is
recognizing graphic signs and understanding their meaning, will make it a point not to engage
the child in a mechanical and passive learning. He will not forget that for many of his
Students, writing is not a familiar reality. Therefore, he will not fail to use all the
means to arouse, encourage, and develop the desire to read.

The teaching of reading, in order to be effective, must necessarily rely on a foundation.

linguistics, even modest. This is the reason that explains the gap in learning
systematic study of reading in relation to language. The distance is utilized to submit the
children to learning simple words and expressions in French through language and to
a global pre-initiation to reading. .

A method cannot be imposed on everyone. But, simple common sense and the current evolution of
psychopedagogy, leaning towards the recommendation of an active, lively method and
practice: a mixed method with a global approach.

14
 Contents

CI
1. List of keywords (for reference)

Ali - Mina - Amina - here - and - the - ball - a - head - Sani - motorcycle - has - the - father - dad
Hello, Mariama's mother is singing a quick song in the garden with a bike and cola.
.
2. List of vowels

 Simple vowels: a-o-i-e-é-è-ê-u-y=i.

 Vowels with compound spellings: ou – eu; an = en; - in - on - 'un; au = eau; ai =
hey; hi

3. List of consonants

g = gu ; g = ge = j c=k=q=
what

CP
 Systematic review of the CI program at the rate of one sound per day plus
new sounds :
en
er = era = air; eu, œu; ç, ce, ci; ch, ph, gn; x; eur, eul, euf; consonant + r (br, cr, dr, fr,
gr, pr, tr, vr) ; consonant + l (bl, cl, fl, gl, pl, vl) ; vowel + r (ar, er...) ; vowel + c (ac,
ec...) vowel + l (al, el...) ; vowel + lle, tte (aile, atte...) ; ien, ion, ier ; ille (city) ; iIIe
girl
lion ; tion

2.4 Recitation

Pedagogical and didactic comments

In CI/CP, recitation acts as a complement to language, adding to the language.
spoken the rigor imposed by the clarity of articulation, the respect for breath groups, of
rhythm and intonation.
The teachers will proceed with an auditory learning and gradually with reading
nursery rhymes, then simple texts in verse or prose. They will take advantage of the interest that is shown
the children on this exercise to correct defective pronunciations, to work
the vocal organ.
This purely oral learning will allow the child to perceive the cadence of prose,
the rhythm of the verses, the sound of the rhymes, all this rich melody that supports memory.
The texts illuminated by appropriate facial expressions and illustrations must be
intelligible to children. This implies that the teacher masters the way of saying it and puts it into
value the author's intentions.

15
 Learning, through listening with mimes, of short, simple texts, and
nursery rhymes.

2.5 Introduction to Spelling

Pedagogical and didactic comments

In CI-CP, the teaching of spelling will be closely linked with the learning of the
lecture. It will be about learning to write words containing sounds already studied. The study of a
it must be related to its spellings.
The child needs to get into the habit of associating the image of the word with its phonetic pronunciation.
So copying will become the key exercise for learning spelling.
The child only truly possesses a word if, after articulating it well, he is able to
copy it correctly.
This course is dedicated to the first foundations of good spelling.
The teacher must encourage all means of fixing the image of the word in the mind: neat copy,
correct lecture, comparison of words.
This consolidation will take place through exercises presented in the form of games:
quick recognition game of a known word among other words;
word reconstruction game from scattered letters or syllables;
word cutting game with words glued together.
In close connection with reading, in the form of games:
 rearrangement of the letters in the word;
 rearrangement of words in the sentence
 breaking down sentences into words;
 crossing of words;
 dictation of simple words and sentences;
 copy.

2.6 Sensory Exercises

2.6.1. Body schema

 Development of the senses: auditory, visual, olfactory, gustatory and
tactile.
 Visual discrimination: to say what has changed; to see differences in size, in
shape, color.
 Spatial-bodily organization: perception and reproduction of different movements,
coordination exercises.

2.6.2 Spatial Structuring

 Notion of situation (inside, outside, in front-behind, above, below; on, under;
against-entre; next to, to the left, to the right; far, near, around
 Concept of position (standing, sitting, lying down, crossed, squatting, supported, straight, bent,
spread, closed: raised).

2.6.3 Temporal Tracking

 Notion of precedence, simultaneity, and posteriority (two actions one before the other,
after the other, at the same time as the other).

16
Elementary courses

Writing
Starting from CE, we can adopt the following method that follows a progressive order. The
Grouping of letters is established not by alphabetical order but by analogy of shapes.
For the lowercase letters:
 premier groupe : i, u, n, m, r, e, v, w ;
 second group: 0, a, c, s, x, t, d, p, q;
 third group: l, b, h, k, j, g, y, z, f.
After studying lowercase letters, we begin the study of uppercase letters, which will continue in elementary school.
The order proposed below groups the letters that have a certain analogy of shapes:
 first group: Y, P, B, R, F;
 second group: S, L, J, H, K;
 third group: T, A, N, M, Z.

2. Language - Elocution

Pedagogical and didactic comments

During the initiation, the children acquired a certain vocabulary that will need to be consolidated and
complete.
In CE1, there will still be a significant emphasis on language training. The students
will always be invited to use a usual language of communication.
We will not abandon the style based on the game of questions and answers. Masters and
students, especially students among themselves, will continue to converse, to translate their observations,
their reactions, their feelings. This process will involve taking care to confer to
intonations all their richness that often reveals the speaker's intentions.
The themes will remain focused on action, with recourse to descriptions where applicable.
But we will especially strive to elicit short, incisive forms of expression that convey
accounts of situations borrowed from everyday life. We will therefore return to the topics that have
motivated lessons from previous years.
Care will be taken to reuse previously acquired structures and to enrich the vocabulary.
bulaire.
Periodically, exercises in the form of games will allow for a review.
pleasant where the child will take pleasure in expressing themselves.
Starting from CE2, the structures and the basic vocabulary of fundamental French are
normally assimilated, the language lessons will have the main objective of giving to
the student develops an oral skill that allows him to cope in French with a certain number of
common situations in social life.
This competence translates into acts of language, that is to say behaviors: knowing
asking for directions, knowing how to describe a device, knowing how to request information, etc.

It is these simulated communication situations that will form the backbone of the lessons.
of elocution during which the themes and acts of language will be articulated.
It is worth noting that there is an essential difference with the learning of the early years: it
it is no longer about teaching a spontaneous spoken French made up of trivial and familiar expressions
corresponding to a child's natural interactions with their family and peers; it is about
to introduce students to the language of complex, professional oral communication,
media-focused, in a word monitored.
This implies knowledge of the appropriate polite formulas, the search for turns of phrase.
and precise terms, a quality of expression that depends on the interlocutors and the

17
circumstances, quality achieved through mastery of language registers: what is said or not said
say it depending on the place, the moment, the people present.
This teaching based on motivations will be linked to the presentation of lived situations.
drawn from the midst, facts of civilization of Niger.
List of themes (for reference)
 the school,
 children's games,
 the cooperatives,
 sports
 the family,
 meals - the kitchen
 the festivities,
 the dwelling,
 the village - the city
 the market - the merchants,
 the craftsmen - the workers,
 the seasons - natural phenomena,
 health - illness - death
 pets - wild animals
 hunting - fishing
 environmental protection,
 the agricultural work,
 gardening
 the landscapes,
 the tales and legends,
 communication (radio - TV - telephone - newspaper)
 the journeys
 the holidays.

3. Lecture

Pedagogical and Didactic Comments

The learning of reading mechanisms is not complete at the end of the first grade.
graphs of a sound being numerous in French, mastering them requires that one dedicates
still a lot of time.
Silent reading is the true mode of reading for adults. It is this that should be aimed for in
priority. It will also be addressed as soon as possible and in all situations where reading of
eyes without emitting a voice lend themselves to it. Before any question of understanding, the objective is to
make someone go quickly through a page of a book several times in a row
lecture or any other subject), a document (journal, authentic text available) and
especially any text written on the board.
The technique involves giving a precise instruction for locating or searching and checking.
the result on the slate by the La Martinière process (PLM).

Contents

In CE1, review of the sounds and spellings studied in CP

18
 Current reading of simple texts of various types, well within the reach of students.
reporting on their experience, or allowing for comparisons and comparisons with
this experience.
 Particular emphasis will be placed on silent reading.

4 Recitation
Study for their good diction, memorization, and dramatization of texts
choose based on their beauty and their adaptation to the child's age and environment.

5. Written expression

Educational and didactic comments

In the CE, a situation is created related to the students' experiences. The situation must be supported.
through a significant material preparation. Students will be encouraged to express themselves
in a coherent and progressive manner on the topic addressed in order to produce a text. In CE1,
The students will produce two similar texts and in the CE2, an enriched text.

Contents
 Introduction to writing, through the development of simple and coherent texts composed
based on a motivation (mimed scene, image, drawing, story...) derived from the center of interest
of the week.
 Initially, the focus will be on the composition and reconstruction of
texts. Later, the child will be encouraged to imagine a continuation of a story (lived or
told) and to write after motivation.
 The child will be introduced to:
respond to a questionnaire;
contribute to the realization of a collective project: school newspaper, making
posters, etc... ;
write a poem;
to tell a story in comic strips.

6. Spelling
Pedagogical and didactic comments
In CE and CM, the child must acquire the correct writing of common terms. They must learn
also to modify this writing according to the usage of the word in the sentence. For that, it
must know and then explain a certain number of rules: rules studied in grammar,
in conjugation or during grammar spelling sessions. ,
In order to address the orthographic complexity of French, one can proceed during the
spelling lessons on the systematic study of the phoneme and its representations, of the phoneme and the
grammatical categories, phonemes and lexical functioning, homonyms.
Contents

6.1. Usual Spelling

 Graphs of: in, ain, aim, ein, en (high school student) Graphs of: s, c, ss, sc, ç
 Graphies of: k, qu, ch, c – Graphies of: sion, tion, cion
 Graphs of: j, g, ge - m in front of b, p, and m.
 Graphs of: f, ph

19
The list is not exhaustive. It will be supplemented based on pronunciation issues.
related to the mother tongue. In CE2, the same content will be revisited and deepened.

6.2. Grammatical spelling

 Agreement of the verb with its subject.
 Agreement of the past participle used with the auxiliary verb 'to be'.
 Other simple agreements (adjectives - nouns).
 Homonymie grammaticale : et, est: a, à ; ou, où ; son, sont.

6.3. Dictation
 Prepared dictations of simple texts preferably composed by the teachers, related to
with the area of interest.
 Spelling exercises:
Reconstitution of texts;
Varied games;
Use of the dictionary.

7. Grammar
Pedagogical and didactic comments
In elementary school, the objectives of a renewed teaching of grammar must not
to have lost sight of each other. It is necessary:

 to practice the language (implicit knowledge) before describing it (knowledge

explicit)
 giving priority to communication activities, that is to say:
 frequently practice the fundamental structures that the student will need to
to soak in
 to make statements manipulated;
 to ensure that these activities lead to free expression as often as possible.

Contents

CE1
. The sentence and the punctuation marks

. The different types of sentences:

 the declarative type; the imperative type;
 the interrogative type; – the exclamatory type.
. The different forms of sentences:
 affirmative
 negative.
. The constituents of the sentence
 The noun group:
the name (of people - of animals - of things);
the proper noun/the common noun;
the determiners + noun ;
the gender in names (the articles, le, la, l’, un/une);
the number in the names (the determiners the, a/an/some);
the qualifying adjective: the agreement with the noun.

20
  The verbal group:
the verb;
the subject of the verb, the subject pronouns;
The complements of the verb.
CE2

. The sentence and the punctuation marks

. Words, syllables, the alphabet
. The transformations of sentences:
 from one type to another
 from one form to another.
. The noun phrase
The name: 2) The determinants : 3) The adjective
qualitative
 the proper noun, the common noun the article
 gender in names the possessive adjective
 the number in names the demonstrative adjective
 the complement of the noun. the numerical adjective.
. The verb:
 the role of the verb in the sentence
 the auxiliary verbs avoir and être
 the variations of the verb (past, present, future).
. The adverb
. The subject of the verb:
 subject name;
 subject pronoun;
 the agreement of the verb with its subject.
. The complement of the verb:
 the direct object complement;
 the indirect object complement.
. The object pronouns: him - her - them

8. Conjugation
Pedagogical and didactic comments
Alongside the systematic study of the type verbs included in the curriculum, the teacher will have many
opportunities to draw the student's attention to the variations of the verb according to the persons, the
times and moods. He will request his active participation: he will do it both orally and in writing.
the written.
In micro-conversation: Are you coming tomorrow?... Yes, I will come.
- In written expression: transform a paragraph in the present tense starting with «
here ». - In grammar: sentence transformation with a change of tense.
Each time he will make note of the differences in oral (par/part) or written endings.
(part/parent)
We will conjugate the verbs in the present, the past composed, and the simple future.
The concept of the present, the past, and the future will be given. Each tense will be preceded by
according to the cases, the following formulas:
Present: today - right now - at present, now.
Past: yesterday - the day before yesterday - last week, last month, when I was little.

21
Future: tomorrow - the day after tomorrow - later - next week, when I am grown
We will get the child used to the negative and interrogative form by using common sentences. He
It is obviously not a question of spelling but rather of teaching students to express themselves.
correctly.
The notions of infinitive, root + ending, present participle, should not be
addressed in the form of systematic lessons but will be acquired through use and through the
grammar exercises.

Contents
CE1
. Verbes à étudier :avoir ; être ; aller ; venir ; finir ; chanter ; courir.
. Temps à étudier (indicatif) :présent ; futur simple ; imparfait ; passé composé.
. Types :déclaratif ; interrogatif.
. affirmative
. Notion of verb:
 notion of infinitive
 notion of root + ending - notion of past participle.

CE2
. Revision of the CE1 program.
. Verbes à étudier :lire ; écrire ; pouvoir ; mettre ; prendre ; vouloir ; boire ; 1 verbe
reflexive (ex.: to get up oneself)
. Time to study:
 the tenses studied in CE1 (present, simple future, imperfect, past composed)
 the simple past.
. Forms and concepts seen in CE1: affirmative; negative.
. Concept of the verb: notions of infinitive, root + ending, past participle.

Middle courses
Elocution
Pedagogical and didactic comments
Extension of language, elocution aims to give students, in the CM,
interesting and avoiding anything that may seem artificial, the opportunity and the need to talk. We
expresses one's feelings, shares one's emotions, the stories one knows, ideas
that we have. To convince, we argue and we inform. We ask for clarifications, we
Listen, we criticize. It's all this fabric of social relationships that we need to try to regain.
class in communication, discussion, and creation activities. The student will be trained
to reproduce a narrative, to summarize a text, to present and discuss a project.
Speaking correctly means using the exact word according to the theme and the situation.
communication. We don't speak the same way among friends and in relationships
professional. In the first case, the language register will be informal; in the other, it will be
sustained. It would be awkward to use one register for the other.
Contents
 Speech acts and basic structures (see speech acts and basic structures of
CE)
 Modes of discourse: narration, description, argumentation, etc.
 Different registers of language: direct and indirect style, tense concordance ...

22
  Presentation training: report, project presentation, discussions
 Conversation practice.
 Reproduction of stories, summary of texts read.

2. Vocabulary
Educational and didactic comments
In the Middle Course, the programs are focused on 2 main axes:
1) The semantic approach that focuses on the meaning of a word.
2°) The lexical approach that groups a large number of terms revolving around a theme.
The vocabulary aims for the learning and handling of lexical structures according to
language registers involved in employment situations.
Thus, everything in the life of a class provides material for vocabulary acquisition, and it will be necessary that
the attention of the teacher and the students should always be alert regarding words as well as in terms of
concerning their meaning and their use only in relation to their form.
However, the essential thing is not to learn a lot every day or every week.
words, but to provide the various meanings of each in order to avoid serious misunderstandings.
It is important to use this word immediately in simple sentences, to provide
common expressions that contain it, with the precise meaning of each, not to make a copy of one
word on "the vocabulary notebook" wrapped in its text and illuminated by the situation.
The word does not exist by itself; it is only a provisional unit; it has meaning only through the
context... The sentence is the verbal unit that responds to thought... Language would have no
meaning if it were only a mosaic of words.
But we must recognize the necessity of lessons and vocabulary exercises whose purpose is
the improvement of oral and written expression and the importance of context for understanding the
meaning of the words used.
Some lessons will be compared to the study of the dictionary: how words are classified there,
what information is provided and how it is organized.
By comparing various dictionaries, we will look for examples showing that the language is evolving.
words appear (neologisms and borrowings) and others disappear. Some terms
techniques are present or absent depending on the objective.
The master will notice and point out that some commonly used words (banco, secco,
niébé) are not listed in many dictionaries.

Contents
. Semantics from a center of interest.
. Enrichment by word family,
. Exploration of synonyms, antonyms, homonyms.
. Discovery of the distinction between literal and figurative meanings of the same word or of a
same expression.
. Exploration of language registers, relationship between word choice and expressions
syntactic.
. Creation of a vocabulary notebook.
. Study of some loans.
. Use of different dictionaries for comparison exercises.
. Research and correction of commonly used incorrect expressions by the
students.
. Word formation.

23
  Suffixes
From verb to noun: EUR / EUSE; TEUR/TRICE; ANT / ANTE; IER /
IERE ; AIRE/OIRE ; OIR ; AGE/ISSAGE ; MENT/ISSEMENT ;
TION/ATION; URE/TURE; ADE.
From the verb to the adjective: ABLE; IBLE.
From name to name: ISTE; IEN; AIRE; IER; IE/ERIE; AT; ET/ELET
(ETTE/ELETTE); ARD
From noun to verb: ER
From noun to adjective: AL; EL; IEN; EN; AIS; OIS; AIN; IQUE;
EUX/IEUX ; IF.
From the adjective to the noun: TÉ/ITE; EUR; ESSE; ANCE; ENCE;
Tude
From adjective to verb: ISER; IFIER; SSIR; CIR/CHIR.
From the adjective to the adverb: MENT
 Prefixes
DE/DES ; RE ; TRANS ; PRE - A
Of the noun and the adjective: lN; lM; IL; IR; ANTI
. Themes selected as a guideline
 The return, the role of the school health, illness, death
 Games and leisure the Sahel and its problems
the dry season
 The cooperative
the water, the tornado, the
 The competitions floods
 The festivals, the customs the fieldwork
 Tales, fables, legends the fire, the blaze
 The dwelling, the village the garden
 The city fishing
 The artisans, the trades the earth in the universe
 The portraits, the characters science, progress
 The qualities and the flaws the post
 Mass communication methods (radio, TV, telephone, newspaper...)
 Situations in the world (war, peace, racism)
 The exams
 The holidays

3. Lecture
Pedagogical and didactic comments
In the CM, when the student reads aloud, he must not hesitate. He must pronounce well, well
articulate, respect punctuation and links: feel and understand the text he reads and express
by the modulations of the voice what he feels and understands.
He must therefore, upon leaving school, be able, for example, to interpret with emotion a
dialogue
a poem, etc.
In addition to the usual sessions and within the limits of the time allocated for reading, the
The teacher will organize moments of silent reading during which students will choose.
freely and individually or in small groups a book to read, brought from home or
found elsewhere. All occasions can be exploited to encourage children to read.

Contents
 Current and expressive reading of simple and clear texts.
 Training in silent reading speed, improvement of
understanding.

24
  Diversification of texts and reading modes, according to the proposed goals: pleasure,
information search, newspapers, comic books, catalogs, advertisements.
 Organization of specific moments and places for reading.

Recitation
Contents
 Memorization of texts borrowed from the entire francophone literature, in
Nigerien particular.
 Constitution of the anthology of texts from the class.

5. Writing
Contents
 Training in the practice of written composition (outlines, articulation of ideas,
organization into paragraphs in different genres (descriptive, narrative, dialogue,
explanatory and epistolary.
 Comic books.
 Reconstruction of texts.
 In CM2, the program will aim to deepen the knowledge acquired in CM1.

6. Spelling
Pedagogical and didactic comments

In CE and CM, the child must acquire the correct writing of common terms. He must learn
also to modify this writing according to the use of the word in the sentence. For that, it
must know and then explain a certain number of rules: rules studied in grammar,
in conjugation or during the sessions of grammatical spelling. ,

In order to address the spelling complexity of French, one can proceed during the
spelling lessons on the systematic study of the phoneme and its graphemes, the phoneme and the
grammatical categories, of the phoneme and lexical functioning, of homonyms.

Contents
6.1. Grammatical Spelling
. The agreements:
 the verb with its subject ;
 of the noun and the adjective in gender and number;
 the past participle with 'être' and 'avoir';
 compound names in the plural
 the plurals in x;
 ai, aie, ais, ait, aît, aient ;
 a, as, ât;
 the, the, the, the, in front of a verb;
 a, at; or, where; the, there, has it; one, have; have me, my; this, oneself; it's, itself; these, their; and, is; their,
theirs;
 on a, we have; everything, all...

6.2. Usual spelling

. Different spellings of the same sound:

25
  ah, ah, and, are, is, it, ê, ei.. - eu, œu.
 o, ô, au, eau. - he, the, he, I, and, ï.
 one, I am, in, on, one. - eye, leaf, eye, ueil.
- on, child
The list is not exhaustive.
. Spelling exercises
 Prepared dictation related to interests.
 Test dictation.
 Different types of exercises.

7. Grammar
Pedagogical and didactic comments
In the middle course, the communication problem remains predominant. Thus it is appropriate:
 to multiply expressive activities;
 to raise awareness of the language through creative exercises and
of impregnation;
 to have manipulated, observed, analyzed the syntactic and lexical structures;
 to gradually lead students from an implicit grammar to an explicit grammar
explicit.
Therefore, the student must:
 expresses itself;
 immerses itself in the elaborate language of the surrounding environment;
 Think about the fundamental syntactic structures.
One must practice the 'language bath', prioritizing personal expression.
It will not be a matter of establishing rules, but of reflecting on analogous cases and deducing.

Contents

7.1. The sentence:

 verbal phrases;
 nominal phrases;
 simple phrase
 complex phrase (coordination, juxtaposition, subordination);
 types de phrases (déclaratif, interrogatif, impératif, exclamatif) ;
 sentence forms (affirmative/negative; active/passive);
 transformations of sentences.

7.2. The constituent elements of the simple sentence

7.2.1. The verb
7.2.2. Functional groups: their transformations
 subject group – group attribute
 object complement group circumstantial group
7.2.3. The noun group:
 the name (gender - number) ;
 the determinants;
 the compound name (number) ;
 the complement of the noun
 the qualifying adjective, its place;
26
  the degrees in qualification (more than, very...)
 the complement of the adjective;
 the relative clause (with adjectival value);
 the apposition;
 the apostrophe.
7.2.4. The pronouns:
 staff demonstratives indefinite
 possessives relatives – interrogatives
7.2.5. The invariable words:
 the prepositions the conjunctions
 the adverbs – interjections

8. Conjugation
Pedagogical and didactic comments
The conjugation exercises similar to those practiced in grammar aim to
It is essential to first perceive, and then acquire the differences that appear, either in
the oral, whether in writing, when in a sentence the person, the tense, the mood, and the style change
(direct or indirect).
Contents
 the conjugation of all types of verbs in all tenses of the indicative
 the present subjunctive
 the present conditional
 the imperative

9. Written expression
Pedagogical and didactic comments
In the CM, we will propose themes related to topics covered in reading.
The writing in the CM will be done in two drafts. The first draft will consist of explaining the topic, to the
hunting then the organization of ideas and will end with individual productions of
students.
The second draft begins with the self-correction of the first draft by the students based on the
teacher's comments before finalizing their productions.

27
 II. Mathematics

A. General Objectives

The renovation of mathematics education in our country is part of the framework

general adaptation of teaching to national realities.
Mathematical activities have a dual objective: on one hand, to promote a good
mental structuring, on the other hand giving students a tool usable in situations
various ones they encounter throughout their existence. In this perspective, they constitute
an irreplaceable discipline for the formation of the mind, as the acquisition of certain
Mathematical structures are essential for the development of intelligence.

B. Pedagogical and Didactic Orientations

Mathematics teaching will be centered on the student who will participate in the lessons through
manipulations leading to know-how and discovery.
Also, in Mathematics, we specifically resort to methods and techniques
educational such as: intuition, manipulation, deduction, induction, analysis,
abstraction, application, and modeling.
These different methods and techniques specific to Mathematics involve
new classroom practices and impose a certain organization of the class on the teacher
based on group work that promotes social interactions. It is also up to
the teachers to provide the learner with all the necessary resources (social,
material) allowing him to handle life situations competently. It then falls to
the teacher's role is to animate and guide the activities of learners

C. Contents by level
CI
Geometry
Pedagogical and didactic comments
The teaching of geometry will be done progressively. Thus, in the first grade, we will introduce the
students to topology through folding, stitching, cutting activities; notion of line and of
border and routes, recognize and name simple shapes. In CP, these concepts
will be deepened by adding segments, colors, sizes, and surfaces.

Contents
1.1. Folding, stitching, cutting activities.
1.2.Marelles - regions, lines, borders.
1.3. Recognize and name simple shapes from familiar objects: 'circle'; 'pestle'
house
1.4. a. Routes:
Actual activities in the classroom; in the yard: behind, in front; left, right; about-turn;
turn right, left; two steps forward, backward.
b. Other lateralization and spatialization activities.

28
2. Arithmetic
Pedagogical and didactic comments
At the CI-CP:
Concept of number, numbers from 0 to 20, comparison / ranking of numbers, addition and
Subtraction will be addressed from the CI.
In CP, the study of numbers will go up to 69.

Contents
2.1. Notion of numbers
 Term-to-term correspondence between sets.
 Study of concepts: - as much as, more than, less than.
 Numbers from 0 to 9
 Introduction of the sign=
2.2. Numbers from 0 to 20
 zero
 Numbering table.
 Decomposition of numbers
 Comparison and ranking of numbers from 0 to 20
2.3. The addition
 Study of the notion 'to add'
 Introduction of the + sign
 Recognize situations involving addition.
 Operation technique: manipulative execution of additions (2-digit numbers)
maximum)
 Written translation of manipulations in tabular form.
 Addition table: development, use.
 Properties of addition:
 Add zero.
 Exchange the terms
 Solve some simple additive problems.
2.4. Subtraction
 Study of the notion "to remove, to take away"
 Introduction of the sign
 Recognizing situations involving subtraction
 Technique of the operation: manipulative execution of subtraction (numbers of 2
maximum figures
 Subtraction table: development, use
 Subtract a zero
 Solve some simple subtraction problems.

Mental calculation
 Count by twos.
 Mental resolution of small addition and subtraction problems.

29
CP
Geometry
1.1. Ranking of objects:
 shape
 size
 surface.
1.2. Notions of points, lines, and segments.

2. Measure
Pedagogical and didactic comments
We will address the comparison of magnitudes and the concepts of ranking.

Contents
2.1. Comparison of quantities:
 grains
 liquid quantities
 recipient capacities
 students' sizes
2.2. Classify quantities (from smallest to largest; from largest to smallest).

3. Arithmetic
3.1. Number from 0 to 69
 Counting from 0 to 69
 Numeration table.
 Comparison and ranking of numbers from 0 to 69
3.2. The addition
 Written technique of addition (numbers from 0 to 69)
 Addition table: usage .
 Situations involving the addition of several numbers
 Properties:
the sum does not depend on the order of the terms;
We can group several terms: "bubbles" (e.g.: 17 + 5 + 20).
3.3. Subtraction
 Written technique of subtraction (numbers from 0 to 69)
 Situations involving the subtraction of two numbers
 Subtraction table: usage .

4. Mental calculation
 Compter de 5 en 5 ; de 3 en 3 ; de 2 en 2 (ordre croissant et décroissant).
 Add a single-digit number without carrying over.
 Add tens.
 Mental resolution of small problems.
 Addition and subtraction table.

CE1

Geometry
Pedagogical and didactic comments

30
The teaching of geometry will be strengthened by the deepening of concepts.
of routes and the study of geometric figures: Triangles, circle and disk in CE1 and in
In CE2, we will address the bisector of the segment, the notion of a right angle, the right triangle, the
rectangle, the square, the parallelogram, and the circle.

Contents
1.1. Geometric figures
 The ruler and its use (for drawing segments)
 The triangle: Recognition, tracing
 The circle: traditional drawing method (two sticks, a rope)
 The circle and the disk
1.2. Itineraries
 Activities on grid.
 Coding, decoding.

2. Measure
Pedagogical and didactic comments
Comparisons and rankings will continue in first grade, to which we will add the
notions of price, whole measurements of length. In CE2, the study will focus on prices and the rule
usual graduate, mass measurements, international units and notions of duration.

Contents
2.1. Price
 Value in dalas and francs of common coins; of the 500 F note.
 Express in CFA francs an amount of money consisting of coins and banknotes.
 Purchase price of several items sold individually.
 Making change (simple situations).
2.2. Compare, classify lengths, capacities of containers.
2.3. Whole measures of lengths
 Measurement of a length by aligning unit length objects (arbitrary).
 Whole measure: by default, by excess, exact.
 Measuring a length using only one object of unit length.
 Other traditional units: cubit, span... measuring techniques.
 Non-traditional units: the meter, the yard.
2.4. Whole measure of container capacity
 Measuring a capacity using unit capacity containers (arbitrary).
 Whole measure: by default, by excess, exact.
 Technique when we have only one unit container.
 Common units: the ladle, the liter.
2.5. Measurement of grains
 Comparison of measuring techniques.
 Traditional units (including the tia).
2.6. Generalities on measurements
 The measurement depends on the unit.
 Express a measurement with the appropriate unit.
 Utility of international units (the meter, the liter).
2.7. Duration
 The day and the week

31
 3. Arithmetic
Pedagogical and didactic comments
Three-digit numbers will be discussed with the introduction of multiplication in grade 1.
numbers with more than three digits, the numbers for coding, multiplication and division
will be addressed starting from CE2
Contents
3.1. Two and three digit numbers
 Counting from 0 to 999
 Numeration table.
 Comparison and ranking of numbers from 0 to 999
3.2. Addition and subtraction
 Written technique of addition (2 and 3 digit numbers).
 Addition table: memorization.
 Written technique of adding several numbers.
 Parentheses.
 Equivalence of the writings: a = c - b; a + b = c; b = c - a.
 Written technique of subtraction with or without borrowing
3.3. The multiplication
 Constitution and use of multiplication tables.
 Properties: several factors can be grouped.
 Multiplication by 10, by 100.
 Written technique of multiplication:
single-digit multiplier;
two-digit multiplier ending in 0: e.g.: 30, 70, etc.
4. Mental calculation
 Multiplication tables.
 Multiply by 2; 10; 100.
 Multiply an even number by 5.
 Mental resolution of small problems.

CE2

Geometry.
1.1. Mediator of a segment. Midpoint of a segment, construction by folding.
1.2 Perpendicular folds:
 the notion of right angle
 the square and its use.
1.3 Geometric figures:
 the right triangle;
 the rectangle
 the square
 the diagonals of the rectangle and the square
 the parallelogram
 the use of the compass to draw circles.

2. Measurement
2.1. Prix :prix d'achat ; prix de vente ; bénéfice ; perte.
2.2. The usual graduated rule
32
  Graduated scales with numerical inscriptions and their use.
 Measurement (with a ruler) of the perimeter of triangles and quadrilaterals.
2.3. Measurement of masses
 Build a scale and use it to compare, to classify objects according to their
masses.
 Whole measurement of a mass, using objects of unit mass (arbitrary): nails,
nuclei, etc.
2.4. International units
 Meter, liter, gram.
 Common multiples and submultiples: km, cm, cl, kg.
2.5. Duration
 Notion of duration.
 The minute.
 Minute comparison: consistency, Reproducibility.
 The intermediate unit: the hour (= 60 mins); 1 day = 24 hours.

3. Arithmetic
3.1. Numbering
Numbers with more than 3 digits: reading, writing in digits.
Names for coding: simple codes (phone numbers); coding and decoding exercises.
3.2. Addition: Usual technique
3.3. Subtraction: Common technique.
3.4. Multiplication: written technique of multiplication with 2 or 3 digits
multiplier.
3.5. Division :
 sharing situation with and without remainder;
 meaning of division;
 division technique.

4. Mental calculation
 The different tables (multiplication, addition, subtraction).
 Multiply by 5; 20; 50; 100; 1,000.
 Mental resolution of small problems.

CM1
1. Geometry
Pedagogical and didactic comments
In CM1, we will address the construction of geometric figures with the compass and the
comparison of angles.

Contents
1.1. Construction of geometric figures with a compass: isosceles triangles, rhombuses.
1.2. Comparison of angles:
 comparison of the angles of a triangle or a quadrilateral.
 right angle

1.3. The cube

 Concept of a cube: faces, vertices, edges, net

33
  Construction of cubes (template provided)

2. Measure
Pedagogical and didactic comments

From the introduction of decimal numbers in elementary school, exact measurements take on
the importance. At this level, calculations of perimeter, area, and
volume.

Contents
2.1. Price
 Price of an item according to its measurement (e.g.: fabric sold by the meter; oil sold by the liter ...).
 Purchase Price
 Family budget: resources, expenses, savings, debts (balance or
imbalance).
2.2. Metric system
 Multiples and submultiples of legal units; the prefixes: kilo, hecto, deca,
deci, centi, milli.
 Conversions (in connection with numbering, with decimal numbers).
2.3. The double decimeter: use, to measure lengths.
2.4. Surface comparison techniques: overlap; gridding.
2.5. Measuring the area of a rectangle or a square whose sides have measurements
entire.
 Area measurement units: cm2, dm2
 Conversions.
2.6. Volume measurements (whole measurements)
 Volume measurement units: cm333etc.
 Measurement of the volume of a cube whose edges have integer measurements
 Correspondence between volume and capacity measurement units in the case of
the water.
2.7. Calculation of the perimeter: of the equilateral triangle, of the parallelogram, of the rectangle,
rhombus, of the square.
2.7. Duration:
 the second; unit conversions
 reading the time
 resolution of problem situations regarding durations

3. Arithmetic
Pedagogical and didactic comments
At the intermediate level, large numbers, numbers for coding, will be addressed,
multiplication of large numbers, fractions, and decimal numbers as well as proportionality.

Contents
3.1. Large numbers:
 oral expression
 Names for coding: more complex codes (social security number, identity card,
etc.); coding and decoding exercise.

34
3.2. Multiplication of large numbers
 To multiply a sum by a number, we multiply each term of the sum by
this number: ex.: (8 + 3) x 5 = (8 x 5) + (3 x 5).
 Proof by 9.

3.3. Equivalence of the writings: a = c - b, a + b = c, b = c - a; a = , a x b = c , b =

3.4. Developed technique of division: with 1 digit in the quotient; with 2 or 3 digits.
for the quotient (we will first use a 1-digit divisor, then a 2-digit divisor, increasing
gradually the difficulty).
3.5. Fractions and decimal numbers
 Introduction to fractions:
make feel the insufficiency of natural integers to solve certain
practical problems (e.g.: amount of gasoline for a given sum);
limit yourself to very simple fractions : ; ; .
 Take a fraction of a quantity
 Inversion of the fraction
 Inheritance problems;
 Measurement of a length (with subdivision of the unit); unit conversion (case
general)
 Unequal sharing.
 Introduction to decimal numbers (unit conversion) in the case of the system
metric.
 Compare 2 decimal numbers.
 Operations with decimal numbers: addition, subtraction, multiplication.

3.6. Proportionality
 Examples of proportionality situations:
mass and volume measurement;
quantity of goods and corresponding price;
length on the ground and on the plan.
 Proportionality table
 Counter-examples:
area of the square in relation to the side;
size in relation to age.

Mental calculation
 The multiplication, addition, and subtraction tables.
 Multiply or divide by 0.1; 0.2; 0.5; 2; 5; 10; 100.
 Rule of three
 Mental resolution of small problems.

35
CM2

Geometry.
1.1. Enlargement-reduction:
 use graph paper to enlarge or reduce a drawing (simple ratios);
 concept of a plan, of scale;
 example: maps.
1.2. Geometric constructions: perpendicular bisector, angle bisector, equilateral triangle.
1.3. The rectangular parallelepiped or rectangular prism:
 discovery of the rectangular prism: bases, faces, vertices, edges, template;
 construction of the rectangular parallelepiped or rectangular prism.
1.4. The cylinder:
 discovery of the cylinder: bases, height;
 construction of cylinder.

2. Measure
Price
 Family budget: income, expenses, savings, debts (balance or imbalance).
 Budget of a school or village cooperative (income, expenses, assets, debts)
investments, placements.
2.2. Circumference of the circle (formula).
2.3. Proportionality problems: conversion from yards to meters or vice versa.
2.4. Measurement of usual surfaces and volumes:
 surface de figures géométrique : rectangle;carré ; triangle ; losange ; disque ;
 volume of solids: cube; cylinder.
2.5. Agricultural measures.
2.6. Relationship between real area and area on a plane at a given scale.
2.7. Correspondence between units of volume, capacity, and mass in
the case of water.
2.8. Duration
 Duration, speed, and flow issues.
 Calendar: exercises for determining the duration between two dates.

3. Arithmetic
3.1. Large numbers: oral expression; written, in digits, then in words.
3.2 Division of integers:
 usual technique of division (gradually increase the difficulty);
 Divisibility rules for: 2, 3, 5, 9.
3.3. Fractions and decimal numbers
 Recognizing the same decimal number in different formats
 Finding a quantity of which we know the value of a fraction.
 Insert a decimal number between 2 integers, between 2 decimal numbers
 Division of 2 whole numbers with decimal quotient.
 Division of 2 decimal numbers with integer quotient.
3.4. Complex numbers: presentation, addition, and subtraction
3.5. Proportionality:
 Rule of three.
 Examples of proportionality situations:
length and diameter of a circle;

36
 conversion meter - yard;
geographical maps and scales;
time and constant speed;
quantity sold and constant flow;
percentage
compound interest.

Mental calculation
 The multiplication, addition, and subtraction tables.
 Multiply or divide by 0.25; 0.001; 25; 50.
 Mental resolution of small problems.

37
 III. Physical Sciences

A. General objectives
Science programs (Physical sciences and natural sciences) emphasize
the necessity of introducing the student to:
 understand the organization of one's environment;
 acquire the scientific attitude based on observation, at the same time as a
basic descriptive vocabulary: experimentation, interpretation, etc. (awakening of the
curiosity, need to understand, love of effort, joy of discovery...) ;
 to know the basic scientific concepts;
 apply one's knowledge to:
preserve one's health and environment,
understand the functioning of simple technical objects and be able to use them.

B. Pedagogical and Didactic Orientations

The clearly defined objectives suggest that the teaching of sciences has
also aims to acquire the methods specific to the scientific approach
(observer, analyst, experimenter, then represent) and technological (in APP design,
to manufacture, to transform). This teaching also aims to develop the qualities
corresponding: objectivity, sense of proof and project, taste for invention. It finally gives
the historical, social, and ethical dimension of science and technology. Strong in its
manipulations and experiments that are reported to him or shown to him, the child perceives the
problems of responsibility posed by the transformation of the relationship between man and his
environment (health, environment); it includes the power and value of scientific progress and
technological. In general, this teaching makes the child attentive to the way in which
he builds the knowledge that he discovers in the sciences, in the objects and in the
professions.
To develop the scientific approach in the student, the teacher trains them to use
simple documents, to practice comparisons and measurements, to implement the
main modes of representation: sketches, diagrams, flowcharts, tables of
classification, etc.

C. Pedagogical/Didactic Contents by Level

Pedagogical and didactic comments

Our programs are ambitious and extensive; their implementation requires equipment.
suitable for science teaching. The wall charts alone will not be enough.
The child, today, even in the bush, is not lacking information, most of the time.
confused and disordered.
The role of the teacher is to classify this information, to submit it to critical reflection, to
arrange them to transform them into knowledge. At the same time, it should encourage the child to
curiosity, to invention, to creation.
Individual work must lead the student to implement a genuine approach.
experimental which goes through the following steps:
Based on the observed facts, he poses a problem;
2. he formulates hypotheses and experiments;
3. he reasons to discover the solution;

38
4. he reinvests his acquisitions.
In order to achieve these objectives, science textbooks must be well illustrated,
experiences and well-analyzed experimental facts.

Contents
CE1
. Physical properties of matter
 Highlight the dissolving properties of water on certain solid bodies.
 Saturation (sugar, salt, soda, pebbles, sand).
. Study of heat and temperature
 Notion of heat and temperature
 Highlight the expansion of liquids, use of
liquid thermometer.
. Combustion
 Highlight the effect of air in combustion
. Common metals: iron, lead, copper, aluminum, gold
 Qualitative observation
 Classification according to: luster, hardness, malleability

CE2
. Physical properties of matter
 Reminder of the dissolving properties of water seen in first grade.
 Notion of mixture.
 Solubility of liquids in water; vinegar, alcohol.
 Miscibility: miscible liquids (oil, petroleum) and immiscible liquids (water/oil)
water/oil
 Application of the dissolving properties of water:
separation of immiscible liquids: purification of market oil
separation of solid particles: sedimentation: murky water.
. Study of heat and temperature
 Highlight the expansion of liquids.
. Combustion
 Highlight the effect of air in combustion
. Presentation of some instruments: Simple lever and balance
 Description and functioning
 Utility.
. Common metals: iron, lead, copper, aluminum, gold
 Qualitative observation.
 Classification by: luster, hardness, malleability.

CM1
. Physical properties of matter
 Etats de la matière :état solide, état liquide, état gazeux
(observations).
 Study of a gas: air; properties (compressibility, elasticity,
expandability

39
 . Study of heat and temperature
 Expansion of liquids and gases:
Gas case: tire bursts, inflatable balloon.
Case of water: boiling water.
. Description et fonctionnement de quelques instruments :Balance ; brouette
(lever).
. Combustion
 Role of air in combustion.
 Case of the oil lamp and the 'bousse-boussia, atchi balbal'
. Common metals: iron, lead, copper, aluminum, gold.
 Qualitative observation.
 Physical properties: luster, density, thermal and electrical conductivity, hardness,
malleability, ductility, toughness, fusibility, etc.
 Direct use and alloys
 Classement des métaux selon: éclat, dureté, malléabilité.

CM2
. Physical properties of matter
 Reminder: states of matter.
 change of state of water.
 Study of a gas: air; compressibility, elasticity, expansibility,
density.
 Pressure exerted by a gas:
 Pressure exerted by water: qualitative study of buoyancy
Archimedes.
. Study of heat and temperature
 Highlight the propagation of heat:
sun drying (clothes, food), etc;
blacksmith's pincers, metal tools, quenching of steel parts (blacksmith).
. Description and operation of some instruments: Levers, pliers, scissors,
pulleys, inclined plane.
. Combustion
 Comparative study of simple stoves and improved stoves.
. Common metals: iron, lead, copper, aluminum, gold, silver.
 Physical properties seen in CM1.
 Classement des métaux selon : éclat, dureté, malléabilité.
 Chemical properties: oxidation.
 Iron protection: painting; greasing; gold layer; silver layer

40
 IV. Natural Sciences

A. General objectives (see physical sciences)

B. Educational and didactic orientations (see physical sciences)

C. Contents by level
Pedagogical and didactic comments
CE
While in history, it will be about making people aware of time and in geography the
The primary objective will be the concept of space; in natural sciences, we will focus on life.
The master thus devised ways to observe living beings... the child himself, the animals that
we encounter in the daily environment, the plants that grow in their natural state or
that we cultivate... and to note their essential manifestations.
These observations, collected, are classified around four fundamental ideas:
organization, nutrition, relationships with the environment, reproduction.

CM
In the Middle Course, we will continue the same work with several objectives.
complementary: the adaptation of living beings to the environment in which they live through the combination of
interesting answers all the functions;
Along the way, we must not forget that all these concepts will be acquired with both concern
to provide children with knowledge and to help them acquire methods specific to
scientific approach. They will allow the child to 'learn to learn' by practicing
discover the reality often hidden behind details. It is he who must describe the facts
falling under his senses. The master will only intervene to provide the right word. To achieve the
objectives assigned to it, the teaching of natural sciences must be done according to the good
old principle: "No lesson of things without things." By taking some precautions
Typically, we will always put students in contact with the thing to be studied.

CE1
The living environment of living beings
 Description of the child's surrounding environment: the landscape
 Opposition between living beings and the mineral world: beings and things.
2. the plant and its environment.
 Different parts of a plant
 Classification of plants according to:
the leaves;
the stems;
fruits (dried, fleshy).
3. Animals
 Different parts of an animal's body
 Ranking of animals according to:
The type (domestic and wild)
the living environment;
the diet
the way of getting around

41
 the skeleton;
the mode of reproduction.
4. breathing :
 highlighting respiration in animals; respiratory movements;
pulmonary respiration

5. Agriculture
 From seed to seed: a practical study of a crop. Taking the example of peanuts,
or some cowpeas, or okra, or tomatoes...
 Soil types and agricultural practices.
 Practical study of a farm: raising chickens or pigeons or rabbits
(in APP).
 Waste concepts: maintenance of the chicken coop or the terrarium.

CE2
The living environment of living beings
 opposition between living beings and the mineral world: needs of living beings.
 All living beings (animals and plants) reproduce.

2. The plant and its environment.

 classification according to the leaves
 Plant needs:
water need;
need for air and light (photosynthesis).

3. The reproduction of plants

 the germination of seed plants: classification according to the germination time

4. The animals
Classification of animals according to:
the diet;
the way to move around
the skeleton;
the mode of reproduction.

5. breathing
 Highlighting respiration in living beings:
Pulmonary respiration (case of humans, geckos, dogs...)
Gills respiration (case of fish)
Tracheal respiration (case of the cricket)
Cutaneous respiration (case of the earthworm)
 highlighting respiration in plants.
6. Constitution of the mineral world
 Rocks: sand; clay (mineral composition, some)
properties, uses.

42
7. Agriculture
 From seed to seed: practical study of a crop: taking the example of peanuts,
or some cowpeas, or okra, or tomatoes...
 Preliminary study on soils, agricultural practices.
 Practical study of a breeding: breeding of chickens, or pigeons, or rabbits
 Concept of waste, maintenance of the chicken coop, or the terrarium.
 Some diseases of chickens, or pigeons, or rabbits.

CM1
The plant and its environment
 Highlighting the importance of water and mineral salts in the
plant development.

2. Study of some familiar animals

 Ranking according to their uses:
meat;
milk
guarding;
transport
work;
eggs
etc.
 Classification according to contagious diseases contracted:
bovine plague;
pneumonia
coal
the poultry parasites;
the rage.
3. Foods and their preservation
 Classification of foods by category:
the meats;
cereals
the fruits
the vegetables
the tubers.
 Classification of foods according to properties:
the sugar
the oil;
water.
 Classification by type of conservation:
grilled
drying
boiling
cooling;
etc.
 Different processes to make water drinkable:
boiling
filtering;

43
 bleaching
etc.

4. The respiratory system of man.

 Highlight that air is essential to life

5. The sense organs

 Classification of sensory organs based on their roles.

6. The bones, the muscles

 Classification of bones according to their shapes.
 Classification of bones based on the different parts of the skeleton.
 Highlight the antagonism between the biceps and triceps of the forearm.

7. Some diseases of man

 Exemples de maladies :rougeole ; tuberculose ; choléra;méningite ; paludisme ;
tetanus
 Classification of human diseases by:
symptoms
modes of contamination;
treatment;
prevention (hygiene measures, vaccinations).

8. Importance of soil for life

 Classification of plants according to soil type.
 Classification of agents that degrade the soil.
 Classification of soil protection methods.
9. Vegetative multiplication
 Classification of plant reproduction modes:
seeds
cutting;
tubercles
grafts.

Cultural practices
 Classification of agricultural practices to improve yields: plowing;
sowing
settlement; amendment.

CM2
The plant and its environment
 The needs of plants.
 The role of the different parties:
roots;
tronc ;
leaves.
2. Relationships between plants, animals, and humans
 Notion of food chain.

44
  Build a food chain based on specific examples between the plant and the animal.
and the man
3. Foods and their transformations
 Digestive tube.
 Classification of foods by categories and role;
 Mechanical and chemical transformations of food
 Classification of digestive tracts based on dietary habits:
herbivore
carnivore
omnivore.
 The dietary needs of man:
classification of nutritious foods;
concept of food ration;
classification by groups of different foods for a food ration
balanced.
hygiene
Common diseases (dental caries, gastric ulcer, nutritional deficiencies …)
4. Breathing
 Human respiratory system.
 Respiratory gas exchanges: composition of inspired air and expired air.
 Hygiene
 Common diseases (asthma, bronchitis, tuberculosis…)

5. The blood and circulation

 Study of coagulated blood: composition of blood.
 Circulatory system and circulation in humans.
 Roles of blood.
 Hygiene
 Common diseases (sickle cell disease...)

6. Excretion
 Citer les organes jouant un rôle excréteur (peau, reins, gros intestin, poumons...). 2.
Urinary system and role of the kidneys.
 Hygiene of excretion.
 Common diseases (cirrhosis, kidney stones ...)

7. The organs of the senses

 Study of a sensory organ: the eye.
 Diseases and anomalies of the eye: trachoma, conjunctivitis, myopia, blindness
twilight...
 Eye hygiene.

8. The bones, the muscles: the organs of movement

 The muscle and its properties.
 Articulations and movements.
 Accidents of bones and joints.
 The proper development of the skeleton and muscles.

45
9. The nervous system
 Simple notions about the organization of the nervous system: brain, spinal cord,
nerfs.
 some functions of the brain: sensation, language, memory, and thought.
 Hygiene of the nervous system in connection with social scourges: alcohol, drugs
tobacco, cola, tea, coffee.

10. Importance of soil for life

 Classification of plants according to soil type.
 Classification of soil degrading agents.
 Classification of soil protection methods.

11. Vegetative multiplication

 classification of plant reproduction modes:
seeds;
cutting;
tubers
grafts.

12. Cultural practices

 Classification of agricultural practices to improve yields:
plowing
settlement, amendment.

46
 V. Family Economy

CI
Personal hygiene
 Body hygiene: how to wash oneself; how to clean oneself.
 Hand hygiene: hand washing; nail care.

CP
Personal hygiene
 Head hygiene: hair maintenance.
 Oral hygiene: dental care

CE1
Personal hygiene
 Hygiene of other organs: the ears, the nostrils

CE2
Personal hygiene
 Hygiene of other organs: the eyes.

CM1
Childcare
 Childcare: definition.
 Menstrual cycle: information on sexuality
 Pregnancy status:
signs of pregnancy
prenatal consultations
hygiene of the pregnant woman
 Childbirth, trousseau, crib, diapers.

CM2
Childcare
 Menstrual cycle:
information about sexuality
STI/HIV AIDS.
 Birth control:
first notions of birth spacing;
family planning.
 Breastfeeding methods: maternal; mixed; artificial.
 Weaning.
 Croissance :taille ; poids ; dentition.
 Some childhood diseases: measles; polio.

47
 VI. History

A. General Objectives
The teaching of history aims at the knowledge of humanity's past, the formation of
citizens and responsible men.
The young African states, with artificial borders inherited from colonization, have concerns
specific occupations including that of their national unity. The mosaic of peoples that they
constituent must merge into a national entity, that is to say having the feeling of belonging to
a shared geographical space and a common destiny community.
The teaching of history must in our countries give birth to this feeling and strengthen it.
Understanding the present to build the future requires knowledge of human history, and of
the space inhabited by men. Memory is modern; active and creative, it is the
best tool for future action.
Shared between the demands of the immediate environment and the echo of the turmoil of current events, the child has
need references. It is history and geography that must provide them to him, and to
to lead, through measured transitions, to an organized understanding of the world and society.
For this, this teaching gives him, in small number, clear and precise knowledge.
on local, regional, and national history related to local geography and that of Niger.
The knowledge of our historical heritage, the assimilation of political and cultural heritage
from Niger, the discovery of the riches of our people and our country is essential to the
formation of the Nigerien citizen.

B. Educational and Didactic Orientations

In both CE and CM, the history and geography lessons will be based on observation.
directly from the center, say the programs.
In history, we proposed some tools and representations that will help the child to
slowly locating itself in time. In geography, it will have to be taught to place itself in its
immediate environment by teaching him to know it to love it, to protect it and to
to save, because it is a matter of his own survival, to distinguish it from other environments by
comparison through the study and observation of genuine documents (photos, plans, maps,
statistical curves).

C. Contents by level

CE1
1. The establishment of the concept of time in the child
 The genealogy of a family.
 The genealogy of the village or neighborhood chief.
 The monuments and historical sites of the village or town.
 The village or neighborhood school since its establishment.
2. The history and organization of the village or neighborhood
 History of the village or neighborhood; origin.
 Political and administrative organization today and yesterday.
 Activities of the village or neighborhood today and yesterday.
3. The history of the canton or the municipality
 Origin of the canton or the municipality.

48
  Political and administrative organization.
 Activities of the canton or the municipality.
CE2
1. Review of the theme: History of the village and the canton
2. Introduction to regional history
 The region today:
the administrative division and the populations of the region.
the socio-economic study of the region.
 The region once:
the settlement.
the former states of the region.
the development of a historical map of the region.
the study of neighboring regions.
CM1
1. The review of the theme: Introduction to regional history
2. The colonial conquest in Niger
 Exploration missions.
 Conquest missions.
 The resistances.
 The colonial period.
CM2
1. The penetration of Europeans into Africa
 The conquest and the sharing of Africa.
 The resistance to colonial conquest.
 The colonial period in A.O.F.
2. Decolonization and Independence
3. Niger
 Niger from 1944 to 1960.
 Niger from 1960 to the present.

49
 VII. Civic and Moral Education


A. General objectives
Civic and moral education integrates all aspects of life in the classroom, at home, in school,
in the street.
She assumes an attitude in the master that is consistent with the ideas he teaches. He takes advantage of this.
daily behaviors with a focus on education, encourages cooperative living, invites to
to practice equality of rights and to participate in national and international campaigns
humanitarian organizations.
Educating the citizen is neither scrutinizing the conscience nor governing the will; it is enlightening them.
freedom so that she can find her own paths. Civic and moral education does not take
never the form of indoctrination or exhortation; it invites responsibility, it is
always an education for freedom.

Morale
The formation of good habits is the ultimate goal of moral education.
Moral education ensures that the child behaves in accordance with the standards of the
society in which he lives. It emphasizes mutual understanding and solidarity for
to ensure prosperity and progress. It enlightens its reason and shapes its conscience. But
Knowing good is not enough; one must practice it. Therefore, after instructing the child on
his homework, make him complete it.

Civic education
Civic education only intervenes at the middle school level. Complementary to those of
morality, civic education programs will lead to the formation of a citizen
responsible, aware of his rights and duties towards the State, of his obligations towards the
society and the homeland.
Civic education shapes patriotic awareness. It highlights the duties and the
citizens' obligations, conveys the necessity of an established order, the respect of
hierarchy and the common good and obedience to the laws.
Introducing children to civic life means:
to provide them with basic but sufficient documentation on the organization
administrative and political, current legislation, the functioning of public services and
socio-professional organizations of the country;
to develop in them a sense of the public interest;
to awaken in them the feeling of national unity.
B. Educational and Didactic Orientations

Morale
The teaching of morals consists of:
to instill good habits in CI/CP,
strengthen these good habits and make known the individual and social virtues to the CE,
guide students towards understanding and reasoned practice of the main virtues
individuals and social at the CM.
The moral lesson, daily and occasional at the CI-CP, will be the subject of teaching.
systematic in the CE and CM.
.
Starting point

50
An interesting fact (the authentic fact is always the most effective).
b) The text: it can be taken from a book, a newspaper.

2. Procedure
a) Narration of the authentic fact or reading of the text.
b) Interview, discussion.
c) Suggestions and practical resolutions.
3. Recommendations: The teaching of morality should preferably start from the good.
examples.
If the example is taken from the child's immediate surroundings, school or village, the teacher will use
with extreme caution to avoid hurting any sensitivities, to not damage any reputation:
in the lessons about bodily cleanliness, clothing, etc., the teacher must be
delicate and cautious. Children of this age are more often victims of negligence.
familial rather than guilty. We must not impose painful and unjust humiliations on them.
The teacher will never forget that the children are watching him and that, therefore, his behavior
An exemplary person serves as the most effective lesson in morality. By their character, their behavior, their
language, the master should be the most persuasive of examples himself.

Civic Instruction
Civic education should start from the local organization, from observed facts.
in the village itself and, beyond, extend the concepts to national organization and
international.
As much as possible, civic education is presented in a concrete form. Thus, the teacher does
it is good to collect various pieces that will serve him for this purpose: birth certificates, of
death, marriage, family record book, etc.
We will take advantage of current events to explain them; sometimes, we will make them "play" in class.
As in history, the teacher will base his teaching on investigations, the practice of
class management and school cooperative, observation of the human environment,
family, neighborhood, village...
The class life will provide the teacher with multiple opportunities throughout the school year.
to introduce his students to collective life, to teach them to comply with the requirements of the regulations
In all circumstances, the master will be a model of civility, respect and
continuity.

C. Content by level

CI-CP
I. Morale

Pedagogical and didactic comments

The programs consist of two elements: discussions and practical exercises in front of
to bring children to learn and respect the rules of communal living, to give them
good habits. By conversations, one must understand simple discussions about
concrete examples drawn from daily life. The practical exercises will be based on
concrete situations. The teacher will teach the students to wash their hands, to say hello,
Thank you, for sitting properly on the bench.

51
 Contents
1.1 Learning the fundamental rules of social life by:
simple talks and stories.
moral tales.
examples drawn from the lives of illustrious men or from daily life
class, from the village.
1.2 Themes:
Good behaviors at school.
Order - Care - Cleanliness.
Politeness - Kindness - Camaraderie.
Respect for the family.
Qualities to develop.
Importance of work.
Probity - Generosity - Charity.

II. Civic Education

II. Respect for public property.
III. Children's Rights.
IV. School rules.
V. Hail to the colors.

CE
I. Morale
Pedagogical and didactic comments
Familiar conversations: we tell, in a very lively manner, as if we were inventing it ourselves
the story.
A fact, a tale... must be told, in front of the students, with an adapted style (both expressive
and about), with conviction above all, even emotion. It is mainly about touching the heart,
to enlighten the mind, awaken a desire, provoke a will, for morality is a science of
behavior.
Content
1.1 The school
 The usefulness of education and the dangers of ignorance.
 Discipline, the regulations.
 The good student: diligence, punctuality, good work in class, application, care for
school tools, obedience to teachers.
 The maintenance and beautification of the school, the classroom, the schoolyard, taste and
practice of order.
 The games: good and bad players, allowed games, forbidden games..., knowing how to play without
cheat or get angry.
1.2. Cleanliness - health
 Utility of cleanliness.
 Cleanliness of the body, of clothing
 Precautions to take against bad weather: cold - rain - sun.
 Need for rest: sleep; let's avoid stimulants and prolonged wakefulness.

1.3. The family

 Duties towards parents: love for parents, grandparents; obedience;
respect; affection; gratitude towards parents; language and gesture towards
parents; help for parents.
52
  Duties towards brothers and sisters: brotherhood (elder, younger). Mutual assistance. Respect between
brothers and sisters.
1.4. Camaraderie
 Good company, kindness, sympathy, solidarity, helpfulness,
friendship, cooperation

1.5. Qualities and faults

 Politeness: the marks of politeness towards parents, teachers, peers,
the elderly, the disabled, foreigners (attire, attitude, language, gestures...).
 Modesty - vanity - simplicity.
 Fear - Courage
 Sincerity and lies: the harms of lying; honesty; the word given.
 Prudence and imprudence: common imprudences; carelessness; exercises
practices on the prescriptions of the highway code.
 Slander and calumny Generosity: love for one's neighbor; pity; helping
unfortunate.
 Goodness and wickedness: being good to others; avoiding doing harm.
 Recognition and ingratitude: knowing how to acknowledge a favor.
 Honesty and dishonesty: respect for others' property; taking care of borrowed items.
and know how to make them.
 Work: love of well-done work; love of trades; respect for manual labor;
respect for the fruit of labor.
 Love of nature: Love of beauty; love, care, and protection of animals.
love and care for plants; respect for the environment.
 Love of the homeland

II. Civic Education

School internal regulations
Symbols of the Nigerien State: coat of arms, flag, national anthem, motto...
Children's rights.

CM
I. Morale

Pedagogical and didactic comments

We should gradually rely on maintaining the debate, on a confident and relaxed dialogue with the
class.
It is about getting children to think methodically about the main virtues.
individual and on the main duties of social life. "The life of the class and of the school
offers good opportunities for the conscious practice of the main virtues.
Content
1.1. Individual Virtues
 Cleanliness: cleanliness of the body, of clothing, of the classroom, public hygiene.
 Temperance and sobriety: misadventures of the gluttons.
 Fight against social scourges: alcoholism, delinquency, drugs.
 The love of a job well done: effort, perseverance, the choice of profession,
professional conscience.
 The respect of commitments and promises: honesty and lying.

53
  The spirit of initiative.
 Caution: think before acting. The highway code.
 The spirit of sacrifice: the heroes who give their lives.
1.2. The family
 The family, center of mutual affection.
 Children's duties towards parents: obedience, respect, trust, affection.
 Duties of brothers and sisters among themselves: duties of older and younger siblings; the union of
Brothers and sisters bring happiness to parents.
 Kinship: the help between the members of the same family.
1.3. The duties of social life
 Respect for the life and freedom of others.
 Tolerance: diversity of opinions and beliefs. The duty not only to
to tolerate but also to respect the ideas of others.
 Respect for the property of others and public property: probity; honesty; loyalty in the
business.
 Politeness: the code of politeness in various life circumstances; The
discretion; delicacy; tact.
 Justice and injustice: the feeling of what is just and unjust, equality before the law.
 Goodness - mercy - generosity: making one's own happiness by making that of others.
 Discretion in good: anonymous donations; daily good deeds.
1.4. Order and discipline
 Disadvantages of disorder: loss of time, money, fatigue.
 The order around us: beauty of order; order in actions.
1.5. Work
 Utility and necessity
 Respect for work and workers: love for the profession; the suffering of men
and the beauty of effort.
 The wise use of money: the benefit of saving and economy.
 The savings bank and the insurance.
 Cooperation - mutuality - solidarity: unity is strength. Cooperation in the
production and consumption. School cooperation.
1.6. Environmental protection
Love for wildlife and plants, respect for places
Planting and maintenance of green spaces.

II. Civic Education

 The internal regulations of the school
 The African Charter on Human and Peoples' Rights
the child
 The Convention on the Rights of the Child;
 The republic and its institutions: Legislative, executive, and judicial power.
 International Organizations: the UN
 Regional organizations: the AU
 The sub-regional organizations: ECOWAS

54
 VIII. Geography

A. General Objectives
History and geography contribute to the emergence of national consciousness in the student.
B. Educational and Didactic Orientations
In geography, the teacher helps the child acquire a basic vocabulary, to master progressively-
in the major locations, to perceive the relationships between man and his environment.
C. Content
CE1
 Orientation: the cardinal points.
 The relief of my village.
 The dry season in the village.
 The rainy season in the village.
 The waterways of my village.
 The vegetation of my village.
 The activities of my village: agriculture, livestock farming, commerce, fishing...

CE2
 The topography of my municipality
 The dry season in my municipality
 The rainy season in my municipality
 The waterways of my municipality
 The vegetation of my municipality
 The activities of my municipality (agriculture, livestock breeding, trade, fishing, crafts ...)

CM1
My department:
 presentation;
 relief
 climate and vegetation;
 population
 economy.
My region:
 presentation
 relief
 climate and vegetation;
 population
 economy.
3. Niger:
 construction of the map of Niger
 generalities
 administrative divisions

55
CM2
1. Niger:
 T.P. Construction of the Map - Presentation, Generalities
 The relief
 The climate
 Natural regions
 Hydrography
 The population
 The administration: the central administration; the regional administration
 Agriculture: agricultural productions; the agricultural policy of Niger
 Farming and Fishing
 Forest and gathering products: forest, wildlife, and gathering products; problem of
desertification in Niger
 Mines, industry, craftsmanship: mines and energy; industries and craftsmanship.
 Communication channels
 Trade and tourism

2. Physical environment, human environment, and economy of the countries bordering Niger:
 Benin
 Libya
 Burkina Faso
 Chad
 Mali
 Nigeria
 Algeria

56
 IX. Physical and Sports Education

A. Purposes and general objectives

Physical and sports education seeks both the development of individuals' abilities.
and the acquisition of abilities drawn from the heritage of human behaviors.
The variety of learning situations offered and the diversity of possible responses
encourages the student to imagine, invent, and create new modes of relationship with the environment
physical and human that will express the originality, sensitivity, and personality of each individual.
The research and optimization of each individual's qualities are powerful factors in the struggle.
against school difficulties.
The practice of activities carried out in a group allows for the concretization of moral values such as
that courage, loyalty, generosity, and dedication are necessary for life in society.
In primary school, physical education aims to achieve the following objectives:
 the development of psychomotor skills (intellectual development and
corporal) ;
 the improvement of hygiene, individual health, and well-being;
 the flourishing of socio-cultural and moral values;
 preparation for leisure
 practice at all age levels.
Through these general objectives, physical and sports education aims for total development.
of the individual through the acquisition and mastery of motor, cognitive, and social skills.

Acquisition of action capabilities

PE allows for:
 solicit and develop the factors of motor efficiency: speed, strength,
endurance, coordination, balance, flexibility, and proper development
morphological;
 constantly adjust reactions and behaviors to the conditions of the world
outdoors, to get used to the effort, to surpass oneself, to confront some
new situations. create the conditions for good physical health.
 developing motor skill and availability in various situations;
 contribute to the learning of security and self-confidence.
Acquisition of knowledge related to the practice of physical activities
PE promotes:
 the possibilities of body knowledge;
 the possibilities of communications necessary for collective actions;
 self-awareness and the understanding of the activities that allow him to make the choice.
 The research and optimization of each individual's qualities are powerful factors in the struggle.
against academic difficulties.
Acquisition of attitudes allowing access to autonomy and integration
social
PE helps to:
 create the possibilities for mastering emotional and affective responses that may be
to promote relational life and individual and collective decision-making;
 promote the understanding and mastery of social relationships necessary for actions
collectives and the knowledge of its responsibilities;
 create access conditions for responsibility;
57
  develop solidarity while respecting individual differences and
particularities of human groups.
 to materialize moral values such as courage, loyalty, generosity and
dedication necessary for life in society.

B. Educational and Didactic Orientations

Playful activities in primary school children should be utilized in such a way that
to develop in him the taste for physical and sports activities.
Thus, the teacher must offer his students engaging games that are a powerful means
educational, because they contribute to the most harmonious and complete development possible
the physical, individual, and moral capacities of the child.
The organization of these physical and sports activities includes a schedule that each
The teacher must respect. He will conduct his teaching by taking into account the imperative of the
objectives assigned to each level. It will also take into account the environment, the climate, the
sports facilities, equipment and exams in its programming.
The establishment of this scheduling leads to:
 first define the educational objectives by determining the levels to be achieved in
function of the duration of learning;
 then choose the most suitable means and plan the evaluation methods.
Six major families of activities (athletic games, attack-defense, team games, dance,
gymnastic activities, orientation activities) are chosen to help the teacher to operate
wise choice. These activities are means to achieve the objectives
defines.

Athletic games
Athletic games contribute to the organic and foundational development of the child through a
functional growth of the respiratory and circulatory apparatus and better resistance
to fatigue.
The multiple situations of jumps (height, length, rebound), of light throws,
racing (speed, endurance, obstacles...), allow the child a general improvement of their
motor skills, an education of different perceptions, a recognition of sensations in the
movement, a better efficiency in the gesture. It is not therefore truly
not athletics but spontaneous activities of the child.

2. Attack-defense
Attack and defense game situations allow for channeling a child's aggression.
in order to lead him to:
 learning to respect the rules
 to accept defeat but also to put victory into perspective;
 adjust one's behaviors based on the actions and reactions of opponents;
 to be able to master oneself as well;
 better understand one's possibilities but also one's limits;
 to know but also to respect the other.
Attack and defense games (Ianga, wrestling...) can enrich the child's behavior.
as well in terms of motor, cognitive, and socio-emotional aspects.

3. Team games
These are activities and games about cooperation and opposition.

58
 They place the child in a situation of confrontation according to rules: team games with or
without a ball.
 They are characterized by:
the presence of opponents and partners acting simultaneously and
contradictorily in situations;
the presence of targets that the child, alone or with their team, must retain or
to appropriate.
 They primarily solicit in children:
physical abilities such as endurance, stamina, speed,
coordination;
the knowledge of game rules and strategies;
social conditions (cooperation, opposition).
4. Dance
Dance solicits and develops:
 the rhythm, coordination, flexibility;
 the blossoming of possibilities for expression and creation;
 sensitivity by organizing auditory and visual perceptions over time.
In terms of socialization, traditional dances allow access to culture.
middle pores.
It will be about dancing from spontaneous forms to more elaborate forms with
musical supports (drums, chants, modern music...).

5. Gymnastic activities
 They place the child in unusual motor situations.
where locomotion is primarily ensured by the upper limbs and where situations
Aerial and overturned are common, which implies a reorganization.
permanent information and balancing;
which follow one another, requiring a choice of ordered and rhythmic actions;
who are seen and judged, which introduces an aesthetic concern.
 They may require handling objects or devices.
 They require the child to have coordination, anticipation, mastery, and quality of
realization, the development of the adaptive function.
Three levels can be distinguished:
no challenge to the vertical balance, with dominant support from the members
inferiors;
the goals of questioning the vertical balance, with a better distribution of
support actions between upper and lower members;
integration of the inverted vertical with a predominance of support from the limbs
superiors.
 They train the child to:
to express oneself: through the diversity of figures in each workshop and the possible actions
for each figure;
finding one's balance: in various positions by dissociating and combining supports
pedestrian and manual;
coordinate actions by controlling the pace of execution and the sequence;
see and judge, whether by performing with others in a sequence, individually or collectively,
either by evaluating the work presented by others.

6. Orientation activities:
These are activities of adaptation to the physical, natural, or built environment.

59
 They place the child in a situation of active exploration of a more or less
unusual.
 They use a three-level space:
the confined familiar space (the courtyard);
the familiar space expanded (the school, the public garden, the stadium, the neighborhood, the village...)
the unknown space (the open nature).
 They implement related means:
to the representation of space: narrative, plan, map, model;
to the forms of guidance, from the simplest here gesture, oral, written, to the most
refined: message, reference point choice, compass.
 They develop in the child motor behaviors characterized by engagement.
physical content, by the need to see, to look, to reflect, to compare, to decide,
through the discovery of the unknown and the pleasure of finding.

C. Content by level
The content is organized by sub-cycle, centered around the objectives and means.
The hourly volume is 2 hours per week for all levels.
The evaluation of individual and collective progress must be done using reference grids and
thanks to the creation of a file serving as a report, accompanying the student throughout their schooling.
Based on the observation of his students, the teacher must periodically assess his performance.
action.
Composition tests will be organized starting from CM and physical education must be included.
CFEPD program in the following activities:
– Race (50 m girls and 60 m boys)
– Javelin (2 kg for girls and 3 kg for boys)
Climb (3 m girls and boys
– Jumping (high and long for girls and boys).

CI - CP
Following preschool, the student learns to better understand their body and the
possibilities that he offers him; he is placed in the presence of others in stimulating situations.
1. The specific objectives:
 to adapt to group life: through cooperation and opposition;
 improve postural education;
 improve body expression;
 improve endurance;
 improve spatial orientation;
 appreciate distances
 adjust the paces.

b. The means:
traditional children's games according to the environment;
laterality games to assess the dominance of lower and upper limbs
ocular dominance
– maintenance exercises aimed at acquiring good positions in order to avoid the
skeletal deformations;
natural exercises such as walking, running, jumping, climbing, throwing, lifting, carrying, attacking
defense, quadruped, balance;

60
 dance.

CE
Activities become more specific. Their implementation must enable children to
satisfying their need for movement through a balanced and varied practice.
a. The specific objectives:
pursue the objectives of the CI - CP
develop execution qualities such as speed, agility, flexibility, grit;
– recognize fundamental rules of team sports and games
of teams ;
– awaken the sense of cooperation and responsibility.
b. The means:
maintenance;
– introduction to gymnastic activities such as the forward and backward roll, the candle and
the sequence of its elements;
– appropriate traditional games;
natural utility exercises such as running, jumping, climbing, throwing, lifting, carrying,
attack-defense, quadruped, balance;
team sports such as football, basketball, volleyball, handball.

CM
The improvement of motor, cognitive, and social skills through various activities
taught will allow the student to specify their tastes.
45-minute sessions will allow for the conduct of large pre-sport collective games.
a. Specific objectives:
adapt to effort through endurance, resistance, speed;
– improve social and motor behaviors through anticipation, the
cooperation, the opposition; - mastery of the rules of the game;
explore the natural physical environment and adapt.
b. The means:
traditional games;
– activities and games for adaptation to the physical, natural, or developed environment (outdoors,
climbing, swimming; - orienteering games) ;
body control and expression activities through movement (gymnastics
sports, dance;
team sports (football, volleyball, basketball, handball);
attack-defense (wrestling, langa...)
– athletics (sprint: 50 minutes for girls and 60 minutes for boys);
endurance (running for a long time at a low pace);
– resistance race: (500-600 m for girls, 600-800 m for boys)
- cross (-1,500 to 2,000 m for girls, 2,500-3,000 m for boys);
– jump (long jump and triple jump);
- throw: (target throw, weight throw) ;
relay;
to climb
swimming: depending on the conditions of the environment.

61
 X. Drawings and sociocultural activities (singing)

A. Purposes and General Objectives

These two disciplines aim to:
– provide comprehensive training for the individual based on the acquisition of skills
intellectual and manual;
– develop in the student the faculties of observation, imagination, analysis and
synthesis; - Maintain the child's spirit for greater creativity and a
greater responsibility.

B. Pedagogical and Didactic Orientations

Drawing allows for:
to open the student's mind to the material and cultural realities of their environment;
– give the student the address of hands, the taste for useful action, and the pride of work
successful;
to introduce the student to the use of the drawing materials relevant to their level
formation.
Sociocultural activities allow to:
to open the student's mind to the material and cultural realities of their environment;
to give the student a sense of effort and perseverance, the taste for useful action and the
pride in the successful work;
introduce the student to the use of musical instruments appropriate to their level
training;
to lead the student to understand and know how to use other means of expression;
– to awaken and maintain the aesthetic sense in the student.

C. Contents by level
I. Drawing

Course CI-CP CE1-CE2 CM1 CM2

Type of drawing Free drawing Drawing from observation Creative drawing Drawing creative
tiling

II. Sociocultural Activities

CI/CP
Musical education
Melodic education:
 to notice sounds and noises;
 recognize sounds and tones;
 to notice low and high sounds;
 imitate melodic formulas.
Rhythmic education:
 follow a given pulse;
 perceive the pulse and express it in space;
 imitate rhythmic patterns (instrumental or vocal);
 spoken rhythms;
 rhythmic games at the level of the body schema;

62
  short chants with simple melodic and rhythmic variations in unison;
 instrumental accompaniment of a very simple rhythmic song.
 dances.
2. Nursery Rhymes
3. Tales - riddles
4. Skits
5. Video clip
6. Children's chants and sung games

CE
Musical education
Melodic education:
 observe sounds and noises;
 detect low and high sounds;
 recognize sounds and timbres;
 imitate melodic formulas ;
 react to the sound intensity.
Rhythmic education:
 master given beats;
 express a pulse dynamically;
 perceive the pulse and express it in space;
 imitate rhythmic formulas (instrumental or vocal);
 spoken rhythms;
 listen to rhythms and tinker with instruments;
 rhythmic games at the level of the body schema
 songs and poems .
 instrumental accompaniment of a mainly rhythmic song
 visual recognition of some instruments
 dances.
2. Tales - legends, riddles and charades
3. Skits
4. Films and videos
5. Nursery Rhymes
6. Exposition
7. Children's songs - sung games

CM
Musical education.
Melodic education:
 observe sounds and noises;
 notice low and high sounds;
 recognize sounds and timbres;
 recognize sounds of different pitches;
 recognize the origin of sound sources;
 imitate melodic formulas;
 react to the sound intensity.
Rhythmic education:
 discover and express the pulse of a musical support;

63
  express pulses dynamically;
 perceive the pulse and express it in space;
 imitate rhythmic formulas (instrumental or vocal) ;
 spoken rhythms;
 rhythmic games at the level of the body schema;
 reproducing a rhythm while listening to another rhythm;
 songs in unison and with several voices accompanied by instrumental accompaniment,
rhythmic and melodic;
 game of instruments;
 orchestration (chant, dance, and music);
 canons - couplet and chorus;
 dances.
2. Poetry
3. Contes, légendes, devinettes et charades 4. Proverbes
5. Theater, skits, sung games
6. films, videos, club, library, exhibition

64
XI. APP

A. Purposes and general objectives

It is about:
 linking school to life through the integration of education and productive work;
 respond to the socio-economic development needs of the environment by guiding
education towards the training of workers needed in the agropastoral sector;
 contribute to the enhancement of the resources inherent to the environment;
 ensure a comprehensive training focused on the acquisition of physical abilities,
intellectual and manual skills for better integration of the individual into the environment;
 reconverting mindsets through the promotion of manual trades;
 revalue the cultural heritage;
 to develop in the child the faculties of observation, analysis, and synthesis and
maintain one's spirit of creativity and sense of responsibility.
 give the child a taste for teamwork.

B. Educational and Didactic Orientations

Apps allow for:
 open the child's mind to the material and cultural realities of their environment;
 introduce the child to the most common practical activities and management;
 give the child the address of the hands, the sense of effort and perseverance, the taste
of useful action and the pride of a successful work;
 give the student a taste for manual work.

C. Contents by level
C.1 Craft and technological activities
C.1.1 Craft activities

Themes CI CP CE1 CE2 CM1 CM2

Weaving/Basketry Initiation Achievement Realization of complex everyday objects:
e to of objects natte, panier, sac, van, filets divers, etc
usual techniques
of simple braiding
Weaving Initiation Realization
to Realization of everyday objects
techniques of complex objects
of weaving usual bonnet
simple doily
fillets, etc.
Modeling/Pottery Modeling and introduction to pottery Realization
of everyday objects
Coloring and Coloring and painting
painting
Work of the Introduction to the techniques of making everyday objects
skin, leather, of skin, leather, plastic (bag, belt, carrier-
plastic money, etc.
Decoration Decoration

65
Note: The weaving will be done with doum leaves, straw, paper strips, and
various fibers.
The modeling will be done with clay, modeling dough, papier-mâché, etc.

C.1.2 Technological Activities

Themes CI CP CE1 CE2 CM1 CM2

Folding, Folding, cutting, gluing, assembling
cutting
assembly
Do not overlook the children's gift for spontaneous creation
DIY of various objects, of various repairs (benches, bicycle, etc.), of
simple montages
Masonry Masonry
Carpentry Carpentry
Forge Forge

Note: The gluing will be done mainly with local products (paste, gum arabic,
tannin, etc.
The DIY will be done with recycled materials (wire, boxes, cardboard,
engines, etc.).

C.2 Agro-sylvo-pastoral and fishing activities

Themes CI - CP CE CM
Mini-nursery Preparation Preparation of the jars, Preparation of the jars
Afforestation soil filling sowing Semis
Arboriculture Watering pots and watering and maintenance watering and maintenance
dairy farm plant maintenance plants plants
Technique of the Plantation and
plantations wood exploitation
and production
dairy farm
Multiplication and
improvement of
plants
Embellishment Maintenance of hedges and flower cultivation
Gardening (cultivation
market gardener and
cereal farmer
Introduction to fishing. Fishing - Aquaculture.
Aquarium maintenance
Aquaculture
Conservation/Exploitation of products from
peach
Small farming Cleaning of shelters Cleaning of the shelters Cleaning and
Nutrition of Food shelter treatments
animals animals Food of the
Exploitation animals
breeding products Initiation to

66
 treatment of the
animals
Construction of the
shelters
Exploitation of
livestock products
Harvesting Harvesting of the Gathering and
forest products exploitation of the
Gathering and
forest products
exploitation of the
Manufacturing of sub-
forest products
various products:
jam, syrup, etc.

C.3 Family Economy Activities

Themes CI- CP CE1 CE2 CM1 CM2

Couture The elementary points of Reminder of Tilted pose;
Crochet seam: back stitch; stitch CE. Button sewing;
Reaccommodate stitch; hem point; assembly point
e other embroidery points. couture buttonhole
Knitting points or open; confection
crochet: samples couture simple clothes
discounted from baby:
high fashion hood
English. bra
Confection slippers
of works Reaccommodate
simple and
easy, replace a
pocket, etc. button, a
unraveled hem
Cuisine Cooking Usage Grilled Sauces Presentation
of water (eggs, Cooking at the locales dishes
products apple of steam frying Preparation of
from the garden: soil, rice...) (couscous) sauté appetizer
Preparation Jam doughnuts of cakes and
in the of porridge Choice and roast salads of
raw vegetablesInfusion maintenance of Notions fruits, dishes
(carrots, Decoction utensils of of hygiene and premises and
salad cuisine foreign economy
tomatoes
Preparation
in the juice of
fruits

67
Interview of Use Washing Products à
Detachment
linen the soap extraction use for Introduction to
(ink,
and water Rinsing the washing of dye
fat)
Washing drying fabrics Storage
Empesage
(handkerchief Rangemen Ironing at business
Ironing
, panty) from t the hand and
Tissue dyeing in demonstration
t of wool, in
business cotton ironing
by iron there
mistress

Economy Balayage Balayage

domestic of the and Evacuation
Cleaning of Fight against
class and cleaning of waters and
from the court of the
the habitat the parasites
rubbish
(interior and from the house
class and housewives
outside Small
of the court Notions on
Decoration repairs of
Decoration hygiene
floral the house
in the from the street
class
Maintenance of Maintenance of objects, according to their nature: wood, leather, copper,
objects silver, gold...

68