REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix – Travail – Patrie Peace – Work - Fatherland

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

MINISTRY OF SECONDARY EDUCATION
INSPECTION GENERALE DES ENSEIGNEMENTS
INSPECTORATE GENERAL OF EDUCATION

BIOLOGY SYLLABUS
Form1 and Form 2

Observer son environnement pour mieux orienter ses choix de formation et réussir sa vie

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DESSCIENCES

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES Août 2014
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 FIRST CYCLE SYLLABUS REVIEW
A PARTICIPATORY AND INNOVATIVE APPROACH
The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of Secondary Education
since 2012 are in accordance with the major guidelines for education in general and secondary education in
particular as they are enshrined both in the 1998 law to lay down guidelines for education in Cameroon and in the
2009 Growth and Employment Strategy Paper(DSCE) .
These orientations could be summarised, amongst others, to train within the framework of an emerging Cameroon in
the year 2035, citizens that will have a good mastery of the two official languages (English and French), deeply rooted
in their cultures but open to a world in search for sustainable development and dominated by Information and
Communication Technologies.
Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and high schools
during the 2012/2013 school year, these syllabuses were developed with the contributions of classroom teachers and
teacher trade unionists.
The new syllabuses had to undergo many changes:
- a shift from a skill based approach to a competence based approach through real life situations;
- a shift from a school cut off from society to one that prepares citizens for a smooth insertion into socio-
cultural and economic activities ;
- a shift from an evaluation of knowledge to that of competences necessary to sustainable development.

When these new changes and orientations were taken into account, they naturally led to a shift of paradigm within the
curriculum reform process. The option we have adopted is the competence based approach through real life
situations.
The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning, each of
them containing a given number of disciplines as shown in the table below.
Areas of learning Disciplines
1- Languages and Literature - French
- English
- Living Languages II

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 - Ancient Languages
- Literature(in English and in French)
2- Science and Technology - Mathematics
- The Sciences( Physics, Chemistry,
Technology, Life and Earth Sciences)
- Computer Science
3- Social Sciences/Humanities - History
- Geography
- Citizenship Education
4- Personal Development - Sports and Physical Education
- Manual Labour
5- Arts and National Cultures - National Languages
- National Cultures
- Arts

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

1 Family and social life • Participation in family life

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

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Areas of Learning Disciplines Expected outcomes at the end of the 1st cycles

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

Literature English, Receptive skills: reading and listening
French , Read in an autonomous way, different types of texts related to
German, areas of life as defined in the syllabus;
Italian, Listen and understand various texts related to the above
Spanish, mentioned areas of life
Chinese, Productive skills: speaking and writing
Etc. Produce various types of texts , of average length related to these
areas of life;
Language tools: appropriate use of various language tools in order
to produce and read types of texts related to that level;
English to Francophone learners Communicate accurately and fluently using all four basic skills in
language learning;
French to Anglophone learners Be able to transfer knowledge learnt in class to real life situations
out of the classroom;
Be able to cope and survive in problem solving situations;
Living languages II
Receptive skills: reading and listening
Read and understand simple texts on social life, citizenship, the
environment, well being and health, media etc..
Listen and get oral information in order to simply interact during
communication situations related the various domains of life.
Productive skills: speaking and writing
Sing, recite, dramatise , orally answer questions related to the
various domains of life as defined in the syllabus;
Write short passages on various familiar topics.

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 Ancient languages: Latin, Develop general knowledge through ancient languages and
Greek cultures; know the origins of the French language for linguistic
National languages mastery;
Carry out elementary tasks in translation.
Literature
Cameroon Literature; French
Literature;
Francophone Literature;
Other literatures
2-Science and Technology Mathematics, Use mathematic knowledge skills and values with confidence to
The Sciences solve real life problems within the different domains of life;
Computer Science Communicate concisely and unambiguously and develop power of
mathematical reasoning (logical thinking, accuracy and spatial
awareness).
The Sciences:
Acquire the fundamentals of sciences in order to understand the
functioning of the human body, the living world, the earth and the
environment;
Acquire methods and knowledge to understand and master the
functioning of technical objects made by man to satisfy his needs;
Demonstrate attitudes to protect his/her health and environment.

Computer Science :
Master the basics of Information and Communication
Technologies;
Exploit and use ICTs to learn.

3- Social Sciences History Possess cultural references to better locate events in time and
/Humanities space within a democratic system and become a responsible
Geography citizen.
History:
Citizenship Education Acquire a common culture ; be aware of heritage from the past and
current challenges;
Geography :

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 Develop one’s curiosity and knowledge of the world;
Get acquainted with landmarks to find your way and fit in the world.
Citizenship Education:
Possess essential knowledge in rights and duties in order to fulfil
his/her citizenship.
4- Personal Development Moral Education; Develop his / her physical abilities/skills ;
Get ready for physical challenges , save and regain energy after
Home Economics; physical efforts;
Identify risk factors; possess basic knowledge and principles in
Sports and Physical hygiene and health education;
Education Demonstrate a sense of self control and appreciate the effect of
physical activities.
Health Education Conceive and draw up sports and cultural animation projects;
Acquire methods and develop a high sense of efforts;
Conceive, draw up and implement projects that will enable one to
project his/her image and feel the well being inspired by self-
confidence.
5- Arts and National Arts/Artistic Education; Artistic Education:
Cultures Observe and appreciate works of art;
National Cultures Carry out an artistic activity;
Gradually acquire the love for personal expression and creativity;
Possess a mastery of creativity in music, plastic arts and the
performing arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating to
various areas of society;
Practise the different dramatic genres: sketches, comedy, tragedy,
drama, etc.

National languages and Cultures

Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to discover
their characteristics;
Demonstrate a mastery of basic rules in writing Cameroonian
languages as well as basic grammatical notions applied to these

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 languages;
Demonstrate a mastery of one of the national languages at 3
levels: morpho-syntax, reception and production of simple oral and
written texts.

Even though the learners acquires skills in different disciplines, these competences are accompanied by other
skills known as cross curricular competences related to intellectual, methodological, social and personal areas
of learning.

6- Cross curricular Intellectual and Methodological Solve Problem in a given situation;

competences domains Use knowledge skills and values with confidence in order to solve
real life problems within the different domains of life;
With confidence, find useful information to solve problems he/she
is faced with;
Give his/her opinion ;
Support his/her opinion with strong arguments ;
Assess him/herself with a view to remediation;
Demonstrate basic knowledge in note taking ;
Conceive and realise individual projects;
Analyse and summarise information, give feedback and report
orally or in writing.
Develop problem solving approaches;
Exploit and use ICTs in his/her activities.
Social and Personal Domains Interact positively and assert his/her personality while respecting
that of other people;
Join team work, fit in a common initiative project /group;
Demonstrate interest in cultural activities ;
Develop a sense of effort, love for work, perseverance in tasks or
activities carried out ;
Understand and accept others in intercultural activities;
Accept group assessment.

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The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is important to
implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both for subject and cross
curricular competences. They are so called to show that they should be developed through teaching/learning activities
of the different subjects. The development of subject and cross curricular competences concern the entire education
family as they are capable of inspiring an educative project and the putting in place of extra curricular activities. The
ultimate training goal of these syllabuses, at the end of the first cycle, is to enable the learner to be self reliant, to be
able to keep on learning through out his/her life, to contribute to sustainable development and become a responsible
citizen.

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 REPUBLIQUE DU CAMEROUN
REPUBLIC OF CAMEROON
Peace – Work – Fatherland Paix – Travail – Patrie

MINISTRY OF SECONDARY EDUCATION

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

GENERAL INSPECTORATE OF EDUCATION

INSPECTION GENERALE DES ENSEIGNEMENTS

INSPECTORATE OF PEDAGOGY INCHARGE OF SCIENCE EDUCATION / BIOLOGY DEPARTMENT

BIOLOGY SYLLABUS
Form1 and Form 2

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 August 2014
REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace- Work- Fatherland Paix - Travail - Patrie
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MINISTRY OF SECONDARY EDUCATION MINISTERE DES ENSEIGNEMENTS SECONDAIRES
--------------------------- -------------------------
GENERAL INSPECTATORATE OF EDUCATION INSPECTION GENERALE DES ENSEIGENEMENTS
----------------------------- --------------------------
INSPECTORATE OF PEDAGOGY INCHARGE INSPECTION DE PEDAGOGIE CHARGEE DES
OF SCIENCE EDUCATION ENSEIGNEMENTS DES SCIENCES

LEARNING AREA : SCIENCE AND TECHNOLOGY

SUBJECT : BIOLOGY

CLASSES : FORM 1 AND FORM 2

ANNUAL WORKLOAD: 50 HOURS (60PERIODS)

WEEKLY WORKLOAD: 02 PERIODS

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Table of content BIOLOGY TEACHING SYLLABUS FOR THE FIRST CYCLE FORM 1 AND FORM 2

1. GENERAL INTRODUCTION .............................................................................................................................................................................................................. 16

2. COMPETENCIES THAT THE SYLLABUS WOULD DEVELOP IN THE LEARNER ......................................................................................................................... 17
3. PRESENTATION OF THE FAMILIES OF SITUATIONS COVERED BY THE SYLLABUS ............................................................................................................... 17
4. READING AND UNDERSTANDING THE SYLLABUS ....................................................................................................................................................................... 17
5. ASSESSMENT OF THE BIOLOGY SYLLABUS ................................................................................................................................................................................ 18
6. BRIEF PRESENTATION OF THE MODULES ................................................................................................................................................................................... 19
MODULE ONE: THE LIVING WORLD .................................................................................................................................................................................................... 19
MODULE TWO: HEALTH EDUCATION .................................................................................................................................................................................................... 21
MODULE THREE: ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT ............................................................................................................. 21
FORM 1: SYNOPSIS OF THE MODULES, CATEGORIES OF ACTION, EXAMPLES OF ACTIONS AND RELATIVE DURATION/PERIODS .............................. 22
FORM TWO: SYNOPSIS OF THE MODULES, CATEGORIES OF ACTION, EXAMPLES OF ACTIONS AND RELATIVE DURATION/PERIODS........................ 24
FORM ONE OF GENERAL SECONDARY EDUCATION....................................................................................................................................................................... 27
FORM TWO OF GENERAL SECONDARY EDUCATION ...................................................................................................................................................................... 36

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 1. GENERAL INTRODUCTION
Biology plays an important role in Cameroon, which is in the full process of development. This subject alongside the other sciences is intended to equip the
Cameroonian child with the relevant knowledge needed to understand and manage in a competent manner the new challenges that affect him/her: making
informed decisions, foreseeing and making provisions for the future.

In forms 1 and two, the study of biology is expected to be a continuation involving the deepening of the knowledge (scientific notions), know-how (improved
methods and techniques) and further development of attitudes acquired in the primary school.

PROFILE OF THE LEARNER

It has as main aim to inculcate (promote) in the learner responsible behaviour, knowledge and competencies, which should enable him/her to be able to:
• explain life processes;
• meet with the challenges of life, through the use of scientific approach in problem solving;
• manage the environment in a sustainable manner;
• safeguard his/her health and that of all others in his/her surrounding;
• use process skills to acquire knowledge;
• read security notices;
• communicate his/her results.

The design and teaching of the present syllabuses are centred on the Competency-Based Approach (CBA) which should begin from the identification of a real
life situation or problem and proceed through the definition of the competencies (skills) required to transform, modify or improve the situation to the
mobilisation of the appropriate resources necessary for transforming, modifying or improving the situation. This approach ensures the appropriation of scientific
knowledge and methods by involving the learner in the active construction of his/her own knowledge. It equally goes beyond the amassing of scientific
knowledge to the application of such knowledge to seek solutions to real life problems in different contexts. The knowledge and skills that the learner acquires
in school should therefore be seen as a means to an end and not as an end in itself.

It should be noted that developing competence in learners is creating a link between the school and the community or the living environment of the learner.
Competence therefore is an objective to be attained which plays the role of linking school knowledge to life situations. It is hoped that approaching the
teaching/learning action from this angle will demonstrate the immediate usefulness of school knowledge to the learners and get them motivated and more
interested in their own learning. As an improvement of previous versions therefore, these syllabuses are subject to future modifications and improvement as
living realities change with time. Teachers are therefore called upon to take up the challenge by making their humble contributions towards the development of
the 21st Century Cameroonian and beyond.

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COMPETENCIES THAT THE SYLLABUS WOULD DEVELOP IN THE LEARNER

In the fields of societal and family life: The syllabus seeks to inculcate in the learner competencies for the improvement of the standard of living as well as
transforming him/her into a responsible citizen.

In the economic domain: It will enable the learner to acquire competencies in the production of consumer goods necessary for good health, wellbeing and
comfort.

In the field of environmental education: It will enable the learner to reinvest the knowledge acquired about the consequences of overexploitation and natural
resources depletion for the sustainable management of the environment and its resources.

2. PRESENTATION OF THE FAMILIES OF SITUATIONS COVERED BY THE SYLLABUS

N° MODULES FAMILIES OF SITUATIONS
I The living world Provision of Mans needs in terms of animal and plant resources
II Health Education Personal and environmental hygiene: Improvement in reproductive health, nutrition, sensitivity and movement.
III Environmental Education Management of water, air and soils (natural resources management)

3. READING AND UNDERSTANDING THE SYLLABUS

The syllabus is presented in a tabular matrix made up of three major columns:
• The first column is the Contextual Framework which is sub-divided into families of situations and examples of real life situations where the knowledge and
skills (competencies) can be applied. The families of situations are only examples and in no way exhaustive. Teachers can draw from these examples to
identify and define other situations with local specificities and relevance.
• The second column is the Competencies, made up of categories of actions and examples of actions: These are groups of some actions which are related to
the mastery of the competencies expected for each module. Again these categories and groups of actions are not exhaustive.
• The third column is the Resources and consists of the essential or core knowledge which gives all the set of cognitive, psychomotor and affective resources
which the learner needs to mobilise to successfully treat a family of situations. It is divided into four components: the subject content, the aptitude (skills or

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 know-how), attitudes to be disposed or displayed as well as other resources (material, human, financial, etc.) necessary for the acquisition of the
competencies.

The matrix appears as in the table appears:

CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
Families of Examples of Categories of Examples of Content Aptitude Other
Attitudes
Situations Situations Actions Actions (Core Knowledge) (Skills) Resources

4. ASSESSMENT OF THE BIOLOGY SYLLABUS

The overall goal of this syllabus is to assess the ability of the learner to reinvest scientific knowledge and methods to seek solutions to real life situations in his/her
local environment and in different context.

Assessment will therefore aim to test the knowledge and competencies (skills, abilities) in different areas including the:

• ability to apply scientific knowledge and methods in problem-solving;

• ability to organise material and present ideas in a clear and logical manner;
• ability to handle patterns in scientific knowledge and show critical, imaginative and inferential thinking skills;
Practical skills will be assessed with respect to the:
• use of and care for equipment;
• design and use of experiments;
• quantitative and/or qualitative analyses.
Integrative skills will be assessed with respect to the ability to identify locally specific (real life) problems and design projects to solve such problems which should
integrate knowledge, skills and methods acquired in studying the subject.

All forms of evaluation will place emphasis on the specified competencies/aptitudes outlined at the beginning of each module.

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OVERVIEW OF THE MODULES

This syllabus will be taught in 100 hours distributed as follows:

− 50 hours in Form 1; and
− 50 hours in Form 2.
The 50 hours in each class will give a total of 60 periods of 50 minutes each per year. It is estimated that two lessons would be taught per week making a total of
thirty (30) effective teaching weeks. It should be noted that while more emphasis is placed on the living world in form one, this emphasis is reversed to health
education in form two. The three modules that make up the biology syllabus and the relative duration for teaching each are as presented in the table below:

PRESENTATION OF THE MODULES AND RELATIVE DURATION/PERIOD OF TEACHING OF EACH MODULE

CLASS MODULE TITLE RELATIVE DURATION PER MODULE (HOURS AND/OR PERIODS)
1. The living world 20 hours (24 periods)
FORM I 2. Health education 15 hours (18 periods)
3. Environmental education 15 hours (18 periods)
1. The living world 15 hours (18 periods)
FORM 2 2. Health education 20 hours (24 periods)
3. Environmental education 15 hours (18 periods)

5. BRIEF PRESENTATION OF THE MODULES

MODULE ONE: THE LIVING WORLD

TIME ALLOCATION: 20H (24 PERIODS)

INTRODUCTION TO THE MODULE

Man is an integral part of the living world. Man therefore has to provide his needs (air, food and shelter, etc) which are obtained from plant and animal resources by exploiting the natural world through
the practice of agriculture, animal husbandry, and the transformation of products in such a way as to maintain the delicate ecological equilibrium.

It is therefore, necessary for man to discover and identify the different ecosystems as well as the nutritional relationships between the living organisms and their conditions of adaptability to the different

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milieu in order to better invest in the sustainable exploitation and proper utilisation of various resources. This is so because family, social and economic life, the environment, wellbeing and health all
depend on man’s behaviour in the living world.

From this point of view the learner ought to be guided to acquire a set of notions, methods, techniques, and attitudes linked to life and interrelationships.
This module therefore enables learner to:
− acquire general and basic notions of:
o biology, life and its characteristics, the scientific way of constructing knowledge, solving problems and communicating information;
o the ecosystem components, interrelationships in ecosystems (living, non-living, nutritional, parasitic, symbiotic and commensalistic relationships and climatic factors affecting organisms in
their environment, etc.,);
o environmental protection and conservation;
o reproduction in plants and animals;
− develop and appropriate basic skills and acquire knowledge of the general methods, techniques and attitudes in the:
o steps in cultivating common food crops;
o steps in animal breeding;
o poultry farming;
o medicinal plant cultivation;
o improvement of common food crop yields,
o improvement of animal production; and
o improvement of medicinal plant conservation;
o transformation of plant and animal resources; and
o transformation of medicinal resources to improve on their storage and conservation;
− develop abilities for improved and sustainable management of the environment.

CONTRIBUTION TO THE GOALS OF THE CURRICULUM

The competencies that the learner will develop from this module will enable him/her:
− acquire knowledge of the basic concepts of life and life forms, the scientific way of constructing knowledge and solving problems; the ecosystems; ecosystem interrelationships and factors
influencing such relationships; plant and animal production; medicinal plant cultivation and conservation and skills in general agricultural and animal breeding methods, techniques, and
practices;
− clarify, consolidate and organise the learning acquired at the primary school level in order to better exploit them in the latter years of study and to better manage his/her environment.
This module could provide future career in the fields of biomedicines, agronomy, environmental education, teaching, etc

CONTRIBUTION TO SOCIETAL LIFE

− This module enables learners to develop in them the scientific spirit of self-reliance and team work. These skills are indispensable in scientific disciplines as well as in those linked to life in a
community.

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MODULE TWO: HEALTH EDUCATION

TIME ALLOCATION: 15H (18 PERIODS)

INTRODUCTION TO THE MODULE

This module consists of two parts:

− reproductive health;
− nutritional health.
Reproduction and nutrition are necessary and indispensable functions for the continuity of the human species. It is therefore necessary to help the learner to construct knowledge and develop essential resources (concept,
techniques, and methods) and attitudes linked to the proper functioning of these vital life functions. This would enable the learner to appreciate the importance and the fragility of life in order to adopt behaviours that
would safeguard and protect their own life and that of members of their community. The module should reinforce the basic elements of experimentation in the learner; develop skills linked to the
conservation of physical, physiological and mental health of the individual and his/her environment; and help him/her find solutions to daily life health problems and nutritional challenges.

CONTRIBUTION TO THE CURRICULUM

− The competences acquired would enable the learner to be well equipped for latter cycles of life and the improved management of his/her health and nutritional needs;
− This module could invoke vocations in the fields of agronomy and food sciences, biomedical sciences, teaching, etc.

CONTRIBUTION TO SOCIETAL LIFE

− This module will develop in the learner skills in interpersonal relationship, self esteem, communication, decision making, critical thinking and scientific spirit,
− At the same time it provides important resources for a more efficient and global solving of daily life problems.

MODULE THREE: ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT

TIME ALLOCATION: 15H (18 PERIODS)

INTRODUCTION TO THE MODULE

The importance of this module resides in the fact that the learner who lives permanently in a more or less hostile environment, ought to understand his/her milieu in order to exploit it in a sustainable
way for his/her needs and survival without wasting and rupturing its delicate equilibrium. The module therefore takes into consideration the management of the following three components of the
environment: water, air and land. These three components constitute the physical and natural resources of the environment of the learner.

Considering the importance of these resources in the maintenance of life, it is therefore necessary to create awareness in learners as to their values and interdependence, as well as to sensitise them
on the challenges of their sustainable management.

CONTRIBUTION TO THE CURRICULUM

− The skills the learner will acquire in this module will better equip him/her for the sustainable management of his/her environment.

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 − This module would also invoke the love for careers in conservation, environmental engineering, agronomy, teaching and environmental education, etc.

CONTRIBUTION TO SOCIETAL LIFE

This module will develop in the learner skills linked to:
− the three “Rs” – reduce, recycle and reuse wastes;
− communication and interpersonal relationships;
− decision making, critical thinking, scientific mindedness and self esteem;
− identification of needs and definition of values.
These skills are indispensible in appropriating knowledge in the other sciences as well as other areas of learning.
This module also provides essential resources for the appropriation of the content of environmental education, sustainable development, and health education.

FORM 1: SYNOPSIS OF THE MODULES, CATEGORIES OF ACTION, EXAMPLES OF ACTIONS AND RELATIVE DURATION/PERIODS

TITLE OF MODULE CATEGORIES OF ACTION/EXAMPLES OF ACTIONS DURATION/PERIOD

Appropriating knowledge of life and life forms
− distinguishing between living and none living things;
06 PERIODS
− describing and explaining the scientific way of acquiring knowledge and solving problems;
− communicating scientific information (reporting, observation charts, nature calendars, vivaria, etc).
Practicing agriculture and animal husbandry
− explaining the influence of the environment on plant and animal production;
07 PERIODS
− planting crops and breeding animals in function of the characteristics of the environment;
− practising the steps in cultivating some common crops in Cameroon.
Using the soil in the production of consumable resources
− appropriating and using techniques and methods of improving/restoring soil quality such as: using manure, fertilizers, crop 03 PERIODS
THE LIVING WORLD
rotation and association, irrigation, drainage, contour faming, terracing, etc.
Preventing soil degradation through the appropriation of techniques and methods of:
− preventing bush fires;
03 PERIODS
− planting trees;
− preventing erosion by practising terrace farming, cover cropping, etc;
Conserving natural resources (food and medicinal plants)
− developing an inventory of locally available edible and endangered species;
− classifying the species identified (summary); 05 PERIODS
− identifying unsustainable practices in hunting, fishing and harvesting of natural resources;
− appropriating techniques and methods of sustainable hunting, fishing and harvesting of natural resources including cultivating

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 medicinal plants;
Preventing/Avoiding early pregnancies
− identifying signs of puberty;
HEALTH EDUCATION
− practising abstinence and avoiding sexual promiscuity; 05 PERIODS
− using contraceptives during sexual intercourse;
− participating in health talks, awareness raising and peer education.

Preventing/avoiding STIs and HIV/AIDS

− practising personal hygiene rules;
− practising abstinence, using condoms during sexual intercourse and avoiding sexual promiscuity;
05 PERIODS
− accepting voluntary screening with and/or without sex partner(s);
− seeking medical attention with and/or without sex partner(s);
− respecting medical prescriptions and getting complete treatment when sick.
Preventing/eliminating deficiency and overfeeding diseases
− identifying classes of food with their uses to the body
− defining and planning balanced diets and meals involving the determination of the composition, nutritional and calorific value of different
food types;
HEALTH EDUCATION − identifying common deficiency and underfeeding diseases through case study in a community or chosen locality and advising on
05 PERIODS
prevention/treatment measures by use of carefully planned meals;
− identifying symptoms of obesity and advising on prevention/treatment measures.
− adopting rules for hygiene preparation and preservation of food;
− adopting healthy feeding habits and practices;
− Integrating the concept of balance dieting and hygiene in the preparation of at least a local meal commonly eaten in the community
Preventing/avoiding food poisoning
− practising food and environmental hygiene rules;
− preserving food properly; 03 PERIODS
− reading, interpreting, understanding and applying knowledge of information on labels of packaged foods to distinguish expired from unexpired
foods;
Preventing water pollution
ENVIRONMMMENTAL

− identifying water sources and possible cause of pollution in the community;

EDUCATION AND

DEVELOPMENT
SUSTAINABLE

− tree planting as a way to ensure protection of a community watershed;

06 PERIODS
− carrying out field work within the community to identify health consequences due to water pollution;
− producing posters to demonstrate two different health consequences of water pollution and to sensitise the local community on how
underground and surface water sources are polluted and how they can be protected;
Preventing air pollution
− identifying possible cause(s) of air pollution in the community; 06 PERIODS
− carrying out field work within the community to identify health consequences due to air pollution;

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 − tree planting as a way to ensure purification of the air;
− producing posters to sensitise the students of one’s school on two common health consequences of air pollution and how they can be
prevented.
Preventing land pollution
− identifying possible cause of land pollution in the community;
− carrying out field work to identify health consequences of land pollution in the community; 06 PERIODS
− developing and sharing with classmates a household and community refuse treatment plant as a way to prevent land pollution;
− producing posters to sensitise the local community on two common health consequences of land pollution and how they can be prevented.

FORM TWO: SYNOPSIS OF THE MODULES, CATEGORIES OF ACTION, EXAMPLES OF ACTIONS AND RELATIVE DURATION/PERIODS

TITLE OF MODULE CATEGORIES/EXAMPLES OF ACTIONS DURATION/PERIOD

Practicing agriculture and animal husbandry
− planting crops & breeding animals in function of the characteristics of the environment;
− cultivating plants for their fruits, seeds, leaves, roots; 08 PERIODS
− breeding birds, fish, small ruminants;
− selecting good varieties and disseminating the seeds.
Preventing/treating animal and plant diseases
− vaccinating animals to prevent diseases;
THE LIVING WORLD − removing infected and affected plants and animals from the rest;
04 PERIODS
− quarantining newly acquired stock of animals and those with contagious diseases for observation;
− identifying cause(s) of plant and animal diseases;
− providing appropriate treatment.
Preserving consumable resources (food of plant and animal origin)
− transforming products of animal and plant origin into flour, puff-puff, cake, bread, yogurt, cheese, butter, extraction of palm oil,
06 PERIODS
shear nut oil etc..;
− preserving food by drying, salting, smoking, icing, freezing canning, pasteurising, irradiating, curing, etc.
Preventing/eliminating deficiency and overfeeding diseases
− estimating Body Mass Index (BMI) to control weight and prevent nutritional diseases;
− reading, interpreting, understanding and applying knowledge of information on labels of packaged foods to determine nutritional values;
06 PERIODS
composition and selecting the type of food to consume;
HEALTH EDUCATION − designing projects to solve a deficiency disease or nutritional disease in the local community;
− designing a project to solve an identified deficiency disease or nutritional disease in the local community..
Preventing/avoiding food poisoning
− practising food and environmental hygiene rules;
02 PERIODS
− preparing and preserving food properly;
− reading, interpreting, understanding and applying knowledge of information on labels of packaged foods to distinguish expired from unexpired

24
 foods.
Ensuring physical and social health
− exploring the role of exercise to health;
− practising a sporting activity such as a team or individual sport;
− raising awareness in the community about the importance of sport to health;
04 PERIODS
− planning daily/weekly activities to include study time, rest, and exercise;
− exploring the health consequences of consuming alcohol, cigarettes and drugs
− designing posters, slogans and other means of communication to demonstrate the health consequences due to the consumption of alcohol,
cigarettes and drugs on the body.

Caring for and maintaining reproductive organs in good health

2 PERIODS
− practising personal hygiene regularly.
Advocating against harmful cultural and emergent health related practices
− identifying the problem;
− preparing advocacy messages and slogans aimed at solving the problem;
05 PERIODS
− identifying target policy makers;
HEALTH EDUCATION − developing strategy for communicating with policy makers;
− giving advocacy messages widest publicity possible.
Preventing/avoiding STIs and HIV/AIDS
− practising personal hygiene rules;
− accepting voluntary screening with and/or without sex partner(s); 05 PERIODS
− seeking medical attention with and/or without sex partner(s);
− respecting medical prescriptions and getting complete treatment when sick.
Reducing/mitigating effects of global warming
− identifying sources, consequences of greenhouse gases and advocate against their emission;
ENVIRONMENTAL EDUCATION

− participating in campaigns and educative talks on the effects of greenhouse gases and respecting rules for minimising their 04 PERIODS
discharges into the atmosphere;
AND SUSTAINABLE

− planting trees.
DEVELOPMENT

Reducing/mitigating the effects of ozone layer destruction

− identifying causes of ozone layer depletion and advocating against their emission;
− identify consequences of ozone layer depletion and designing sensitisation and educational campaign talks on their
04 PERIODS
consequences;
− respecting rules for minimising the discharges of ozone depleting substances into the atmosphere;
− planting trees.
Conserving biodiversity
− identifying the role of biodiversity in the ecosystem and to the economy; 04 PERIODS
− educating, raising awareness and sensitising on the consequences of biodiversity loss;

25
 − developing civic responsibility and respecting legislation on poaching, over-fishing and over-exploitation of forest and forest
resources;
− designing and implementing projects on biodiversity conservation and protection.
Preventing the impart of natural disaster/restoring the environment to its natural state
− identifying disaster occurrence cycle;
− monitoring disaster cycle; 06 PERIODS
− developing locally specific early warning systems to mitigate impact of disaster;
− developing simple disaster management action plans for the local community.

CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of Examples of Category of Examples of Abilities Life Skills Other
situations situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources

26
 *distinguishing I. Introduction to biology -define biology and branches; Curiosity and sense -Didactic
between living and 1.1. Definition and branches -explain the relationship between of observation materials –
non living things; 1.2. Relationship with other science subjects biology and the other sciences; -Respect of others charts,
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT RESOURCES *describing and 1.3. Relevance to daily life -describe and distinguish between opinions models,
explaining the 1.4. Characteristics of living things and biology related careers; -Interest in scientific microscope,
scientific way of differences between living and non-living -the role of biological knowledge advancement etc.;
acquiring knowledge things in solving daily life problems; -Open-mindedness
and solving 1.5. Differences between plants and animals -differentiate between living and -Patience biology
problems; 1.5. Studying living things non-living things (animal/plant -Love for nature related fields,
*Creating 1.5.1. The scientific approach versus motor car/robots... etc.); -Team spirit and institutions,
observation charts 1.5.2. Observing living organisms (in their -how scientists investigate nature cooperation companies,
and nature’s habitats and in the laboratory) and/or solve problems; -Decision making and
calendars; 1.5.2.1. Equipment/tools for observation -protect nature, life and life critical spirit Professionals
Appropriating
Understanding *constructing simple (lens, microscope, the five senses, etc.) forms; -Creative thinking
knowledge of
life and life vivaria; 1.5.2.2. Describing and reporting -observe, describe and appreciate -Logical reasoning
life and life
forms *communicating observations in biology the beauty of organisms in their -Methodological
forms
scientific 1.5.3. The cell as the basic structural and natural milieu; action
information; functional unit of life. This should be strictly -communicate scientific -Problem solving
*describing the limited to the cell as seen with the light information; -Management and
differences between microscope (cell membrane, cytoplasm and -distinguish plant and animal cells; respect for the
plant and animal nucleus only). -appreciate the cell as the origin environment
cells; 1.5.3.1. Examples of types of cells to include and building blocks of life. -Effective
*distinguishing plant and animal cells; reproductive and communication
different types of growth cells; bacterial and protoctist cells.
cells as the origin
and building blocks
of life.

FORM ONE OF GENERAL SECONDARY EDUCATION

MODULE I : THE LIVING WORLD
TIME ALLOCATIONN : 20 HRS ( 24 PERIODS )

27
 CONTEXTUAL COMPETENCIES
FRAMEWORK RESOURCES
Family of Examples of Category of Abilities Life Skills Other
situations situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*explaining the 2. Environment and habitat; *Choice of crops and animals -Curiosity and Didactic
influence of the 2.1. Definitions according to seasons or out of sense of
Materials
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT

environment on plant season and soil types observation

2.2. Environmental factors affecting plant
-Respect of others Farm inputs
and animal and animal growth; opinions
production; 2.3. Effects of day and night on organisms; -Interest in
*planting crops and 2.4. Effects of changing seasons on scientific
breeding animals in organisms; advancement
function of the 2.5. Influence of climatic factors (sunlight, -Open-mindedness
characteristics of the rainfall, wind, CO2 and O2); -Patience
Insufficient environment; 2.6. Influence of edaphic factors (soil water -Love for nature
RESOURCES

Practicing -Team spirit and

consumable *identifying the steps content, mineral salts, organic matter & soil
agriculture cooperation
resources microorganisms);
and animal in cultivating some -Decision making
husbandry 2.7. Influence of other living organisms
common crops in and critical spirit
(biotic): competition for light, soil nutrients,
Cameroon. CO2, O2 food & reproductive mates). -Creative thinking
-Logical reasoning
-Methodological
action
-Problem solving
-Management and
respect for the
environment
-Effective
communication

28
 CONTEXTUAL COMPETENCIES
FRAMEWORK RESOURCES
Family of Examples of Category of Abilities Life Skills Other
situations situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*preventing bush fires; 3. Improving Soil Quality -Curiosity and sense Agricultura
*planting trees; of observation
3.1. Qualities of a good soil -Careful choice of chemical -Respect of others l
*preventing erosion by 3.2. Responsible farming practices (crop
practising terrace fertilizers opinions technicians
rotation and association, irrigation, -Interest in scientific
farming, cover
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT RESOURCES

drainage, contour faming, terracing….) advancement

cropping, etc 3.3. Planting techniques
*improving/restoring -Open-mindedness
soil quality by using -Patience
manure, fertilizers, -Love for nature
Using the soil
crop rotation and -Team spirit and
in the
association, irrigation, cooperation
production of
Insufficient drainage, contour -Decision making and
consumable
consumable faming, terracing, etc. critical spirit
resources
resources -Creative thinking
-Logical reasoning
-Methodological
action
-Problem solving
-Management and
respect for the
environment
-Effective
communication
Preventing soil *preventing bush fires; 4.Soil erosion -Awareness in the
degradation *planting trees; 4.1. Different types of erosion and their -Practice of soil conservation protection of the soil
*preventing erosion by causes (water & wind erosion, human -Respect for the
practising terrace activities...) environment
farming, cover 4.2. Effects of erosion
cropping, tree planting 4.3. prevention of erosion
Soil etc;
degradation *improving/restoring
soil quality by using
manure, fertilizers,
crop rotation and
association, irrigation,
drainage, contour
faming, terracing, etc.

29
 CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of Examples of Category of Examples of Abilities Life Skills Other
situations situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*finding out about locally 5. Hunting, Fishing, Harvesting Practising sustainable
available: Personnel
and Gardening exploitation of natural
o edible species; from
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT

5.1. Identification of edible and resources -Curiosity and sense Forestry

o endangered
endangered species of our environment of observation department,
species; -Respect of others
5.2. Census of edible species of our Ministry of
*classifying the species opinions Agriculture
identified (summary); environment -Interest in scientific and Rural
*practising sustainable 5.3. Census of endangered species advancement Developme
hunting, fishing and -Open-mindedness nt, Fisheries
Conserving 5.4. Classification of identified species -Patience
harvesting; and Animal
natural
RESOURCES

5.5. Types/techniques of gardening -Love for nature Breeding,

resources -Team spirit and etc.
Insufficient (food and *cultivating medicinal Growing and use of some cooperation Herbalists,
6.Role of some local medicinal -Decision making and
consumable medicinal plants; local medicinal plants traditional
resources plants critical spirit healers,
plants)
-Creative thinking
-Logical reasoning
-Methodological
action
-Problem solving
-Management and
respect for the
environment
-Effective
communication

30
 MODULE II : HEALTH EDUCATION
TIME ALLOCATION : 15 HRS ( 18 PERIODS )

CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of Examples of Category of actions Abilities Life Skills Other
situations situations Actions Essential Knowledge (Aptitudes) (Practice) resources
*identifying signs of I. Reproductive health -Recognition and -Self respect and -Personnel from
puberty; description of signs of respect for others. the medical
1.1. Puberty puberty; corps.
1.1.1. Primary and secondary sexual -Dissection of a small -Respect of
characteristics mammal to observe and different opinions. -Social workers
describe the
1.1.2. Fertilization and pregnancy reproductive organs. -Interest in scientific -Dissecting kit
Early Preventing/avoiding progress
IMPROVEMENT OF REPRODUCTIVE HEALTH

Pregnancies early pregnancies *practising abstinence; 2. Consequences of early

*using contraceptives - Practice abstinence -Personnel from
pregnancies the medical
during sexual
-Self respect and corps.
intercourse;
Choice and correct use respect for others.
*avoiding sexual -Social workers
promiscuity; 3. Prevention of early pregnancies of contraceptives -Respect for the
*raising awareness through opinion of others
writing of slogans;
*participating in talks on -Develop interest in
health education. scientific and
technological
advancements
Prevalence of Preventing/avoiding *practising personal 4. STI, HIV/AIDS -Practice hygiene rules
STIs and STIs and HIV/AIDS hygiene rules; 4.1. Gonorrhoea, syphilis, Chlamydia, -Screen for serological Respect of hygiene -Social workers
HIV/AIDS *accepting voluntary hepatitis B status. rules
screening with and/or
4.2. HIV/AIDS -Seek medical
without a partner(s); treatment if sick. -Respect medical - medical
*seeking medical 4.3. Prevention of STI, HIV/AIDS prescriptions personnel
attention with and/or 4.4. Hygiene of the reproductive -Stick to one partner
without sex partner(s); organs.
*respecting medical
prescriptions and
getting complete
treatment when sick.

31
 CONTEXTUAL
COMPETENCIES RESOURCES
FRAMEWORK
Family of Examples of Category of actions Abilities Life Skills Other
situations situations Actions Essential Knowledge (Aptitudes) (Practice) resources
*planning balanced 6. Quality Nutrition
diets; 6.1. Types and sources of foods;
*adopting good feeding 6.2. Nutritional diseases due to -Draw up appropriate
deficiency; (kwashiorkor, rickets...) menu to prevent -Adopt good feeding
habits and practices
Prevalence of Preventing/eliminating 6.3. Balanced diet and choosing the deficiencies and habits;
IMPROVEMENT OF NUTRITIONAL HEALTH

nutritional deficiency and *eating sufficient and right type of food; excess/over feeding
diseases overfeeding diseases balanced meals (or 6.4. Dietary requirements and eating diseases. -Observe hygiene
appropriate habits. rules for feeding
quantities/types of food
to prevent/treat -Dieticians
deficiency diseases);
-Medical
personnel

Preventing/avoiding *practising food and -Practice some methods of -Social workers

Food food poisoning environmental hygiene 7.Food Hygiene food preservation Observe hygiene of
poisoning rules; 7.1. Food preparation and -Practice good eating food and digestion
preservation; water
*preparing and
7.2. Social health (smoking, alcoholism,
preserving food exercise and rest). -Do regular sports or
properly; physical exercises
*reading, interpreting,
understanding and
applying knowledge of
information on labels of
packaged foods to
distinguish expired from
unexpired foods.

32
 MODULE III : ENVIRONMENTAL EDUCATION AND SUSTAINABLE
DEVELLOPMENT
TIME ALLOCATION : 15 HRS ( 18 PERIODS )
CONTEXTUAL
COMPETENCIES RESOURCES
FRAMEWORK
Family of Category of Abilities Life Skills Other
situations Situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*identifying and protecting water 1.Water Management
SUSTAINABLE MANAGEMENT OF NATURAL RESOURCES: WATER, AIR,
SOIL

sources; 1.1 Natural water sources

Water *constructing and using latrines, 1.2.Water pollution -Techniques of treatment
pollution 1.2.1. Different type and of used or polluted water -Daily practices -
septic tanks, etc.;
sources of water pollutants Technicians
Preventing water *advocating, educating, raising 1.2.2. Effects of polluted -Practice hygiene in relation in
pollution awareness and sensitising water on human health: with water -Respect of sustainable
people on the location of water borne diseases hygiene rules rural
factories, waste and refuse 1.2.3. Effects of water developme
management sites, etc; pollution on aquatic life -Contribution to nt, hygiene
*purifying/recycling used or 1.2.4. Purification of used aforestation and
water sanitary
polluted water, wastes and
1.2.5. Water -Contribution to the personnel
refuse; filters/Maintenance proper management of
*practising the three “Rs” – waste / toxic products
Reduce, Recycle, Reuse -
*advocating for stricter control 2.Air -Respect for the Technicians
of the emission of toxic 2.1. Composition of air environment in
substances into the 2.2. Uses of natural and (prohibition in sustainable
artificial air burning tyres, developme
atmosphere;
2.3, Air pollution plastic materials, nt
*educating, raising awareness 2.3.1. Some air pollutants throwing
and sensitising on the harmful 2.3.2. Effects of air pollution pollutants in
effects of the emission of toxic nature, sensitize
and radioactive substances into the population on
Air pollution Preventing air the atmosphere; dangers of bush
pollution *planting trees. fires...)
Personnel
from the
Ministry of
Environme
nt and
Nature

33
 Protection

CONTEXTUAL
COMPETENCIES RESOURCES
FRAMEWORK
Family of Category of Abilities Life Skills Other
situations Situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*educating, raising awareness 3. Land pollution Awareness in
and sensitising on the -Use of bins protection of
SUSTAINABLE MANAGEMENT OF NATURAL

consequences of land pollution; 3.1. Land pollutants and land Resource

definition (agricultural and -Recycling of household persons on
*educating on the importance
chemical waste: fertilizers, waste environmental
of using refuse cans for
RESOURCES: WATER, AIR, SOIL

Land pollution Preventing land pesticides and sewage conservation.

pollution disposal of wastes and refuse; discharges...) -Selecting
*using chemical products such household waste
as pesticides, fertilisers, etc, 3.2. Effects of land pollution
rationally; -Rational use of chemicals
*sorting and recycling all 3.3. Preventing land pollution
wastes and refuse;
*removing non-biodegradable
objects from the soil
*identifying the role of 4. Conservation of -Responsible farming -Respect of the -Technicians in
Rupture of Conserving biodiversity in the ecosystem Biodiversity technique law or agriculture
ecological biodiversity and to the economy; 4.1. Definition legislation
equilibrium 4.2. Concept of -Choice of adapted species -Resource
*educating, raising awareness
interdependence of living -Open- persons in
and sensitising on the organisms (producer, consumer, - Conservation techniques mindedness wildlife and
consequences of biodiversity decomposer, parasites, forestry
loss; commensals…) -Communication
techniques -Specialist on

34
*developing civic responsibility 4.2. Legislation on poaching, management
and respecting legislation on fishing and forest exploitation -Life skills
poaching, over fishing and over
4.3. Sensitisation and education
exploitation of forest and
forest resources;
*designing and implementing
projects on biodiversity
conservation and protection.

35
 FORM TWO OF GENERAL SECONDARY EDUCATION

MODULE I : THE LIVING WORLD

TIME ALLOCATION : 15 HRS ( 18 PERIODS )

CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of Examples of Category Abilities Life Skills Other
situations situations of actions Actions Essential Knowledge (Aptitudes) (Practice) resources
Insufficient Practicing *planting crops & 1. Need for Reproduction *Dissection of a flower or grain Mastery of Didactic
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT

agriculture breeding animals in 1.1. Reproduction in plants

consumable and animal 1.2. Sexual reproduction in plants; from the *Use of the hand lens improved materials
function of the
resources husbandry flower to the seed and fruit ; qualities of reproductive
characteristics of the
a good grain: germination *Choice of seeds techniques in Farm inputs
environment; 1.3. Vegetative multiplication as the basis for *Grow selected plants using one
*cultivating plants for cloning: or a combination of vegetative plants and
their fruits, seeds, * natural (plantains, sugar cane, onion, propagation techniques animals Veterinary
leaves, roots; potato, cocoyam, etc *Observation of food reserves
personnel
* artificial ( grafting, marcotting, cutting (tubers, fruits, grain…)
RESOURCES

*breeding birds, fish,

small ruminants; layering..);
1.4. Other forms of asexual reproduction: Agricultural
*selecting good
varieties and budding in brewer’s yeast, fission in bacteria. extension
2.1. Reproduction in animals: *Choice of animal varieties for
disseminate the staff
2.2. Sexual reproduction: breeding
seeds.
− fertilisation *Knowledge of breeding
− development conditions
2.3. Rearing techniques/Animal husbandry
(a few cycles of development - change of *Incubation techniques
form/ morphology in animals, metamorphosis
in insects & amphibians - Impact of larval
forms on plant yield).

36
 CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of Examples of Category of Abilities Life Skills Other
situations situations actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*vaccinating animals 3. Improving the Quality and -Identification and
to prevent diseases; Quantity of Production destruction of animal -Curiosity and sense
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT

*removing infected 3.1. Treatment of animals and and plant parasites. of observation
and affected plants plants -Respect of others Agriculture
and animals from the 3.2. Prevention/elimination of -Identification and opinions technician
rest; parasites: treatment of animal and -Interest in scientific
*quarantining newly − animal parasites- (ecto - plant diseases advancement
acquired stock of parasites- lice, ticks, jiggers); -Open-mindedness
animals and those − endo-parasites- intestinal -Prevention of animal -Patience
with contagious worms; plant parasites: (semi and plant diseases -Love for nature
diseases for (vaccination of animals,
RESOURCES

parasites-African mistletoe; -Team spirit and

observation; − complete parasites-mildew, use of pesticides on cooperation Animal
Insufficient Preventing/treating *identifying cause(s) rust, corn smut) plants) -Decision making and breeding
consumable animal and plant of plant and animal 3.3. Biological and chemical control -Choice of predator critical spirit
diseases; species/plant and animal technician
resources diseases -Creative thinking
*providing products for biological -Logical reasoning
appropriate control. -Methodological Veterinarians
treatment. action
-Problem solving
-Management and
respect for the
environment
-Effective
communication

37
 CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of Examples of Category Abilities Life Skills Other
situations situations of actions Actions Essential Knowledge (Aptitudes) (Practice) resources
Insufficient Preserving *transforming products of animal 4. Transformation of foodstuffs - Techniques of -Transformation Food
SUPPLY OF MAN’S NEEDS IN ANIMAL

consumable consumable and plant origin into flour, puff- and preservation of processing
resources resources 4.1. Role of microorganism in the transformation and common technicians,
puff, cake, bread, yogurt, cheese,
(food of transformation of foods: conservation of plant perishable Dieticians
AND PLANT RESOURCES

butter, extraction of palm oil,

plant and fermentation (alcohol, lactic and and animal products foodstuffs of plant
animal shear nut oil etc..; and animal origin
origin) *preserving food by drying, butyric acid), - Conservation -Creative critical
salting, smoking, icing, freezing 4.2. Principle of animal and plant techniques of foodstuff thinking skills
canning, pasteurising, irradiating, -Process skills -
curing, etc. products preservation
Problem solving
skills
-Management and
respect for the
environment
-Effective
communication

38
 MODULE II : HEALTH EDUCATION
TIME ALLOCATION : 20 Hrs ( 24 PERIODS )

Preventing/eliminating estimating Body Mass Quality -Identify the recipes for Adopt good feeding -Dieticians
IMPROVEMENT Prevalence of deficiency and Index (BMI) to control Nutrition at least two local meals habits;
overfeeding diseases weight and prevent 5.1. Nutritional pointing out defects - relating feeding habits to -Medical personnel
OF NUTRITION nutritional diseases diseases: where applicable, some nutritional diseases,
nutritional diseases;
5.1.1 due to poor -Draw up appropriate -Social workers
*reading, interpreting, feed (obesity, menus to prevent -Observe hygiene rules
understanding and kwashiorkor, deficiencies and for feeding
applying knowledge of beriberi, excess/over feeding.
information on labels of marasmus, etc -practice weekly meal
packaged foods to select 5.1.2 body mass planning to ensure
the type of food to index as an balance dieting.
indication of
consume;
over feeding
*determining the calorific or under
value of different food feeding
types and meals. 5.1.3 others
(diabetes,
*designing a project to hypertension,
etc)
solve an identified 5.2. Calorific
deficiency disease or values of foods
5.3. Project design
nutritional disease in the to combat an
local community. identified
nutritional
disease within
the
community

39
 Preventing/av *practising food and environmental -Practice some methods of
Food oiding food hygiene rules; 6. Food Hygiene food preservation Observe hygiene
poisoning poisoning *preserving food properly; -Practice good eating water of food and
digestion
*reading, interpreting, understanding and
applying knowledge of information on
labels of packaged foods to distinguish
expired from unexpired foods.
Physical and Maintaining *Exploring the role of exercise to health; 7. Physical and social -practice at least a team and Respecting roles of
social health physical and *Practicing sports to keep fit; health an individual sporting activity different sports
social health *Raising awareness on the importance of 7.1. Definition and and games
importance of exercise to - practice planning of weekly
sports to health;
the body (muscles, brain, activities Respecting one’s
*Planning daily/weekly activity bones, body mass, blood -writing awareness messages own schedules
schedules/timetable to include study circulation, etc) and slogans
time, rest and exercise 7.2. Practising workout -Identifying symptoms and Time management
*Exploring reasons why alcohols, and recreational sports diseases caused by alcohol and respecting
-Personnel from
cigarettes and drug consumption should 7.3. Definition and consumption, cigarette appointment times
the medical
be avoided; importance of rest to the smoking and drug with other persons
corps and
body consumption (REMEMBER TIME
*Designing posters, slogans and other NGOs
7.4. Health and Social IS PRECIOUS)
means of communication to effects of alcohol
demonstrate the health consequences of -Social workers
IMPROVEMENT OF REPRODUCTIVE HEALTH

consumption, cigarette Avoiding the

and politicians
consuming alcohol, cigarettes and drugs smoking and drug consumption of
consumption on the body alcohol, cigarettes
-Peer educators
7.5. Raising awareness on and drugs
the health consequences
of alcohol, cigarettes and
drugs

Cultural -Caring for and -Writing out advocacy

practices maintaining the 7. Practices Harmful to messages and slogans and
harmful to reproductive adolescent reproductive posters Communication,
reproductive organs in good *practising personal hygiene rules; health -Preparation of session of sensitization and
health health educative talks influencing policy
(taboos, sex *identifying the problem; -Healthy courtship change
mutilation, -Avoiding deviant sexual
ironing of -Advocating to *preparing advocacy messages and practices which are Distinguishing
breasts, stop harmful slogans in the form of solutions to the against nature. values
rape...) emergent problem;
behaviour *identifying target policy makers;
Emergent -Caring for and -Writing out advocacy

40
 harmful maintaining the 8. Emergent behaviour messages and slogans and Communication,
behaviour to reproductive *developing strategy for communication harmful to reproductive posters sensitization and
reproductive organs in good with policy makers; health (homosexuality, -Preparation of session of influencing policy
health health zoophily, pornography...) educative talks change
*giving advocacy messages the widest -Healthy courtship
-Advocating to publicity possible. -Avoiding deviant sexual Identifying needs
stop harmful practices which are and distinguishing
emergent against nature. values
behaviour

Prevalence of Preventing/avoiding *practising of personal hygiene rules; 9. STI, HIV/AIDS (as -Practice hygiene
STIs and STIs and HIV/AIDS *accepting voluntary screening with consequences of emergent rules Respect of -Social workers
HIV/AIDS and/or without sex partner(s); harmful sexual behaviour) -Seek the hygiene rules
REPRODUCTIVE HEALTH

9.1. Gonorrhoea, syphilis, serological status.

*seeking medical attention with
Chlamydia, hepatitis B
or without sex partner(s); -Seek medical -Respect - medical personnel
IMPROVEMENT OF

*respecting medical prescriptions 9.2. HIV/AIDS treatment if sick. medical

and getting complete treatment if prescriptions
sick. 9.3. Prevention of STI, -Stick to one
HIV/AIDS partner
9.4. Hygiene of the
reproductive organs.

41
 MODULE III : ENVIRONMENTAL EDUCATION AND
SUSTAINABLE DEVELOPMENT
Global warming and TIME ALLOCATION
Reducing/mitigating *identifying sources, : 15 10.Greenhouse
Hrs ( 18 PERIODS )-Indigenous -Respect for the Personnel from the
climate change the effects of global consequences of effect and climate techniques of environment Ministry of
warming greenhouse gases and change adaptation to global -aforestation Environment and
10.1. Definition warming and climate -Recycling and Nature Protection
SUSTAINABLE MANAGEMENT OF NATURAL RESOURCES: WATER, AIR, SOIL

advocate against their

10.2. Causes change reduction in
emission; 10.3. Effects greenhouse gas
*participating in 10.4. Indicators of emission
campaigns and climate change and Agricultural
educative talks on the global warming technicians
effects of greenhouse
gases and respect Environmentalists;
rules for minimising
Conservationists
their discharges into
the atmosphere;
*planting trees.
Destruction of the Reducing/mitigating *identifying causes of 11.The ozone layer -Choice of -Respect for the
ozone layer the effects of ozone ozone layer depletion 11.1. Definition appropriate environment
layer destruction and advocating against 11.2. Role of the household apparatus, -Recycling and
ozone layer aerosols with no reduction in ozone
their emission;
11.3.Causes of CFCs depleting substances
*identify destruction
consequences of 11.4. Prevention of
ozone layer depletion destruction
and designing
sensitisation and
educational campaign
talks on these
consequences
*respecting rules for
minimising the
discharges of ozone
depleting substances
into the atmosphere;
*planting trees

42
 CONTEXTUAL
COMPETENCIES RESOURCES
FRAMEWORK
Family of Examples of Category Abilities Life Skills Other
situations situations of actions Actions Essential Knowledge (Aptitudes) (Practice) resources
*identifying the role of 12.Conservation of -Responsible farming -Respect of -Technicians in
biodiversity in the ecosystem Biodiversity technique the law or agriculture
Rupture of Conserving legislation
SUSTAINABLE MANAGEMENT OF NATURAL RESOURCES:

and to the economy;

ecological biodiversity 12.1. Effects of civil -Choice of adapted species -Resources
*educating, raising awareness
equilibrium engineering works, forest -Open- persons in
and sensitising on the exploitation and intensive - Conservation techniques mindedness wildlife and
consequences of biodiversity agriculture on biodiversity forestry
loss; -Communication techniques
*developing civic responsibility 12.2. Gardening (lawns, -Specialist on
and respecting legislation on horticulture, Green Spaces…) management
poaching, over-fishing and over- -Life skills
WATER, AIR, SOIL

12.3. Sensitization and

exploitation of forest and forest
education
resources;
*designing and implementing
projects on biodiversity
conservation and protection.
*identifying disaster occurrence 13. Common natural -disaster monitoring and Humanitarian -Red Cross & Red
cycle; disaster in Cameroon early warning systems response Crescent Society;
Preventing/
*monitoring disaster cycle; 13.1. Causes techniques; practices -National fire
mitigating
13.2. Effects/impact -Evacuation techniques; brigade Corps;
the impart *developing locally specific early
13.3. Prevention -rescue techniques; -Civil Protection
of natural warning systems to mitigate -Aid provision; Department of
Natural disaster/res impact of disaster; -care for the old, young, the Ministry of
disasters toring the *developing simple disaster disabled and weak… Territorial
environme management systems. Administration
nt to its
and
natural
decentralisation;
state
-International Aid
Agencies

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