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The Pre-primary curriculum design has been developed to embrace the competence based learning approach as stipulated in the basic education curriculum frame-work (BECF). The curriculum design is available in two volumes which cater for children at the pre-primary level in the country. It has been divided into two levels: Level I (pre-primary 1) for children aged four years and Level II (pre-primary 2) for children aged five years.

The curriculum covers the following learning areas: Language, Mathematical, Environmental, Psychomotor and Creative and Religious Education activity areas. Each learning activity area has both the general and specific learning outcomes clearly stipulated. The learning experiences and the key inquiry questions have also been provided specifically to give guidance to the users during the curriculum delivery process.

The curriculum has clearly identified core competences to be acquired by learners as they engage in activities in different learning areas. These core competences include: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital literacy, learning to learn and self-efficacy.

Pertinent and contemporary issues (PCIs) have been integrated into the curriculum design to prepare learners for the ever-changing society specifically in order to address the changing needs of the society and ensure the learner’s safety. These include life skills development through storytelling, living values, moral values and social responsibility.

This curriculum emphasizes hands-on experiences as learners manipulate real objects and models. Interaction with nature is also emphasized whereby learners are encouraged to observe living and non-living things in their immediate surroundings as well as during nature walk, field trips or visits to places of interest.

The CBC curriculum emphasizes holistic development of the learner. This can be achieved by embracing the thematic integrated learning approach which is ideal for teaching learners in their formative stage of development. The themes are derived from things and situations that learners are likely to interact with in everyday life. Each theme is expected to cuts across all the activity areas. Learning at the pre- primary level is expected to be flexible hence a theme may be interrupted to enable learners use an emerging situation as the learning theme for the period.

General Areas in CBC designs for PP1 and PP2

    • Parts of the body
    • My clothes
    • My friends
    • Family members
    • Clothes worn by family members
    • Foods eaten
    • Our house
    • Buildings
    • Utensils
    • Animals
    • Furniture
    • Work done
    • Plants found at home
    • Our class
    • Buildings and structures at school
    • People found at school
    • Things found at school
    • Animals
    • Work done
    • Plants found at school



  1. Language Activities 5
  2. Mathematical Activities 5
  3. Environmental Activities 5
  4. Psychomotor and Creative Activities 8
  5. Religious Education Activities 1
  6. Pastoral Programmes of Instruction (PPI) 1
    Total 25

This is paragraph 2 for posts without the target word.

By Depa

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