Teaching the National Curriculum and the Pupil-Outcomes Framework

Rationale

The reformed curriculum, anchored in Decreto-Legislativo n.º 13/2018, defines the objectives, capacities and attitudes every Cape Verdean pupil must develop across the Ensino Básico cycles. The Plano de Estudos do Ensino Básico Formal prioritises foundational literacy and numeracy in the first cycle and introduces competency areas, early foreign-language communication, and cross-cutting themes in later cycles. Teachers who cannot translate these legal instruments into coherent daily instruction risk negative performance evaluation under Estatuto Arts. 31-32 and cannot demonstrate the curriculum fidelity that the annual avaliação de desempenho requires. This course equips participants to read, interpret and deliver the reformed curriculum, to differentiate it for all learners including those with special educational needs, and to document their delivery for the performance dossier.

Part I: Foundations (Lessons 1-4)

Lesson 1. The legal architecture of the curriculum

Participants examine how Decreto-Legislativo n.º 13/2018 and the Plano de Estudos do Ensino Básico Formal function as the binding legal instruments governing what is taught in Cape Verdean basic education. The lesson traces the hierarchy from the Lei de Bases do Sistema Educativo through the curriculum decree to the study plan, clarifying that the Plano de Estudos is not a suggestion but a statutory document. Participants analyse the structure of the decree, identifying the articles that define objectives, capacities and attitudes, and the study plan sections that specify cycle-by-cycle content. The activity requires participants to locate and annotate the relevant articles in their own copies of the documents. After this lesson, participants can explain the legal force of the curriculum instruments and identify the specific provisions that govern their teaching level.

Lesson 2. The pupil the curriculum aims to form

This lesson reads the objectives of Decreto-Legislativo n.º 13/2018 as a target profile of the graduating basic-education pupil. Participants work through the stated capacities and attitudes: critical thinking, democratic citizenship, environmental responsibility, cultural identity and lifelong learning. The lesson connects these to the broader system aims in the Lei de Bases, showing how the curriculum operationalises national values. Participants create a visual profile of the pupil the curriculum intends to produce, mapping each objective to a classroom practice. After this lesson, participants can articulate the holistic formation goal of the curriculum and align their teaching intentions with the statutory pupil profile.

Lesson 3. National aims and values in daily teaching

Participants explore how the Lei de Bases system aims, human rights, tolerance, solidarity, participation and national identity, must be embedded in everyday curriculum delivery rather than treated as separate topics. The lesson uses the statutory language of the Lei de Bases to show that these values are not optional additions but constitutive elements of the formation process. Participants analyse sample lesson plans to identify where values are already present and where they could be strengthened. The activity requires rewriting a subject lesson to integrate one national aim explicitly. After this lesson, participants can identify the value dimension in any curriculum objective and design lessons that advance national aims through subject content.

Lesson 4. Structure of the Ensino Básico Formal cycles

This lesson maps the cycle structure of the Ensino Básico Formal as defined by the Plano de Estudos: the first cycle (1st-4th years) with its foundational-literacy and numeracy priority, and the later cycles (5th-6th and 7th-8th years) with expanding competency areas and early foreign-language introduction. Participants learn the statutory rationale for the cycle division and the progression expectations between cycles. The lesson uses the study plan tables to show how time allocation, subject weighting and assessment modalities shift across cycles. Participants construct a cycle-overview chart for their own teaching level. After this lesson, participants can explain the structure and priorities of each cycle and position their own teaching within the progression.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Foundational literacy in the first cycle

Participants study the statutory priority for reading and writing in the first cycle as stated in the Plano de Estudos. The lesson covers the specific literacy competencies pupils must develop by the end of the 4th year: decoding, comprehension, fluency and basic written production. Participants practise designing a literacy block that allocates time according to the study plan recommendations and uses the prescribed methods. The activity includes analysing pupil work samples against the cycle benchmarks. After this lesson, participants can plan and deliver first-cycle literacy instruction that meets the curriculum expectations and can assess pupil progress against the defined competencies.

Lesson 6. Foundational numeracy in the first cycle

This lesson addresses the statutory priority for number sense and early algebraic thinking in the first cycle. Participants examine the numeracy competencies defined in the Plano de Estudos: counting, number operations, patterns, measurement and early problem-solving. The lesson demonstrates how to sequence numeracy learning across the first-cycle years, using concrete materials appropriate to Cape Verdean classroom conditions. Participants practise designing a numeracy lesson that builds conceptual understanding before procedural fluency. After this lesson, participants can plan and deliver first-cycle numeracy instruction aligned to the curriculum and can diagnose common numeracy difficulties.

Lesson 7. Introducing science and technology early

Participants learn how the Plano de Estudos introduces scientific and technological competencies from the first cycle, building observation, questioning and experimentation attitudes. The lesson covers the statutory science and technology objectives for each cycle, showing progression from simple exploration to systematic investigation. Participants practise designing low-cost, locally relevant science activities that meet the curriculum objectives without requiring laboratory equipment. The activity includes mapping a science topic across the three cycles to ensure coherent progression. After this lesson, participants can plan and deliver science and technology lessons that develop the statutory competencies using available resources.

Lesson 8. Expressive and artistic areas

This lesson covers the statutory expressive and artistic strand of the curriculum: visual arts, music, drama and physical expression. Participants examine the Plano de Estudos objectives for each expressive area and the time allocation requirements. The lesson emphasises that expressive areas are not optional enrichment but compulsory components of the pupil's formation. Participants practise designing an integrated expressive activity that connects to a subject area while meeting the expressive objectives. After this lesson, participants can plan and deliver expressive-arts lessons that meet the curriculum requirements and can integrate expression across the school day.

Lesson 9. Introducing English and French in later cycles

Participants study the statutory introduction of English and French as foreign languages in the later cycles of basic education. The lesson covers the Plano de Estudos objectives for early foreign-language communication: listening comprehension, speaking, basic reading and writing, and intercultural awareness. Participants practise designing a beginner-level foreign-language lesson that builds oral confidence before written production. The activity includes selecting culturally appropriate materials that reflect Cape Verde's international connections. After this lesson, participants can plan and deliver foreign-language lessons that meet the curriculum objectives for early communication competence.

Lesson 10. Citizenship and civic formation

This lesson addresses the statutory requirement for citizenship and civic formation across the curriculum. Participants examine the Lei de Bases objectives for democratic participation, human rights, tolerance and solidarity, and learn how these are operationalised in the Plano de Estudos. The lesson demonstrates how to teach civic concepts through subject content rather than as isolated lessons. Participants practise designing a civic-formation activity that engages pupils in democratic decision-making or community analysis. After this lesson, participants can integrate citizenship education into their subject teaching and can design activities that develop pupils' civic competencies.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Cross-cutting themes: health, environment, gender

Participants learn how the curriculum requires integration of cross-cutting themes: health education, environmental awareness and gender equality. The lesson draws on the Lei de Bases aims and the national curriculum common core, including the reported treatment of gender and sexuality. Participants analyse a subject curriculum to identify natural entry points for each theme. The activity requires designing a thematic unit that addresses one cross-cutting theme while meeting subject objectives. After this lesson, participants can identify cross-cutting theme opportunities in any curriculum area and can design integrated units that address multiple statutory requirements simultaneously.

Lesson 12. Planning coherent units against objectives

Participants learn backward design from the Decreto-Legislativo n.º 13/2018 objectives: starting with the desired pupil outcomes, then designing assessments and finally planning learning activities. The lesson uses the statutory objectives as the non-negotiable starting point for unit planning. Participants practise writing a unit plan that aligns objectives, assessment and instruction for a two-week sequence. The activity includes peer critique against a checklist derived from the curriculum decree. After this lesson, participants can plan coherent instructional units that are explicitly aligned to the statutory objectives and that produce evidence of pupil learning.

Lesson 13. Differentiating the curriculum for all learners

Participants learn to adapt the common curriculum for pupils with special educational needs while maintaining entitlement to the same objectives. The lesson draws on the inclusive-education principles of Decreto-Lei n.º 9/2024 (REPORTED) and the Lei de Bases educação especial provisions. Participants practise differentiating a standard lesson plan by adjusting content, process, product and environment. The activity includes writing a differentiation note for a pupil with an Individual Educational Plan. After this lesson, participants can differentiate the national curriculum for diverse learners without lowering expectations and can document adaptations for the performance dossier.

Lesson 14. Transition and continuity across cycles and to secondary

This lesson addresses the statutory requirement for coherent progression across the Ensino Básico cycles and into secondary education. Participants examine the Plano de Estudos transition provisions and the Estatuto Art. 37 provisions on level transitions. The lesson identifies common discontinuities in curriculum delivery and strategies to ensure pupils build on prior learning. Participants practise designing a transition activity that bridges two cycles in a specific subject. After this lesson, participants can identify and address transition gaps in their own school context and can collaborate across cycles to ensure curriculum continuity.

Lesson 15. Reflecting on delivery for performance evaluation

Participants learn to document their curriculum delivery as evidence for the annual avaliação de desempenho under Estatuto Arts. 31-34. The lesson covers what artefacts demonstrate curriculum fidelity: unit plans, lesson plans, pupil work samples, assessment records and differentiation documentation. Participants compile a sample dossier entry that shows how their teaching aligns with the statutory curriculum objectives. The activity includes self-assessment against the performance evaluation criteria. After this lesson, participants can assemble a defensible performance dossier that demonstrates systematic curriculum delivery and can reflect on their practice for professional growth.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.