Abstract
This article deals with research aimed at clarifying the place of levels of knowledge in the chemistry program at the beginning of secondary school in Cameroon. The curriculum is analyzed using the theoretical framework of levels of knowledge (macroscopic, microscopic, symbolic and empirical) established by Dumon et Mzoughi-Khadhraoui in 2014. The results obtained show that, although levels of knowledge are taken into account in the design of school curricula, they remain difficult to exploit because of the lack of specification, making it difficult for teachers to implement. Some suggestions for curriculum designers are proposed.