CURRICULUM
The Structure of the 9-Year Basic Education Curriculum
| Lower Basic education Curriculum | Middle Basic Education Curriculum | Upper Basic Education Curriculum | ||||||||||
| PRIMARY 1-3 | PRIMARY 4-6 | JSS1-3 | ||||||||||
| Core Compulsory Subjects | Core Compulsory Subjects | Core Compulsory Subjects | ||||||||||
| 1. | English Studies | 1. | English Language | 1. | English Language | |||||||
| 2. | One Major Nigeria Language (Hausa, Igbo | 2. One Major Nigeria Language (Hausa, Igbo | 2. One Major Nigeria Language (Hausa, Igbo | |||||||||
| or Yoruba) | or Yoruba) | or Yoruba) | ||||||||||
| 3. | Mathematics | 3. | Mathematics | 3. | Mathematics | |||||||
| 4. | Basic Science and Technology | 4. | Basic Science | 4. | Basic Science | |||||||
| 5. | Social studies | 5. | Social Studies | 5. | Social Studies | |||||||
| 6. | Civic Education | 6. | Civic Education | 6. | Civic Education | |||||||
| 7. | Cultural and Creative Arts (CCA) | 7. | Cultural & Creative Arts | 7. | Cultural & Creative Arts | |||||||
| 8. | Christian Religious Studies/ Islamic | 8. | Christian Religious Studies | 8. | Christian Religious Studies | |||||||
| Studies | 9. | Physical and Health Education (PHE) | 9. | Physical and Health Education (PHE) | ||||||||
| 9. | Physical and Health Education (PHE) | 10. Computer Studies/ ICT | 10. Basic Technology | |||||||||
| 10. Computer Studies/ICT | 11. Computer Studies/ ICT | |||||||||||
| Elective Subjects | Elective Subjects | Elective Subjects | ||||||||||
| 1. | Agriculture | 1. | Agriculture | 1. | Agriculture | |||||||
| 2. | Home Economics | 2. | Home Economics | 2. | Home Economics | |||||||
| 3. | Arabic Language | 3. | Arabic Language | 3. | Arabic Language | |||||||
| 4. | Business Studies | |||||||||||
| Note: | Note: | Note: | ||||||||||
| Must offer 1 elective but not more than 2. | Must offer 1 electivebut not more than 2. | Must offer1 elective, but not more than 3. | ||||||||||
| Source: NERDC (2008). | ||||||||||||
| Table 2(a). Lower Basic Education Curriculum (Primaries 1-3) | ||||||||||||
| Subjects | Explanatory Notes | |||||||||||
| • | Official national language | |||||||||||
| 1. English Studies | • Medium of instruction in schools | |||||||||||
| • | The subject predisposes itself for the infusion of the following Road Safety Education, Disaster Risk | |||||||||||
| Reduction Education, Consumer Education. | ||||||||||||
| • | Subject includes Literature-in-English | |||||||||||
| 2. Mathematics | • | Fundamental discipline for science and technological development | ||||||||||
| • | Important in everyday life | |||||||||||
| 3. | Nigerian Languages (One Nigerian | • | National Policy on Education (NPE) stipulates that the medium of instruction should be the language of the | |||||||||
| immediate environment of the child. | ||||||||||||
| Language) | ||||||||||||
| • | Schools are free to select such Nigerian Language to be taught. | |||||||||||
| 4. Basic Science and Technology (BST) | • | Each of the listed components will serve as themes for the Basic Science and Technology Curriculum | ||||||||||
| • Basic science | • Climate change is part of the Basic Science theme | |||||||||||
| • Basic Technology | • | Disaster Risk Reduction Education and Consumer Education are infused into Basic Science and Technology | ||||||||||
| • | Physical and Health Education | Curriculum | ||||||||||
| • | Information Technology (IT) | • Create enabling environment for the subject in all schools by making computer available in schools. | ||||||||||
- Religion and National Values (RNV) • Listed components will serve as themes in the Religion and National Values Curriculum
| • Christian Religious Studies/Islamic | • Contents are planned for all children to take Social Studies, Civic education and Security Education themes | ||
| Studies | • | Separate classes should be run for CRS theme and IS theme | |
| • | Social Studies | • Consumer Education, Disaster Risk Education and Peace and Conflict Resolution curricula are infused into | |
| • Civic Education | the Civic Education, Social Studies and Security Education themes | ||
| • | Security Education | • | Create enabling environment for the subject in all schools |
- Cultural and Creative Arts (CCA)• Important for preservation of our cultural heritage and fostering creativity.
| 7. Arabic Language | • Optional |
Note:
- Minimum of 6 subjects; Maximum of 7 subjects
- Emphasis should be on basic concepts and their explanations
- Teaching and learning activity must be creative, innovative, and practical.
- Avoid content repetitions across themes and subjects
- Admit only basic contents from old curriculum.
Source: NERDC, 2013.
Table 2(b). Middle Basic Education Curriculum (Primaries 4-6)
| Subjects | Explanatory Notes | ||||
| • | Official national language | ||||
| 1. English Studies | • Medium of instruction in schools | ||||
| • | The subject predisposes itself for the infusion of the following: Road Safety Education, Disaster Risk | ||||
| Reduction Education, Consumer Education. | |||||
| • | Subject include Literature-in-English | ||||
| 2. Mathematics | • | Fundamental discipline for science and technological development | |||
| • | Important in everyday life | ||||
| 3. | Nigerian | Language | (One Nigerian | • | Schools are free to select such Nigerian language to be taught. |
| Language) | |||||
| 4. Basic Science and Technology (BST) | • | Each of the listed components will serve as themes for the Basic Science and Technology Curriculum | |||
| • Basic science | • Climate change is part of the Basic Science theme | ||||
| • Basic Technology | • | Disaster Risk Reduction Education and Consumer Education are infused into Basic Science and | |||
| • | Physical and Health Education | Technology Curriculum | |||
| • | Information Technology (IT) | • Create enabling environment for the subject in all schools by making computer available in schools. | |||
| 5. Pre-Vocational Studies | • | Each of the listed components will serve as themes for the Pre-Vocational Studies | |||
| • | Home Economics | ||||
| • | Consumer Education is infused into Pre-Vocational Studies | ||||
| • | Agriculture | ||||
| • | Create enabling environment for the teaching of pre-vocational studies in schools | ||||
| • | Entrepreneurship | ||||
| 6. Religion and National Values (RNV) | • | Listed components will serve as themes in the Religion and National Values Curriculum | |||
| • | Contents are planned for all children to take Social Studies, Civic Education and Security Education | ||||
| • Christian | Religious | Studies/Islamic | |||
| themes | |||||
| Studies | |||||
| • | Separate classes should be run for CRS theme and IS theme | ||||
| • | Social studies | ||||
| • | Consumer Education, Disaster Risk Education and Peace and Conflict Resolution curricula are infused | ||||
| • Civic Education | |||||
| into the Civic Education, Social Studies and Security Education themes | |||||
| • | Security Education | ||||
| • | Create enabling environment for the subject in all schools | ||||
| 7. Cultural & Creative Arts(CCA) | • | Important for preservation of our cultural heritage and fostering creativity | |||
| 8. French Language | • | Nigeria’s second official language | |||
| • | Nigeria is surrounded by Francophone countries | ||||
| • | The study of French Language will make our children more competitive at the global level. | ||||
| 9. Arabic Language | • | Optional | |||
Note:
- Minimum of 8 subjects; Maximum of 9 subjects
- Emphasis should be on basic concepts and their explanations
- Teaching and learning activities must be creative, innovative, and practical.
- Avoid content repetitions across themes and subjects
- Admits only basic contents from old curriculum
| Table 2(c). Upper Basic Education Curriculum (Juniour Secondary 1-3) | |
| Subjects | Explanatory Notes |
| • | Official National Language | |||
| 1. | English Studies | • Medium of Instruction in schools | ||
| • | The subject predisposes itself for the infusion of the following Road Safety Education, Disaster Risk | |||
| Reduction Education, Consumer Education. | ||||
| • | Subject include Literature-in-English | |||
| 2. | Mathematics | • | Fundamental discipline for science and technology development | |
| • | Important of everyday life | |||
| 3. | Nigerian Languages | (One Nigerian | • | Schools are free to select such Nigerian language to be taught. |
| Language) | ||||
- Basic Science and Technology (BST)• Each of the listed components will serve as themes for the Basic Science and Technology Curriculum
| • Basic science | • Climate change is part of the Basic Science theme | ||
| • Basic Technology | • | Disaster Risk Reduction Education and Consumer Education are infused into Basic Science and | |
| • | Physical and Health Education | Technology Curriculum | |
| • | Information Technology (IT) | • Create enabling environment for the subject in all schools by making computer available in schools. | |
| 5. Pre-Vocational Studies | • | Each of the listed components will serve as themes for the Pre-Vocational Studies | |
| • | Home Economics | ||
| • | Consumer Education is infused into Pre-Vocational Studies | ||
| • | Agriculture | ||
| • | Create enabling environment for the teaching of pre-vocational studies in schools | ||
| • | Entrepreneurship | ||
| 6. Religion and National Values (RNV) | • | Listed components will serve as themes in the Religion and National Values Curriculum | |
| • | Contents are planned for all children to take Social Studies, Civic education and Security Education | ||
| • Christian Religious Studies/Islamic | |||
| themes | |||
| Studies | |||
| • | Separate classes should be run for CRS theme and IS theme | ||
| • | Social studies | ||
| • | Consumer Education, Disaster Risk Education and Peace and Conflict Resolution curricula are infused | ||
| • Civic Education | |||
| into the Civic Education, Social Studies and Security Education themes | |||
| • | Security Education | ||
| • | Create enabling environment for the subject in all schools | ||
| 7. Cultural & Creative Arts(CCA) | • | Important for preservation of our cultural heritage and fostering creativity | |
| • | Tourism is a theme in Cultural and Creative Arts Curriculum | ||
| 8. Business Studies | • | It is desirable for every child to have some idea of business enterprise | |
| • | Enterprise is treated in Business Studies | ||
| • Consumer Education is infused into Business Studies Curriculum | |||
| 9. French Language | • | Nigeria’s second official language | |
| • | Nigeria is surrounded by Francophone countries | ||
| • | The study of French Language will make our children more competitive at the global level | ||
| 10. Arabic Language | Optional | ||
