FEDERAL MINISTRY OF EDUCATION

NEW REVISED BASIC EDUCATION CURRICULUM

BASIC SCIENCE & TECHNOLOGY

FOR PRIMARY 4

NIGERIAN EDUCATIONAL RESEARCH AND

FAITH, PEACE & PROG
ITY & R ES
UN S

CATIONAL
E DU R
N

E
IA

S
EA
NIGER

RCH

DEVELOPMENT COUNCIL (NERDC)

September, 2025
 FEDERAL MINISTRY OF EDUCATION

NEW REVISED BASIC EDUCATION CURRICULUM

NEW REVISED BASIC EDUCATION CURRICULUM

BASIC SCIENCE & TECHNOLOGY

FOR PRIMARY 4
FA ITH, PEACE & PRO
ITY & G RE
UN SS

TIONA
UCA LR
ED
N

E
IA

NIGERIAN EDUCATIONAL RESEARCH AND DEVELOPMENT COUNCIL (NERDC)

EA
NIGER

RCH

September, 2025
Federal Ministry of Education
NEW REVISED BASIC EDUCATION CURRICULUM
BASIC SCIENCE & TECHNOLOGY PRIMARY 4

© September 2025

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Nigerian Educational Research and Development Council (NERDC)
Headquarters: Lokoja-Kaduna Road, Sheda, PMB 91, Abuja, Nigeria
Phone: (09) 8822202, 8822204, Fax (09) 8821047

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FOREWORD
the Federal Ministry of Education, which mandates, among others, a

S
ince Nigeria's return to democracy over two decades ago, rapid review of the educational curriculum across all levels of
successive administrations have laid emphasis on rejuvenating education to align with skills needed in the labour market.
the education sector for functionality, socioeconomic
turnaround, and over all national development. This is evident in the Pursuant to these, we came up with several reform initiatives and
various national development plans, policy frameworks and well-defined plans for the education sector including the Nigerian
management strategies that have been put in place to address issues Education Sector Renewal Initiative (NESRI). These initiatives clarify
pertaining to education. The overriding objective of these plans, our plans and strategic framework for the actualization of Mr.
programmes and policies, which are well-laid out, is to reform the President's agenda for the education sector. They encapsulate, inter
education system and ensure that the target beneficiaries are well- alia, development of learning contents that will lead to the acquisition
equipped with the requisite skills and capabilities for positive impact of functional knowledge, skills, and competencies. Curriculum
on society. However, critical stakeholders, particularly employers of renewal is a major action point for the realization and achievement of
labour, have expressed concerns about the skill set possessed by the goals and objectives of these initiatives. Our vision in this regard is
many products of the system. There have also been concerns raised to reform the school curriculum, beginning from the foundational
about whether individuals who have undergone our educational st
level, to adequately prepare our learners for the 21 century world.
system are adequately prepared for effective living in the rapidly The learner preprartion, in this context, is broad-based covering
evolving context of the 21st century. There is also the observed science, technology, engineering, mathematics, medicine, and value
learning poverty in the system characterized by lack of foundational
reorientation. This will include building foundational skills in literacy
literacy and numeracy skills among a high percentage of learners at
and numeracy, digital skills development, citizenship and global
the basic education level.
awareness, entrepreneurial competence, and environmental literacy.
Consequently, at various educational and economic development
We are delighted to state that the New Revised Basic Education
fora and discourses, there have been consistent calls for a total
Curriculum (BEC) has adequately covered these issues. The
reform of the education system for optimal performance. Addressing
curriculum is founded on the key pillar of preservation of our national
these and other issues, and meet the demands of Nigerians,
values and heritage even as we strive to produce youths with global
therefore, informed the definitive education development pathway of
competitive advantages. The outcome and competency-based
the Renewed Hope Agenda of President Bola Ahmed Tinubu, GCFR.
approach and enhanced delivery framework adopted in the design
The agenda is clear on the need to develop and implement a modern
and development of this new curriculum is to expose our learners to a
standard curriculum for the Nigeria education sector. The substance
wide range, but interconnected, skill set and knowledge consistent
of the agenda is further amplified in the Ministerial Deliverables for
with the demands of life in the 21st century.
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We shall therefore pursue, aggressively, its implementation through commend the efforts of the Nigerian Educational Research and
massive teacher training and orientation, provision of requisite Development Council (NERDC) for the excellent coordination of the
resources and deployment of competent school quality assurance processes and technical inputs in the design of this new curriculum.
officers. We shall also invigorate and sustain the implementation We also commend all the critical stakeholders, members of the
process through collaborative efforts with the states, communities, academia, teachers, community leaders, policy makers, parents and
civil society groups, and our development partners. learners who participated at various stages of the development
process.
We are aware that the development of the curriculum followed
various stages, best practices, and broadened engagement of a It is our hope that the States, relevant agencies, and all stakeholders
range of stakeholders, learners, parents, education administrators, across the country will ensure effective implementation based on set
expert and professional bodies, and development partners. We out strategic plan to accelerate the achievement of our desired result.

Dr. Tunji Maruf Alausa Professor Suwaiba Said Ahmad

Honourable Minister of Education Honourable Minister of State for education

v
PREFACE
technological, vocational and entrepreneurial skills. These skills are
needed for the country's economic development and individual

E
ducation, no doubt, plays important role as the foremost
effective channel and instrument for providing solid bases, fulfilment in a competitive globalized environment. Thus, the
building blocks, and appropriate mechanisms for economic, philosophy of the new 9-Year BEC is premised on social change,
political, social, cultural, and overall nation's development. The sustainable broad-based economic and national development
current reforms process in the education sector, anchored on the through the acquisition of necessary skills, competencies and values.
Renewed Hope Agenda of the current administration, is strategic in
the effort to place Nigeria on the right track for economic The review, which was anchored on the outcome and competency-
emancipation, human capital development, and social based curriculum framework, commenced with series of
transformation. stakeholders' engagements including the learners. The stakeholders'
engagements culminated in hosting of the National Stakeholders'
To attain all the lofty values of socioeconomic development and Dialogue and High-Level Policy Committee (HLPC) meeting under the
reconstruction enshrined in the reform initiatives as well as those leadership of the Honourable Ministers of Education. The HLPC
contained in global agenda, including the education 2030 agenda considered and approved a new curriculum structure with the
encapsulated in the Sustainable Development Goals (SDGs), there benchmarks and standards that emerged from the stakeholders'
was the need to prioritise curriculum reform across all the levels of engagements and the nationwide needs assessment conducted by
education. Thus, one of the Presidential mandates for the Federal NERDC. The new structure which is driven by the Renewed Hope
Ministry of Education as exemplified in the Ministerial Deliverables is Agenda of Mr. President and the Ministerial Strategic Plan the
to achieve a rapid review of the educational curriculum across all Nigerian Education Sector Renewal Initiative (NESRI) also drew from
levels of education to ensure alignment with skills needed in the the globally agreed goals.
labour market. Furthermore, since the introduction of the revised 9-
One outstanding feature of the new curriculum structure is that it
Year Basic Education Curriculum (BEC) in 2014, the world has
brought about the realignment of the subject listing leading to a
witnessed tremendous transformation shaped by the revolutionary
reduction in number of subjects learners are offered across the class
and evolutionary force of Information Communication Technology
levels. This enabled the removal of redundant concepts, effective
(ICT). There have also been emerging and prevailing issues in
integration of related concepts and skills thereby eliminating the old
health, energy, sports, values, and all other aspects of human
approach to composite subjects. The new structure also created
existence.
opportunity for the full introduction vocational and entrepreneurship
studies at the junior secondary school level.
The issues highlighted above provided basis for the review of the 9-
Year Basic Education Curriculum. This is further strengthened by an The broad goal of the new curriculum, as derived from the new
overriding vision to produce learners with functional, transferable, structure, is to inculcate in learners' critical and foundational skills
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and competencies for citizenship, social orientation, national These generic outcomes provided the basis upon which the themes
productivity and life-long learning. Specifically, the curriculum is and specific learning outcomes were developed. The curriculum
targeted at developing in learners: contents are therefore organized around the specific learning
● generic social skills as well as specialised cognitive, vocational outcomes spread across the thematic areas. The outcomes place
and entrepreneurial skills; clear expectations on the teaching and learning process with
● the consciousness of our national values; emphasis on what the learners can do after undergoing an
● life-long learning; and instructional period. They also inform the teachers, parents,
● talent and skills for self-discovery and societal development. examination bodies and policy makers what knowledge, skills and
competencies the learners are expected to demonstrate at every
Within the framework of these specific targets, generic level-specific
outcomes were formulated across the class levels. At the primary given time in the instructional process. There are also competencies
education level, the curriculum has been designed to help learners that the learners are expected to acquire and exhibit after being
exhibit foundational knowledge, skills and competencies for: exposed to a series of learning experiences under a given topic. These
● reading, writing and language development; competencies are not subject specific but transversal and therefore
● the acquisition of subject matter knowledge and digital can be acquired and applied across all topics in the teaching and
competencies; learning process. These competencies prepare the learners for
● technological, vocational and entrepreneurial trades meaningful living in all circumstances and across geographical
practices; divides.
● problem-solving and creativity capabilities for continuing and
life-long learning; as well as These generic outcomes provided the basis upon which the themes
● emotional intelligence, social values, interpersonal, and specific learning outcomes were developed. The curriculum
leadership and soft skills for character development and contents are therefore organized around the specific learning
citizenship. outcomes spread across each thematic area. The outcomes place
clear expectations on the teaching and learning process The stated
At the Junior Secondary Schools level, the curriculum is geared outcomes emphasize what the learners can do after undergoing an
towards: instructional period. They also inform the teachers, parents,
● the acquisition of subject matter knowledge and examination bodies and policy makers what knowledge, skills and
competencies for further education at the senior secondary competencies the learners are expected to demonstrate at every
level;
given time in the educational process.
● technological, vocational and entrepreneurship practices and
training;
● the inculcation of social values, soft skills for active and There are also competencies that the learners are expected to acquire
effective citizenship; as well as and exhibit after being exposed to a series of learning experiences
● talent discovery and development. pertaining to various contents. These competencies are not subject

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specific but transversal and therefore can be acquired and applied i. Pre-design processes (including needs assessment, stakeholder dialogue,
across all topics in the teaching and learning process. These and setting standards )
competencies prepare the learners for meaningful living in all ii. Planning which involves concepts/strategy formulation,
circumstances and across geographical divides. iii. Writing/review/design which involves the design and drafting of the
curriculum,
The New Revised Basic Education Curriculum (BEC) is learner-centric iv. Critique workshop as well as
and has integrated critical national and global issues as means of v. Editorial and finalization of the curriculum documents.
developing abilities and nurturing creative skills and other valuable vi. Approval protocol
skills in the learners. Furthermore, the teaching and learning of
emerging issues like; Climate change, Artificial Intelligence (AI), A wide spectrum of stakeholders including experts, subjects matter
biosafety, security, robotic, peace education, blue and green specialists, teachers, teacher educators, policy makers, employers of labour,
curriculum have been fully embedded into the curriculum. The parents, and learners participated at each of these stages. We acknowledge
introduction of these emerging issues and other core elements of the invaluable contributions of these stakeholders.
learning was based on the BEC fundamental principles of
interdisciplinary learning, ethical and social responsibility, resilience I acknowledge the efforts of the NERDC Staff who worked relentlessly to
and inclusivity. It also embodied aspects of the 21st Century Skills ensure the successful completion of the development of the curriculum within
including critical thinking, problem solving, information literacy and the scheduled period. I would like to posthumously acknowledge and
digital skills, communication and collaboration, global citizenship and appreciate my predecessor, the late Professor Ismail Junaidu, who
cultural awareness, creativity and innovation. Moreover, it captured commenced the process for developing the new curriculum prior to his demise
issues of entrepreneurship, environmental and sustainability in July 2024 while still in active service. I extend my profound gratitude to the
education and financial literacy. These issues and aspects were covered in Executive Secretary of the Universal Basic Education Commission (UBEC) and
the curriculum based on systematic curriculum design process and standards that the management team for financially supporting the entire review process.
prevented content overload.
I extend my sincere gratitude to the Honourable Minister of Education and
The curriculum review process followed the established process of NERDC's Honourable Minister of State for Education for their invaluable support and
curriculum and material development, namely: visionary leadership in our endeavour to make education accessible to all
Nigerian children, regardless of their circumstances.

Professor Salisu Shehu

Executive Secretary, NERDC

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 approach and is diverse to cover critical basic foundational
knowledge, concepts, and skills on science, technology,
Introduction
engineering, health and wellbeing. These are as well significant
The review of the Basic Education Curriculum was necessitated by
aspects of STEM/STEAM education and curriculum design.
factors and contexts related to curriculum cycle, expansion of
Learners will engage with national and global issues through context-
knowledge, technological advancement, new policy initiatives, and
based lessons that promote critical thinking and social responsibility.
emerging development issues and best practices. These have broad
Concepts and contents that are fundamental to the learners' overall
and specific effects on the nature, features and elements of each
development, growth and effective contribution in human
subject curriculum. This is especially pertaining to the approach, and
development are integrated into the curriculum, ensuring they gain a
philosophy adopted during the curriculum development process.
broader understanding of their role as global citizens.
Moreover, the factors and contents are significant for the
identification and selection of curricula objectives, outcomes,
The curriculum incorporates major structural components like
themes, contents, delivery strategies, resources, and evaluation
themes, learning outcomes, and focal competencies, including
guides.
topics, performance objectives, content, learning activities,
resources, and evaluation guides. Its' distinct features of
The New Revised Basic Science Technology (BST) is a
interdisciplinarity, compliance with ICT, and activity-driven learning
competency and outcome-based one which aims at developing in
significantly add to its international applicability and competitiveness.
learners essential skills for mastery and application. The competency
It also adopts a student-centred teaching style as suggested by the
framework provides clear expectations, dictates fundamental skills
curriculum overall goals and progressively shits responsibility to the
and promotes all inclusive growth for learners. The curriculum is
learners. Through this, learners not only acquire conceptual
profoundly skill based, practical and result oriented.
knowledge but also and importantly acquire the necessary skills for
Furthermore, the design and delivery process of this curriculum
functional living in society. Thus, expectations on the learners go
remains thematic, spiral, cyclical and concentric whereby learning
beyond classroom experiences to their everyday lives.
contents are graduated, sequenced, and replicated across the class
levels to align with learners' maturation and cognition. The
General Objectives of the BST curriculum
curriculum approach focused on knowledge, skills and competencies.
The New Revised Basic Science and Technology Curriculum is
The overriding learning experiences, and achievement of the
expected to enable the learner to:
curriculum are geared towards what learners can do skillfully,
o develop interest in science and technology;
thereby making it learner-centred, performative, and result oriented.
o acquire basic knowledge and skills in science and
technology;
The New Revised BST curriculum is based on a multi-disciplinary

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 o apply scientific and technological knowledge and skills to Delivery/learning activities and resources
meet contemporary social needs; The effective implementation of this curriculum will require that:
1. Teachers adopt instructional strategies that will promote effective
o take advantage of the numerous career opportunities
learner engagement and active participation.
provided by science and technology; 2. Teachers use varieties of instructional resources to promote deep
o become prepared for further studies in science and and meaningful learning.
technology; 3. Teachers adopt a new lesson plan that incorporates all the critical
o avoid drug abuse and related vices; and; elements of the curriculum. A sample has been developed and
o be safety and security conscious. included in the teachers' guide.
4. Copies of the curriculum be made available to every school teacher
and much emphasis placed on its use in order to achieved stated
Overview of the content coverage
objectives.
The table below provides an overview of the content coverage for the BST
curriculum 5. Regular workshops are organised for teachers, supervisors and
quality assurance officers on how to interpret and use the
Themes Learning Outcome Topic curriculum.
6. Teachers adopt assessment practices that are aligned to the
Living and Non- Describe the distinct Non-living
competency and outcome-based approach. NERDC has developed a
Living Things properties, classification and uses Things:
simple to use assessment framework to support the implementation
of rocks based on their physical Rocks
of curriculum. Schools and teachers should leverage on the
characteristics
framework to ensure effective assessment.
Energy Identify sources and uses of light, Light Energy
and demonstrate how light is Proper implementation of this curriculum will have far-reaching benefits for
reflected using mirrors
Nigeria's educational system and society as a whole. By equipping learners
Identify types of electricity and Basic Electricity with essential knowledge, skills and competencies prescribed in this
perform basic experiments on curriculum, the country will produce more articulate, confident, and globally
static electricity competitive citizens. The learners will also be better prepared to excel in
Science, Construct shapes using different Shape Construction higher education and contribute meaningfully to Nigeria's economic and
Technology and materials and tools, applying with Paper, Wood social development.
Development folding and bending methods or Metal
Identify simple machines and Simple Machines In sum, this curriculum offers an exciting, enriching, and transformative
construct basic lever-based journey that transcends classroom learning; it is a key to unlocking the
machines using local materials limitless potential of every learner in Nigeria's classrooms.
Identify different types of vehicles, Vehicles
their uses, and construct simple Dr Garba Dahiru Gandu
vehicle models. Director Curriculum Development Centre
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 TABLE OF CONTENTS

Page Number
Forward ii.
Preface iv.
Introduction vii.
Class level Theme Topic
Our Environment Changes in Nature 1
Developmental Changes in Plant 5
Growth and Developmental Changes in Animals 6
Primary 4 Exploring Other Parts of the Environment: Water 8
Living and Non-living Human Body: The Mouth 11
Matter Human Body: The Teeth 12
Non-Living Things: Rocks 13
Energy Light Energy 15
Basic Electricity 17
Science, Technology and Shape Construction with Paper, Wood or Metal 19
Development Simple Machines 21
Vehicles 23

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 BASIC SCIENCE & TECHNOLOGY CURRICULUM

Theme: Our Environment Primary 4

Learning Outcome: Identify and differentiate between temporary and permanent changes thro ugh observation and experiments
Focal Competence: Observing the differences between temporary and permanent changes of objects in the environment
TOPIC PERFORMANCE CONTENT- KEY LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES ACTIVITIES LEARNING GUIDE
SKILLS AND VALUES RESOURCES
Changes in Pupils should be able Knowledge: Collaboration as Pupils are guided to: · Immediate school Pupils to:
Nature to: 1. Temporary pupils’ value 1. Take a nature walk surrounding 1. state the meaning
1. observe changes in (reversible) individual around the school · Water of temporary and
their surroundings; changes: contributions made environment to · Candle stick permanent
2. define temporary · Meaning of by each team as they observe and · Table salt changes;
and permanent temporary take turns to describe describe changes · Wood 2. give examples of
change; change observed changes in in their · Pieces of paper temporary and
3. identify temporary · Temporary their surrounding as surroundings. · Matches permanent changes
and permanent changes in the well as stating the 2. Engage in an · Vaseline in their
changes in their surrounding. meaning of interactive (petroleum jelly surroundings;
surroundings; 2. Permanent temporary and discussion stating balm) 3. classify the melting
4. state the difference (irreversible) permanent changes. the meaning of · Nails of candle wax,
between temporary changes: temporary and burning of paper,
Communication as
and permanent · Meaning of permanent rusting of nail,
pupils effectively
changes; permanent changes. dissolving salt in
convey and share
5. conduct simple changes 3. Dissolve some water as temporary
information/ideas
experiments on · Permanent table salt in water, or permanent
orally, in writing and
permanent and changes in the discuss ways of changes;
through other
temporary changes. surrounding. recovering the salt, 4. state the
scientific means of
3. Differences try-out their differences between
communication like
between suggestions and temporary and
diagrams, tables,
temporary and recover the salt. permanent
charts, graphs, etc.
permanent 4. Burn a piece of changes.
changes. paper and try to
recover the paper.

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 BASIC SCIENCE & TECHNOLOGY CURRICULUM

Theme: Our Environment Primary 4

Learning Outcome: Identify and differentiate between temporary and permanent changes thro ugh observation and experiments
Focal Competence: Observing the differences between temporary and permanent changes of objects in the environment
TOPIC PERFORMANCE CONTENT- KEY LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES ACTIVITIES LEARNING GUIDE
SKILLS AND VALUES RESOURCES

Skills 5 Vaseline
1. Carrying out a (petroleum jelly)
simple balm over a flame
experiment on and then recover
temporary and the semi-solid
permanent balm.
changes. 6. Burn a piece of
2. Recording wood and describe
observations what happened to
during the wood. Let
experiment in pupils try to
tables. recover the wood.
3. Interpreting Ask if they were
observations. successful?
7. Light a candle and
watch it burn, then
describe the part
of the candle stick
that could be
recovered (the
wick or the candle)
and why?

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 BASIC SCIENCE & TECHNOLOGY CURRICULUM

Theme: Our Environment Primary 4

Learning Outcome: Identify and differentiate between temporary and permanent changes thro ugh observation and experiments
Focal Competence: Observing the differences between temporary and permanent changes of objects in the environment
TOPIC PERFORMANCE CONTENT- KEY LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES ACTIVITIES LEARNING GUIDE
SKILLS AND VALUES RESOURCES

8. Soak and leave

some nails in water
over a weekend,
observe and
describe the
changes that
happened to the
nails.
9. Group the changes
that occurred
during the activities
as temporary and
permanent
changes.
10. Make operational
definitions of
permanent and
temporary changes.
[Link] on nature walk
around the school to
observe and note
the temporary and
permanent changes
around.

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 BASIC SCIENCE & TECHNOLOGY CURRICULUM

Theme: Our Environment Primary

Learning outcome: Observe and describe visible changes in plants, and identify the causes of various changes and interactions in the environment
Focal competence: Identifying the causes of various changes and interactions in the environment
TOPIC PERFORMANCE CONTENT- KEY LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES ACTIVITIES LEARNING GUIDE
SKILLS AND VALUES RESOURCES

Knowledge: Environmental Literacy Pupils are guided · The school

Developmental Pupils should be able Pupils to:
[Link] in plants as pupils effectively convey to: surroundings
Changes in to: 1. state observable
e.g. leaf fall, and share 1. In group take · Video clips of
Plants 1. describe changes changes in
flower and fruits,information/ideas amongst natures walk simulated
in plants and plants;
etc. them and demonstrate around and in changes in
animals; 2. explain why
[Link] of knowledge and the school plants
2. state the major changes occur
changes in understanding of the garden or · Functional
causes of the in plant;
plants. environment and the environment to Computer set or
observed changes 3. create a table
circumstances and observe various smart phones
in plants and of changes in
conditions affecting it, plants and with internet
animals; Skills: plants and the
particularly as relates to animals, and
3. record the [Link] facility causes of such
causes of changes in plants write notes of
observed changes. changes in plants changes.
and animals. various changes
and animals in a
Collaboration as pupils in plants during a
tabular form.
assumed shared nature walk.
2. Analysing and
responsibility for 2. Watch a video
interpreting
collaborative work, and clip simulating
information.
value the individual various changes
contributions made by each in plants.
team member to discuss 3. Discuss the
the nature and causes of nature of the
changes in plants and observed changes
animals. and their causes.

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 Produced by:
Nigerian Educational Research and
Development Council (NERDC)