This study examines the revised 2014 JSS 3 English Language Curriculum in Nigeria through Macalister and Nation’s (2010; 2020) curriculum design framework, with a focus on teaching and learning principles. JSS 3 is a crucial stage in Basic Education, as students’ English proficiency at this level influences their readiness for senior secondary education and broader societal involvement. The analysis assesses the curriculum against three principles from Macalister and Nation’s framework (Learner Autonomy, the Four Strands, and Feedback) to determine its stance on balanced, communicative language learning. Findings suggest that, despite clear objectives, the curriculum remains predominantly teacher-centred, overemphasises language-focused activities, lacks balance among the strands, and offers limited guidance on feedback. To improve these aspects, the study recommends integrating Project-Based Learning (PBL) into the curriculum. Consistent use of PBL is recommended to boost learner autonomy, maintain balance across the four strands, and enhance formative feedback. Furthermore, it is suggested that curriculum planners provide professional development and clear guidelines for PBL, while teachers adapt lessons to include collaborative, real-world projects. These suggestions aim to support curriculum planners and teachers in implementing the curriculum effectively within existing constraints.