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The Curriculum


In order to realise educational objectives, the curriculum should be conceptualised as a structure that articulates required experiences. For this, it should address some basic questions:

(a) What educational purposes should the schools seek to achieve?

(b) What educational experiences can be provided that are likely to achieve these purposes?

(c) How can these educational experiences be meaningfully organised?

(d) How do we ensure that these educational purposes are indeed being accomplished?

The following definition of curriculum is comprehensive and critical for the JSSPS Curriculum: The curriculum is the plans made for guiding learning in the school, usually represented in retrievable documents of several levels of generality, and the actualization of those plans in the classroom, as experienced by the learners and as recorded by an observer; those experiences take place in a learning environment that also influences what is learned.

The JSSPS Curriculum gets its lead from National Curriculum Framework (NCF 2005). The paramount guiding principles as proposed by NCF-2005 are

  • Connecting knowledge to life outside the school,
  • Ensuring that learning is shifted away from rote methods,
  • Enriching the curriculum to provide for overall development of children rather than remain textbook centric,
  • Making examinations more flexible and integrated into classroom life.

Curriculum is constructed with the aim of enabling children to make sense of life and develop their potential, to define and pursue a purpose and sensitivity to other’s well-being and feelings together with knowledge and understanding of the world. Vision and Mission of the school define the broader aims of the curriculum.


To provide stimulating world class education for life.


To impart complete education creating confident world citizens with a keen sense of commitment, social awareness and responsibility.

JSSPS strives to develop the following in each student:

  • To be independent thinkers, skilful communicators, and lifelong learners and global citizens.
  • Foster a sense of individual responsibility, self-discipline, self-reliance, and respect
  • The ability to think rationally, solve problems, follow principals of logic, employ various

modes of inquiry, use and evaluate knowledge, and develop positive attitudes towards intellectual activity.

  • Decision making skills in selecting personal life-long learning goals and the means to attain them.
  • Moral integrity, a commitment to truth and values, and the sound judgment to evaluate events and phenomena.
  • Knowledge of value systems, a concern for humanity and an appreciation and respect of different cultures.
  • Self-control and the willingness to accept the responsibility for one’s own decisions and their consequences.
  • The ability to engage in constructive self-criticism, yet promote and maintain a positive self-image.
  • A concern and respect for the environment and use of natural resources.
  • Productive and satisfying relationships with others based on respect, trust, cooperation and caring.
  • An understanding of one’s cultural heritage and a familiarity with the achievements of the past that have inspired and influenced humanity.
  • Orient students to the world of technology and media, developing familiarity, competence, and awareness of the tools they will need as they continue their learning process.
  • An understanding and appreciation of global interrelationships in order to be prepared for opportunities and challenges of a constantly changing world.
  • An appreciation of the unique opportunities offered by living and learning in the U.A.E