Learning at ASPAM Indian International School – Sharjah





PRIMARY (Grade 1 to Grade 4)






Our approach to academic development of children is to start from an acknowledgement that every child is different. Each child has different learning styles, interests, cultural and educational backgrounds therefore individual development of each child is not necessarily a simple linear progression. As a result, what’s required is a level of personalisation that ensures that the learning meets each child ‘where they are’, rather than attempting to deliver teacher-centric lessons as if ‘one size fits all’.

Learner-centric modern education fundamentally, is where teachers act more as facilitators and less as deliverers of knowledge. It requires that educators ‘teach’ less and instead focus their energies on facilitating the child’s learning.


The Indian education system has a reputation for academic rigour that has enabled enormous numbers of young people to acquire the knowledge base to then go on and succeed in education and a vast array of fields throughout the world. CBSE is the largest of India’s national examination boards and over the past 5-10 years has shown itself to be the most innovative in adapting and moulding its curriculum and encouraging changes in School curriculum delivery to make it relevant and effective in the Twenty First Century.

Most prominent among these changes have been the changes in methods by which children’s learning is assessed, with reduced importance given to the old, traditional examinations and a greater stress on continuous and formative assessment. This acknowledges that learning is a lifelong journey, driven by the learner and their motivation. Formative assessment gives greater emphasis to the processes by which the young learner can improve and move forward, instead of merely taking a snapshot of where they have reached and testing their ability to memorize and pass an exam. It spends more time looking forwards, and less time looking backwards!


At ASPAM Indian International School, education is focused on creating real-life personalized – “authentic” learning experiences for students—these experiences enable them to produce work that is meaningful to them and that has value beyond school. Significant connections are established among diverse subject areas through an integrated curriculum.

The aim is not to ‘cover’ the syllabus, but to provide children practice in the skills to ‘uncover’ it, so that they are able to satisfy their innate curiosity about the world around them to find answers. In this way, they learn the vital skill of asking ‘smart’ questions – of far greater significance when so much factual knowledge is available at the touch of a button.

The aim is for students to acquire skills by exploring, solving problems, and sharing ideas with others. Teachers spark students’ interests—encouraging them to think critically, to imagine, to ask questions, to experiment, to explore–and help relate students learning to their own experiences and to the real world. In this way, teachers help students define understanding in a dynamic and exploratory way, rather than simply as a collection of isolated facts and skills.

The teaching methodology includes various practices to achieve the goals of holistic development of students on Personal, Emotional, Physical and Cognitive aspects. These are:

  • Inquiry oriented as opposed to Exam oriented
  • Personalized model of learning as opposed to one-size-fits-all model
  • Multiple Intelligence and differentiated instructions
  • Collaborative project-based curriculum


Every child is UNIQUE!!

The Kindergarten program at ASPAM Indian International School celebrates the uniqueness of every child. The physical space and materials that we provide serve to meet the needs of young children. The programme emphasizes on concrete and authentic experiences to explore the emerging intellect. We believe a combined focus on learning collaboratively, while building on the individual skills of students, helps them grasp age-appropriate concepts effectively.


Thematic Approach: The Kindergarten children transition through exploring a series of themes which, in a broad sense enable them to begin to comprehend and engage with the mysterious world around them. Within the themes the following learning skill areas are developed;

Literacy Programme: Language plays a crucial role in the development of a child’s thinking and learning. To nurture a positive disposition towards language development, the child is exposed to the meaningful language programme in relation to ‘oneself’ and life beyond school.

We are conscious that our children join us with varying levels of competence in the English language. Immersion and gentle nurturing meets each of them where they are and builds communicative competence in the language from an early stage.

Numeracy Programme: Students investigate logical ideas and engage in thinking analytically through numeracy. Becoming numerate is an integral part of the daily experience, through the use of manipulative exercises and activities. Acquisition and use of appropriate numeracy skill are ensured along with hands on experience.

Physical Development: (Gross and Fine motor skills): Motor development in young children is a naturally evolving process. It is meaningfully enhanced as it is recognized as crucial to the development of gross muscle and fine motor dexterity. This promotes the child’s mastery of self-help routines and skills. According to children’s physical need, we provide them with the time and space for unrestricted movement, so that they can develop their sense of balance, physical co-ordination, and awareness of direction in a safe and secure environment. Children learn about their limits and build self-confidence in risk-taking.

Scientific Temperament: The ability to ask the right questions and investigate with a scientific process allows understanding the seemingly random world. Our programme nurtures the scientific temperament and provides our Early Learners with the opportunity to observe and investigate the world around them by fostering a spirit of curiosity.

Social and Pro -Social skills: Our curriculum focuses on developing Social and Pro – Social skills in a manner that allows the students to learn to make sense of their own ‘ self’ in relation to the world around them. In order to do this they have to learn the values and norms which we inculcate from a very tender age. Our aim is to nurture caring, courteous, gracious and compassionate individuals who can effectively cooperate with others whilst pursuing their own interests, in order to lead fulfilling lives. The children learn how to understand the different key relationships in their lives and how to navigate good, healthy and positive relationships with peers and key adults.


The Primary School curriculum is structured around a holistic, personalized and inquiry-based approach to learning, guided by the Central Board of Secondary Education, New Delhi and Ministry of Education, UAE. Students are offered Arabic, English, Mathematics, Science, Social Studies, Hindi/French, Islamic Studies/Value Education/Ethics, Performing Arts and Physical Education. They also have time dedicated to exploring concepts through cross curricular links.
Our programme combines the best of traditional and innovative practices to achieve quality teaching for effective learning. In all areas of the curriculum, the staff endeavour to provide students with a range of stimulating, challenging experiences and activities.
The primary programme is dynamic, challenging, personalized and ‘full of joy’ of learning that help students enjoy education and grow in age-appropriate ways. The programme enhances:

  • Developing a child’s natural curiosity
  • Using an integrated approach to learning
  • Extending learning beyond the classroom
  • Using Information and Communication Technology to accelerate and enhance learning
  • Developing a child’s awareness of the importance of service to others

We aim to offer a varied range of challenging experiences that will give all students an opportunity for learning the lessons that will mean the most to them as individuals. The aim is that challenges are structured in ways that ensure we ‘meet each student where they are’, ensuring that all can grow and develop at a pace that is comfortable to them.


Aspam recognizes that Middle School is a transitional time in the lives of young people when they are beginning to discover their own identity and voices. We also realize that success in this segment of the educational journey, both in academics and in character building, plays an increasingly important role. The programme aims to inspire our future leaders by holding students to high standards and challenging them through a rigorous curriculum and high expectations for their achievement.

The programme is guided by the Central Board of Secondary Education, New Delhi and Ministry of Education, UAE. Students are offered Arabic, English, Mathematics, Science, Social Studies, Hindi/French, Islamic Studies/Value Education/Ethics, ICT education, Visual / Performing Arts and Physical Education. The curriculum is designed to enrich the student experience and assist students as they learn to become:

  • effective team members
  • citizens of the community
  • self-directed life-long learners
  • effective researchers
  • proficient with communication processes and technology
  • adaptable to change in an ever-expanding world

The program delivers lessons and learning based on key research in

  • 21st Century Skills
  • Experiential Learning
  • Understanding by Design

The knowledgeable and supportive faculty understands and responds to the unique needs of adolescents, fostering in each student a sense of confidence, ethics, responsibility, and respect for others.

senior school

In the past the foremost aim of school education was to filter students into tracks and prepare them for employment in an ‘industrialized’ economy. Today’s education and the unseen future for our students have a different mandate. To succeed in today’s environment and to be prepared for the future, students need more than this basic knowledge or ability to pass examinations.

Our Senior school curriculum starts from a pre-condition of high expectations for each and every student. Our aim is that all students master the rigorous CBSE curriculum whilst also building on a rich variety of skills and competencies that will equip them to excel in the world. A broad range of instructional strategies and international pedagogical methods are used for engaging students in real-world applications. The curriculum places considerable emphasis on creating effective problem solvers who are comfortable with abstract reasoning, adept at higher-order thinking skills and are proficient in the use of high-tech tools.

Aspam  aims  to harness the unique characteristics of each student to enable him or her to grow to become  an empowered leader in  various  fields of  their  choice and  fulfil their potential in whatever  life and  career  choices they make .It fosters a sense of social and moral responsibility and helps students take responsibility for their behaviour  .It facilitates an understanding of the contribution young people can make to both their local and the wider and global community through initiative, active involvement and participation resulting in  effective and functional citizens who are self-reliant, confident, competent and globally competitive.


ASPAM Indian International School is affiliated to the Central Board of Secondary Education, New Delhi, India. The Board and the curriculum framework provide a platform for diversity of intelligence in children and provide multiple avenues to focus on the student’s potential. The curriculum is designed backward considering the preparedness required for the secondary level examination thereby delivered forward from kindergarten onwards.

Aspam progressive education employs an integrated, challenging, and age-appropriate curriculum based on research and experience. We purposefully develop students’ critical thinking skills and habits through proven teaching strategies based on structured choices, understanding of child development, and respect for ideas and individuals.
Differentiation methods will be utilized to ensure that pupils’ strengths are nurtured. ‘One size doesn’t fit all’ and we believe that the classroom should reflect that with diverse needs, preferred learning styles and attributes, students require diverse and varied routes to achieve their learning.

Maintaining high student motivation towards learning is vitally important. This happens when we respect the fact that different children learn in different ways and have different intelligences, according to the principles enunciated by one of the world’s greatest educators, Dr. Howard Gardner.