Bright Riders School follows a pedagogy that provides authentic learning experiences that suit individual learning styles and levels of achievement. We follow the standard based Indian curriculum CBSE (Central Board Secondary Education) set by the Board of Education for Public and Private Schools, under the Union Government of India. Our curriculum recognizes and celebrates the cultural diversity within UAE and integrates different teaching strategies to cater to the individual needs of students.


  • Keeping in mind the educational trends and needs of children, our Kindergarten curriculum (CBSE-EYFS integrated curriculum) is designed on age specific learning goals.
  • A thematic approach is adopted to foster learning across the curriculum, placing an emphasis on developing key skills.
  • The curriculum is child initiated, focusing on enquiry-based learning and individual personalities.
  • The role of the class teacher is of a facilitator who observes, examines student’s thinking by posing probing questions leading to the development of children’s critical thinking.
  • Teachers use their professional judgement daily to assess students based on their understanding of what they know, understand, and what they can do.
  • Ample opportunities are provided with a wide range of resources based on their needs and interests, which will interest them to explore further.
  • Children make connections between their experiences as a result of integration of all the areas of learning.
  • The curriculum for our kindergarteners is based on Early Learning Goals that need to be attained by the end of kindergarten.
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PRIMARY (G1 to G5)

In Primary, we take strength from the very best practices of international standards integrated with the Indian CBSE curriculum, which together, with the expertise of well qualified teachers, deploying the very latest methods of teaching and learning, offer a curriculum that enables pupils to achieve their academic potential and ensures that each child becomes a life-long learner.

Primary curriculum follows a pedagogy that is based on the principles of holistic development of every child and involves learning activities that make students ‘think’ and ‘do’ in the process of learning. It aims to develop natural curiosity and foster a desire to learn among students.

The well-structured curriculum builds on prior learning of concepts and skills which provides students with varied opportunities to strengthen and further their skills.

Students develop their ability to apply knowledge through practical tasks, problem solving, investigation skills and using oral and written language. Personal and social skills are strengthened as they work with their peers and take responsibility for their own learning.

Our teaching – learning approach:

  • Integrated learning
  • Thematic approach
  • Blended Learning
  • Child Initiated /Teacher-led activity
  • Differentiated work
  • Hear Me Speak and Right Write Programs
  • Developing and enhancing Innovation and Enterprise skills
  • Field trips
  • Cultural Exchange Programmes- Student exchange & GAP
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SECONDARY (G6 onwards)

In the secondary phase, our enriched CBSE curriculum is deep rooted in the Indian culture with the breadth and depth of the international curriculum. Benchmarked against international standards, our curriculum offers a plethora of opportunities to every child to share, innovate and succeed. Such a bespoke international curriculum helps our students, particularly in the UAE context, to apply local and global perspectives and meet the National Agenda Targets

The secondary curriculum complies with CBSE syllabus and ensures development of skills that are applicable in an international context. Secondary students at Bright Riders School experience a rich learning environment which is designed to inspire a love for lifelong learning.

  • Learning experiences are designed to develop critical thinking skills and stimulated imagination.
  • Enquiry based teaching approach is adopted by the teachers across the school which results in development of critical thinking skills.
  • Experiential learning, project based learning and blended learning approaches adopted by the school brings in critical thinking and higher order skill in children.
  • Secondary teachers ensure a skillful weaving of factual, conceptual and probing questions into lessons which in-turn encourages critical thinking, higher order thinking, collaboration and debate at the highest level.

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Assessment plays an important part in helping parents and practitioners to recognize children’s progress, understand their needs, and to plan activities and support.


Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process in early years. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. There are no formal tests or written examinations in KG. Student Progress Report Card is based on evaluation of skills mastered by students over the year.

Primary and Secondary

Continuous and Comprehensive Evaluation is followed from grade 1 onwards and feedback is provided regularly to the parents. Assessments are conducted periodically. The average of the assessments is considered for final promotion.

Assessments consists of two major components namely Formative Assessments (FA) and Summative Assessments (SA). Formative assessments are an ongoing evaluation of the learning skills acquired by the student over the course of the year. FA are in the form of cyclic tests, paper pen worksheets, reading – speaking – listening tasks, maps, projects etc. Summative assessments are the end of term examinations that happen twice in the year i.e. mid-term and final.

For Grades 1 to 3, only formative assessments are conducted, and the scores are converted to grades in the Student Report Card. From Grade 4 onwards, marks of both FA and SA are computed to give the final term scores and grades.

International Benchmarking Tests

The UAE National Agenda for Education is a strategic initiative introduced by H.H.Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of UAE and Ruler of Dubai. KHDA introduced the UAE National Agenda Parameter in 2015-16 as a method for measuring and monitoring Dubai’s private schools’ improvement towards achieving their National Agenda targets. The parameter requires all schools to participate in international and external benchmarking assessments on an annual basis (other than PISA and TIMSS) and use them to monitor progress in meeting these targets.

The school conducts IBT tests for students from Grade 3 onwards e.g., CAT4, ASSET, ACER etc.

Honours Program

In order to boost morale, merit certificates and medals are awarded to all those students who excel or show a remarkable score in performance in key subjects. The following academic awards are conferred on students at the end of the year:

Subject Proficiency (Grade 3 onwards)

Student securing highest marks in all the sections of a particular grade in a key subject in an academic session

General Proficiency (Grade 3 onwards)

Student securing highest average percentage in their section or across sections in an academic session will be eligible for this award