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Bhavans Pearl Wisdom School, Al Ain, provides a holistic educational experience that ensures high standards of academic excellence, complemented by a kaleidoscope of co-curricular activities. It creates an environment that fosters learning and provides students with opportunities to explore and grow through situations that challenge them. It provides a planned and stimulating environment promoting a variety of teaching and learning styles, emphasizing the progress and achievement of individual students. Its student centric and value based education equips the students with relevant 21st century skills and competencies. As the school imparts education to match the advancement of technology and globalization, it keeps to its roots with the ethos of moral and ethical principles. Success for all students is ensured at BPWS by the delivery of an enriching, child centred, balanced and structured curriculum and a whole school focus on student welfare that focuses on the positive recognition of student achievements. School also imparts experiential learning. We provide education which motivates and empowers our students to be lifelong learners and the productive members of the society.


Bhavans Pearl Wisdom School (BPWS), Al Ain, is an English Medium K-12 school recognized by Abu Dhabi Department of Education and Knowledge (ADEK) and is a part of the Bhavans Middle East Group of institutions- a premier organization that spearheads many leading educational institutions in the Gulf.

BPWS is affiliated to the Central Board of Secondary Education (CBSE) – New Delhi, India as a Secondary School (KG TO Grade 10).

(Affiliation Number: 6630208)


First-term – April to September

Second term – October to March



The Pre-KG at BPWS follows the EYFS curriculum. It has been personalized to reflect the holistic nature of children’s learning. The program focuses on the importance of learning through play and a commitment to structured, purposeful inquiry, as it underpins all development and learning for young children. There is an emphasis on ‘hands-on’ learning, engaging in physical and mental activities, and taking a holistic approach that addresses each developmental domain: creative, emotional, intellectual, physical, and social.


Our inquiry-based approach is further guided by the EYFS outcomes and early learning goals, which are used as benchmarks for child development. The four themes of the EYFS underpin all the guidance. These are:


  • A unique child: Every child is unique and is constantly learning, and can be resilient, capable, confident, and self-assured.
  • Positive relationships: Children learn to be strong and independent through positive relationships.
  • Enabling environments: Children learn and develop well in enabling environments, in which their experiences respond to their individual needs, and there is a strong partnership between practitioners and parents and carers.
  • Learning and development: Children develop and learn in different ways. Teachers guide children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.

Learning through play-way method: Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals, and solve problems. Children learn by leading their play and by taking part in play guided by adults. Practitioners must stimulate children’s interests, respond to each child’s emerging needs, and guide their development through warm, positive interactions coupled with secure routines for play and learning.


The curriculum recognizes the uniqueness of each child and the role of positive relationships, enabling environments, and hands-on learning in their development. It places a strong emphasis on play as an essential part of children’s development, helping them explore, relate to others, set goals, and problem-solve while providing guidance and support from educators.


Acquiring good quality early years education is an undeniable necessity of every young child. The pre-primary stage of a child’s life is not only the most vulnerable but also the most significant for determining potential for lifelong learning and development. These are the years in which the child’s brain is developing at its fastest pace – social and personal habits are forming, and the foundation is being laid for life. Therefore, there is a need of developmentally appropriate curriculum during this stage to ensure strong foundation.

Bhavans Pearl Wisdom School realizes these facts and has developed a strong play-based curriculum that caters to the all-round development of our tiny tots.  Our KG curriculum will enable the children to be better prepared to meet the immediate challenges and even the longer-term challenges of lifelong learning. A qualitatively rich environment is ensured to optimize child’s overall development. Our KG programme is wholly and comprehensively child-oriented, play based, fun-filled and activity based which is different from tradition-based approach. This kind of environment helps children to develop confidence and many skills including social skills. Focus is also given to imaginative play which provides an opportunity for kids to practice and develop their language and social skills simply by being with and talking to other children. It boosts development of problem solving and self-regulation skills. For the children of KG -1 (LKG), we have designed and properly developed a ‘readiness programme’ to prepare tiny tots for formal reading, writing and mathematics, i.e., programme for reading readiness, writing readiness and number readiness.

In BPWS, in the Pre-Primary Stage, the early learning goals are taught focusing on the seven areas of learning which are

  1. Physical Development
  2. Personal, Social and Emotional Development
  3. Communication and Language
  4. Literacy
  5. Mathematics
  6. Expressive Art and Design and
  7. Understanding of the World.


(Developmentally Appropriate)

1 English
2 Environmental Studies
3 Mathematics
4 Nursery Rhymes
5 Action song
6 Story telling
7 Paper folding/art/craft
8 Music /Dance
9 Picture reading /Activities
10 Games /Sports



At BPWS, Curriculum in primary classes is based on CBSE guidelines. Primary education is not just about preparing children for secondary school.  While insisting on the importance of literacy and numeracy, the school also lays foundations in other areas – in spoken language, science, arts, and humanities, in physical, emotional and moral development and live experience. A greater focus is given on evidence based teaching enabling teachers to help every child achieve the highest possible standard in all aspects of their education. School gives much focus on experiential learning. Concepts taught in different subjects are directly linked to everyday life of the child. The primary curriculum also promotes cross curricular approach, critical thinking, and problem solving skills and provide opportunities to explore and discover


1 English
2 Hindi (Hindi is the only 2nd language option available for Grade 1 to 4. Malayalam, French and Hindi is offered as second language from Grade 5 onwards)
3 Arabic
4 Environmental studies /Science
5 Mathematics
6 Social Studies
7 Computer Science
8 Music/Dance
9 Art/Craft
10 Physical Education
11 Life Skill/Moral Education
12 Islamic Education
13 UAE Social Studies
14 Aerobics
15 General Knowledge
16 Library


Even though Bhavans Pearl Wisdom School follows the CBSE curriculum, we have modified it to meet the different needs of our students. Our curriculum has been continuously reviewed, developed, and enriched. Curriculum in the Middle School Section has been made balanced, challenging, exploratory, experiential, and relevant. It provides all students with the opportunity to gain knowledge and skills necessary to be the 21st century learners. The curriculum will help them to take responsibility for their own lives, to address life’s challenges, to function successfully at all levels of society, and to be creators of knowledge. At this stage, we do provide appropriately challenging and relevant learning opportunities for every student in our school.  Teachers in BPWS understand the developmental needs of our students, the appropriate curriculum, effective learning and assessment strategies, and their importance as models. Students and teachers are engaged in active, purposeful learning. Instructional practices place students at the center of the learning process (Child centered and activity-based learning)

Teaching and learning approaches in middle school accommodate the diverse skills, abilities, and prior knowledge of our young children, cultivate multiple intelligences, draw upon students’ individual learning styles, and utilize digital tools. Continuous, authentic, and appropriate assessment measures, including both formative and summative assessments, provides evidence about every student’s learning progress.

The school environment in BPWS is inviting, safe, inclusive, and supportive of all students. We do offer comprehensive guidance and support services by the trained counsellor to meet the needs of our students. There are a lot of opportunities given to students to develop and maintain their health through wide varieties of health and safety related programmes.


1 English
2 Hindi /French /Malayalam (Second language
3 Arabic
4 Science (Physics, Chemistry &  Biology)
5 Mathematics
6 Social Science (History, Geography& Civics)
7 Computer Science
8 Music/Dance & Art
9 Physical Education/Yoga/Aerobics
10 Life Skill/Moral Education
11 Islamic Education
12 UAE Social Studies
13 Library
14 General Knowledge


The curriculum provided by the CBSE in Secondary section is based on National Curriculum Framework-2005 and seeks to provide opportunities for students to achieve excellence in learning. It provides ample scope for physical, intellectual, and social development of students.  The curriculum upholds Constitutional values such as Socialism, Secularism, Democracy, Republican Character, Justice, Liberty, Equality, Fraternity, Dignity of Individual and the Unity and integrity of the Nation by encouraging values-based learning activities. It also nurtures Life-Skills by prescribing curricular and co-curricular activities to help improve self-esteem, empathy towards others and different cultures.  The curriculum in secondary classes equally emphasize Co-scholastic areas of Art Education and Health and Physical Education.

Secondary Curriculum provides students a broad and balanced understanding of subjects including languages, Mathematics, Science and Social Science to enable students to communicate effectively, analyze information, take informed decisions, construct their worldview in alignment with constitutional values and move ahead in the direction of becoming productive citizens. The recent focus of CBSE is on the development of 21st century skills in settings where each student feels independent, safe, and comfortable with their learning. The curriculum is aligned in a way so that children feel more connected to it and employ their learning in real life contexts. To achieve this aim, it is extremely important that children acquire adequate knowledge and skills in other core areas like Health and Physical Education, Life Skills, Values Education, Art Education, Work Education, and other Co-Scholastic areas.

In operational sense, the secondary curriculum is learner-centered with school being a place where students would be acquiring various skills; building self -concept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, the curriculum encompasses major learning areas, from scholastic and co scholastic point of view.


1 English (Language-1)

Hindi /French /Malayalam


3 Arabic
4 Science (Physics, Chemistry &  Biology)
5 Mathematics
6 Social Science (History, Geography, Economics and Political Science)
7 Computer Science
8 Music/Dance & Art
9 Physical Education/Yoga
10 Life Skill/Moral Education
11 Islamic Education
12 UAE Social Studies
13 Library

Scholastic Areas (Secondary Section)

The curriculum envisages individualized learning acumen and seeks to explore the potential of students in acquiring substantial acknowledgement and skills through academic rigors. With greater academic orientation and research skills in core academic areas, students would evolve as judicious young adults with a sense of real self-estimate having true values and principles. The scholastic areas are as follows:

(i) Languages include Hindi, English and 37 other languages. The curricula in languages focus on listening, speaking, reading and writing skills and hence, develop effective communicative proficiencies. Learners use language to comprehend, acquire and communicate ideas in an effective manner.

(ii) Social Science (Geography, History, Economics and Political Science) intends to make learners understand their cultural, geographical and historical milieus and gain in-depth knowledge, attitude, skills and values necessary to bring about transformation for a better world. Social Science includes the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities and the incorporation of the above-mentioned learning. Learners appreciate and value everyone’s right to feel respected and safe, and, also understand their Fundamental Rights and Duties and behave responsibly in the society.

(iii) Science (Biology, Chemistry and Physics) includes gaining knowledge about Food, Materials, The World of the Living, How things work, Moving things, People and Ideas, Natural Phenomenon and Natural Resources. The focus is on knowledge and skills to develop a scientific attitude and to use and apply such knowledge for improving the quality of life. This learning can be used to analyze, evaluate, synthesize and create. Learners understand and appreciate the physical, biological and technological world and acquire the knowledge and develop attitude, skills and values to make rational decisions in relation to it.

(iv) Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, the ability to apply this knowledge and acquired skills in their daily life and the skills to think mathematically. It also includes understanding of the principles of reasoning and problem solving. Children learn to rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.

Co- Scholastic Areas

Only a healthy child can learn effectively and good health leads to better learning. Many activities are necessary for development of the affective and psychomotor domain. The activities like games and sport, art and music, craft work etc. are termed as co-scholastic activities. The term co-scholastic activities is used for both cognitive and non-cognitive development that can take place by exposing the child to the scholastic and non-scholastic subjects.

Art Education including local art, craft, literature and skills, Health and Physical Education, Yoga, traditional games, indigenous sports etc. are integral parts of the curriculum and to be included in the routine of the schools for the holistic development of children. These are detailed below:

(i) Art Education entails instruction in various art forms (visual as well as performing) with an aim to help children develop an interest in arts and encourage them to enthusiastically participate in related activities, thus, promoting abilities such as imagination, creativity, valuing arts and cultural heritage. In addition, Arts should be integrated with other subjects to promote creative thinking and expression.

(ii) Health and Physical Education focuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, wellbeing, and the factors that contribute to them. Focus of this area is on helping children develop a positive attitude and commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of health management, indigenous sports, and Yoga, NCC, self-defense, fitness and life style choices. 

(iii) Work Experience: The Work Experience has been subsumed in the Health and Physical Education; however, it is an integral part of the curriculum and is given as much as focus as Health and Physical Education

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