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We have incorporated the Montessori method so our children can enjoy a classroom and curriculum designed around their specific needs and abilities. Exercises for practical life are designed in a way that benefit children to perform daily chores. For example, pouring, transferring, beading and lacing enables them to explore through hands-on activities and increase their fine motor skills.



Students and their experiences are at the heart of The Bright Stars School System vision which defines our goals and ambitions. Students deserve a high quality education with an accessible and innovative curriculum. We believe that education should enhance students’ abilities to explore and question the nature of phenomena in the world around them.
For all school years, we provide a knowledge and skills-based curriculum framework, which shares some common aims and objectives with the UK national curriculum for England. Our curriculum builds a sound foundation for future learning. Our expectation, therefore, is that when students have completed their secondary school studies, they do not have just a mastery of content but are also able to analyze, look at texts critically, make connections between subjects, and write effectively. With such skillsets and values, our students are valued highly by universities and employers in Pakistan and abroad.
The Bright Stars School System curriculum documents for various subjects adopt a skills-based approach to teaching and learning. The curriculum, as such, is spiral in nature, i.e. the same concepts and skills will be taught at various times across the grades, but with increasing levels of complexity and sophistication as we move up.
Children who have access to high quality education in their Early Years develop much better social, emotional and thinking skills. The City School therefore aims to always increase and sustain the quality of Early Years opportunities so children are more able to fulfil their potential.
Our carefully planned curriculum provides teachers with a framework for interacting with your children, planning their lessons, and assessing and monitoring your child’s learning.
Our teachers enjoy developing young children and constantly reflect and re-evaluate all that they do. Children are individuals with feelings, ideas and a vast imagination, so we nurture and develop them physically, mentally, morally and spiritually.

Early Years Education

Our Early Years Education EYE is about three things:

  • The child
  • The context and environment in which learning takes place
  • The child’s knowledge and understanding.

Children in our Early Years learn by playing and exploring, and through creative activities that develop their critical thinking abilities. The Early Years education approach employs teaching practices that aid the holistic development of the child through:

  • High levels of academic content
  • Appropriate learning environment and tools
  • A consistent daily routine
  • Effective and appropriate teaching practices

Values Education Program


Values Education has been adopted in school systems all over the world. In Pakistan, The Bright Stars School System (BSS) is the pioneer in incorporating values education into its curriculum. We are actively engaged in a values-centered approach to learning, teaching and administration. This area has been slightly neglected in the education system and we can see the effect this is having on our society as a whole.
Values Education is an approach that gradually permeates the school environment, and its success becomes evident in the positive school ethos and in the personal qualities and behaviour that students, teachers and management display in the community.
However, with the inclusion of the Values Education Programme, these curriculums are developing character and positive behaviour as well.
We understand that education is so much more than simply equipping students with specific skills. With an education system based on universal positive values, we believe that students can develop their own self-esteem, confidence, and commitment to personal advancement, while learning to take greater responsibility for others and becoming socially aware.
Our Values Education Programme is modelled on a ‘whole school approach’, where all key stakeholders are involved in our students’ all round development. The educational philosophy of Values Education is based on valuing self and others. It introduces a values vocabulary that the students can identify with, and demonstrate understanding of, in everyday conversations and activities.
By integrating Values Education in our curriculum, we develop the students’ character and personality and encourage positive behaviour.

  • Displaying ‘love’ for their friends by making friendship bands.
  • Class fellows demonstrating ‘unity’ by holding hands.
  • Helping out a friend to show ‘cooperation’
  • Working together to express ‘cooperation’ and ‘tolerance’
  • Celebrating the values of ‘love’, ‘happiness’ and ‘peace’
  • Demonstrating ‘humility’, ‘respect’ and ‘responsibility’ by collecting gifts for the domestic staff.

English Language Program

One of the cornerstones of The Bright Stars School System is the professional development of its teachers, helping them to become pioneers and leaders in the field of education. As the main medium of instruction in our school is English, an appropriate level of proficiency is absolutely essential to maintain sufficiently high standards of teaching. To address this particular need, we have recently established Language Proficiency Centre (LPC). The main objective of the LPC is to provide needs-based language support and development to teachers to improve their use of English.


Assessments and Monthly Check Points

The mode of assessment in Playgroup, Nursery and Kindergarten is informal..
In Playgroup to KG, teachers maintain students’ attainment data through observation of their learning and behaviour as they perform tasks and participate in different class activities and record them using the observation sheets. In addition teachers maintain students’ portfolios which incorporates students’ work across the curriculum.
Teachers also design portfolio worksheets after completing a specific unit/ topic to assess and record students’ learning and to plan essential follow up to cater to students’ learning needs.
In addition to that students’ attainment at the end of each term end of term diagnostics assessment is conducted in English, Urdu, Mathematics, Science and General knowledge. These assessments are internally set and conducted in schools, one subject a day. Normal classes resume after the assessment has been carried out each day.
Unified Mid-Year Examinations are held at the end of the first term and Unified Annual Examinations are held at the conclusion of the final term. In addition to the examination results, the term marks reflect a student’s all-round progress, including performance in coursework, assignments, projects and tests.