Gheras International School curriculum engages the whole child. It focuses on generating the correct mechanisms for strengthening life-long education and human development, empowering the students and staff to manage their learning to become ethical and intellectually responsible citizens. 

The school approaches education as an art. It is believed that natural intelligence arises only when children are given opportunities to engage and identify the significance of the knowledge in their lives. 

GIS achieves this approach by the implementation of the following strategies that make the curriculum unique and different: 

A Transdisciplinary approach - moves instruction beyond just blending disciplines. This approach links concepts and skills through a real-world context. Inquiry is one of the most significant differences in this learning approach. Transdisciplinary learning objectives require students to find answers to questions that they might have about the content. Refers to learning what is authentic and relevant to the real world. Learning is not confined by traditional subjects but is supported and enriched by them. Significant and authentic experiences for the student.

Concept-based instruction approach – is driven by "big ideas" rather than subject-specific content. By leading students to consider the context in which they will use their understanding, concept-based learning brings "real world" meaning to content knowledge and skills. As a result, students become critical thinkers essential to their ability to solve problems creatively. Introducing students to universal themes and engaging them in active learning, concept-based instructions; creates connections to students' prior experience, brings relevance to student learning, facilitates a more profound understanding of content knowledge, and acts as a springboard for students to respond to their education with action. 

International awareness is a comprehensive, thematic, creative curriculum with a transparent learning process and specific goals for international mindedness and personal learning based on our school values. International accreditation.

It encourages students of all ages to consider both local and global contexts.

Inquiry - Our curriculum aims to do more than other curricula by developing inquiring, knowledgeable and caring young people to become lifelong learners.

It encourages students of all ages to think critically and challenge assumptions.

In our classrooms, we have curiosity corners which encourage us to explore, ask and answer questions about all sorts of exciting things. Although our teachers always put questions on the wall following the K-W-L (Know, Want to Know, Learned) strategy, we also have reading corners in every classroom because we know that excellent learners read as much as possible!

Differentiated classrooms – We believed education should focus on 'mastery' of subjects and promote higher forms of thinking rather than a useful approach to simply transferring facts. Bloom's Taxonomy provides an excellent structure for planning, designing, assessing, and evaluating training and learning effectiveness. Our teachers accommodate the different ways that students learn and do their best to tailor instruction to meet individual needs. RAFTS...Graphic Organizers...Scaffolding Reading...Cubing...Think-Tac-Toe...Learning Contracts... Tiering... Learning/Interest Centers... Independent Studies....Intelligence Preferences...Orbitals... Complex Instruction...4MAT...Web Quests & Web Inquiry...ETC. 

Responsive classes - Who they learn with is as important as what they know. The strong relationship between academic success and social-emotional learning relies on the success of individual development. The Responsive Classroom approach empowers educators to create safe, joyful, and engaging learning communities where all students have a sense of belonging and feel significant.