Pre Primary

Our curriculum is structured keeping in mind the interest, age and abilities of the students. They are encouraged to interact and follow the concept of “learning by doing”, with special focus on motor activities. We ensure and choose the best of everything for the learning environment that is culture specific and safe. Constant review and a regular monitoring of syllabus covering ensure smooth teaching and learning in the classrooms.

AT NURSURY LEVEL our students learn:
Basic information about our country, themselves and their families and primary colours is provided. Information is given about animals, farm, zoo and water animals. They also learn about plants and things in the garden. They are taught to be careful about their health, hygiene and healthy food. They learn about different seasons and mode of transport.

AT PREP- 1 and 2 LEVELS students learn about:
Our country, its national flag, currency, games, languages, dresses and neighboring countries. Students explore primary, secondary and mixing of colors through activities which are invaluable and helps students become independent learners. They learn about creations of Allah which includes a wide variety of living things like human beings, plants and animals. They learn about different body parts and their function. They learn about plants ,different parts of the plants and their functions ,uses of plants . Health and hygiene and healthy food is emphasized in accordance to the norms of Islam and culture . Different mode of transport and seasons in a year are also taught in a variety of activities . A range of experiments and hands – on – experiences helps students to learn ,to attempt and solve simple scientific problems , based on previous knowledge as emphasis is laid on thinking and doing , not merely acquisition of facts.


The modern world can easily be called a world full of science and technology. In AMSB we encourage our students to learn new techniques and achieve higher knowledge in the field of science. The curriculum of science for the primary section is also a proof of our claim. The details of the science curriculum for primary is as follows:

Level 1
Pupils describe or respond appropriately to simple features of objects, living things and events they observe, communicating their findings in simple ways for example, talking about their work, through drawings, simple charts. Pupils recognise and name external parts of the body for example, head, arm and of plants for example, leaf, flower , and etc. They communicate observations of a range of animals and plants in terms of features for example, colour of coat, size of leaf, and etc. They recognise and identify a range of common animals for example, fly, goldfish, robin. Pupils know about a range of properties for example, texture, appearance and communicate observations of materials in terms of these properties. Pupils communicate observations of changes in light, sound or movement that results from actions for example, switching on a simple electrical circuit, pushing and pulling objects. They recognise that sound and light come from a variety of sources and name some of these.

Level 2
Pupils respond to suggestions about how to find things out and, with help, make their own suggestions about how to collect data to answer questions. They use simple texts, with help, to find information. They use simple equipment provided and make observations related to their task. They observe and compare objects, living things and events. They describe their observations using scientific vocabulary and record them, using simple tables when appropriate. They say whether what happened was what they expected. Pupils use their knowledge about living things to describe the basic conditions for example, a supply of food, water, air, light that animals and plants need in order to survive. They recognise that living things grow and reproduce. They sort living things into groups, using simple features. They describe the basis for their groupings for example, number of legs, shape of leaf. They recognise that different living things are found in different places for example, ponds, woods. Pupils identify a range of common materials and know about some of their properties. They describe similarities and differences between materials. They sort materials into groups and describe the basis for their groupings in everyday terms for example, shininess, hardness, smoothness. They describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching. Pupils know about a range of physical phenomena and recognise and describe similarities and differences associated with them. They compare the way in which devices for example, bulbs work in different electrical circuits. They compare the brightness or colour of lights, and the loudness or pitch of sounds. They compare the movement of different objects in terms of speed or direction.

Level 3
Pupils respond to suggestions and put forward their own ideas about how to find the answer to a question. They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair. They record their observations in a variety of ways. They provide explanations for observations and for simple patterns in recorded measurements. They communicate in a scientific way what they have found out and suggest improvements in their work. Pupils use their knowledge and understanding of basic life processes for example, growth, reproduction when they describe differences between living and non-living things. They provide simple explanations for changes in living things for example, diet affecting the health of humans or other animals, lack of light or water altering plant growth. They identify ways in which an animal is suited to its environment for example, a fish having fins to help it swim. Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties. They explain simply why some materials are particularly suitable for specific purposes for example, glass for windows, copper for electrical cables. They recognise that some changes for example, the freezing of water can be reversed and some for example, the baking of clay cannot, and they classify changes in this way. Pupils use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations for example, a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull. They begin to make simple generalisations about physical phenomena for example, explaining that sounds they hear become fainter the further they are from the source.

Level 4
Pupils recognise that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach for example, using a fair test to answer a question. Where appropriate, they describe, or show in the way they perform their task, how to vary one factor while keeping others the same. Where appropriate, they make predictions. They select information from sources provided for them. They select suitable equipment and make a series of observations and measurements that are adequate for the task. They record their observations, comparisons and measurements using tables and bar charts. They begin to plot points to form simple graphs, and use these graphs to point out and interpret patterns in their data. They begin to relate their conclusions to these patterns and to scientific knowledge and understanding, and to communicate them with appropriate scientific language. They suggest improvements in their work, giving reasons. Pupils demonstrate knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They use scientific names for some major organs of body systems for example, the heart at key stage 2, the stomach at key stage 3 and identify the position of these organs in the human body. They identify organs for example, stamen at key stage 2, stigma, root hairs at key stage 3 of different plants they observe. They use keys based on observable external features to help them to identify and group living things systematically. They recognise that feeding relationships exist between plants and animals in a habitat, and describe these relationships using food chains and terms for example, predator and prey. Pupils demonstrate knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe differences between the properties of different materials and explain how these differences are used to classify substances for example, as solids, liquids, gases at key stage 2, as acids, alkalis at key stage 3. They describe some methods for example, filtration, distillation that are used to separate simple mixtures. They use scientific terms for example, evaporation, condensation to describe changes. They use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They describe and explain physical phenomena for example, how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day. They make generalisations about physical phenomena for example, motion is affected by forces, including gravitational attraction, magnetic attraction and friction. They use physical ideas to explain simple phenomena for example, the formation of shadows, sounds being heard through a variety of materials.


Science is the systematic study of nature and the way it affects us and our environment. Keeping in mind the Fatemi Philosophy (Muntalaq Islami) behind learning science i.e we learn about the creation to know the creator., in Upper Primary and Secondary levels students learn in detail, the scientific concepts studied in the primary section.

At this stage they start using not only scientific terminologies to explain scientific principles, but also scientific formulas to perform necessary calculations using appropriate units of measurement.
They learn more about inventions and the role of scientists in the development of science and technology.
They use proper scientific methods to investigate, record, measure, collect and interpret data and infer results.
They gradually develop the following scientific skills necessary for the study of the subject at higher level: Observation, Recording, Hypothesis, Analysis & Reasoning.
They learn scientific concepts through practical demonstrations in science lab or classrooms by teachers.
They start handling laboratory apparatus and chemicals appropriately for scientific investigations, maintaining all safety rules required during experiments.
They understand the importance of illustrations and develop their drawing skills to draw accurately and quickly properly labeled diagrams.
They develop their interest further in the subject through projects, presentations, field trips and finally science congress organized annually every year.

The following syllabus is being currently followed in Al Madrasa for Science

Paramount Awareness Science Book 5
Lower Secondary Science Book 1
Lower Secondary Science Book 1& 2
Lower Secondary Science Book 2
Class V
Class VI
Class VII
Class VIII

Biology (IX):
In class IX students can select biology or computer science as an optional subject in Science Group.
To view the general objectives stated in the National Curriculum for Biology kindly Click Here.

Chemistry (IX):
Chemistry is a compulsory subject for Science Group students in class IX.
To view the general objectives stated in the National Curriculum for Chemistry kindly Click Here.

Physics (X):
Physics is a compulsory subject for Science Group students in class X.
To view the general objectives stated in the National Curriculum for Physics kindly Click Here.