Curriculum in GSS is seen as an integrated system combining expected learner outputs (i.e., age/class based Skills, competencies and knowledge), production of developmentally appropriate learning and reading materials, instructional materials, and assessment of learner performance in each area of competency.

GSS follows broadly, the primary curriculum set by the National Curriculum and Textbook Board (NCTB). However, it is felt that there are big gaps between the levels of competencies and skills set by the NCTB and the materials prescribed or developed by the government to help learners acquire the defined competencies. Furthermore, it is not clear how the materials prescribed, in particular the textbooks, would help learners acquire the expected skills and abilities.

First, by setting clearly defined levels of skills and competencies (learner outcome) based on what is possible for the mainstream children in areas where the government curriculum is silent or ambiguous;

Second, by producing and making available inside the classroom wide selection of developmentally appropriate supplementary reading materials; and

Third, by continuously assessing acquisition of competencies based on what they call do and what they know, rather than promoting rote learning and assessing on the basis of children ability to recall. Thus, GSS builds on the government curriculum.

Language Development in both Bangla (mother tongue) and English. This includes ability to read independently with comprehension so that every child enjoys reading; and ability to express oneself in writing.

Mathematics - application of key mathematical functions including the number system, shapes, space and measures, currency and the clock and problem solving in real life situation;

Science including environmental and material science; and

Life Skills - ability to question, analyze and resolve problems. Secondly, active engagement in performing art-forms.

In GSS the subjects taught include Bangla, English, Mathematics, Science, Social studies, (and Religious studies ). However, in following this curriculum diversified teaching learning activities are undertaken. These include news-time, story reading, reading board, reading games, flash cards, creative writing and a range of other activities for language development; 'tens and units' of sticks and pebbles, exercise cards, shapes, sizes and measuring tools, balance, clock, money etc, for math; project work for material and environmental science; and primary health Care and performing art-forms for life skills.

In making the activities meaningful, pictures, papers, pencils and crayons, colours, shapes, sizes and measures, water, earth, sand, wood, metal, board, glue, tape, balance, cardboard boxes and virtually anything from the natural environment are seen as essential ingredients of learning. The most beautiful and the most appropriate of all are the creative works of children themselves!

Apart from the specific Grade related supplementary reading books, GSS has developed a range of teaching learning materials for use inside as well as outside the classrooms. These include colorful and attractive charts (`Animals of Bangladesh' `Fruits of Bangladesh' Flowers of Bangladesh, Names of months in English and Bangla'' etc), instructional tools and a wide range of other games. Many of these materials and teaching aids are developed by the teachers themselves. GSS has also developed reading schemes both in English and Bangla based on graded vocabulary used in meaningful context.