九年一貫課程強調「開放」、「一貫」與「統整」。學校在課程規範鬆綁下，應本專業自主精神，發展學校本位課程。校長必需須做好教學領導，帶領全校教師進行「課程統整、主題設計、協同教學、多元評量」等教學創新工作。 學校應組織「課程發展委員會」及「課程小組」，規劃課程計畫，建構學校本位課程。竹師實小特別強調「家庭生活」教育，並以發展「培養具世界觀胸懷」，邁向「國際化」做為學校本位課程發展的主要特色。學校特色之課程發展與規劃：(一)彈性學習節數：1.開設「英語」、「資訊教育」二門邁向國際化的「工具」學科，2.將學校重大行事融入課程教學中，以正式課程來實施。(二)綜合活動學習領域：1.十項指定內涵自編教材，2.「國際月」與「家庭生活」學校主題教學設計與發展，及3.各學年教學群統整各學習領域之活動課程。 竹師實小現階段除選用審定通過的教科用書，自行研發綜合活動學習領域教材。並進行主題式教學的統整；以活動課程結合學生生活經驗，進行跨領域的「教」與「學」統整。特別強調教師間的協同合作，及以「親師合作」方式，進行協同教學。學校行政尊重教師教學評量的專業自主權，把教學評量權還給教師；建立學校本位之學習型組織，提昇教師專業知能；並積極進行學校規章、表冊等研修與整合。

　　　　　"Liberal, consistent, and integrated" are emphasized by the so-called "9 years curriculum guidelines" or "1st-9th grade curriculum alignment." Schools are no longer restricted by the original curriculum guidelines and thus should professionally and independently develop its own "school-based curriculum". Principles ought to manage teaching leadership and lead their staff to initiate a massive program, such as "curriculum integration, integrated thematic design, team teaching, and multiple assessments." "Curriculum development committee" and "curriculum task" should be organized and plan its curriculum program and construct its school-based curriculum. Regarding "school-based curriculum, this school especially emphasizes "family life" education, and develops its students to take a global view, and becomes international as its own characteristic. As a result, there are curricula developed as follows: a)learning courses flexible and 1."English" and "Information" are two subjects as tool to be international 2.Important schedules of school are officially mixed into general courses. b)composite activity discipline 1.Ten appointed teaching materials self-edited 2. "An international month" and "family life" are developed as its integrated thematic design 3.Activity courses of each discipline are integrated by each sub teaching team in different grade. In addition to those current textbooks passed, this school also develops teaching materials for the composite activity discipline, undertakes the integration of thematic teaching, combines activity courses with living experience of students, carries out the integration of "teaching" and "learning" in terms of trans-discipline curriculum. In order to undertake cooperative learning, "cooperation between teachers" and "cooperation between teachers and parents" are emphasized. Teaching assessments of professional teachers are respected by administrative departs and the right of teaching assessment is therefore given to teachers. School-based learning organization is built, professional know-how is offered, and rules and regulations, charts and volumes are aggressively studied and modified.