Curriculum

a. Language

Curriculum of UES aims to develop students’ knowledge of language and literature, to consolidate and deepen their literacy skills and make them more self-aware as learners. More specifically it encourages all students to be creative through language by developing control over language and literacy skills.
The specification for UES focuses on the development of language and literacy in and through the three strands:

· Oral Language
· Reading
· Writing

The elements of each of these strands place a focus on communicating, on active engagement with and exploration of a range of texts, and on acquiring and developing an implicit and explicit knowledge of the shape and structures of language. There is a strong focus on the oral dimension of language, including the vital importance of learning through oral language.
To give further emphasis to the integrated nature of language learning the outcomes for each strand are grouped by reference to three elements:

• Communicating as a listener, speaker, reader, writer
• Exploring and using language
• Understanding the content and structure of language

b. Mathematics:

Maths curriculum at UES focuses on further developing the mathematical knowledge, skills and understanding, which students have gained from primary school, applying maths to real life situations, developing problem-solving skills and fostering a positive attitude to maths. In the first instance the learner needs essential skills in numeracy, statistics, basic algebra, shape and space, and technology to be able to function in society.
The UES Mathematics syllabus comprises five strands:

1. Statistics and Probability
2. Geometry and Trigonometry
3. Number
4. Algebra
5. Functions

c.Science:

The PISA 2015 Draft Science Framework includes the following definition for scientific literacy:
Scientific literacy is the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen.
A scientifically-literate person is described as someone who is willing to engage in reasoned discourse about science and technology. This requires them to be able to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically.
Science curriculum includes learning outcomes across the unifying strand which stands first, followed by the four contextual strands:

· Nature of science
· Physical world,
· Chemical world,
· Biological world and
· Earth and space

There is a new focus given to the Nature of science which aims to promote greater engagement and thinking about how science works; carrying out investigations, communicating in science, and the role and contribution of science and scientists to society. The assessments offer students a chance to demonstrate their achievement as creators of scientific research reports.
 

d.Social Studies

Social Studies in UES comprises of Geography and History with certain aspects of Civic which is incorporated in the two major subjects.
Geography aims to develop students’ understanding of the world they live in, what shapes the environment and how the environment is influenced by people in different ways. Students learn how to source and use information from different sources including the internet, books, maps, photographs, graphs, diagrams and newspapers. As students learn in Geography they are encouraged to collect information related to their learning beyond the classroom through fieldwork studies. History introduces young people to the job of the historian, and to the sources and techniques which historians use to find out about the past. It also provides young people with a wide tapestry of past events, issues, people and ways of life through which they can come to perceive patterns such as cause and consequence, change and continuity.
The Geography curriculum is presented in three sections, each based on a broad theme:

A. The Human Habitat – Processes and Change
B. Population, Settlement Patterns and Urbanisation
C. Patterns in Economic Activity

The History curriculum is divided into three sections

A. How we find out about the past
B. Studies of change
C. Understanding the modern world Political developments

Each section is further subdivided into study/teaching units. Each unit comprises a list of key ideas which, through a series of specified studies, are explored in a local, national or international setting.
 

e.Computers:

Technology involves the achievement of human purposes through the use of available materials, processes and energy. Technology education enables students in the UES to develop their knowledge and skills and to apply these through suitable tasks, using a design process, to devise solutions to problems. The study of Technology contributes to the students’ development of qualities of self-reliance, self-confidence, resourcefulness and initiative and allows them to develop awareness and appreciation of scientific and technological phenomena.
The knowledge of computers and its applications has become a must these days. It is necessary that the students are aware of the possibilities for the utilization of the computer. Thus following sections are covered in the computers curriculum
Introduction to computers: main input and output devices, elementary keyboard use, loading and saving programs/files
Graphics: generation of graphic images and the production of drawings either by programming or by use of available software
The school has a fully equipped computer lab with the software suitable for the practical classes of different grade levels.
 

f. Visual Arts:

Visual Arts curriculum aims to develop the expressive, communicative and functional modes of art, craft and design in the individual within the art class with drawing as the central activity. Art, Craft and Design are three inter-dependent disciplines which fall under this subject matter. The benefits of an education in Art, Craft and Design for the student at this developmental stage extend far beyond a competence in the subject itself (and the ability to apply it through life):
Art, Craft and Design education develops a number of important personal qualities, particularly those of initiative, perseverance, sensibility and self reliance.
The subject is divided into 3 sections:

· Drawing – Observation/analysis, Recording
· Two Dimensional – Art, Craft & Design
· Three Dimensional – Art, Craft & Design

g.Performing Arts:

Music:

The course has been designed to enable all students, to acquire musical skills suited to their age, varying abilities and musical experiences. It aims to facilitate the development of performing skills at an appropriate level by providing opportunity for the regular practice of vocal and/or instrumental music. Music consists of a series of interrelated musical activities aimed at developing performing, composing and listening skills.

Drama:

The students learn elements of performance and stage acting techniques with an emphasis on improvisation and developing scripts through improvisation. The material presented each year is driven by that year’s focus and by student interest, and may vary.
 

h.Physical Education:

Physical Education aims to build students’ motivation and commitment to physical activity within and beyond the school. In physical education students learn about a range of physical activities and build their skills and confidence to participate in them. They also learn about the importance of health enhancing and inclusive physical activity for everybody.
The syllabus includes a number of areas of study representative of a range of practical activities, each of which has particular characteristics and contributes to the attainment of the overall aim of physical education. These areas of study are:

1. Adventure activities
2. Aquatics
3. Athletics
4. Dance
5. Games
7. Gymnastics
Adventure activities:

It provide students with the opportunity to develop personally, socially, and physically in a safe and challenging environment. Presenting the student with an element of adventure and challenge in a controlled environment can lead to the development of qualities such as self-reliance, self confidence, responsibility, regard for others and respect for the environment.
Athletics: It involves learning through participation in the fundamental athletic activities of running, jumping, and throwing. The element of competition inherent in athletics is presented here with reference to the abilities of the individual student. Hence the students’ experience of competitive situations is in the context of personal goals rather than relating performance to that of others

Aquatics:

Aquatics has a unique place in a balanced physical education programme. There is an emphasis on the students’ movement in the water, either by means of identifiable strokes or combinations/ adaptations thereof. The students’ understanding of personal safety and lifesaving in the aquatic environment is also addressed.

Dance:

Dance seeks to provide a context for aesthetic and artistic experience and enables the students to develop personally, socially, and physically through participation in dance in an enjoyable environment. At Upper Elementary level, students are presented with opportunities to extend their understanding of a variety of dance forms.

Gymnastics:

Gymnastics seeks to provide a context for aesthetic experience and the opportunity to develop personally, socially, and physically through participation in gymnastics in a safe and enjoyable environment. In this activity, the student aims to develop body management and awareness through movement, with a focus on precision and form. This latter emphasis distinguishes the learning in gymnastics from that in the majority of other physical education activity areas.

Games:

Through participation in a variety of games in a safe and enjoyable environment, students will be presented with the opportunity to develop personally, socially, and physically. The teaching of skills and technique is given less priority than the development of tactical awareness through the exploration of principles of play. Skill acquisition is seen in the context of the students’ involvement in the game situation and of enabling them to make appropriate decisions based on their evolving level of tactical awareness.

Photo Gallery

Ace Sports Day
In and Around Ace School
Yoga
Group Photo
Rakshya Bandhan 2015
  • Shaktinagar-9, Gairigaoun , Kathmandu, Nepal
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