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. The specification for UES focuses on the development of language and literacy in and through the three strands:
- 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
Math curriculum at UES focuses on further developing the mathematical knowledge, skills and understanding, which students have gained from primary school, applying math to real life situations, developing problem-solving skills and fostering a positive attitude to math. The UES Mathematics syllabus comprises five strands:
- Statistics and Probability
- Geometry & Trigonometry
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. 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
- Earth & space
Social Studies in UES comprises of Geography and History with certain aspects of Civic which is incorporated in the two major subjects: Geography and History
The Geography curriculum is presented in three sections, each based on a broad theme:
- The Human Habitat – Processes and Change
- Population, Settlement Patterns and Urbanization
- Patterns in Economic Activity
The History curriculum is divided into three sections
- How we find out about the past
- Studies of change
- 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.
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. 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.
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 subject is divided into 3 sections:
- Drawing – Observation/analysis, Recording
- Two Dimensional – Art, Craft & Design
- Three Dimensional – Art, Craft & Design
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.
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.
Physical Education aims to build students’ motivation and commitment to physical activity within and beyond the school. 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:
a. Adventure activities
It provide students with the opportunity to develop personally, socially, and physically in a safe and challenging environment. This activities presents 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.
Aquatics has a unique place in a balanced physical education program. 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.
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.
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 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.
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.