Middle School
Course Descriptions

High School
Course Descriptions

• to learn language arts through active engagement in meaningful language experiences;
• to learn the modes of language arts in individualised and developmentally-ppropriate stages;
• to learn to effectively communicate through language arts;
• to value language as a process as well as a skill;
• to develop an understanding that language arts learning is an on-going process that occurs in and outside of classrooms and continues throughout life.

• to develop a positive attitude towards the learning of mathematics;
• to understand connections among mathematical concepts;
• to relate mathematical concepts to real-life situations;
• to build upon previously gained knowledge;
• to develop a deeper understanding of mathematical concepts;
• to reason and communicate proficiently in mathematics.

• an emphasis on mathematical processes to assist with mastery of concepts;
• an inquiry approach to mathematics;
• the use of manipulatives;
• the connecting of math to real-life experiences;
• five areas of study: number, pattern and function, measurement, shape and space and data handling.

• to consider the arts as a means of communication and as an expressive language;
• to develop an appreciation of the diversity of artistic forms;
• to gain insight into the variety of emotional and intellectual perspectives expressed within the works;
• to work in a range of artistic media and to use a range of tools in order to express ideas, observations and feelings;
• to grow musically through listening, performing, experimenting and investigating;
• to study and explore the expressive use of musical elements through the singing of songs, playing of instruments and listening to a range of music;
• to gain an appreciation and awareness of music in all its forms from a range of times, places and cultures

 

Visual Arts

• the study and appreciation of artworks from a range of cultures and media.
• celebrations of the student’s artistic endeavours
  

Music

• Performing-singing, performing-playing instruments, creating composing, listening
  

Drama

• Drama for understanding, Storytelling and playmaking, Performance skills, Personal and social development, Reflection, evaluation and appreciation, drama in society, cultural perspectives and world theatre. the study and appreciation of artworks from a range of cultures and media.

French

• to develop an increasing level of competence in the French language;
• to develop an understanding of, and respect for, French tradition and culture.

• a specialist French-language teacher;
• opportunities to develop listening, speaking, reading, and writing skills by integrating communicative activities and units of inquiry into the French programme;
• field trips when applicable to significant cultural sights.

• to maintain and further develop their understanding and knowledge of Swedish language, literature, history, geography and culture.

• a specialist Swedish-language teacher;
• an integrated study of Swedish language, literature, history, geography and culture;
• integrated curriculum content from both the Swedish National Curriculum and the UNIS Elementary Curriculum.

• to develop an increasing level of competence in the Vietnamese language;
• to develop an understanding of and respect for Vietnam's culture, customs, language and people .

• a specialist Vietnamese language teacher;
• Vietnamese language and cultural studies from Discovery to Grade 5;
• the integration of speaking, listening, reading, writing and cultural studies in developmentally-appropriate ways at each grade level;
• opportunities for students to experiment with the Vietnamese language in purposeful, relevant ways;
• field trips to significant cultural sights

• to develop personally in respect to emotions, self-concept and moral values and to interact with his/ her family, learning community and society and the world at large through the interdisciplinary units of inquiry.

• to develop physically, emotionally, cognitively and socially through a specialised Physical Education programme.

• an interdisciplinary program for Personal Education and Social Education;

  areas of study for Personal Education: Self-concept, Health, Safety, and Organisation for learning.
  

• an inquiry approach to a specialist Physical Education programme;
• areas of study for Physical Education: Spatial awareness, Movement, Adventure Challenge, Athletics, Dance, Games, Swimming, Gymnastics, Health related exercises.

• to experience what it is like to think and act as a historian, a geographer and as a social scientist through the interdisciplinary units of inquiry.

• an interdisciplinary program
• an inquiry approach
• a global focus
• areas of study:
  • History: Periods, Chronology, Significant People, Personal history
  • Geography: Place, The built environment, the natural environment
  • Society: Self, Systems, Communities, Cultures
    

• to view science as a way of thinking and a process that strives for balance between the construction of meaning and the acquisition of knowledge and skills through interdisciplinary units of inquiry.

• an interdisciplinary program
• an inquiry approach
• a global focus
• areas of study:
  • Living Things: Ourselves, Animals Plants
  • Earth and Space: Water, Land, Atmosphere, Space
  • Materials and Matter: Gases Liquid, Solids
  • Forces & Energy: Sound, Movement, Magnetism, Gravity, Electricity, Light, Heat

| home | about UNIS | academics | admissions | activities | community |
| news | contact | calendar | alumni | archive | employment |