Chinese, French, Spanish Continuation

• 我的日常生活 My Daily Life
  Students compare high school life in Singapore and China—academics, routines, activities, and entertainment. Through role-play, speeches, Q&A, and email writing, they practise meaningful communication while building awareness of active learning, time management, and balance. By the end of the unit, students gain cultural understanding and skills to create a healthy, purposeful school life.

• 我们的生活环境 Our Living Environment
  Students explore their living environment—facilities, transport, communities, and living conditions. Through podcasts, research, and creating house ads, they learn to describe neighbourhoods and reflect on what makes a community livable. By the end, they can talk confidently about their surroundings and express informed views on housing and school districts.

• 节日风俗与饮食习惯 Festival Customs and Eating Habits
  Students explore similarities and differences in festival customs and food traditions between Chinese and their own cultures. Through role-play, presentations, and video and reading tasks, they build cultural and health awareness. By the end, students can compare cultures, discuss festival meanings, and make informed choices about balanced nutrition.

• 假期与旅游 Holidays and Tourism
  Students share travel experiences and design creative trips to explore different cultures. Through planning itineraries, making brochures, writing travel diaries, and giving presentations, they build communication and cultural awareness. By the end, students can discuss travel, create meaningful trip plans, and express insights about exploring new places.

• 科技与未来职业 Technology and Future Career
  Students examine how technological development shapes future careers and study paths. Through reading job ads, writing applications, preparing résumés, and joining mock interviews, they build practical communication and career-readiness skills. By the end, students can express future plans confidently and understand technology-driven career trends.

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• Mi mundo y yo (My World and I) G9 students describe their family, friends, hobbies, personality and physical appearance. They reflect on relationships and talk about school life.

• ¿Dónde vivo? (Where do I live?)
  G9 students organise a trip and plan an itinerary. They will describe the weather and life in the city.

• ¿Qué me gusta hacer en mi tiempo libre?  (What do I like to do in my free-time)
  G9 students learn how to write a biography by describing life events.They describe their personal fashion style and reflect on fast fashion and its impact. They describes hobbies and going to a concert and cinema.

• Mi bienestar (My well-being)
  G10 students describe physical and mental states, giving advice and describing habits for a healthy lifestyle. They also plan a menu, reflect on different diets and their impact on the environment.

• Mis vacaciones (My holidays) G10 students share about their holidays including outdoor activities they do and compare it with that of Spanish students. They plan a school trip and summer camps. They discover landmarks to visit in Spanish-speaking countries.

• Nuestro futuro (Our future) G10 students reflect on their extracurricular activities and career choices for their future. They will discuss climate change and the future of the planet.

• Mes identités (My Identities)
  G9 students express who they are through creative means, enquire into famous artists and their self-portraits, talk about the important people in their lives, and elaborate on meaningful relationships.

• Mes expériences (My Experiences)
  G9 students explore creative pursuits and physical activities, from a variety of francophone perspectives. Topics include Paralympics, French poetry and African music.

• Mon parcours scolaire (My Learning Journey)
  G9 students learn to describe UWCSEA and compare it to a typical French school, as well as talk about their school routine and their contribution and experiences as members of a learning community, in and outside the school.

• Mes explorations du monde (My World Explorations)
  G10 students  explore francophone customs and traditions as well as volunteering programmes as learning opportunities. Students also discuss their own experiences in outdoor education and school trips.

• Mon impact sur l' environnement (My Impact on the Environment)
  G10 students inquire into the consequences of their actions on the environment, and how they can make a difference. They look at their own consumer habits and connection with nature, as well as apply for the position of eco-delegate at UWCSEA.