Curriculum Aim

The curriculum aims at developing students:
1. the ability to conceptualize, inquire, reason and communicate mathematically, 
and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts;

2. the ability to manipulate numbers, symbols and other mathematical objects;

3. the number sense, symbol sense, spatial sense and a sense of measurement as well as the capability in appreciating structures and patterns;

4.a positive attitude towards mathematics and the capability in appreciating the aesthetic nature and cultural aspect of mathematics.

Junior Form Curriculum Content

The content of the junior curriculum consists of three dimensions:
1.Number and Algebra Dimension
2.Measures, Shape and Space Dimension
3.Data Handling Dimension 

Learning and Teaching of Mathematics

To promote a different sky of learning atmosphere in UCCKE, we emphasize on INTERACTION, EXPLORATION and EVALUATION throughout the teaching and learning process of mathematics. To motivate students in mathematics learning, we adopt a “CAR-Model” by adopting the following strategies in order to promote COMPETENCE, AUTONOMY and RELATEDNESS. We aim that our students are able to handle mathematics well on their own with good mentoring from teachers.

We promote effective lesson and here are some highlights of the key elements of an effective lesson we adopt:
1. Collaborative learning.
2. Use of various resources.
3. Cater for learner diversity.
4. Interaction between teachers and students. 5. Timely feedback.

Mode of Assessment

There are three modes of assessments:

1. Learning Attitude Score (LAS)

This includes participation in class, punctuality to class, bringing appropriate equipment, quality of notes-taking and quantity and quality of daily exercise, etc.

Daily Work Policy

Each student has to do regular exercises assigned by teachers in the Daily Work Book (DWB). Students are also encouraged to take good notes in the lesson, either using the DWB or in the notes given by teachers. Teachers will check the DWB regularly in each term and give marks to students according to the quality and quantity of works.

2. Formative Assessment

This includes performance in reading scheme (only applied to S.1 students), quizzes, chapter tests, uniform tests, mark-bearing group and individual works. The assessments can also be divided into teacher-marked work and self-marked work. The teacher-marked work is of proper duration and content in which detailed feedback from teachers will be provided. The self-marked work or the mark-bearing activities are designed by teachers in which written feedback may not be necessary. 

3. Summative Assessment

This refers to the unified examination at the end of the academic year.