This document provides an overview of the curriculum for Years 7-9 at The International School of Penang (Uplands). It includes brief descriptions of the subjects offered - Art, Design & Technology, Drama, English, and English as an Additional Language. The curriculum is designed to offer an international education and develop skills like inquiry, critical thinking, and communication. Subjects aim to lay the foundation for continued academic growth and prepare students for IGCSE qualifications. Assessment methods evaluate technical skills, creativity, knowledge and understanding in subjects.

1. YEARS 7-9 CURRICULUM HANDBOOK 2018-19

2. The International School of Penang
(Uplands) is a not-for-profit, co-educational and
non-denominational day and boarding school for
students aged between 4 – 18 years old.
To provide an exemplar international
education in a dynamic multi-cultural environment,
encouraging all school members to be active
learners and engage with the local and wider
community.
To be an international community that upholds the
School’s values, nurturing its members to become
globally minded citizens.
Respect, Inquiry, Collaboration,
Resilience, Balance, Diversity, Integrity
We live by our motto,
Respect for Self.
Respect for Others.
gGUIDING STATEMENTS
gVISION
gMISSION
gVALUES

3. Welcome to the International School of Pen-
ang, Uplands. We proudly offer our families
an international education that values excel-
lence, integrity, and encourages students to
live by our motto: Respect for Self, Respect
for Others.
Our Years 7-9 programme is grounded in the
practice of inquiry and encourages students
to be curious about the world and their place
within it. It is a broad programme that offers
students experiences in science, maths,
languages, humanities, physical education
and the arts. It is underpinned by an excel-
lent system of pastoral care, known as our
RESPECT programme. Learning in Years 7-9
is designed to create a strong and successful
foundation for students’ continued academic,
social and emotional growth and develop-
ment. It leads to our IGCSE programme in
Years 10-11 and internationally-renowned
International Baccalaureate Diploma Pro-
gramme in Years 12-13.
Jo Loiterton
Head of Secondary
gWELCOME TO UPLANDS SECONDARY
The curriculum at The
International School
of Penang (Uplands)
is designed to offer an
international education
that is specifically tailored
to meet the needs
of 11-to 14-year-old
learners. Qualities and
characteristics are drawn
from various international
and natonal curricula,
supported and promoted
through the experience
and motivation of
highly-qualified and
experienced staff.
ART
Course Content
In Art, students are provided opportuni-
ties to explore a wide variety of media and
produce artwork in both two and three
dimensions. Emphasis is placed on develop-
ing students’ willingness to experiment and
develop creative responses. The work of
artists will be discussed and individual
interpretations will be encouraged. Students’
will also be given meaningful and construc-
tive opportunities to reflect on
their own work.
Assessment
Students are assessed in three components
in Art. The first, technical skills, these skills
will be dependent on the media and process
that is being taught. The second is creativ-
ity, the focus this will be on exploring their
ideas and how they organise their creative
process. Working collaboratively and being
able to express and combine their ideas with
others will be an element of this. The final
area is knowledge and understanding, where
they will be involved in evaluating their own
work and the work of other artists.
Where does this subject lead?
The focus of the Art in Years 7-9 is devel-
oping the creativity, confidence and skill in
visual art required to succeed in IGCSE Art
and Design. The recognition that Art pro-
vides a framework for students to value their
own ideas and act upon them, is a skill that is
transferable between subjects.
DESIGN & TECHNOLOGY
Course Content
The aim of Design & Technology in Years
7-9 is to excite and challenge students to be
problem solvers, risk takers, and innova-
tors. Students will work on several projects
and challenges throughout the year, some
individual and some collaboratively. Students
will learn the importance of the design
process as they use it to creatively build
design projects. Students will gain skills using
a variety of machines and tools. They will be
challenged with some of the latest technol-
ogy innovations like 3D printing and Laser
cutting. Students also learn about the crafts
of the past. The the importance of safety
is highlighted as they practise hand skills
through the proper use of tools and equip-
ment. Students will develop skills in inquiry,
g CURRICULUM: YEARS 7-9

4. communication, information and media
literacy, critical thinking, creative thinking,
research skills and affective skills.
Assessment
There will be several formative assessments
used in class, with summative assessments
contributing towards student’s term reports.
Students will be given the opportunity to
share their knowledge of the subject material
and the design process through CAD drawing
and drafted models of solutions. Student may
be asked to create a google slide presenta-
tion of their design process as they attain
solutions to the given project challenges.
Student will be encouraged to explore new
ways of designing and will be given feedback
to help foster the development of their skills
and understanding of key skills and concepts
relating to design.
Where does this subject lead?
The world needs globally minded designers,
innovators who have learned to understand
the needs of the individual while realizing the
impact their designs will have on the global
community. Uplands students who follow the
path of design and technology will learn the
importance creativity and proper planning as
they become the creators of the future.
The design tasks get progressively more
challenging and serve in part as preparation
for the skills, knowledge and understanding
necessary for IGCSE, either Graphic Products
or Resistant Materials.
Students will begin to appreciate that
everything in our material world has been
designed and good design can make lives
better.

5. These assessments combine to help students
improve their overall understanding of how
and why drama works.
Where does this subject lead?
After completing Years 7-9 Drama, students
have a strong foundation of skills, knowl-
edge and strategies to successfully study
IGCSE Drama. Further to this, students have
developed a set of skills that will usefully
transfer to other subjects requiring speaking
and presentations.
ENGLISH
Course Content
Over the course of the three years, students
in English will study fiction, drama, poetry,
biographies and various forms of media
in ways that allow them to improve their
reading, writing, speaking and listening skills.
They will learn the ways in which language
can be manipulated in order to create a
desired effect through both the analysis of
other’s work and through the creation of
their own. All skills are taught and then revis-
ited at higher levels throughout the phase.
Assessment
Students are assessed against the Uplands
Reading, Writing and Speaking and Listening
rubrics across the three years.
Where does this subject lead?
In keeping with the Uplands Guiding State-
ments the English course aims to develop
balanced, knowledgeable, questioning and
caring individuals. The course aims to allow
DRAMA
Course Content
In Drama, students build on the skills and
understandings of the possibilities of being a
performer that they have brought with them
from primary school. They develop effective
strategies for working as part of an ensem-
ble to produce both short and longer perfor-
mances. Students engage with a wide variety
of material to stimulate creative responses
and learn to use a range of drama conven-
tions to express their ideas. They reflect with
increasing sophistication on their own work
and that of others, both orally and in writing.
Assessment
Students are assessed in three related
components in Drama. The first, creat-
ing, concerns the practical process stage
of classwork, which includes rehearsing
and refining material, which in turn involves
collaboration and inquiry. The second is
performing, which includes group and whole
class performances. The final area is evaluat-
ing, where students consider the quality and
impact of their own work and that of others.

6. students gather, process and share informa-
tion, ideas and interpretations through a
variety of formats. The skills and knowledge
developed through this course provide an
underpinning required in all subjects across
the curriculum at higher levels.
ENGLISH AS AN
ADDITIONAL
LANGUAGE (EAL)
Course Content
The EAL program aims to support and de-
velop students’ academic English proficiency
within the Uplands English-medium educa-
tional setting to ensure that they can access
the curriculum effectively. EAL teachers
provide formal language instruction to stu-
dents grouped in their Year levels: 7, 8 and
9. The program provides a sound knowledge
of, and practice in, the four skills of listening,
speaking, reading and writing. We aim for
high levels of student participation in class,
while stressing a balance between accurate
and fluent usage of English. The programme
teaches students knowledge of the structure
of the English language, including grammar,
syntax, vocabulary and the organisation of
different types of texts, including reports, let-
ters, narratives and essays. It also develops
students’ learning and study skills in such
areas as vocabulary, spelling, punctuation,
and strategies to enhance listening and
reading.
Assessment
Students are assessed in the four skill areas
of speaking, listening, reading and writing.
A correction code is used when teaching
writing to help students learn to correct their
errors more autonomously.
Regular baseline and progress testing is
carried out each year to evaluate learners’
progress and to assess whether they are
ready to exit the program or not. The length
of time that the student will remain in the
programme will vary according to individual
needs and the standard of academic English
reached. When assessing EAL students’
writing skills, an EAL writing rubric is used,
which evaluates communicative quality, use
of vocabulary, use of grammar and organisa-
tion. Students’ speaking skills are assessed
in the areas of communication and content,
pronunciation and fluency, use of vocabulary
and use of grammar using an EAL speaking
rubric.
Where does this subject lead?
Students are able to ‘exit’ EAL support
classes when the EAL teacher, in consultation
with their mainstream English teacher, con-
firms that their English skills have attained a
level allowing them to cope with the language
demands of their other classes. This means
that students’ reading comprehension,
listening, speaking and writing skills should
have attained levels of fluency and accuracy
appropriate to their Year level.
GEOGRAPHY
Course Content
The aim of Geography is to encourage
students to gain and develop knowledge,
conceptual understanding, research skills,
analytical and interpretive skills, and commu-
nication skills, contributing to the develop-
ment of the student as a whole. The aim is to
encourage students to respect and under-
stand the world around them, and to provide

7. student learning by providing timely feedback
on the learning process. Teachers monitor
students’ developing understanding and
abilities throughout the programme. This is
done through an ongoing process of forma-
tive assessments and summative assess-
ments. The assessments play a significant
role in the development of key skills and
recognizes the importance of assessing not
only the products, but also the process, of
learning.
Where does this subject lead?
In keeping with Uplands Guiding Statements,
the History course aims to develop balanced,
knowledgeable and caring individuals who
help to create a better and more peaceful
world through intercultural understanding
and respect. The skills and knowledge de-
veloped through this course provides a solid
foundation for a more advanced study of this
subject or any other subject in Humanities.
MATHEMATICS
Course Content
The Mathematics programme continues to
develop and build upon students’ skills in an
accessible way. The scheme of work encom-
passes Algebra, Number, Handling Data and
Shape. Our course has been structured to
suit the students’ mathematical abilities. We
build upon students’ prior knowledge and de-
velop essential mathematical and functional
skills to solve real-life problems. Our depart-
ment is passionate about Mathematics and
we share expertise in numerous engaging
and challenging ways. Students have access
to fun and exciting resources, and can enjoy
the use of computer applications that embed
concepts taught in class. It is important that
students continue to enjoy the subject and
are able to engage proactively with tasks
both as individuals and in groups.
a skills base to facilitate further study. Units
of study across the three years include;
Maps and mapping, Settlements, Global
Interactions, Globalization, Natural Environ-
ments, Energy, Natural Hazards, Population
and Culture.
Assessment
Students are assessed in a variety of ways
that help reflect the guiding statements at
Uplands. Embedded at the core of assess-
ment practices in Geography are the Ap-
proaches to Learning (ATL) skills. Students
are assessed formatively before they start
with a summative piece of assessment. The
curriculum is designed so that is scaffolds
as each assessment builds on previous ATLs
skills and parts of the assessment rubric.
Students are continually assessed using the
same rubric with the same language being
used throughout the three years.
Where does this subject lead?
The knowledge, skills and attitudes that
students develop in Geography provide a
meaningful foundation for further study and
help to prepare students for the range of
Humanities subjects offered at Uplands.
HISTORY
Course Content
In History, students are given the opportunity
to develop an interest in and enthusiasm
for learning about the past as they explore
historical concepts such as cause and conse-
quence, change and continuity, and similarity
and difference. Students are encouraged to
ppreciate the methods of historical enquiry,
including how evidence is used rigorously to
make historical claims, and discern how and
why contrasting arguments and interpreta-
tions of the past have been constructed. The
different units across the three years aim at
students gaining better knowledge of them-
selves and contemporary society through an
informed understanding of the past.
Assessment
Assessments aim to support and encourage

8. Assessment
Students are assessed in a variety of ways
that include both formal and informal, forma-
tive and summative assessments.
These occur regularly and are an integral
part of daily classroom practice. Verbal or
written feedback is given on formal assess-
ment in a timely manner that is relevant and
forward thinking. Assessments provide infor-
mation about student performance to teach-
ers for making instructional decisions for
future lessons and units of study. Students
are encouraged to reflect on assessments to
make informed decisions to further develop
as lifelong learners.
Where does this subject lead?
The knowledge and skills that students
gained provide a solid foundation appropri-
ate to their further study of Mathematics and
of other disciplines.
MODERN FOREIGN
LANGUAGES
Course Content
The Modern Foreign Languages curriculum
in Years 7-9 aims to build student’s lan-
guage understanding through basic content
covering the following topics: My world and I
- introducing yourself, numbers, where I live,
my family and pets, freetime activities and
sports, my school, holidays and travel, my
town and local area, cultural events and fes-
tivals, themes related to lifestyle, media and
environmental issues within the culture of the
target language,as well as learning class-
room language. Our department is passion-
ate about language learning and everyone of
us speaks several languages on a daily basis.
We aim to engage student’s curiosity for the
new language, boost their confidence while
including our own very personal experience.
Students will acquire diverse vocabulary and
grammar structures to talk about a variety
of topics, all while being able to inquire
about the diversity of the target culture.
Furthermore, the students will have various
opportunities to share their opinions and
develop different learner attributes - show-
ing integrity, being balanced, principled, a
thinker, open-minded, a communicator, car-
ing, reflective and knowledgeable.
Assessment
Students will be assessed in all four skill
areas: reading, listening, speaking and
writing. Students will be giving opportunities
to demonstrate each skill against a set of cri-
teria to demonstrate their knowledge. During
comprehension assessments - reading and
listening - students will answer a variety of
activities to demonstrate understanding. In
writing, students will compose various types
of text such as lists, paragraphs and conver-
sation scripts. Students will demonstrate that
they can use the target language to commu-
nicate ideas, opinions and understandings.
Where does this subject lead?
The focus of the Modern Foreign Language
program in Years 7-9 is developing the
ability to not only being able to communicate
in another language but also developing
diverse and useful learner attributes and
transferable skills which aid them to become
lifelong learners. Within the subject, students
will develop an open-minded view towards
other cultures.

9. MUSIC
Course Content
In Music, students will build on music theory
and practical skills to ensure they have a
foundation of knowledge and abilities in a
range of topics and contexts. They will have
the opportunity to work individually and in
groups, which will support their development
across various academic and interpersonal
skills, ensuring they feel confident motivated
and empowered in the subject.
Assessment
Students are assessed across three key
components; namely performing, compos-
ing and appraising. For the most part the
performing opportunities will allow students
to gain knowledge in a topic and take them
forward to being able to compose an original
piece of music based around that topic. The
appraisal components will enable students to
add historical or social context to their work.
Where does this subject lead?
The assessment format, skills building and
range of topics will lead students to IGCSE
where an expansion of what was covered will
be explored. The course also aims to pro-
mote event partaking outside the classroom.
PHYSICAL EDUCATION
Course Content
Students complete a rotation of the following
activities; Fitness, Football, Volleyball, Athlet-
ics, Cross Country, Netball, Ultimate, Stroke
Swimming, Fitness, Basketball, Table Tennis
and Personal Survival in Years 7-9. Students
also take Aquatics units focusing on Stroke
Swimming, Personal Survival and Water
Based Games.
Assessment
Students will be assessed in Stroke Swim-
ming, Personal Survival, Football, Basketball,

10. Fitness and Athletics with the focus for as-
sessment in all activities based on students
knowledge, understanding and performance
during both modified skills practice and
under competitive situations. Credit is also
given for overall ‘sportspersonship’ that is
displayed throughout each unit.
Where does this subject lead?
The focus of the Physical Education program
in Years 7-9 is on developing fitness for life.
We aim to provide students with a broad
range of opportunities that will also enable
them to tackle the demands of IGCSE Physi-
cal Education in years 10 and 11.
SCIENCE
Course Content
The Science curriculum aims to ensure
that all pupils develop scientific knowledge
and conceptual understanding through the
specific disciplines of Biology, Chemistry
and Physics. In Term 1 of Year 7, students
will cover cells, tissues, organs and organ
systems (biology), the particle model (Chem-
istry) and Energy and electricity (Physics). In
Term 1 of Year 8, students cover Food and
nutrition (Biology), The periodic table (Chem-
istry) and Light (Physics). In Term 1 of Year
9 students will cover Genetics and evolution
(Biology), Reactivity (Chemistry) and Forces
and motion (Physics).
Assessment
Students are assessed in a variety of ways
across the course. There are a range of
formative assessments used in class, with
summative assessments contributing towards
student’s termly reports. Examples of the
types of summative assessments students
will compete include laboratory reports,
level-assessed tasks, end of unit tests and
project work. Students are awarded levels
for each summative assessment completed.
Formative assessments in Science are used
to monitor student learning and provide on-
going feedback that can be used to develop
students understanding of key skills and
concepts.
Where does this subject lead?
Students develop an understanding of the
nature, processes and methods of science
through different types of science enquiries
that help them to answer scientific questions
about the world around them. The course
equips students with the scientific knowledge
and skills required to move into IGCSE Co-
ordinated or Pure Science studies. Students
who choose Pure Science have the option of
studying Chemistry and Biology, or Chemistry
and Physics.
TECHNOLOGY (ICT)
Course Content
The Information and Communication Technol-
ogy/Computer Science content encompasses
three main aspects.
The students will learn a range of base skills,
they will use the inquiry-based learning of
these skills to be a ‘confident’ user of any
technology that emerges. Crucially they will
become creative’ users.
They will learn about technology and its im-
pact on the world, their lives and the future.
At all stages they will consider the dangers
and safety measures required when using
technology
Assessment
This subject demands a high level of interde-
pendence, Assessment will be mostly forma-
tive and focus on the students ‘learning.’
Summative tests will determine their skill level
and their ability to adapt and go further with
their thinking.
Where does this subject lead?
Almost all professions use technology. Most
people have an understanding of how to
use specific aspects of technology, but few
understand why or how it works.
Businesses are now more interested in
people that can do things rather that know
things. Uplands students should become
lifelong technology creators and be skilled at
developing new ideas.

11. THE INTERNATIONAL SCHOOL OF PENANG (UPLANDS)
Respect for self, Respect for Others