Years 12-13 (IB Diploma)

Reserved for students between the ages of 16 and 19, Uplands, as a key international school in Penang, has one of the best IB Diploma Programmes in South East Asia. The IB way: Grooming students to be global leaders.

The Uplands International Baccalaureate (IB) Programme

Reserved for students between the ages of 16 and 19, Uplands, as a key international school in Penang, has one of the best IB Diploma Programmes in South East Asia. The programme is taught by experienced international teachers. At this level, there is a strong system of pastoral care and teacher guidance. Each group has two tutors and access to two university counsellors. Each student is assigned to a teacher mentor to help keep on track. Uplands also employs a qualified School Counsellor.

The IB Diploma Programme at a glance

  • A challenging two-year pre-university course for expatriate and Malaysian students
  • An international curriculum incorporating the best elements of national systems worldwide
  • A holistic approach in academic studies with subject groups from the liberal arts and sciences
  • Course and workload designed to prepare students for university studies
  • Enables international students to transfer and move between countries without affecting their education
  • At least 5 credits in IGCSE/O-Levels/SPM or equivalent for entry
  • Emphasis on critical thinking, intercultural understanding and responsible citizenship

IB Diploma holders gain admission to universities throughout the world. annually our students achieve external examination results that are consistently above the global average, with all of our graduates successfully matriculating to prestigious universities worldwide.

Language A1

English, literatury programme for native or fluent speakers.
(Other languages A1 are offered where possible and according to need).

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English B /French B/ German B/ Malay B (Standard)/ Japanese B / Mandarin B

Ab initio languages (for beginners):
French ab initio / German ab initio / Japanese ab initio / Spanish ab initio.

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Individuals and Societies

Business & Management (Click here)

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Experimental Sciences

Biology (see electives also)
Chemistry (see electives also)
Design Technology

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Mathematics (Higher Level)
Mathematics (Standard Level)
Mathematical Studies

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Arts & Electives

Theatre Arts
Visual Art
Film Studies

Please note that only a selection of Group 6 subjects will be available in any given year.

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In addition to the six subjects taken, the student must also complete the following components:

Theory of Knowledge (TOK):

IB-icons-tokAn interdisciplinary course linking the six subject groups intended to stimulate critical and creative thinking on knowledge gained. TOK challenges students to be analytical, objective and appreciate other cultural perspectives.

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Creativity, Activity, Service (CAS):


Creativity, Activity and Service is at the heart of the IB Diploma Programme. It is the IB Learner Profile in action.

The emphasis in CAS is on learning through reflecting on experiences. CAS aims to develop the whole person. It complements academic accomplishments with practical and real life experiences that are a medium for personal and social development.

The purpose is for students to be involved in experiences that will make a significant difference to their lives and to the lives of others, as well as challenge them to extend existing skills or learn new ones.

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Extended Essay:

IB-icons-exeThis course enables each student to explore a topic of special interest from any of the subject groups. The Extended Essay introduces students to the kind of independent research and writing skills expected by universities with the submission of a 4000-word essay. The required length enables students to deepen their studies and produce an original work under close academic supervision.

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While the programme is demanding, IB is not an elitist course but open to the average and above average student Throghout their stduies, effective learners in IB need to be motivated, knowledgeable, strategic in their learning, ethical, compassionate, reflective and socially interactive.

Homework: Year 12 & 13 students are expected to organise their own work-load responsibly.

Curriculum and Assessment Summaries

The curriculum and assessment summaries are documents (see download resources below) aimed at giving parents and students a clearer idea of what students will learn in each of their subjects, and how they will be assessed. You will find one compressed file per year group, each of which contains a separate document for each subject. Please note, these are only supposed to give a rough overview of what will be taught and when, and the exact content, timings and mode of  assessment may vary depending on the changing needs of classes as we go through the school year.

The IB Learners Profile

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The learner profile provides a long‐term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:


They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.


They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in‐depth knowledge and develop understanding across a broad and balanced range of disciplines.


They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical


They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.


They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.


They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.


They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.


They understand the importance of intellectual, physical and emotional balance to achieve personal well‐being for themselves and others.


They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Updated on 18 Apr 2017