WATCH: Academics at Uplands

Academic Mission

Academic excellence lies at the core of the Uplands College ethos, building on the foundations laid at Uplands Preparatory School.  Uplands College provides a challenging, relevant and balanced education that aims to cultivate the students’ academic potential, to enable them to succeed in their chosen career or profession and to lead lives of significance. Through an innovative curriculum and embracing a diverse student body, we aim to produce global citizens who are compassionate, tolerant and ethical.  On the technological front, Uplands is driving Google Classroom, where staff and students are encouraged to post work in Google Drive.  Furthermore, since information is increasing exponentially, it is impossible to teach all the knowledge that will be required by future generations. It is therefore essential to equip pupils with skills and thus we are in the process of implementing a carefully designed programme which will teach critical and creative thinking skills that students will be able to employ throughout their lives.

Uplands students write the IEB National Senior Certificate as well as other national and international benchmarking tests falling under the auspices of the IEB.

To ensure consistent excellent academic delivery, Uplands runs extension and support programmes for students, professional development for staff and a mentoring programme for interns.

Extension Programmes

These include participation in numerous national Olympiads and quizzes, international and national academic tours, local excursions, as well as advanced programme subjects offered through the IEB (Advanced Programme Mathematics and Advanced Programme English which are accredited as A-Level subjects).

Educational Support

Educational Support is headed by our School Counsellor.  Foundation English forms part of the curriculum in grades 8 and 9 for students who struggle with English. Organizational and study-skill support are also offered to students who require assistance.  All students have the opportunity to participate in the afternoon academic support programme known as EL8.  Independent specialists also provide ongoing academic support to selected students.

Staff Development

Staff development days are frequently held to discuss ongoing and innovative developments in education.  Several staff members are IEB examiners, moderators or representatives on subject committees.  All staff who teach Grade 12 attend the annual IEB National User Group conferences.  Staff members are encouraged to attend conferences, workshops and presentations and the expectation is that they report back to the entire staff body to ensure academic enrichment for all.

WATCH: Academics at Uplands

Senior Phase (Gr 7 in the Prep and Gr 8 & 9 in the College)

In this phase the classes are generally mixed-ability groups, except in Mathematics where streaming is essential for the development of skills for all learners. Students are expected to take all nine learning areas: English (Home Language); First Additional Language (isiZulu or Afrikaans) (or French for immigrants); Mathematics; Natural Sciences; Human and Social Sciences; Economic and Management Sciences; Arts and Culture; Technology; and Life Orientation.


Career decisions are not one-off affairs. Good career choices are made over a period of time as you mature personally and develop career maturity. The two do not necessarily happen simultaneously. Some people have a level of career maturity and insight to enable them to make sound career choices in their mid-teens while others might make them a fair bit later. Many people try out a number of options before finding out their real career niche in midlife. And then they still change direction later!  

Effective career guidance is essential if you are to make wise and informed career decisions. Most career guidance involves a combination of some psychometric testing with lots of talking, research and practical experience.

At Uplands College we recognise that the “real world” for which students are being prepared is dynamic, with exponential changes happening all the time

The world for which we are preparing our students will not be the same by time they finish school, and even more changes will take place by time they graduate from a tertiary institution.

 Bearing all this in mind we attempt, during a students five years at Uplands College, to equip them with the ability to access information and to make informed decisions, taking them on to the first step of their career path.

To do this, and in collaboration with the Life Orientation Department and the School Counsellor, we have put the following in place:

Grade 8

Students assess and identify their different learning styles: visual, aural, kinesthetic, reading and writing and draw links as to what subjects they would ideally perform in.  They explore the Six career categories: investigative, enterprising, realistic, artistic, conventional and social, while identifying:

  • Interests and abilities related to each career category
  • Thinking and learning skills required by each career category
  • School subjects related to each career category
  • The role of work in relation to South Africa’s social and economic needs

Grade 9

Practical assistance with subject choice.  This takes the form of an exploration of self, what this might mean for a career path and what subjects are necessary or useful for that possible path.  Students complete the IDEAS: Interest Determination, Exploration and Assessement System that help them identify their possible career interest with suggestions as to subject choice options.  During a one-on-one meeting with their teachers, students analyse their results and make sense of their subject choice possibilities.

FET Phase (Grades 10 – 12)

Click here for the SUBJECT CHOICE INFORMATION BOOKLET for Grade 10 2018

The National Senior Certificate requires the students to write a minimum of seven subjects. The students undergo extensive guidance in their Grade 9 year to ensure that they make the correct subject choices for their intended future studies.

In accordance with National Senior Certificate requirements students need to take the following subjects:


English is the second most widely spoken language in the world (after Mandarin!)  It is the language of business, science and technology, and of course, the greatest writer of all time – William Shakespeare.  We in the Uplands College English Department aim to: 

  • instil in the students a love and appreciation of the language and its literature.
  • empower students to communicate effectively and make them  leaders in the world beyond school
  • educate students to think critically and be alert to the influences of all media around them
  • have fun in the process! 

Our classes are alive with discussion and debate and all voices are encouraged and considered worthwhile. From grade 8-12, students get the opportunity to explore a variety of genres and texts from the great classics, to modern literature, Shakespeare, advertising, cartoons and film study. They are also encouraged to explore their creative side and produce their own body of texts in the form of poetry, stories, song and film.


The Afrikaans department believes that “die soetste taal” has to be exactly that to our pupils!  Enthusiastic and passionate teachers instil an interest and enthusiasm for the language and this is achieved by means of fun. 

Our rich literature comes alive with dramatic presentations, hands-on interaction and visual and musical portrayal of poetry and literature.  Language and vocabulary learning are made fun by playing word games. Pupils who are not necessarily confident in the language can also participate and achieve.

An Afrikaans Library was established in one of the Afrikaans classrooms where pupils can easily take out books, peruse magazines or take out DVDs.  This is especially useful for pupils who have finished their work.

Pupils’ creative pieces are published in the school magazine and they know that it is worth their while to make an effort.

Having “Boeresport” as one of the assessments in Grade 8 did much to endear the language and culture to the youngsters who wanted to know whether all their assessments could be such fun!

The Afrikaans “Idols” is also a firm favourite, where tables are decorated according to idiomatic expressions or themes.  Parents enjoy watching the performances in a convivial atmosphere of sharing.  The elderly from the nearby “Rustig” Old Age Home never deny an invitation to attend this evening.

The Afrikaans Olympiad is written by both seniors and juniors and our results have been excellent.

By means of all these syllabus-enriching activities, we endeavour to instil a love for the language, a confidence in communicating and excellent achievements.



The purpose of learning a First Additional Language is to be able to interact effectively with other South Africans as part of being a good South African is to be multilingual.

IsiZulu is the most widely spoken first language in South Africa and together with Swazi, Xhosa, and Ndebele belongs to the Nguni languages. Speakers of the Nguni language group understand an isiZulu speaker and vice versa. There are more than 1.5 million speakers of isiZulu in South Africa and it is also spoken in parts of Mozambique, Swaziland, Zimbabwe and Kenya.

Uplands offers isiZulu as Second Additional Language in grades 4 to 7 in the Prep. In the College, pupils can choose to do isiZulu First Additional language from grades 8 to 12. Prior knowledge and an understanding of isiZulu are required. It is our aim that by the end of Grade 12 learners should be proficient in speaking, reading and writing isiZulu. 

Our goal is to facilitate meaningful communication with isiZulu speakers, promote multilingualism and intercultural communication. We also aim to develop an interest in and appreciation of the Zulu language. Pupils will learn about the culture, traditions and history of Zulu and other black communities, which will be helpful to them in communicating with Zulu speakers. 

To achieve this seniors are encouraged to participate in a tour to KZN where we visit traditional Zulu villages, and enjoy a rich cultural experience, various demonstrations of day-to-day life, such as daily chores within the homestead, Zulu dancing and traditional food, a traditional insight into culture and traditions of the Zulu people. We also celebrate cultural days at school.




Knowledge of French has become more important than ever. Globalisation and the opening up of the African continent have made the acquisition of a European language a necessity today.  More than 500 million people speak French all over the world in 56 countries, including 23 African countries.  

Research has also shown that those who have mastered the learning of a third language enhance their cognitive skills, achieve higher standardized test results, have better higher-order thinking and problem-solving skills, better memory and greater self-discipline.

At Uplands SALs are not offered as electives, but as alternatives to indigenous FALs for immigrants.  Although French is the only SAL which is part of the set curriculum, Spanish is offered on a private-tuition basis for immigrant learners who opt not to do French. Academically strong learners who desire to do an additional language as eighth subject are encouraged to do so and are supported in their endeavours.

Learning a foreign language is so much more than merely mastering vocabulary and grammar in the classroom.  Because language reflects the history, culture and society of the country, seniors are encouraged to go on a tour to France.    Every couple of years Uplands endeavours to organise a tour to France with a short stay in a language school.  Mornings are spent attending classes, while the afternoons provide opportunities to discover the region’s cultural heritage. A few days are also spent in Paris, visiting many of the wonderful sights the French capital has to offer.

No prior knowledge is required in Grade 8 for French as it is taught from scratch.  By Matric learners are able to discuss current events and to express their ideas on literature studied.  The approach when teaching modern foreign languages is to be current and dynamic.  The Internet is a wonderful resource.  Students can listen to French music, watch French DVDs, music DVDs, news or play interactive language games.   Celebrating French festivals or simulating daily scenes are hands-on ways of bringing French culture to school.  


(Left) Pupils enjoying the “crêpes” (pancakes) and “gaufres” (waffles) they made on La journée internationale de la francophonie.  (Right) Buying and selling their articles … in French!


Our mission is to create an understanding in pupils that Mathematics is the universal language which empowers them to achieve in all disciplines, thereby helping them to make sense of their world.

Pupils develop this understanding by being encouraged to “experiment” with the subject and to not fear failure but rather see “failure” as part of the learning process. At all times in this process pupils and staff will embrace technology, not only to enhance the learning process but to transform it.

  • At Uplands College we are proud of our Mathematics department.
  • Our teachers are all dedicated, enthusiastic and passionate about Mathematics.
  • Our policy is to extend the more gifted students and give as much help as possible to those students who struggle with Mathematics.
  • We are lucky enough to be able to offer Advanced Programme Mathematics to our top academic class during school time. We encourage as many students as possible to write this examination as it is beneficial to them in their tertiary studies.
  • Uplands College offers Mathematical Literacy to the students who are not coping with Core Mathematics. This subject is often beneficial to those students who don’t want to study any course involving Mathematics at university.
  • Our emphasis in the Mathematics department is on thinking skills. Even though many aspects of the curriculum is “drill and practise”, we always include “problem solving and out the box questions” in our tests and worksheets. Next year we will host an “inter- house tour de Maths competition”. In this competition, students work together and solve problems. It is great fun!

Life Orientation:

Life Orientation is the study of the self in relation to others and to society. It addresses skills, knowledge, and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity, careers and career choices.

At Uplands College we strive to include opportunities for the learners to engage in the development and practice of a variety of life skills to solve problems, to make informed decisions and choices and to take appropriate actions to live meaningfully and successfully in a rapidly changing society.

We, therefore, do not only focus on knowledge but also emphasize the importance of the application of skills and values in real-life situations, participation in physical activity, community organizations and initiatives.

Each grade engages in the following annual developmental opportunities (over and above the curriculum taught in class):

Grade 8:

Proactive Education Sexuality Workshop

Uplands Preparatory book task – each Grade 8 learner writes and illustrates a personalized book for a Grade 1 or 2 learner upon completing an interview with them.

Grade 9:

Grade 10 Subject Choice testing and guidance

Grade 10:

Proactive Education Life Skills Workshop

Community Service Certificate Task

Grade 11:

Work Experience Certificate Task

Career Profiling with an Educational Psychologist

Grade 12:

Research skills program – to assist leaners complete their IER One Research Task

The Uplands College Life Orientation Department is a dynamic and enthusing department that aims at upskilling our learners in all facets of life. The staff members are a caring, motivated and driven team who show a keen interest in the well-being and development of the learners at the College.


Then a further three subjects from the following list:


The IEB syllabus provides a thorough grounding in the basic principles of Accounting, as well as introducing pupils to a wide range of forms of business-ownership, and the books kept by these businesses.

Student are then equipped with the tools required to draw up the books and financial statements of sole traders, partnerships and companies. Bank reconciliation statements, debtors and creditors control, asset disposal, cash budgets, ratio analysis, VAT, manufacturing and business ethics are all supporting topics which are covered throughout the 3 years. 

Students who have an ability to think logically, who display a strong work ethic, and have an aptitude for Maths are often successful in this subject.

Our students write the annual National SAICA Olympiad and have over the past 2 years been awarded top female in the province and 2nd place in the province.  

Business Studies:

Business Studies encompasses business principles, theory and practice that underpin the development of entrepreneurial initiatives, sustainable enterprises and economic growth.

The four broader areas of study are: Business Environments; Business Ventures; Business Roles and Business Operations.

It is a dynamic, topical and relevant subject offering numerous opportunities for life skills in a business context. Students develop a useful understanding of the functioning of the business world – visiting “real businesses” and having one-on-one contact with business owners and managers is encouraged. Business Studies focuses on theory work and case studies (a specific theme is chosen each year per senior grade) whereby the students are able to apply what they have learnt.

The subject as a whole is very supportive of the entrepreneurial spirit that is in great demand in our country at present.

Dramatic Arts:

In Dramatic Arts you study how human experiences are represented and performed for an audience. You will learn some basic skills of dramatic communication. You will learn about the body and voice of the actor as the primary instruments for communication, and you will begin to use some basic vocabulary to do with Drama and theatre practice.

Many of the skills needed in Dramatic arts can be learnt through game playing. In the process of playing games you will learn the ability to concentrate, to work together with others in a team with trust, co-operation and support; to communicate more effectively, to think quickly and solve problems; and to build confidence in yourself.

You will need to bring the different elements of body, mind, emotions and voice together as a cohesive whole.

Using the voice to communicate successfully is at the heart of most drama practices and building confidence in your ability to express yourself meaningfully is one of the great benefits of doing this subject.

To create theatrical reality you need to achieve a state of inner freedom by breaking down inhibitions and building confidence and trust in yourself and one another.

Acting relies on your powers of imagination and observation. Concentration is required and developed during drama training. You will develop skills in listening, spontaneity and reactions.

Drama develops analytical thinking, discipline and commitment. It develops general knowledge and an awareness of history, politics, and psychology and writing skills.

Dramatic arts consist of a theoretical as well as a practical assessment, and require real passion and commitment. It offers the student personal growth and self-knowledge.

Engineering Graphics and Design (EGD) teaches internationally acknowledged principles that have both academic and technical applications. The emphasis in EGD is on teaching specific basic knowledge and various drawing techniques and skills so that the EGD learners will be able to interpret and produce drawings within the contexts of Mechanical Technology, Civil Technology and Electrical Technology.

Engineering Graphics and Design (EGD) Career Opportunities

EGD provides the fundamental knowledge and drawing skills required for the following career opportunities:

  • Architecture
  • Most engineering fields (e.g. Civil, Mechanical, Aviation, Maritime, Agricultural, Mining, etc.)
  • Industrial designer
  • Interior designer
  • Landscape architect
  • Quantity surveyor
  • Building management
  • City planner
  • Teacher
  • Graphic illustrator
  • Jewellery designer
  • Draughtsperson (e.g. Steel structure, Architectural, Civil, Design, Electrical, etc.)
  • CAD system operator

The specific aims of EGD are to teach the following:

  • Graphical drawings as the primary means of communication in the technological world
  • Specific basic content and concepts within the contexts of Mechanical Technology, Civil Technology and Electrical Technology
  • Various instrument and freehand drawing techniques and skills
  • Solving technological problems through graphical drawings ENGINEERING GRAPHICS AND DESIGN GRADES 10-12 CAPS 9
  • The application of the Design Process
  • The implementation of CAD (Computer Aided Drawings/Design) as a drawing method.

The Main Topics of EGD:

  • General drawing principles for all technological drawings
  • Free-hand drawing
  • Instrument drawing
  • First- and third-angle orthographic projections
  • Descriptive and solid geometry
  • Mechanical working drawing
  • Civil working drawing
  • Isometric drawing
  • Perspective drawing
  • Electrical diagrams
  • Interpenetrations and developments
  • Loci of helixes, cams and mechanisms
  • The Design Process
  • CAD (Computer-Aided Drawing/Design).

Students wishing to take Engineering Graphics and Design should be inquisitive, patient and have a good work ethic.   Engineering Graphics and Design is a refined subject, one where concentration and attention to detail are essential for success. 


Geography is a diverse discipline that provides students not only with knowledge about our rapidly-changing world and how humans are impacting our planet, but also with ample career opportunities. This discipline has been referred to as "the mother of all sciences” as it was one of the first fields of study as humans explored their natural surroundings.

By studying Geography, students are provided with a holistic understanding of our planet as they learn about their physical, human and political environments. They are encouraged to solve problems and apply their theoretical knowledge to real life situations. Those who choose to study geography will learn to think critically, research, and communicate their thoughts through writing and other means of communication instilling skills that are valued in all careers.



A question that is often asked of History teachers and students is: what is the use or relevance of studying History? After all, Henry Ford was once quoted as saying “History is more or less bunk!”. A statement such as this couldn’t be further from the truth in the History Department at Uplands College. We explore the past by combining the careful analysis of evidence with compelling storytelling to enhance the acquisition of historical knowledge.
History students obtain unique skills as the discipline teaches one to analyse evidence, to organize ideas and to construct coherent arguments. Our Department continues to strive for teaching excellence as we make use of a wide-variety of teaching skills and methodologies to cater for any learner who may take the subject. Thus, History isn’t bunk as you need to “study the past if you would define the future” (Confucius).

Information Technology:

Information Technology is a cross disciplinary subject focusing on understanding technology, people and organisations. Learners acquire the problem-solving skill needed in solving business related challenges using technology.

Two major competences are developed in the subject. The practical  application of computer programming skills in solving problems (using Java) and an in-depth theoretical understanding of computer architecture, networking as well as the social and economic implications of computerisation. 

Learners who take Information Technology, as a subject, ready themselves for success in the fast changing business world where new occupations are emerging and traditional ones are vanishing.  

Life Science:

GM foods, Cloning, Global warming, Bio-fuels, Antibiotics, Sustainability, Stem cells - these are all buzz words in the Life Sciences. Not only is the general public expected to have a factual knowledge of these topics but a grasp of the ethical and environmental implications as well. Life Science is a general subject that covers all of the above topics and more. We try to look at issues in depth as well as developing a sound knowledge base. In addition to classroom instruction, field trips, on campus exploration and information technology support the process of learning and discovery.

The syllabus addresses the following:

The Cell and the Origin of Life

Mammalian Tissues and human body systems

Genetics and Biotechnology

Evolution and the Origin of Humans

Human Reproduction


The Life Science learning programme is designed to prepare students who want to enter the Health Sciences (Medicine, OT, Physiotherapy, Nursing, Speech Therapy, Optometrist, Dentistry), Complimentary Medicine (Chiropractor, Homeopathy, Naturotherapy), Sports Science (Biokinetics, Personal Trainer), Genetics (Researcher, Counsellor), Conservation Biology, Zoology, Botany, Microbiology, Virology, Veterinary Science, Agricultural Science, Palaeontology, Psychology, Physiology, Forensics and Food Science.

However, the Life Science programme is not just vocational in its focus and there is an emphasis on the development and practice of scientific, critical and creative thinking. Students who are not sure of their career path, or who want to complement their subject choices with a course that has a scientific focus should also consider the Life Sciences.

Physical Science:

We strive to develop in our students an ability to independently recognise and engage in the scientific aspect of the world around us and to instil in them a responsibility towards the impact of science on the environment and human development.

Students wishing to take Physical Sciences to Matric should have

  •       an interest in their surroundings
  •       an interest in physics and chemistry
  •       a very good work ethic
  •       an organised mind
  •       an ability to solve problems and think critically
  •       a very good understanding of mathematical skills


To prepare our senior students for the IEB final examination we teach the following topics:  Mechanics, Electric Circuits, Electrodynamics, Photons and Electrons, Chemical Bonding, Quantitative Chemistry, Rates of Reactions, Chemical Equilibrium, Acids and Bases, Electrochemistry and Organic Chemistry.

Enrichment Programme:

We offer a variety of activities to extend and enrich our students:

  • Grade 9 and 10 students participate in the Eskom Expo for Young Scientists.
  • Grade 11 and 12 students participate in the SAASTA National Science Olympiad Competition.  The Grade 11s also have the chance to compete in the South African Physical Sciences Olympiad.
  • Three top Grade 12 students are selected to participate in the Mintek Quiz which tests them on their knowledge of Physical Science, Mathematics and Mineralogy.
  • The eV Challenge is fast becoming a highlight for our young physicists.  This is an incredibly exciting event in which students have to design, construct and drive a single seat electric vehicle during an hour long race.  

Visual Arts:

“The Visual Arts represent a broad field of creative practice involving the hand, the eye, the intellect and the imagination in conceptualizing and crafting two-dimensional and 3-dimensional objects and environments which reflect the aesthetic, conceptual and expressive concerns of individuals or groups”.

As a result, students acquire the capacity to make practical and aesthetic decisions in the development of a coherent body of work, and become actively involved in shaping and reflecting physical, social and cultural environments. Students develop new ways in which to respond to and interact with their world. Students are encouraged to explore perceptual, conceptual or expressive approaches in their artworks.

Visual Art as a subject covers both a practical and theory component and can be divided into three broad topics:

1: CONCEPTUALIZING – this covers research, investigation, reflection and innovation around a creative idea or theme which is documented and presented in the form of a Visual Journal.

2: MAKING – this is the making of actual artworks. Students are encouraged to explore to range of disciplines and media including oil and acrylic painting, collage, sculpture, photography, mixed media, digital arts and unconventional media. There is a strong emphasis on drawing.

3. VISUAL CULTURE STUDIES: this is an extensive syllabus that is divided over the three FET years. Grade 10 – From Prehistoric art up to Rococo; Grade 11 – Romanticism up to German Expressionism, Fauvism and Cubism; Grade 12 – Western Art from Dada up to the present and South African Art from 1900- the present. There is an emphasis on developing the students’’ visual literacy.


Computer Applications Technology:

CAT is a very exciting, yet challenging and relevant subject which encompasses the practical use of a computer as well as teaching the learners how to solve technical problems.

It is the study of the integrated components of a computer system (such as hardware, software and software applications) and the practical techniques for their efficient use and application to solve everyday life problems.

Not only does CAT teach the learners computer skills, it also teaches them how to meet deadlines and how to research, process and analyse information correctly. 

Students that have the ability and enjoy extension may also take the following as extra subjects:

Advanced Programme Mathematics
Advanced Programme English


Career decisions are not one-off affairs. Good career choices are made over a period of time as you mature personally and develop career maturity. The two do not necessarily happen simultaneously. Some people have a level of career maturity and insight to enable them to make sound career choices in their mid-teens while others might make them a fair bit later. Many people try out a number of options before finding out their real career niche in midlife. And then they still change direction later! 

Effective career guidance is essential if you are to make wise and informed career decisions. Most career guidance involves a combination of some psychometric testing with lots of talking, research and practical experience.

At Uplands College we recognise that the “real world” for which students are being prepared is dynamic, with exponential changes happening all the time

The world for which we are preparing our students will not be the same by time they finish school, and even more changes will take place by time they graduate from a tertiary institution.

Bearing all this in mind we attempt, during a students five years at Uplands College, to equip them with the ability to access information and to make informed decisions, taking them on to the first step of their career path.

To do this, and in collaboration with the Life Orientation Department and the School Counsellor, we have put the following in place:

Grade 10:

Students gain knowledge about self in relation to own subjects; career fields and study choices: interests; abilities; talents and strengths:

  • Requirements for National Senior Certificate (NSC)
  • Difference between career field, occupation, career and job

Students are guided through finding connections between subject choice, career field, and study choice.  They are taught the steps in choosing career field and study choice in relation to own subjects and the decision-making process.

They also explore socio-economic factors as considerations for career and study choices: community needs, availability of finances, affordability, stereotyping, accessibility and impact of income tax on final salary package. 

Grade 11

A big year if a student is wanting to enter tertiary education straight after matric.  Academics are important.  But so is information – this empowers good decision making.  So Grade 11s are exposed to Work Experience, a Career Fair (50 plus exhibitors come to Uplands), weekly Career Talks, ongoing research during LO lessons. 

Grade 12:

An intense first 4 months where every student is encouraged to have submitted an application to at least 3 institutions if they are continuing their studies.

We are a venue for the National Benchmark Tests and two of our staff members are trained to administer the tests.

More and more research and experience is showing us that, while a qualification is important, students’ success also depend on a number of ‘softer’ factors.  Below are some ideas.

Creativity and Innovation- Using knowledge and understanding to create new ways of thinking in order to find solutions to new problems and to create new products and services. 

Critical Thinking and Problem Solving- Applying higher order thinking to new problems and

issues, using appropriate reasoning as they effectively analyse the problem and make decisions about the most effective ways to solve the problem.

Communication- Communicating effectively in a wide variety of forms and contexts for a wide range of purposes and using multiple media and technologies.

Collaboration -Working with others respectfully and effectively to create, use and share knowledge, solutions and innovations.

Information Management- Accessing, analysing, synthesizing, creating and sharing information from multiple sources.

Effective Use of Technology- Creating the capacity to identify and use technology efficiently, effectively and ethically as a tool to access, organize, evaluate and share information 

Career and Life Skills- Developing skills for becoming self-directed, independent learners and workers who can adapt to change, manage projects, take responsibility for their work, lead others and produce results. 

Cultural Awareness- Developing cultural competence in working with others by recognizing and respecting cultural differences and work with others from a wide range of cultural and social backgrounds.

WATCH: Academics at Uplands

Uplands College is committed to assisting pupils in fulfilling their full academic potential. Generally speaking, class time is all that is required to achieve this goal, but from time to time additional assistance is required. Subject Teachers, Tutors, Grade Heads and Heads of Houses routinely check the progress of the pupils under their care. Should it become apparent that pupils are performing below their ability, early and appropriate intervention is called for.

One of three scenarios is generally evident:

Scenario 1: Pupil missing the point
A pupil may miss the point of a lesson and require a brief intervention in order to sort out the problem. In such instances the pupil should approach the teacher concerned and an appointment made to remediate the situation. This may involve the attendance at an “extra lesson” in the afternoon on a once-off basis and pupils have to excuse themselves from their afternoon programme.

Scenario 2: Teacher thinks pupils have “missed the bus”
One or more pupils may have done very poorly in an assignment or test and the teacher feels an extra lesson would help. In this instance the teacher may insist that the pupils attend an extra lesson. As with the first scenario, this type of extra lesson occurs on an ad hoc basis.

Scenario 3: Ongoing or remedial assistance
There are a limited number of pupils who require assistance or remedial attention on a long-term basis. This seems to be particularly evident in Maths, Science, Afrikaans, English and French. These extra lessons are chosen as a permanent afternoon activity and attendance is compulsory.

It is also possible that a pupil is under-performing for reasons not directly related to what happens in the classroom. Should a pupil be having problems with academic work as a result of, for example, bad study habits, personal or family problems or some form of learning disability, Life Orientation teachers and the School Counsellor are available to assist or provide support on an individual basis.

Promotion Requirements:

Grades 8 and 9

To Pass

Must consider all 8 learning areas. (Languages count as one)

  • 50% in English
  • 40% in Maths
  • 40% in other language
  • 40% in 3 other learning areas
  • In other words you can get below 40% in two learning areas.

Condone Zone

  • Can only be condoned on one account
  • 30% for Maths (in other words, below 30% for maths and you fail)
  • 30% in one of the languages
  • 30% in one of the other learning areas

Grades 10, 11, 12

To Pass

In other words, at Uplands, to pass, everyone MUST

  • get above 40% in ENGLISH
  • get two other subjects above 40%
  • get three other subjects above 30%

This includes LO.

All subjects count, even those not on the “designated list”

A pupil can get 1% for 1 subject and still pass, as long as their portfolio is complete

Certificate Access

Above plus 30% in 1st additional language if studying at a non-English university

Diploma Access

Above 40 in 4 subjects

Degree Access

To get an EXEMPTION, in addition to the above

  • a pupil must get above 50% in four subjects on the designated list. CAT and LO are not on the designated list.
Assessment Planning Guides for each Grade can be found right. Please click on the relevant pdf attachment to open and download it. 
Download your list on the right hand side.
Please click on the below attachments for the exam booklets

Academic Results


TOP FIVE Academics - Term 4 2016:

Grade 8:

Isabella Carvalho

Lucy van der Meulen

Lindelwe Fakude

Winita Jansen van Rensburg

Grade 9:

Mishca Jacobs

Shae-Lynn McHardy

Lucas Ruf 

Amber Freestone

Aden Haussmann

Grade 10:

Delsya Urmson

Maxim Collier 

Diyana Omar

Paul Hume

Georgia Ayres

Mariska Bam


Carla de Kock

Chloe Pakendorf

Tamryn Hawley

Rorisang Phasha

Tatenda Hove

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