The academic programme provides students with a stimulating and challenging experience that is differentiated to allow for differing learning styles. As students progress to the Middle School, they refine the core interdisciplinary skills initiated in the Primary School. They have more subject specialist teachers guiding them in fundamental subject-specific skills required for higher studies. 

Students are exposed to a broad and balanced range of subjects, with the opportunity to develop in all relevant areas; from physical, technical, creative, numerate and deductive, rational and experiential, to empathic and evaluative. Our courses are created from best practice design principles which are research-based and provide an age-appropriate, varied and challenging experience for our students. 

Grade 6 courses are designed to ensure a smooth transition from Primary to Middle School while at the same time challenging their developing levels of cognition and curiosity.

In Grade 7, courses are designed to allow students the opportunity to build on concepts learned in Grade 6 and to meet the needs of developing Middle School Students as they become more independent and responsible for their learning.

The Grade 8 programme is designed to give students the opportunity to take greater responsibility for their learning and develop a sense of metacognition in order to effectively reflect on the learning process. The courses are designed to meet the needs of Middle School students, while preparing them for High School. 

Our team of experienced international school educators continue to define, develop, and implement College-wide K–12 standards for all subject areas. The goal is to ensure a cohesive concept-based curriculum that offers a linked progression between the curricula in the different schools. This ongoing work is to ensure that we continue to develop an academic curriculum that focuses on the process of learning, is challenging, and reflects our mission, vision, and values.

Our Middle School learners need time to find their passions, hone their talents, relax with friends, and connect with you, their families. With a firm lens on our Wellbeing Principles, we aim to keep home learning to a minimum to allow them the space to explore personal interests arising from their classes more deeply. 

Our learners will need collaboration, communication, creativity, and critical thinking skills in their future. We believe, therefore, that inclusive and purposeful home learning:

• increases students’ love of learning (if they didn’t have to do it, would they want to do it anyway?) (purpose and practice)

• significantly increases learning -  can answers be easily found on Google? Can the authenticity of who completed the work be easily determined? (construct meaning, make connections)

• stimulates their interest in your subject and want to make them delve deeper (construct new understandings)

• is accessible without the need for additional help (self-directed, inclusive)

• is differentiated for ability and/or interest (appropriately challenging)

• is equitable to all students in terms of language, culture, neuro-diversity, learning styles, parents’ educational backgrounds, home-situation, etc. (secure and supported).

(Miller and Keeler, 2017)

A student’s home working environment can help develop good organisational practices and contribute to successful study. Please support them by trying to ensure that each child has somewhere quiet and comfortable to learn without distraction, with space to store books and files and help them with their self-management.

We have created the following agreement to support our learners with home-learning: