The middle school represents a significant turning point in students’ lives. It sets them apart from both younger and older students. It is a time of transition from childhood to adolescence accompanied by numerous intellectual, moral, social, emotional, and physical changes. Each student seeks to establish independence, a unique identity, and a workable set of values. They think of themselves as individuals outside of their families and focus on exercising this independence as well as developing strong relations with peers; the effect of which may, at times, surpass the influence of both the home and school environments.

Understanding this critical time in our students’ lives, we strive to accommodate them by providing a warm and friendly atmosphere in an environment characterized by flexibility and trust. We also strive to promote and enhance student achievement, a sense of responsibility, and a sense of belonging to the school and community as a whole. We believe that developing positive attitudes towards themselves and others lead to a better understanding of themselves as individuals, the world around them, and their role in it. The more effective and comprehensive our efforts are, the more our students foster compassion and skills of cooperation, decision making, and goal setting which, in turn, solidify conceptions about themselves and influence the manner in which they approach these conceptions in later years.  

In our effort to develop and maximize students’ academic achievements, teachers exert effort to introduce subject matter in various stimulating ways which encourage creativity, research, and critical thinking. Therefore, student assessment is not based solely on test results, but also on their performance and participation throughout the year. 
 
In reinforcing our role as educators, we take into consideration that students require the opportunity to pursue hobbies and interests. We believe that a positive involvement in such activities influences the student’s overall achievement level and personal growth. In turn, we have organized daily homework by limiting the quantity of the workload, and the required activities by providing ample time for completion. Thus ensuring, with time management that students have the time they need for other non-academic interests and activities which enhance their unique identities and abilities. 
 
We have taken measures to reinforce positive behavior and to encourage students to abide by school rules and regulations by adopting / implementing the “Distinguished Students Committee/council” and “Model Students Committee” which are perceived by the students as goals worthy of pursuing. 
 
We offer our students the national curriculum provided by the Ministry of Education in all subject areas except the English language until eighth grade. The school administers an American based English language curriculum in order to provide our students with the best possible preparation for English as a second language. As of ninth grade, students may choose one of two educational streams; the national curriculum or that of the international programs. 
 
Finally, the middle school department is a facilitator for productive, well-adjusted, individuals. As a unit, we reach out to students by taking part in guiding them through these critical years which are a major stepping stone towards adulthood. With flexibility and trust, we make sure that their academic, social, and emotional well-being are not compromised.