Welcome to the Middle School

We are delighted to extend a warm welcome to each of you as we embark on a new school year filled with excitement, growth, and learning. We are confident that this school year will be a transformative and empowering experience for each student. Together, we will create an environment that inspires a love for learning, resilience, and a passion for discovery. 

Communication between school and home is vital to the success of our students, and we value that partnership. Your involvement and support play a crucial role in your child's success. We encourage open communication and invite you to participate in various school events, parent-teacher conferences, and volunteer opportunities throughout the year.

If you have any questions, please do not hesitate to reach out. We are here to support you and your child throughout the school year.

Here's to a fantastic school year filled with growth, friendship, and achievement!

Kind regards,

Marika Farrell

Head of Middle & Upper School 

Middle School (Grade 6-8) is a unique and transformative time in a student's life, marked by both academic challenges and personal development. Our dedicated team of educators and staff are committed to fostering a safe, supportive, engaging, and inspiring environment that fosters curiosity, critical thinking, and collaboration. We believe in nurturing the whole child, recognizing the importance of not only academic success, but also social and emotional well-being. With our personalized learning approach, we meet the individual needs of each student, recognizing their unique talents and learning styles. 

The following are the middle school-specific needs that we address to ensure a successful transition from Lower School:

  • Organization Skills: With an increased number of classes and responsibilities, organizational skills become crucial. We will provide strategies and support to help students manage their time effectively and keep track of assignments.
  • Social Skills Development: Middle School is a time of social growth and exploration. We emphasize the importance of building positive relationships, empathy, and effective communication to create a respectful and inclusive community.
  • Independence and Responsibility: Encouraging independence is a key focus. Students will be given opportunities to take ownership of their learning and actions, promoting a sense of responsibility and accountability.
  • Study Habits: The MYP curriculum introduces more complex concepts, and developing effective study habits becomes essential. Our teachers will guide students in developing study routines that suit their individual learning styles.
  • Transition Support: Recognizing that the move from Lower to Middle School can be both exciting and challenging, we have a dedicated advisory team in place to provide support and guidance to students as they navigate this transition.

Beyond the classroom, we have countless opportunities to join athletic teams, participate in theater productions, bring novel ideas to Dwight’s Spark Tank incubator, and enroll in a robust offering of daily after-school activities and clubs.

Our goal is to ensure that all of our students are well-prepared for their transition to Upper School. Our Middle School Program provides a foundation of knowledge, skills, and dispositions that will help each student succeed with the demands and social changes in the Upper School and beyond.

The IB (MYP) is a curriculum framework designed for students in grades 6-10, offering an education that focuses not only on academics but also personal and social development. The MYP encourages students to ask questions, think critically, and find creative solutions to real world problems, skills that are crucial during the Middle School years. It also promotes understanding and appreciation of different cultures, helping students become more open-minded and aware of the world around them. By integrating different subjects and making learning relevant to real life, the MYP caters to the diverse needs of Middle School students, equipping them with the knowledge and skills they need for the future.

Students study all courses from the 8 MYP subject groups:

  • Language and Literature
  • Language Acquisition
  • Individuals and Societies
  • Sciences
  • Mathematics
  • Physical and Health Education
  • Design
  • Arts

MYP educators structure the curriculum with a keen focus on:

  • Conceptual Understanding: Concepts, substantial ideas with relevance across disciplines, serve as a framework for MYP students to inquire into issues of personal, local, and global significance. This approach encourages a holistic examination of knowledge.
  • Teaching and Learning in Context: Optimal learning occurs when students connect their experiences to the context of their lives and the broader world. Through global contexts, MYP students delve into topics such as human identity, global challenges, and the essence of international-mindedness.
  • Language and Identity: MYP students must acquire proficiency in at least two languages: the language of instruction (English) and an additional language of choice. Communication diversity is foundational to developing intercultural understanding and affirming identity.
  • Approaches to Learning (ATL): ATL, a consistent element across all MYP subject groups, forms the basis for independent learning and the practical application of knowledge and skills in unfamiliar situations. Developing and employing these skills equips students with the ability to learn effectively.
  • Service as Action: Emphasizing action and service as integral values, MYP students apply classroom learning to make a positive impact on the community and the environment. Service as action plays a crucial role, both in the curriculum and outside the classroom. All students in Grades 6-10 engage in meaningful action in response to the student’s own needs and the needs of others. The quality of each activity is measured by the student and their supervisors against the IB's seven service learning outcomes. 
  • Assessment: MYP maintains globally consistent assessment standards using a criterion-related model. Teachers design diverse and valid assessment tasks, allowing students to demonstrate achievement according to IB-defined objectives. Assessments focus on established criteria rather than comparing students' work. Tasks include open-ended problem-solving, debates, tests, hands-on experimentation, and reflective analysis. Teachers assess the acquired skill set, including success in written examinations, according to IB criteria.