Middle Stage

Grades VI-VIII

Students learn three languages in this Stage. Learning Outcomes are set for these languages as well as for Mathematics, Art Education, and Physical Education. Science Education and Social Science Education have separate sets of Learning Outcomes, and Vocational Education is built into the school calendar and timetable. These areas represent different forms of knowledge and learners are expected to gain a more formal understanding of the nature of as well as of the methods of inquiry in each form.

The content in the Middle Stage reflects the engagement with theoretical concepts and the introduction of theories and conceptual frameworks specific to each form of knowledge. There is a shift to more abstract ideas and the students are expected to engage with unfamiliar contexts and situations.

The pedagogy adopted in this Stage is a judicious balance of direct instruction as well as opportunities for exploration and inquiry. Building on prior knowledge and opportunities to learn from errors become important considerations for instructional strategies. Technology integration is built into the curriculum transaction.

Assessments are more formal. Assessment design shifts the focus from content retention to conceptual understanding and fluency in the methods of inquiry. Learners are given opportunities to engage with higher-order capacities of analyzing and creating through meaningful, yet challenging assessments. Summative assessments at the end of this Stage are based on the Competencies defined in the Learning Standards.