Middle School

Middle School (Grades 7-9)


At GHIS Middle school we prepare our students to become successful learners well known for their enthusiasm and learning orientation, who insist to excel and are open minded individuals.

We have our pedagogical framework that is collaboratively developed with the school community to ensure 'high quality teaching and learning' focused on the achievement of every student. The core systematic principles that the school is working towards in the pedagogical framework are: student centered learning, targeted and scaffold instructions, evidence based decision making and best practices in curriculum and assessment.


At GHIS students take courses in all core academic areas each year. They study English Language Arts, Mathematics, Science, US History, technology, Physical Education and French. Courses are designed to meet common core and Virginia standards. Students also study Arabic, Religion and Arabic Social Studies in preparation for Egyptian Ministry of Education examinations.

Curriculum at GHIS means not just the courses that are taught, but the ways that students learn to use their minds through the habits of mind. It is benchmarked by standardized tests. Students write external examinations such as the Measures of Academic Progress (MAP) which leads to SAT and advanced placement(AP) test for university admission.

  • _DSC0041 (Custom)
  • _DSC0065 (Custom)

Evaluation and Grading Procedures

Making the Grade

In Green Heights International School, we base our evaluation on the students' whole year performance. Students receive a trimester report card that clearly shows the ratio of the mark assigned for each criterion and an average of all subjects is calculated to get the final GPA. Assessment criteria cover: subject matter mastery, attendance; behavior, participation, quizzes, project and homework delivery. In assessing the quality of a student's academic efforts, the faculty of GHIS objectively considers various aspects of the student's work: the quality and quantity of the work; the interpretation and application evident in the student's trimester projects in all core subjects; the originality, initiative, and reasoning manifested; and the student's active participation in the class.

Should a student or parent wish to see or review a teacher's grading policy, a meeting is scheduled with the teacher through the stage coordinator.  Middle School students are given letter grades as follows:

Percentage Letter Grade Performance
100 - 98 A+
97 - 93 A Superior
92 - 90 A-
89 - 87 B+
86 - 83 B Above Average
82 - 80 B-
79 - 77 C+
76 - 73 C Average
72 - 70 C-
69 - 67 D+
66 - 63 D Below Average
62 - 60 D-
Ungraded F Failing (No Credit)

Parent Conferences: (PTA)

Parent/Teacher assembly (PTA) are held at the end of every trimester. Prior to these scheduled conferences, academically low achieving students receive a follow up report, notifying parents about the areas of concern. During these conferences, teachers report student achievement in each subject area highlighting areas of strength as well as areas in need of improvement.

Evaluating Students at Risk for Failure:

GHIS is an academic institution, which prepares its students to enter colleges and universities. This requires a standard of excellence for the entire student body. The minimum standard is a 1.70 Grade Point Average.

In the mid school a grade check is conducted at the end of each trimester. If a student is at risk of failure, the academic advisor will issue a progress report; will discuss the issues with the student, as well as contacting the student's parents.

Procedures for students at ACADEMIC risk

At the end of each trimester, teacher will identify students experiencing academic difficulty.

Teacher will attempt to address the issues using appropriate classroom strategies. These are the steps followed:-

  • Discuss issues with student.
  • Evaluate alternative learning strategies, styles and materials.
  • Discuss issues with parents.
  • At grade level meetings, students with academic problems are discussed and further strategies/procedures are identified.

Students receiving 2 or more F's at the end of the first trimester will be placed on Academic Probation and a letter will be sent to notify parents.

Students on Academic Probation who continue to be at risk of failure will be placed on a formal monitoring program. Incomplete grades need to be made up within a reasonable amount of time, as determined by the teacher.

A student who enters school after a trimester has started and who has not been in attendance in another school, will be required to meet specific academic requirements in order to receive credit.

If a student receives a final grade of F in a subject, he/she will have to sit for a re-exam or submit make-up work or project depending on the subject and the academic advisor's recommendation. If s/he fails to do the work required, s/he will be asked to repeat the subject.

If the student receives two (2) or more F's for final grades or does not attain the required GPA to be promoted to the next grade level, the student may be asked to repeat the grade. Students who leave school before final exams are given may be penalized 20% of the trimester grade, or they are only issued withdrawal grades.

At the end of the year, the student will get an average mark of the marks he earned in the three trimesters.

Preparing Students to Become Future Leaders

At GHIS we prepare students to become future leaders by being creative and independent beside their team spirit while:-

  • Developing their knowledge and understanding to their surroundings 
  • Accepting other cultures and beliefs
  • Making choices and wise decisions 
  • Developing different points of view 
  • Communicating using various resources and in different circumstances

Students are always encouraged to work on:-

  • Self-esteem
  • Physical, mental and emotional stability
  • Values and beliefs
  • Respect others

Acquiring Positive Learning Habits and Values

Learning and innovation skills are increasingly being recognized to separate those who are prepared for the future and those who are not. In the middle school instilling within our students strong learning habits and values are essential to the pursuit of their intellectual and personal development. These "highly - valued" attributes enable our students to grow and succeed. For each of their subject. In order to maximize their success while in the middle school, Students are advised to consistently exhibit these habits and values without being asked or reminded.

The students are assessed in the above learning habits and values through a four- point scale indicator (see below) that form an integral part of their assessment rubrics.