The school caters two educational programs: the Lebanese National Program where our students sit for two National Official External Assessments in grades 9 and 12 and the Special Program designed for the non-Lebanese students who attend our School, mainly the children of the Arab and Muslim Diplomats., in addition to the Special Education Program run by the Learning Support Department. Approximately 5.8 % of students are identified as having additional needs including specific learning difficulties and 2.5 % are registered in the Non- Lebanese program. Students wishing to enter KG are invited to visit for an interview in order to assess their readiness for school. Students in grades one to eleven sit for an entrance assessment to ensure they have the required level of skills needed for the specific class and so that the school can adequately support any learning needs they may have. Students must also have a positive track record of work and behavior from their previous schools to be able to enroll.


Curriculum, Instruction, and Assessment

In addition to the Lebanese Official Curriculum, we provide our students with the European Community Program for the Francophone countries where they sit for official exams provided by the French government every two academic years namely the DELF and DALF programs.


In addition, a pull-out system for the Non- Lebanese students is implemented in specific subject areas where we work with them according to their needs to be enrolled in the Lebanese system later on if requested by parents and have the opportunity to apply for the official Lebanese exams in grades 9 and 12. This program was officially licensed by the Lebanese government (decree 12/5195).


In addition, a learning Support Department for SEN students who follows up with teachers and parents to:

- early detect SEN students through referral, observation, and assessment

- prepare IEPs

- assign therapy sessions, pull out sessions, co-teachers, etc..

A program for Character Education and Advising for Elementary students is integrated throughout the year in language Arts, social studies, and religion classes.

 Our classroom instructional strategies are based on the instructions that enhance our students’ achievements in all subject areas and at all levels according to research-based strategies, such as:

1. Identifying similarities and differences

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

5. Non-Linguistic representation

6. Cooperative Learning

7. Generating and testing hypotheses

8. Setting objectives and providing feedback

9. The use of eBooks and interactive boards


We ensure that lessons are taught in a variety of ways so that students’ learning styles are addressed. Planning lessons throughout the School takes into account the students’ different levels of ability and builds on previous learning. We maintain good relationships with parents so that any emotional problem or other difficulties can be shared and addressed appropriately within School.

Assessment and evaluation

We have very thorough assessment procedures in place, which teachers use very effectively to ensure that students are suitably challenged and that under achievement is appropriately dealt with. This assessment is used to plan for lessons and to check that students are on track to achieve intended learning matched to their ability and prior attainment. It is based on the following: 

1. Checklists

2. Rubrics

3. Projects

4. Portfolios

5. Self-assessment

6. Formal and informal assessment

7. Standardized testing (centralized from the Directorate of Educational affairs, Lebanese official exams, and MAP)

Teachers’ observations in addition to students’ classwork and homework including all other tools of assessments are used to assess students’ performance and progress. Informal and formal test results are used to assess academic development of students with respect to International, National, and Central standards.

Parents have the opportunity to attend term parent/teacher meetings to discuss progress and share concerns and achievements. Parents receive an end of term report card three times during the School academic year that explicitly comments on progress. Students and parents are encouraged to contribute to these report cards.

Progress reports in cycles 3 and 4 are sent on monthly bases outlining student’s progress before the end of term exams. In addition, the School has a teacher meeting schedule distributed to students for parent/teacher meetings at the beginning of each year.

Proctoring procedures from grades 6 to 12 are as follows:

1. Special exam hall in addition to classrooms

2. Mixing grade levels during exams

3. For grades 9 and 12, term exams are written at the directorate of educational affairs by Makassed School teachers; these are called the centralized exams.

4.Grades 9 and 12 students sit for the Lebanese Official exams that get to be corrected and proctored by the Ministry of Education of the Lebanese government.