Middle School at a Glance

About Middle School

Middle School Principals Welcome

Welcome to Qatar Academy Sidra.

At QAS, we believe that education is not only about academic success, but about developing thoughtful, compassionate, and capable young people who are ready to contribute meaningfully to the world. Our purpose is grounded in creating a learning environment that is inclusive, rigorous, and deeply human, where every student is known, valued, and supported to achieve their full potential.

As a school, we are guided by our commitment to being Sustainable, Inclusive, Diverse, Rigorous, and Agile (SIDRA). These are not simply words; they shape how we design learning, build relationships, and make decisions. We hold high expectations for all learners while ensuring that the support, care, and opportunities needed to meet those expectations are firmly in place.

Learning at QAS is driven by inquiry, conceptual understanding, and real-world relevance. We aim to move beyond surface-level knowledge, supporting students to think critically, ask meaningful questions, and transfer their learning to new and unfamiliar contexts. In a rapidly changing world, we see skills such as collaboration, communication, and adaptability as essential, and we intentionally develop these alongside strong disciplinary knowledge.

Equally important is our commitment to belonging and wellbeing. We recognize that students learn best when they feel safe, respected, and connected. We are proud to be a diverse and international community, and we actively work to ensure that every voice is heard and every identity is honored. Our approach to education is rooted in empathy, respect, and a deep belief in the potential of every individual.

At QAS, parental partnership is central to our success. We value the strong relationships we build with our families and wider community, and we see education as a shared responsibility. Through open communication and collaboration, we work together to support each student’s growth: academically, socially, and emotionally.
As Principal, I am committed to leading with integrity, care, and purpose. My role is to ensure that our school continues to grow as a place where both students and educators thrive, where innovation is balanced with humanity, and where learning remains meaningful and impactful.

Thank you for choosing to be part of our community.

MYP Leadership Team

Elani McDonald

MYP Assistant Principal

Elani McDonald is an experienced international educator and school leader with over 15 years of expertise in curriculum design, inclusive education, and whole-school improvement. At QAS, she leads the development of high-quality, student-centered learning aligned with the International Baccalaureate (IB) framework.

Elani holds a Bachelor’s degree from the University of Pretoria and an MBA in Educational Leadership (International) from University College London (UCL). Her academic and professional journey reflects a strong commitment to excellence, equity, and continuous improvement in education.

Throughout her career, Elani has worked across a range of international contexts, leading curriculum alignment, strengthening teaching and learning practices, and supporting schools through accreditation processes with organizations such as CIS and NEASC. She has played a key role in developing inclusive school systems, including implementing Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), and concept-based curriculum frameworks to ensure all students can access and succeed in learning.

As a leader, Elani is committed to creating a school environment where every student feels a strong sense of belonging and is supported to achieve their full potential. She works closely with teachers, students, and families to foster a culture of care, high expectations, and collaboration.
Elani believes that education should empower students not only academically, but also socially and ethically, preparing them to contribute positively to their communities and the wider world.

Najlaa Al Shafi

Leadership Profile

Mrs. Najla Al Shafi is an experienced educator who has been with QAS since its early inception. She brings over 12 years of experience at Qatar Academy Sidra, where her professional journey reflects a deep commitment to education, continuous growth, and transformational leadership. Najla graduated from Qatar University and holds a Master’s degree in Educational Leadership with distinction. This profile has shaped her leadership approach, grounding it in purpose, integrity, and a focus on creating meaningful and sustainable impact.

Mrs. Najla began her career in 2014 as a trainee teacher in the Early Years at QAS, teaching Arabic and Islamic Studies, before moving into a primary teaching role where she taught Islamic Studies and Qatar History. These early experiences reinforced her belief in the importance of building strong conceptual understanding, nurturing identity, and instilling values from an early age.

As her career progressed, Najla served as Arabic Language Lead in the Early Years, then as an Academic Coordinator, and later as an Assistant Principal. Through these roles, she led teams, contributed to curriculum development, and supported the enhancement of teaching and learning practices aligned with an IB philosophy that focuses on international-mindedness and student-centered learning. Najla’s leadership approach is rooted in collaboration, reflection, and continuous improvement.

What defines her journey most, however, is the lasting human impact of education. Najla had the privilege of witnessing students grow over the years and graduate, an experience that continues to inspire us. Najla believes that every student is a lifelong learner with unique potential, and it is our responsibility to nurture that potential with care and purpose.

MYP Coordinator

Susan Hannoun

Susan Hannoun is an experienced educator and MYP Coordinator with over 20 years of teaching experience, specializing in science education, curriculum development, and International Baccalaureate programme implementation. At QAS, she leads the development and delivery of the Middle Years Programme (MYP), ensuring alignment with IB standards and the school’s vision for high-quality, student-centered learning.

Susan holds a Bachelor’s degree in Biology and a Master’s degree in Science Education. Her academic and professional journey reflects a strong commitment to excellence in teaching and learning, as well as continuous professional growth.

As an IB Examiner and IBEN Programme Leader, Susan brings extensive expertise in IB assessment practices, curriculum design, and programme evaluation. She plays a key role in supporting teachers to develop effective inquiry-based learning experiences and robust assessment practices that promote deep understanding and student achievement.

Throughout her career, Susan has worked closely with students and educators to foster a collaborative and supportive learning environment. She is dedicated to building capacity within teams, strengthening instructional practices, and ensuring consistency and rigor across the MYP.

Susan is committed to creating meaningful learning experiences that empower students to think critically, communicate effectively, and take ownership of their learning. She works closely with teachers, students, and leadership to promote a culture of high expectations, reflection, and continuous improvement.

Thaer Alalami

Thaer believes that education is the most powerful tool we have to reshape the future; it is a process of building and preparing individuals to have a lasting, positive impact on society.

At Qatar Academy Sidra, Thaer is grateful to work in an environment where the implementation of new systems is encouraged and seen as a necessity. Change is embraced as a non-fear zone, a space where we evolve to meet our students’ needs and ensure our academic approach is always moving forward.

While Thaer serves as the Academic Affairs Coordinator, his passion for ‘building’ also thrives in the classroom where he teaches MYP Design. He finds deep fulfillment in facilitating student discovery through problem-solving, computational thinking, and the art of decomposing problems related to us as learners. Thaer’s goal is to empower students to tackle critical challenges, and for them to realize that impossible is a myth.

Outside of his professional role, Thaer is a firm believer in the beauty of restoration and the great outdoors. Whether he is exploring nature, watching a documentary, or following a restoration project, he is constantly inspired by the process of taking something and making it better—a philosophy he brings to work with students and staff every day.

MYP Curriculum

MYP Program: ManageBac Parents Page 

Personal Project

The Personal Project

The Personal Project is a culminating experience for students in the Middle Years Programme (MYP) of the International Baccalaureate (IB). It allows students to explore a topic of personal interest in depth and to demonstrate the skills and attitudes they have developed throughout the MYP.

Purpose

  • The Personal Project is designed to help students:
  • Develop independent learning skills by managing their own project from start to finish.
  • Apply MYP skills such as research, critical thinking, communication, and self-management.
  • Reflect on their personal growth and learning journey.
  • Express creativity and initiative through a product or outcome that is meaningful to them.

Key Features

  • Student-driven: Each project is based on a topic chosen by the student, reflecting personal interests, passions, or curiosities.
  • Guided by a supervisor: Students receive guidance from a teacher to help them plan, research, and evaluate their work.
  • Process and reflection: Students document their process, reflecting on challenges, successes, and learning.
  • Final product: The project culminates in a tangible product or outcome and an accompanying report or presentation.

Assessment

The Personal Project is assessed using IB MYP criteria, which focus on:

Investigating: Formulating a clear goal or research question and planning a process to achieve it.

Planning: Designing and developing the product/outcome thoughtfully and effectively.

Taking action: Creating the product/outcome while applying skills and knowledge.

Reflecting: Evaluating the project and reflecting on personal learning, challenges, and achievements.

Why It Matters

The Personal Project is more than an academic task; it is an opportunity for students to express who they are and what they value, to challenge themselves, and to demonstrate creativity, resilience, and independence. It prepares students for future studies, projects, and lifelong learning.

MYP model and subjects on offer

Inspiring Thinkers. Empowering Learners. Shaping Futures.

At Qatar Academy Sidra, the International Baccalaureate Middle Years Programme (MYP) is a five-year educational framework designed for students aged 11 to 16. It offers a rigorous and holistic learning experience that develops both academic excellence and personal growth.
Students engage in a broad and balanced curriculum across key subject groups, including:
Grade 6 – 8

Language and Literature Language Acquisition Individuals and Societies Sciences Mathematics Design Arts Physical and Health Education
Arabic A
English A 		Arabic B
Spanish B 		Individuals and Societies Sciences Mathematics Design Visual Arts

Music

Physical and Health Education

Grades 9-10

Language and Literature Language Acquisition Individuals and Societies Sciences Mathematics e-Portfolio
Arabic A
English A 		Arabic B
Spanish B 		Individuals and Societies Biology

Chemistry

Physics

Mathematics Design

Visual Arts

Music

Physical and Health Education


Learning is inquiry-driven and interdisciplinary, connecting subjects to real-world contexts and encouraging students to think critically, solve problems, and apply their knowledge in meaningful ways.

The MYP at QAS emphasizes:

  • Concept-based learning that goes beyond memorization
  • Approaches to Learning (ATL) skills such as thinking, social, communication, research, and self-management
  • International-mindedness, fostering global awareness and respect for diverse perspectives
  • Service as Action, where students apply their learning to make a positive impact in their communities

Assessment is continuous and criterion-based, focusing on individual progress and mastery. Students are encouraged to reflect on their learning, set goals, and take ownership of their development.

The programme culminates in the Personal Project, an independent inquiry where students explore a personal interest, apply their skills, and demonstrate their learning.

At Qatar Academy Sidra, the MYP is more than a curriculum; it is a transformative journey that prepares students to thrive in school and beyond as confident, responsible global citizens.

STEAM at QAS

At QAS, STEAM education is our flagship approach within the IB MYP, reflecting our belief that integrating Science, Technology, Engineering, Arts, and Mathematics is essential not only for understanding the world, but for shaping it. STEAM is not treated as a standalone subject; rather, it is a mindset that drives curiosity, collaboration, and real-world application.

Our science model is a curriculum-driven, inquiry-based program grounded in the IB MYP framework and informed by NGSS practices. It is designed to develop critical thinkers and lifelong learners through a spiral curriculum, where key concepts are revisited and deepened over time, allowing students to continuously build on prior knowledge and strengthen their understanding.

In the MYP, we adopt an integrated STEAM approach in the earlier years, where students explore connections across biology, chemistry, and physics. This supports a holistic understanding of science before transitioning, in Grades 9 and 10, to more discrete disciplines: Biology, Chemistry, and Physics. Learning is driven by inquiry and experiential practices, enabling students to investigate, experiment, and apply their understanding to real-life contexts.

We place strong emphasis on sustainability and health, ensuring students connect scientific learning to environmental responsibility and personal well-being. Qatari culture and local context are intentionally embedded to make learning meaningful and relevant. Through the use of technology, including VR and digital tools, alongside authentic assessments, students demonstrate their understanding in practical and impactful ways. Opportunities such as science fairs and exhibitions further promote student agency, innovation, and learning beyond the classroom.

Education City High School – Qatar Academy Doha

Grade 10 to ECHS Transition

The transition from Grade 10 to Grade 11 is an important milestone in each student’s academic journey. At this stage, students begin to make subject choices that align with their interests, strengths, and future aspirations.

This transition is especially significant for our students, as they move to a new campus in Education City (ECHS). Alongside new academic expectations, students experience a new environment, new routines, and new opportunities for growth.

Our school provides a structured transition program designed to guide students and families through this process with confidence.

What the Process Includes
Throughout the year, students take part in a range of activities to support informed decision-making, including:

  • Introduction sessions and interest surveys to help students reflect on their strengths and preferences
  • Career and university exploration opportunities, including events and guidance sessions
  • Use of online platforms such as Unifrog to research pathways and future options
  • Lessons focused on skills, careers, and pathway planning
  • An Options Evening at ECHS, where students and families can meet teachers, learn about course content, and explore the materials and approaches used in each subject before making their final choices
  • Opportunities to explore subject options through taster sessions and events

Support for Students and Families

We believe that strong support is key to making the right choices. As part of the process:

Parents are invited to information sessions and events to stay informed and involved

Students receive guidance from teachers, advisors, and school counselors

Individual meetings are available to discuss and confirm subject choices

Our Aim

Our goal is to ensure that every student feels supported and well-informed when selecting their Grade 11 pathway, helping them build a strong foundation for future success.

Co-curricular

  • Sports

Physical & Health Education

PHE is a mandatory subject for students in Grades 6–10. The course is an assessed subject within the framework of the International Baccalaureate Middle Years Programme (IB-MYP) and is evaluated using the four MYP criteria.

Through the study of physical education, students will:

  • Develop physical fitness, health awareness, and goal-setting skills
  • Learn to reflect on their efforts and take accountability for their results

Student participation is supported so they can develop a sense of pride and ability to create habits that help them lead a balanced and healthy lifestyle.

Grade 10 — MYP ePortfolio

Grade 10 students opting for PHE as their ePortfolio subject will need to

  • Assess their own performance
  • Develop and implement a personalized fitness plan
  • Utilize skills within the context of everyday situations
  • Evaluate their success over time through reflection

This process is challenging but also rewarding to students. It will assist them in developing goals, nurturing reflective thinking, and building their resilience.

Extracurricular Activities (ASA)

QAS offers an extensive ASA programme. Students are encouraged to explore beyond the classroom and find something they love.

We offer:

  • Sports: Football, basketball, volleyball, badminton, fitness and conditioning.
  • Technology: Robotics, coding, and chess.
  • Arts & performance: Visual arts, music, and public speaking.
  • Academic & languages: Debate, Model UN, creative writing, Arabic, Spanish, and French.

The range is deliberately wide, so every student can find something that is right for them.

Community & Service Activities: Students’ Service: What is service as action

Empowering Students to Make a Difference

At Qatar Academy Sidra, learning extends beyond the classroom. Through the IB Middle Years Programme, Service as Action empowers students to connect what they learn with meaningful contributions to their community.

Students engage in a range of service experiences; including direct service, advocacy, research, and student-led initiatives; allowing them to explore real-world needs and take purposeful action. Opportunities are offered through school-wide events, subject-related learning, and projects initiated by students themselves.

Throughout the programme, students plan, act, and reflect on their experiences, documenting their learning on ManageBac. Each activity is linked to key IB learning outcomes, supporting the development of leadership, collaboration, ethical thinking, and international-mindedness.

Through this process, students grow into confident, responsible individuals who are equipped to make a positive impact; both locally and globally.
At Qatar Academy Sidra, Service as Action is not just part of the programme; it is part of who we are.

What is MUN?

At Qatar Academy Sidra MYP school, Model United Nations gives students in Grades 8 to 10 the opportunity to step into the role of international diplomats, debating some of the world’s most pressing issues in a rigorous and stimulating environment. The programme is a natural extension of Individuals & Societies and English, and is particularly suited to high-achieving and gifted learners looking to be challenged beyond the classroom.

Our students represent QAS at national conferences hosted by schools across Qatar, as well as on the international circuit through Change the World MUN (CWMUN), with conferences held in New York, Paris, Rome, Singapore, and the Emirates. Through research, debate, negotiation, and diplomacy, students build exceptional skills in public speaking, critical thinking, academic writing, and global citizenship.

Interested in joining MUN? Contact Ms. Claire Guillon, MUN Director and I&S Lead Teacher.

Debate Club: Doha Debates

QAS students have the opportunity to participate in the annual Qatar Debate tournaments, which are held twice during the academic year. Each tournament takes place on a dedicated Saturday where team(s) representing their school will compete with other schools in Qatar to determine the best debating schools and individual debaters across the country. In preparation for the tournaments, our students attend debating workshops on public speaking, argumentation and refutation, case building, motion analysis, and understanding debate formats. By participating in the debate sessions, our students are able to further develop their skills in communication, analysis, and thinking, as well as self-organization in their learning.

The first Robotics League

Our Robotics Club empowers students to explore coding, engineering, and innovation through hands-on learning. Students design, build, and program robots using platforms such as LEGO Robotics and microcontrollers, applying skills in coding, electronics, and engineering design.

Through participation in competitions such as VEX Robotics and regional STEM challenges, students work collaboratively to solve real-world problems, test their designs, and refine their thinking. These experiences strengthen resilience, creativity, and teamwork, while building confidence in applying technology in meaningful ways.

Online Information System

  • Sport Venues /Gym
  • Libraries
  • Cafeteria

Accredited Partners

NEASC

CIS

Eco-Schools