Middle School Program of Studies

Welcome to Middle School Course Selection

This Middle School Program of Academic Studies has been designed to help students and their parents plan an academic program that stimulates curiosity and motivates students to explore new areas of learning. During the middle school years, students and parents have their first opportunity to select courses based on students’ needs, interests and abilities.

We encourage students and parents to carefully review the Program of Academic Studies and the recommendations made by teachers on the verification letters sent home with your student and/or through the Infinite Campus Parent Portal (ICPP). Teachers, counselors and administrators are available to assist in this process.

North Penn Middle Schools use a block scheduling model that utilizes a 6-day cycle. The block schedule contains two semesters. The first semester is September-mid-January. The second semester runs late-January-mid-June. All students will be required to take a variety of exploratory courses so that they can experience diverse opportunities as they define their interests, strengths and capabilities. Identified eligible seventh and eighth grade students, who are in need of specially designed instruction, will be provided Special Education or Gifted classes as determined by their Individual Education Program (IEP).

Policy Statement:

All activities and courses, including Technology Education, Vocational-Technical Education, Family Consumer Science and Physical Education courses at North Penn School District are available to all students as required by Title VI, Title IX and Section 504. If there are prerequisites, they are based on ability and aptitude, not on race, color, national origin, sex or any handicapping conditions. If a student is physically or mentally handicapped, they may qualify for special services and instruction, or equipment modifications so they can successfully complete the course or participate in any activity. Inquiries regarding the District's nondiscrimination and harassment policies should be directed to the attention of the Title IX Coordinator, contact details can be found here

Philosophy for Middle Schools

The administration, faculty and board of school directors, with the support of the community, recognize the uniqueness and demands of the emerging adolescent and seek to provide experiences which enhance individual development and assist the student in learning societal responsibilities.

Middle school students need a range of easily accessible learning opportunities. Therefore, we strive to:

  1. Provide a climate in which the focus of the program is the student.

  2. Create small communities within the middle school level by assigning a common set of students to a specified number of teachers for a common core of subjects and a common block of time. This concept is called “Teaming of Students”.

  3. Help each student acquire mastery of the basic skills.

  4. Teach students to evaluate and apply various kinds of information with which they come in daily contact.

  5. Provide experiences for students to see the relationship between academic principles and their application for the future.

  6. Foster a positive attitude toward the learning process.

  7. Encourage the development of individual achievement.

  8. Provide opportunities for students based on their needs and interests.

  9. Encourage appreciation and develop skills in the arts and humanities.

  10. Provide experiences for students to practice good health, safety and family living skills.

  11. Provide a variety of both structured and informational physical and co-curricular activities appropriate to the student’s age and development.

This program should assist the adolescent in the transition from childhood dependence to adult independence. Therefore, we strive to:

  1. Help every student develop self-understanding and a feeling of self-worth.

  2. Provide a positive environment emphasizing an understanding and appreciation of others.

  3. Provide constructive outlets to help the adolescent resolve conflict.

  4. Promote an awareness of and continuing participation in constructive leisure activities.

  5. Develop individual awareness of and responsibility for group rights, attitudes and actions.

  6. Use discipline as a learning experience through which the student accepts responsibility for his/her behavior.

  7. Promote good citizenship through the understanding of and participation in the democratic process.

Responsibility for the success of this program will be shared by the home, the community and the school. Therefore, we strive to:

  1. Provide planned opportunities for continuous staff improvement in order to achieve the program goals.

  2. Establish a total school environment which promotes the exchange of ideas among administrators, teachers, parents, students and other interested community members.

Statement of Vision

The North Penn School District seeks to develop students who embody its universal values of achievement, kindness, collaboration, respect, responsibility, resilience, and integrity. Through an education that develops students both academically and emotionally, equitable opportunities, and a respect for human differences, members of the North Penn community will contribute to their local and global communities.

Statement of Mission

The North Penn School District is an effective, innovative, student-centered community of teaching and learning where every student is empowered to:

  • become an independent, adaptable, life-long learner who uses knowledge to create new understandings;
  • exhibit creative, collaborative, and critical thinking;
  • achieve at one’s highest potential;
  • live as a positive, responsible, and contributing citizen of the global society; and
  • develop a respect for diversity and appreciation of human differences.


Shared Values

Visionary Leadership:

Contributes to the development of a quality organization by building the relationships necessary to create the conditions that foster a high level of employee, student and community engagement; provide opportunities for employee decision-making; include a high level of visibility; and are characterized by leadership coaching.


High Expectations for Learning:

Cultivates an environment where every student is challenged to reach his or her highest potential, receives equitable access to learning, and where families, community members, and staff demonstrate the confidence to meet the needs of every child by using strategies that ensure high levels of achievement and address student differences.

People-Centered Community:

Empowers and equips students, staff, and community members to better serve, providing them with a healthful environment in which they continuously learn and embrace change, and solicit feedback to effectively understand and address the needs and concerns of students, staff, and the community

Continuous Improvement:

Embraces ongoing efforts to improve services and outcomes resulting in positive change for all members of the school community based upon feedback and program assessment.

Partnerships and Teamwork:

Leverages the collective experience and expertise of all members of the school community including students, parents, staff, and citizens to deliver the best for our students.

Strength in Diversity:

Recognizes the power in respecting, understanding, and celebrating human differences to build community, inspire ideas, develop shared experiences, and enrich the organization.