Middle school students across Morocco are now engaging with English in new, dynamic ways through hands-on activities, meaningful communication, and lessons designed to reflect how language is used in the real world. As English expands into lower grades, classrooms are increasingly focused on interaction, critical thinking, and student participation, helping learners build confidence and practical skills earlier in their academic journeys.
I've seen my students build strong learning habits. I've watched quieter students start participating because they had options to say, express, do, and show what they know and what they can do. The biggest gains I'm seeing now: My students are forming correct sentences and even paragraphs independently. They feel involved in the learning process; they understand their roles, and they can complete tasks with only a few instructions.”
-- Loubna Boulaid, Middle School Teacher, Morocco 3 years’ experience using the new student book and independent learning activity book.
This nationwide shift is the result of a long-term collaboration between Amideast and the Moroccan Ministry of National Education, Preschool and Sports (MNE) to strengthen English language teaching at the middle school level. Together, they co-designed Morocco’s National Middle School English Curriculum Framework and teaching and learning materials. Anchored in international standards and research on effective language learning, they are intentionally designed to reflect Moroccan classrooms and realities.
Responding to Growing Demand and Opportunity
As a key economic and cultural bridge between Africa and Europe, Morocco is increasingly focused on preparing young people with the English language skills needed for higher education, the workforce, and international engagement. Expanding access to quality English instruction earlier in the education system has become a national priority.
Introducing English at the middle school level places students on a stronger pathway towards higher levels of proficiency, while creating more continuity in their learning. At the same time, Morocco is strengthening how English is taught, shifting towards more interactive, student-centered approaches that promote communication, critical thinking, and active participation. These methods also support transferable skills that benefit learners across subjects and future pathways.
Ensuring coherence and progression across grade levels is a central focus of this reform, so that learning builds logically over time and is reinforced through meaningful use. Teacher professional development plays a critical role, building on teachers’ existing strengths while supporting the integration of new methodologies, assessment practices, and classroom strategies aligned with the new curriculum.
The USAID-funded Bridge to Middle School project supported this national priority by strengthening the foundation of English instruction during the transition from primary to lower secondary education. Working closely with the Ministry of National Education, Amideast provided technical leadership in developing a coherent Grade 7-9 framework and a full set of teaching and learning materials aligned with global standards and relevance to Moroccan classrooms.
New materials emphasized communicative language use, task-based learning, and student-centered instruction. Professional development equipped educators with tools for interactive teaching, formative assessment, and inclusive classroom practices. Pilot schools tested the revised content, allowing refinements based on classroom experience, while inspectors and ministry officials were actively engaged in review and validation—building early institutional ownership.
Although the USAID project ended earlier than planned, the foundation for reform was firmly established.
A Partnership Sustained
When USAID funding concluded in January 2025, the Moroccan Ministry of National Education, Preschool and Sports made a critical decision: to continue the English curriculum work using national resources.
Amideast seamlessly continued its collaboration with the ministry-appointed Working Groups and partners. Ministry funding enabled the completion of core elements of the original project—most notably the full revision of Grade 9 English materials over an accelerated six-month timeframe.
This phase involved structured reviews, workshops, and consultations focused on strengthening alignment between Grades 8 and 9. The Working Groups revisited scope and sequence, reordered units, and developed new content to ensure student learning. English language inspectors from all twelve regions participated in national consultations, ensuring the revised materials reflected diverse classroom contexts. The finalized materials included a digital kit with audio resources, visual aids, and a teacher’s guide.
Completing the Grades 7–9 English curriculum has been one of the most meaningful achievements of our collective work. Its value lies not only in the updated materials, but in the coherence they bring to middle school English in Morocco. We worked from a shared belief that learners need a curriculum that is communicative, progressive, practical and realistic for Moroccan classrooms. I am especially grateful for the contribution of the Ministry of National Education, particularly the Curriculum Directorate, as well as inspectors and teachers, and for the valuable guidance of Amideast.”
-- Ahmed Chaibi, Senior English Curriculum & Assessment Expert; Former-Chef de la division de l'évaluation, Ministry of National Education, Morocco
Extending the Impact
The work continues. With support from the U.S. Embassy in Morocco and framed by a Memorandum of Understanding with the ministry, a third phase is underway to further strengthen middle school English teaching. This phase includes the development of ten ready-to-use teacher training modules aligned with the National Framework, delivered in two stages and enhanced with classroom video clips showcasing effective practice.
At the same time, a comprehensive review of Grades 7–9 materials will be conducted through classroom observations, focus groups, and content analysis to generate practical recommendations for future improvement. Other activities will expand classroom resources, including 350 listening audio recordings and 18 illustrated, proficiency-leveled readers for Grades 7–9.
Together, these efforts reflect a shared commitment to sustained, system-wide improvement—ensuring that English learning in Morocco is expanded and strengthened for generations of students to come.
Learn more about our work in Morocco and discover how we're supporting English learning.