"It is during the period of adolescence that interest in the construction and functioning of society presents itself in germinal form in the individual consciousness. How, society is built up by various activities and not only by purely intellectual ones. The greatest element in its construction is the growing sentiment of the conscience of the individual, which develops through and by means of social experiences."- Maria Montessori
Adolescent
(13 - 18 years)
Adolescence is the time when children have to go through a tremendous change physically, socially, and intellectually. It is the time when children reflect introspectively, and desire to find their places in their society. They want to use their knowledge to do something in the world. A lot of time adolescents learn along side with adults to serve the needs of their community through apprenticeships or mentorships.
The aim of the Montessori education for this level is to provide an environment that enables children to:
1. Transform themselves into independent and adaptable thinkers.
2. Become interested observers, listeners , collaborators, critical thinkers and engaged citizens.
3. Express their own opinions, develop their own talents, make decisions and solve problems.
4. Contribute productively with enthusiasm and integrity, to family, school, community, and society at large.
5. Dedicate themselves to the future of humanity.
The curriculum is an interdisciplinary studies of English, Mathematic, Science, History & Humanity, Visual & Performing Art. These studies are usually done under collaborative projects which adolescents can work along side specialists. The expansive nature of the curriculum supports individualized learning needs and requirements. Adolescents are increasingly responsible for planning and managing their own learning to acheive the goal of being social and economic independence.
English
Languages are important tool in participating successfully in the adolescent community life. With their peers, they share their view, talk about different issues and challenges. They must listen and speak to participate in the occupations of the community. Adolescent consolidate that knowledge of English language from Elementary level, and are encouraged to read, interpret and critically respond to English literature, past and present, and the literatures of other cultures and times. They will learn at least another language other than English. They are encouraged to listener effectively and present their work using listening skills, spoken language and written language in other areas of the curriculum.
Mathematics
The curriculum includes the study of arithmetic, algebra, geometry and measurement. It aims at combining the theoretical study with applying knowledge to solve problems in the context of the Occupations of the adolescent community. The Montessori mathematics curriculum is a project-based approach that links to the history of idea, and applies to real-life problems. In this way, adolescents learn to value the knowledge of Mathematics, and see the connection of mathematical and scientific knowledge in real world. Mathematics is embedded across curriculum, and is also discussed and applied in the areas of Science and History.
Science
Learning by doing is the way adolescent learns. Science curriculum can be describes as project-based. Each project sprung from occupations in the adolescent community is initiated by a problem that needs a solution. While working on projects, students are able to explore particular topics in depth. Students have an opportunity to take on different roles within the project. This approach allows the students to develop science understanding and inquiry skills because, in order to complete each project, students must engage in research and experimentation. Students take part in field trips , meet specialists of science fields, observe and collect data , and become familiar with the ecology of their region. Students organize their knowledge in science and learn how to keep the knowledge current. Earth and space sciences, biological sciences, physical sciences and contemporary sciences are the science disciplines that adolescents will be engaged, along with the studies of systems of interdependency.
The aim of the science curriculum includes the following:
Science inquiry skills: Gathering and storing data, presentation of data, demonstration of understanding, and following scientific procedures.
Earth and Space Science: Cosmology, astronomy, geology and physical geography
Biological Sciences: Botany, zoology, physiology, anatomy, and health science
Physical Sciences: Physics, and chemistry
Contemporary Science: Mechanics, engineering, and history of science and technology
Systems of Interdependency: Soil, water, air, energy, animals and plants, and the human organism
History and Humanities
In Montessori class, the children, before age 12, have already learned history in systematic and sequential manner starting from the birth of the Universe to the rise of humanity. In Erdkinder program, adolescents learn about history and humanities using a project-based approach. They are likely to research about humans and their civilisations in different places and times from ancient to modern. The research is then presented to their peer group. The research project inevitably incorporates studies in geography, politics, economics, philosophy, and anthropology. Studying past civilisation enables the adolescents to understand the development of cultures, to appreciate the nature of change, and to see the world through the eyes of others. Understanding and respect for other cultures are formed within them. They will also see that our time is a continuity of the story of humanity, and how their own beings in present time will fit into the story.
The aims of the history and humanities curriculum include
1. Compare the development of cultures
2. Consider the cause and effect in different historical eras.
3. Investigate patterns of migration and settlement of people.
4. Review geographic and climatic data and its impact on civilizations.
5. Examine issues of war and piece.
6. To investigate patterns of global economy and their effects on contemporary societies.
7. Understand how the knowledge of history contributes to the present and future.