For the 12 to 15-year-olds, Maria Montessori had a special environment in mind, evident in her publication From Childhood To Adolescence.

 

Because adolescents are in a special stage of life, on the threshold of adulthood, their environment should reflect all aspects of adult life and provide opportunities for both academic interests but also real-life, adult practical work, in a social setting that mimics everyday life outside the school. Through experiences of everyday life and its responsibilities, the adolescents will practice what it takes to become a contributing member of a wider society. The experiences include initiation into economics, division of labor, social-emotional relationship building, project management, and the understanding of their importance for everyday life, among other things.

 

Another important aspect of the young adult environment is one that put

the adolescents in close contact with nature, in order to instill an

appreciation and understanding of the responsibility of the planet on

which we live and are a part of. Dr. Montessori specifically named students

in this period of learning Erdkinder, meaning "Children of the Earth".

 

Bovina Center Montessori School will have a work and study process that

emerges from direct contact with the land. The vast acres of fields,

wetlands, woods, and farm become the “prepared environment” for the

adolescent. The farm activities lead the students to a study of farm science,

land management and ecology, biology and chemistry, mathematics,

accounting, geometry, civilization, economic systems, algebra, physics,

energy, environmental issues, and technology and information.

 

In short, the farm activities and their features are the points of departure

for formal studies, but the educational syllabus goes well beyond

immediate academic extensions that arise out of farm work.

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The curriculum and instructional design are developed so that, within the farm environment, each student is exposed to and well versed in knowledge and skills common to pre-collegiate curricula. Courses of study necessary to meet these standards are available to the students if they are not accomplished through the farm’s integrated plan of study.

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The middle school students will work from a contract that includes lessons and project-based learning. Learning is integrated to maintain the Montessori philosophy and to show the students the connections between subject areas. Arts and physical education are integrated within the students’ weekly schedule. Technology use is presented as an extension of a student’s ability to communicate. Students are immersed in the use of technology as a collaboration and research tool, shifting the power of learning directly into the hands of students.

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A typical middle school day is segmented in to larger blocks, to accommodate in-depth study without interruptions:

8:30am-8:45am - Morning Meeting

8:45am-9:30am - Community Work (which involves maintenance of the farm and the school's prepared environments)

9:30am-12pm - Occupations or Humanities (Or some days, Creative Expression, Physical Expression or Larger Community Work)

12:00pm-12:30pm - Community Lunch

12:30pm-1:00pm - Free Time

1:00pm-3:00pm - Math or Language Arts

3:00pm -3:30pm - Care of the Environment (chores and clean up)

3:30pm-3:45pm - Dismissal

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More information on the academic schedule and community workflow in the middle school is available by contacting our Adolescent Lead Guide, Taylor Henry taylor@bovinamontessori.com