Adolescent Program (ages 12-14)
The vision of the FMA Adolescent Classroom is to create an environment rooted in Dr. Maria Montessori’s educational principles, suited to the unique needs of the adolescent in their third stage of development. Adolescents work side by side with trained adult guides in creating a supportive and respectful community where everyone can feel support and belonging. We strive for a community which values excellence, integrity, creativity, and active participation of its members. Through the fostering of these values and ideals we will help our adolescents take their first steps toward being engaged, socially conscious, educated, and contributing members of society.
Dr. Montessori described in clear detail the elements necessary for the development of an authentic adolescent community which relies on an inquiry-based program that prepares students for life through experiential learning. Each day we strive to achieve these goals which promote the care for ourselves, our environment, and our community. We aim to achieve these values by preparing an environment that meets the mental, physical, and emotional needs of the adolescent.
Adolescence is a time of tremendous transformation. No longer children but not yet adults, they are constantly searching to understand who they are and where they belong. They want to know how academic knowledge is applied to the real world and it is important that we foster this curiosity by offering them real life experiences. It is not an easy time for the student and can be particularly challenging for the adults that love them. As adults who love and protect them, we have to recognize that they are having new emotions and new perspectives that force a tumultuous journey that all around them get dragged into. Friends and relationships become their new focus. They often try out unsettling new behaviours, they have secrets, and they aren’t as affectionate. They are also compelling and creative and are capable of mature conversations and ideas. They have minds that can both solve and create problems better than at any other time in their life. They need more love, patience and understanding.
During this time please be patient with us, with your adolescent and with yourself. Community
Adolescents were called “social embryos” by Dr. Montessori because they are highly concerned with the workings of adult society. They strive to understand the morals and values of adults and are eager to contribute to adult society. Montessori suggested providing a microcosm of society where adolescents can try new roles, learn how to live, work within a community, and observe their adult role models.
Montessori’s ideal experience for adolescents in this microcosm would be a boarding-like school. Fredericton Montessori Academy offers many parallel aspects of this community life in our day-to-day living:
- Community meetings help adolescents develop tools to interact and problem solve social challenges.
- Practice preparing and serving others food. This shared mealtime also provides opportunities for socialization.
- Each adolescent and guide are expected to carry out daily community jobs to help maintain the classroom environment.
- Offering an extended day where, post-dismissal, adolescents are welcome to stay in the classroom to work on academic learning, projects, or just to socialize with friends.
- Community leadership – As the oldest children in the school, they are in a unique opportunity to care for younger students and provide unique opportunities for younger grades.
- Trips away (Odysseys) from school and home help support each adolescent’s growing independence and foster a connection within the community as they learn to rely on each other during challenging times.
- Running a microeconomy which allows them to see how a business is run and how to manage and plan spending.
Erdkinder – Children of the Earth
Dr. Montessori used the term erdkinder or “children of the earth” to refer to adolescents transitioning into the broader global society. She noted that adolescents’ sensitive periods revolve around social, emotional, and physical well-being. In order to develop as humans and contribute in a meaningful way to society they must learn interpersonal skills, seek peer acceptance, and establish independence from their families.
Adolescents crave connections and relevance in their learning experiences, which is why Dr. Montessori advocated for adolescents to engage with their community through practical, hands-on work. Our program is designed to prioritize cultivating skills for financial independence, self-reliance, and ethical values.
Adolescents crave connections and relevance in their learning experiences, which is why Dr. Montessori advocated for adolescents to engage with their community through practical, hands-on work. Our program is designed to prioritize cultivating skills for financial independence, self-reliance, and ethical values.
Education
Our school day takes place between 8:00am and 3:45pm, drop off can be as early as 7:45am and we have an extended day program which runs until 5:15pm.
- Reality Based Learning Montessori’s curriculum for the third plane of development readies adolescents for adulthood by emphasizing life skills, time management, and decision-making. Essential life lessons are woven into the curriculum, empowering students to gain self-sufficiency and confidence as they navigate the transition into the next chapter of their lives.
- Hand + Head The focus of our curriculum is the preparation for real life. A core Montessori principal is the connection between the hand and the head. The hand being practical life work and the head being academic work. Our curriculum balances these concepts to guide the adolescent to truly reaching their full potential.
- Micro-Economy To guide adolescents in their understanding of how the adult world works a Montessori adolescent program must have a micro-economy. This allows the students to see how products are produced, marketed, and sold, as well as how money is managed. At FMA we have many opportunities for students to interact with a micro-economy, such as: a weekly café, student-led markets, and school activities and clubs.
- Humanities The humanities program is designed to tell the story of humanity from our origins as hunter-gatherers to life in the modern world. Indigenous, Canadian, and World History are incorporated into the framework of students’ interests. Current events, world issues, and a variety of topics are explored via seminars, debates, collaborative projects and discussions. Students engage in discussions about social justice, ethics, and global issues, developing a deep understanding of their roles as responsible global citizens.
- Math Our goal is to make mathematics relevant and engaging and to foster a welcoming environment where students of all mathematical abilities feel encouraged to fully participate. Adolescents will have the chance to nurture their mathematical skills through curricular and hands-on work. We’ve allocated three times a week for dedicated math education, with two of these sessions following a curriculum-based approach.The third allocation is for weekly Math Seminars to allow students the opportunity to delve into problem-solving techniques across various contexts. These interactive seminars prioritize the discussion and sharing of problem solving processes rather than mere solutions. Additionally, students have the option to seek further clarification by staying back during afterschool time on Tuesdays and Wednesdays.
- Science Science is everywhere. Our science curriculum aims to provide students with the academic knowledge required to understand the world around them, create a sense of wonder for nature and the universe, and the ability to apply scientific principles to their everyday and practical life work.
- ELA We cover a wide range of topics in our language arts program including grammar, written and oral projects, language/reading comprehension, Socratic seminars, critical analysis, and editing. Language arts are also integrated into every other component of our curriculum as the students complete practical life tasks such as: writing recipes, conversing with café customers, preparing, and presenting projects, and planning/discussing daily tasks with classmates, etc.
- Community Connection Dr. Montessori emphasized the importance of adolescents “going out” into their communities. This is a great way to develop empathy, expose students to the “real” world, develop social skills, contribute to their communities, and engage in hands-on learning. Our classroom engages in community work at least once a week, usually on Wednesdays. Once a month we focus on our school community, and the rest of the month we go out into the larger community to volunteer, complete workshops, or explore the city.
- French At this level, the French curriculum takes a holistic approach to learning French. We aim to prepare students for real life situations by teaching them how to use reference guides, communication skills, and an increased appreciation for French culture.
- Creative Expression The Creative Expressions curriculum is an integral component of our Montessori curriculum. Art History, Appreciation, and Art Production provide meaningful experiences for the students and promotes their individuality and creativity. We aim to expose students to a variety of different art mediums and support them in their own budding creativity and self-expression.
- Physical Expression Physical expression focuses on the health of the whole child. Topics covered include group sports, health, nutrition, human sexuality, mental health, and wellness. We aim to foster an environment that encourages fair play, sportsmanship, teamwork, and community.
- Odysseys Every year our adolescent class goes on two to three journeys away from school known as “Odysseys”. These are planned in partnership with the students and are typically camping trips which are three to four days in length. The students are heavily involved in all aspects of the trips including activity planning, meal prep, cleaning, and gear organization.Odysseys contribute to the cohesion and resilience of our community, offering students a great opportunity for individual growth. Through Odysseys, students are empowered to overcome both physical and emotional challenges, foster mutual support, and immerse themselves in the natural world. Participation in these transformative journeys is not only encouraged but also expected from every member of our community.
- Food Our food program is preparation for life. Preparing food and serving others is an important life skill and one that we wish to foster in our environment. We provide nutritious and climate conscious menu items that inspire a healthy life and planet.Our classroom prepares lunch as a team once weekly. Throughout the week the students will also be baking to prepare for our weekly café. We request that you please do not send lunch in with your student on Wednesdays. This allows them to explore new foods, move outside their comfort zone in a safe setting, and participate fully within our community.
- Portrait of the Graduate Our adolescent program includes Grade 7 and 8. At FMA we believe the best way to prepare our students for the adult world is to have them join a larger community at the beginning of high school. This exposes our graduates to a more diverse peer group and helps instill a greater sense of independence before starting postsecondary education or joining the workforce at age 18. Our adolescent program is designed to give them the skills they need to be resourceful, self-confident global citizens and helps bridge the gap between childhood and adolescence.
