Junior High students contribute to community through enterprises such as Kid’s Cafe as they complete their academic foundation for high school. The focus is on outreach and exploration into the global community as these young adults experience the world.
Middle school ushers in a new level of independence, which must be provided for in the Montessori environment by increasing activity from the point of view of work level, choices, and planning. In the middle school, the Great Lessons, timelines, and charts are replaced with overviews of general sequences of learning for which the student becomes responsible in the context of an integrated whole. Within this overview, the student has open time to collaborate on both self-initiated and instructor-initiated projects.
The general premise for the Erdkinder program is that it must bring into consciousness the moral and world view of the elementary years. Philosophical ideas related to natural history and cultural history now come into play. Great Lessons evolve into great ideas derived from a serious approach to the humanities. For example, “life, liberty, and the pursuit of happiness” may be tied to a specific part of American history, but this ideal also has a life in the history of philosophy and literature.
Consistent with the moral relationships stressed in the elementary program, the adolescent can make great cognitive leaps while integrating ideas and values in conjunction with current events, home life, or community activities.
Social sciences, science, and geography
The student integrates history utilizing themes from earlier studies in natural and cultural history, including interdependency, evolution, life cycles, matter and energy, behavior and culture, mental health, physical health, agriculture, government, manufacturing, communication, world systems, earth preservation, and so on, in the context of social responsibility and governance. Primary readings from each historical period are emphasized.
The student develops confidence in self-expression utilizing the seminar, oral presentation, debates, drama, video, photography, essays, playwriting, poetry, and short stories; explores related accounts of historical and philosophical material through literature utilizing components of style, genre, characterization, interpretation, and the art of discussion.
Second language and grammar
The student revisits grammar through the study of a second language and reviews complex sentences and paragraph structure in English.
The student uses higher-order thinking skills to solve problems in relation to a variety of challenges, from practical money transactions to algebraic relationships; explores in-depth numbers, properties, simple equations, higher measurement, computer calculation and graphics, geometric proofs, and algebraic equations.
The student manages reality based operations in economic enterprises including agriculture, fund-raisers, travel, volunteerism and service, apprenticeship, and computer programming.
The student utilizes a discipline based arts education plan which presents individual artistic areas of painting, acting, singing, composing, photography, dance, and sculpture, and includes a general education for aesthetic literacy which integrates the arts with other academic endeavors.