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 Middle School at Montessori
International Baccalaureate Middle Years Programme (Grades 7-10)
Virgin Islands Montessori School’s (VIMS) curriculum in the 7th – 10th grade is modeled using the International Baccalaureate (IB) Middle Years Programme curriculum and materials. We are currently in the process of applying to the IB Organization, and expect to be a “candidate” school in the 2007-2008 academic year. In the meantime, we have already implemented a curriculum that is in keeping with the philosophy of the IB Middle Years Programme.
Complete description in PDF format
Overview
Middle School at Montessori is a two-year program for 7th – 8th grades. The program combines high academic standards with a strong commitment to meet the development needs of the adolescent. Our Middle School curriculum is rich, rigorous, reflective and rewarding. Our students are empowered to make decisions, plan activities and be leaders. Community service, internships, travel and student exchanges are incorporated into the curriculum.
The philosophy of education in Middle School is to empower students to be inquisitive, self-motivated independent learners and mindful community members. Students are given a variety of assignments using a variety of approaches. Every subject area utilizes a combination of teacher and student directed learning. Students are held accountable for mastering every concept and completing every assignment throughout the year.
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Program Strengths
- Curriculum is modeled using the International Baccalaureate Middle Years Programme
- College preparatory standards
- Small class size 1:10 teacher/student ratio
- Individualized advising
- Laptop and desktop computers for every student; emphasis on technology instruction
- Integrated and challenging curriculum
- Emphasis on building a quality person: respect, responsibility, accountability and community
- Students are empowered to work at their own pace and learn about what interests them
- Balance of independent, group and teacher-directed work
- Hands-on learning: science experiments, solar cars, toothpick bridges
- Two year program allows for development of important skills and character
Philosophy of Adolescence
Dr. Maria Montessori wrote in From Childhood to Adolescence:
The education of adolescents is of capital importance because adolescence is the age when a child becomes a man, which is to say, a member of society. If, from the physical point of view, puberty is the transition between childhood and adulthood, it is, from the psychological point of view, a transition between the mentality of the child who lives in the family and that of a man who must live in society.
Middle Schoolers possess a desire to experience autonomy within adult society. They need to experience the joy of beginning their roles as adult citizens. They are evolving emotionally, spiritually, and socially, and are beginning to look at the world abstractly, viewing it outwardly with themselves as the center. This is not just a stage of complete egocentrism as some developmental psychologists have theorized, but practice in the formation of being a full member of a social human community.
Adolescence is considered by many to be a period of stress and rebellion, a time that one is lucky to just get through without harm. Why should a time of such fascinating development and discovery be considered simply something one must just get through?
An adolescent begins to ask the great questions of life such as: Where do I fit in? How will I achieve happiness? Will my contributions be accepted? Are they worthwhile? A Middle School should be a forum where its
students feel tangible support for their explorations of these inquiries. In an environment where an adolescent is able to fulfill his/her desire to contribute to the world they live in, positive transformation can take place, not only for the student, but also for the world.
In a supportive and nurturing environment, the adolescent will be able to see their role beyond the family and in society. The Middle School should be a place where the student can practice and forge a personal path leading to the adult human community. A truly nurturing environment would not only prepare them for possible roles in the adult world, but also help them institute positive change in that very same community they want to be a part of.
The Middle School can and should be modeled after this ideal of social transformation. Social transformation not based on the rejection of the old and established, but rather the ability to consider new ideas and morays as part of the evolution of the human race.
Adults have much to learn from children. In many ways children are more in touch with what it is to be human than the adults leaders of the world. Adolescence is the bridge between those two worlds; and what better time does one have in a lifetime to explore the universe while still firmly rooted in the optimism of childhood?
The Middle School is where this fascinating journey can begin - a journey not only for the attainment of facts and knowledge, but also for insight and the practice of full self-expression. The Middle School is where one begins to find out what he/she has to offer humanity, while obtaining the skills to give that gift to the world.
Excerpted from From Childhood to Adolescence, Maria Montessori, 1948
Building the Individual
In addition to academics, the curriculum has a very strong emphasis on the building of a responsible, respectful, accountable, and community-minded individual. Students are continually reminded of the importance of these qualities. There are special activities such as fundraisers, class jobs, and community service that are designed to teach these beyond the scope of the classroom. It is our feeling that an intelligent individual does the world no good if they do not have the skills and desire to be positive contributors to society.
Class Principles - Based on the Seven Principles of Kwanzaa
- Umoja/Unity I am because we are; because we are, I am.
- Kujichagulia/Self-Determination: Nothing can dim the light that shines from within.
- Ujima/Collective Work & Responsibility: We all sit in one boat.
- Ujamaa/Cooperative Economics: When I help you, I help me.
- Nia/Purpose: You must act as if it is impossible to fail.
- Kuumba/Creativity: Go where there is no path to begin the trail.
- Imani/Faith: Anything can happen.
Class Rules
- Control of thought
- Control of action
- Respect for self
- Respect for all others, on and off campus
- Respect for classroom and materials
- Dedication to studies
- Ability to accept/give constructive criticism
- Arrive to class on time and be prepared
- Eating and drinking in designated areas only
Mathematics Curriculum
Students are assigned a mathematics book based on their prior knowledge in mathematics and their skill set. Most seventh graders work out of the Saxon Mathematics 8/7 book, while most eighth graders work through the Saxon Algebra I text. Some students are put on an accelerated track during seventh grade and finish the year by beginning the Algebra text. They pick back up with Algebra for the beginning of eighth grade and finish that year with Geometry. There are also lower level books available for students who need to brush up on skills before moving on to the Saxon 8/7 book. During mathematics time, students work through their assignment by reading the explanations of the concepts and working through the problem sets. The mathematics instructor is available for questions and provides mini-lessons to each mathematics group several times each week. Students are then given a review before their test.
Science Curriculum
The science curriculum will change depending on the interests of the students. Every other month, the students vote on a science topic that they want to learn about: oceanography, global warming, chemistry, alternative energy, electricity, fire, genetics, natural disasters, etc. During these units the science teacher gives lectures, provides readings, does science experiments, and writes quizzes and tests to evaluate student learning. On the opposite months, students choose a science topic that they must work on either independently or with a partner. Over the course of the month students are required to write two reports on subjects related to their topic, conduct a science experiment which they write up according to the scientific method, and put together a multi-media project of their choice. For example, if a student chooses Astronomy for his/her overall topic, the individual reports could be on Other Planets' Moons and Comets, and Meteors & Meteorites with an experiment observing the effects of meteors in the form of marbles as they impact a model size earth. Students also play the role of teacher for one unit where they study a subject and then teach their classmates using a power point presentation and a quiz or worksheet of their creation. The focus of the science curriculum is on exposing students to many of the concepts in the vast world of science in a way that is intriguing and approachable.
Language Arts Curriculum
The language arts curriculum is broken up into spelling, grammar, literature, and writing. For grammar and spelling, students are given a packet of words or concepts to work through and study and then are given a test. Students use class time to complete their assignment, listen to a mini-lecture or review the grammar concepts, and take the quizzes and tests. Literature is broken up by grade. Each marking period the students read a different novel together. One day the seventh graders meet for a discussion on their novel, with the eighth graders meeting on the opposite day. Plot, themes, vocabulary, foreshadowing and other literary ideas are discussed, much of it driven by the students themselves. Students are given writing assignments following the completion of their novels. Sometimes they are given creative writing assignments and other times more formal essays. Students are also required to write in every other subject area.
Social Studies Curriculum
Social studies is broken up into current events, geography, research, and history. Class time varies depending on what the focus of the curriculum is at the time. For current events students are asked to follow news items and report their significance to the class. In geography, students are given entire continents or segments of a continent to memorize for the test. For some continents, students also conduct research on a given country or geographical feature and report on their findings with either a paper, brochure, or power point presentation. Research runs throughout the social studies and science curricula with an emphasis on how to locate quality information and then paraphrase and synthesize it into their own project or paper. History is a combination of lectures, assignments, tests, and research. U.S. History, Caribbean History, and The History of Communities are the primary units that are covered. Other topics are covered depending on what is going on in the world at the time such as war, elections, and global strife.
Thesis Projects
Eighth grade culminates in two different thesis projects. One is a language arts/social studies based assignment where students choose a social topic of interest such as teen violence. They conduct research and take a position on the issue that they then write a persuasive paper about. The other thesis has a science and math focus. Students identify a local problem such as depleting fish populations, research the issue and come up with solutions on both theoretical and practical application levels.
Eighth Grade Internships
The purpose of the Internship Program is to give students a glimpse of a real world application of the skills and interests they are developing in school. Another purpose is to introduce students to the concepts of professionalism, a day at work as opposed to school, as well as what it means to apply for a job. This is accomplished through a one-week experience at a job where they go through a generic hiring process, including creating a resume and cover letter, filling out a job application and participating in an interview. After being hired, they are integrated into the place of business as much as is appropriate. The hope is that the students come away from their internship experience with a renewed commitment to school due to a better vision of the goals they have for their future.
Class Trips
Throughout the year, students participate in a variety of fundraisers: barbecues, babysitting, an art auction, a walk-a-thon, etc. The money that is raised in these fundraisers is primarily used for off island trips. Every other year the students vote on a place outside of the Caribbean and Florida that they would like to go. In the past students have gone to Georgia, New York, Washington D.C., California, and Oregon. The students raise 100% of the money for these trips with the hope that they will begin to understand the unique feeling that comes from working hard for something they want as opposed to just asking mommy and daddy. They are also designed to take students out of their comfort zone and force them to be responsible for themselves. For some it is the first time they haven't had their parents with them to help manage their money, travel documents, luggage, meal choices, etc. During non-trip years, if students raise enough money, the class goes to Ivan's Campground on Jost Van Dyke for two nights and three days. All trips are a combination of outdoor activities, meal preparation, travel logistics, group bonding, and memories for a lifetime.
Enrollment Procedure for VI Montessori School
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