Dr. Maria Montessori observed students of all ages and envisioned the ideal environments for each of the Four Planes of Human Development. Her vision of educational reform was to have educators objectively observe the natural needs of students and create an environment ideal for their development.
The Third Plane, from ages 12 to 18, was revealed as the age that children explore and discover their place in the adult world. It is an emotionally sensitive age, an age of uncertainty and a time to discover one’s strengths and weaknesses. Dr. Montessori saw adolescence as typified by being in a “state of expectation” and having specific characteristics:
Social sciences, science, and geography: The child integrates history utilizing themes from earlier studies in natural and cultural history, including interdependency, evolution, life cycles, matter and energy, behavior and cultural 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. Special attention is given to American History during Middle School.
Language arts: The child 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, and interpretation. Group discussions are important as a means for encouraging students to compare and contrast the thoughts expressed by others and to more critically examine their own thoughts.
Spanish language and grammar: A heavy emphasis is placed on conversational Spanish, grammar, and verb conjugation. Students learn about the cultures of Spanish-speaking countries. Examples of activities include the practical life experiences of cooking as well as listening to music and language tapes, and geography study.
Mathematics: The child 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.
Fine arts: The child 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.
Service Programs and Practical Life: Working in a soup kitchen, farming as a community venture, and apprenticeships or mentorship in the workplace are part of an advancing “going out” that gives the adolescent a combined vocational and liberal arts curriculum with a particular emphasis on economic enterprise. Students can also be involved with fundraising, organizing a trip, building shelves or materials for the school, or any number of activities to enrich the students’ educational journey.