Adolescent

The goals of development for the third plane child center on social and economic independence. Between the ages of twelve and eighteen, the child enters a new stage of development—one of self-discovery, social responsibility, reflective thinking, and a developing sense of justice. This is no longer merely a time for absorbing knowledge or even simply seeking it; it is a time for understanding one’s place in the world and deciding how one can contribute to it.
During this period, young people begin to ask important questions: Who am I? How do I relate to others? What is my purpose in life? Their education must reflect and support this inner transformation. Montessori recognized that adolescence is a critical time for both intellectual and emotional growth—when learning must connect with real life in meaningful ways, preparing young adolescents for adulthood.

In contrast to earlier stages of education—where the goals of development focus on physical and mental independence, and the emphasis is on building foundational skills and exploring abstract ideas—adolescent education shifts toward practical application and ethical reflection. Cosmic education is applied. Learning is no longer just about acquiring knowledge; it is about using that knowledge to engage with the world.
Adolescents need opportunities to work collaboratively, think independently, take responsibility, and make real contributions. Projects, enterprises, community service, internships, and hands-on learning take center stage. These experiences are not extracurricular—they are central to developing confident, compassionate, and capable young adults.

The curriculum continues to include core academic subjects following the Common Core standards from Grade 7 to Grade 10 such Language, Mathematics, Science, Humanities, History, Geography, and Biology, but these are explored through interdisciplinary studies, occupation projects, and real-world contexts. Adolescents might investigate climate change, design a microeconomic business, or write a persuasive essay on a social issue that matters to them.

Art, Music, Nutrition, Well-being, Physical Education and Languages (such as Spanish and Valenciano) remain important—not as add-ons, but as essential expressions of creativity and culture. Learners are encouraged to explore their interests deeply while developing essential academic and life skills. Critical thinking, collaboration, ethical leadership, and emotional intelligence are integrated into daily life.

Montessori adolescents are in a community. Whether it’s running a microeconomic business in the exercise of production and exchange, managing a small farm or a version of it, or planning a community event, they learn by doing. Responsibility is real. The choices matter. The environment is both a classroom and a place where students experience autonomy, accountability, and interdependence. The work that they do for the community helps adolescents develop confidence, purpose, and a strong sense of belonging – qualities they will carry into adulthood.

 8.45 AM to 4.30 PM 

The day includes academic work, projects derived from a plan of work and study, seminar group discussions, independent work, meals, manual labor, and opportunities for self- expression—both physical and creative. It is a full day designed to balance intellectual work with psychological well-being and social independence, promoting social cohesion.