Our adolescent program is a challenging academic program. It combines the didactic lessons of the core subject areas with the Montessori ideals and “pedagogy of place” curriculum.

Students in 6th, 7th and 8th grades develop a sense of self from their work, their contributions, their philanthropy and their care for each other. This small community has continued to grow since the first middle school class began in 2007. The adolescent program encourages independence yet plenty of opportunity for interaction between the older and younger children.

Studies and work done in the early Montessori years culminate in a curriculum designed to meet the needs and personality of the adolescent in an expanded “prepared environment.” This new and broader community includes the school, its immediate neighborhood, and the myriad of resources of both University Circle and the greater Cleveland area.

Adolescent Middle School Core Subjects

• Language Arts & Writing
• Humanities – Literature, History, Geography, Philosophy
• Mathematics – Pre-Algebra, Algebra, Geometry
• Science – Biology, Chemistry, Physics
• Religion– option for Catholic theology
• Music – collaborations with the Music Settlement
• Art/Occupations – utilizing area institutions and parent expertise
• Physical Education/Experiences
• Health
• Foreign Language
• “Pedagogy of Place”

Experiential education provides the practical work component of the adolescent program. Students work with local businesses and experts in various fields to take the knowledge gained in the core subject areas beyond the classroom. These inter-disciplinary projects emphasize the integration of work with academic studies.

The connection of the adolescent with the land is of great importance, for it is in this connection that lessons of interdependence, stewardship, and humility are absorbed, as well as our link with history.

Occupations / Micro-economy

Middle School students have opportunities to experience and discover a variety of disciplines that lead to self-expression, responsibility, problem solving and community building. They are able to choose from a rotating selection of activities throughout the year (arts, chores, cooking, crafts, drama, music, sewing, etc.)

Participation in the creation of micro-economies helps to develop a sense of economic responsibility and business skills; including product development, marketing, advertising, budgeting, etc. Real, substantive work supports the ability to manage time, solve problems, set goals, and see the intrinsic rewards of meeting a common goal.