Middle School Brochure

Princeton Montessori School infant through eighth grade

A Guide to Middle School Princeton Montessori School’s Middle School program is designed to support the pre-adolescent child in the process of self-construction, socially, emotionally, and intellectually. Through meaningful work, dynamic learning, a connected community, service to others, weekly student-run meetings, and close relationships with teachers, we provide experiences that allow the students to gain a better understanding of themselves and the communities they are a part of. We aim to develop independence in study skills, self-efficacy, and responsibility to community, while nurturing a love of learning. The virtues we strive to model and develop are respect, responsibility, and resiliency.

Curriculum Overview Grades 6-8

YEAR A

YEAR B

YEAR C

Guiding Questions for History Curriculum

What does it mean to be free? How does society balance freedom with order? Is freedom an innate need of all living things?

What beliefs stop people from offering freedom to all?

What role does faith and spirituality play in mankind’s world? How do fear and ignorance affect civilization? What impact does organizing religion have on the human fulfillment of spirituality?

Why is a questioning mind crucial to the advancement of civilization? What influence can one individual have on the world?

Why do we need heroes and what makes someone a hero?

History

American History

Medieval History

Ancient Civilizations

Science

Environmental Science

Physical Science

Earth Science

Geography

Focus on geography of the Americas with geography skills

Focus on geography of Europe & Asia with geography skills

Focus on geography of the Mediterranean World with geography skills

English

Grammar/Punctuation Writing Mechanics Essay Writing

Grammar/Punctuation Writing Mechanics Essay Writing

Grammar/Punctuation Writing Mechanics Essay Writing

Writing Workshop

Descriptive Cause & Effect Persuasive Narrative Explanatory Creative

Descriptive Cause & Effect Persuasive Narrative Explanatory Creative

Descriptive Cause & Effect Persuasive Narrative Explanatory Creative

Literature Connections

Novels, short stories, primary source readings, and poetry related to the study of American history

Novels, short stories, primary source readings, and poetry related to the study of Medieval History

Novels, short stories, primary source readings, and poetry related to the study of Ancient Civilizations

Literary Studies

Elements of Literature through excerpts of classic and contemporary works

Elements of Literature through excerpts of classic and contemporary works

Elements of Literature through excerpts of classic and contemporary works

Math

- Pre-Algebra - Algebra Part I with Geometry Infusion -Algebra Part II with Geometry Infusion

- Pre-Algebra - Algebra Part I with Geometry Infusion -Algebra Part II with Geometry Infusion

- Pre-Algebra - Algebra Part I with Geometry Infusion -Algebra Part II with Geometry Infusion

Art

Connected to American history

Connected to Medieval history

Connected to Ancient history

Performing Arts

Performance Ensemble

Percussion

Rock Band

Physical Education

Rotation of sports, life fitness, meditation, climbing, and kinesthetic

Rotation of sports, life fitness, meditation, climbing, and kinesthetics

Rotation of sports, life fitness, meditation, climbing, and kinesthetics

Spanish

By level

By level

By level

Study Skills

Direct teacher instruction in weekly class Annotated reading Highlighting Reading for comprehension Summarizing Note taking Time management Materials management

Within curricular area and by advisor as needed Annotated reading Highlighting Reading for comprehension Summarizing Note taking Time management Materials management

Within curricular area and by advisor as needed Annotated reading Highlighting Reading for comprehension Summarizing Note taking Time management Materials management

Business

Participation by grade level

Participation by grade level

Participation by grade level

Character Development

Emphasis on respect, responsibility, resiliency Group discussions Readings Acknowledgements Personal growth reflections End of year recognitions

Emphasis on respect, responsibility, resiliency Group discussions Readings Weekly Acknowledgements Personal growth reflections End of year recognitions

Emphasis on respect, responsibility, resiliency Group discussions Readings Acknowledgements Personal growth reflections End of year recognitions

Life Skills

Six week rotations of: Health, Cooking, Photography, Interpersonal Skills, Money Management, Hero’s Journey, and other selections

Six week rotations of: Health, Cooking, Photography, Interpersonal Skills, Money Management, Hero’s Journey, and other selections

Six week rotations of: Health, Cooking, Photography, Interpersonal Skills, Money Management, Hero’s Journey, and other selections

Theater Workshop Week

American history-related original production

Medieval history-related original production

Ancient history-related original production

8th Grade Trip

American history-related (past trips include: Oregon Trail, Mexico, Peru)

Medieval history-related (past trips include: Paris, London, Prague, Krakow)

Ancient history-related (past trips include: Rome, Greece)

6th and 7th Grade Research Week

Students pick a topic related to the year’s curriculum and research at the local library, producing a 3-5 page paper.

Students pick a topic related to the year’s curriculum and research at the local library, producing a 3-5 page paper.

Students pick a topic related to the year’s curriculum and research at the local library, producing a 3-5 page paper.

Graduate Preparation

8th grade only – SSAT writing, interviewing, application, and high school process support

8th grade only – SSAT writing, interviewing, application, and high school process support

8th grade only – SSAT writing, interviewing, application, and high school process support

Leadership

8th grade only – collaboration on projects that allow these oldest students to serve as role models, mentors, and organizers

8th grade only – collaboration on projects that allow these oldest students to serve as role models, mentors, and organizers

8th grade only – collaboration on projects that allow these oldest students to serve as role models, mentors, and organizers

Montessori in the Middle Years (Grades 6-8) Maria Montessori envisioned a program for pre-adolescents that would meet their developmental needs while preparing them to be life-long learners, responsible community members, and global citizens. The teacher takes on the noble task of developing not only smart and knowledgeable students but people who have learned to think and act ethically. A three-year program allows the teacher to develop strong relationships with students; with this in place all other instructional strategies are more effective.

Key Experiences • Working - Physical work integrated with academic work (the head and the hand) • Expressing Oneself - Art, music, creative arts, crafts, drama, public performance, writing & speaking • Relating to Adults - Maintaining respectful, positive, and meaningful relationships with healthy adults who serve as guides • Building Community and Relating to Peers - Assuming a participatory and responsible role within the community, group problem solving, cooperative activities, conflict resolution • Developing Personal Identity - Developing positive and separate identity, time spent away from parents and in nature, time to reflect, journal writing, clarification of values

“It is the child who makes the man, and no man exists who was not made by the child he once was.”

– Maria Montessori

• Developing the Intellect - Academic challenge, development of skills, connections through literature, seminars, science experiments and projects, applied mathematics, research • Developing Business Skills - Real work experience in the community, entrepreneurial activities • Participating in the Adult & Natural World - Exploring natural and manmade environments, camping, land activities, gardening, real world field experiences • Assuming Responsibility - Creating and maintaining the environment, student planning of activities, regular opportunity to voice concerns, problem solve, acknowledge, set goals, and reflect • Serving Others - Caring and sharing with each other and the larger community, active, regular service, working with younger children as models and guides

Academic Program Our curriculum is designed for sixth through eighth grade students and cycles through three years of studies. Learning becomes meaningful when students see connections across disciplines and can connect their learning to real world situations and personal needs. Key concepts are connected across the curriculum as often as possible and core skills are taught that prepare students for high school.

Guiding questions allow for discussion of the larger themes of study relevant to this age of development in our humanities studies. Teachers collaborate and coordinate on assignments, expectations, and follow through with students in order to promote individual growth and self-awareness.

Daily Schedule Some classes, such as humanities, are multi-age while others, such as mathematics, are grouped by grade or readiness, depending on which creates the most optimal learning environment. Classes are an hour in length with a five-minute transition time. Snack and recess are a daily part of our schedule, as this age experiences rapid growth and requires proper nutrition and physical activity to sustain focus. In addition to core curriculum areas, a Montessori education includes the emotional and social education of the pre-adolescent. Students engage in running a business as we strive to teach economics, responsibility, creative thinking, and teamwork.

Service to the community is practiced in various ways, daily, and includes care of environment, assistance to younger students, working at school events, and supporting local philanthropic causes. Interpersonal skills, health education, and life and study skills are regular components of the curriculum. Students set goals and meet regularly with their advisor to reflect, plan, and communicate. Time is given for independent group and individual work. Music, art, and physical education are integrated thematically. Homework is given only on school nights and should take between one and two hours an evening.

All students are placed into advisory groups and meet regularly to reflect, set goals, and have a voice in the community. A weekly student-run meeting occurs to address events, give acknowledgements, and address community concerns.

Physical Education Our philosophy in all subject areas is to teach skills for life. We see our role in physical education as one that teaches all students (not just the best athletes) the value and enjoyment of fitness and movement. Students gain confidence in and control of their bodies through exercise, body awareness activities, movement, and basic sports skills.

Field Trips In a Montessori Middle School, we believe in getting students outside the classroom. It is our belief that the most profound learning takes place in the context of real life situations. The following activities are thoughtfully planned to create teachable moments beyond the classroom: Fall camping trip – an overnight outdoor experience designed to integrate the community, provide contact with nature, and introduce outdoor sports Subject specific field trips – past trips have included The Metropolitan Museum of Art, The Old Barracks Museum, The Cloisters, Thomas Edison Museum, and the Rare Manuscripts Library at University of Pennsylvania 8th grade trip – a week abroad to integrate the year’s history studies as well as practical life skills Ski trip – an overnight trip to the Poconos to enjoy skiing or snowboarding and practice care of self on the mountain and as a group

Special Activities Practical Primitive – a day outside to practice a primitive life skill related to the year’s history curriculum Research week – an opportunity for students to expand on an area of interest while learning research and writing skills and utilizing the local library Visitors to the class – past visitors include careers, performers, subject experts Theater workshop week – students work collaboratively to create an original musical production related to the annual theme and history focus of the year

“We especially need imagination in science.

It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.”

–Maria Montessori

Supporting the Elementary Operetta – students work backstage in all areas of production to support the younger students in their theater creation Profits Trip – a celebratory day of fun, voted on by the students, funded by their profits from the year’s business. Most of their funds also go to support philanthropy of their choice Music Performances – small groups of students accompany their music teacher to see vocal and percussion performances related to their performing arts group

Academic Expectations Middle School aged children, in general, need guidance and supervision around organization and time management. Our schedule and advisee system allows for this. Expectations, deadlines, and feedback are given to students to help support their growth around self-management as a student. If work is not turned in on time, a student will be asked to stay in at recess or after school to complete the work.

Assessments serve the purpose of giving students meaningful feedback in many forms so that reflection, correction, and growth can occur. Assessments take the form of academic prompts, performance tasks, traditional tests and quizzes, informal checks for understanding, observations and dialogue, as well as peer feedback.

The team of teachers collaborates on setting consistent, age appropriate expectations. By having an advisor, students are guided and observed through their academic development and given time to reflect, set goals, and receive help when needed on a one-on-one basis or through peer tutoring. Students work toward mastery of each subject with the focus on developing intrinsic motivation.

Formal feedback occurs two times a year in the form of parent-teacher-student conferences. Reports are given in which students receive qualitative and quantitative feedback and have the opportunity to write a self-reflection of the semester.

Social Expectations As Middle School is a time of uncertainty and self-focus, it is important that the physical environment and culture of the school is one that promotes safety and trust so each student feels valued. It is the job of the adult to guide the pre-adolescent on their journey of selfdiscovery and help them hone their role in the community. Students need to collaborate in making a set of rules the community will abide by for the year, around respect and responsibility for each other and the school. Teachers work in small advisee groupings to ensure students receive guidance and offer a forum for students to voice concerns. By having students for three years, teachers are able to get to know each child and make real progress in his or her development. There are many opportunities for building community, such as daily and weekly meetings, program outings, multi-aged groupings, shared recess time, socials, and events.

Family-School Partnership The time a Middle School spends in school versus at home is significant. Teachers play a substantial role in shaping a child’s emerging self. Yet it is true that a parent knows his or her child better than anyone. In honoring both of these truths, it is in the child’s best interest for a healthy partnership to exist between family and school. It is our intention to develop this relationship througho frequent communication, mutually agreed upon goals for the child, and the parents’ active participation in and support of the school community. At the middle school age it is important to encourage students to own their communication with teachers as they themselves seek independence. By high school, the expectation will be that they are the prime communicators with faculty. We ask parents to allow their child to take on the day-to-day, non-urgent communication with teachers in practice for the next step in their development.

“I am inspired by the words of William Butler Yeats, ‘Education is not the filling of a pail, but the lighting of a fire.’ This sentiment is particularly true in educating the preadolescent; it is a time when kids want to know about and be a part of the larger world, yet their sense of organization and capacity for intellectual focus take a back seat to the developmental changes occurring within and the focus on their social world. This age group needs a curriculum that inspires, keeps them working with their hands, engages them in lively discussion, and builds skills and work habits needed for later in-depth studies. All this must occur within a community small enough to acknowledge the importance of each of its members and ensure safety for emotional, social, and intellectual risk-taking. In this way, the Princeton Montessori Middle Years Program keeps the fire lit for intellectual, spiritual, and social development.”

–Michelle Morrison, Director of Middle School Programs

www.princetonmontessori.org 487 Cherry Valley Road, Princeton, NJ 08540 609-924-4594

Princeton Montessori School holds the following accreditations and memberships: Accredited by National Accredited by Accredited by

Member: National Council for Private American Montessori Middle States Association of Independent Schools (NAIS) Society (AMS) Association (MSA) School Accreditation (NCPSA) Princeton Montessori School admits students of any race, color, nationality, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.

It does not discriminate on the basis of race, color, nationality, or ethnic origin in administration of its educational policies, admissions policies, and other school-administered programs.