Middle School Grades 6, 7, 8

Plane of Development

This phase is like a second "rebirth," where children transition from being a child in the family to becoming an adult in society.

Period of big changes, both physically and emotionally, as they prepare for adult life.

Physical Growth:

Puberty brings rapid growth, similar to the early years of life.Teens and  pre-teens often need more sleep, feel tired, experience "growing pains," and may be more prone to illness.

Brain Development:

A teen’s brain is still developing, especially the part that helps with planning, decision-making, and self-control.This means they may seem forgetful, disorganized, or impulsive.

Social and academic skills are also evolving as their brains grow.

Emotional Changes:

Mood swings, self-doubt, and sensitivity to criticism are common. They may struggle to focus and seem less capable of handling responsibilities compared to earlier years.

What can Parents do?

  • This phase is about growth and exploration, not perfection. Providing opportunities for hands-on experiences and meaningful work can benefit interest, motivation, and understanding.
  • Encourage independence while offering support during emotional ups and downs.
  • Celebrate efforts and remind your teen that they have value in the family and community.
  • By supporting unique needs during this stage, you’re helping your teen grow into confident, capable young adults.

Overview

Students in the High School Prep program continue to benefit from working at their own pace and level to reinforce developing areas and progress in skills of strength. Our program works to prepare students for their high school careers, such as:

  • Writing and organizing class notes
  • Preparing and delivering presentations
  • Completing large independent projects
  • Studying and writing examinations
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Life Skills

Dr. Montessori believed teens thrive in an environment that supports both their social and personal growth, envisioning a "learning community" in nature where teens could:

  • Work on the land (e.g., farming, gardening) to connect with nature and learn about civilization.
  • Live and work together to build social skills and responsibility.
  • Sell what they produce to learn economic independence and gain confidence.
  • Explore arts, music, and self-expression to develop creativity.

Real-life experiences, like preparing a meal, caring for animals, or selling products at a market, help teens see the value of their contributions. These experiences foster confidence and a sense of purpose, preparing them for adult life and higher education.

Language

The development of language involves building skills in the areas of oral language, reading, writing process, and handwriting that began in the lower elementary class. Opportunities are provided to present projects, experiences, and to resolve problem-solving situations. Students continue to develop language skills through literature circles, novel study units, writing opportunities, and research topics. Students continue to develop knowledge of grammar, sentence structure, analysis of sentences, and reading comprehension skills. The use of appropriate punctuation and spelling is encouraged and guided. Students focus on the development of cursive writing and formalizing their projects with the use of a computer. Students are encouraged to read a minimum of 20 minutes each day. Reading is strengthened through novel study units, independent research units, and the continuation of analysis of written material from various genres and poetry that complement the history and geography sections of our curriculum.

Mathematics

Students continue advanced work and are encouraged to further develop their mathematical mind through the in-depth study in the arithmetic areas of algebra, problem solving, short and long division, geometry, data analysis, geometry, and square and cube roots to name a few. Progression from one level of difficulty to another is introduced when the student demonstrates readiness. The Montessori math materials will lead the student from concrete manipulation to abstract learning with the belief that process and understanding must preceed before memorization can take place.

Cultural Studies (Geography, History, Science)

It is in this area of the curriculum that the relatedness of the between subjects can be observed. This enables students to see the ‘whole’ picture. As in prior years, presentations are conducted on an individual basis, in small groups, and with the whole class. Students enjoy the opportunity to study extensions of previously learned lessons.

History

Students are involved in an in-depth study of Canada. Topics of choice are researched and presented to the class. Earlier studies introduced in lower elementary are revisited and continued in greater detail. Some of the topics of study include the Evolution of the Earth, History of Man, Ancient Civilizations, and Canadian history/government.

Geography

Some of the topics studied in this area include geographical structures, an in-depth study of Canada and opportunities for independent and group research topics. Students also continue to review the numerous exercises studied in order to retain the vastness of information learned.

Science

In the Uupper Eelementary class, science is covered as a class, for the most part, and involves experiments and explorations in group situations and individual basis. Students have opportunities to organize and conduct experiments and to formalize them in written form using the Scientific Method. Some of the topics covered include the human systems, energy, space, electricity, biomes of the world , food chains, periodic table of elements, the study of vertebrate and non-vertebrate animals.

Art, Physical Education, Music

Art

Appreciation for art is developed through the exposure of various art mediums in order to produce individual ‘masterpieces’. Colour, three-dimensional figures, and elements of art are introduced. Projects include seasonal creations, painting, drawing, modeling clay, and designing. Students are exposed to famous artists and have an opportunity to observe and compare paintings through library resources.

Physical Education

A healthy body and healthy mind is encouraged. Health and nutrition education is introduced in combination with physical activity. Students enjoy cooperative games and the development of basic sports skills, body awareness, and coordination in an atmosphere of friendly competition.

Music

A musical specialist guides the development and appreciation of oral expression and instrumental instruction using the recorder when readiness is demonstrated. Students are encouraged to learn and use musical terminology, to read notes, and develop an ear for specific notes. Students enjoy creating their own musical compositions and preparing for various dance, drama, and vocal performances.

French Second Language

Students in the elementary class receive French instruction by a specialized teacher. During the 2 ½ hours of class time each week, students develop reading, writing, and vocabulary skills. Students learn to express themselves orally through drama skits, reading out-loud, and completing short assignments and lesson worksheets.

Design & Computer Technology

Elementary students become familiar with computer terms and the use of a computer. Familiarity with basic word processing, power point, research, and publishing capabilities of a computer is encouraged. Typing with all fingers is reinforced and progressed through typing tutorials. Students have opportunities for supervised Internet access for research assignments. Internet safety is monitored and introduced to the students.