Middle School

A prepared environment for children aged 12 to 15.

Our mission is to unlock each child’s potential and create the right environment for the future adult they are becoming

12+

Years of Experience

450+

Graduates

700+

Outings

100%

ISU,DSP,DSV, MEC

Our Mission

Whole, happy, self-aware children

Developing independence, responsibility and initiative in meeting their own needs as the foundation for self-confidence



✓ Developing self-will

✓ Respect, care and appreciation for others

✓ Developing an active and harmonious relationship between children and the environment around them and the community they belong to

✓ Fostering a sense of satisfaction in work completed ✓ Connecting with reality and encouraging creativity

A young boy is sitting at a table doing his homework.

Independent, socially integrated adults

From the perspective of Montessori pedagogy, educational activities for ages 12 to 18 should not be limited to learning and acquiring academic knowledge, but should cover a range of abilities that prepare young people for the future.

A black and white drawing of a circle on a white background.
Two people are working in a greenhouse planting plants.

Physical work close to nature (plants/animals)

Two girls wearing plastic aprons and hair nets are working in a kitchen

Working in the shared space

 Production and Sales

A group of people are standing around a table with baskets of food.
A man and a boy are sitting at a table playing a game.

Academic study

A young girl is sitting at a table painting a picture.

Self-expression through art

Independent, socially integrated adults

A group of children are walking across a wooden bridge over a pond.

We support adolescents on their individual and unique journeys, accessing and providing all the resources needed to meet their needs and interests

Academic

✓ More than one teacher for each subject, to suit different adolescent types

✓ The opportunity to study in depth any subject they are passionate about; we are not limited by age, curriculum, etc. ✓ Exposure to a range of resources and professionals – e.g. visits to courts, various companies, etc

Social

✓ Regular outings beyond the school environment and participation in events—for example, art exhibitions, concerts, study visits, trips and camps

✓ Partnerships, e.g. debate courses and collaborations with Casa Paleologu

Emotional

✓ Full-time school psychologist on site

✓ Always open to communication and focused on finding solutions

The Montessori Adolescent Profile

Independent in their studiesRespectful

With passions and hobbies


Interested in their own development

A young girl is sitting at a table drawing on a piece of paper.

Grounded in reality


With a desire to get involved in the community


Independent adult, able to organize themselves

Our expectations for adolescents’ attitudes:

  • Interest-led learning – understanding that school is an extraordinary opportunity to develop in exactly the direction they choose and are interested in


  • Engagement in academic activities and the community—participating by choice


  • Grounded in real life – no video games or social media exposure; time for sports and other hobbies after 5:00 p.m.

    • Our expectations for adolescent organisation:

  • Planning the day on arrival at school – each adolescent will plan their day when they arrive at school (with guidance, at least at first), so they can attend scheduled meetings with specialist teachers and take part in activities such as working in nature, helping the community, production and sales, and projects


  • Sustained engagement in an activity


  • 
  • Every activity begun must be completed


  • Mandatory participation in activities such as environmental stewardship, helping the community, working close to nature, production and sales, art & music/self-expression, and sports

    • Our academic expectations of adolescents:

  • Completing independent study, assignments, and projects agreed upon with specialist teachers


  • Any missed meeting must be made up through independent study at school and presented to the specialist teacher at the next meeting


  • Focus on Romanian and mathematics – Scores above 9 in the 8th-grade National Assessment and the Baccalaureate


  • 
  • Focus on at least two subjects (besides Romanian and mathematics) that truly engage them and that they can explore and study in depth without limits

    • Our expectations for parents/families:

  • No tutoring at home! Any concerns or issues should be raised and addressed at school


  • Homework is not the parents’ responsibility!


  • Respect for the school as an institution, community and environment, and for teachers and classmates


  • Grounding in reality – no video games or social media; after 5:00 p.m., time for sports and other hobbies


  • Open, ongoing communication about any aspect of the adolescent’s relationship with school


  • Any activity started must be finished—we are role models for our adolescents


  • 
  • Let the adolescent take care of their own needs!

    • A woman in a long white dress is standing in the desert with her arms outstretched.

    Relationships with adolescents are based on respect and appreciation – they must be built and maintained

    A good relationship supports the adolescent’s learning and collaboration

    A black and white drawing of a circle on a white background.

    We spark interest to ensure adolescents stay engaged in their work even when we are not physically present in their environment

    A motivated and engaged adolescent will work independently, without direction

    Alongside being guides/facilitators, we are also human role models

    An open and determined attitude supports the learning process

  • Working in partnership – a circle of working together

  • Constructive feedback

  • Active listening

  • A variety of teaching methods and tools – moving beyond the same routines used at every meeting

    • Working simultaneously brings the satisfaction of giving each adolescent exactly what they need and are interested in

    A group of people are sitting around a table in a library.

  • Work in small groups, grouped by skill level, at different tables, in different rooms, and in compatible work groups


  • Providing support where it is most needed (one-to-one work, staying close to certain adolescents)


  • Encouraging independent work where the ability is there

    • A group of children are sitting around a table doing their homework.

  • Ground rules established from the outset


  • Presenting a meeting plan to adolescents


  • The flexibility to observe and follow their interests

  • Clear topics/tasks that allow for further independent work


  • 
  • Work at the appropriate skill level, in compatible teams, to achieve constructive outcomes

    • A group of children are sitting at a table writing on papers.

    Academic objectives:

    Our objective is to develop the eight key competences (EC Recommendation 2006)

    1. Communication in the mother tongue
    2. Foreign language communication
    3. Mathematical competence (A) and basic competences in science and technology (B)
    4. Digital Competence
    5. Learning how to learn
    6. Social and civic competences
    7. Initiative and entrepreneurship
    8. Cultural awareness and expression
    A young girl with brown hair is smiling for the camera.

    11-13 years

    ◼ Practice independent academic work


    ◼ Organization skills for individual and group work


    ◼ Following through and achieving a goal

    A young boy is standing in front of a blackboard with the words `` back to school '' written on it.

    14-15 years

    ◼ Organizer/ moderator/ leader/ presenter role in projects of interest


    ◼ Academic independence


    ◼ I can set up and lead clubs for younger children so they can practice their skills


    ◼ Entrepreneurship projects – microeconomics 

    A young man with curly hair is wearing a white t-shirt and black jeans.

    16-18 years

    ◼ Focus on leadership


    ◼ Entrepreneurship projects / Startups / Volunteering / community projects


    ◼ Exchange of experience, research trips, university visits, participation in university courses

    The learning process

    Start of the school year

    ✓ Planning activities at the start of the school year together with specialists


    ✓ Information and commitment meeting with the family

    Periodic evaluation/feedback

    ✓ Regular, ongoing observation and feedback, with continuous communication with specialists


    ✓ Regular reports to parents

    End-of-year assessment and feedback

    ✓ End-of-year report on final activities


    ✓ Information and commitment meeting with the family

    Montessori Teen Program

    To develop and educate themselves, adolescents need to experience the prepared environment.

    At these ages, cohesion is expressed through each adolescent's contribution to the collective well-being, whether through their own educational journey or their involvement in school life. Regular attendance is essential; only then does the adolescent become an integral part of this network. Absence diminishes each individual's contribution and, consequently, the benefits they receive from the group. Thus, social cohesion in Montessori represents a dynamic balance between individual autonomy and conscious and unconscious interconnectedness, crucial to holistic development.

    08:00-08:45 - Children arrive


    08:45-08:45 - Access to the kindergarten closes


    08:00–08:30 – Children arrive


    8:30-11:30      - Montessori Work Cycle


    11:30-12:30     - Music / Outdoor activities


    12:30-13:00    - Lunch


    13:00–15:45   - Montessori work cycle


    15:45-16:00   - Snack17:00-17:00    - The school day ends and children go home