Q2: What is the age range of children in the school / organisation?
12-15,
If other, please specify:
Extension to 15-18 planned
Q4: How is the school / organisation funded?
Fee paying
Q5: What year was the adolescent (age 12+) organisation/ school established or when it is planned to start?
Start in school year 2016/17
Q6: Are students together in mixed age groups?
Yes-12-15
Q7: What is the school / organisation policy about accepting children without previous Montessori experience to the adolescent programme?
restrictive, but possible, providing the sufficient levels of functional, intellectual and moral independence
Q8: What are the arrangements regarding boarding? Term time boarding
Q9: Which of the following best describes the location of your school / organisation?
Rural
Q10: Would you describe your school / organization as land based?
Yes
Q11: What qualifications are offered at 16?
None
Q13: Which teaching approaches are used?
Full, authentic implementation of Maria Montessori’s Erdkinder concept
Q14: Are the young people linked into the local community?
Yes, through the institutions of shop, guesthouse and work on land
Q15: What is your school’s capacity for each age range?
12-15 28
Q16: Do you accept students without previous Montessori experience into the adolescent programme?
Yes
Q17: Does your adolescent school/organization have access to land?
It is based on the land
Q18: In what ways do your adolescents interact with land? (tick all that apply)
Land preservation and restoration,
Raising crops/fruits/vegetables,
Other (please specify) Taking care of the garden
Q19: Approximately what percentage of study is derived from the work on the land? (please provide examples)
I don’t see this as an requirement (or even a feature) of a Montessori Erdkinder environment (if, then only indirectly/unconscously)
Q20: If students travel to the land and board there, how often do they stay there and for how long? (please describe)
Boarding Mo-Fr
Q21: What are the facilities that make up your adolescent environment?
Vegetable Garden, Workshops,
Residence/ Boarding House, Sport Facilities,
Art Studio, Computers, Library, Science Lab,
Music Room, Kitchen, Classrooms
Q22: Which professional institutions outside of the school structure do your students use?
Botanical Gardens, Museums, Art Galleries,
Universities,
Other (please describe)
Co-operation with professional organic gardener next door
Q23: How many adults work in the adolescent programme?
Full time 1
Part time 1
Q24: How many members of staff are specialists? (Please give details)
What is a specialist?
Q25: How many adults working in the adolescent programme have Montessori qualifications at the adolescent level?
1
Q26: Have any members of your staff attended the AMI/NAMTA adolescent orientation programme? (Please indicate numbers and location)
USA 1
Q27: How many adults have undertaken adolescent training elsewhere? (Please give details)
None
Q28: How many adults who have undertaken adolescent orientation also have Montessori qualifications at other levels? (Please give numbers and the level of training)
6-12 1
Q29: How many adults working in the adolescent programme have Montessori qualifications at other levels but have not had adolescent orientation?
6-12 1
Q30: How many adults working in the adolescent programme have only traditional teaching qualifications?
0
Q31: How many adults are directly involved in the adolescent programme? (Please list their roles, e.g. House Parent, Farm Manager, Kitchen Manager)
2
Q32: Are additional external specialists contracted and for what specialties?
Respondent skipped this
question
Q33: Of these, how many have been exposed to Montessori methods?
Respondent skipped this
question
Q34: What percentage of time does the adolescent spend receiving instructional lessons and how much time is given to independent learning?
Instructional (approximate percentage per week) 10
Q35: What opportunities are provided for adolescents to experience community life?
Other (please describe) Planned is full time implementation in all points
Frequency
Residence/Boarding House Full time
Guest House Part time
Store Occasionally
Farm Full time
Social Experiences outside the school Occasionally
Q36: How often do the adolescents have the opportunity to experience production and exchange?
If regularly or occasionally, please describe how
Occasionally: still ‘under construction’, exchange happening with the parent community
Q37: Does the adolescent community run their own bussiness?
No,
Please give details
Still under construction (but they do business planning / development)
Q38: Are profits returned to the group for collective use or given out to individuals?
Collective (please provide details) Will be collective, if profits returned to group.
Individual (please provide details) If salary earned outside.
Q39: What responsibilities do the adolescents have in respect of their environment?
Other (please specify) All of the above
Q40: What responsibilities do the adolescents have in respect of themselves?
Other (please specify) All of the above
Q41: To what extent do the adolescents have the opportunity to take responsibility for their own study and work? (Please describe)
Within the time structure of the day, and general framework of public curriculum, they take full responsibility for their learning (under adult guidance)
Q42: Is your school able to fully implement the Montessori adolescent approach or are there state mandated requirements that prevent you from full implementation?
Able to fully implement
Q43: How is student progress assessed? Give details of frequency
Reflective of Montessori principles and intended outcomes
Yes
Q44: Please describe how your adolescent programme supports the changing developmental characteristics of the adolescent.
Change of attitude towards academic study due to new focus on real life work (younger adolescent)
Full responsibility for their own academic studies; opportunities for real life work.
Desire to undertake work that directly affects the environment (physical and social)
Freedom of choice of work.
The appearance of sensitive periods for personal dignity and social justice allowing for expression of solidarity, empathy and sense of mission, moral position
Social group of a boarding house. Contact with the community. Contact with the feeding school(s).
The need to be alone and seek solitude Possible at any time, upon informing an adult
The desire to undertake vocational activity Freedom of choice of work.
The urge to become economically independent Currently, they develop business plans for shop and hotel. Co-operation with a gardener in the neighbourhood.
The need to separate from family Full boarding.
The need to create community Full boarding. Freedoms of the prepared environment.
Q45: Please describe how your programme incorporates Montessori’s ideas of psychic development (formative education). Include a description of the prepared environment that supports this activity.
Relationship between adults and students (Moral Development). Language as means of communication (e.g. student exchange). We offer several foreign languages and Latin. Language expression. Mathematics seen as art, not as calculus.
Q46: Please describe how your programme incorporates Montessori’s ideas of Preparation for adult life. Include a description of the prepared environment that supports this activity
Study of the earth and living things Self-paced accademic study (books); overview lectures; study of the natural environment; science lab.
Human progress Self-paced accademic study (books);
overview lectures; responsibility for the environment; old appliances (Museum of Machinery)
History of mankind Self-paced accademic study (books); overview lectures; study of history of the community.
Q47: Please describe how your programme incorporates Montessori’s ideas of self-expression. Include a description of the prepared environment that supports this activity
Parts of the prepared environment dedicated to music (instruments, recording equipment, HiFi), art studio, theatre and film.