Myšlínská, Mnichovice, 251 64, Czech Republic
Q2: What is the age range of children in the school / organisation?
0-3, 3-6, 6-12,
Other, please specify:
In September 2017, we will start the adolescent program.
O3: What is the number of children in each of the age ranges?
Q4: How is the school / organisation funded?
Fee paying, State funded
Q5: What year was the adolescent (age 12+) organisation/ school established or when it is planned to start?
Q6: Are students together in mixed age groups?
Q7: What is the school / organisation policy about accepting children without previous Montessori experience to the adolescent programme?
Now we accept, but we will have soon enough children from our 6-12 group to fill the capacity.
Q8: What are the arrangements regarding boarding?
Q9: Which of the following best describes the location of your school / organisation?
Q10: Would you describe your school / organization as land based?
Q11: What qualifications are offered at 16?
Q12: What qualifications are offered at 18?
Q13: Which teaching approaches are used?
Lectures, Seminars, Individual research,
Q14: Are the young people linked into the local community?
There is not yet the adolescent community, but now they organise cultural events for the public (concerts, theatre events), they send theirs products to public (eggs), they visit local companies and professionals (manufacture of raw lollipops, vet), they provide accommodations etc.
Q15: What is your school’s capacity for each age range?
Q16: Do you accept students without previous Montessori experience into the adolescent programme?
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)
Raising livestock to eat or sell , Care of animals,
Land preservation and restoration,
Other (please specify)
Meeting point for the community (the village).
Q19: Approximately what percentage of study is derived from the work on the land? (please provide examples)
Q20: If students travel to the land and board there, how often do they stay there and for how long? (please describe)
They are boarding from Monday to Thursday, all weeks.
Q21: What are the facilities that make up your adolescent environment?
Classrooms, Kitchen, Library, Computers,
Sport Facilities, Residence/ Boarding House,
Workshops, Vegetable Garden,
Aquaponics Facilities, Agricultural Land,
Other, please give details (for example barn,
greenhouse, theatre, forest, pond, river)
Guest house, auditorium.
Q22: Which professional institutions outside of the school structure do your students use?
Universities, Art Galleries, Museums,
Other (please describe)
Companies, archive, local tradesmans.
Q23: How many adults work in the adolescent programme?
Full time 2
Part time 3
Q24: How many members of staff are specialists? (Please give details)
Q25: How many adults working in the adolescent programme have Montessori qualifications at the adolescent level?
Q26: Have any members of your staff attended the AMI/NAMTA adolescent orientation programme? (Please indicate numbers and location)
Q27: How many adults have undertaken adolescent training elsewhere? (Please give details)
1 (national university for 11-18)
Q28: How many adults who have undertaken adolescent orientation also have Montessori qualifications at other levels? (Please give numbers and the level of training)
Q29: How many adults working in the adolescent programme have Montessori qualifications at other levels but have not had adolescent orientation?
Q30: How many adults working in the adolescent programme have only traditional teaching qualifications?
Q31: How many adults are directly involved in the adolescent programme? (Please list their roles, e.g. House Parent, Farm Manager, Kitchen Manager)
House Parent, Craftsman, Coach, Naturalist, Economist.
Q32: Are additional external specialists contracted and for what specialties?
Mechanics, Sports, Arts, Music
Q33: Of these, how many have been exposed to Montessori methods?
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) 25
Independent (approximate percentage per week) 75
Q35: What opportunities are provided for adolescents to experience community life?
Residence/Boarding House Full time
Guest House Full time
Farm Full time
Social Experiences outside the school Full time
Q36: How often do the adolescents have the opportunity to experience production and exchange?
Q37: Does the adolescent community run their own business?
Please give details
Selling eggs, organizing cultural events.
Q38: Are profits returned to the group for collective use or given out to individuals?
Collective (please provide details) Only for collective use, also during the
Q39: What responsibilities do the adolescents have in respect of their environment?
Other (please specify)
I would like to click on all of them. It is not possible.
Q40: What responsibilities do the adolescents have in respect of themselves?
Other (please specify) All of them.
Q41: To what extent do the adolescents have the opportunity to take responsibility for their own study and work? (Please describe)
The whole program is based on it.
Q42: Is your school able to fully implement the Montessori adolescent approach or are there state mandated requirements that prevent you from full implementation?
Full implementation prevented (Give details)
Almost fully. We can manage that.
Q43: How is student progress assessed? Give details of frequency
Mandatory National/State tests State test at 15.
Reflective of Montessori principles and intended
Financial independence, reflection of their
own work in relation to the state curriculum
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)
They have opportunity to live together and take care of the environment. The ownership of the environment.
Desire to undertake work that directly affects the environment (physical and social)
They can plan their work.
The appearance of sensitive periods for personal dignity and social justice allowing for expression of solidarity, empathy and sense of mission, moral position
Living in the large community in the village.
The need to be alone and seek solitude We have a huge garden and we are in the middle of nature.
The desire to undertake vocational activity We cooperate with experts.
The urge to become economically independent We support their own business.
The need to separate from family They are boarding.
The need to create community They are boarding.
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.
They are studying with experts in relation to the land and their business.
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 The farm.
Human progress Cooperation with museums, universities, archive.
History of mankind Our little museum of machinery.
Q47: Please describe how your programme incorporates Montessori’s ideas of self-expression. Include a description of the prepared environment that supports this activity
We are inviting experts, we have some music instruments and a large possibility to art expression.