Learn through a spiral resume
We consciously seek to preserve and develop adolescents natural interest in learning.
The Secondary Program at Eleven School is designed for students aged 12 to 16, where the academic contents of the successful British curriculum are integrated with specific work. The objective is to accompany, guide and equip adolescents with skills and tools as they go through this new stage to become safe, proactive adults capable of achieving what they set out to do.
Students are exposed to daily opportunities to work at their own pace and meet their learning needs, while learning and appropriating such important skills as responsibility in decision-making, empathy, socialization, leadership, respect for oneself and for the work of others. They also strengthen their will, meet deadlines, and master skills and concepts through shoulder-to-shoulder work and guidance from their teachers.
Our pedagogical approach responds to the unique developmental changes of this stage.
- On a physical level: Adolescents experience a period of tremendous physical and neurological growth.
- On an emotional level: They experience self-awareness and self-criticism, emotional ups and downs, and self-centeredness. They feel a greater desire for autonomy, along with a susceptibility to peer opinion and pressure. It is a time characterized by a strong tendency towards values and creativity.
- At the social level: Adolescents seek solidarity with their peers and yearn for greater independence from their reference adults as they forge their own identity. They are concerned about human dignity and well-being, and may exhibit novelty-seeking behaviors and engage in risky activities.
- On a cognitive level: Adolescents are critical thinkers who insist on asking "why." They are creative and have the ability to reason and debate. They want social and economic autonomy.
How do we help our students develop well at this stage?
Our spiral curriculum exposes students to various interrelated and interconnected topics, favoring a real understanding of academic content. Through three-period lessons, practical projects, experiments, key lessons and presentations, among other resources, the excellence of the British curriculum is supported, resulting in a broad and in-depth knowledge of the subjects.
Practical teaching is an important link to establish the theoretical content acquired.
Thus, other components of the CV are:
- Experiences in nature.
- The business plan.
- The museum of machines.
- The volunteering.
- Residential life.
- The exchanges.
- The forms of complementary work: manual and intellectual.
- Explore the land and living things
Earth Sciences: geography, biology, geology, botany, oceanography, mineralogy, etc.
- Human progress
Precise sciences: physics and chemistry. Mathematics. The fundamentals of economics, etc.
- Language and communication
Native and foreign languages, history, drama. The fundamentals of linguistics, language development, and interaction. Ethical communication standards, etc.
History and law, modern social activity, culture, art, etc.
Programming, social networks, technology, the concept of neural networks, etc.
- Practical skills
Tools and skills necessary for the autonomy of an individual
Trained and experienced teachers in an inviting space, attuned to their needs, safeguarding the emotional well-being of young students while preparing them for adulthood.
Constant work based on understanding and working shoulder to shoulder, giving adolescents the opportunity to become aware of their enormous capacity for achievement.
Dr. Maria Montessori believed in giving adolescents the opportunity to experience self-esteem through real work, contributing to what she called: “appreciation.”
The environments occupied by this stage are unique and inspiring. They are characterized by a totally student-centered approach, where they are allowed freedom of movement, manage their time, plan their work, experiment, make decisions, discover their gifts, challenge their mind and train self-regulation within a group context. This development of independent self-management and his social-emotional development will be crucial for success in successive educational stages and, finally, in his adult life.
Mixed age groups
In secondary school, as in later stages, the classrooms welcome students of mixed ages, who respond to the same sensitive period. As in real life, living and interacting with people of different ages gives us a greater focus. Growing up in an environment of mixed ages contributes to training their leadership skills, empathy and collaborative work on a daily basis, skills that are increasingly recognized by experts as a key factor for a full life.
Uninterrupted work periods
Uninterrupted work periods honor student choice, encourage concentration, and support participation, while allowing in-depth investigation into subjects.
Our differentiating point: Microeconomics and business plan
In this space diverse disciplines come together to create a joint vision of society and achieve a genuine understanding of finance while developing your entrepreneurial creative spirit.
The target objectives are:
• Awaken your creative challenge mindset.
• Learn new problem solving systems.
• Early financial literacy.
• Energize your economic freedom.
• Avoid the risk of future over-indebtedness.
Wildebeest These teens have the opportunity to start developing a business plan. It works from the idea to the feedback of the sale. In this way, they experience various roles and experience all the processes.
Montessori recognizes the teenager need to serve others. Through service, students learn the value of hard work and develop empathy, as they are exposed to lives and cultures different from their own. With these experiences they develop their ability to identify problems and contribute to change.
Residential Life and Exchanges
Another highlight at this stage is the need to challenge yourself and experience other contexts and cultures.
- Exchanges abroad.
- Exchanges between national Montessori schools.
My vision of the future is not the people who pass the exams and pass the certification from high school to college, but the people who move from a level of independence to a higher one, through their own activities, on their own. efforts of will, which constitutes the internal evolution of the individual