Kalyca Adolescent Program is a Montessori program for the level of junior high school, that serves children aged 12-15 years. According to Dr. Maria Montessori’s Stage of Development, children at 12-15 years are in the third stage of the development”. The core no this stage the social independence.
Montessori Adolescent Program is designed based on the characteristics and needs of the children. Montessori believes that adolescence is a time when children have transformations, both physically socially and emotionally. They are no longer children but can not be called as an adult. At this transitional period, young people need appropriate stimulation to their needs and characteristics.
Teenagers experiencing puberty; while on the other hand they have the great potentials and energy to do the things that productive. Their need getting guidance and direction to channel the energy and their potential. Socially, they require recognition from the larger community (society).
A classroom setting that provides an opportunity for students to explore in each area of learning. Each child can determine the choice of activities, preparing weekly learning program itself, after consultation with the homeroom. Each child learn to be responsible for the achievement of its activities.
Students are encouraged to work in small groups for collaboration and sharing.
With emphasis on experience, learning has a balanced proportion between textbook thinking and sensory experience. The teacher acts as a facilitator and motivator, as well as the individual observations of the learning process of students.
Learning is packaged in the form of “Individual projects”, “small group projects” and “all students project”. In each of these projects, some of the lessons and skills integrated in practice the role of the student in real life such as: agriculture class (“integrated farming”), a live-in, social work, and “internship”.
Resource persons from various professions were invited as a learning resource and companion in applying a variety of activities.
Discussion in order to learn and understand the diversity that is interreligious and shared cultural reliable sources, to foster a sense of nationhood, mutual respect and respect.
Conducting activities that are a manifestation of respect and appreciation of cultural and religious diversity.
- English environment
- Learning with and cross-curricular project
- Applicable, learning concept to be applied to the everyday experience
- Learning is not limited to the classroom