Language & Literature supports the developmental needs of adolescent students. Writing serves as a form of self-expression, scaffolding the construction of identity through creativity and research. Reading provides a window into other worlds and experiences, where students can connect their own lives to the lives of others through classics and young adult literature.

Students explore emerging views, ideas, feelings, and values during seminars as they reflect critically upon texts with their peers. Language & Literature gives students the opportunity to make vital connections between their individual priorities and the needs of others, so that they see themselves as meaningful and contributing members of our local and global communities.

Domain Philosophy

MAP's Language Acquisition program prioritizes students’ study of non-English language for three primary reasons. The first is to acquire an improved ability to understand and navigate an increasingly globalized and connected world. The second is to build confidence via daily repetition and exposure to a new language. And the third is to improve students' understanding of English through improved ability to appreciate grammar, syntax, and the interrelated nature of all languages. As such, students study Spanish or Mandarin in a classroom setting, along with opportunities for independent study in languages of interest to students.

Approaches to Teaching and Learning

Our Language Acquisition program combines in-person classroom learning with a robust course of self-study and native-speaker exposure. The classroom experience emphasizes hearing and speaking the language, with an eye toward eventual travel to Spanish- and Mandarin-speaking regions around the world. Lessons structured around vocabulary and grammar are complemented by listening exercises, such as podcasts, newscasts, videos, or music, where students can hear native speakers in real-world  contexts in order to train their ears. By the student’s third year in a language, emphasis on reading and writing supports genuine fluency. 

Domain Philosophy

The question that guides our approach to the Humanities is, “What was it like to be human at specific moments and times throughout history?” Maria Montessori believed in the moral arc of progress, the idea that as history unfolds, humans have improved our living conditions and the manner in which we treat one another. At MAP, we foster this worldview through a four-year program of history studies, from Grades 7-10, designed to help students become informed citizens of the world, capable of expressing nuanced points of view and discerning complex motivations so that they may become advocates for a more peaceful and prosperous world—a lifelong dream of Dr. Montessori—while also appreciating the immense progress we’ve made as a species. 

Across four years, History students take the following four courses: 

Year A: World History

• Ancient Civilizations (Mesopotamia, Egypt, Greece, Persia)
• The European Enlightenment 
• The Industrial Revolution in England and the United States

Year B: US History

• The Colonial Period through and including World War I

Year C: World History

• Chinese History
  • Chinese Mythology
  • Early Dynasties
  • Birth of Modern China
  • Post-dynastic China & Modern Day

Year D: US History

• Post-WWI through Modern Day

 

Students in Grades 11-12 explore Social and Cultural Anthropology (SCA), a two-year course designed to align with the IB academic area Individuals and Societies which helps them understand contemporary issues through an anthropological lens as they refine their analytical skills and challenge their societal and cultural assumptions.  Montessori’s developmental approach recognizes adolescence as a stage of intense social growth, wherein teens seek to understand themselves as individuals in relation to society, as well as a time of propensity toward morality and justice, and this course of study consistently resonates with older high school students. 

Approaches to Teaching and Learning

Humanities studies are anchored in a rigorous, reading-heavy approach. Students are exposed to primary historical evidence and sources, first-person narratives from the time periods being studied, modern interpretations based on contemporary discoveries and advances, ethnographies, and cultural outings intended to support lessons given. Readings are supplemented by podcasts, films (documentary and narrative), maps, and guest speakers. Students are encouraged to demonstrate their knowledge in a variety of ways, including presentations, artistic explorations, essay writing, and collaborative projects. Additionally, SCA students study ethics and research methods for social science and engage with the practice of anthropology by conducting their own fieldwork. 

Domain Philosophy

MAP’s approach to Science learning encourages students to see problems through a scientific lens as well as make meaning out of scientific data. The resulting objective is for learners to master the application of the scientific method toward thinking, leading, and driving change in the world at large.

Approaches to Teaching and Learning

At all levels, students build skills in lab design, experimentation, and understanding and articulation of scientific ideas in both written and verbal form. Students demonstrate mastery of skills and ideas through lab-based assessments, project presentations, rubric reflection, lab reports, Assertion-Evidence presentations, project presentations, and formal tests. 

Description of Domain Continuum

Through a spiraled approach of increasing depth, students experience natural science learning in areas including chemistry, biology, physics, and engineering design. 

• Grades 7 and 8 focus on the scientific method, measurement, data analysis, engineering process, and design thinking.

• Grades 9 and 10 continue to develop those skills through the more formalized study of Chemistry, Physics, or a life-based science (including Biology and Environmental Systems & Societies) 

• Grades 11 and 12 pursue Biology or Physics curriculum aligned with the International Baccalaureate Diploma Programme.

Domain Philosophy

The role of math is two-fold. At its most fundamental, math education should drive the collection and analysis of meaningful data. This is required of all students as this approach is the key to unlocking the tools of mathematical literacy. Building upon these foundational skills, students study math as a branch of science in its own right. 

Approaches to Teaching and Learning

Throughout a student’s math career, emphasis is placed on process over product. Students are not penalized for getting the “wrong” answer, but are challenged to articulate and defend their process in both written and verbal form.

For younger adolescents, math lessons are an extension of students’ elementary experiences. This includes the use of Montessori-aligned materials included to promote exploration and discovery.

As students mature, their learning preferences shift from manipulation of concrete materials to engagement with the work in more abstract ways, such as using pencil and paper. 

Regardless of student age, choice is prioritized. If a student identifies a topic of interest, they are encouraged to pursue it, with the guide providing lessons and context. This facilitates open curiosity and free exploration in the study of mathematics.

Description of Domain Continuum

The math curriculum is necessarily interwoven among the different branches of mathematics (rather than presented as separate course offerings). Upon graduation, students will have earned course credit in the following areas:

• Algebra I and II

• Geometry

• Statistics and probability

In addition, higher level coursework such as Calculus is available according to student goals and interest. 

Aligned with the IBDP’s Group 6, and with an emphasis on creativity through disciplined, practical research, 11th- and 12th-grade students choose from one of three art and design-focused courses.

In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.

Visual Arts students explore art making, art history, and contemporary art culture. Students investigate two-dimensional, three-dimensional, and time-based mediums in order to build skills and a vocabulary as an artist. Visual arts also allows adolescents to explore thoughts, ideas, and feelings that are yet to be named by the teen but can be creatively expressed through art principles. Choice is also an essential factor, building self-discipline in the areas that students find most engaging. Students who pursue the IB Diploma build a comprehensive portfolio of work.

Design Technology students learn and practice the design process, product development, synthesis of ideas, and evaluation of feasible design solutions. Inquiry and problem-solving are at the heart of this course. Major themes include human factors and ergonomics, resource management and sustainable production, modeling, raw material to final product, innovation and design, and classic design.

Computer Science students learn a coding language of their choosing and apply that knowledge in a variety of ways. Major themes include systems, networks, computer organization, modeling and simulation, resource management, data structures, control and web science. Ultimately, students choosing to pursue the IB diploma will complete an individual project of their choosing, as well as a collaborative project interconnecting the scientific disciplines.

While a formal Art & Design course is only a requirement for our oldest students, those in grades 7-10 are welcome and encouraged to join units of study based on interest and that are adapted to meet their individual goals and developmental needs.