The Upper School at MMUMS
Montessori Adolescent Program, Ages 12-15 years
Our Mission
The Upper School at MINE, ME, and US provides students with a strong foundation for the emerging adult within. Education is preparation for life. Our adolescent program addresses student needs across all areas of life: academic, social, emotional, and physical. Rooted in Montessori philosophy and pedagogy, we continue the journey as adolescents enter a new stage, supporting them as they develop their confidence, independence, and curiosity around the world and their place in it.
Our Program
Our program goes beyond academics.
We continue to build upon our culinary curriculum. Students play an integral part in deciding on the weekly menu. They consider the nutrition of the menu, working with our culinary guide to develop a healthy selection. They learn to work within a budget and develop a grocery list. We take a weekly trip on the Blacksburg Transit to the grocery store, where students take charge in gathering and paying for items.
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We have a raised bed garden outside the classroom doors that students plant, care for, and harvest.
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We develop business skills through running a school supply closet and designing, creating, and distributing a school yearbook for the entire MMUMS community.
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We incorporate technology through purposeful and meaningful use. Students learn research skills, digital tools, and most importantly, how to be digital citizens.
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Students regularly interact with the community through weekly acts of service, as well as participation in larger community service projects.
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We visit a local gym weekly to work on physical health and well-being.
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Students plan two trips throughout the year. One trip focused on the outdoors, and another focused on experiencing the sights and sounds of a bigger city. Students are highly involved in the decision-making process and planning, researching everything from lodging, dining, and experiences.
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Curriculum
The MMUMS adolescent program builds on a strong Montessori foundation as students enter a new stage of development. Firmly anchored in cosmic education, students now dive deeper into content areas, gaining specificity while retaining a global and interdisciplinary perspective. The curriculum follows concepts and topics of the Virginia Standards of Learning, while supporting problem-based learning, hands-on experiences, and independent research. Subjects are integrated across themes.
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Our first cycle is anchored around the idea of place. In biology, we study indigenous plants and the taxonomy of living things. We consider our place as an entire planet as we study the solar system. We visit local sites to learn about the history of the New River Valley, and research the experiences of the diverse groups of people in the area. In algebra, we study how equations describe a place on a coordinate plane. Our cycle is anchored around Robin Wall Kimmerer's Braiding Sweetgrass for Young Adults. Socratic seminars, projects, research, and field trips are just some of the ways students engage with these concepts.
Our Guide
Laura Umansky earned a bachelor’s degree in English and a master’s in education from Virginia Tech. She holds a Virginia teaching license for English and social studies, 6-12, as well as a certification as a library media specialist, K-12. She has over a decade of experience teaching English and social studies in local public schools. A life long learner, Laura returned to school to earn her master’s in Library and Information Sciences through Old Dominion University.
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Laura’s Montessori journey began when her kids enrolled in MINE, ME and US Montessori School. Watching their curiosity and independence blossom motivated her to learn more about this educational philosophy. Montessori’s beliefs about the purpose of education in serving the whole child, developing concentration, and cultivating peace with a focus on nonviolence resonate with Laura as an educator. Laura is earning her Secondary I-II credential through Cincinnati Montessori Secondary Teacher Education Program. Laura believes strongly that education should address the needs of each individual child and enable them to become confident, independent, and driven members of our society.
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