The foundations of our middle school:

🌍 A bilingual and international middle school
French and English are part of everyday life thanks to the co-presence of francophone and anglophone teachers. From 6th grade onwards, students also discover Spanish and Chinese. They are prepared for the internationally recognized Cambridge certifications, which validate their level of English and strengthen their confidence in a globalized world.

🧠 Solid and differentiated learning
Our students follow the French National Education curriculum and are prepared for the Brevet des collèges. Core subjects – French, mathematics, sciences, and history-geography – are taught through an active pedagogy adapted to each student’s pace. Small class sizes allow for personalized support and foster the success of all.

🌱 Concrete projects with a global outlook
Beyond academic subjects, our students develop their talents through interdisciplinary projects: mini-enterprise, permaculture, public speaking, artistic and cultural activities. These hands-on experiences allow them to experiment, create, and give real meaning to their learning.

✨ Our ambition
To nurture young people who are curious, independent, and responsible — capable of thinking for themselves, cooperating with others, and opening up to the world, while building the strong skills they need to succeed in high school and beyond.

The Adolescent according to Maria Montessori

For Maria Montessori, adolescence is a period of profound transformation, as intense as early childhood. It is the age when the child becomes a young adult in search of identity, autonomy, and meaning.

She describes this stage as a moment of great fragility, but also of extraordinary potential: the adolescent needs a safe environment that respects their need for freedom while offering real responsibilities.

Montessori emphasized the importance of developing:

• autonomy of thought, to learn to think independently;

• critical and social awareness, to understand the world and find one’s place in it;

• creativity and action, to experiment, cooperate, and build concrete projects.

Maria Montessori also highlighted that adolescents need the group to build themselves. It is through community life that they develop their identity, learn to cooperate, and discover the meaning of commitment. The group provides them with a mirror, a space for social experimentation, and a place of recognition.

In a caring and structured environment, group dynamics foster mutual support, responsibility, and a sense of belonging. This prepares young people to become adults capable of living in and contributing to society.

According to Montessori, the adolescent is not only a student who learns: they are a young citizen in the making, who needs to be accompanied with trust in order to unfold their full intellectual, social, and human potential.

The Adolescent’s Environment according to Maria Montessori

Maria Montessori believed that adolescence requires a specific environment, both protective and stimulating. At this age, young people are not only seeking knowledge: they want to understand the meaning of what they learn and to find their place in society.

An appropriate environment should therefore provide:

• A safe and caring framework, which respects their need for belonging and their emotional fragility.

• Real responsibilities, through concrete projects, collaborative work, and community life experiences.

• An openness to the world, through languages, travel, cultural exchanges, and civic engagement.

• A space for autonomy and experimentation, where adolescents can try, create, make mistakes, and start again without fear.

• A balance between intellectual and manual work, between theoretical reflection and practical application, to nourish the head, the hands, and the heart alike.

Thus, the Montessori environment for adolescents aims not only to prepare competent students, but also confident, responsible, and creative young adults — capable of building their own future and contributing positively to the world.

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