"Who am I? What am I passionate about?
How do I fit within society? How can I make a difference?"
Based on the developmental characteristics of adolescence: intense social focus, critical thinking and re-evaluation; a period of self-concern and self-assessment . A young person’s years in high school are a transition from childhood to adulthood in which the mind absorbs and processes everything around it.
Our EMAS Adolescent Community (Teens) exists across environments which have been carefully considered to meet the needs of this unique and prolonged period of maturation.
In order to meet our teens during this period of internal turmoil and external transformation, structure, in the form of increased scheduling and lessons with specialists and experts, becomes essential. Students work side-by-side with adults, in closer proximity than previously.
Teens are drawn to increasing levels of independence, most notably from their family. Our program builds confidence, skills and resilience, supporting our young people in their journey towards autonomy.
Learning how to make money, experience production and exchange, organise social matters and express opinions in ways that validate their need to be seen and heard, are essential.
Physical development can happen suddenly, seemingly overnight. However emotional growth takes much longer and requires regular routines, open communication, plenty of sleep and a personal schedule that is manageable so that the young person’s time is prioritised and they are rested enough for school.
The foundations of our program are the same principles that underpin the vision and values of the whole school at EMAS;
Experiential learning is at the heart of our community. Young people are trusted with real responsibility, encouraged to follow their interests, and given the freedom to explore within clear and supportive boundaries.
We honour each learner as a whole person, recognising that true education balances challenge with care. Respect and accountability are lived values, shaping how students work, reflect, and grow together.
In our multi-age classes, mentorship and collaboration flourish. Younger students are inspired by the example of their older peers, while older students strengthen understanding and confidence through guiding others. It is a community built on connection — where learning is shared, purpose is personal, and growth is lifelong.
As our students enter adolescence, their learning turns inward and outward at once — toward questions of identity, purpose, and belonging.
Who am I?
What inspires me?
How do I contribute to the world around me?
How can I make a difference?
The EMAS curriculum is built to help young people explore these essential questions through a rich and connected programme of study. Learning is organised into three interwoven domains: cognitive development, creative expression, and preparation for adult life. Each supports and deepens the others.
Intellectual growth and creativity are tightly linked, with Humanities and Occupations studies threading through all three domains to form an integrated web of understanding. The result is a curriculum that not only builds knowledge, but cultivates insight, imagination, and a growing sense of responsibility for self, community, and planet.
Curriculum Overview
Key lessons
The Middle School years continue the academic richness established in the Elementary programme, guiding students toward greater independence, focus, and depth of study. Learning begins in real contexts, through meaningful projects, environmental studies, enterprise, and community engagement, giving students tangible reasons to ask questions and pursue understanding.
These experiences become the foundation for structured, classroom-based lessons where academic focus takes centre stage. Key lessons are intentionally crafted to provide just enough inspiration and challenge to propel students into further exploration. With the guidance and mentorship of teachers, they learn how to plan, research, and extend their studies independently, developing both curiosity and discipline.
Academic rigour and creativity go hand in hand. The rhythm of learning at this stage moves between experience and reflection, research and analysis, collaboration and presentation. Sharing learning is integral to the process; students regularly present their work to peers, deepening collective understanding and refining their communication and critical thinking skills.
At EMAS, Middle School students engage with a dynamic, interconnected curriculum that values both knowledge and meaning. They learn to connect ideas, evaluate perspectives, and apply their understanding to the real world, preparing them for the intellectual demands of adolescence and the lifelong pursuit of thoughtful, purposeful learning.
Practical work
Practical work is central to learning at EMAS. Students are encouraged to integrate physical and mental effort, applying knowledge and skills to projects that have real meaning and purpose. Through hands-on experiences, they connect theory with action and develop a deep understanding of how learning translates into contribution.
Active engagement of the growing body is seen as essential to balanced development. Whether through physical work, outdoor activity, or creative production, students learn to use their energy purposefully as part of a healthy, connected lifestyle that values both movement and mindfulness.
Community life and advisory
Community life is the heart of the EMAS experience. Within our multi-age setting, students learn collaboration, cooperation, and respect through daily interaction and shared responsibility. The community provides a safe space for social development, where young people can express themselves, navigate relationships, and build the confidence to take their place in the wider world.
Through restorative practice and guided reflection, students learn how to manage conflict, take responsibility, and repair relationships with empathy and understanding. They are supported to take measured risks, experience setbacks, and try again, developing resilience and self-awareness in the process.
Regular reflection and advisory sessions help students plan, evaluate, and take ownership of their personal and academic growth. In this way, community life becomes both a foundation and a mirror for the skills that sustain meaningful participation in life beyond school.
Micro-economies, sports, clubs, and play
Micro-economies, sports, clubs, and play are vital elements of life at EMAS. They offer practical opportunities to apply learning across civics, economics, business, mathematics, technology, the arts, and physical education.
Through enterprise projects and community initiatives, students experience the realities of production, exchange, and teamwork. Sport and outdoor activity promote health, wellbeing, and resilience, while clubs and creative pursuits allow students to explore personal passions and discover new talents.
These experiences bring balance to academic life, connecting knowledge with action and reinforcing the understanding that learning extends far beyond the classroom.
Montessori mapped to A Curriculum for Excellence
At EMAS, the interconnected nature of all subject areas is woven through themed projects within our Plan of Work and Study, allowing students to meet and exceed the expectations of the Scottish Curriculum with confidence and ease.
Learning is organised around both project scope and personal interest, so that students engage with topics when they hold genuine meaning and relevance. This flexible approach means the order of study may differ from traditional settings, yet the outcomes are consistently rich, rigorous, and deeply understood.
Curriculum standards are evidenced through personal portfolios that document progress, reflection, and achievement. These portfolios capture the breadth of each student’s learning journey and provide a clear record of both academic attainment and personal growth.
The micro-economy, in which students design and run small businesses, provides meaningful opportunities to apply learning in economics, mathematics, business, and design. Through production, innovation, and enterprise, they connect theory with practice while enhancing understanding across the sciences, arts, and technology.
Community life further enriches academic study by giving context and purpose to citizenship, health, and wellbeing. Seminars, community meetings, event organisation, restorative practices, and peer collaboration all help students experience social structures firsthand, building empathy, leadership, and a sense of belonging.
Middle School (11-15)
As our young people find their place in the work and life of the school, the middle school program is designed to ensure they have a safe space in which to develop their new adolescent identity.
Senior Phase(16-18): Confident, Capable and Future Ready
By the age of sixteen, EMAS students stand on the threshold of adulthood as independent, self-regulating, and adaptable young people. Having spent their early adolescence in the essential work of social and personal growth, they emerge as thoughtful observers, active listeners, and genuine collaborators. They are critical thinkers and engaged citizens who can express opinions with clarity and respect, make sound decisions, and solve complex problems independently or as part of a team.
Their confidence is not superficial; it is grounded in real experience. Years of practical, social, and intellectual learning have given them a deep understanding of how knowledge connects to action, how ideas shape the world, and how their own values guide their choices. They do not simply memorise subjects; they understand them, apply them, and question them with purpose.
At this stage, students begin to choose specialist pathways and exam-based courses that align with their strengths, interests, and aspirations. Because they know themselves as learners, they approach these studies with focus, integrity, and motivation. Alongside academic achievement, they continue to contribute meaningfully to family, school, and community life, recognising their role in something larger than themselves.
Having developed a strong sense of identity and direction, EMAS students look outward with optimism and responsibility. They see the relevance of their learning to the wider world, locally, nationally, and globally, and are ready to take their next steps as capable, compassionate, and purposeful young adults.
During the second phase of high school, students specialise further through focused subject choices and advanced academic or vocational study. They are supported to design an individual learning pathway that reflects their strengths, interests, and ambitions, while remaining deeply connected to the EMAS community.
Students (ages 16–18) can choose from a wide range of options, including online A-Level courses and college or vocational programmes. Each pathway is carefully planned with the support of mentors, tutors, and parents, ensuring that every student is both challenged and well supported.
Learning at this stage combines independence with guidance. Students are tutored and mentored through their chosen studies while continuing to benefit from the safe, trusted environment that has nurtured their growth. They balance their academic focus with active involvement in community life, mentoring younger peers, organising school initiatives, gaining work experience, and contributing to the school governance council.
Senior timetables include dedicated study time, access to in-house mentors, and targeted workshops in research, organisation, and exam technique. Having already gained experience in formal assessments at 16, our students approach advanced study with confidence and purpose. They engage deeply with their chosen subjects, consolidate learning through teaching others, apply knowledge in real-world contexts, and participate in career events, internships, and university visits. Continued access to arts and music specialists ensures their education remains broad, creative, and balanced.
At EMAS, senior students leave not only with strong academic qualifications but with clarity of purpose, practical competence, and the confidence to shape their own future.
