"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 the heart of community.
- Young people are afforded respect, their personal areas of interest are honoured and they are given freedom within limits to pursue those interests.
- Responsibility and accountability permeate; we focus on the whole person, taking into consideration their developmental needs.
- Multi-age classes give our younger students role-models to learn from, and the older ones consolidate what they have learned and gain confidence through mentorship of younger peers.
As our students reach adolescence, we recognise their need to understand fundamental questions about themselves.
- Who am I?
- What am I passionate about?
- How do I fit within society?
- How can I make a difference?
The EMAS curriculum is divided into three main domains. These are cognitive development, creative expression, and preparation for adult life. These are closely interwoven across the curriculum, with intellectual development and creative expression having a particularly strong cross-curricular orientation. Humanities and Occupations studies feed through all three these domains to create an interconnected learning web.
Curriculum Overview
Key lessons
- Organise and cover the Scottish Curriculum for Excellence
- Build skills and knowledge to be applied practically
- Inspire and ignite curiosity
Practical work
- Integration of physical and mental faculties
- Apply knowledge and skills to meaningful projects
- Active use of developing physical body as part of balanced healthy lifestyle
Community life and advisory
- Collaboration and cooperation within multi age community
- safe space for social development
- supports with conflict resolution and restorative practice
- opportunities to take measured risks, fail and try again
- reflection, planning and responsibility
Micro-economies, sports, clubs, and play
Practical opportunities for civics, economics, business, maths, technology, the arts, physical education, health, and wellbeing.
Montessori mapped to A Curriculum for Excellence
The interconnected nature of all subject matter woven through themed projects in our Plan of Work and Study means our students cover the content of the Scottish curriculum with ease.
Subject matter is organised by both project scope and personal interests, meaning students may cover certain topics at different times from those in other settings. The order of studies is driven by relevance and practical application.
Curriculum standards are met and benchmarks recorded through development of personal work portfolios.
Micro-economy (student run businesses) embed economics, business and maths in a purposeful way that gives opportunity for practice and application, enhancing learning in the sciences, arts and technology. Students design and innovate products.
Community life plays a pivotal role in adding meaning to the citizenship and wellbeing curriculum strands. Through seminars, community meetings, event organisation, restorative practices and interactions with peers, the structures of social life are strengthened.
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)
By 16 years old, students are well on their way to becoming independent, self-regulating, resourceful and adaptable adults. Taking time in their early adolescence for the important work of social and internal construction they are now interested observers, listeners and collaborators, critical thinkers and engaged citizens. They can healthy express their own opinions, are developing their own talents, make decisions and solve problems on their own or collaboratively. Their confidence is grounded in the practical, social and intellectual knowledge, skills and values embedded through our program of study and work.
Having learned so much about themselves they are now able to make choices on specialist subject areas and alongside their academic study continue to contribute productively, with enthusiasm and integrity, to family, school and community life. They now see ways they would like to apply this and to the wider society, both national and global.
During the second phase of high school students specialise further through specific subject choice and pursuance of exam-based courses. They balance their academic journey with continued involvement in community life. Mentorship of younger peers, organisation of school activities, work experience, internships and school governance council strengthen their interpersonal skillset.
Decisions on subject choices are supported by the mentor teaching team, each students’ work and study history at EMAS, and discussion with the student’s parents.
Students (16-18) choose from a wide range of Higher, AS and A-Level courses. Senior timetables are drawn-up to include plenty of individual study time, access to our in-house EMAS mentors and, prior to sitting exams, practical workshops in exam technique. Having ‘practised’ exam sitting at 16, our students embrace the ‘deep-dive’ nature of subject specific Higher and A-Level study, whilst also making use of myriad opportunities to consolidate learning through teaching others, applying knowledge to work in daily life, visiting careers fairs, college and university open days, hearing from visiting expert speakers and benefiting from a community-based work environment. They also have continued access to our specialists in arts and music.
Our graduates are ready to contemplate their mission in life, and to specialise in a field of endeavour that will enable them to contribute in an independent, meaningful way to society and the world at large.
Example possibilities for Senior Phase study:
Scottish Highers
A range of highers are offered on site at EMAS including the sciences, maths, English, Art and Design, Modern Studies, Music, Drama.
A-Levels and Advanced A-Levels
Students can choose from a large range of qualifications available through our online partners and coached in house at EMAS. Subjects such as Law, Economics, English Literature, Psychology and many more.
Vocational courses on the farm and through Edinburgh College.