As their capstone project, 8th grade students undertake a year-long community project, during which they identify an issue that is important to them and then develop and execute an action project that will make a difference. This year’s projects included:
Working to help pass legislation that would reduce voter suppression
Collecting and then donating sports equipment to kids who need it
Helping schools to participate in drives to help organizations that help with food insecurity
Helping people understand and implement cybersecurity
Creating and donating card packs that can be sold to benefit HomeFront
Gordon: My Wide Angle Project focused on fighting voter suppression. After deciding on this topic, I attended a Princeton Community Democrats Organization (PCDO) meeting where I spoke with the assemblyman from my legislative district about voter suppressionand a pending a bill that would restore voting rights to those who are formerly incarcerated, on probation, or on parole. Afterwards, I developed a flyer which PCDO used at their booth at Communiversity this year.
Amna: The goal of my project was to address the problem of hunger and get as many NJ schools as I could to learn about why this is important and why we should help the community. I was able to contact three schools in my area, Franklin High School, Franklin Park School, and Claremont Elementary and will continue to work with these schools over the summer. You can learn more at the website I designed to support this project.
Gerard: The goal of my project was to educate and raise awareness about cyber security. I did this by visiting a variety of places where I could educate and raise awareness about cyber security, including the Upper El classroom, my local library, and my Civil Air Patrol squadron. Throughout this project, I developed many valuable skills. The most important was becoming more comfortable talking to people I didn’t know and teaching others. I was able to grow and understand my strengths and identify the things I need to work on.
Community projects are student-centered and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. They help students to develop the attributes of the IB learner profile, provide students with an essential opportunity to demonstrate “approaches to learning” (ATL) skills developed through the IB Middle Years Program, and foster the development of independent, lifelong learners.
What Sets Princeton Montessori Apart
Accredited at the highest level by the American Montessori Society
Led by a dedicated Head of School and engaged Board of Trustees
Staffed by a passionate team of faculty that surpasses the recommended teacher-to-student ratio set by the American Montessori Society (AMS)
Connected to PCTE, a world-renowned Montessori teacher training center as a lab school, ensuring the highest standard of a Montessori education
Set in a beautiful, natural, safe setting with state of the art learning environments
An experienced institution and a model for Montessori learning for nearly 50 years
Attended by healthy, happy, engaged, and connected families who strive to give their children the very best educational and developmental experiences available
Committed to providing the best in Montessori education and 21st Century Learning