Small classes of 15-20 young students guarantee effective, student-centred learning


Secondary students will learn in a purpose-built, environmentally friendly modular space. This includes new classrooms, a multipurpose room, laboratories and a new office as part of a five-year project.


Learning is based on rigorous learning objectives of the secondary National curriculum in England for Key Stages 3 and 4


At age 16, our students pass the British GCSEs (General Certificate of Secondary Education) and the Spanish ESO certification (Educación Secundaria Obligatoria)

We now offer Secondary education: starting in the coming school year, the Montessori School of Mallorca offers a high quality, international and student-centred secondary education with small classes. We now accept applications for students for year 8 and year 9 (Primero y Segundo de ESO). 

Our concept

  • Small classrooms (maximum 20 students)
  • Rigorous learning objectives of the secondary National curriculum in England for key stages 3 and 4
  • Sustained teaching and learning in English, Spanish, Catalan and a fourth language
  • A student-centred approach to learning
  • A highly international perspective based on the Model United Nations
  • A holistic approach to education

Our approach

  • Spanish ESO certification ( Educación Secundaria Obligatoria) and British GCSEs (General Certificate of Secondary Education) at age 16
  • Montessori Model United Nations Leadership Programme
  • International Baccalaureate Community Project
  • Paced introduction of tests and formal assessments
  • Development of critical thinking skills
  • Montessori elements in the classroom
  • Tentative time table – 8h30 am to 4pm and Fridays 8h30 to 2pm


Lucy-Ann Carver
Head of Secondary, English, Art, History, Spanish

Lucy-Ann has been teaching for over 15 years: From 2017 to 2020, she has been the Head of Languages Faculty of Penglais Secondary School, responsible for leading a team of nine teachers in a school with 1,400 pupils. From 2005 to 2013, Lucy has been an Examiner for GCSE English Literature on the Welsh Joint Education Committee Exam Board. From 2013 to 2017, she worked as English, French, Spanish teacher for Penglais Comprehensive School. From 2005 to 2013, she worked as Head of Lower School and teacher of English, Spanish and French at Tregaron Comprehensive School.

Lucy holds a Post Graduate Certificate in Education (PGCE) from the University of Wales Aberystwyth and has qualified teacher status (QTS). She holds a Master of Art degree from Essex University in Latin American Art and Architecture, specialising in Modern Art, Surrealism and Cubism. Lucy also has a Spanish and History of Art degree from Bristol University.

Lucy has previously worked as a researcher in The Tate Modern and Institute of Contemporary Arts. She has a passion for travel and has enjoyed living in several parts of Spain and South America. In Ecuador, she worked on a teaching project with disadvantaged children in Quito and later spent time living in the jungle in Mindo. Lucy’s daughters are being brought up in a trilingual household, and she is a firm believer that language skills open doors for our learners.

Lucy was born in Swansea, South Wales, and speaks English, Spanish and Welsh.


James Timothy Carver
Mathematics, Science, Music

James was the Head of Physics at Tywyn Secondary School from 2014 to 2020. As a teacher, James has developed a reputation for being an exceptional and popular teacher that engages pupils with the universe in which we live and stimulate within them an inquisitive approach to environmental issues.  The Science department he is part has produced the highest A*-C GCSE exam results in Science in the region consistently for the last three years. From 2012 to 2014, James was teaching Mathematics and Physics at Penweddig Comprehensive School. From 2009 to 2012, he taught as supply teacher in various schools in various counties (Ceredigion, Powys, Gwynedd). From 2000 to 2008, James worked as Training Assistant Officer to assist teenagers who were taking apprenticeships.

He holds a Post Graduate Certificate in Education (PGCE) from the University of Wales Aberystwyth. He has a Bachelor of Engineering degree in Engineering Acoustics and Vibration and a Master of Arts degree in Music Technology.

James has harboured a genuine love of Physics and the Sciences from a young age. He is a keen astronomer and enjoys reading, cycling, swimming paddle boarding and sea fishing. He loves playing and writing music, especially guitar, challenging the perception of the geeky scientist stereotype.

James was born in Winchester, England. He is bilingual as a native English speaker who has taught himself to become fluent in Welsh.


The school will construct a purpose-built, environmentally friendly modular space for our secondary students in the grounds of the Montessori School of Mallorca. This will include new classrooms, a multipurpose room, laboratories and a new office as part of a 5-year project.

Curriculum overview


Purpose of study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


Purpose of study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and fora range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.


Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.


The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.


Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.


The national curriculum for geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems(GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Art and design

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.


The national curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.


The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied.


Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


The national curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

Design and technology

Purpose of study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.


The national curriculum for design and technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.


Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.


The national curriculum for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Physical education

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.


The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.


Purpose of study

A high-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. It should also prepare pupils to take their place in society as responsible citizens, manage their money well and make sound financial decisions.


The national curriculum for citizenship aims to ensure that all pupils:

  • acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
  • develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
  • develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
  • are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs.

Montessori Model United Nations Leadership Programme

  • Expansion of the current Montessori Model United Nations (MMUN) Programme
  • MMUN embedded in secondary curriculum
  • Participation in two MMUN conferences (Rome and New York or China)
  • MMUN Leadership workshop during the last year of Secondary
  • Participation of students as MMUN Bureau Leaders
School transport from Manacor to the school for older students

School transport from Manacor

While the Montessori School of Mallorca is conveniently located right next to the train station, this is only useful for families from Palma or Inca. That is why with the introduction of Secondary education, we offer a subsidised daily school bus that runs from Manacor to our school and back on every school day.

Baccalaureate Diploma

As a medium-term goal, the Montessori School of Mallorca will implement the Middle Year Programme (MYP) of the International Baccalaureate (IB) Diploma.

The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme. Find more information on the Middle Year Programme here.

Aspects of the Middle Years Programme of the International Baccalaureate

Are you interested?

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