This is a pivotal period during which the young person begins to open up to society and seek their place within it. The focus is no longer solely on learning, but on understanding how to act responsibly and meaningfully in the world.

At this age, Maria Montessori advocated for a step away from the traditional school framework and a return to concrete experiences, particularly through contact with nature and work with the land. These real-life experiences nurture a sense of responsibility, effort, and cooperation.

Progressive access to financial independence is also part of this developmental stage. With this in mind, a micro-economy is established within the school, in which students are fully involved as active participants and managers. They imagine, organise, and develop real economic projects.

Over the years, students have explored various forms of micro-economy: meal preparation, dried fruit production, permaculture projects, and the creation and sale of cosmetic products. Each project requires rigorous management, including accurate bookkeeping, cost analysis, and adjustments to ensure financial viability.
Through these concrete experiences, students learn to manage a budget, make thoughtful decisions, and take responsibility for their choices. They discover that freedom is always inseparable from responsibility—an essential skill for adult life and conscious participation in society.