CLASSROOM LEARNING
The presentation of the curriculum is based on the students’ natural developmental stages and sensitive periods of learning. Although the curriculum is divided into three different age groupings, in reality, it overlaps into the different classes to meet the individual needs of all students. The curriculum revolves, as in a spiral, each level returning to more in-depth, detailed exploration of major curriculum areas already presented at a lower level.
Children’s House (ages 2.9-6)
At the preschool and kindergarten level, children discover through their hands and their senses, in an ordered environment with lots of repetition. Preparation for reading is pervasive, abstract concepts are introduced with beautiful materials, and children are free to develop at their own pace.
Lower Elementary (ages 6-9)
First, second, and third grade students have their imaginations sparked through plenty of variation in materials as they move toward a more abstract level of learning. Reading and writing, alongside reasoning and problem solving, broadens students’ perspective on the human experience.
Upper Elementary (ages 9-12)
Fourth, fifth, and sixth grade students are ready for a still more advanced level of research and responsibility. The oldest students in our community are encouraged to develop skills involving self-direction, decision-making, problem solving, and community involvement.
Art, music and physical education are an energizing part of the integrated Montessori environment.
Art projects reinforce and expand academic and artistic skills and are a natural extension of the students’ classroom work.
Music includes the study of sound recognition, tonal relationships, music composition and instrument instruction.
Physical education is also integrated into the curriculum contributing, through movement experiences, to the total growth and development of each child. The development of a strong self-image is strived for in physical education. Safety skills, cooperation and competitive attitudes are learned. Students learn the importance of participation, cooperation and tolerance.
In these programs, students experience interactions with their classmates and learn how the quality of their behavior influences others. In accomplishing these greater goals, we also strive to have lots of fun!
Work at Home, Rather than Homework
We encourage families to engage in activities that constructively direct a child’s pursuits during home hours, while nurturing their interests and building family bonds. In the classroom, children are motivated to discover why and how things work. Therefore, homework is work that the child does at home, as an extension of his or her educational exploration. Many activities may constitute homework, including household chores. Responsibilities at home help the child develop language skills and cultural awareness. Making math a real part of the home environment (pairing socks and counting by twos; dividing a pizza into equal pieces; shopping and making change) and giving the child a voice in family decisions are important to the child’s perception of math concepts and economic geography. Reading with and to your children every day will result in quality family time and confidence building.
Our teachers do not typically assign homework until the upper elementary level. And even then, it rarely looks like the homework that many parents remember from their school years. If a parent is interested in their child having some after school projects and work, they can make an appointment and talk directly with the teacher. The teacher will help design some projects that will reinforce the work that is currently being done in the classroom.