CURRICULUM
SUBMIT AN INQUIRYOak Grove’s core curriculum is based on Maria Montessori’s philosophy, methods and material. The children’s special interest and the individual teacher’s unique talents, resources and experiences then extend this curriculum. Our students graduate from Oak Grove with a solid knowledge of the necessary academic “basics”, a broad background in the cultural subjects, and an enthusiasm and curiosity that contributes to their lasting status as a life-long learner.
This interdisciplinary curriculum stresses the interrelated nature of the information shared, which encompasses four broad areas: practical life, language, mathematics, and cultural studies. Library work, physical education, music and art are closely integrated into the curriculum.
Practical Life
The purpose of practical life activities is to promote independence and self-reliance through gaining competence in many everyday adult skills.
At the primary level, these activities help develop eye-hand coordination, gross and fine motor skills, concentration, attention to detail, and a sense of order. Some examples are: pouring, buttoning, carrying a tray, sweeping, use of simple hand tools and utensils, food preparation, and flower arranging.
At the elementary level, practical life emphasizes the development of life skills that support independent thought and action. Some examples are: planning and cooking meals, public speaking, sewing, woodworking, animal care, gardening, composting, recycling, maintenance skills, peer tutoring and tutoring younger children.
Language
The purpose of the language curriculum is to encourage clear, meaningful communication both as a means of self-expression and as the foundation of better understanding among humankind.
At the primary level, the association of sound and symbol is developed through work with sandpaper, metal insets for tracing, and “movable alphabet” letters. Preparation for reading is pervasive and takes the form of reading aloud, finger plays, rhyming games, dictated stories, picture sequencing and object categorizing, to name a few.
At the elementary level, Montessori principles are applied within the context of a rich language environment. Reading, writing, storytelling, singing, and discussion of stories are closely interwoven with a study of the humanities. Colorful grammar materials help the child experience language in an orderly way and foster an appreciation for the power of the individual word. Writing takes many forms in the classroom. All students have regular opportunities for creative writing, peer editing, and sharing their finished publications.
Mathematics
The purpose of the mathematics curriculum is to provide students with the skills for daily living in an increasingly technological world and to foster the precise means of exploration that underlies all the sciences.
At the primary level, all abstract ideas are first introduced using beautifully designed, hands-on materials. Early skills include comparison of size and quantity, classification, and linear progression. Next, the child is ready for work with materials that teach linear numeration, introduction to the decimal system and geometry.
At the elementary level, the concept of the four basic mathematical operations is developed through manipulation of the math materials. Once the four basic operations have been mastered, word problems with practical applications predominate. At the same time, the most advanced materials foster an appreciation for the unifying patterns of mathematics.
Cultural Studies
The purpose of the cultural studies curriculum is to inspire an appreciation of the wonder of our universe and to encourage the students to come to realize their part in it. The cultural curriculum includes the study of botany, zoology, geography, physical science, geometry, and history.
The Montessori classroom is prepared with many hands-on science materials such as nomenclature cards and charts, timelines, and pin and puzzle maps. The teachers supplement these with fascinating, dramatic presentations called “great lessons” and science experiments.
Co-dependency and worldwide individual responsibilities are stressed in the history curriculum, as in the science curriculum. Our goal is to paint a picture in the student’s mind of the timeline of history from the beginning of the universe until and including today. Illustrated by this timeline is the recurring pattern of evolution of both nature and society, showcasing the timelessness of the basic human needs and how they shape civilizations and unite all people.
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!
Homework
Dr. Montessori believed that if we do not dictate the work of the child in class, then it does not make sense to dictate the work they choose at home. Therefore, traditional homework is kept to a minimum. The Montessori Method supports the idea that children spend all day in the classroom learning and need their afternoons and evenings to pursue their personal interests, interact with their families and relax.
The Montessori teacher does 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.
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.