This curriculum is the foundation of the high standard of education that we provide. It sets attainable goals at each level. Students are given freedom within the structured environment to choose activity spontaneously and follow their own interests. The Montessori teacher is flexible and bases decisions by observing students thus ensuring that individual developmental needs are met. In a Montessori setting, there is mutual respect where students, parents and teachers work together.
I. Personal, Social and Emotional Development
Exercises of Practical Life Motivation:
Materials and Activities *Continue to be interested and motivated
to master skills
*Life Skills Self-Confidence:
*Care of Self *Be confident to try new activities,
*Care of the Environment initiate ideas and speak to a
*Social Skills familiar group
*Circle Time Concentration
Activities and *maintain attention, concentrate
Games and sit quietly when appropriate
Autonomy
*have a developing awareness of their
own needs, views and feelings and be
sensitive to the needs, views and
feelings of others
*respond to experiences showing
appropriate feelings
Social Skills
*have a developing respect for their own cultures
and beliefs and those of others
*form good relationships with adults and peers
*work as part of a group or class, taking turns and sharing
fairly, understanding that there are agreed codes of
behavior for groups of people to work together
harmoniously.
*understanding what is right and wrong; and why.
*consider the consequences of their words and actions for
themselves and others.
*understand people have different needs, views and
beliefs and must be treated with respect.
Independence
*dress and undress independently and manage own
Personal hygiene
*select and use activities and resources independently
Motor Skills
*have a developing control over their actions, gross
and fine motor movements
Positive Self -Image
*understand that they can expect others to treat their
needs, views, cultures and beliefs with respect
Self –Discipline
*be able to complete activities and return them to
the appropriate place
*be aware of need to clean spills or work supplies
and do this independently
*Telling and reading LISTENING
stories, nursery rhymes, Children will be able to:
action songs, finger play *Enjoy listening to and using spoken
rhymes language
*Explore and experiment with sounds,
*Songs, poems words and texts
*Listen with enjoyment and respond to
stories, rhymes, poems and songs
SPEAKING
*Discussing pictures Children will be able to:
*Discussing projects *Use talk to organize, sequence and
*Drama clarify thinking, ideas, feelings, events
*Use language to imagine/recreate roles
*Circle Time and experiences
*Montessori Games *Sustain attentive listening, responding
to what’s heard by relevant comments
VOCABULARY
*Stories Children will be able to:
*Pictures for discussion *Extend their vocabulary, exploring the
*Language Cards meanings and sounds of new words
*Sandpaper Letters *Interact with others, negotiating plans
*Language Work Books and activities and taking turns in
1and 2 conversation
“Pink Level Materials” *Know that printed word has meaning
*Language Work Book *Link sound to letters, naming and
3 “Blue Level Materials” sounding the letters of the alphabet
*Language Work Book *Hear and say the initial and final sounds
4 “Green Level Materials” in words, and short vowel sounds
*Language Work Books w/in words
*Read a range of familiar and common
words and simple sentences
*Recognize and read some of the
different spelling patterns in the
English language
*Writing Exercises *Attempt writing
*Language Work Book *Write their own names and other
things such as labels and captions
and begin to form simple sentences
*Use phonic knowledge to write simple
regular words and make phonetically
plausible attempts at more complex
words
*MAY UTILIZE “HOOKED ON PHONICS” PROGRAM
III. Mathematics
Children will be able to:
*Pink Tower *Use language such as “more” or
*Broad Stair “less” “greater” or “Smaller”
*Long Rods “longer”,”shorter”,”heavier” or
*Knobbed Cylinders “lighter” to compare objects
*Knob less Cylinders
*Baric Tablets
*Geometric Solids *Recognize and name 2 dimensional
*Constructive Triangles geometric shapes
*Sensorial Work Books *Recognize and name 3 dimensional
*Large Number Rods *Use words to describe position
*Sandpaper Numbers *Say and use the number names in order
*Number Rods and Cards in a familiar context
*Cards and Counters *Count reliably up to #10
*Math Work Books
1 and 2
*Spindle Box *Recognize # 0-10
*Snake Game *Use the vocabulary involved in adding
*Small Number Rods and subtracting to understand the
*Short Bead Stairs concepts
*Addition Strip Board *Find 1 more or one less than a # 1-10
*Subtraction Strip Board *Begin to relate addition to combining
2 groups of objects, and subtraction to
“taking away”
*Mathematics Work Book
3
*Seguin Board A *Count reliably up to # 19
*Mathematics Work Books *Count reliably up to # 100
4 and 5
*Seguin Board B
*Mathematics Work Book
6
*Golden Bead Materials *Use developing mathematical ideas
and methods to solve practical
*Mathematics Work Book problems
7
Sensorial Materials Learning Goals
Knowledge, Skills and Understanding
Children will be able to:
*All the Sensorial Materials *Investigate objects and materials by
using all of their senses as appropriate
*Look closely at similarities, differences
patterns and change
Science Materials Learning Goals
Knowledge, Skills and Understanding
Children will be able to:
*Find out about and identify features of
living and non living things in their
environment
*Nature Materials
*Nature Table
*Leaf Cabinet
*Tree Cards *Find out about their environment, and
*Wild Flowers Cards talk about those features they like and
*Flower and Plant Parts dislike
*Leaf Parts
*Animal Books
*Farmyard Animals
*Wild Animals
*Parts of Animals
*Life Cycles
*Habitats
*Animate and Inanimate Cards
*Fruit and Vegetable Cards
Cultural Materials Learning Goals
Knowledge, Skills and Understanding
*History Time Line *Discover past and present events in their
own lives and in the lives of others
*Time Line of the Day
*Time Line of Each Childs Life *To be introduced as a group at Birthdays
*Time Line of the events in our
own country
Geographical Materials *Observe, find out about and identify features in the
place they live and in the natural world
*The Elements
*Land Forms
*Globes
*Puzzle Maps
*Continent Folders
*Projects on homes, food, weather *Begin to know about their own cultures and
and climate of countries beliefs and those of other people worldwide
*Experiment with water, air, light *Select the tools and techniques they
heat, electricity and magnetism need to shape, assemble and join the
materials they are using
*Find out about and identify the uses of
*internet usage and computer everyday technology and use info and
skills technology to support their learning
V. Physical Development
Outdoor Environment Learning Goals
Knowledge, Skills and Understanding
Children will be able to:
*Move with confidence, imagination and in a safe manner
*Move with control and coordination
*Show awareness of space, of their own natural boundaries and those of others
*Use a range of small and large equipment appropriately
*Travel around, under over and through balancing and climbing equipment
VI. Creative Development
Creative Materials Learning Goals
Knowledge, Skills and Understanding
Children will be able to:
*Art and craft activities *Explore color, texture, shape, form and
space in 2 and 3 dimensions
*Respond in a variety of individual
ways to what they see, hear, smell,
touch and feel
*Music and Movement *Recognize and explore how sounds
can be changed, sing simple songs
from memory, recognize repeated
sound patterns and match movement
to music
*Drama *Use imagination in art and design, music, dance
imaginative and role play and stories
*Express ideas by using suitable materials and
tools. Imaginative and role-play, movement,
design and making song with instruments