Curriculum

As a Montessori school, our programmes are recognised world wide and are flexible to adopt. We cover the six areas of learning, such as mathematics, languages, Science, geography, Exercise of practical life, and Sensorial. The Montessori Curriculum is an integrated thematic approach that ties the separate disciplines together into studies of the physical universe, the world of nature, and the human experience. In this way, one lesson leads to many others. Apart from the Montessori curriculum which is the foundation stone of our Nursery through kindergarten, the school offers the Cambridge Primary Curriculum for the primary school section supported by the Montessori approach to education. In our Secondary 1 program which entails years 7 to years 9 the school offers the Cambridge Secondary 1 program. The Cambridge Secondary 1 program covers a three year period of Lower Secondary Education. Upon completion of the 3rd year, students are accessed in the key curriculum areas of Maths, English and Science using externally standardised tests that provide on students performance in the key curriculum areas. The Curriculum provides learners with excellent preparation for Cambridge Secondary 2 and other educational programs. The curriculum us culturally sensitive allowing the learner to adapt regardless of their educational background or abilities. Music class plays a big part in our curriculum as well as ICT. Other classes offered are Music and Movement, P.E, French as a second language while Chinese Language has been added as a third language. In our Extended Curricular Activities we offer Tennis, Contemporary Dance, African Dance, Gardening, Drama, Cooking Classes, Sign Language, Creative Writing and Media.

 

What is Montessori Education?

The Montessori method and philosophy began almost a century ago, on January 6, 1907, in a San Lorenzo apartment building in Rome, Italy. Maria Montessori, a scientist, a physician, anthropologist and philosopher, developed this method of education for children as a result of continuous scientific observations of the children of San Lorenzo. Maria Montessori noticed that the children had sensitive periods. During these sensitive periods the child works within one area of the environment at a time. Sensitive periods bring on intense concentrations that are so intense that the child will be almost unaware of the rest of his surroundings. The child’s sensitive periods will continuously repeat an activity until inner satisfaction is met. The Montessori method calls this process of repetition normalization.

Montessori explained the accomplishments of the child’s highly developed cognitive skills with a description of what she called the absorbent mind. Montessori often said, “Impressions do not merely enter his mind, they form it.” (Absorbent Mind, 1995). The absorbent mind first prepares the unconscious. The mind then slowly awakens to the conscious level, establishing memory, and the power to understand reason. The knowledge that the child is internally seeking is then absorbed. The Montessori method was created so that Maria Montessori’s philosophy could be implemented. Montessori believed the environment was second to life itself. The Montessori environment is called the prepared environment. There are six essential components to the prepared environment, freedom, structure and order, reality and nature, beauty and atmosphere, the didactic materials and the development of community life.

A child having freedom in the prepared environment will be able to develop physically, mentally and emotionally to his or her full potential. The MONTESSORI MATERIALS are designed to fulfill the inner desire for self-construction and spiritual development of the child. The materials indirectly prepare the child for future learning by capturing the child’s attention and concentration. The materials are first concrete and becomes gradually abstract. The prepared environment and its atmosphere must be pleasant to encourage positive growth and spontaneity. The environment must be cheerful, relaxing and warm, inviting the child to participate so he or she can fulfill his or her inner will.

 

 

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