Curriculum

Sensorial

Montessori education places a strong emphasis on holistic development, recognizing that children learn best when they engage their senses and actively explore their environment. Sensorial education is a foundational component of the curriculum, designed to sharpen a child’s senses and heighten their awareness of the world

around them. This curriculum provides children with a systematic and hands-on approach to exploring their sensory experiences. Through a wide range of purposefully designed materials, children engage in activities that encourage discrimination, comparison, and classification.

Infant/Toddler

The sensorial materials are hands-on explorations that help the child explore their world in a concrete way. The materials isolate certain qualities found in the world and help the child to categorize information such as color, shape, size. The materials help the child to refine and educate. Sensorial materials provide practice for eye-hand coordination, spatial awareness, fine motor skills and object permanence.

Primary

In the Primary classroom, Sensorial activities are dedicated to developing and refining the senses of sight, sound, taste, touch, and smell. It includes concrete examples of abstract concepts such as thick and thin, large and small, or loud and soft. The hands-on exploration that is encouraged in the classroom is paired with specific vocabulary and creates the opportunity for a child to understand their surroundings as they explore the world. It is an introduction to advanced math and geometry at the elementary level.

Language

Through language, children meet their fundamental human needs and act on natural tendencies for communication, exploration, orientation, order, abstraction, classification, and imagination. In the Children’s House, we honor the sensitive period for language acquisition by creating environments that foster oral language, vocabulary, and the introduction of the written word. At every level, our language curriculum provides:

• Environments filled with books and materials that encourage communication and literacy
• A strong phonetic base
• Sequential presentations from simple to complex
• Multi-sensory learning (sight, touch, sound, and movement)
• Spoken language through conversations, storytelling, oral presentations, and read aloud books
• Literature chosen for diversity, equity, inclusion, and justice

Our language instruction is a transformative journey that empowers children to become confident, capable, and passionate communicators.

Infant/Toddler

Receptive and expressive language development is the focus in the first sub-plane. Receptive language refers to what the child can understand. Expressive language refers to communication through words and gestures. It’s during this stage of development when children learn how to express their feelings and needs through the social interaction within the environment. They are learning to orient themselves in the world through experiences with peers and a growing vocabulary of their surroundings.

Primary

In Primary, we teach language in order to increase the child’s ability to communicate. The process of reading and writing, the exploration of words and their functions are built on a foundation of spoken language and pre-reading exercises.

Elementary

In the Montessori Elementary program, children recognize language as a tool for communication and field of inquiry. They develop an awareness and appreciation for the human legacy of language through the Great Story of Communication in Sign as well as the Stories of Spoken and Written Language. In the Lower Elementary classroom (ages six to nine), children build upon reading and writing skills developed in the Primary years. They apply their reasoning mind to reading and spelling through word study. In the Upper Elementary classroom (ages nine to twelve), they continue their analysis of language through syntax work. Children learn the function of words through the Grammar Box work. This supports reading comprehension, as well as written expression.

Written language is developed further through lessons in the writing process: pre-writing (brainstorming, graphic organizers), editing and revision (draft writing, editing, revision), and publishing (typing, presentation). The children receive lessons in a wide variety of styles and uses. Literacy and reading comprehension are supported through independent reading opportunities (silent reading, research), guided reading (literature circle), and contextual reading (command cards, experiment cards, nomenclature). Through these activities, students understand how to analyze and discuss parts of a written piece, author’s purpose, and style.

Math

Montessori mathematics is a transformative and holistic approach to math education that fundamentally redefines how children learn and interact with mathematical concepts.

Hands-on Learning: Central to Montessori math is the principle of hands-on, concrete learning. Children work with a variety of meticulously designed materials that allow them to explore mathematical concepts through touch and manipulation. This tactile approach aligns with the natural inclination of children to learn through sensory experiences.

Individualized Progression: Montessori math respects each child’s unique pace of development. Materials are introduced when children are ready, allowing them to progress at their own speed. This approach ensures that no child is rushed or held back, fostering a deep and lasting understanding of math.

Conceptual Understanding: Montessori math prioritizes conceptual understanding over rote memorization. Children are encouraged to explore the “why” and “how” behind mathematical operations. This approach builds a solid foundation for advanced mathematical thinking.

Concrete to Abstract: Montessori materials are designed to lead children from the concrete (manipulating physical objects) to the abstract (working with numbers and symbols). This gradual transition ensures that children grasp mathematical concepts before moving to symbolic representations.

Multisensory Approach: The Montessori method engages multiple senses—touch, sight, and sometimes even hearing (as with the Hundred Board). This multisensory approach reinforces learning and accommodates diverse learning styles.

Integration with Daily Life: Montessori math connects mathematics to everyday life. Children apply mathematical concepts to real-world situations, making learning relevant and meaningful. Problem-Solving and Critical Thinking: Montessori math equips children with strong problem-solving and critical thinking skills. They learn not only how to solve mathematical problems but also how to approach challenges with creativity and confidence.

Joyful Exploration: In the Montessori classroom, math is a source of joy and wonder. Children are encouraged to explore and discover mathematical principles through their own observations and experimentation, fostering a lifelong love of math.

In essence, Montessori math is a dynamic and transformative journey that equips children with not only mathematical knowledge but also a profound sense of mathematical confidence, curiosity, and creativity.

Infant/Toddler

Preparation for math at this stage is learned indirectly through the child’s engagement with their environment. The environment provides predictable and realistic feedback, reinforcing spatial awareness. By interacting with a predictable environment children begin to understand cause and effect and the development of the mathematical mind.

Primary

With a strong foundation of the Sensorial materials, Primary math begins with quantities and moves to symbol. Children are encouraged to “feel” the difference in quantities and experience the weight of numbers. From counting the children in class to making the biggest quantity with the golden beads, math takes on significance as an integral part of daily life.

Elementary

Mathematics in the Montessori Elementary classroom meets the needs of the Second Plane child by providing stimulating activities for the strong reasoning mind, imagination, love of big work, and need for self-perfection. In principle, the Montessori approach leads the child from concrete, sensorial, experience of mathematical concepts to abstraction, or work on paper.

First, the child will learn with materials and, through her/his experience in Elementary, s/he will discover the algorithm summarizing the reasoning on paper. In this way, even the youngest Elementary children can explore all aforementioned topics. By the end of the Elementary cycle, the child will have received lessons in all topic areas and by the 6th year, most if not all the mathematical work is abstract. A child arrives at mathematical abstraction at different stages, according to needs. The overlapping nature of Montessori Mathematics lessons provide the child with repetition with variety so that their understanding of any concept is deepened and reinforced with numerous sensorial and visual representations.

Geometry

Geometry is introduced with gratitude for the work of people before us (geometry as a response to meeting human needs). Montessori Geometry meets the needs of the child by providing ample opportunity for exploration and reasoning. It is organized into topics: congruence, similarity, equivalence; polygons; lines; angles; further exploration of equivalence through Pythagoras and Euclid; area; the circle; solid geometry (including volume). Primary and early elementary work focuses on sensorial experience for congruence, similarity, equivalence; and properties of lines, angles, polygons and solid figures. After a student’s understanding of these concepts is strong, area and volume is introduced. Geometry aids in building the reasoning mind, promotes sensorial exploration, and prepares children to discover theorems and to derive formulas through the auto-didactic Montessori materials. By the end of the Elementary cycle, the children will have derived theorems (Pythagoras, Euclid) and the formulas for area of plane figures and volume of solids abstractly.

Primary

Geometry in Primary focuses on comparing and sorting objects, shape nomenclature, identifying and creating patterns. It is a sensorial base for work in the Second Plane.

Elementary

Geometry in the Elementary serves the reasoning mind and fuels the Elementary child’s need for imaginative exploration. Presentations and the child’s work lends itself to discovery–whether in principles of congruence and equivalence, or derivation of area and volume formulas. Children hone visual, spatial, and fine motor skills through their Geometry work. 

Peace and Cosmic Education

“The child who has never learned to act alone, to direct his own actions, to govern his own will, grows into an adult who is easily led and must always lean upon others.”

Maria Montessori, Peace and Education

Peace and Cosmic Education in the classroom begins with the limitations built into the carefully prepared environment and the lessons of grace and courtesy. From learning how to share a space calmly and equitably to practicing a respected conflict resolution model, the child is allowed to flourish as a global citizen, aware of and engaged in respect, fairness, and justice. All of this requires trust, trust in the child and trust that peaceful co-existence is the natural order of things.

This dynamic area of the classroom feeds the child’s imagination and interest in the world around them while building an understanding of our interconnectedness.

It provides jumping off points for exploration of human civilizations and the fundamental needs of all members of our global society.

The materials are designed to give a global perspective of landscapes, eco-systems, political divisions, and history. Students explore cultures, traditions, languages, and customs, developing a respect for the diversity of human life.

In essence, Montessori History, Geography, and Cultural Studies provide children with a comprehensive and meaningful education about the world, its history, and its diverse cultures. By fostering curiosity, empathy, and a profound appreciation for the world’s richness, this curriculum empowers children to become informed, compassionate, and responsible global citizens who are equipped to navigate the complexities of our interconnected world.

Infant/Toddler

Children at this particular stage of development can only process the present moment. However, the concepts of time, history, and culture are built through consistency in the daily routine and exposure through books and dialog in the classroom

Primary

Beginning with the land and water globe, the Primary classrooms begin to orient the young child in the immenseness of the physical and cultural diversity of the world around them. Globes, cultural artifact boxes, maps, and land and water forms are all introduced over the three-year cycle. We begin to explore the fundamental human needs and ways in which our classroom culture both mirrors the child’s life at home as well as shows the variety of ways that people around the world fulfill their needs. Using the concept of windows, mirrors, and sliding glass doors, we begin a lifelong appreciation for the beauty and diversity of our world.

Elementary

History is a key component of what Dr. Montessori called Cosmic Education, an Elementary education which is universal in scope. History engages the Elementary child’s strong imagination and abstract mind. The study of history begins with the Great Stories of the Creation of the Universe, the Coming of Life, and the Coming of Humans.

These concepts are reviewed in the Black Strip presentation, which gives the students an impression of the great length of time from the Big Bang to the first humans. History in the Elementary Montessori classroom explores the unique qualities of humans through time. The Montessori approach to history is not limited by dates on timelines, but rather prepares children to examine human stories critically, according to frameworks that invite children to inquire how humans meet physical and spiritual needs in collaboration with other humans as well as their environment. Throughout the curriculum, history lessons foster appreciation for ancestors and gratitude for their work. We recognize the amazing variety of cultures that aid humans all around the world throughout time to meet their material and spiritual needs

Science 

Science includes studying life (biology and botany) and our Earth (physical science and space science). Starting with the macro, we systematically move to the micro. Within that framework, we strive to offer awe and inspiration.

Infant/Toddler

For children in the parent/infant and toddler programs, science is introduced through indirect lessons such as cooking, gardening, books and discussions about the natural world around them, such as the weather, plants in the garden, and cooking.

Primary

In Primary, experiences and lessons cultivate a sense of awe and wonder for the natural world. Children learn the art of observation and to understand the needs of living things. Science presentations lend to the child’s exploration and they develop the ability to distinguish differences and similarities to classify items. During this first plane, too, the sensitive period for language facilitates vocabulary acquisition. 

Elementary

All science work and study begins with demonstrations and live specimens whenever possible. The biology framework includes botany and zoology and invites children to explore the needs of living organisms, functions of their parts, and classification in relation to others. Earth and physical science includes fundamental chemistry, physics, space science, as well as economic geography. In the physical science study, children explore how even non-living components, such as the relationship between sun and earth, the work of air (atmosphere), and the work of water, have impact on living and non-living factors. Map work continues in the elementary in conjunction with the children’s interest and research.

Early in the elementary, six to nine-year-olds typically focus on exploring concepts by looking at properties and experimenting using Science Command Cards. Following through with Command Cards independently is seen as the Elementary child’s Practical Life work. Research and presentations as part of curriculum nights and open research are essential to the lower elementary classroom, reinforcing the lessons and concepts in botany, zoology, history and cultural areas. Children are encouraged to explore their interests, sharing their research with their peers, which promotes presentation skills along with solidification of concepts.

Technology

The Children’s House feeds the concrete mind of the young child by keeping every activity a sensorial experience and moving to abstraction at the lead of the child.

In the elementary program, we continue our reliance on hands-on exploration and primary source materials. Acknowledging that technology is an integral part of our world, computer technology is introduced in the Upper Elementary as a practical life experience, preparing children for its judicious use.

Lower Elementary

Children in this subplane of development (6-9 years old) are actively developing their fine motor skills, and exercising the strong hand-mind connection. Reserving computer use for later prioritizes this. Reading from printed materials and writing by hand is reinforced. Engaging in the research process via these modalities involves multiple steps, problem-solving, categorization, discrimination, synthesis, and summarization. When children are given the opportunity to move their bodies throughout these stages their learning deepens, discrete skills refine, and executive function strengthens. 

In the Lower Elementary, technology is situated in context through presentations on the evolution of technology, providing opportunities to use a variety of tools (for measurement, building, science experiments, etc), and offering extensive handwork (knitting, sewing, etc) for fine motor skills. 

Upper Elementary 

Technology is introduced in the Upper Elementary (ages 9-12) classroom for the purposes of internet use (email communication and research resources) as well as word processing. Students learn how to navigate using the laptop to access their Google Classroom accounts for emailing and creating documents and slideshow presentations. Responsible and safe use of technology is directly taught.

Art 

Art provides skill development as well as a chance for self- expression. Art materials are available in classrooms and the K-6 children have time in the Art Studio with our Specialist. Classrooms are intentionally curated to display artwork from other cultures and other continents. Our Fall Study further integrates art by creating displays or demonstrations through which cultural studies are expressed in artistic creations. Experiences in visual art often provide possibilities for growth in self-esteem, self-discipline, and cooperation.

Infant/Toddler

Integrated into the classroom, art allows the child the opportunity for self- expression and exploration. Materials are introduced as a way for the child to explore or practice a skill, thus art at this stage is focused simply on the process building on sensory skills and language.

Primary

As part of the Practical life and Cultural areas of the classroom, art in the Children’s House continues the development of skills through a wide variety of mediums as well as introducing art history and examples of various art forms on different continents and within different cultures.

Elementary

Building upon skills introduced in theChildren’s House, elementary students apply those skills for follow-up work and presentations.

Music

Music is rich in its relation to history and culture. Whether it’s singing songs with the teachers, exploring instruments, or more formal lessons with the music specialist, music is integrated into the daily lives of the children. It allows for self-expression, communication, collaboration, and exposure to the wide diversity of music and song shared around the world.

Infant/Toddler

Music is a fundamental part of the infant and toddler classrooms. Exposure to music for infants and toddlers is important as a way to absorb the words of song, rhythms, and playing instruments particularly in relation to the world around them.

Primary

Children receive 30 minutes weekly with our music specialist as well as daily music activities in the classroom.

Elementary

Children receive 50 minutes of direct instruction with our music specialist weekly. Within the classroom, tone bars and listening materials are provided.

Physical and Health Education

Movement as a human tendency continues to present strongly throughout the first and second plane. In the classroom, on the playground, or during PE classes, children have opportunities to develop fine and gross motor skills as well as learn how to be on a team and cooperate within a group. Health education begins with taking care of one’s physical health and encouraging care for others. Healthy relationship-building begins in the Primary classes and is further developed in the Elementary program.

Infant/Toddler

Movement is one of the sensitive periods for children ages birth through three years. Children need exposure to a variety of gross motor and fine motor movements. The more variety of movements and uninterrupted repetition, the more coordinated and confident the child becomes in both their large motor skills and fine motor refinement.

Primary

Freedom of movement and activities to develop fine and gross motor skills are found throughout the Primary classroom. In addition, the playground provides for large movements and play in a natural setting that encourages balance and coordination. Health education is discussed with relation to foods we eat or prepare, and exercises in grace and courtesy specific to hygiene.

Elementary

While freedom of movement and refinement of fine and gross motor skills is incorporated within the classroom, specialized instruction is given during Physical

Education once weekly. Health education at the Elementary level also includes nutrition and, at the Upper Elementary level, education around developing bodies and healthy relationships.