Montessori Primary Programme
PHYSICAL GOALS
* Developing a body whose movements are mastered and controlled.
* Developing the fine co-ordination necessary for writing and manipulation of materials.
* Learning sports which can be enjoyed into adulthood
EMOTIONAL SKILLS
* An awareness of one's own feelings.
* Sensitivity to and consideration for the feelings of others
* An awareness of one's effect on others
EMOTIONAL GOAL
* Developing a good self image
INTELLECTUAL SKILLS
* The mastery of the necessary tools or skills (such as reading, writing, etc.) in order to be able to pursue knowledge.
* An understanding of how to find information and use various media
INTELLECTUAL GOAL
* To become a learner who becomes independent of the adult
CONTENT GOALS
* An understanding of the evolution of life and a feeling of responsibility toward aiding further evolution.
* An understanding that all people have the same basic needs and an appreciation for the variety of ways in which those needs are met.
* An awareness of the interdependence of humankind and nature, with a responsible feeling toward an ecological whole.
* An awareness of the interdependence of people and nations, with a desire for co-operation and peace.
LANGUAGE
Language is an important part of the entire Montessori curriculum. Its treatment as a separate subject comes only at the points in which it is necessary to give clear clarity to the child's mind - that is, to give him or her conscious awareness of language in order that it may be used more effectively. Once the child has an understanding that writing is a graphic form of language, these special points centre around spelling, word study, penmanship, grammar, punctuation, and capitalisation. The real experience in reading and writing comes through the child's work in other areas of the curriculum, such as geography, history, botany, etc.
Because children have different cognitive styles, they are provided with a different means for learning to read within the environment. In this way, the child will be able to select the components of reading which fit his or her cognitive style and put them together in the way that is best for him or her.
FOREIGN LANGUAGES
Conversational French will be introduced for one hour each week and will be taught by a specialist teacher. This is our only extra curricular activity which is currently charged at £60 per term.
MATHEMATICS
Manipulation of concrete and symbolic materials with built-in error control develops sound arithmetic skills and leads the child to make his or her own abstractions.
As in other parts of the curriculum, experience with a material comes first, then the spoken language or naming. This is followed by the symbolic representation or written symbol. After the material, its appropriate verbal language, and its symbolic representation are each studied in turn, they are then associated with one another. In Montessori mathematics, this sequence is referred to as quantity, symbol and association.
GEOMETRY
Geometry follows the historical development of the subject. Geometry began as a concrete experience with abstractions following at a later time. Each child follows the same sequence. Geometry is experienced sensonally through manipulation of both plane and solid geometric figures. These materials induce a creative activity that involves two and three dimensional construction of various forms, artistic drawings, and ornamentation.
As much geometric nomenclature is supplied as the child is able to assimilate, so that the child will have as much information as possible at his or her command when entering the stage of exploring why, how and when things happen. If the five year old child has had no previous Montessori, this Sensorial experience in geometry is made available immediately upon entrance into the Primary Classroom. The foundation of the study of geometry is familiarity through sensorial experience.
SOCIAL STUDIES AND SCIENCE
Dr. Montessori felt that social studies and science should be integrated in the classroom, as they are in life. Therefore, there are no clear distinctions or lines of demarcation among any of the various areas which are included in this section when they are studied in the classroom.
The areas which follow this introduction are entitled: The Human Relations Curriculum, Geography, Geology, and ?History. In addition, the following subject areas are included, astronomy, botany, geology and zoology.
Biology is structured in such a way as to give the child a means of classification - so that he or she can structure and relate the facts of biology. The study should reveal to the child that classification approximates evolution. The ultimate goal is an ecological view of life and a feeling of responsibility for the environment. The child will see that each individual life on earth is seemingly selfish (fighting for its own survival) but in reality each serves ,. the good of the whole. Montessori calls this the Cosmic Plan.
History follows the development of the solar system, life on earth, the development of humankind, early civilisations, and recorded history.
The study of geography is designed to show how the physical configurations of the earth contribute to history.
?The study of geography and physical geography is the basis for the study of economic geography - which shows the interdependence of all people.
The first science experiments are designed to give the child basic knowledge which will make possible the understanding of the development of the solar system, the earth and its configurations, life on earth, and the
needs of plants and animals.
ARTS AND CRAFTS
ln the Montessori Primary class, the adult aids the child in the development of skills in order that the child may creatively express him or herself though various media. In addition to art expression for its own sake, art is an integrating factor for the rest of the curriculum.
The child may utilise it in such ways as geometrical drawings, geographical maps, mathematical graphing, or illustrations for history, botany, zoology, social studies, geology, geography, etc. With a variety of techniques and media at their disposal, the primary aged children may choose appropriate forms of artistic expression for other areas of the curriculum.
Music
Music in the Primary Programme consists of seven related elements, which are: Singing, audition, music theory and ear training, eurythmics, production of music and music appreciation.
Singing provides opportunities for understanding scales, expression of feelings and understandings of other cultures. All of the Primary children will participate in recorder and singing classes to aid in acquiring an ability to read music.
PHYSICAL EDUCATION
The Primary Program at Green Gables Primary School utilises the services of St. George's Swimming Pool for swimming once a week. In addition to this, children will follow the national curriculum requirements for Key Stage One using the sports room on the first floor and other local sports venues.