Programs

Elementary Curriculum

Outline:
Lower Elementary Curriculum
Upper Elementary Curriculum

Language Arts Curriculum

Most children begin reading in the primary. In elementary, they continue to read and truly begin reading to learn. Books of all literary types are available in the classrooms. Both fiction and non-fiction serve to expand the children’s knowledge and awareness. Adults and children read orally and silently throughout the day, and the children develop a love of literature. They discuss shared readings of stories and books, following a seminar format. This involves preparation of the reading and a willingness to listen and discuss, respectfully, ideas about the text. The study of grammar in Montessori is unique. Having been introduced to the “function of words” in the primary, elementary children study the parts of speech in more detail. What work does a pronoun do and how is it related to the verb? If its place is changed in the sentence, does the meaning remain the same? Each part of speech has a distinctive, colorful symbol. Children place these symbols above the words of a poem or a prose passage to “see its grammatical structure” Later, they begin to analyze the style of different writers using the grammar symbols.

Math Curriculum

Mathematics is a human invention that is both a language and a tool. The “Story of Numbers” helps children understand the power of mathematics and motivates them to continue exploring numbers and even to invent their own! Progression through the Montessori math curriculum is not strictly linear. Instead, Maria Montessori envisioned elementary math as a beautiful three-storied Renaissance palace. The first floor consists of the numbers to ten, place value, and the four operations. The second floor is dedicated to the memorization of math facts. The third floor is where the children study hierarchy, that is, how numbers in the decimal system are related and grouped. Initially, they work with numbers from units to millions. Later they learn that the concept of numbers is infinite. Inside this palace, the children are free to climb from one floor to another exploring different concepts of math simultaneously. Children frequently ask for the biggest problem possible. They also enjoy writing their own BIG problems. The younger children practice using the materials representing whole numbers, fractions, decimals, and through repeated experience with them, they “discover” algorithms or concepts by themselves under the guidance of the teacher.

Montessori places great emphasis on the study of geometry, and all the math materials have a geometric aspect. Children in the lower elementary classrooms study lines, angles and plane figures, as well as, linear and cubic measurement. In the upper elementary the children use boxes of cubes and prisms which they previously manipulated in the primary classroom, to cube a binomial or trinomial. Through their studies, the students are able to discover abstract concepts of algebra, using materials that once were part of their sensorial experiences only.

The upper elementary children also take great delight in further study of different systems of numeration, both those used by ancient civilizations, and other possible systems such as base two or base twelve.

Biology Curriculum

Plants and animals are an essential part of the elementary environment. Some reside in the classrooms. Others visit. As children observe and care for these living things, they acquire the experiential basis for their future understanding and love of biology. They further extend their knowledge by going out to wildlife sanctuaries, aboretums, and nature parks to view animals and plants in their natural habitats.

With this foundation, children become interested in studying the wide variety of life forms on our planet. They read, “Who am I ?” stories about the lives and characteristics of plants and animals. They examine specimens of different invertebrates and vertebrates. They perform plant experiments that demonstrate the basic function of each part of a plant.

Although the plant and animal kingdoms receive the most attention, all five kingdoms of living organisms are introduced: Monera, Protista, Fungi, Plant and Animal. Children study the anatomy, physiology, and classification of living things using classroom resources such as books, card material, and charts. They write reports, ranging in complexity from a simple study of one organism, to a more advanced study of several organisms. Similarities and differences are noted.

Out of the comparative study of life forms the children make connections, between present day organisms and their predecessors on the Time Line of Life. As conditions on earth changed, organisms that were more complex evolved. In satisfying its needs, each creature seemed to contribute to, or create a niche for another. As insects evolved so did flowering plants. Furthermore, these interdependencies still exist today. A lichen breaks down the rock upon which it lives, creating soil, in which mosses grow. The interdependence of all things in the universe is stressed, with people being the most powerful living thing, but also the most dependent. An appreciation and sense of wonder unfolds as the harmony of creation is revealed.

Geography Curriculum

Geography, the study of our home, the Earth, opens the door to the elementary curriculum. It sets the stage for an unfolding drama, in many acts, of the Earth’s story, from its inception to its present state. The initial geography lessons are given to the six year olds as exciting stories. Accompanied by scientific demonstrations and impressionistic charts, they strike the child’s imagination. They instill in his emergent reasoning mind a desire to embark on an exploration of our world.

We begin with the story of “The Creation of the Universe to give a vision of the whole. Then we move to more detailed studies of Earth and its place in the universe. Geography is thus fully integrated with the physical sciences. In fact, as the children learn about the Earth and its place in the universe, they form an intellectual framework for all studies. From the non-living world to the succession of life forms, to human beings and the development of their unique abilities, children study all the sciences and humanities in relation to one another.

Human consciousness comes into the world as a flaming bal of imagination. Everything invented by man, physical or mental, is the fruit of someone’s imagination. In the study of history and geography, we inspire the children to explore. Maria Montessori called her course of studies for elementary children “cosmic education” There are two principles involved in this concept. First, we always begin with a study of “the whole”, which gives the children a unique vision and a holistic foundation for their education. Second, we emphasize that each part of the cosmos is related and contributes to the whole. As the children study geography and other subjects, they become interested not merely in the world and how it functions but in their individual roles and what part they might play in the continuing story of humanity.

After geography lessons, the children’s questions are greeted with enthusiasm. They lead to conversation, experiments, and reading. Research and reports may follow. In this way the children’s interest and understanding develop. They actively engage in the study of sciences, using the resources available within the classroom, around the school environment, and in the community. For example, “the age of volcanoes” section of the creation story often leads to study of extinct volcanoes and the “Ring of Fire” or it could lead to the study of the rock cycle. Children may initiate further studies beyond the classroom, such as a visit to a natural science museum or an interview with a geology professor.

French Language Curriculum

The French language curriculum is an immersion language program meaning that the ultimate goal is that the language moves from being the object of learning to the means of learning other curriculum areas, The first step is to master the language, it’s vocabulary and structure. The foundation for this is begun in the primary and lower elementary with an emphasis on vocabulary enrichment, phonetic understanding and reading. In upper elementary children build on this to not only master the foreign language but to master the other areas studied utilizing the foreign language.

History Curriculum

Maria Montessori wished for children to recognize the contributions of great and unknown persons to modern civilization. Rather than focusing on the study of wars and political leaders, we thank the inventor of the wheel and the medieval scribes for their contributions of history. According to Dr. Montessori, each child has a significant role to play as contributor to the family and society.

The child’s personal sense of time is the starting point of the history curriculum. By noting the passage of days, months, and birthdays, the children develop this awareness of time. We also develop a historical sense of time through time lines of life and early people and then the BC AD Time line. These visual aids, presented with stories, specimens and artifacts help the children understand the evolution of life and development of civilizations.

In upper elementary, the children study the panoply of history in detail and there is particular emphasis place on American history. During their research, the children make links between classical and modern civilizations.

At both levels the children engage in field studies to enhance their understanding and appreciation of history. They often read literature of a particular civilization or study their language and sometimes write and perform plays based on historical events and literary figures.

Fine Arts Curriculum

Students use a wide variety of art techniques for presentations and projects.  These range from collage to clay modeling.  In addition the students are periodically introduced to new media and basic art principles such as use of lines and light.

The children learn the principals of music with body movements, instrumental accompaniment and song.  The older children use the recorder and musical instruments as well as their voices.

Contact


268 Fairmount Avenue
Hyde Park, MA
02136
617.910.9935
Info@coopmontessori.org


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