General Description

• A clear consistent philosophy and vision of learning, schooling and child development applied to children from birth to adulthood.
• A focus on critical and integrative thinking, on learning how to learn.
• Development of self-discipline, self-motivation and joy and excitement in learning. Children view themselves as competent, independent learners and workers.
• The teacher is a director or facilitator of learning, responsible for observing the children and creating a learning environment that is developmentally appropriate.
• A responsive learning environment enables each child to progress at his or her own rate.
• An emphasis is on adapting the materials in the classroom to the needs and interests of the children. The curriculum is implemented through an interdisciplinary or cross-disciplinary core and continuous progress strategies.
• Multi-age grouping of students (preferably for ages 3-6 yr. 6-9 yr., 9-12 yr.) with students staying with the same teacher over a three year period of time. Children in the class both learn from and help to teach each other.
• Varied group, independent and cooperative learning situations and settings through the school day.
• Involvement of parents and community. The school seeks a “family atmosphere”.

Elementary Curriculum Description

• Rather than depending on textbooks or basal readers, the children develop academic skills and knowledge using an extensive selection of carefully designed educational materials as well as reference materials provided in the classroom and library or accessed through computers.
• Five major themes provide a framework for the curriculum and the background for children’s independent investigations in specific details and topics:
  1. Formation of the earth (astronomy, geology, chemistry and physics),
  2. Coming of life (biology),
  3. Arrival of humans (pre-history, history, social studies, geography and cultural awareness),
  4. Invention of writing (language arts),
  5. Invention of mathematics (math, geometry and technology).
• Language instruction combines phonics and whole language strategies and classical and contemporary children’s literature. Reading and writing occur across the curriculum and grammar is introduced early.
• Math concepts are presented with a sequenced set of concrete, representational materials which prepare the children for increasingly more abstract and advanced work.
• Art and music are often integrated in projects in the other curriculum areas.
• Practical life responsibilities and physical education classes address the child’s total growth and development.
• SVCMS will participate in all standardized tests and assessments required by the state of Colorado. However, students are also assessed individually through portfolios, performance and teacher observation; each student’s academic, emotional, social, artistic and physical progress is tracked closely.

Adapted from Dot Thompson, “Montessori Education: General Description and Elementary Curriculum Description,” (1999) based on a report by J. Hennes, D. Thompson, P. Czaja, A. Goudvis, Boulder, CO 5/93. Used with permission.

Montessori Links

• American Montessori Society: www.amshq.org
• Montessori Foundation: www.montessori.org
• North American Montessori Teachers’ Association: www.montessori-namta.org
• American Montessori International: www.montessori-ami.org
• Montessori and Waldorf comparison: http://www.michaelolaf.net/MONTESSORI and WALDORF.html