Our curriculum intent...

'The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.  For that is the time when man's intelligence itself, his greatest implement is being formed.  At no other age as the child greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.'  Maria Montessori - The Absorbent Mind

Birth to three years:

In this period from birth to 3 years old, the Montessori education concentrates in the development of speaking, coordinated movement and independence, which gives the child confidence, and allows him/her to discover his/her own potential and his/her place within a community.

Three to four years:

The classroom curriculum for children from 3 to 4 years old is divided into four working areas:

  1. Practical Life: These are activities that aim to the care of the person, of others and of the physical environment they live in. These activities can include tasks that are familiar to the child such as: using tweezers, pouring, washing, polishing, setting the table, etc. They also include activities of 'grace and courtesy', such as how to greet a person, how to hold a conversation, how to wipe your own nose, etc. Through these and other activities, children achieve coordination and control of movement and exploration of his/her surroundings. Children learn to complete a task from beginning to end, they develop their will, self-discipline, the capacity of concentration and self-confidence.

  2. Sensorial: Children at this age learn through senses more than through their intellect. The sensorial materials are tools for children to refine each of their senses. Each material isolates a specific quality: smell, size, weight, texture, colour, etc. In this preschool age, when children are "bombarded" with sensorial information, these materials allow them to find order and meaning to the world, raising his/her capacity of perception, favouring observation and a sense of admiration for everything that surrounds him/her.

  3. Language: When the child enters an environment at age 3, they enrich the language that they had already acquired. They are capable of using it intelligently with precision and beauty, slowly realising its properties. They learn to write, starting with their senses (hearing and touching), and as a natural consequence they learn to read. As an extension of language activities, children learn about geography, history, art and music. These areas help the child to know his/her surroundings and to realise the place the child occupies in this world. They teach him respect and love for his/her environment, and they create a sense of solidarity with all humanity and his/her habitat.

  4. Mathematics: The materials help the child to learn and understand mathematical concepts when working with concrete materials that lead him/her intuitively to abstract concepts. They offer him/her sensorial impressions of the numbers and set the foundations for algebra and geometry.