OUR CURRICULUM meets or even betters
the curriculum set by the Ontario Ministry of
Education and Training. Our kindergarten
program not only meets the policy document for
kindergarten put forth by the Ministry, but the
Montessori teaching method allows each child to
develop and advance according to his own pace.
Primary Areas of Curriculum
Include the following;
The child works to perfect him/herself through
exercises of taking care of him/herself, each other
and his environment.
Practical Life Activities based on day to day life
experiences have been designed to satisfy the
child’s changing developmental needs.
in point of fact, no other occupations which could
be undertaken by the children of this stage (3-5)
could be more important for their whole development
– physical, mental, and moral than these ‘exercises
of practical life’ as they are called.”
Standing, E.M., Her Life & Work
first area of Practical Life Activities is
manipulative activities that involve five essential
movements which assist in development of Motor
Skills. These movements include; 3 finger
grasp (pincer grasp), wrist rotation, wrist
twisting, pouring and cutting.
The second area of Practical Life Activities are
activities based on “Care of Self” These activities
assist the child in developing independence.
The third area concentrates on “Care of the
Environment”, and lastly the fourth area of
Practical Life concentrates on Equilibrium and Grace
(grace / courtesy / movement).
All of these Practical Life activities have a
simple concrete understandable purpose, which allows
the child to be actively involved in self-education.
Motives of these activities respond to the
‘Sensitive Period’ of the child. Through these
various exercises, the child develops
intellectually. These exercises assist the
child in developing concentration and orderly work
habits, perseverance and persistence in following
through an activity to its logical conclusion.
They also assist in the development of the will, by
providing opportunities to choose and decide and act
responsibly. They help the body and minds
interact when performing the task and following
through a sequence of order assists in
The child is provided with specific opportunities
for exploration, which refine the sense and also
indirectly prepare the child for mathematics and
language. These materials are carefully
designed to isolate one attribute at a time, so that
the child can concentrate directly on distinguishing
and naming that particular trait; (ie. Red Rods /
for length, Baric Tablets / weight, Thermic Tablets
/ temperature). The materials provide stimuli
for self-education through self-discovery and
A phonetic approach to language development.
The development of language begins at birth with
what is receptive or rather what a child hears.
This gradually develops into what is expressive, how
the child communicates verbally. Within a
Montessori classroom many activities assist to help
children expand vocabulary and refine and correct
pronunciation. Both the hand and the mind are
stimulated as Maria Montessori described them as
being dependant on one another.
Teaching materials offer an exciting, concrete
experience for number concepts and operations.
In the Montessori Method, the development of the
mathematical mind is one of the most important.
Order and precision which were provided through
different purposeful activities and exact
presentations were always the keys to spontaneous
work in the school and were improving the sense of
order of the children. Madame
Montessori had realized that articles of precision
did not occur in the child’s ordinary environment
and that the child’s inborn mathematical tendencies
might suffer from lack of opportunities.
Therefore she created a lot Montessori Materials to
fulfill this tendency but not with the old belief of
math, she said, “The teaching of arithmetic
should start with sense perceptions and be based on
knowledge of concrete objects.”
Montessori International, Vol 9.
Include biology, general science, geography,
history, art and music.
Children are encouraged to study Culture in order
to gain knowledge, to find their place in the world
and to see harmony in it; to feel a bond with it and
It is particularly important to highlight the
ecological aspects of the science that is being
taught to the child in the classroom. As a
result of the work done in the Montessori classroom
in both zoology and botany the child develops an
affinity with life forms that he encounters in his
environment and learns to treat them with wonder and
respect which will ultimately lead to a more
complete understanding of the ecological balance of
life within the world.
Montessori believed that Geography should be
introduced so that the child gets a sense of where
he is in terms of space on the planet and using the
globe where he is among the Continents.
Moreover, just as children are fascinated by the
world in which they find themselves they also listen
with delight when you tell them stories about the
way the world used to be. This is how History
is introduced in the Montessori classroom. Dr.
Maria Montessori believed, the more people loved
things around them, the more they would protect it,
and thence this world would be a more peaceful
At the CASA level, basic
French is introduced. Words and language
structures are taught through songs, action games,
and activities both oral and written. Children focus
on themes such as the following: food
days of the week
parts of the body
The children are exposed to instruments and songs
during circle time. Classical composers and
their music are explored within the classrooms.
A gradual introduction of homework begins to those
children in their 3rd. year of the CASA
The CASA children go on field trips off school
property (i.e. farm, zoo, kortright, etc.).
Guest speakers are also invited at times to the
school to enhance our school’s programs (i.e. fire
dept., reptilian, dairy farmers, etc.)
10. ACADEMIC EVALUATION
There is a strong emphasis on the academic standings
of our children. Academic progress is
documented on an on-going basis and progress reports
are given to the parents at the end of each year.