As children grow and their needs change, so too must our approach.
2-3 TODDLER COMMUNITY
The toddler community is a small class of 10 children led by a 0-3 trained AMI Montessori teacher. It is a nurturing environment, that allows children to develop independence, motor control and language. The environment places great emphasis on the social and emotional development of the child. It is a preparatory class for entering the 3-6 Children's House. The space is divided into various curriculum areas such as practical life, early language, movement and balance and a rest & relaxation area.
Parents can choose to send their child 3, 4 or 5 days a week.
Sending your child for mornings only is also an option but the full day rate applies.
Children do not yet have to be toilet independent to be admitted to this class. Our trained staff will work with you to help develop your child’s independence so that they are toilet independent by the time they are ready to move to the 3-6 class.
Attendance in the 2-3 class does not guarantee children a place in the 3-6 class. However, children in the 2-3 class are given priority over children not in attendance at CMS.
3-6 CHILDREN'S HOUSE
Our 3-6 class is known as The Children’s Casa (translated as ‘Children’s house’). The class admits 30 children (typically 10 per year group) aged 3, 4 and 5 up to the age of 6.
Children all attend full time, however, if your child is aged 3 or 4, part time attendance can be considered. Children progress through the Montessori 'curriculum’ of:
Activities of Every Day Living (Practical life)
Education of the Senses
Language and Literacy (includes knowledge and understanding of the world)
The day begins with an uninterrupted work cycle, which is the hallmark of a Montessori Classroom. This is a time where children independently work with the guidance of their teachers. Lessons are predominately given one to one. The cycle allows children to develop concentration and self-discipline in addition to establishing a Montessori work ethic. For example, recognizing the importance of putting away work in the way they found it and that they must wait for a classmate to finish with a piece of equipment before they can use it.
After the work cycle, children gather together for lunch before enjoying outdoor play. After which they return for a second work cycle. On some days, instead of the work cycle they may participate in extra curricular activities such as Forest School.
The Elementary comprises of Lower Elementary (Typically years 2, 3 and 4) and Upper Elementary (typically years 5, 6 and 7). With roughly 10 children admitted per year group. In the Elementary, children’s focus shifts from individual formation, to development as social beings. Lessons now are predominately given in small groups. The direction of their explorations of the world tends to the abstract. The materials they use in their language work and mathematics become more abstract at each step, making this passage from the concrete to the abstract seamless.
As the Absorbent Mind disappears, a new way of relating to the environment and a new power of mind becomes manifest. The children’s appetite for knowledge is immense. Montessori proposed that the Elementary students should be presented with the universe and all that is in it through the five great lessons. Through these stories we unfold the drama of the universe: the earth coming into existence, the furnishing of the earth with plants and animals (life-forms), the arrival of human beings, and the great achievements of human beings (written language and mathematics).
The five great lessons introduce the students to history, zoology, botany, geography and the sciences. They find areas of interest to research and explore further. They are not limited by a rigid curriculum and can take their studies to great depths. They organise research trips themselves to gather needed information and develop their social and practical skills.
They take ownership and responsibility for their learning, recording their chosen work and meeting fortnightly with their teacher one to one to review their progress, targets and objectives.