The Elementary
Curriculum Outlined
1. Introduction
Montessori Education at the elementary level continues
on with many of the same principles used in pre-school and kindergarten. We go
from the simple to the complex and from the concrete to the symbolic to the
abstract.
The child's tendency for order turns now towards the
order of society. The child exhibits an interest in fairness. He/she often
"tattle tails" simply to find out what behavior is or is not
acceptable within the social group of family or school. The elementary school
teacher explains the class rules and their common sense foundation. When the
children see that rules serve to protect themselves and the rights of others
they willingly obey and enforce such rules.
Elementary education integrates all subject areas.
Each area relates to the child's life, other human lives throughout time, the
universe and its elements.
Children get more motivated to learn about any subject
when they can see how it relates to bigger questions that begin to enter their
minds at the elementary level, e.g. how did everything develop in terms of
evolution? The child in the elementary level (6-12 years) looks for underlying
causes and scientific explanations. They want to know why and how with regards
to everything.
The following overview outlines what each subject
covers.
2. Subjects
2.1 Language
Language is one of the stories human beings have
written themselves and developed by cultural learning. The children learn about
the discovery of the power residing in the mind of man which brought about oral
and later written language to be able to communicate to others.
a) Grammar presented to
children early in Elementary gives great enjoyment since it integrates drama
and movement. The purpose of grammar work is to improve the children's writing
and reading. We cover the parts of speech. Later we do logical analysis of
sentences, analyzing them into subject, predicate, direct object and so on.
Then we deal with the verb, e.g. the tenses and their correct use. Until grade 6
(age 12) all general syntactic and semantic elements are covered and understood
in their linguistic function and a basic knowledge about stylistic patterns is
at hand.
b) No longer interested in
words for their own sake, the children want to learn about the ordering of
words. They choose word orderings that make sense and sound pleasing to
themselves and others in their society. Hence, the emphasis upon grammar in
Elementary coincides with the 6-12 year-olds interest in the order of society.
c) Basic written language
skills are given intensive review and consolidation, according to the child's
needs, to get him/her to proficiency level in reading and writing as early as
possible. The child learns about the structure of poems and stories by reading
and reflecting upon them and by "doing" them, which means creative
writing. Time structure, perspectives, the stylistic function of tenses, the
build of characters etc. are well-known and experienced. An unlimited number of
novels, drama and radio plays which are always held available are read (and
acted, accomplished, creatively altered or paralled by variations etc.). The
child knows how ro read in public and recite effectively, and to deliver
speeches on matters of his interest. And by constant essay writing (beginning
with his own experience and gradually proceeding towards more and more abstract
conclusions) he/she commands basic (journalistic) forms and can for example
contribute to a newspaper project (see below Newsletter).
Drama
The children practice drama through
their reading series (see above). They also perform on the real stage with
proper costumes for themselves and for an audience. Through Drama, the children
learn to appreciate literature and performing arts. We will be one of the very
few schools that provide professional drama training.
Newsletter
Our upper elementary children
produce their own newspaper, e.g. ‘Seldwyla News’. It is designed, written,
edited, and compiled by the children and published every other quarter. From
newsletter producing, the children learn another medium of communication. And
they practise journalistic skills and standards like fact research, style and
structure of news articles (lead style), editorial, human interest stories,
criticism, etc.
Other Media
The child learns about the
language and rhetoric of films and how to create effective camera shots, cut
films and arrange sound tracks by herself all based on a (self-made) film
script. TV as the media most present in daily life is analysed in its technical
means and public relations and reflected upon in its effects and options,
especially the structure and goals of commercials.
2.2 Mathematics
Mathematics is another language created by man to have
a way through formulae, geometric, algebraic to record their inventions.
As the typical Montessori method, children begin with
a concrete and sensorial exploration of mathematics. They have mastered
counting and most of their basic facts. Each area covered in mathematics begins
with something very concrete and often quantifiable. Subsequent presentations
become more symbolic until eventually abstraction is reached. For example,
early multiplication exercises on the chequerboard allow the child to count
that 4 taken 6 times equals 24. In later exercises he/she arrives at this without
counting beads and lays out the number more efficiently. Next the teacher
introduces how to write out long multiplication problems. Eventually the child
learns to solve long multiplication problems without the chequerboard using
only pencil and paper.
The following objectives are covered during the
elementary years:
a) Long multiplication,
commutative and distributive laws, multiples and factors;
b) long division, divisibility;
c) fractions and basic
operations using them;
d) decimals;
e) cubing, square root, cube
root, ratio and proportion, measuring
f) Negative, positive, imaginary numbers
g) the story of numbers gives
children the origins of our number system and considers the origins and
similarities of various number systems used throughout time
h) introduction to the
computer (IT); (also see below Computer)
Geometry
a) Polygons, angles and lines
begin the elementary work in geometry.
b) In introducing the
Pythagorean Theorem we explain how the Egyptians used ropes to make right
triangles to mark off the boundaries of their property.
c) We give a sensorial
introduction to area of a rectangle and work up to deriving algebraic formulae
for area of various plane figures.
d) Solid geometry and volume
are also covered (including the formulae).
Computer (IT)
Living in the informational age, the children are
required to be computer literate. The children use their classroom computers to
learn about computer technology, to write reports, to use software applications
to enhance their academic skills, and to make efficient use of the Internet for
their respective research.
History is the story of the human being who has
developed on earth in the course of evolution.
Early work in elementary emphasizes anthropology and
social history. Later history work involves using charts with questions
concerning a group of people to explore any culture in the world at anytime.
Stories and timelines reveal that the origin of the
earth and evolution of its species took millions of years; this process
continues to unfold. The geological and scientific cultural processes as well
as cultural learning which were set in motion to act out and perpetuate this
development are explored. Such lessons enliven the imagination of children
while building a framework within which all other studies will fit.
2.4
Science and Nature
Geography
Geography is the story of
the earth being formed, the results of this formation and the nations which
developed in history. The children not only learn about oceans, continents,
countries, capitals, major cities, rivers, mountains, population, economics,
agriculture, etc. from the Social Science aspects, but also learn various
aspects of Sciences as they relate to the earth such as:
Geology/Meteorology
We study the earth's formation and
the composition of its crust. We consider winds and their currents, mountains,
rivers, the cycle of water and weather phenomena and their causes, etc.
Entering into General Science, the children understand why geological processes
work the way they do: the three states of matter, viscosity of fluids, and how
hot air rises and cooler air comes in to take its place. We also consider the
adaptations that humans have made in order to survive in the geographical
conditions in which they were placed.
Astronomy
The architecure of the universe,
the galaxy, the planets and their orbits, the starry sky with its particular
constellations are studied. The rotation of the earth revolving around the sun
significantly affects the pattern of life on earth. The consequences of this
movement are covered in some detail. Children study day and night, the seasons,
climatic zones, time zones, etc.
Biology
Biology is the story of coming of life on earth, and
the science of its great many species. After the children learn about the land
and water forms in Geography, they learn the life forms that live in the water,
their interdependencies to other life forms and elements. The children learn
the structure of Biology by observing the needs of plants and animals. What do
the plants and animals need and what do human beings need from the plants and
the animals. By understanding the complex interrelationship of plants to earth,
plants to plants, plants to animals, animals to earth, and animals to animals,
the children develop their responsibility to the earth. The grandeur and beauty
of animal and plant life opens the door to the study of Biology.
a) We introduce different
aspects of Botany, including roots, leaves, flowers, stems, seeds and fruits,
by explaining their function and then analyzing and dissecting an actual
specimen. We learn about a great variety of (local) trees and other plants and
how to group them. We know the plants used for making addictive drugs, the
process of production, the working and great risks of addiction, the ways drugs
are sold.
b) In Zoology we consider
mammals, birds, fish, amphibians and the major body functions (reproduction,
skeleton, circulation, respiration, movement and protection). Human anatomy is thoroughly studied as part
of Zoology.
Musical rhythms, instruments, notation, musicians are
introduced. The programme comprises Western Classical Music up to our century
as well as Rock, Pop, Rap and other variant.
Art, again, is another type of language. It is the
language of man's need to express himself/herself creatively through painting
and sculpture in various mediums, to create from ideas in the mind. Every
scenery, object, idea, even history can be presented in an art form. Our
children are encouraged to decorate their work as a piece of art to show their
ideas and feelings. Of course, craft projects are performed regularly.
Physical education in Elementary relates to other
subject areas as well. The history of different sports will be discussed. In
general physical education includes the development of physical strength,
coordination and grace of movement. Access to an outdoor environment is
provided for running, jumping, climbing, swinging, catching and ball games,
etc. Swimming and elaborate moving patterns (like climbing a rope, balancing on
a beam) as well as elementary exercises enhancing body control are taught and
practised to enable the child to increase and preserve his health, strength and
energy and to move more safely in every (also extreme) situation and to always
make proper use of his built and muscles. Also, ball-games and other publicly
practised games are taught and practised so that the child may join mates of
his peer group or clubs. Some of the traditional disciplines of athletics are
exercised regularly such as sprinting, high jump, long jump, long distance
running etc.
3. Cross Curriculum
There is a need for whole men which means that all
sides of the personality must develop. This includes the development of
physical strength, coordination and grace of movement. (see above) Biology ties
in with music, geography, art and other facets of human life. Children may
learn "June Is Bustin' Out All Over." This song mentions
The child in elementary education has a great mental
capacity to reach out and search the universe for knowledge.
And in General: To produce great scholars will be
useless unless they are also integrated, committed, respecting, loving and
caring human beings. This is the theme of Montessori Education. And as for the
role of our teachers we strongly sympathize with Albert Einstein who said he
was never ever a teacher but provided the conditions in which his students were
able, and felt encouraged, to learn.
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