- Move towards abstract reasoning
- Foster a passion about the natural and social world
- Become creative thinkers and problem-solvers
- Develop a moral sense
- Show respect and responsibility
- Develop communication skills
- Develop group effectiveness skills
- Understand time management
- Utilize technology safely and effectively
Curriculum
Our elementary education program is self-paced and cooperative. It balances the child’s developing imagination and power of abstraction with concrete, hands-on work. The children work together on individual and small group interests. They research, plan, complete and then present projects to others.
We support the elementary students’ natural interest in society with research projects and group readings. This structure facilitates both independent study and group work.
Montessori’s Five Great Lessons about human life and its place in the cosmos provide the framework for the study of all major subject areas, including:
- Mathematics
- Science
- Literature
- Language
- History
- Geography
- Music
- Art
We also provide additional enrichment classes in art, music, physical education, technology, and foreign languages. Technology tools being utilized on a daily/weekly basis includes iPads, Computer lab (Typing, Word Processing, Mouse Skills, and more!), Lego Simple Machines. In the upcoming school year, we plan to add Lego WEDO Robotics.
KINDERGARTEN
Size: 25 students per class
Ratio: 1:12
GRADES 1 – 5
Grades: Grades 1 – 5 (Silverlake) | Grades 1 – 4 (Shadow Creek) | Grades 1 – 3 (Towne Lake Cypress)
Size: 22 students per class
Ratio: 1:15
The Elementary Room
The schedule is designed with large blocks of uninterrupted time to facilitate the interdisciplinary connections of knowledge. The elementary classroom reflects the child’s work to order their world with reason. We foster an atmosphere of trust and acceptance in the classroom, which lets the children’s natural creativity flourish. Beyond the classroom, we regularly have visits to the library and computer lab and schedule several field trips each year.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
