The Primary class follows on from our Children’s Casa. Children in this class are still in the first plane of development. Montessori determined the overriding goal of this period is the development of the self as an individual being. In this plane the child soaks in like a sponge whatever is there: good or bad, beautiful or ugly, peaceful or violent. Montessori surmised that this process is “a natural creative function” of mental development and lays the groundwork for the later emergence of a higher order of thought. The classroom is a prepared environment and children have free access to the areas of practical life, education of the senses, Numeracy, Literacy & Language, Knowledge and understanding of the world and creative arts.
The teacher uses an individualised learning plan for each child to guide them through the curriculum. An advantage of the Montessori approach—including multi-age classrooms with students of varying abilities and interests—is that it allows each child to work at their own pace. Students whose strengths and interests propel them to higher levels of learning can ﬁnd intellectual challenge without being separated from their peers. The same is true for students who may need extra guidance and support: each child can progress through the curriculum at their own comfortable pace, without feeling pressure to "catch up."
Children spend their mornings in the 3-6 work cycle, with afternoons used for activities and outdoors. You can read more about the 3-6 enviroment HERE.
The Montessori teacher closely observes each child and provides materials and activities that advance their learning by building on skills and knowledge already gained. This gentle guidance helps them master the challenge at hand—and protects them from moving on before they are ready, which is what actually causes children to “fall behind.”
THE LOWER ELEMENTARY
The second plane of formation lasts from the child’s sixth to twelfth year. The children’s focus shifts from individual formation to development as social beings and the direction of their explorations of the world tends to the abstract rather than the concrete.
As the Absorbent Mind disappears, a new way of relating to the environment and a new power of mind becomes manifest. It is the functioning of the environment and the relationships within it which arouse the children’s interest. 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. These lessons provide a basis from which the children can explore and learn.
The children become interested in judging behaviour and this extends to a new interest in justice and compassion for others. They not only want to discern just from unjust but also want to fight injustice whenever they are aware of it. As a result they also develop ‘hero worship’ at this time and have an interest and admiration for men and women who have pushed the limits of human capabilities and brought about change in the world.
“Going out” experiences are key in elementary. These are outings and trips that arise as a natural outcome of the children’s questions about their work and the need to research sources outside the classroom for their answers.
Children now begin to play more social games and establish groups with rules. The rules can seem strange to adults, often involving secret languages, passwords and rituals. They want privacy from adults and choose their own leaders and follow a purpose. Through their play they rehearse for adult society.
While in the primary children where drawn to learning facts and developing themselves as individuals, now they are interested in learning reasons and developing themselves as social beings.
It is this detailed understanding of child development which enables the Montessori teacher to ensure that the child is being presented with new knowledge and information in a way that will enable them to grasp it best.
The children, guided by their teacher, take greater responsibility for their learning through tutorials and workbooks. The teacher regularly maps the child’s progress against national curriculum standards to ensure each child is progressing appropriately.
To Register for a place please complete and send us this form.
* Guide below. For up to date activities contact us
Activity sessions take place within afternoon sessions in the nursery:
Monday: Music / Drama (Alternate weekly)
Tuesday: PE / Art (Alternate weekly)
Wednesday: Language (select French, Spanish or Arabic) and Enrichment time.
Thursdays: Project Time (Primary), Going out (Elementary)
Fridays: Forest School / Outdoor learning
Cardiff Montessori School
Term Dates 2017- 2018
Monday 4th & Tuesday 5th September - Inset Days
Wednesday 6th September - Term begins
Monday 30th October to Friday 3rd November inclusive – Half Term
Monday 6th November – Inset Day
Friday 22nd December - Term ends
Monday 8th January - Inset Day
Tuesday 9th January - Term begins
Monday 19th February to Friday 23rd February inclusive – Half Term
Monday 26th February – Inset Day
Friday 29th March - Term ends
Monday 16th April – Inset Day
Tuesday 17th April Term begins
Monday 7th May – May Day
Monday 28th May to Friday 1st June – Half-Term
Monday 4th June – Inset Day
Friday 20th July – Last day of school for children
Monday 23rd and Tuesday 24th July- Inset Days