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Science: Our world and universe are fascinating places. Students are actively involved in discovering the secrets they have to share with us. They are given the opportunity to observe, analyze, measure, classify, experiment, predict and make conclusions about what is probably true, and what is probably not.
Science is an integral element of our curriculum and incorporates topics from Botany, Zoology, Physical Science, Astronomy, Geology, Ecology, Earth Science, Weather and the Medical Sciences.
Social Sciences: In addition to Cayman studies, at the Elementary level, students learn about world geography (physical, cultural, political and economic), culture (including Zoology, Botany, Music, Languages and Religions of various countries) and major world religions (traditions and basic beliefs).
Elementary students also learn about the past and how it shapes the present.
Information and Communication Technology: In the Montessori Elementary classroom, the computer is considered a tool, just like a pencil or an encyclopedia. Students learn keyboarding and Internet research skills, as well as how to use various software applications. The skills learned are utilized across subject areas.
Life Skills: The Elementary classroom has an abundance of opportunities for the children to develop life skills. Students have opportunities to care for themselves and their environment, use grace and courtesy and employ leadership skills. Life skills increase in complexity as children progress through the program.
Community Involvement and Service: Students are actively involved in the community, and in turn, come to the realization that the responsibility to change our world for the better lies within, and that service needs to be an accepted part of everyone's life if we are to achieve this goal.
Peace Education: Peace Education is as vital an element in our curriculum as mathematics, language and science, and will incorporate human relations and conflict resolution skills, non-violence, leadership training, cooperative teamwork skills, and communication skills.
Elementary Program cont.
ages 6-12 years THE 'GREAT LESSONS': 'The 'Great Lessons' are intended to give students a cosmic perspective of the earth and our place in it. These lessons are comprised of five key areas of interconnected studies which are presented in story form and include: the story of how the world came to be, the development of life on Earth, the story of humankind, the development of Language and writing, and the development of Mathematics. (The Montessori Way). These lessons help to bring the curriculum alive for the students and inspire research projects and additional areas of study, allowing for an in-depth, thorough investigation of various topics.
INDIVIDUALLY CHOSEN RESEARCH: Rather than having students memorize facts mindlessly, they will learn mindfully and develop great skill in the process of doing investigations and research using the library, Internet, public records and primary and secondary source materials. During a school year, the Elementary students are given the opportunity to choose topics of interest to them, related to the current theme of study. They are given the skills to research in order to answer specific questions, write about and make models on the topic, and finally, to present their efforts to their peers.
Current research emphasizes the importance of giving children the life skills needed to help prepare them for success in our ever-changing future. Children today need to be life-long learners, adaptable, disciplined, critical thinkers, effective communicators, informed, ethical, respectful, global-minded, balanced, risk-takers and reflective. Maria Montessori was way ahead of the game. Over 100 years ago, she believed that these skills should be a basis for every child's learning and that every child should have the opportunity to learn these pertinent skills.
Middle Years Program Grades 7 and 8 But above all it is the education of adolescents that is important, because adolescence is the time when the child enters on the state of adulthood and becomes a member of society. If puberty is, on the physical side, a transition from an infantile to an adult state, there is also, on the psychological side, a transition from the child to the adult who has to live in society. These two needs of the adolescent: for protection during the time of the difficult physical transition, and for an understanding of the society which he is about to enter to play his part as an adult, give rise to two problems that are of equal importance concerning education at this age.~ Dr. Maria Montessori Aptly referred to as our ‘Transitions’ program given the physical and psychological changes being experienced by the students, our Middle Years program blends the ideals of the Montessori philosophy with the structure of a more traditional academic approach.
The subjects in the Middle Years curriculum follow a more rigid timetable than that of our Elementary program in order to be certain that “all areas of study are covered and that academic standards for further schooling or college preparation are met”. (Montessori Today) However, the disciplines are linked in a cross-curricular approach.
Language and Literature: Montessori considered words as “the natural means to express an idea and consequently to establish understanding between human beings.” The study of literature, grammar and composition, including spelling, language conventions and word usage, as well as the origin and history of words is continued. Students participate in novel studies, which will focus on critical analysis and discussion with activities before, during, and after the novels are read.
Culture: Our Culture studies encompass a variety of topics: physical geography, resources and industries, and the cultures, customs and beliefs of people all over the world. Students will gain an understanding of how physical geography and culture influence each other by studying different parts of the world.
History: Montessori students already have a broad knowledge base of the geologic past, prehistoric humans, and ancient civilizations; the Middle Years program takes them through the rise and fall of Ancient Empires to Middle Ages and the Renaissance to the present. Studies include the circumstances which result in “the intermingling of peoples and the crossculturalization of races and societies. Attitudes, customs, religious and social behavior of human beings are all thereby affected.” (Montessori Today) Mathematics: Students continue to develop and further enhance their Math skills including real world mathematical applications. Students use a variety of textbooks and other resources to practice and develop skills that will prepare them for high school math studies.
Science: An understanding of the relationship of science “to human progress and the building of civilization through the physical, chemical and other sciences” (Maria Montessori) is the basis of this program of study in order to ensure that students comprehend the interdependence of the natural world and human life, thus building on their knowledge gained at the Elementary level.
Middle Years Programcont.
Grades 7 and 8 Design and Technology: Students investigate and analyze an assortment of designs and products through direct experience using creative and technical skills to evaluate, design and create products. Topics of study covered consist of: graphics and media, product design, textiles, and food technology.
Healthy Life Skills: Healthy Life Skills will focus on such matters as citizenship and the community, money and budgeting, social and emotional learning, personal safety, and career and employability skills. Students gain hands-on experiences through community involvement, embarking on group tasks and projects, and meeting people from within the local community.
Character Education: Students learn about different gifts of character and how to cultivate them, within themselves and encourage them in others.
Passion Project: The students will undertake a research project in an area of particular interest to them.
Music/Foreign Language/PE/ICT: These are four of the students’ specialty courses that are a part of their weekly schedule.
Arts: Students participate in visual art, drama and music.
Foreign Language: French becomes a part of the core curriculum and Spanish is also available through an Afterschool Club twice per week.
Physical Education (PE): Our PE program takes place both on and off campus.
Information and Communication Technology (ICT): ICT is interwoven throughout the curriculum and also includes specific tasks designed to develop their ICT skills.
Choosing a school is an important decision for your entire family. Before enrollment, we ask that interested parents schedule a time to come by the school to meet with the teachers and observe the environment. We feel that this will give you further insight on the philosophy and structure of Montessori By The Sea, and aid you in making an informative decision regarding the formative, educational needs of your child. It is important for your child that the school's aims and those of the parents are in sync. Montessori By The Sea admits students of any economic and social class, racial and ethnic heritage, religious belief, or lack thereof, and family structure. Montessori By The Sea reserves the right to select students based on compatibility with the Montessori philosophy and program.
Application Procedure When the decision to apply to Montessori By The Sea is made, complete the application form and send it in to Montessori By The Sea with a non-refundable CI$200.00 application fee by the deadline.
Applications received after deadline will be considered only if a space becomes available after the first round of applicants have been placed.
Admissions and Enrollment Procedure * Admission decisions are made by admissions and teaching staff. These decisions are based on the needs of existing classes, with regard to providing an optimal learning environment. Parents will receive written notice of admissions status. If a place is not immediately available, you will be placed in our waiting pool in the event a position becomes available, unless otherwise advised. Please note that new Toddler and Casa students will be transitioned into their respective classrooms and will have a later start date than returning students. Please see the calendar for current start dates.
* Priority is given in the following order: 1.) Returning students; 2.) Children of staff members; 3.) Siblings of present students; 4.) Application from a previous year (Please note that if you have applied for a previous year, you must reapply for the following year.)5.) New applicants from our ‘Waiting List’.
* If your child is accepted into Montessori By The Sea, you will be sent an 'Enrollment Contract' to guarantee your child's position. Please note that you will be contractually obligated for the school year's tuition(September June). Please note there are penalties for early withdrawal as detailed on your child’s Enrollment Contract.
Admissions and Enrollment Procedure cont.
* If a place is not immediately available, children may be placed in a waiting pool at the parent's request. If a space becomes available, you will be notified.
* All families that become a part of the Montessori By The Sea community are expected to fully support all policies and procedures. This includes strict adherence to all drop-off and pick-up procedures.
* All children accepted into Montessori By The Sea are on a six-week probation period. This time will allow the children and family to adjust into the environment as well as give the staff time to evaluate the children's readiness as well as the family’s compatibility with our program.
Class Placement * All class placements are made by the Administration and Staff at MBTS. Placements are made to maintain the balance within the classroom with respect to classroom dynamics, age and gender of children. MBTS reserves the right to place children in order to maintain balanced classes with respect to numbers of the children, their ages, gender and the individual needs of students.
* Teachers will assign a starting date for new students, which may differ from the announced first day of classes. The 'phasing in' of new students allows for a smooth transition for beginning children, while maintaining an even rhythm of classroom activities.