Elementary
Age: we welcome children from 6 to 12 years old
Opening hours: Monday to Friday from 8:30 to 15:45
Introductory interview: before proceeding with enrollment, an introductory interview with the school director and/or the teacher is required. The main topics of the meeting (which does not entail any commitment for the purpose of enrollment) will be the presentation of the family and the child, the description of the school and the method and reflections on parental expectations. As an example but not limited to, we report below part of the guidelines set up around the pedagogical project.
Teaching
School-age children are typically characterized by their inquisitive minds, their ability to abstract and imagine, their moral and social orientation, and their energy for inquiry and exploration. They often work in small, mixed-age groups on a variety of projects that stimulate their imagination, engage their intellect, and develop their reasoning skills. Elementary studies build knowledge through in-depth study of the world and how it works. Studies span disciplines that include geography, biology, history, Italian and English (with hints of Latin and Greek), mathematics, science (zoology and botany), music, and other forms of artistic and musical expression. The exploration of each area is deepened in different ways, sometimes by organizing trips outside the classroom: libraries, museums, theatres, natural environments, etc. are discovered; other times instead by hosting volunteers or acquaintances who with their stories personally transmit emotions, experiences and life testimonies (for example volunteers of the Red Cross, Carabinieri, doctors, entomologists, etc.). This approach fosters a feeling of connection with humanity and encourages the natural desire of children to give their contribution to the world. The elementary school environment is for children aged 6 to 12 who interact in one environment.
Mathematics
It begins with an introduction to place value and the four basic operations, using concrete materials such as the “Golden Beads” and “Stamps” materials. More advanced work in the four basic operations uses materials such as the “Small and Large Frame” for addition, subtraction and multiplication, the “Chessboard” for multiplication and the “Test Tubes” material for division (“Great Division”). Using concrete materials to learn math gives the child the opportunity to fully understand the inner workings of operations (e.g. grouping and exchanging). As the child gains understanding of the processes, he or she will move to abstraction. Children in the 6-9 program also learn about associative, distributive and commutative properties, and use materials to explore binomials and trinomials, powers, square analysis, moving from one square to another and the decanomy. Also introduced are fractions, fraction equivalences, multiples, least common multiple, greatest common divisor, divisibility, and all four operations in fractions with like and unlike denominators. Mastery of basic formulas is emphasized. Children also work with money problems, standard measurements and metrics, and words/stories. Children in the 9-12 program continue to work in the four basic operations, always moving toward abstraction. Mastery of previous mathematical facts plays a crucial role. Decimals and the four operations with decimals are also introduced, on concrete materials such as the “Yellow Board” and the “Decimal Chessboard.” They begin working with whole numbers, eventually performing all four operations. They continue their study of binomials and trinomials and powers of numbers. They also learn square roots, cubatures and cube roots, ratios and proportions. All mathematical processes are initially introduced and practiced with concrete materials.
The language
Our aim is to ensure that every child understands how their language works in both written and oral form. LINGUISTIC REFLECTION: Students progress gradually at their own pace, using materials and/or participating in presentations that encourage the learning of elements of spelling, morphology, syntax, language, writing and reading. Through careful observation by the Guides, children progress encouraged by the free choice of materials (carefully arranged) and by an environment conducive to repetition and self-assessment. Older students continue to expand their knowledge of grammar by studying the history of the language, etymology, suffixes and prefixes, word families, classifications of nouns, comparative and possessive adjectives, verb conjugations, auxiliary and connecting verbs, transitive and intransitive verbs, infinitives, gerunds and participles. They also study simple, compound and complex sentences. READING: Reading for toddlers begins with grade-appropriate phonetic reading materials. Young elementary school students progress through materials such as the large and small mobile alphabet book, using small, carefully selected objects in attractive boxes to match with the corresponding cards, or using the “movable” and “immobile” objects box, Secret Messages, or Action Cards box. Gradually, they follow the Puzzle words and first simple booklets or cards with pictures to match with the corresponding cards (with progressive difficulty). Next, we expand their letter/word recognition using materials that combine phonetic and visual skills. Once ready, they move on to a series of reading comprehension books in which they read passages on a variety of topics and do vocabulary building and comprehension/retention activities related to the texts. Each child progresses at his or her own speed and according to his or her individual needs. With the appropriate setting, children are engaged in a series of supplementary activities to strengthen their reading skills. Older children are introduced to how to choose appropriate sources for research purposes and how to locate information in these sources. They are instructed in dictionary and encyclopedia skills and the use of a thesaurus. Students are exposed to different genres of literature through oral reading by the Guide and independent reading of books set up in the environment, including a “Reading Corner” area whose library provides resources in all subject areas and many genres of literature.
Storia
In the elementary program, the study of history begins with different scientifically studied and presented materials that promote the child's understanding of time as a regular unit of measurement. The basic work in the concept of the passage of time begins with the child's life (timeline) and gradually he learns to apply the normal units of measurement of time to his own experience and the various life cycles (animal and plant). Later in the program from 6 to 9, the child explores with concrete materials such as "The Black Stripe" of the history of the earth and "The Stripe of the Hand", the concept of historical time and learns terms such as AC/DC. In addition, the posters of "The Basic Needs of Man" help to better understand the contribution made to the quality of modern life by those who lived before us so as to learn the history of civilizations in a more respectful and conscious way. In addition, parallel studies are offered with geography and science experiments, so that history lessons on the formation of the universe, stars, solar system, and earth are supported by geography experiments and lessons in areas such as states of matter, centripetal and centrifugal force, gravity, inertia, volcanism, plate tectonics, plastics, etc. The study of the timeline of life on earth also parallels the work in zoology, botany, and geography. For example, when the child is introduced to the Paleozoic Era (Age of Invertebrates), he or she is also studying invertebrates in zoology, learning about plate tectonics in geography, and exploring the types and basic structures of plants in botany to understand what changes occurred on earth to make room for plant and animal life. The study of the timeline of life progresses through the Mesozoic, Cenozoic, and Neozoic (Age of Man) eras. Students then begin their study of the human timeline, which tells the story of stone-age man. Children prepare for this study by revisiting mammals in depth. They explore fossil evidence and focus on the evolution of man and the birth of the first civilizations. Gradually, students address the reasons for the routes of the first migrations, observe settlement patterns and how these relate to the proximity of large river systems; this is followed by an in-depth study of civilizations such as the Sumerian, Egyptian, Phoenician and then addressing the Mycenaean, Greek, Etruscan and Roman. A wide variety of research projects in these areas are combined with concrete projects of technical, artistic and musical education of various types.
Science
Children are introduced to botany and zoology with mostly nomenclature material. Later, the two sciences converge to become the study of biology. They are introduced to the larger and more inclusive Five Kingdoms (protists, monera, fungi, plants, and animals) and do a variety of written research, projects, and experiments for each of the kingdoms. They study cells, cell structure, and function in depth. They design their own cell models. They also look at plant tissues and their functions. They study human anatomy and look at the comparative functions of animal systems. Nomenclature, charts, research cards, books, and other resources and materials assist in the presentation of these topics and in the independent research and experiments that follow. The human reproductive system is then introduced as part of the biology curriculum. Science studies also include an introduction to chemistry and the periodic table. Students perform a variety of safe chemistry experiments that develop their critical thinking and observation. We believe that providing a solid foundation in science will give the child a sense of his or her place in the natural order of the universe.
English
We introduce English already in the Children's House. Our preschool children are exposed to the foreign language daily within the school environment; in line with the natural aptitude of each, the children are guided by a trained adult capable of transmitting a natural positive relationship with English and building the foundations for the future. The “indirect preparation” (as defined by M.M.) occurs passively through conversations in everyday life or during specific activities dedicated to learning and of their interest. In primary school, English is taught alongside Italian and practiced with rhythms and methodologies in relation to each level of knowledge, familiarity with the language and the interests of each child. In addition to the daily afternoon practice of the foreign language, presentations are offered to improve the construction of the language and to delve into historical-cultural aspects of different countries in which the language or other foreign languages are spoken (e.g. Chinese New Year festivities). It may happen that typical foods from other countries are presented and eaten, or stories and ways of life of other peoples far from us are read. Reading and writing activities are integrated with audio programs.
Geography
Geography is presented, as with all subjects, in response to a child’s need to understand their place in the world. It begins with the study of the basic land and water forms using globes and maps, providing a basic overview of the seven continents both physically and culturally. The formation of the universe, stars, solar system and our earth are covered, and these topics are supported by gradually introduced experiments that illustrate natural processes such as volcanism, stratification, erosion, gravity, velocity, inertia, etc. As mentioned in the history curriculum overview, the study of the earth’s development, its physical processes and its history are so closely related that these areas support each other and are presented simultaneously. In our effort to educate children to be responsible citizens of the world, we continue to provide opportunities to study the seven continents in detail, to explore their landforms, bodies of water, regions and ecosystems and to learn about indigenous cultures. These studies continue progressively throughout the elementary school cycle. Children also study the effects of solar energy on the Earth and its atmosphere, the consequences of rotation and revolution, the Earth's atmosphere and weather and climate phenomena, the hydrosphere and its influence on the Earth's atmosphere, landforms and bodies of water. These studies are complemented by experiments and are linked to studies of history and biology, as the effects of these phenomena on Earth's ecosystems and life forms are presented and studied. Building on this strong foundation in physical and cultural geography, older students explore economic geography. They are able to understand how climate, weather patterns and other natural forces affect ecological regions, govern their way of life and influence what is produced and what must be imported to sustain life.
Music
With time and practice, children learn to read music in the treble clef and play in group performances. They organize and/or participate in small school performances (in which all community members can participate) in which songs are performed (in groups, duets, or solos). One or more small musical performances per year stimulate children’s creativity and motivate them to improve, collaborate, and work hard. Children are encouraged to participate and share their talents in singing, dancing, or playing an instrument. Based on each child’s skills and interests, studies on composers are presented/introduced in a fun way. Students participate in a variety of activities to deepen their knowledge of composers and musical styles through games, research, and musical composition.
Psychomotricity
The children do psychomotor skills once a week in a gym near the school. During psychomotor practice, the children experiment freely and safely using music and specific equipment such as mattresses, rugs, cushions and any other object useful for experiencing the physical experience of rolling, jumping, crawling, running and coordination. Maria Montessori was a great supporter of the close connection between psychic life and movement: for her, the development of the child was and is intimately linked to movement and especially to that of the hand.
Vita pratica
I bambini imparano o perfezionano le abilità della vita quotidiana, come vestirsi, preparare spuntini, apparecchiare la tavola e prendersi cura di piante e animali. Imparano anche a relazionarsi con i compagni utilizzando interazioni sociali appropriate come ``favore e grazie``, e con gentilezza e cortesia; imparano a collaborare in un contesto di comunità, ad ascoltare senza interrompere e a risolvere i conflitti pacificamente. Oltre all'insegnamento di abilità specifiche, le attività della vita pratica promuovono l'indipendenza e il coordinamento fine e grossolano. I bambini imparano come prendersi cura e nutrire gli animali domestici della scuola e delle piante all'interno e all'esterno della scuola.
The exits
Elementary school children, when inspired by stories, lessons and materials, often seek and find answers to their many questions through imagination, reason and experience. Among our goals, there is also that of including exploration and discovery of the world outside the confines of school, books and materials: we propose trips in which, based on the psycho-physical abilities of each, children show and develop increasing levels of responsibility that unknowingly enrich their education. Furthermore, in all our activities children are encouraged to recognize people, including themselves, as unique and special individuals; we pay particular attention to ensuring that children develop and adhere to a solid social ethical code and that they evaluate and accept the consequences of their actions. Acceptance of differences fosters respect for others. Life experiences between 6 and 11 years old in Montessori Academy are key lessons that provide starting points for further exploration outside the classroom, and vice versa. In addition, the outing is designed to foster independence and resourcefulness and provide children with important real-life experiences. In fact, as children pursue greater depth in their work, they feel the need to enter the "real world" to gather more information. Perhaps they visit a museum, interview a specialist, or investigate a rock outcrop firsthand. The trips are typically planned by a small group of students engaged in a specific type of work or research. With the assistance of a guide, but ultimately on their own, students must plan their own travel, arrange transportation, and make necessary appointments. These hands-on life experiences place responsibility on students and allow them to develop vital communication and organizational skills. Library visits, participation in plays, visits to museums, parks, caves, mountain huts, overnight stays at school, and collaborations with local welfare agencies are just some of the educational experiences offered in recent years.
