ELEMENTARY PROGRAMS

Lower and Upper Elementary
Grades 1-6

GOALS OF THE MONTESSORI ELEMENTARY PROGRAM
We are committed to the Montessori approach to learning. Our goals are for each child to learn:

To study independently in a program of individualized instruction
Individualized instruction does not mean one-on-one instruction. Some lessons occur in small groups. Each child receives individual attention from the teacher from the on-going evaluations of his work. The child gains guidance and direction in this personal time with the teacher. The teacher determines what needs to be done in more depth or what additional work should follow.

To work cooperatively with others in a multi-age setting that develops a community spirit
Children are free to work in groups of their own choosing for special projects or to accomplish their regular daily work. They practice problem-solving methods within their small groups. They become effective community members.

To think abstractly and to use his imagination through a variety of approaches and open-ended exploration
The imagination develops intensely in the elementary child. "To strike the imagination" is to get the child’s interest. It leads to work, which leads to imagining, which leads to abstract thinking.

To master concepts through work with three-dimensional materials which put abstract ideas into concrete form
The Montessori materials assist the child in reaching abstraction. Spatial time lines, pictorial zoology, fractional insets, and botany charts are a few of the many materials designed to move the child toward abstract thinking. They are a means to an end.

To apply the "basics" in order to answer the why, the how, and the wherefore within his world
The "3 Rs" serve as tools enabling the child to move forward and pursue a wider curriculum. Math and language skills progress on an on-going basis, with the child practicing math problems and language arts lessons as expected. The student continues to use his basic skills through other studies in Montessori’s cultural curriculum. Math is used to determine the distance between two cities on a map or to weigh specimens collected for studies in geology. Language arts skills come together as a child researches and reports on how the earth was formed, or how people live in another country, or which plants belong to the heliconia family. The child sees how music (rhythm, notation, etc.) relates to mathematics.

To be self-disciplined and self-directed
The Montessori program aids the children in developing the ability to master their own thoughts and actions . . . in gaining control over one’s own being. The emphasis is on inner discipline. The children learn to take responsibility for their behavior. They make choices. They learn to work responsibly and independently.

To solve problems creatively
The world is experiencing an accelerated rate of change. The education of the future must prepare students to cope with changes and to find solutions through means other than traditional educational methods and advice from experts.
Montessori children learn to approach many sources for their answers. They research different points of view. They look toward the community for possible solutions. They learn to adapt to change, and recognize their potential for shaping their own lives.

 
 

ELEMENTARY CURRICULUM HIGHLIGHTS

I. Language Arts

Lower Elementary (Grades 1-3)
Reading: Phonics; sight words; word attack; comprehension; vocabulary; beginning reading.
Writing: Mechanics; process of writing; exposure to different types of writing.
Grammar: Parts of speech; parts of a sentence.
Spelling. Handwriting.
Dictionary skills. Literature.


Upper Elementary (Grades 4-6)
Writing: Writing techniques and structure; basic editing; exposure to different types of writing; mechanics.
Grammar: Parts of speech; parts of a sentence.
Oral Communication: Public speaking; personal expression.
Reading: Comprehension; vocabulary.
Spelling. Drama.
Handwriting. Literature.

 

II.  Mathematics

Lower Elementary (Grades 1-3)
Whole number operations.
Life skills: Telling time; knowledge of money; measurement; estimation.
Memorization of facts. Recognition and writing of symbols.
Recognition of quantity. Plane Geometry.
Place Value. Word Problems.
Fractions. Passage to decanomial.


Upper Elementary (Grades 4-6)
Whole number operations. Square roots; cube roots.
Fractions. Plane geometry.
Decimals. Word problems.
Passage to decanomial. Memorization of facts.
Life skills: Measurement; knowledge of money.


III. Cultural Curriculum

Lower Elementary (Grades 1-3)
History.
Geography: Physical geography; political geography.
Biology: Vertebrates; invertebrates; timeline of life; classification.
Concept of time: Personal time; parts of a calendar; study of the universe.
Botany: External parts; vital functions; classification.
Science: Experiments supporting various themes (i.e. universe, earth studies, etc.); physical science; simple chemistry.
Fundamental needs of people.
Biomes study.


Upper Elementary (Grades 4-6)
History: Ancient civilizations; early humans; U.S. history. Science: Human body; zoology; botany; physical science; chemistry; simple machines.
Geography: Physical geography; political geography. Study of systems and relationships with scientific principles.
Fundamental needs of people.


IV. Personal Development
Goal-setting. Problem-solving.
Time management. Cooperative learning.
Personal responsibility. Peaceful conflict resolution.
Care of the natural world and the environment; responsibility to the community; multi-cultural awareness and appreciation.


V. Physical Education
Development and maintenance of physical fitness and good sportsmanship. Awareness and management of the body. Acquisition of useful physical skills, safety skills, and personal fitness habits. Enjoyment of wholesome recreation.
Lower Elementary (Grades 1-3): Non-competitive skill-building games, leading to participation in sports.
Upper Elementary (Grades 4-6): Skills incorporated into non-competitive organized games and physical fitness.


VI. Health
General hygiene, nutrition, physical maintenance.

VII. Music
Performing/reading music; creating music; listening to, describing, and valuing music. The learning process is based on the Orff Schulwerk philosophy of music education. For children who wish to have additional musical experiences, an after-school chorus program is available.

VIII. Art
Lower Elementary (Grades 1-3): Appreciation of the arts; imaginative, creative, and critical thinking; an understanding and appreciation for the natural world.
Upper Elementary (Grades 4-6)
: Exposure to a variety of media and mediums through an open lab, experimentation set-up.

IX. Campouts
Development and implementation of practical life skills, independence, and personal responsibilities. 

MONTESSORI COMMUNITY SCHOOL

1239 Nehoa Street

Honolulu, HI 96822-3071
Telephone:  (808) 522-0244

Fax:  (808) 522-0250

info@montessorihawaii.org

Notice of Nondiscriminatory Policy as to Students

Montessori Community School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities

generally accorded and made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin

in administration of its educational policies, scholarship and loan programs, athletic, and other school-administered programs.

MCS_LOGO (1).jpg
  • Instagram
  • Facebook Social Icon
  • accredited_member_school-logo only
  • New HAIS logo download from e-newsletter-logo only
Click here to visit our Privacy Policy