Elementary

Cosmic Education

The curriculum for the Montessori elementary program is vast. It is called Cosmic Education. There is no end to the child’s desire to find out about everything in the universe during this plane of development. Therefore, there is nothing that is not open to him. It is the teacher’s task at this level not to teach strictly by a syllabus, but rather to arouse interest and to open up fields of exploration that can be carried out through the imagination and the reasoning mind that is developing in a child of this age. We give Great Lessons to arouse interest and key lessons to open doors for their exploration. The tools we provide for their journey are the skills we help them to develop through the use of the materials. Cosmic Education is not divided into subject areas and is not taught that way in the classroom. However, for the purpose of explaining what takes place in an elementary classroom, it is often helpful for adults to look at it in subject areas. We attempted to summarize briefly the general content in these areas to help you understand what your children are doing.

Biology

 This is just one study in the whole of the universe. It is the biotic or living study, and covers the areas of plants and animals. The study begins with the needs of all living things. There are key lessons to introduce pertinent information enabling the child to research into deeper areas of their own choosing. Impressionistic charts also further these concepts as the child develops the reasoning power of the second plane. This power is strengthened by the preparation of dual environments: the classroom and the outside world.  Materials are made available to assist the child with simple experiments and exploration of the living and non-living worlds. The child is also provided with the materials necessary in the research of other sciences appropriate to the development of the older child. Within the classroom a variety of plant and animal life is also available to the child for observation and research, not to be all encompassing, but to lead the child to further study beyond the classroom.

History

 This encompasses both natural history and human history. We begin with natural history in the first Great Lesson (the creation of the universe) then continue with the beginnings of life on earth and the coming of human beings. There are stories to entice the children to explore the beginnings of geometry, the origin of our alphabet, and the history of art and music etc. We offer the perspective that history is a study of everything that has happened and that all things have a history. Studies in this area can link all fields of human knowledge. The children gain an understanding that all human beings have the same basic needs and an appreciation for the variety of ways that those needs are met. Work in this area also provides the child with gratitude for those who came before and an appreciation for the potential of all human beings to use their ability to create, to use their intelligence to discover, and to extend their compassion to others. 

Geography

The general idea here is to present the idea of interdependency, the universe as a whole, and to awaken in the child the gratitude of knowing their place and connection to the world. We present facts about geography, assisted with demonstrations through key lessons. Even though the child has seen stars, the sun, and experienced the universe in the way they can, they may not realize that it is all part of their world. Our approach gives the child the idea that there is more out there in the world, and that it is connected to them. We give them the details so they can appreciate how the universe works. Geography is a core study because it first says to the child that there is a universe, and then shows them what it consists of and how it works together. The area called geography has several different braches: map skills, earth science, astronomy, the study of cultures, and economic geography. Other sciences (chemistry and physics) often interconnect with geography lessons. 

Language

The medium for providing Cosmic Education is language. The child must be in command of spoken and written language in order to get the most from the Cosmic Education plan. Language must be practiced in order to master it. Therefore, the elementary classroom is not a quiet place; it is the practice environment for language.  The drive of the elementary child is to put language in context to explore reasons, and to use language on more than a literal level. Spelling by rote, grammar rules for memorization only, composition as a task or chore, and novels to be analyzed are things that have no place in the Montessori classroom. What does have a place is the mystery and power of language, the wonder of this creation of human beings, the responsibility we must take towards it and the possibilities for communication it provides. There are several areas of exploration: the history of language, the function of words, writing mechanics, creative writing, expository writing, reading, and spoken language. 

Mathematics

Mathematics is a good representation of Montessori theory because traditionally there is the temptation to treat mathematics as a subject to be studied independently, rather than as an aspect of culture. We, however, consider it as having historical significance and as a tool of culture. Measure-ment and counting are basic to human culture. We give the child the heroes of math through our stories in order to engage the child through his natural attraction to heroes and to the extraordinary.

The elementary child moves out of the sensorial stage and into the development of the reasoning mind. He is no longer interested in repeating the same thing. However, repetition is still needed and comes through great work with the many different ways that are offered to perform a certain skill. Also, Montessori materials go well beyond state requirements. We take the presenting of these materials seriously. In order to develop understanding the child must form an image which captures the essence of the abstraction in question. These images are provided through our unique materials.

The branches of mathematics presented in the elementary are: arithmetic, geometry, and algebra.  Arithmetic involves numeration, which is concerned with counting, meaning attached to counting, and the language associated with counting. This includes whole numbers, fractions and negative numbers. The properties of numbers are studied. Arithmetic also includes arithmetic operations. Algebra is generalized arithmetic: applying arithmetic to unknown quantities. Algebra is used in solving word problems. The presentations of algebra give the child a foundation on which to build. We present Euclidian geometry, which has two main features. We provide much nomenclature for geometry through many experiences and images. Secondly, we lead the child to understand the reasoning process and to understand relationships.

Music

There are a number of different ways to experience music, such as listening, body movement, singing, playing instruments, reading notation, and music history.

Music is an integral part of the curriculum. Because life is not divided into subject matter, neither is a Montessori curriculum. Music should not be restricted to a particular time or a particular corner of the environment. It is related to mathematics, to language, to history, to geography, to biology, etc., and therefore, it should emerge whenever it happens to be appropriate in the life of the class. All of the music materials provide for the development of an appreciation of music and its interconnectedness to the universe. The music materials are not teaching devices whose purpose is to teach particular intellect-tual skills and concepts to the children. Rather, they are materials that aid the child in the development of his or her whole self. 

Art

Art too is a part of life. It is a part of our expressive nature and is, therefore, integrated into everything we do in a Montessori classroom. Like music, it is not taught in isolation. The children are introduced to different media and are encouraged to experiment with their creativity. The materials in the classroom lend themselves to strengthening the creative spirit in the child. The prepared environ-ment in a Montessori classroom encourages children to seek art in the world around them: through nature, architecture, photography, etc.

Our Elementary students receive occasional take-home assignments and projects. Unlike traditional education, you won’t see forced memorization and worksheets on your child’s homework list. The goal of any homework, as with all Montessori methods, is to grow a child’s critical thinking skills while keeping them excited about learning. Our students complete book reports and projects, like dioramas, demonstrations, and scientific experimentation. The Montessori guides will strongly encourage practical exploration at home which involves parents. These include a range of activities for different schedules: menu planning, family trips, or savings plans for more practical skills; writing stories and poetry or drawing together to promote creativity; or becoming more involved in the community by volunteering or participating in local activities.