Montessori Curriculum

Children in the Montessori program learn through experience with hands on material. Each of the three Montessori classes is composed of children age’s three to five. In the spirit of Maria Montessori, emphasis is placed on training in independence and self-motivation, as students are encouraged to choose and complete various learning activities. The program provides for the emotional and intellectual needs of each child and fosters the child's growth in self-awareness as well as an understanding and consideration of the needs of others. Group activities are designed to help the child see herself as a member of the school community.

The Montessori program seeks to develop the child's sense of self-worth as an active learner and member of the school community. Each child learns to assume responsibility, master skills, and solve problems. The classroom environment is designed to stimulate the child's natural sense of wonder and curiosity through opportunities for fun, friendship, vigorous activity, adventure, and quiet reflection. A rich and varied curriculum, including language arts, mathematics, science and social studies, supports and promotes students' intellectual development.

The major areas in the program are practical life, sensorial, language, mathematics, science, social studies, geography, music, art, religion, physical education, and Mandarin-Chinese.

List of 12 items.

  • Art

    The art curriculum is fashioned to emphasize the process of creating art as opposed to the final product. Within the curriculum, students will be exposed to a variety of materials and encouraged to experiment with these materials with the expectation that the student will produce work from personal experimentation rather than a formula given by the teacher. Lessons include the aesthetics of art and art criticism, where students learn to discuss what they produce, what they see, and how they feel when using new materials. Hands-on activities are important to the development of the student as well as the incorporation of the history of art into the overall curriculum. The art curriculum will foster communication, and community in addition to socialization. Each project is designed to help the child to imagine and explore. Students will build their self-confidence and ability to trust their own unique abilities as they progress through the developmentally geared curriculum.

    While researching the Montessori methods, it has become apparent that the art curriculum must be designed to develop creativity along with the incorporation of aspects of living in our natural world. Both problem solving and the creative process join together to form the basis of this Montessori visual arts curriculum.

    Both the frameworks from the Primary, Intermediate, Junior High School, and High School art curriculum will be noted within each Montessori lesson as well as the Sacred Heart Goals and Criteria. It is necessary to weave Maria Montessori’s theories, Carrollton’s basic art frameworks, and the Goals and Criteria into one cohesive curriculum in order to satisfy the needs of each Montessori student as well as prepare students to transition into the Carrollton community.
  • Development

    The goal of the Montessori health curriculum is to promote the self-esteem and social skills that are the foundations for all healthy behavior. The uniqueness of each child is examined, family portraits are developed and issues of nutrition appropriately are important skills for this age group.
  • Language

    The language program develops a child’s auditory, visual, verbal and fine motor skills related to the alphabet, sounds of letters, printed symbols of each letter and the words they can make. The children articulate ideas and explain learning experiences in written form as well as in group discussions. The language program and the Junior Great Books Program provide opportunities for the development of listening skills, creative expression and imagination. Scheduled library visits encourage a love of books and reading. Phonetic instruction begins at the three year-old level and is an ongoing part of the program.
  • Mandarin - Chinese

    In an effort to educate our students as global citizens, Mandarin Chinese is offered to the Kindergarten students twice a week. As one of the three world languages, Chinese introduces the children to communication in a verbal and auditory method of instruction, which includes communication, culture, connections, comparisons and communities within the language.
  • Mathematics

    The mathematics program begins with lessons that utilize concrete materials and manipulatives which the children handle in order to grasp the mathematical idea. Gradually language and printed numerals are introduced to connect the concrete experience with the symbols. Based on the child’s ability the program teaches numbers one through one thousand, decimal system, and the order of operations (addition and subtraction). The Math and Sensorial equipment lay the foundation for knowledge of numerous geometric theories and concepts. These include manipulatives of various sizes, shapes and color. All number concepts are introduced with concrete work. The child learns the concepts of the hierarchy of numbers in sets of ten and then uses regrouping to go to the next level. The children excel in this format and progress confidently to higher operations following this concrete learning foundation. Traditional Math workbooks and the Everyday Math Program are utilized to reinforce concepts taught with Montessori materials and prepare the students for a smooth transition to a traditional classroom.
  • Music

    Music is introduced through singing, listening, and playing rhythm instruments. Basic music theory and sight singing is also incorporated into music class. The children learn how to breathe correctly, and use solfège while they warm up their voices. They learn about the different instrument families, and how they are played. Composers such as Beethoven, Mozart, and Hayden are also introduced. Rhythmic exercises involving percussion instruments and sight reading are also a part of the curriculum. They learn a variety of religious, holiday, and seasonal music.
  • Physical Education

    The physical education program offers many opportunities for skill development. The facilities include a swimming pool, tennis court, and large grassy area. The girls have Physical Education twice a week for 30 minutes. Each class participates with their age level and the average class size is one teacher per ten students. Swimming, creative movement, gross motor skills, running and ball handling activities, and gymnastics are emphasized in the curriculum. Swimming lessons are taught during school year. Starting with the four-year-old group the Physical Education teacher, with an assistant guarding the pool, teaches the fundamentals of swimming. By age 5 all students are swimming and are mastering new skills such as diving and stroke development.
  • Practical Life

    Practical life activities can be separated into four topics: care of self, care of environment, exercises of grace and courtesy and control of movement. These activities form the introductory level of Montessori training and focus on the development of fine motor skills, sequencing, logical execution of movement, and independence. The children are expected to carry out each task by themselves after preparatory lessons have been presented by the teacher. One of the aspirations of this introductory level is to develop fine motor skills slowly and successfully as an aid to the child’s later endeavors in handwriting.
  • Religion

    At Carrollton, we offer the Catechesis of the Good Shepherd, originally developed in Rome by Sofia Cavalletti and Gianna Gobbi 50 years ago. The Catechesis of the Good Shepherd is not a curriculum but rather an approach to the religious formation of children and adults that is rooted in Sacred Scripture and Liturgy, and compatible with the inherently dignified educational principles and philosophy of Maria Montessori. It seeks to create and facilitate a hands-on-space for children called an atrium, in which both the children and their catechists can hear, ponder, and celebrate the most essential mysteries of the Christian faith as revealed in the Scriptures and the Liturgy. At Carrollton, the children visit the atrium every week and work with child-sized materials that represent the lesson they have been introduced to according to the liturgical season.
  • Science

    The life science program allows the children to use apparatuses that they manipulate to learn basic scientific concepts. They are exposed to materials that show the life cycle of some animals, parts of the plants, solar system, food groups, and seasons among other concepts. Simple lessons about the earth are taught with emphasis on weather, air, water and respect for our environment. This program goes hand in hand with studies about geography and different landforms on earth.
  • Sensorial

    The sensorial exercises allow each child to discover properties of each of the five senses. This method assists the child in recognizing differences and distinguishing what is similar and unique about the material.
  • Social Studies and Geography

    Social studies lessons are part of the geography program. An awareness and respect of the people, places and customs of the different cultures around the world are emphasized in the social studies lessons. During the geography lessons, the children are exposed to different items that characterize the continent or specific country being taught. The social studies lessons attempt to present children with the lives and examples of those personalities that have made history for their character, perseverance and courage to follow a dream and a belief. The combination of these two subjects deepens in the children a geographical and universal understanding, as well as a sense of global responsibility, ethnic tolerance and an admiration for diversity.