The Academic Program

 

Elementary: 

The elementary program concentrates its approach to learning through an integrated, interdisciplinary process of three to six years to aid the child in understanding the interconnectedness of humanity and our universe. The elementary-aged child wants to know everything and has a natural tendency to ponder big questions. Where did I come from? What are the stars made of? What is right and what is wrong? 

 

A series of impressionistic stories, called the “Great Lessons, “ are presented each year and provide the framework for this integrated, interdisciplinary approach along with biology, mathematics, geometry, geography, history, and language. These connected stories leave an impression with the child, spark the imagination, and leave the child with an interest in finding out more about the world and universe. 

 

The Story of the Universe tells how the universe came to be and sets the stage for all the other lessons. The Coming of Life introduces the history of life on earth, from one-celled animals and plants to human beings. The Coming of Humans relates the significance of human beings, their special abilities and what differentiates them from other life forms. The Story of Communication in SIgns and The Story of Numbers provide a look at the human inventions of written language and mathematics in the context of expanding civilization. These stories are presented early in the year, and each year children will bring more sophisticated knowledge and skills, so that follow up work will be at increasingly greater depth. Key lessons, which follow the “Great Lessons,” fill in the details and provide the children with the keys for independent study. 

 

The Elementary level also finds the following aspects important in our approach to the love for learning:

 

Giving lessons: The lessons are in various subject areas and are presented most often to small groups. Once the guide presents the material, it can be followed up in a variety of ways. At times, children will be asked to practice the skill or use it in context. Often the new information sparks spontaneous independent investigation and study. 

 

Independent research: It is the role of the guide to keep all the subjects alive in the classroom and to inspire the children towards this independent study. Materials, experiments, demonstrations, charts, and stories are tools used by the guide. Just enough information is given to spark the imagination and arouse interest in learning more! Elementary aged children are naturally drawn to work with their peers, so research is most often engaging in pairs or small groups. Topics are explored first using books and resources available in the classroom, then the local library. From there, students move beyond the classroom to related field trips and/or knowledgeable adults from local educational institutions. In this way, students develop excellent research skills while pursuing topics that interest them. 

 

Uninterrupted work: Students have extended, uninterrupted work periods, both in the morning and afternoon, so that they can immerse themselves in their work and accomplish large projects. Music, language, and art are integrated in the daily routines. In this way, they are available for the children to work on throughout the day. 

 

A Multi-Age Community:

 

A key component to the success of Montessori, at any level, is its multi-age grouping. The elementary program serves children six to twelve years of age. The benefits of a mixed age group are many. There is a greater choice of work partners due to the variety of skill level and interest. As younger children watch older children, they can see what is coming next and are inspired and stimulated. Older children gain confidence, self-esteem and reinforce their own learning when they serve as role models. Lessons are given in a variety of subject areas and at varying levels, which means the subjects are alive in the environment. This, coupled with the freedoms of choice, movement, and conversation, means there is ample opportunity for horizontal learning. 

 

A Montessori classroom has a heritage, with the knowledge and behavior of this heritage being passed from one year to the next. Community is an important part of this heritage and is based on a culture of respect - respect for others and for the environment. Children are involved in decisions that affect them and are given the opportunity to play a role in the wider school community, which operates with the same culture of respect. 

 

This multi-age community, where the lessons of grace and courtesy are naturally reinforced, provides the ideal environment for elementary-aged children to exercise their developing moral sense and deepen their understanding of relationships. 

 

Community Service, Field Trips, and “Going Out:” 

 

When students demonstrate that they are handling the freedoms of the classroom responsibly - choosing their work with care, working in harmony with their peers, and helping to maintain the classroom environment - they are ready to embrace another freedom. This freedom will enable them to go beyond the classroom and is referred to as “going out.” The classroom cannot contain all the answers to all the child’s questions, so “going out” into the community is a response to the need to explore beyond the classroom. It is based on individual or small group interests in extension to their studies. Excursions begin within the school and its grounds and later extend into the larger community, such as: libraries, museums, local universities, stores, etc. An important component to these trips is the childrens’ abilities to start the planning processes for these trips.

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Middle School Outdoor Learning Curriculum

2021-2022

 

Fern Montessori has a deep commitment to the critical importance of nature for the developing child. Our modern world too often means that the lives of our young people are dominated by technology and an indoor focus. We believe that direct experience with nature is of primary importance for children of all ages, and we will provide daily time for playful and meaningful connection with the outdoor world.

 

During the year, we will practice a number of core routines of nature connection including careful observation, expanding our senses, nature journaling, drawing, tracking, exploring field guides, mapping, bird watching, learning survival skills, telling stories, and enjoying unstructured nature time. Some specific outdoor activities will include gardening, maintaining a bird feeder, hiking, camping, wandering, nature mapping, the Home River Bioblitz, and participating in the South Carolina DHEC Adopt-a-Stream program. A number of professionals will join us to share their expertise including a forester, a bird expert, a wildlife rehabilitation specialist, a journalist, published authors, scientists, and artists. It should be fun!

 

The guiding resources for our Outdoor Learning Curriculum include:

• Coyote’s Guide to Connecting with Nature by Jon Young, Ellen Haas, and Evan McGown

• Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv

• How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Dr. Scott Sampson

• Wilderness Adventure Camp: Essential Outdoor Survival Skills for Kids by Frank Grindrod

• and many, many field guides on all topics