Primary 7 – 12 years
MONTESSORI PRIMARY SCHOOL ENVIRONMENT
The Montessori primary environment is a springboard for the child to understand the universe through an integrated curriculum which we call “cosmic education.”
At its core, it tells the story of the interconnectedness of all things. It is comprehensive, holistic and purposeful in order to encompass the development of the whole person within the context of the universe.
Much of the children’s learning is guided through active, concrete, hands-on experience and storytelling.
The child will develop a kind of philosophy which teaches this unity of the universe; this is the very thing to motivate his interest and to give him a better insight into his own place and task in the world and at the same time presenting a chance for the development of his creative energy.” – Dr Maria Montessori
The guide’s [teacher] role is to facilitate and support the education process with the child. The learning environment is arranged into different areas including Language, Mathematics and Culture, where the children are able to move around freely and work in their area of choice, following their individual plans, which have been developed together with their guide.
The four planes
Often, parents have uncertainty as to whether their child is ready to move into the next environment. How will you know? How is it that the teachers know for certain? Why isn’t it the same for all children? By looking at the characteristics that children display in the four different planes of natural development, a Montessori school is able to answer these questions, to best support your child and be an ‘aid for life.’
What does this mean?
There are fundamental characteristics children display from the time they are born until they reach maturity and become an adult. These characteristics are universal, regardless of gender, culture, race and have occurred throughout the eras. However, these characteristics manifest themselves in different ways depending on the plane of development. Each of the planes are so different, that we adapt the way we approach teaching in them in order to best serve their developmental needs. This is because the children experience different ways of learning, thinking and responding, depending on the developmental plane they are in.
As a parent, you may have heard the phrase: “we follow the child” when referring to how we teach in a Montessori primary environment, but how exactly do we do this?
In order for us to follow the child’s natural path of development and enable them to become an independent and integrated person, we need to know and understand the child. One of the ways in which we meet each child’s developmental need is through understanding and meeting their human needs and tendencies. As human beings, we all have basic needs that have to be met in order to ensure our survival. These include material needs such as food, clothing, shelter, transportation and protection, as well as spiritual needs such as arts, culture and religion.
Along with our needs, humans have certain tendencies that help us to meet these needs and better ourselves. Tendencies are our predisposition to act or think in a certain way. These tendencies are universal for all human beings throughout our lives, but they will manifest themselves in different ways depending on factors such as our age or the culture in which we live. Montessori observed these tendencies that guide human behaviour and development and realised that they were crucial to the development of the child.
Transition to college and
ADAPTING TO A DIFFERENT CURRICULUM
In preparation to transition to the College environment, we have created a “bridging” environment for the children in their final year of Montessori Primary Environment. This environment strives to introduce the necessary skills and procedures required for success in the College environment, whilst maintaining the Montessori philosophy and view of the whole child.
Having moved countries numerous times and my sons attending 7 different schools over the years, I can say with confidence that O’Summit International is one of the most phenomenal schools I’ve encountered. With an amazing interactive approach to education, their inclusive ethos to all children irrespective of background or learning requirements is not only refreshing but so reassuring for me as a parent. I would unequivocally recommend the school to anyone who’s child may not conform 100% to traditional main stream schooling or someone looking for a smaller, safer, more personal space for kids to learn and grow.
Vice President, Universal Studios
As a mum, you always worry when your child changes schools. But my son has settled so well into his new environment at O' Summit. With teachers who acknowledge him as an individual and are there to offer support, I know he is in good hands".
Our son LOVES O’Summit. He has been at O’Summit since pre-school/Casa, he is now at O’Summit College (high school). How time flies!! He loves the environment and the Cambridge International curriculum. The size of the school allows for a lower student to teacher ratio, giving him great confidence when asking questions, engaging in group activities, and opportunities for one-on-one time with the teacher. O’Summit has nurtured his “love of learning” in an environment of responsibility and leadership with kindness.
Lindani & Marco Nyon
“O'Summit College has not only provided my daughter with a home, it has improved her confidence, ambition, independence and growth. When we moved to O'Summit in 2018, I needed a safe space for my child to learn and grow. O'Summit College has provided me with more than that. I have seen a great balance in my daughter's individualism, and her confidence. That balance is not only displayed in her school work but at home as well as her other activities. I highly recommend the College as it has made a huge contribution to my daughter's life and future career.”