PRIMARY SCHEDULE AT MONTESSORI HOUSE BRUSSELS

Children at Montessori House Brussels between the ages of 4 and 6 follow the primary schedule:

Type
Age
Days
Schedule
Primary From 4 to 6 years old 5 mornings and 4 afternoons Monday: 09:00 – 15:00
Tuesday: 09:00 – 15:00
Wednesday: 09:00 – 12:00
Thursday: 09:00 – 15:00
Friday: 09:00 – 15:00

THE PRIMARY ENVIRONMENT AT MONTESSORI HOUSE BRUSSELS

In primary, the child will develop more social skills to facilitate group play instead of parallel play. They will become open to influences from adults and follow instructions in a pleasant manner, and will be open to writing, reading and mathematical activities.

The classroom is divided into areas corresponding to different ‘sensitive periods’ and they can interact with the appropriate materials for that period.

Many materials – especially those from the sensorial area – are provided again to give the children the opportunity to repeat and refine their movements. In the practical life area, the exercises are more complex and more challenging.

Practical life area

This is the area a child encounters when joining a Montessori school at an early age, an area that imitates a lot the daily routines from home. At primary level, this area provides opportunities to refine movement and to socialise. The activities are more complex and challenging than in nursery and offer practice for logical thinking.

Different groups of practical life exercises with increasing levels of complexity are:

  1. Care for the environment
    • Care of the interior such as sweeping, dusting, setting the table, food preparation, polishing, washing the tabletops, arranging flowers, taking care of plants.
    • Care of exterior such as outdoor sweeping, taking care of animals, observe nature, rake leaves, prepare vegetable garden, feed the birds, watering garden, tidying up after play.
  1. Care of self
    • Dressing frames such as snap frame, large and small button, zipper, hook & eye, buckle, safety pin, bow and lacing frame.
    • Washing hands or clothes, polishing shoes, sewing.
  1. Grace and courtesy
    • Walking around working mats, how to greet, saying thank you and goodbye, how to apologise, waiting for your turn.
  1. Control and coordination of movement
    • Walking along a line
    • Playing the silence game

Sensorial area

This is the area where activities linked to the senses are presented, helping the child to organise and structure the perceptions they have received from the outside world. At primary level certain materials can be combined to create more challenging activities. The child will also practise correctly naming shapes and objects. They will develop their:

  1. Visual sense, through using combinations of pink towers, brown stairs, red rods, shaded colour tablets, geometric and leaf cabinets, constructive triangles, geometric figures, decanomial squares, knobless cylinders, and bi- and tri-nomial cubed.
  1. Auditory sense, such as using bells.
  1. Tactile sense, such as blindfolded activities with baric tablets, fabrics, thermic bottles and tablets.
  1. Olfactory sense, such as smelling jars.
  1. Gustatory sense, such as tasting what is inside a bottle.
  1. Stereognostic sense, through using geometric shapes and stereognostic bags.

Cultural area

In the cultural area, children learn about the world through landforms, biodiversity, cultural influences and terminology. For example, they learn about:

  1. Geography, such as land and water forms, puzzles of continents with their countries, flags.
  1. Botany, such as leaves, trees, flowers, life cycles, seasons, composting.
  1. Zoology, such as animal classification, habitats, body function.
  1. History, such as timelines, calendars, evolution.
  1. Experiments, such as a Roman Arch, a magnet field, volcanoes, mixing colours, electricity, condensation.

Language area

When teaching language, at Montessori House Brussels we pay attention to the phonetic sound every letter makes, followed by the tracing (writing) and recognising (reading) of each sound. We follow the same process with words: first hearing the individual sounds, then putting them together to create a word (blending) and finally reading the word. Next we create sentences, which involve knowing the order of words to create a phrase (the syntax), and read them to understand their meaning (semantics).

We do this through:

  1. The spoken language,
    • Enrichment of vocabulary such as naming objects of the environment, stories, books, poems, songs, classified cards and nomenclatures, sequential stories, and the farm.
    • Language training exercises such as sharing news, conversations, question and sound games.
  1. Written language exercises, such as the sandpaper letters, the movable alphabet, mechanics of writing (sand tray, chalk boards and lined papers) and the metal insets.
  1. Reading activities, through using phonetic and phonogram boxes, puzzle words, command words and classification cards, matching games and reading books.
  1. Learning about the function of words, such as articles, adjectives, conjunctions, prepositions, verbs, adverb games and the continuation of command words.
  1. Reading analysis, such as simple sentences (with extensions) and question and answer exercises.

Mathematics area

Your child moves from simple to more complex activities and isolates one difficulty at a time, making each activity the foundation for the following one. This allows for manipulation and repetition, taking into account the process of learning. This process has three phases: presentation of the activity, the child’s individual work and repetition and verification of the child’s own knowledge.

The activities are divided into major groups of exercises:

  1. Numbers 1 to 10, using number rods, sandpaper numbers, spindle boxes, numbers and counters and the memory game.
  2. The Decimal System, using beads and cards, the function of decimal system, formation of large numbers, collective exercises (addition, subtraction, multiplication and division), stamp and dot game.
  3. Linear Counting & Skip Counting, introducing teens and tens with beads, Seguin board 1 and 2, linear counting 100 and 1000 chain and skip counting.
  4. Memorisation of Essential Number Combinations, using the addition and subtraction snake game, addition and subtraction strip board and charts, multiplication tables with bead bars, multiplication and division board and charts.
  5. Passage to Abstraction, using the short bead frame.
  6. Fractions
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