Elementary from 6 to 12 years old
The environment in the Elementary is structured by keeping in mind the following table:
| Elementary (Development of own identity) |
|---|
| First Grade (1st Primary) |
| Third Grade (3rd Primary) |
| Fourth Grade (4th Primary) |
| Fifth Grade (5th Primary) |
| Sixth Grade (6th Primary)) |
| Sixfth Grade (6º Primaria) |
| Elementary (Help me to think for myself) |
|---|
| Lower elementary From 6 to 9 years old 2 Montessori guides per group 15 students per teacher |
| Upper elementary From 9 to 12 years old 2 Montessori guides per group 15 students per teacher |
Based on these indicators, a workshop day would be as follows:
| WORK PROGRAM |
|---|
| 9:00 a 12:00 – Uninterrupted Work Cycle |
| 12:00 a 12:30 – Meeting point (present a project, resolve a problem, Positive discipline dynamics) |
| 12:30 a 13:00 – Jolly Phonics |
| 13:00 a 13:45 – Playtime |
| CREATIVE PROGRAM |
| 13:45 a 15:00 – Lunch time and Relax time |
| 15:00 a 16:00 – Music, robotics, sport and art… |
Work program
Our work program has two key moments for the development of children:
On an intellectual level, at Elementary, children immerse themselves in the curriculum through the five great lessons, thus initiating the concept of cosmic education, favoring moments in which to question themselves about the creation of the universe, life on earth, the history of humanity, the creation of writing and numbers.
Through these stories, children will awaken interest in learning and developing projects that satisfy their need for research.
Taking advantage of these moments, in the environment of Elementary, the acquisition of content is promoted through uninterrupted work cycles where the teaching-learning process will be designed according to the individual study plan that the Montessori Guides carry out monthly for each child.
It is, therefore, active learning spaces based on concentration and the empowerment of executive brain functions (complex mental activities, necessary to plan, organize, guide, review, regulate and evaluate the behavior necessary to adapt effectively to the environment and to achieve goals).
The work cycle will be developed through the following pedagogical areas:
- Advanced practical life
- Language, writing and literature (American and Spanish)
- Mathematics
- Culture: History and geography
- Sciences: Zoology, botany, matter and astronomy
- Health Sciences
- Art
- Music
- Experiments
At Elementary, each child is the protagonist of their learning, with their own personal journal that will help them keep a visual track of their academic progress.
The use of this tool allows, periodically, both the Guides and the Pedagogical Coach of the center to meet with each child to study their study plan and proceed with the pertinent modifications.
Working in this way, we encourage children to always be motivated and interested in learning, equipping them with life skills that will help them in their professional future.
On an emotional-behavioral level: Every day we spend a certain time working on positive discipline dynamics within the meeting point.
These dynamics are intended to help children feel important (adult-child connection rather than correction), teach valuable life skills (respect, ability to solve problems, participation, responsibility …), learn from the logical and natural consequences of their actions…
Creative program
During the second part of the school day, complementary activities are developed to consolidate the so-called soft skills (communication skills, decision-making capacity and conflict resolution, teamwork, creativity and critical thinking).
These activities are the following:
- Music
- Robotics
- Sport
- Art
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