INTERNATIONAL SCHOOL
Greenleaves Montessori belongs to the IB World Schools, which share a common philosophy: a commitment to a rigorous, quality international education that we believe is important for our students, encouraging them to achieve their academic and personal goals, leading them not only to excel in their studies, but also in their personal growth.
Being part of an IB education offers a transformative experience for students, teachers and school communities as a whole, and achieves excellent results because it offers an interesting, relevant, stimulating and meaningful education.
At Greenleaves Montessori, when we talk about PYP, we are talking about the primary education program, from 3 to 12 years old. It is a coherent educational program whose main objective is to develop in students a love for constant learning.
The students who attend the PYP are children who enjoy investigating, generating their own learning and developing skills that will allow them to live in an increasingly internationalized world.
Through the development of student Agency, children are empowered to be aware of their own actions, to be responsible for their academic and personal lives, and to put into practice the new knowledge they acquire.
The PYP has five essential elements:
In turn, it focuses on the development of the whole child and his or her capacity for inquiry, both at Greenleaves Montessori School and in the world at large This is achieved because the PYP:
The PYP invites the entire Greenleaves Montessori educational community to truly belong to a true learning community. Where, through the attributes of the IB community profile, we seek to share a wide range of human capacities and responsibilities that embrace the holistic growth of the person.
To this end, the personal, intellectual, emotional and social growth of each person is taken into account in an individual way and attending to their own characteristics and needs.
The IB community profile has as a priority objective to help the international society to generate values of respect, solidarity and critical spirit.
PROFILE The attributes that make up the IB community profile are:
Thanks to the communion that exists between the PYP and the Montessori philosophy, at Greenleaves Montessori we are committed to accompanying our children in their interests, questions and theories about themselves and the world around them.
Through the cycle of uninterrupted work inquiry, students have the opportunity to generate their own learning and follow up on their interests in an autonomous, responsible and respectful way with themselves, their classmates and the environment. Thus generating a harmonious space to carry out their daily work.
Throughout all stages of the PYP, each student is the principal agent of his or her own learning and the learning of others. In both Montessori and the PYP, the student is seen as an individual with the capability to optimize achievement to reach their potential.
When a child feels self-confident, he then stops seeking adult approval at every step.” Maria Montessori.
The teaching function is not limited to generating materials, spaces and strategies that allow free mobility and freedom of action for educational purposes, but the teachers are personal companions for each of the children in the development of socioemotional management. This close and personal guidance develops a feeling of belonging, community awareness and meeting children´s own as well as other people´s personal needs.
Inquiry, the fundamental driving force of the Montessori educational concept and the PYP, recognizes that students are the creators of knowledge through the satisfaction of their interests and needs.
This spirit of inquiry is stimulated by developing a prepared environments prepared to satisfy the need for learning and adaptes to the characteristics of each child in order to eliminate any boundaries that may stand in the way of the freedom to learn.
“Any unnecessary help is an obstacle for development.” Maria Montessori
Through 6 transdisciplinary themes an integral inquiry of the human being is accompanied. These transdisciplinary themes offer lines of inquiry that allow a coherent development of the curriculum throughout the PYP. Each transdisciplinary theme encompasses an area of relationship with human beings:
Who we are:
An inquiry into the nature of being; our convictions and values; personal, physical, mental, social and spiritual health; human relationships, including our families, friends, communities and cultures; our rights and responsibilities; what it means to be a human being.
Where we are in space and time:
An inquiry into our spatial and temporal orientation; our personal life experiences; our homes and journeys; humanity’s discoveries, explorations, and migrations; the relationships between individuals and civilizations and their interrelationship, from local and universal perspectives.
How we express ourselves:
An inquiry into the ways in which we discover and express our nature, our ideas, feelings, culture, convictions and values; the ways in which we reflect on, expand and enjoy our creativity; the way we appreciate the aesthetic value of things.
How the world works:
An inquiry into nature and its laws; the interaction between nature (the physical and material world) and human societies; the way humans use their understanding of scientific principles; the effect of scientific and technological advances on society and the environment.
How we organize ourselves:
An inquiry into the interrelationship of systems and communities created by humans; of the structure and function of organizations; decision making in societies; economic activities and their impact on humans and the environment.
How we share the planet:
An inquiry into our rights and responsibilities as we strive to share finite resources with other people and other living things; communities and the relationships between and amongst them; equal opportunities; peace and conflict resolution.
Through recognition and the objective to foster students’ diverse abilities (physical, social, intellectual, aesthetic, and cultural), teachers ensure that learning is engaging, relevant, challenging, and meaningful.
Transdisciplinary learning in PYP conveys learning that has relevance between, across and beyond subjects and transcends the boundaries that limit them to connect with what is real in the world.
It is a fundamental belief of PYP that, for early childhood and elementary students, the continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to expand their knowledge about the world.
They are based on the holistic development of students to maximize their physical, emotional and intellectual capacities.
Greenleaves Montessori belongs to the IB World Schools, which share a common philosophy: a commitment to a rigorous, quality international education that we believe is important for our students, encouraging them to achieve their academic and personal goals, leading them not only to excel in their studies, but also in their personal growth.
Being part of an IB education offers a transformative experience for students, teachers and school communities as a whole, and achieves excellent results because it offers an interesting, relevant, stimulating and meaningful education.
At Greenleaves Montessori, when we talk about PYP, we are talking about the primary education program, from 3 to 12 years old. It is a coherent educational program whose main objective is to develop in students a love for constant learning.
The students who attend the PYP are children who enjoy investigating, generating their own learning and developing skills that will allow them to live in an increasingly internationalized world.
Through the development of student Agency, children are empowered to be aware of their own actions, to be responsible for their academic and personal lives, and to put into practice the new knowledge they acquire.
The PYP has five essential elements:
In turn, it focuses on the development of the whole child and his or her capacity for inquiry, both at Greenleaves Montessori School and in the world at large This is achieved because the PYP:
The PYP invites the entire Greenleaves Montessori educational community to truly belong to a true learning community. Where, through the attributes of the IB community profile, we seek to share a wide range of human capacities and responsibilities that embrace the holistic growth of the person.
To this end, the personal, intellectual, emotional and social growth of each person is taken into account in an individual way and attending to their own characteristics and needs.
The IB community profile has as a priority objective to help the international society to generate values of respect, solidarity and critical spirit.
PROFILE The attributes that make up the IB community profile are:
Thanks to the communion that exists between the PYP and the Montessori philosophy, at Greenleaves Montessori we are committed to accompanying our children in their interests, questions and theories about themselves and the world around them.
Through the cycle of uninterrupted work inquiry, students have the opportunity to generate their own learning and follow up on their interests in an autonomous, responsible and respectful way with themselves, their classmates and the environment. Thus generating a harmonious space to carry out their daily work.
Throughout all stages of the PYP, each student is the principal agent of his or her own learning and the learning of others. In both Montessori and the PYP, the student is seen as an individual with the capability to optimize achievement to reach their potential.
When a child feels self-confident, he then stops seeking adult approval at every step.” Maria Montessori.
The teaching function is not limited to generating materials, spaces and strategies that allow free mobility and freedom of action for educational purposes, but the teachers are personal companions for each of the children in the development of socioemotional management. This close and personal guidance develops a feeling of belonging, community awareness and meeting children´s own as well as other people´s personal needs.
Inquiry, the fundamental driving force of the Montessori educational concept and the PYP, recognizes that students are the creators of knowledge through the satisfaction of their interests and needs.
This spirit of inquiry is stimulated by developing a prepared environments prepared to satisfy the need for learning and adaptes to the characteristics of each child in order to eliminate any boundaries that may stand in the way of the freedom to learn.
“Any unnecessary help is an obstacle for development.” Maria Montessori
Through 6 transdisciplinary themes an integral inquiry of the human being is accompanied. These transdisciplinary themes offer lines of inquiry that allow a coherent development of the curriculum throughout the PYP. Each transdisciplinary theme encompasses an area of relationship with human beings:
Who we are:
An inquiry into the nature of being; our convictions and values; personal, physical, mental, social and spiritual health; human relationships, including our families, friends, communities and cultures; our rights and responsibilities; what it means to be a human being.
Where we are in space and time:
An inquiry into our spatial and temporal orientation; our personal life experiences; our homes and journeys; humanity’s discoveries, explorations, and migrations; the relationships between individuals and civilizations and their interrelationship, from local and universal perspectives.
How we express ourselves:
An inquiry into the ways in which we discover and express our nature, our ideas, feelings, culture, convictions and values; the ways in which we reflect on, expand and enjoy our creativity; the way we appreciate the aesthetic value of things.
How the world works:
An inquiry into nature and its laws; the interaction between nature (the physical and material world) and human societies; the way humans use their understanding of scientific principles; the effect of scientific and technological advances on society and the environment.
How we organize ourselves:
An inquiry into the interrelationship of systems and communities created by humans; of the structure and function of organizations; decision making in societies; economic activities and their impact on humans and the environment.
How we share the planet:
An inquiry into our rights and responsibilities as we strive to share finite resources with other people and other living things; communities and the relationships between and amongst them; equal opportunities; peace and conflict resolution.
Through recognition and the objective to foster students’ diverse abilities (physical, social, intellectual, aesthetic, and cultural), teachers ensure that learning is engaging, relevant, challenging, and meaningful.
Transdisciplinary learning in PYP conveys learning that has relevance between, across and beyond subjects and transcends the boundaries that limit them to connect with what is real in the world.
It is a fundamental belief of PYP that, for early childhood and elementary students, the continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to expand their knowledge about the world.