Our Programs
Our programs provide your child with the opportunity to learn at their own pace, with specialised materials in a calm, nurturing and stimulating environment.
Transition Group
Enrolment limited to 15 students with 3 Educators
Half Day Session: 9:00 am – 11:45 am
Full Day Session: 9:00 am – 3:30 pm
This program is held every day of the week.
Children are required to attend a minimum of two days per week. Children are permitted to attend morning sessions until the term before they are due to move into the preschool room
Before and after school care sessions are available from 8:00am – 9:00am and 3:30pm until 4:00pm if required.
The program is designed as a gentle introduction to preschool life where the child may be apart from their caregiver for the first time.
The program is structured with an emphasis on children choosing and completing their own activities independently. An inside work period is followed by outside play. Music and movement are an important part of this program also.
Parents are encouraged to adopt Montessori practices with their children at home.
Preschool Program
Enrolment limited to 25 students with 3 Educators
This program is held Monday to Friday
Full Day Session: 9:00 am – 3:30 pm
In preschool it is compulsory to attend a minimum of 2 sessions.
Before and after school care sessions are available from 8:00am – 9:00am and 3:30pm until 4:00pm if required.
The preschool program builds on the foundation of the transition program. Children are greeted individually and begin work freely, either alone, with friends or with one on one interactions from the educators. Snack time is on offer throughout the morning, when they feel hungry. The children assist in the clean up of the room before joining circle time.
The circle time consists of greeting songs, calendar songs, group discussion, group games and music. The children are free to choose whether to engage in indoor or outdoor experiences. During their work period children choose from the 5 main Montessori classroom curriculum areas: practical life area, sensorial area, numeracy area , cultural area and literacy area. They often begin in the practical life and sensorial areas where they refine their independent living skills using activities to sort and classify, as well as refining their fine motor skills with the activities of spooning, tongs and tweezers.
Teachers will introduce the language, mathematical and cultural materials to them as they show interest in these areas.
Montessori always adopts a concrete approach, for example, we introduce the sandpaper letters before moving on to areas like word building and reading.
The Montessori curriculum is rich, varied and stimulating and at the centre educators follow the children’s interests and plan a focus study each term to enable children to explore areas in depth.
Extension Program
This program is offered to children in preparation for school. Children are invited to join the group when they show a readiness and are due to start school within four terms.
Extension group experiences are offered every afternoon.
The program has a strong emphasis on working together as a group, brainstorming ideas, extending experiences based around the terms focus topic and building on listening and turn taking skills. Literacy skills are enhanced throughout the program.
Mathematical concepts are also covered, for example, patterns, sorting, number, shape and measurement using arbitrary measures. Scientific concepts are often included in our units of work.
The extension program assists children in further developing fine motor skills for example, scissor cutting, gluing and correct pencil grip.
The goal of early childhood education should be to activate the child’s own natural desire to learn.
The education of even a small child, therefore, does not aim at preparing him for school, but for life.
The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
When children come into contact with nature, they reveal their strength.
The greatest sign of success for a teacher… is to be able to say, ‘The children are now working as if I did not exist.’
Play is the work of the child.
To assist a child, we must provide him with an environment which will enable him to develop freely.
The child, making use of all that he finds around him, shapes himself for the future.
Education cannot be effective unless it helps a child to open up himself to life.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
The senses, being the explorers of the world, open the way to knowledge.
The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
What the hand does the mind remembers.