In Montessori schools, each learning experience for the child involves many areas of knowledge, for children tend to integrate their learning rather than separate it into "subjects". Language studies, vitally important because the comprehension of all other areas depends on linguistic skills, build on the Montessori preschoolers' understanding of phonics and grammar, and leads naturally to reading, creative writing, and drama. Mathematics combines arithmetic, algebra, and geometry into a system where each complements the other. In the cultural area, as children are involved in understanding the story of the whole universe, they can engage in research and special studies in biology, geology, geography and history. Second language acquisition is most easily absorbed by younger children. Allegro Montessori provides twice weekly Core French from 5 years upward.
 Recreational activities emphasize physical exercise indoors and outdoors, team game skills, and attitudes of cooperation and mutual acceptance.
Maria Montessori believed that human development is incomplete without the explicit influences of the spiritual. Allegro therefore offers a multi-cultural studies program respecting the beliefs of all children and their families.
Allegro Montessori considers the arts essential for a truly creative, disciplined and enriched human life. The children discover the music within themselves by song and movement. They are encouraged to express themselves with a wide variety of instruments, artistic materials and dramatic presentations.
The Classroom
 Children of the elementary years have remarkable intellectual powers which are enhanced by educational resources and by the adults around them. In the tradition of Montessori schools, Allegro aims to provide a rich environment in which children can pursue their interests with freedom, asking for guidance where necessary.
A well-qualified and sensitive adult, the director, demonstrates the use of materials which stimulates their activity. The director presents lessons on a regular basis, offering individual help as necessary.
Having children of several ages in one classroom creates an excellent learning milieu. The children do their work alone or in groups, the older often assisting the younger.
Goals and Objectives
Allegro Montessori Elementary is dedicated to the education and nurturing of the child within the Montessori philosophy. The class consists of children of the ages corresponding to elementary Division One, about 6- 10 years at present. The School receives children already accustomed to being independent, self-motivated learners and encourages them to use their maturing reason and will to become highly productive and skilled individuals, cooperative with others, and appreciative of the world in which they live.
The Montessori curriculum aims not only at preparing children to perform at grade level, but to achieve at the highest level to which they themselves aspire. Therein lies its distinguishing feature:
The curriculum follows the child and not the other way around.
Admission Requirements
- minimum age of 5 ½ years
- previous Montessori preschool experience of 2 or more years
- developmentally ready, as assessed through an interview
Admission Procedure
- Forward inquiries to the school at 931-4000 or email us
- Classroom observation will be arranged for you
- An interview will be held with parent,child and director
- A minimum 2 day trial attendance will be arranged for the child.
Extended Day Care Program
Allegro Montessori offers an extended day program from 7:45 a.m. to 8:45 a.m. and 3:30 p.m. to 5:30 p.m. This is offered on a regular or pre-arranged casual basis. Registration and fees are in addition to school tuition. Please direct all inquiries to the Office.
Language
Language studies are vitally important because the comprehension of all other areas depends on linguistic skills. Yet language is integrated into the entire Montessori curriculum, and its treatment as a separate subject comes primarily when the child needs a particular clarification on special points. These points center around spelling, grammar, word study, punctuation, capitalization and penmanship. The main experience in reading and writing comes through the child's work in other areas of the curriculum, such as geography, history, and so on.
Because children have different cognitive styles, they are given different resources for learning to read. Once reading is mastered, the child is directed toward quality literature and poetry and into self-expression through creative writing.
Mathematics
 The Montessori materials not only support but enrich the Saskatchewan curriculum. The use of concrete and symbolic materials with built-in error control develops sound mathematical skills and leads children to make their own abstractions.
As elsewhere in Montessori education, experience with tangible materials comes first, then the naming, the symbolic representation or written symbol. After each of these elements are studied in turn, they are associated with one another. In the Montessori mathematics curriculum, this sequence is referred to as quantity, symbol and association.
 Many of the materials used in the preschool are also present in the elementary classroom and hands on use continues as each new process is presented with the materials so that the children proceed from sensorial experience to abstraction in a series of steps carefully constructed so that they are able to make their own discoveries and abstractions. As a result, the children are provided with an internalized understanding of process as well as great pleasure in their understanding of mathematics.
Geometry
 Learning geometry in a Montessori environment parallels the historical development of the subject. Geometry begins as a concrete experience with abstraction following at a later time. The Montessori student follows the same sequence, beginning with sensorial experience through manipulation of both plane and solid geometric figures. The geometry materials invite creative activity that involves two and three dimensional construction of forms, artistic drawings and ornamentation.
As much geometric nomenclature is used as the child is able to assimilate, so that the child will have information and vocabulary at his or her command when at the stage of exploring "how" and "why". If an elementary child has had no previous Montessori experience, the sensorial experience in geometry is made available to that child as soon as possible in the elementary classroom.
Social and Physical Sciences
The Montessori classroom integrates social studies and the sciences as they are integrated in life. There are, therefore, no sharp distinctions or lines of demarcation among the areas included in these subjects when they are studied in the elementary environment. Some of the subject areas incorporated under this broad heading are: anthropology, biology, botany, chemistry, economics, geography, geology, history, physics, politics, sociology and zoology.
The overlapping and integration among subject areas are very evident. For instance, history in the Montessori classroom follows the development of the solar system, life on earth, the beginning of humankind, early civilizations and then recorded history. The study of geography shows the child how the physical configurations of the earth contribute to history. In turn, geography becomes the basis for the study of economic geography and an appreciation of the interdependence of all peoples.
The first science experiments are designed to give the child the knowledge fundamental to the understanding of the solar system, the earth and its physical characteristics, life on earth, and the needs of plants, animals and humanity.
The Montessori Human Relations Curriculum is an organizing center for the "cultural" subjects, especially geography and history. It is introduced as early as possible in the elementary program.
 The classic Montessori chart, "Fundamental Needs of Humankind", is intended to evoke the children's curiosity and discussion in the areas of material or concrete needs (food, clothing, housing, transportation) and spiritual or abstract needs (culture, religion, love, adornment). Discussion helps children understand that the needs of people are the same in all places of the earth and in all times of history. Children can come to understand the fundamental similarity among all people and the variety of ways in which they meet their essential needs. Classroom visitors, field trips and a range of special projects enrich the elementary children's understanding of the social and physical sciences.
French
A qualified teacher offers regular French language instruction to all elementary students. The emphasis is on the development of aural skills through conversation, songs and games.
Art
The classroom director aids the children to develop skills in order that they may creatively express themselves through various media. Art is both expression for its own sake and also an integrating factor for the rest of the curriculum. For instance, the child may choose to make geometrical drawings, geographical maps, or illustrations for history, botany, literature, and so on. The media explored in the elementary environment includes painting, sculpture, print making, carving, weaving and other textile arts.
Over a period of time, there is a study of the historical development of artistic expression. As the child matures, art is seen in relation to the socio-cultural context- to architecture, literature, religion, politics, music, inventions and exploration.
Music
As in the preschool, the Kodaly method forms the basis of music education in the elementary class. The first simple melodic, rhythmic and movement vocabulary progresses gradually toward the complex. As in the entire Montessori approach, the actual experience os followed by the naming process: making music of followed by theory studies, ear training and dictation. In the same way as Montessori preschool language activities result in "total reading" for the elementary child, earlier musical foundations enable children to enter into the realms of critical listening, music reading and composition during the elementary years.
The children and members of the community are invited to share their various musical talents with the class throughout the year.
Physical Education
Recreational activity includes outdoor physical exercise in all seasons. The children engage in building team game skills such as ball-handling, running, catching and so on. There is an emphasis on developing attitudes of cooperation and mutual acceptance, along with the challenge to compete with oneself rather than competing with others. The school gym is available to the elementary class on a regular basis.
Religious Studies
According to Maria Montessori herself, human development is incomplete without the explicit influence of the spiritual. The elementary religious studies program emphasizes the community of humankind. Guest presentations on religious/cultural traditions help the children acquire an appreciation for the richness and diversity of our spiritual heritage. The religious beliefs of all children and their families are respected at all times. On occasion Allegro Montessori has received consultative and enrichment services from the Saskatoon Centre for Ecumenism.
Themes, Circles and Field Trips
Themes are an integral part of the Elementary program as they involve many areas of the curriculum and are selected from the children's own interests. They provide an opportunity for the students to work cooperatively at their own level of expertise. Compiling research and setting goals for a public presentation at open circle time is a real life skill. Circle time involves parents in the children's education as they enthuse, congratulate and question these multifaceted displays of work.
 Just as the preschool classroom provides a prepared environment for young children when they are ready to leave the security of home, so the elementary child, now ready to leave the classroom, is taken out to experience the world about us. Field trips include visits relative to current studies in the classroom such as museums, art galleries, zoos, places of worship, retail outlets and farms.
Computer Work
Computer work, beginning with keyboard skills, is initiated when children enter the elementary program. One or two computers in the classroom environment make the practicing of this skill available for the children's choice, just as are all other parts of the curriculum. The computers are used for learning Math facts, keyboard fingering skills and word processing.
Back to top |
