Curriculum

Curriculum Overview

Curriculum by Subject

Curriculum by Class

Studio Arts

Music Performance

Summer School

Curriculum Overview, continued

Preparing Children for the World of Tomorrow

Our course of study is an integrated, thematic approach that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. This integrated approach is one of Montessori’s great strengths. As an example, when our students study the ancient Greeks in world history, they also read Homer in world literature. As they read Shakespeare, they study the Elizabethan period and attend performances of Shakespeare. Literature, the arts, history, social issues, political science, economics, science, and the study of technology all complement one another in our curriculum.

Our course of study is rigorous and innovative. Although we offer a warm, supportive academic atmosphere, we set a high standard of achievement for the quality of thought, work, and mastery of content and skills.

Most classes involve considerable library and field research. In preparation for college, we consciously teach students how to develop effective work habits and test-taking strategies.

Our goal is to produce students who are recognized for their character, leadership, and academic achievements.

An Environment for Learning

Surroundings have a great deal to do with the creation of an atmosphere of learning. Our classrooms are our students’ homes away from home and we strive to make them as attractive and comfortable as possible. They are warm, colorful rooms filled with plants, animals, art, music, and books.

Our Montessori classrooms tend to fascinate both children and their parents. There are interest centers filled with intriguing learning materials, fascinating mathematical models, maps, charts, fossils, historical artifacts, computers, scientific apparatus, and perhaps a small natural science museum and animals that the children raise. Montessori classrooms are commonly referred to as prepared environments. This name reflects the care and attention that is given to creating a learning environment that will reinforce the children’s independence and intellectual development. You will not find rows of desks in our classrooms. The rooms are set up to facilitate student discussion and stimulate collaborative learning. One glance and it is clear that our children feel comfortable and safe. Students will typically be found scattered around the classroom, working alone or with one or two others. They tend to become so involved in their work that visitors are immediately struck by the peaceful atmosphere. It may take a moment to spot the teachers within the environment. They will be found working with one or two children at a time, advising, presenting a new lesson, or quietly observing the class at work.

Young children are naturally curious and want to work with everything they can get their hands on. They absorb concepts and skills from their surroundings and peers almost through osmosis. Provide them with a challenging atmosphere and intriguing learning materials, and children will spontaneously investigate what they are and how they work. Learning can and should be as natural as breathing.

Students of every age level learn best through hands-on experience, not simply by listening to their teacher’s explanations. They need opportunities to learn by trial and error and discovery. They need time to practice and apply new skills and knowledge. They need to be carefully coached.

Rather than present students with loads of right answers, we ask the right questions and lead them to discover the answers for themselves. Learning becomes its own reward, and each success fuels a desire to discover even more.

We encourage students to do their own research, analyze what they have found, and come to their own conclusions. Our goal is to lead students to think for themselves and become actively engaged in the learning process!

In Montessori, students learn not to be afraid of making mistakes. They quickly find that few things in life come easily, and they can try again without fear of embarrassment.

We help students set increasingly high goals for themselves, so that they can take pride in the quality of their growing skills and knowledge. We want them working right up to the very limit of their abilities. Success in school is directly tied to the degree that children believe in themselves as capable and independent human beings. If they knew the words, even very young children would ask: “Help me learn to do it myself!” As we allow students to develop a meaningful degree of independence and self-discipline, we also set a pattern for a lifetime of good work habits and a sense of responsibility. Our students take pride in doing things for themselves carefully and well.

Independence does not come automatically as we grow older; it must be learned. In Montessori, even very small children can learn how to tie their own shoes and pour their own milk. At first, shoelaces turn into knots and milk ends up on the floor. However, with practice, skills are mastered and the young child beams with pride. To experience this kind of success at such an early age is to build up a self-image as a successful person. This leads one to approach the next task with confidence.

As our students develop, they learn all sorts of everyday living skills, such as cleaning, sewing, cooking, planning parties, decorating a room, arranging flowers, and gardening. We build many opportunities into our curriculum for our students to gain hands-on experience.

We teach our older students more advanced skills such as typing, note-taking, doing simple repairs around the house, earning spending money, planning their own outings, caring for animals, using public transportation, managing a budget, and maintaining a checkbook.

Children are capable of amazing things. With guidance and kindness, they can develop depth of character and values.

Grace and courtesy are vital, everyday living skills that children need in this world. Young people do not automatically understand and accept that we all have responsibilities to other people. They have to learn how to handle the new situations that they will face as they become increasingly independent. Most importantly, they need to develop a social conscience and a clear sense of values.

We consciously teach our students ethics and interpersonal skills from age two through graduation. Even the youngest child is treated with dignity and respect. As a close-knit community, students at the Renaissance School grow up in an atmosphere of warmth, safety, and mutual trust.

Our youngest children constantly see others working courteously with one another. Their natural tendency is to do the same. They quickly learn that they may not interfere with someone else’s work unless asked to join. They learn to walk through the room calmly, to speak politely to friends, and to clean up after themselves. While they may work alone or with friends, they may not disturb others. Over the years, our students learn to accept more responsibility and to handle themselves in a wide variety of situations. Learning how to live and work together with others in a peaceful and caring community is, to us, the most critical life skill that we can give your son or daughter.

Learning How to Learn

Young children are naturally curious and want to work with everything they can get their hands on. They absorb concepts and skills from their surroundings and peers almost through osmosis. Provide them with a challenging atmosphere and intriguing learning materials, and children will spontaneously investigate what they are and how they work. Learning can and should be as natural as breathing.

Students of every age level learn best through hands-on experience, not simply by listening to their teacher’s explanations. They need opportunities to learn by trial and error and discovery. They need time to practice and apply new skills and knowledge. They need to be carefully coached.

Rather than present students with loads of right answers, we ask the right questions and lead them to discover the answers for themselves. Learning becomes its own reward, and each success fuels a desire to discover even more.

We encourage students to do their own research, analyze what they have found, and come to their own conclusions. Our goal is to lead students to think for themselves and become actively engaged in the learning process!

In Montessori, students learn not to be afraid of making mistakes. They quickly find that few things in life come easily, and they can try again without fear of embarrassment.

We help students set increasingly high goals for themselves, so that they can take pride in the quality of their growing skills and knowledge. We want them working right up to the very limit of their abilities. Success in school is directly tied to the degree that children believe in themselves as capable and independent human beings. If they knew the words, even very young children would ask: “Help me learn to do it myself!” As we allow students to develop a meaningful degree of independence and self-discipline, we also set a pattern for a lifetime of good work habits and a sense of responsibility. Our students take pride in doing things for themselves carefully and well.

Independence does not come automatically as we grow older; it must be learned. In Montessori, even very small children can learn how to tie their own shoes and pour their own milk. At first, shoelaces turn into knots and milk ends up on the floor. However, with practice, skills are mastered and the young child beams with pride. To experience this kind of success at such an early age is to build up a self-image as a successful person. This leads one to approach the next task with confidence.

As our students develop, they learn all sorts of everyday living skills, such as cleaning, sewing, cooking, planning parties, decorating a room, arranging flowers, and gardening. We build many opportunities into our curriculum for our students to gain hands-on experience.

We teach our older students more advanced skills such as typing, note-taking, doing simple repairs around the house, earning spending money, planning their own outings, caring for animals, using public transportation, managing a budget, and maintaining a checkbook.

Children are capable of amazing things. With guidance and kindness, they can develop depth of character and values.

Grace and courtesy are vital, everyday living skills that children need in this world. Young people do not automatically understand and accept that we all have responsibilities to other people. They have to learn how to handle the new situations that they will face as they become increasingly independent. Most importantly, they need to develop a social conscience and a clear sense of values.

We consciously teach our students ethics and interpersonal skills from age two through graduation. Even the youngest child is treated with dignity and respect. As a close-knit community, students at the Renaissance School grow up in an atmosphere of warmth, safety, and mutual trust.

Our youngest children constantly see others working courteously with one another. Their natural tendency is to do the same. They quickly learn that they may not interfere with someone else’s work unless asked to join. They learn to walk through the room calmly, to speak politely to friends, and to clean up after themselves. While they may work alone or with friends, they may not disturb others. Over the years, our students learn to accept more responsibility and to handle themselves in a wide variety of situations. Learning how to live and work together with others in a peaceful and caring community is, to us, the most critical life skill that we can give your son or daughter.