Last week we welcomed FMS families and guests for a parent education workshop called, Beyond Preschool; an overview of the Kindergarten and Primary School Programs at FMS.
Families were fascinated and impressed on the night, and eager to learn more.
The summary below is provided for all families – existing and potential – to discover the wonders of an authentic Montessori Primary school education, and the benefits for children during and after their school years…
You can watch the full video replay of this event here.
Erica Huber, our Assistant Principal, opened the presentation with an overview of Dr Montessori’s remarkable achievements and her vision for education: one that is rooted in peace, purpose, and potential.
The presentation went on to address the 4 most common areas of parent interest or concern in relation to Kindergarten & Primary School in a Montessori setting. We hope discussion that follows answers your questions too!
- Montessori vs. Mainstream Education
- Cosmic Education – what is it?
- Curriculum and Assessments
- Transition to High School
Montessori vs. Mainstream Education
Erica explained the key contrasts between Montessori education and mainstream education, focusing on child-centred learning, individual learning journeys, hands-on materials, and the importance of self-regulation and creativity.
Child-Centered Learning: Erica explained that Montessori education is child-centered, with the child as the active agent in their learning, compared to the teacher-centered approach in mainstream education.
Individual Learning: Montessori education recognises that each child learns differently, offering personalised lessons based on developmental needs and interests, unlike the same curriculum for all in mainstream education.
Hands-On Materials: Erica highlighted the use of tactile, beautiful materials in Montessori education to make abstract concepts concrete, contrasting with the paper-based learning in traditional schools.
Self-Regulation: Montessori education emphasises self-regulation of behaviour through social problem-solving skills like compromise and negotiation, as opposed to external behavior management in mainstream settings.
Prepared Environment: Erica discussed the concept of the prepared environment in Montessori classrooms, emphasising the importance of a calm, orderly, and beautiful space that supports children’s independence and learning.
Calm and Orderly: Erica described how Montessori classrooms are designed to be calm, orderly, and beautiful, creating an environment that supports children’s independence and learning.
Materials and Layout: Erica explained that everything in the classroom, from the height of the shelves to the materials on display, is designed to support the child’s independence and learning.
Control of Error: Many Montessori materials are self-correcting, allowing children to engage in self-assessment and build confidence and independence.
Mixed Age Groups: Erica highlighted the benefits of mixed age groups in Montessori classrooms, where older students take on mentoring roles and younger students gain exposure to advanced models of learning and behavior.
Mentoring Roles: Older students in Montessori classrooms naturally step into mentoring roles, helping younger students and building their own confidence and leadership skills.
Family-Like Dynamic: Mixed age groups create a family-like dynamic where younger students gain daily exposure to more advanced models of learning and behavior.
Intrinsic Motivation: The desire to be seen as a leader fuels intrinsic motivation in older students to act responsibly and care for others.
Continuity and Belonging: Children remain in the same class for a full three-year cycle, supporting lasting relationships, trust, and a sense of belonging.
Teacher’s Role: In Montessori classrooms, the teacher acts as an observer and guide, preparing the space for the child to thrive rather than being the center of attention.
Cosmic Education – what is it?
Erica introduced the concept of Cosmic Education in Montessori primary years, where children learn about their place in the universe through impressionistic stories and integrated lessons across subjects.
Five Great Lessons: She described the five great lessons in cosmic education, which include the coming of the universe, the coming of life, the coming of human beings, the story of language, and the story of numbers.
Interconnected Learning: Cosmic Education integrates lessons across subjects, helping children understand the interconnectedness of life and their place in the universe.
Curiosity and Reverence: The impressionistic stories in cosmic education are designed to inspire curiosity and reverence, encouraging children to explore details and ask questions.
Stewardship: Cosmic Education fosters a sense of stewardship in children, encouraging them to take responsibility for themselves, each other, and the Earth.
Forestville Montessori Kindergarten Program
Denice explained the unique kindergarten program at the school, emphasising the importance of leadership responsibilities for five-year-olds as the children remain in the 3-6 (age) environments. To accommodate their growing interest in socialisation, we bring them together for specialist subjects: PDHPE, Music and Gardening.
We also introduce visits to the 6-9 classroom for Visual Arts and Japanese lessons. FMS kindergarten students enjoy cooking lessons in the 9-12 classroom.
The sport program is a combination of off-site sport including tennis, gymnastics and swimming, with onsite sports such as martial arts and gross motor skill development. This is provides a slow, gentle exposure to different teachers.
Leadership Responsibilities: Denice emphasised that five-year-olds in the kindergarten program are given leadership responsibilities, which they love and take seriously.
Primary Visits: Kindergarten children are gradually introduced to the primary environment through visits for subjects like Japanese and art, preparing them for the transition to primary school.
Curriculum Exceeds Standards: Denice mentioned that the kindergarten curriculum exceeds the NSW Education Standards Authority (NESA) standards, with children often performing above expected levels in areas like counting and reading.
Forestville Montessori Primary Classroom Snapshot
Erica provided a snapshot of a day in the Montessori primary classroom, detailing the structure of foundation work, work diaries, and the blend of independent and group activities.
Foundation Work: Erica explained that foundation work includes handwriting, spelling, math, and a language choice, which are essential skills that underpin future learning.
Work Diaries: Children use work diaries to plan, reflect, and take ownership of their time, recording their daily goals, completed work, and reflections.
Independent and Group Activities: The primary classroom includes a blend of independent work and small group lessons in the morning, with more group activities in the afternoon.
Follow-Up Work: Follow-up work allows children to explore concepts further through activities like building models, conducting research, and creating timelines.
Transition to High School
Erica and Genevieve addressed the transition from Montessori primary years to high school, highlighting the skills and confidence children develop in Montessori education that prepare them for future academic challenges.
Parent Insights: Genevieve Lang shared her personal experiences as a Montessori parent, emphasising the benefits of Montessori education in fostering independence, responsibility, empathy, and time management skills in her children.
Inclusion and Empathy: Denice, Genevieve and Erica discussed the importance of inclusion and empathy in Montessori classrooms, where children with learning needs are supported and integrated into the community. This helps them transition more easily into the High School dynamic.
Technology Integration: Erica addressed the integration of technology in Montessori education, explaining the focus on handwriting and fine motor skills in the early years and the introduction of typing programs in the 9-12 age group.
Addressing Lack of Interest: Denice and Erica explained how Montessori educators address lack of interest in learning by observing children, redirecting their focus, and creating engaging activities that align with their interests.
Supporting Learning Needs: Denice and Erica discussed how Montessori education supports children with learning needs through individualised lessons, purposeful movement, and a prepared environment that accommodates different learning styles.
