Gilmour Academy34001 Cedar RoadGates Mills, Ohio 44040(440) 473-8160 PHONE(440) 473-8157 FAXwww.gilmour.org

The Gilmour Academy Montessori Program reflects thephilosophy and teaching methods first established by

Dr. Maria Montessori throughout Europe at the beginningof the 20th century. Having withstood the scrutiny ofresearchers worldwide and the test of time, the MontessoriMethod is a proven educational approach. In the contextof Gilmour’s educational practices for grades K through12, Gilmour’s affiliation with the Coalition for EssentialSchools, and its Holy Cross mission, the Montessori classroom is a natural beginning for a young child entering the Academy.

Children enter our Montessori program at the age ofthree. A certified Montessori teacher guides the child forthe next three years (including kindergarten) in emotional,social, physical, and cognitive development. The teacheruses her training in observation to both teach the childdirectly and guide the child to areas of exploration and discovery through use of the Montessori materials. These materials are aesthetic, self-correcting, child-sized,and authentic – preserving the natural dignity of the child.

Many Montessori students excel academically at thestart, but early accomplishments are not the only goal. A central goal of a Montessori education at GilmourAcademy is cultivating children as peacemakers whobecome self-directed students with the inner discipline andskills to achieve the knowledge they desire. A confidentlearner with well-rounded skills is the natural byproduct ofan environment that respects and serves many personalitiesand fosters different learning styles.

The Montessori materials are designed to produce coordination, concentration, order, and independence within the child. The curriculum is broad and areas ofknowledge overlap just as they do in life. For example,

Megan MarrieDirector of Lower School Admissions

(440) 473-8165

the study of world cultures begins with the teacher showing and describing the solar system, then highlightingthe earth as one of the planets. The teacher then makesdistinctions between the seven continents, followed bysmaller and smaller distinctions. All studies are done withmanipulative, age-appropriate equipment and language.

The Gilmour Academy Montessori Program curriculumis balanced and enriching. It reflects the mission statementof the Academy in developing the intellectual, physical,spiritual, and social aspects of each student. The curriculum includes the following:

• PRACTICAL LIFE: care of self and environment,courtesy, independence, concentration;

• SENSORIAL: refinement of the senses as foundation for intellectual growth;

• MATHEMATICS: enhancing the mathematical mind through sensorial math exercises;

• LANGUAGE: writing preparation and phoneticreading preparation;

• SCIENCE: foundation for botany, zoology, and life science;

• GEOGRAPHY: maps, world cultures, and land and water formations;

• ART: developing skills with various media, studies of fine art;

• MUSIC: daily singing, Montessori bells, and a dance and movement class;

• COMPUTER: basic skills and Montessori-designedsoftware.

Brother Robert Lavelle, C.S.C.Headmaster

Dr. Monica M. VetoDirector of Lower School and

Montessori Preschool Program

PRACTICAL LIFE

The third-year child occasionally returns to the practical life exercises as one would return to an old friend.Characteristically, the third-year child will gravitate to practical life activities after a prolonged period of intenseconcentration in the academic area. Children regeneratethemselves in these soothing daily living activities.

SENSORIAL

The third-year child commonly identifies greater andgreater distinctions and relationships within the basic sensorial materials as corresponding advanced language is introduced. These accomplishments provide positivemodeling for the third-year child and reinforce the child’sself-confidence.

LANGUAGE

According to the child’s readiness, composition of words,phrases, sentences, and stories continues. Exceptions tothe phonetic rules called phonograms are introduced.Sight words called puzzle words are memorized to roundout the three-part Montessori approach to reading thatconsists of phonics, phonograms, and puzzle words. Dr.Montessori explained that the child explodes into readingafter some months of composing words with the movablealphabet. Reading aloud is encouraged. The goal of theMontessori language curriculum is for the child to achieve“total reading” or true comprehension of what is beingshared in terms of the meaning and the feelings of thewriter. Mechanical writing continues to be practiced tomaster proper letter and number formation.

MATHEMATICS

Work with sensorial material and repeated activities buildbasic math concepts at the child’s own pace. In a parallelway, through activity with the material, the child learns the technique of calculation.

GEOGRAPHY

A continuation of cultural studies takes place in the child’sfinal year of Montessori. Repetition with the puzzle maps,cultural folders, flags, and fine arts of other countries deepens the child’s sense of being a citizen of the world.

SCIENCE

The sensorial material has provided the background for the third-year child to recognize classification, contrasts,similarities, and gradations. The refined abilities to see,hear, taste, smell, touch, and feel are most important to the emergent scientist.

ART

After two years of practice of basic art skills (cutting, crayoning, pasting, etc.), the child is prepared to createhis/her own pieces of art using a variety of media. Manyart ideas and techniques are generated by study of themasters throughout history.

MUSIC

During the third year, the children continue to experiencemusic, movement, and rhythm. Through use of the bells,the child can begin to discover the language of music.Third-year children become leaders and teachers of musicand movement, which solidifies their knowledge of themusical world.

THIRD-YEAR CURRICULUM • KINDERGARTEN GILMOUR ACADEMY LOWER SCHOOLCURRICULUM SPECTRUM

MONTESSORI PROGRAM

E d u c a t i n g t h e M i n d a n d H e a r t

MONTESSORI FINAL 10/6/09 8:57 AM Page 1

FIRST-YEAR CURRICULUM • THREE-YEAR-OLD PRE-KINDERGARTEN SECOND-YEAR CURRICULUM • FOUR-YEAR-OLD PRE-KINDERGARTEN

PRACTICAL LIFE

Practical life exercises are the foundation of the development of the child physically, psychologically, andsocially for all they will do in the Montessori classroom.Children trained in practical life exercises experience anobler conception of work – even a love of work – as something essential to the dignity of every human being.

This area is areplica of home life.It puts the child intouch with reality,culture, order,sequence, and completion of activity. The exercises teach thechild how to adaptto the Montessorienvironment and

how to live in harmony with oneself and others. Throughwork with the practical life materials, the child builds thestudy skills necessary for achieving the long-term goals ofthe Montessori curriculum.

SENSORIAL

The sensorial materials isolate each sense in order to aid in the refining of the senses. Many games are presented in which the child is provided with the opportunity tostrengthen memory, develop social skills, and work towardthe ability to abstract. With the sensorial materials, thechildren are introduced to words that can be used toexpress their impressions.

Characteristics of the materials include isolation of quality, isolation of senses, aesthetics, activity/movement,limits, experimentation, social interaction, and advancementfrom concrete to abstract, simple to complex, familiar tounfamiliar.

The movements, activities, and concepts of the sensorial materials, coupled with the practical life exercises, preparethe child for later academics including, reading, writing,and mathematics.

LANGUAGE

The language area explores aspects of culture, geography,history, physical science, and the arts. The child developseagerness and confidence toward ways to communicate.In response to a sensitive period for language, this areaprovides the child with a sensorial approach to study the basics of language. Specific exercises for direct and

indirect introduction to writing prepare the child mentallyand physically for handwriting and reading. Sound games coupled with sandpaper letters further prepare the child.Reading to the children is a cornerstone of the program.

MATHEMATICS

The math area provides the child with the basic tools to grasp mathematics with ease and excitement. Thesequence and sensorial attributes of the materials enablechildren to reach a level of abstraction at their own rate.

GEOGRAPHY

The geography materials and exercises cultivate a sense of animals, people, music, and costumes from all parts ofthe globe. Puzzle maps and familiarity with flags, pictures, and objects from various countries prepare children for themulticultural world that awaits them.

SCIENCE

In 1912, Dr. Montessori wrote that we still belong to natureand that, especially during childhood, we must draw fromit the forces necessary for the development of the bodyand spirit. Nature studies, therefore, are a logical startingpoint. A beginning awareness of basic concepts andvocabulary regarding plants and animals and several simplephysical science explorations sets the foundation for botanyand zoology.

ART

Activities in art prepare the child’smind for aestheticappreciation.Materials focus onbasic skills such as cutting, pasting,and drawing.

MUSIC

Activities in musicprepare the child’smind for aestheticappreciation ofmulticultural andclassical music.Basic exercises explain the musical scale. Movement andsinging facilitate coordination and free expression.

PRACTICAL LIFE

The child in the second year will continue to choose practical life materials with which he/she worked in thefirst year of Montessori. A deepening occurs within thechild in the areas of concentration, coordination, order, anddevelopment of the will. The second-year child now takespleasure in completion of tasks done with greater attentionto details than in previous practice. An inward sense ofaccomplishment and confidence carries over into thebeginning academic exercises of reading and math.

SENSORIAL

Using the sensorial equipment presented in the first year,the child attains greater mastery in the second year throughexercises of greater difficulty such as grading, classifying,and sorting. Discovering finer distinctions of classificationand sorting awakens within children an attention to theirinner and outer worlds. An observant child emerges. This is the foundation for the acquisition of greater skills.

LANGUAGE

Preparation for writing through increased exercises withmetal insets occurs in the second year. Sandpaper lettershelp teach the phonics alphabet as well as the correct formation of each letter. Students practice formation ofletters with chalkboards and later with paper and pencil.According to individual readiness, the child uses the movable alphabet to compose words.

MATHEMATICS

The relationships the child sees through use of the sensorial and practical life material naturally foster the mathematical mind. The second-year child associatesquantities and symbols while the golden beads introducethe child to the decimal system and mathematical operations. According to the readiness of the child, steps are taken toward more abstraction. Using coloredbead material, the child progresses in counting past 100 as well as discovering number relationships.

GEOGRAPHY

The second-year child advances to tracing, coloring, and labeling continents. Through repetition of these exercises,the child absorbs and memorizes the names and placementof the continents. Starting with the child, we advance to

understanding the group, the community, the world, and the universe. Now the child is more conscious of cultural studies.A curiosity aboutthe music, art,food, clothing,and lifestyle of other world communities is apparent in thechild at this time.The in-depthstudies of various culturesfoster an open-mindedness necessary for the peacemakingattitudes sorequired for our global future.

SCIENCE

Children are sensorial explorers and are fascinated withthings that move and grow. Before the children come toschool, they’ve had much experience with nature. Ourgoal is to help them organize these impressions, classifythe world of nature, and provide the language to labelthese impressions. An ecological point of view means to see everything in an interrelated way. We keep this in mind as we slowly go about building a science environment.

ART

The child in the second year attains greater skill in thebasics of cutting, pasting, and modeling images in clay.Painting and sewing exercises of greater difficulty encourageadvanced skills and self-expression. A continued study ofthe masters generates further ideas for the child.

MUSIC

Advanced movement and singing games promote cooperation as well as music skills. Rhythm games increasethe child’s sense of musical timing. More complicatedmusical exercises increase the child’s concentration anddevelopment. The prominent composers are introduced.The children listen to quality classical and multiculturalmusic.

MONTESSORI FINAL 10/6/09 8:57 AM Page 3

FIRST-YEAR CURRICULUM • THREE-YEAR-OLD PRE-KINDERGARTEN SECOND-YEAR CURRICULUM • FOUR-YEAR-OLD PRE-KINDERGARTEN

PRACTICAL LIFE

Practical life exercises are the foundation of the development of the child physically, psychologically, andsocially for all they will do in the Montessori classroom.Children trained in practical life exercises experience anobler conception of work – even a love of work – as something essential to the dignity of every human being.

This area is areplica of home life.It puts the child intouch with reality,culture, order,sequence, and completion of activity. The exercises teach thechild how to adaptto the Montessorienvironment and

how to live in harmony with oneself and others. Throughwork with the practical life materials, the child builds thestudy skills necessary for achieving the long-term goals ofthe Montessori curriculum.

SENSORIAL

The sensorial materials isolate each sense in order to aid in the refining of the senses. Many games are presented in which the child is provided with the opportunity tostrengthen memory, develop social skills, and work towardthe ability to abstract. With the sensorial materials, thechildren are introduced to words that can be used toexpress their impressions.

Characteristics of the materials include isolation of quality, isolation of senses, aesthetics, activity/movement,limits, experimentation, social interaction, and advancementfrom concrete to abstract, simple to complex, familiar tounfamiliar.

The movements, activities, and concepts of the sensorial materials, coupled with the practical life exercises, preparethe child for later academics including, reading, writing,and mathematics.

LANGUAGE

The language area explores aspects of culture, geography,history, physical science, and the arts. The child developseagerness and confidence toward ways to communicate.In response to a sensitive period for language, this areaprovides the child with a sensorial approach to study the basics of language. Specific exercises for direct and

indirect introduction to writing prepare the child mentallyand physically for handwriting and reading. Sound games coupled with sandpaper letters further prepare the child.Reading to the children is a cornerstone of the program.

MATHEMATICS

The math area provides the child with the basic tools to grasp mathematics with ease and excitement. Thesequence and sensorial attributes of the materials enablechildren to reach a level of abstraction at their own rate.

GEOGRAPHY

The geography materials and exercises cultivate a sense of animals, people, music, and costumes from all parts ofthe globe. Puzzle maps and familiarity with flags, pictures, and objects from various countries prepare children for themulticultural world that awaits them.

SCIENCE

In 1912, Dr. Montessori wrote that we still belong to natureand that, especially during childhood, we must draw fromit the forces necessary for the development of the bodyand spirit. Nature studies, therefore, are a logical startingpoint. A beginning awareness of basic concepts andvocabulary regarding plants and animals and several simplephysical science explorations sets the foundation for botanyand zoology.

ART

Activities in art prepare the child’smind for aestheticappreciation.Materials focus onbasic skills such as cutting, pasting,and drawing.

MUSIC

Activities in musicprepare the child’smind for aestheticappreciation ofmulticultural andclassical music.Basic exercises explain the musical scale. Movement andsinging facilitate coordination and free expression.

PRACTICAL LIFE

The child in the second year will continue to choose practical life materials with which he/she worked in thefirst year of Montessori. A deepening occurs within thechild in the areas of concentration, coordination, order, anddevelopment of the will. The second-year child now takespleasure in completion of tasks done with greater attentionto details than in previous practice. An inward sense ofaccomplishment and confidence carries over into thebeginning academic exercises of reading and math.

SENSORIAL

Using the sensorial equipment presented in the first year,the child attains greater mastery in the second year throughexercises of greater difficulty such as grading, classifying,and sorting. Discovering finer distinctions of classificationand sorting awakens within children an attention to theirinner and outer worlds. An observant child emerges. This is the foundation for the acquisition of greater skills.

LANGUAGE

Preparation for writing through increased exercises withmetal insets occurs in the second year. Sandpaper lettershelp teach the phonics alphabet as well as the correct formation of each letter. Students practice formation ofletters with chalkboards and later with paper and pencil.According to individual readiness, the child uses the movable alphabet to compose words.

MATHEMATICS

The relationships the child sees through use of the sensorial and practical life material naturally foster the mathematical mind. The second-year child associatesquantities and symbols while the golden beads introducethe child to the decimal system and mathematical operations. According to the readiness of the child, steps are taken toward more abstraction. Using coloredbead material, the child progresses in counting past 100 as well as discovering number relationships.

GEOGRAPHY

The second-year child advances to tracing, coloring, and labeling continents. Through repetition of these exercises,the child absorbs and memorizes the names and placementof the continents. Starting with the child, we advance to

understanding the group, the community, the world, and the universe. Now the child is more conscious of cultural studies.A curiosity aboutthe music, art,food, clothing,and lifestyle of other world communities is apparent in thechild at this time.The in-depthstudies of various culturesfoster an open-mindedness necessary for the peacemakingattitudes sorequired for our global future.

SCIENCE

Children are sensorial explorers and are fascinated withthings that move and grow. Before the children come toschool, they’ve had much experience with nature. Ourgoal is to help them organize these impressions, classifythe world of nature, and provide the language to labelthese impressions. An ecological point of view means to see everything in an interrelated way. We keep this in mind as we slowly go about building a science environment.

ART

The child in the second year attains greater skill in thebasics of cutting, pasting, and modeling images in clay.Painting and sewing exercises of greater difficulty encourageadvanced skills and self-expression. A continued study ofthe masters generates further ideas for the child.

MUSIC

Advanced movement and singing games promote cooperation as well as music skills. Rhythm games increasethe child’s sense of musical timing. More complicatedmusical exercises increase the child’s concentration anddevelopment. The prominent composers are introduced.The children listen to quality classical and multiculturalmusic.

MONTESSORI FINAL 10/6/09 8:57 AM Page 3

Gilmour Academy34001 Cedar RoadGates Mills, Ohio 44040(440) 473-8160 PHONE(440) 473-8157 FAXwww.gilmour.org

The Gilmour Academy Montessori Program reflects thephilosophy and teaching methods first established by

Dr. Maria Montessori throughout Europe at the beginningof the 20th century. Having withstood the scrutiny ofresearchers worldwide and the test of time, the MontessoriMethod is a proven educational approach. In the contextof Gilmour’s educational practices for grades K through12, Gilmour’s affiliation with the Coalition for EssentialSchools, and its Holy Cross mission, the Montessori classroom is a natural beginning for a young child entering the Academy.

Children enter our Montessori program at the age ofthree. A certified Montessori teacher guides the child forthe next three years (including kindergarten) in emotional,social, physical, and cognitive development. The teacheruses her training in observation to both teach the childdirectly and guide the child to areas of exploration and discovery through use of the Montessori materials. These materials are aesthetic, self-correcting, child-sized,and authentic – preserving the natural dignity of the child.

Many Montessori students excel academically at thestart, but early accomplishments are not the only goal. A central goal of a Montessori education at GilmourAcademy is cultivating children as peacemakers whobecome self-directed students with the inner discipline andskills to achieve the knowledge they desire. A confidentlearner with well-rounded skills is the natural byproduct ofan environment that respects and serves many personalitiesand fosters different learning styles.

The Montessori materials are designed to produce coordination, concentration, order, and independence within the child. The curriculum is broad and areas ofknowledge overlap just as they do in life. For example,

Megan MarrieDirector of Lower School Admissions

(440) 473-8165

the study of world cultures begins with the teacher showing and describing the solar system, then highlightingthe earth as one of the planets. The teacher then makesdistinctions between the seven continents, followed bysmaller and smaller distinctions. All studies are done withmanipulative, age-appropriate equipment and language.

The Gilmour Academy Montessori Program curriculumis balanced and enriching. It reflects the mission statementof the Academy in developing the intellectual, physical,spiritual, and social aspects of each student. The curriculum includes the following:

• PRACTICAL LIFE: care of self and environment,courtesy, independence, concentration;

• SENSORIAL: refinement of the senses as foundation for intellectual growth;

• MATHEMATICS: enhancing the mathematical mind through sensorial math exercises;

• LANGUAGE: writing preparation and phoneticreading preparation;

• SCIENCE: foundation for botany, zoology, and life science;

• GEOGRAPHY: maps, world cultures, and land and water formations;

• ART: developing skills with various media, studies of fine art;

• MUSIC: daily singing, Montessori bells, and a dance and movement class;

• COMPUTER: basic skills and Montessori-designedsoftware.

Brother Robert Lavelle, C.S.C.Headmaster

Dr. Monica M. VetoDirector of Lower School and

Montessori Preschool Program

PRACTICAL LIFE

The third-year child occasionally returns to the practical life exercises as one would return to an old friend.Characteristically, the third-year child will gravitate to practical life activities after a prolonged period of intenseconcentration in the academic area. Children regeneratethemselves in these soothing daily living activities.

SENSORIAL

The third-year child commonly identifies greater andgreater distinctions and relationships within the basic sensorial materials as corresponding advanced language is introduced. These accomplishments provide positivemodeling for the third-year child and reinforce the child’sself-confidence.

LANGUAGE

According to the child’s readiness, composition of words,phrases, sentences, and stories continues. Exceptions tothe phonetic rules called phonograms are introduced.Sight words called puzzle words are memorized to roundout the three-part Montessori approach to reading thatconsists of phonics, phonograms, and puzzle words. Dr.Montessori explained that the child explodes into readingafter some months of composing words with the movablealphabet. Reading aloud is encouraged. The goal of theMontessori language curriculum is for the child to achieve“total reading” or true comprehension of what is beingshared in terms of the meaning and the feelings of thewriter. Mechanical writing continues to be practiced tomaster proper letter and number formation.

MATHEMATICS

Work with sensorial material and repeated activities buildbasic math concepts at the child’s own pace. In a parallelway, through activity with the material, the child learns the technique of calculation.

GEOGRAPHY

A continuation of cultural studies takes place in the child’sfinal year of Montessori. Repetition with the puzzle maps,cultural folders, flags, and fine arts of other countries deepens the child’s sense of being a citizen of the world.

SCIENCE

The sensorial material has provided the background for the third-year child to recognize classification, contrasts,similarities, and gradations. The refined abilities to see,hear, taste, smell, touch, and feel are most important to the emergent scientist.

ART

After two years of practice of basic art skills (cutting, crayoning, pasting, etc.), the child is prepared to createhis/her own pieces of art using a variety of media. Manyart ideas and techniques are generated by study of themasters throughout history.

MUSIC

During the third year, the children continue to experiencemusic, movement, and rhythm. Through use of the bells,the child can begin to discover the language of music.Third-year children become leaders and teachers of musicand movement, which solidifies their knowledge of themusical world.

THIRD-YEAR CURRICULUM • KINDERGARTEN GILMOUR ACADEMY LOWER SCHOOLCURRICULUM SPECTRUM

MONTESSORI PROGRAM

E d u c a t i n g t h e M i n d a n d H e a r t

MONTESSORI FINAL 10/6/09 8:57 AM Page 1