Programme de nos cours du mercredi en anglais

Vous trouverez ci-dessous le programme de nos cours du mercredi qui auront lieu en anglais. Ces cours seront ouverts à tous les enfants de 4 ans à 12 ans. Ils seront animés par nos professeurs d’anglais sous la direction de Svetlana qui a réalisé ce planning dans le parfait respect de la pédagogie Montessori qui est appliquée dans notre établissement, le Lycée Montessori International de Bailly.

Les enfants y étudieront tout ce qui concerne les pays où les habitants parlent l’anglais.

Chaque mercredi, les thèmes seront étudiés au travers

• de travaux artistiques,
• du développement sensoriel,
• de la vie pratique
• de lectures,
• de travaux d’écriture (pour ceux pour qui cela est possible),
• de projets,
• de beaucoup d’oral
• et bien sûr toutes ces activités auront pour but d’introduire le plus de vocabulaire possible et sera adapté au niveau de chacun.

Les cours seront bien sûr organisés autour du matériel Montessori qui sera à la disposition des enfants.

Ces cours auront lieu de 8 h 30 à 16 h 30 pour la journée entière. Pour la demi-journée, les horaires seront de 8 h 30 à 12 h 30 ou de 13 h 30 à 16 h 30.

Le tarif est de 38 € par mercredi toute la journée, et 25 € la demi-journée. Il est impératif de s’inscrire pour un trimestre entier. Ces cours ont lieu bien sûr en dehors des vacances scolaires.

Les places seront limitées et une priorité sera donnée aux élèves de l’école mais seront également ouvertes aux enfants n’étant pas scolarisés dans notre établissement.

Pour les inscriptions, envoyez moi un mail à sylviedesclaibes@gmail.com ou à jpstefansen@orange.fr.

Sylvie d’Esclaibes

CULTURE AND TRADITIONS IN ENGLISH SPEAKING COUNTRIES

CURRICULUM FRAMEWORK PLANNING MANUAL

I semester

“We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.” (Maria Montessori, Education for a New World, p. 69)

Dear parents,

I’m pleased to present to you the Montessori Curriculum Framework for Culture and traditions in English speaking countries adopted by the Board of Primary and Elementary Education.

This Framework merges the Common Core State Standards for Culture learning in Language education with additional Montessori standards and other features.

These prekindergarten to grade 6 (4 to 12 y.o.) standards are based on research and effective practice, and will enable teachers and administrators to strenthen curriculum, instruction, and assessment.

This Curriculum Framework is organized by the following semester clusters :

• I semester – Culture and traditions in the UK ;
• II semester – Culture and traditions in Canada and Australia ;
• III semester – Culture and traditions in the USA. Each lesson is devided into the three Montessori principles of organising the environment : Language Arts, Practical Life, Sensorial Activities.

Throughout Language Arts work, Montessori students are introduced to the rules of human communication through writing before reading, word studies, work with the Montessori Grammar Boxes, as well as beginning logical sentence analysis. The goal in our curriculum is not to teach grammar but to give a concrete representation and foster a love of the function of words.

The purpose and aim of Practical Life is to help the child gain control in the coordination of his movement, and help the child to gain independence and adapt his society. It is therefore important to ‘Teach teaching, not correcting’ (M . Montessori) in order to allow the child to be a fully functional member in his own society. Practical Life Exercises also aid the growth and development of the child’s intellect and concentration and will in turn also help the child develop an orderly way of thinking. Our Practical Life Activities include such creative exercises as planting, cooking, baking, gardening, sewing, taking care of animals, modeling and etc.

The Sensorial Activities are used to develop and heighten the awareness of the child’s senses. Through repetition, the Montessori child is able to differentiate between the slightest differences and variations in the world around him. They isolate one specific sense at a time, maximizing its refinement. The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Our Sensorial Activities are aimed to develop such senses as : visual sense (word puzzles), chromatic sense (color tablets), stereognostic sense (activities with yeys closed), tactile sense (sandpaper tablets, fabric swatches), thermic sense (thermic tablets), baric sense (baric tablets), auditory sense (silence game), olfactory sense (scent bottles), gustatory sense (food tasting).

Sincerely,

Lana Bekerman,

Ph.D English Education Administrator

ATHENA MONTESSORI INTERNATIONAL SCHOOL