One of the first goals is to develop in the very young child a strong and realistic sense of independence and self-reliance. Along with love and a stable environment, this is the child’s greatest need.

This area of the curriculum focuses on developing skills that allow the child to effectively control and deal with the social and physical environment in which he lives. There is a growing pride in being able to “do it for myself.” Practical life begins as soon as the child enters the school.

Practical Life activities continue logically so that older children in Primary learn such practical tasks as:
Caring for animals Caring for young children
Cooking simple meals Taking care of oneself
Working with tools Sewing
Making simple repairs Gardening

These are exercises in perception, observation, fine discrimination, and classification that play a major role in helping our children to develop their sense of logic and concentration.

They begin at age 3 and are a major area of concentration typically through to the age of 5.

 

Pre-Primary Level children:

 

Discrimination of length, width, and height
Discrimination of volume
Discrimination in multiple dimensions
Discrimination among color tones
Discrimination among geometric shapes for shape and relative size
Discrimination among solid geometric shapes by sight and touch
Solving of complex abstract puzzles in three dimensions
Discrimination of intensity and nature of sounds
Discrimination among musical tones
Discrimination of texture by touch
Discrimination of weight
Discrimination of scents

 

Which, in the Primary students, lead to exercises such as:

 

Precise observation of the natural world
Culinary discrimination
Artistic appreciation
Architectural appreciation
Musical appreciation

The Montessori classroom involves children of varying ages. This results in an environment that is stimulating, challenging and non-competitive, permitting each child to be comfortable to proceed at a pace that is safe yet challenging to him or her.

With the use of specially designed Montessori material, exposure to stories, books and carefully chosen stimuli, the child will be prepared to commence the task of learning to read as soon as that interest is first expressed.

The Montessori method successfully nurtures this period of explosion into language, which develops the young child’s vocabulary, reading skills and command of the language.

At Samskrithi Academy, we teach reading by using a phonetic approach. Montessori material is carefully designed to aid in this process. Each lesson is introduced using apparatus, which appeals to the young child’s interest in tactile experience. As each concept is increasingly understood, the process becomes more abstract until the child has fully absorbed the work.

This method has been highly acclaimed and successful in the teaching of reading. As soon as the child commences reading, we begin spelling activities, which reinforce comprehension.

Our reading curriculum involves the following tasks:

Reading Curriculum

INTRODUCTION TO NON-PHONETIC SOUNDS
(I.E., LONG VOWELS, BLENDS, DIAGRAPH)
READING BOOKS CONTAINING NON-PHONETIC WORDS DICTATION OF WORD LISTS TO REIFORCE COMPREHENSION
INTRODUCTION TO
PHONETIC SOUNDS
FORMING AND READING SMALL 3, 4 AND 5 LETTER PHONETIC WORDS READING BOOKS CONTAINING ALL PHONETIC MATERIAL
COMPLETING WRITTEN PAPERWORK, WHICH REINFORCES COMPREHENSION SPELLING OF ALL WORDS AS THEY BEGIN TO READ DICTATION OF WORD LISTS TO REINFORCE COMPREHENSION FORMING AND READING NON-PHONETIC WORDS

 

Samskrithi Academy has devised its own reading scheme, which pulls together many strands of successful schemes.

Primary Curriculum

Our primary curriculum proceeds towards more challenging reading material starting with reading and spelling of words that contain irregularities and further study of the complexities of the English language.

Reading Skill Involves

CREATIVE WRITING SKILLS READING SPECIALLY SELECTED BOOKS ON TOPICS THAT INTERST CHILD USE OF LIBRARY AND REFERENCE BOOKS FOR BOTH RESEARCH AND PLEASURE
INTERPRETIVE READING FOR COMPREHENSION AT INCREASING LEVELS OF DIFFICULTY FORMING AND READING SMALL 3, 4 AND 5 LETTER PHONETIC WORDS DICTIONARY SKILLS

The Montessori approach recognizes that reading skills and handwriting skills do not develop at the same rate. However, once the child has developed the fine motor skills necessary for pencil control, we begin the work on printing. (Age 3) Eventually the two areas of study: Reading & Writing do work together to complete the Language Arts portion of our curriculum.

Through the use of specific apparatus, the children are given the opportunity to prepare his or her fine motor skills as a preparation for the task of printing.

Traditional emphasis on penmanship is stressed at Samskrithi Academy Montessori School. Children are encouraged to take pride in their printed/written work. The following course of study is followed from Pre-School through to Primary levels.

Hand Writing
PREPARATORY ACTIVITIES USING SPECIALIZED MONTESSORI APPARATUS DEVELOPS FINE MOTOR SKILLS LEADING TO PENCIL CONTROL SANDPAPER LETTERS ACTIVATE CHILD’S MUSCULAR MEMORY IN THE CORRECT FORMATION OF THE PRINTED LETTER
TRACING LETTERS WITH THE USE OF PENCIL AND PAPER COPYING LETTERS PROGRESSING INTO COPYING OF WORDS FREEHAND PRINTING CALLIGRAPHY
PRINTING ON LINED PAPER AND UNDERSTANDING FINE-TUNING LETTER FORMATION CURSIVE WRITING IS INTRODUCED WHEN PRINTING TECHNIQUE HAS BEEN MASTERED
WORD PROCESSING AND USE OF THE COMPUTER TO TRANSFER THE PRINTED WORKS AND DEVELOP COMPUTER SKILLS

Our children are typically introduced to numbers by age 3. Each piece of Montessori apparatus serves a specific function in the step-by-step learning process that is so successful. This provides the understanding of math through a ‘hands-on’ approach to learning.

Once the lessons are understood in this concrete manner, lessons become increasingly abstract until the mathematical concepts are fully absorbed by the child. The development of this stage leads to movement toward pencil and paper problems.

Pre-Primary Curriculum

NUMBERS 1-10
understanding quantity and recognition of symbols 1-10
DECIMAL SYSTEM
Recognition of units, tens, hundreds & thousands using gold bead material understanding quantities of numbers 1-9,999 relating symbols and quantities 1-9,999 exchanging equivalent quantities of units for tens, tens or hundreds.DICTATION OF WORD LISTS TO REIFORCE COMPREHENSIONREADING BOOKS CONTAINING ALL PHONETIC MATERIALREADING BOOKS CONTAINING ALL PHONETIC MATERIAL
CONCEPT OF ODD AND EVEN
TEENS
Understanding quantity and recognition of symbols 11-19
SKIP COUNTING
Counting 2’s, 10’s, etc. using Bead Material
LINEAR COUNTING
Relationship between quantities and symbols using Thousand Chain
ADDITION
(Commencing age 14 using Gold bead material and continuing into more abstract methods) addition tables, complex addition without changing, complex addition with changing, memorization of addition facts
MULTIPLICATION
Multiplication tables, complex multiplication involving changing units into tens, etc. memorization of multiplication facts.
COUNTING
by Rate and 1-100 beyond
MEASUREMENT
Concepts (including time, money, mass etc.)
PRINTING NUMBERS
Tracing, copying, freehand
CLOCK READING
Introduction

Development and reinforcement of the previous groundwork in Mathematics continues into the Primary Curriculum.

Again, the concrete to abstract method is employed using manipulative materials suited to each task. A small selection of work is identified below.

Primary Curriculum

DIVISION
Introduction of concept of division, long division development toward pencil & paper problems
MULTIPLICATION
Development into long multiplication using complex apparatus, memorization of multiplication facts, progress to abstract work with paper & pencil problems
PROBLEM SOLVING
involving tens of thousands, hundreds of thousands and millions
SUBTRACTION
Simple and complex problems
STUDY OF FRACTIONS
Names, symbols, equivalencies, common denominators,
simple addition, multiplication,
division and subtraction
COMPUTING SQUARES & CUBES OF NUMBERS
Cubes & squares of binomials and trinomials
STUDY OF DECIMAL FRACTIONS
all four mathematical operations
READING OF THE CLOCK
Review and further study
BASIC DATA GATHERING GRAPH READING AND PREPARATION, STATISTICAL ANAYSIS
MONEY
Units, history, equivalent sums, foreign currencies (units and exchange)
INTEREST

Concrete to abstract, principle, rate and time, real life problems

MISSING SIGN PROBLEMS
In a given situation, should you add, divide, subtract or multiply?
CALCULATING SQUARE & CUBE ROOTS
INTRODUCTION TO EQUATIONS
solving problems involving parentheses, i.e., (3×4) – (2×9) =?
HISTORY
Of mathematics and its application in science, engineering, technology and economics

Our primary curriculum proceeds towards more challenging reading material starting with reading and spelling of words that contain irregularities and further study of the complexities of the English language.

PREPERATORY LESSONS FOR GEOMETRY

  • SENSORIAL EXPLORATION OF PLANE AND SOLID SHAPES
  • STAGE I: BASIC GEOMETRIC SHAPE IDENTIFICATION
  • STAGE II: MORE ADVANCED PLANE GEOMETRIC SHAPES, I.E., TRIANGLES, POLYGONS, VARIOUS RECTANGLES AND IRREGULAR FORMS
  • STAGE III: INTRODUCTION TO SOLID GEOMETRIC FORMS AND THEIR RELATIONSHIP TO PLANE GEOMETRIC SHAPES
  • STUDY OF BASIC PROPERTIES AND DEFINITIONS OF GEOMETRIC SHAPES

Primary level children continue this study as follows:

  • Study of Nomenclature, Characteristics, Measurement and Drawing of the Geometric Shape.
  • Points, Line, Angle, Surface, Solid, Properties of Triangles, Circles, etc.
  • Congruence, Similarity, Equality and Equivalence.
  • History of Application of Geometry.
  • Theorem of Pythagoras.
  • Calculation of Area and Volume.

Puzzle Maps

These are specially made maps in the forms of intricate, colour coded, wooden jigsaw puzzles representing the Continents, Countries of the World and The British Isles.

Water & Land Formations

Specially designed 3 dimensional apparatus, study of island, isthmus, peninsula, strait, bay, lake, cape, archipelago.

Transference to Maps

introduction to written names and forms of maps, study of flora, fauna, landscapes and people of the continents.

Maps & Compass

Longitude & latitude, co-ordinate position on the globe, the Earth’s poles, magnetic poles, history and use of the compass, topographic maps, global positioning satellite devices, electronic charts.

Introduction to Humankind’s Search to Understand How Earth Was Formed

From creation stories to evidence of contemporary scientific research , origins, geologic forces, formations of oceans and atmosphere, continental drift and tectonic plates, volcanoes, earth quakes, ice age, formation of mountain ranges.

Study of Coasts and Land Relief’s

Hills, mountain ranges, volcanoes, valleys, plains, etc. their formation, animal life, and effect on people.

Study of Hydrosphere

Ocean, rivers, lakes, the water cycle.

Study of Countries

Flags, boundaries, food, climate, traditional dress, houses, cities, stamps, coins, foods, art, music history.

Study of Regions

Culture, natural resources of United Kingdom, geography, climate, flora & fauna, rivers & lakes, capitals, people etc.

Detailed Study of One Nation at a Time

All aspects of a nation are considered.

The Pre-Primary curriculum includes the following:

PRE-PRIMARY CURRICULUM

DEFFERANTIATION
between living and non-living things
DEFFERANTIATION
between animals and plants; basic characteristics
OBSERVATION
of animals in nature
BIOLOGICAL PARTS
of flowers root systems, trees
ANTHOMY
features of common animals
BOTANY
identifying, naming, and labeling the parts of plants, trees, leaves, roots, flowers
ZOOLOGY
identifying, naming, and labeling the external parts of human beings, insects, fish, birds, and other animals
FAMILIES OF THE ANIMAL KINGDOM identification and classification of animals into the broad families. Introduction to the basic characteristics, life-styles, habitats, and means of caring for young of each family in the animal kingdom
INTRODUCTION TO ECOLOGY habitat, food chin, adaptation to environment and climate, predator, prey relationships, camouflage, and other body adaptations of common animals

 

Primary Curriculum involves more fieldwork and research:

PRIMARY CURRICULUM

ADVANCED ELEMENTARY BIOLOGY STUDY the names and functions of different forms of leaves, flowers, seeds, plants, and animals ADVANCED STUDY OF PLANTS IN CLASS, GREENHOUSE/GARDEN experimenting with soil, nutrients, light, etc
STUDY OF INTERNAL PARTS OF VERTEBRATES limbs, body coverings, lungs, heart, skeleton, and reproduction
MORE ADVANCED STUDY OF ANIMAL KINGDOM classification by class and phyla THE PLANT KINGDOM study of the major families of plant life on the Earth classification by class & phyla.
INTRODUCTION TO CHEMISTRY the three states of matter, basic atomic theory, how elements are created through stellar fusion, elements and compounds, Mendel’s table of the elements, basic molecular theory: building atomic models, physical and chemical changes, research into the elements and continued study of the periodic table, introduction to chemistry lab experiments
PREPARING STATISTICS preparing and analyzing all sorts of graphs and data displays LIFE CYCLES water, oxygen, carbon dioxide, and nitrogen INTRODUCTION TO PHYSICAL SCIENCES geology and mineralogy, meteorology, astronomy and cosmology, elementary physics: light, electricity, magnetic fields, gravity, mass