Language is the foundation upon which we build all other elementary studies. We present the child with the practical tools for encoding and decoding words, sentences, and paragraphs, yet it is never seen as an isolated exercise. With a more sophisticated level of language comes greater refinement in its use. While students continue to benefit from concrete experiences with concepts in grammar and mechanics, they explore the study of language as an on-going creative process of research, ideas, and imagination.

• Phonics

• Word study

• Grammar

• Language mechanics

• Handwriting and fine motor skills

• Writing

• Research skills

• Reading and literature for understanding

• Elements of literature

• Major genres

• Prose, poetry, plays

• Folk tales, legends, myths

• Newspapers and current events

• Sayings, phrases, idioms

• Oral reading

• Oral language

As students transition from Lower to Upper Elementary, they will experience a sense of familiarity with most of the manipulatives and be introduced to new ones. Once they internalize a specific math concept, they can then move on to abstract problem-solving. In addition to the manipulatives, we use Montessori Made Manageable, which is a sequential set of worksheets that cover the elementary program math curriculum. They are used for both classwork and homework in a supplementary nature, along with various textbooks and workbooks that complement specific concepts and skills. Traditionally, the study of geometry is undertaken in later years as an abstract series of rules, theorems, and propositions. Dr. Maria Montessori saw geometry as firmly rooted in reality and built a curriculum for Lower Elementary students that uses concrete, sensorial experimentation, leading students to concepts through their own creative research. Although sophisticated in content, geometry at the Upper Elementary Level continues to be well-grounded in concrete experiences with manipulative materials. In this way, etymology is discovered, relationships and concepts are explored and researched, and the child's conclusions serve as a basis for theorems, proofs, and formulas.

The use of mathematics arose thousands of years ago as a tool to meet a fundamental need for order, and as a practical aid in daily life situations. Only later ruled applied. Students use materials to work toward the abstraction of math concepts, naturally formulating rules and formulas themselves. Traditionally, the study of mathematics starts with the rules, and the drills follow. According to the Montessori method, the rules are points of arrival, not departure. Through the student's own effort, the internalization of abstract concepts is achieved.

Reading and writing numbers

• Ones, tens, hundreds, thousands, millions, billions

• Comparing numbers

• Greater than, less than

• Introduction to estimation

Rounding

• Ones, tens, hundreds, thousands, millions, billions

Addition

Static addition

• Stamp game

• Bead frame

• Without materials

• Estimation

• Word problems

Dynamic addition

• Stamp game

• Bead frame

• Without materials

• Estimation

• Word problems

MultiplicationStatic multiplication

• Stamp game

• Bead frame

• Checkerboard

• Without materials

• Estimation

• Word problems

Dynamic multiplication

• Stamp game

• Bead frame

• Checkerboard

• Without materials

• Estimation

• Word problems

Geometric multiplication

• Powers of numbers

• Ten to the power 1-6

• Powers of two cube

• Explore powers

• Exponential notation

Multiples

• One set of multiples 1-6

• More than one set of multiples

• Least common multiple

DivisionStatic Division

• Without materials

• Estimation

• Word problems

Divisibility

• By two

• By four and five

• By 25

• By nine

Dynamic division

• Test tubes

• Without materials

• Estimation

• Word problems

Problem-solving/word problems

• One step

• Two-step

• Multiple-step

Factors

• Greatest common factors

• Factor trees

• Prime factors

Fractions

• Equivalence

• Simplifying

• Changing improper fractions to mixed numbers and vice versa

• Adding like denominators

• Subtracting like denominators

• Adding and subtracting mixed numbers with like denominators

• Adding with different denominators

• Subtracting with different denominators

• Multiplying fractions

• Multiplying mixed numbers

• Dividing fractions

• Dividing mixed numbers

ProbabilityDecimalsReading/writing decimals tenths-billionths

• Decimal board and cards

• Without materials

Addition

• With decimal board

• Without materials

• Word problems

Subtraction

• With decimal board

• Without materials

• Word problems

Multiplication

• Geometric multiplication

• Without materials

• With materials

• Word problems

Division

• Without materials

• Word problems

Changing decimals to fractions and fractions to decimalsPercentages

• Fraction to decimal

• Decimal to percent

• Percent to fraction

• Word problems

Integers

• Number line

• Negative snake addition

• Negative snake subtraction

• Comparing Integers

• Rules for functions

• Word problems

Ratio

• Concept, language, and notation

• Ratios as an indicated division

• Problem-solving with ratios

Proportion

• Concept, language, and notation

• Cross multiplication

• Problem-solving using proportion

Introduction to algebra

• Concept of the equation, balancing equations

• Isolating the unknowns

• Order of operations

• Word problems

The Upper Elementary Science curriculum is based on the Full Optic Science System. FOSS is a hands-on approach to science that is compatible with the Montessori philosophy and motivates and stimulates curiosity. Students learn to think scientifically by investigating, experimenting, gathering data, organizing results, and drawing conclusions based on their actions and observations. Follow-up questions to weekly experiments motivate students to think about new ideas and help them realize connections to other areas of study. Recall questions inspire them to remember information. Integrating questions teaches them to process information. Open-ended questions enable them to infer, create, and solve problems. Thematic questions help them realize connections between scientific ideas and processes. In addition to these FOSS modules, students study both environmental and ecological science in preparation for a four-day overnight trip to Nature's Classroom.

Life Science

• Environments

• Food and nutrition

• Human body

• Nature's Classroom experiential field trip

Physical Science

• Physics of sound

• Magnetism and electricity

• Levers and pulleys

• Mixtures and solutions

Earth Science

• Solar energy

• Landforms

• Nature's Classroom experiential field trip

Scientific Reasoning and Technology

• Variables

• Measurement

• Models and design

All Upper Elementary students take Spanish. The Spanish program is designed to enable students to speak and write their basic thoughts and questions in a second language. The curriculum utilizes a combination of speaking, writing, and activities that are often based on music, art, or Total Physical Response. Students learn to express themselves in a second language environment that promotes confidence and creativity.

Upper Elementary Focus:

• Conversation

• Verb tenses

• Basic writing skills

• Games and interactive activities

Papillon Montessori presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips, and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies. Each level delves into the year's subject according to its appropriate developmental capabilities.

Year One: Ancient CivilizationsThe school-wide question is: "How and why were ancient civilizations created?"

The Upper Elementary focus is:

• "Why does oral tradition exist?"

• "Why did some civilizations thrive and some fail?"

• "How did religion shape civilization?"

• "How did social structures shape civilization?"

• "What makes an ancient civilization ancient?"

• "What can we infer from the artifacts we find?"

• "What inventions were created to improve the life styles of early cultures?"

Year Two: American CivilizationThe school-wide central question is: "How and why has American civilization changed?

The Upper Elementary focus is:

• "What does it mean to be an American?"

• "How has immigration influenced and changed American civilization?"

• "What events have changed America?"

• "How have the ideas of peace and freedom shaped democracy?"

• "How has war shaped and changed democracy?"

• "Do heroes and heroines impact our lives?"

Year Three: World CivilizationsThe school-wide central question is: "How and why do world civilizations connect?"

The Upper Elementary focus is:

• "How are cultures around the world similar and different?"

• "What cultural challenges might one face as a guest or host?"

• "How do people from different cultures tell stories?"

• "How are various countries governed?"

• "Can world civilizations coexist in peace?"

• Physical geography

• Political geography

Geography

• Physical geography

• Political geography

• Economic geography

All Papillon Montessori sports curriculum units include stretching, running, basic movements, and games. Students participate in skill-building games focusing on team building, learning individual strengths and areas for development, self-discipline, coordination, balance, endurance, sportsmanship, overall fitness, and skill-building for specific sports. Students are introduced to a variety of games and exercises, throwing and catching, relay races, obstacle courses, and drills. They also learn the fundamentals of soccer, basketball, and flag football, developing the ability to scrimmage and play games.

The music curriculum combines individual and group work with work designed to appeal to a variety of learning styles. This directly relates to our philosophy of enhancing the Montessori philosophy with other innovative methods. The music curriculum also offers significant opportunities to build community through our numerous performances, field trips, and assemblies. Upper Elementary focus:

• Memorization of longer-form songs and multi-part harmony

• Creating own compositions for voice, instruments, and groups

• More advanced drama exercises and art and music integration

Papillon Montessori presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips, and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies. Each level delves into the year's subject according to its appropriate developmental capabilities.

The ultimate goal of the Papillon Montessori Movement Arts program is to assist all children along the path of a lifetime of physical fitness, which aligns with our holistic mission. The benefits of this journey are many: health, longevity, positive body image, improved overall self-esteem, and increased energy and concentration in all areas. All students from toddler to middle school participate regularly in Movement Arts classes and activities. Movement Arts at Papillon Montessori embraces the philosophy of the school as a whole. The program, at each level, is responsive to the needs and interests of the children, and the ultimate goal is the joyful discovery of movement and its benefits, both physical and psychological. Papillon Montessori Movement Arts seeks to benefit ALL children, not just those with a particular interest or talent in this area. Volumes have been written about the connection between body image and overall self-esteem, as well as the dangers of introducing children to competitive sports at an early age. Care is taken to keep the emphasis on fitness and fun, as opposed to individual superiority of skills.

Upper Elementary Focus

• Advanced locomotor and axial movement skills

• Yoga fundamentals

• Creative self-expression through dance and movement and composition

• Group dynamics in team activities

• Basic movement analysis

Community ServiceWe believe that service beyond the classroom promotes respect and awareness beyond our global community. All elementary students participate in school-wide projects. Physical Skills

• Coordination of fine motor and gross movements

• Balance and exactness of movement

• Sensory awareness

• Respect and Care of Environment

• Indoor environment

• Caring for plants and animals

• Caring for the classroom and coat areas

• Food preparation

• Recycling

Outdoor environment

• Ecology

• Planting

Grace, courtesy, and etiquette

• Extending kindness and empathy to others

• Sharing and taking turns

Independence

• Care of self

• Health and safety

• Nutrition and food preparation

• Time management skills

• Organizational skills

• Problem-solving

• Time management

Students practice these life skills by coming to lessons prepared and keeping track of both class and homework assignments.

We believe that service beyond the classroom promotes respect and awareness beyond our global community. All elementary students participate in school-wide projects.

Language is the foundation upon which we build all other elementary studies. We present the child with the practical tools for encoding and decoding words, sentences, and paragraphs, yet it is never seen as an isolated exercise. With a more sophisticated level of language comes greater refinement in its use. While students continue to benefit from concrete experiences with concepts in grammar and mechanics, they explore the study of language as an on-going creative process of research, ideas, and imagination.

• Phonics

• Word study

• Grammar

• Language mechanics

• Handwriting and fine motor skills

• Writing

• Research skills

• Reading and literature for understanding

• Elements of literature

• Major genres

• Prose, poetry, plays

• Folk tales, legends, myths

• Newspapers and current events

• Sayings, phrases, idioms

• Oral reading

• Oral language

As students transition from Lower to Upper Elementary, they will experience a sense of familiarity with most of the manipulatives and be introduced to new ones. Once they internalize a specific math concept, they can then move on to abstract problem-solving. In addition to the manipulatives, we use Montessori Made Manageable, which is a sequential set of worksheets that cover the elementary program math curriculum. They are used for both classwork and homework in a supplementary nature, along with various textbooks and workbooks that complement specific concepts and skills. Traditionally, the study of geometry is undertaken in later years as an abstract series of rules, theorems, and propositions. Dr. Maria Montessori saw geometry as firmly rooted in reality and built a curriculum for Lower Elementary students that uses concrete, sensorial experimentation, leading students to concepts through their own creative research. Although sophisticated in content, geometry at the Upper Elementary Level continues to be well-grounded in concrete experiences with manipulative materials. In this way, etymology is discovered, relationships and concepts are explored and researched, and the child's conclusions serve as a basis for theorems, proofs, and formulas.

The use of mathematics arose thousands of years ago as a tool to meet a fundamental need for order, and as a practical aid in daily life situations. Only later ruled applied. Students use materials to work toward the abstraction of math concepts, naturally formulating rules and formulas themselves. Traditionally, the study of mathematics starts with the rules, and the drills follow. According to the Montessori method, the rules are points of arrival, not departure. Through the student's own effort, the internalization of abstract concepts is achieved.

Reading and writing numbers

• Ones, tens, hundreds, thousands, millions, billions

• Comparing numbers

• Greater than, less than

• Introduction to estimation

Rounding

• Ones, tens, hundreds, thousands, millions, billions

Addition

Static addition

• Stamp game

• Bead frame

• Without materials

• Estimation

• Word problems

Dynamic addition

• Stamp game

• Bead frame

• Without materials

• Estimation

• Word problems

MultiplicationStatic multiplication

• Stamp game

• Bead frame

• Checkerboard

• Without materials

• Estimation

• Word problems

Dynamic multiplication

• Stamp game

• Bead frame

• Checkerboard

• Without materials

• Estimation

• Word problems

Geometric multiplication

• Powers of numbers

• Ten to the power 1-6

• Powers of two cube

• Explore powers

• Exponential notation

Multiples

• One set of multiples 1-6

• More than one set of multiples

• Least common multiple

DivisionStatic Division

• Without materials

• Estimation

• Word problems

Divisibility

• By two

• By four and five

• By 25

• By nine

Dynamic division

• Test tubes

• Without materials

• Estimation

• Word problems

Problem-solving/word problems

• One step

• Two-step

• Multiple-step

Factors

• Greatest common factors

• Factor trees

• Prime factors

Fractions

• Equivalence

• Simplifying

• Changing improper fractions to mixed numbers and vice versa

• Adding like denominators

• Subtracting like denominators

• Adding and subtracting mixed numbers with like denominators

• Adding with different denominators

• Subtracting with different denominators

• Multiplying fractions

• Multiplying mixed numbers

• Dividing fractions

• Dividing mixed numbers

ProbabilityDecimalsReading/writing decimals tenths-billionths

• Decimal board and cards

• Without materials

Addition

• With decimal board

• Without materials

• Word problems

Subtraction

• With decimal board

• Without materials

• Word problems

Multiplication

• Geometric multiplication

• Without materials

• With materials

• Word problems

Division

• Without materials

• Word problems

Changing decimals to fractions and fractions to decimalsPercentages

• Fraction to decimal

• Decimal to percent

• Percent to fraction

• Word problems

Integers

• Number line

• Negative snake addition

• Negative snake subtraction

• Comparing Integers

• Rules for functions

• Word problems

Ratio

• Concept, language, and notation

• Ratios as an indicated division

• Problem-solving with ratios

Proportion

• Concept, language, and notation

• Cross multiplication

• Problem-solving using proportion

Introduction to algebra

• Concept of the equation, balancing equations

• Isolating the unknowns

• Order of operations

• Word problems

The Upper Elementary Science curriculum is based on the Full Optic Science System. FOSS is a hands-on approach to science that is compatible with the Montessori philosophy and motivates and stimulates curiosity. Students learn to think scientifically by investigating, experimenting, gathering data, organizing results, and drawing conclusions based on their actions and observations. Follow-up questions to weekly experiments motivate students to think about new ideas and help them realize connections to other areas of study. Recall questions inspire them to remember information. Integrating questions teaches them to process information. Open-ended questions enable them to infer, create, and solve problems. Thematic questions help them realize connections between scientific ideas and processes. In addition to these FOSS modules, students study both environmental and ecological science in preparation for a four-day overnight trip to Nature's Classroom.

Life Science

• Environments

• Food and nutrition

• Human body

• Nature's Classroom experiential field trip

Physical Science

• Physics of sound

• Magnetism and electricity

• Levers and pulleys

• Mixtures and solutions

Earth Science

• Solar energy

• Landforms

• Nature's Classroom experiential field trip

Scientific Reasoning and Technology

• Variables

• Measurement

• Models and design

All Upper Elementary students take Spanish. The Spanish program is designed to enable students to speak and write their basic thoughts and questions in a second language. The curriculum utilizes a combination of speaking, writing, and activities that are often based on music, art, or Total Physical Response. Students learn to express themselves in a second language environment that promotes confidence and creativity.

Upper Elementary Focus:

• Conversation

• Verb tenses

• Basic writing skills

• Games and interactive activities

Papillon Montessori presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips, and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies. Each level delves into the year's subject according to its appropriate developmental capabilities.

Year One: Ancient CivilizationsThe school-wide question is: "How and why were ancient civilizations created?"

The Upper Elementary focus is:

• "Why does oral tradition exist?"

• "Why did some civilizations thrive and some fail?"

• "How did religion shape civilization?"

• "How did social structures shape civilization?"

• "What makes an ancient civilization ancient?"

• "What can we infer from the artifacts we find?"

• "What inventions were created to improve the life styles of early cultures?"

Year Two: American CivilizationThe school-wide central question is: "How and why has American civilization changed?

The Upper Elementary focus is:

• "What does it mean to be an American?"

• "How has immigration influenced and changed American civilization?"

• "What events have changed America?"

• "How have the ideas of peace and freedom shaped democracy?"

• "How has war shaped and changed democracy?"

• "Do heroes and heroines impact our lives?"

Year Three: World CivilizationsThe school-wide central question is: "How and why do world civilizations connect?"

The Upper Elementary focus is:

• "How are cultures around the world similar and different?"

• "What cultural challenges might one face as a guest or host?"

• "How do people from different cultures tell stories?"

• "How are various countries governed?"

• "Can world civilizations coexist in peace?"

• Physical geography

• Political geography

Geography

• Physical geography

• Political geography

• Economic geography

All Papillon Montessori sports curriculum units include stretching, running, basic movements, and games. Students participate in skill-building games focusing on team building, learning individual strengths and areas for development, self-discipline, coordination, balance, endurance, sportsmanship, overall fitness, and skill-building for specific sports. Students are introduced to a variety of games and exercises, throwing and catching, relay races, obstacle courses, and drills. They also learn the fundamentals of soccer, basketball, and flag football, developing the ability to scrimmage and play games.

The music curriculum combines individual and group work with work designed to appeal to a variety of learning styles. This directly relates to our philosophy of enhancing the Montessori philosophy with other innovative methods. The music curriculum also offers significant opportunities to build community through our numerous performances, field trips, and assemblies. Upper Elementary focus:

• Memorization of longer-form songs and multi-part harmony

• Creating own compositions for voice, instruments, and groups

• More advanced drama exercises and art and music integration

Papillon Montessori presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips, and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies. Each level delves into the year's subject according to its appropriate developmental capabilities.

The ultimate goal of the Papillon Montessori Movement Arts program is to assist all children along the path of a lifetime of physical fitness, which aligns with our holistic mission. The benefits of this journey are many: health, longevity, positive body image, improved overall self-esteem, and increased energy and concentration in all areas. All students from toddler to middle school participate regularly in Movement Arts classes and activities. Movement Arts at Papillon Montessori embraces the philosophy of the school as a whole. The program, at each level, is responsive to the needs and interests of the children, and the ultimate goal is the joyful discovery of movement and its benefits, both physical and psychological. Papillon Montessori Movement Arts seeks to benefit ALL children, not just those with a particular interest or talent in this area. Volumes have been written about the connection between body image and overall self-esteem, as well as the dangers of introducing children to competitive sports at an early age. Care is taken to keep the emphasis on fitness and fun, as opposed to individual superiority of skills.

Upper Elementary Focus

• Advanced locomotor and axial movement skills

• Yoga fundamentals

• Creative self-expression through dance and movement and composition

• Group dynamics in team activities

• Basic movement analysis

Community ServiceWe believe that service beyond the classroom promotes respect and awareness beyond our global community. All elementary students participate in school-wide projects. Physical Skills

• Coordination of fine motor and gross movements

• Balance and exactness of movement

• Sensory awareness

• Respect and Care of Environment

• Indoor environment

• Caring for plants and animals

• Caring for the classroom and coat areas

• Food preparation

• Recycling

Outdoor environment

• Ecology

• Planting

Grace, courtesy, and etiquette

• Extending kindness and empathy to others

• Sharing and taking turns

Independence

• Care of self

• Health and safety

• Nutrition and food preparation

• Time management skills

• Organizational skills

• Problem-solving

• Time management

Students practice these life skills by coming to lessons prepared and keeping track of both class and homework assignments.

We believe that service beyond the classroom promotes respect and awareness beyond our global community. All elementary students participate in school-wide projects.

Students are introduced to the elements of art, including color, line, shape, scale and proportion, texture, background and foreground, value, and balance. Media includes drawing, painting, collage, and clay modeling. Art history covers a timeline, beginning with pre-Colombian art and progressing to contemporary art.

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The music curriculum combines individual and group work, with work designed to appeal to a variety of learning styles. The study of music offers significant opportunities to build community through performances, field trips, and assemblies.

All Papillon Montessori sports curriculum units include stretching, running, basic movements, and games. Students participate in skill-building games focusing on team building, learning individual strengths and areas for development, self-discipline, coordination, balance, endurance, sportsmanship, overall fitness, and skill-building for specific sports.

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The most important language materials for toddlers are the encounters in their environment, understanding the reciprocal aspect of language. Proactive reinforcement of verbal communication, speaking clearly, and supporting the child’s expanding vocabulary is a daily process in the toddler’s learning. For the toddler, practical contact with written language begins with the adult’s oral reading and storytime.

• Pre-reading focus on child development

• Cognitive development

• Speech and language development

• Fine and gross motor skills

• Social and emotional development

• Matching cards

• Vocabulary cards

• Stories read aloud

• Size and shape discrimination exercises

• Picture-word cards

• Matching

• Tracing objects

• Tracing shapes

• Word Recognition

• Sandpaper letters

• Isolating initial sounds

• Pre-writing

• Sandbox tracing

Maria Montessori believed that a child’s mind is mathematical and based on the order of perceptual awareness found in the development of the senses. As children learn mathematical principles there is a logical development that occurs from concrete to abstract and from simple to complex. The child who has experienced basic concepts involved with the practical life and sensorial materials make a natural progression to the beginning math activities.

We construct a habitual lessons and toddlers enjoy being able to solve equations:

• Counting Activities (1-4 and 1-10)

• Counting songs

• Counting fingers, animals, children, objects in the environment, etc.

• Spindles boxes

• Sandpaper numerals

• Numeral sandbox tracing

• Concept of Time

• Daily routine

• Periods of the day (morning, afternoon, evening)

• Seasons

Science for the toddler means engaging in activities where the child can directly observe and manipulate physical properties. The tactile learning element is the primary ingredient for learning about their natural world. Science activities designed for toddlers allow for the maximum child interaction and minimal adult intervention. These activities contribute significantly to the child’s development because they foster autonomous functioning. When children can manipulate materials and equipment and discover on their own, they feel a great sense of mastery and positive satisfaction which helps build their self-concepts. It is extremely important to remember that it is the process, not the product that is important, constructing learning within the child.

• Life Science

• Plant care

• Animal care

• Nature walks

• Living vs. nonliving

• Life cycles

• Physical Science

• Sink and float activities

• Gravity

• Magnetic vs. nonmagnetic

• Color mixing

• Weight/balance

• Earth Science

• Water properties

• Weather/seasons

• Oceans

• Rocks

• Scientific reasons and technology

• Observation

• Measure

The Spanish program is designed for students to speak and write their elementary thoughts and questions in a second language. The curriculum uses a blend of speaking and writing. Our activities are drawn from music and the art of Total Physical Response ~ toddlers utilize their motor skills while they respond to commands as quickly as possible. Students learn to express themselves in a second language environment that promotes confidence and creativity.

• Numbers

• Body parts

• Songs

• Animals

The practical life materials and exercises contribute to developing both small and large motor skills and assist the child in becoming self-sufficient and independent. This is a critical time for them in life skills growth for self-confidence, self-esteem, and self-control. Our life skill components will help them enrich their growth.

• Respect and care of the environment

• Squeezing a sponge

• Sweeping the floor

• Pouring grains and water

• Clamping clothespins

• Rolling a rug

• Using tools such as hammers and screwdrivers

• Opening and closing jar lids

• Opening and closing latches

• Using a strainer, beater, whisk

• Scrubbing a shell, rock, doll

• Caring for animals

• Recycling

• ​Independence

• Care of person

• Dressing frame

• Large button frame

• Zipper frame

• Hanging up coat

• Combing hair

• Washing hands

• Health and safety

• Nutrition and food preparation

• Community Service

• Collecting teddy bears for a local children’s shelter

• Physical skills

• Control of movement

• Silence game

• Walking the line

• Grace, courtesy, and etiquette

• Greeting someone, using “please” and “thank you”

• Walking around the rug

• Shaking hands

Sensorial Curriculum comprises lessons and materials that educate and refine the child’s senses. The sensorial materials simplify learning and awareness of the environment by isolating difficulty, isolating the senses, encouraging mastery through repetition, possessing self-correction within the material, and presenting an attractive appearance to the child. By working with the sensorial materials, children develop the organization and patterning skills inherent in math and language concepts. These skills build upon the sensory awareness stimulated by the facilitated materials.

These materials include:

• Touch boards

• Fabric-extreme textures

• *Stereognostic

• Geometric solids

• Sound cylinders

• Pink tower

• Knobbed & Knobless cylinders

• Broad stair

• Color tablets box 1 and 2

• Binomial cube

*Stereognosis is the ability to determine the shape and weight of an object by touching or lifting it.

The music curriculum combines collective and individual lessons designed to appeal to a variety of music work learning. This is weaved into our mission to enhance the Montessori philosophy with other innovative methods. Exposure to music at an early age enhances a child’s learning and creativity aptitude. The music curriculum also offers significant opportunities to build community through our frequent performances, field trips, and assemblies.

• Repetitive songs

• Echo songs

• Singing in unison

This area teaches children about land and water and their town, state, country, and continent.

This area is designed specifically for the little ones to experience different paints and art materials.

This area considers a crucial part of the Montessori curriculum. Children learn to be respectful and kind to everyone in their environment; they learn to use polite manners at the table and in the circle and interrupt a conversation politely.

This area instructs children about peacefully resolving conflict.

The most important language materials for toddlers are the encounters in their environment, understanding the reciprocal aspect of language. Proactive reinforcement of verbal communication, speaking clearly, and supporting the child’s expanding vocabulary is a daily process in the toddler’s learning. For the toddler, practical contact with written language begins with the adult’s oral reading and storytime.

• Pre-reading focus on child development

• Cognitive development

• Speech and language development

• Fine and gross motor skills

• Social and emotional development

• Matching cards

• Vocabulary cards

• Stories read aloud

• Size and shape discrimination exercises

• Picture-word cards

• Matching

• Tracing objects

• Tracing shapes

• Word Recognition

• Sandpaper letters

• Isolating initial sounds

• Pre-writing

• Sandbox tracing

Maria Montessori believed that a child’s mind is mathematical and based on the order of perceptual awareness found in the development of the senses. As children learn mathematical principles there is a logical development that occurs from concrete to abstract and from simple to complex. The child who has experienced basic concepts involved with the practical life and sensorial materials make a natural progression to the beginning math activities.

We construct a habitual lessons and toddlers enjoy being able to solve equations:

• Counting Activities (1-4 and 1-10)

• Counting songs

• Counting fingers, animals, children, objects in the environment, etc.

• Spindles boxes

• Sandpaper numerals

• Numeral sandbox tracing

• Concept of Time

• Daily routine

• Periods of the day (morning, afternoon, evening)

• Seasons

Science for the toddler means engaging in activities where the child can directly observe and manipulate physical properties. The tactile learning element is the primary ingredient for learning about their natural world. Science activities designed for toddlers allow for the maximum child interaction and minimal adult intervention. These activities contribute significantly to the child’s development because they foster autonomous functioning. When children can manipulate materials and equipment and discover on their own, they feel a great sense of mastery and positive satisfaction which helps build their self-concepts. It is extremely important to remember that it is the process, not the product that is important, constructing learning within the child.

• Life Science

• Plant care

• Animal care

• Nature walks

• Living vs. nonliving

• Life cycles

• Physical Science

• Sink and float activities

• Gravity

• Magnetic vs. nonmagnetic

• Color mixing

• Weight/balance

• Earth Science

• Water properties

• Weather/seasons

• Oceans

• Rocks

• Scientific reasons and technology

• Observation

• Measure

The Spanish program is designed for students to speak and write their elementary thoughts and questions in a second language. The curriculum uses a blend of speaking and writing. Our activities are drawn from music and the art of Total Physical Response ~ toddlers utilize their motor skills while they respond to commands as quickly as possible. Students learn to express themselves in a second language environment that promotes confidence and creativity.

• Numbers

• Body parts

• Songs

• Animals

The practical life materials and exercises contribute to developing both small and large motor skills and assist the child in becoming self-sufficient and independent. This is a critical time for them in life skills growth for self-confidence, self-esteem, and self-control. Our life skill components will help them enrich their growth.

• Respect and care of the environment

• Squeezing a sponge

• Sweeping the floor

• Pouring grains and water

• Clamping clothespins

• Rolling a rug

• Using tools such as hammers and screwdrivers

• Opening and closing jar lids

• Opening and closing latches

• Using a strainer, beater, whisk

• Scrubbing a shell, rock, doll

• Caring for animals

• Recycling

• ​Independence

• Care of person

• Dressing frame

• Large button frame

• Zipper frame

• Hanging up coat

• Combing hair

• Washing hands

• Health and safety

• Nutrition and food preparation

• Community Service

• Collecting teddy bears for a local children’s shelter

• Physical skills

• Control of movement

• Silence game

• Walking the line

• Grace, courtesy, and etiquette

• Greeting someone, using “please” and “thank you”

• Walking around the rug

• Shaking hands

Sensorial Curriculum comprises lessons and materials that educate and refine the child’s senses. The sensorial materials simplify learning and awareness of the environment by isolating difficulty, isolating the senses, encouraging mastery through repetition, possessing self-correction within the material, and presenting an attractive appearance to the child. By working with the sensorial materials, children develop the organization and patterning skills inherent in math and language concepts. These skills build upon the sensory awareness stimulated by the facilitated materials.

These materials include:

• Touch boards

• Fabric-extreme textures

• *Stereognostic

• Geometric solids

• Sound cylinders

• Pink tower

• Knobbed & Knobless cylinders

• Broad stair

• Color tablets box 1 and 2

• Binomial cube

*Stereognosis is the ability to determine the shape and weight of an object by touching or lifting it.

The music curriculum combines collective and individual lessons designed to appeal to a variety of music work learning. This is weaved into our mission to enhance the Montessori philosophy with other innovative methods. Exposure to music at an early age enhances a child’s learning and creativity aptitude. The music curriculum also offers significant opportunities to build community through our frequent performances, field trips, and assemblies.

• Repetitive songs

• Echo songs

• Singing in unison

This area teaches children about land and water and their town, state, country, and continent.

This area is designed specifically for the little ones to experience different paints and art materials.

This area considers a crucial part of the Montessori curriculum. Children learn to be respectful and kind to everyone in their environment; they learn to use polite manners at the table and in the circle and interrupt a conversation politely.

This area instructs children about peacefully resolving conflict.

Our campus and classrooms are the modern embodiment of Maria Montessori's groundbreaking approach to education. Natural lighting, natural hues, and uncluttered environments all contribute to a sense of harmony and order that structures and motivates self-directed work. Learning materials are accessible to children, encouraging inquiry and experimentation. Every room is designed to promote the natural flow of learning and all types of student participation. Student spaces include quiet reading or thinking areas, tables with equipment for hands-on learning and production, and active movement and play areas.

Our teachers prepare every classroom for this type of learning. In anticipation of creating attractive settings that are warm and inviting, and stimulate each student's next fascination.

Our outdoor classroom and gardens, at their most basic, connect our children with the natural world, from birds singing to butterflies fluttering to digging in the dirt while contemplating peace and quiet. Our students become acquainted with and appreciate nature in as many ways as possible while also developing environmental stewardship skills.

Papillon Montessori offers students a wide-range of experiences through our extensive array of facilities and buildings. We have obtained a beautiful array of outdoor buildings that allow for new and fun experiences amongst our students. Some of our highlighted programs include after-school swimming, tennis, basketball and many other outdoor activities. Our campus holds a state of the art playground and jungle-gym, as well as hosting a very vast culmination of wildlife that is spread throughout our beautiful campus.

Papillon Montessori is a private and secured school campus located in the vibrant community of Miami Beach. The campus grounds are peaceful, contemplative spaces complete with meandering walkways, exotic vegetation, tennis and basketball courts, a performing arts space, recreational field, outdoor dining areas, a treehouse, a swimming pool, and cabana, organic gardens, a tranquil koi pond, a tropical bird aviary, exotic animal enclosures, and flourishing wildlife.

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We designed Papillon Montessori with a singular idea in mind: to create a dynamic environment that allows our students to feel safe within our campus grounds while discovering the magic of the environment around them. Entry into any part of campus requires gated access. We have security cameras operating 24/7. Children are always supervised by staff.

The best way to fully comprehend what Papillon Montessori encompasses is to visit our campus (hyperlink to schedule a tour page). We welcome our potential students and families to know our community. While on a campus tour, you will be able to observe the students actively engaged in lessons, hands-on experiences, and peer learning. We believe you will truly appreciate and embrace the Montessori method of education. We hope you are able to share our vision of a broad-spectrum course and student life. Our uniquely tailored curriculum begins with the core subjects of math, science, language arts, and cultural studies. These subjects are enhanced by our appreciation for the fine and performing arts classes. Additionally, you will witness how our students integrate technology into their everyday lessons, along with a commitment to health and physical fitness.

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At Papillon Montessori, our programs are designed to fulfill the developmental needs of each child. We equip our preschool classrooms with physical tools that engage their manual, visual, and auditory senses. Children typically spend two years in our preschool program to learn how to maximize their processing capacity with these tools. Preschool teaches our students the most efficient method of learning for them, by offering resources proven to cater to a variety of learning styles. A preschool education at Papillon Montessori ensures students are well prepared for any elementary program.

The Papillon Toddler Community is a prepared environment for children aged 18 months to 3 years old. It is designed to assist the child toward independence, social awareness, respect, motor skills, and language development. Maria Montessori asserted that human beings develop with the greatest intensity during the first three years of life; therefore, the toddler classrooms are prepared to provide nurturing, security, and challenge in an orderly environment. The maximum number of children in each toddler class is twelve, with one lead teacher and one associate teacher.

• To assist the child in a positive separation from parents to facilitate individuation.

• To provide an orderly environment in which toddlers may explore and experience concepts and skills through manipulation.

• To provide a language-rich environment through precise nomenclature, books, nursery rhymes, and music.

• To give the child opportunities for practical life - care of the self and environment - so that the child understands that each person has an important function. This encourages a positive self-concept and confidence.

• To provide a social environment for the fostering of community and respect.

• Creating an aesthetic environment through artwork and objects from nature calls to the child's love of beauty.

• To encourage a supportive community for parents through education and participation.

• We believe that young children learn best through their interactions with their environment by exploring, experimenting, touching, building, and doing things by and for themselves.

• Our preschool and kindergarten curriculum is designed to be developmentally responsive.

• Our classrooms are purposefully prepared environments with stimulating materials and child-sized furniture and equipment.

• All learning is hands-on and experiential, with specially designed Montessori materials for math, language, sensorial exploration, practical life activities, art, science, and geography.

• We encourage students to explore, make discoveries, and use their imagination.

• At Papillon Montessori, the process is more important than the product.

• Classroom activities prepare the children for subsequent or concurrent work in mathematics, reading, writing, collaboration, and socialization

• Through Montessori work, children develop strong observational and problem-solving skills.

• The use of hands-on materials allows children to begin to move from concrete concepts to abstract through manipulation, experimentation, and invention.

• Students who master the Children's House preschool and kindergarten curriculum are extremely well prepared for the academic, physical, and social work of the first grade.

• Independence is a key element of the Montessori philosophy in preschool, kindergarten, and beyond.

• In the Montessori classroom, students choose activities from the environment and work at their own pace alone or in small or large groups.

• Teachers guide students so they can explore and come up with solutions on their own rather than relying on the teachers to supply the answers.

• Our comprehensive preschool and kindergarten curriculum provides a solid foundation for elementary school.

• Making choices and using coordinated movements to accomplish tasks leads the preschool and kindergarten child toward self-regulation and self-control.

• Through their Montessori work, children develop strong observational and problem-solving skills.

• Students who master the Children's House preschool and kindergarten curriculum are extremely well prepared for the academic, physical, and social work of the first grade.

Young children take in a tremendous amount of information from their environment, with what Dr. Maria Montessori called "the absorbent mind." Our Children's House preschool and kindergarten program provide an enriching, hands-on learning experience, with specially formulated Montessori materials for math, language, sensorial exploration, practical life activities, art, science, and geography. Making choices and using coordinated movements to accomplish tasks leads the child toward self-regulation and self-control. Children develop observation and problem-solving skills. By manipulating, experimenting, and discovering, children begin to move from the concrete to the abstract as they prepare for the more complex studies of the Papillon Montessori elementary program.

We believe that even very young children can be responsible for themselves and their own environments. Diapering is a regular part of our daily routine. Toddlers help by removing their own diapers and wipes them out of their cubbies. When your child is ready, toilet training is programmed in the Toddler House curriculum. Children also learn to prepare their own snacks.

During the three to six-year-old period, children make great developmental strides and show an enormous interest in the world around them. They are eager to learn, explore, and exert their ever-growing independence. The children learn through their interactions with their environment by exploring, experimenting, touching, building, and doing things by and for themselves.

We believe toddlers learn by doing, so we ensure classrooms are fitted with learning materials within reach and toddler-sized furniture to create confidence and independence. These tools develop essential motor and cognitive skills such as sorting, stacking, counting, matching, sequencing, scooping, pouring, cleaning, and sweeping. Our toddlers spend time outdoors every day (weather permitting). Each classroom has a dedicated outdoor area where they engage with the environment with all of their senses.

While many preschool children at this developmental stage still prefer parallel play, they are all beginning to learn to socialize, understand feelings, and manage to work and play in a group. They are fascinated by language and the names of things and are communicating by adding new words by the thousands.

Dr. Montessori referred to this stage as the period of the Absorbent Mind. She observed that children under the age of six absorb information without effort, through their everyday interactions with those around them and their environment. This important time of development provides the critical foundation of a child's character, learning, and growth. As in all stages of child development, Dr. Montessori noted certain sensitive periods during this stage, such as a time when a child is powerfully motivated, driven, and able to learn certain things. These sensitive periods include aspects of movement, reading, mathematics, order, music, grace, and courtesy, among many others. The classroom environment is designed to give the children a place in which they can work and learn freely, following their interests and natural tendencies.

At Papillon Montessori, all of our programs are developmentally responsive to the needs of individual children. In preschool and kindergarten, our classrooms are beautiful environments uniquely prepared to welcome and engage young children. Children work independently, in small groups with teachers, and with younger and older peers. Our experienced teachers fill the Montessori environment with opportunities for learning, exploration, and socialization.