A Montessori Curriculum:
Scope and Sequence
Age 3 - 12This curriculum guide is a simplified version of a comprehensive
set of five curriculum guides developed by Tim Seldin, president of The
Montessori Foundation.
They were developed with an eye to national standards and curricular trends in
the United States, with the goal of ensuring that all necessary skills and
knowledge are covered by the practicing Montessori educator. Parents commonly
ask for written information about our curriculum, and we hope this simplified
scope and sequence is one way to address their questions. The curriculum guides
represent years of intensive work, and they continue to be reviewed and refined
in collaboration with Montessori schools around the United States. The complete
version is available for your review at the school.
Today's rapid technological and social change makes it increasingly difficult
for us to understand and keep pace with the modern world. This has put schools
under terrific pressure to reevaluate what should be taught in an age when no
one can predict the skills that our children will need when they reach maturity.
In the past, when our store of knowledge was relatively fixed and limited, the
most efficient education consisted of lecture, drill, and memorization.
In an era of technological revolution and social change, the foundation of a
good education is to learn how to learn.
Our course of study encompasses the full substance of the traditional
curriculum and goes beyond, to teach students how to think clearly, do their own
research, express themselves well in writing and speech, and to put their
knowledge to practical application.
We have organized our course of study as an inclined spiral plane of
integrated studies, rather than a traditional model in which the curriculum is
compartmentalized into separate subjects, with given topics considered only once
at a given grade level. Lessons are introduced simply and concretely in the
early years and are reintroduced several times during the following years at
increasing degrees of abstraction and complexity.
Our course of study is an integrated thematic approach that ties the separate
disciplines of the curriculum together into studies of the physical universe,
the world of nature, and the human experience.
This integrated approach is one of our strengths. As an example, when our
students study the ancient Greeks in world history, they also read Homer and
Bull-finch's Mythology. Literature, the arts, history, social issues,
government, economics, architecture, medicine, science, and the study of
technology all complement one another in our curriculum.
Our school has a rigorous, yet innovative, academic program. Although we
offer a warm, supportive academic atmosphere, we set a high level of expectation
for the quality of thought, work, and mastery of content and skills.
As children reach the elementary years, they will be challenged to pursue a
considerable amount of library and field research both in and outside of school.
We consciously teach students how to develop effective work habits and
test-taking strategies.
The following is a brief overview of our core curriculum in the areas of
language arts, mathematics, social studies, science, sensory training, and
practical life for our students age 3 through the Upper Elementary level. Please
keep in mind that this only represents an overview of the course of study, and
is not meant to be complete. Since our students progress at their own pace, it
is not possible to divide up the curriculum by grade levels. Also, we have not
attempted, for lack of space, to include descriptions of our curriculum in the
arts, music, physical education, and foreign language.
Reading and Language Arts
Pre-Reading
Due to our multi-age classroom design, our youngest students are constantly
exposed to the older children in the class who are already reading. The total
environment of the Primary classes (3 to 6 years-old) tends to create and
reinforce in our young children a spontaneous interest in learning how to read.
We begin to teach reading as soon as that interest is first expressed.
Using a total immersion approach, we help the youngest children to develop
a highly sophisticated vocabulary and command of the language.
The children are taught through many early approaches to listen for and
recognize the individual phonetic sounds in words.
We introduce the children to literature by reading aloud and discussing a
wide range of classic stories and poetry.
We help our youngest students to recognize the shape and phonetic sounds of
the alphabet through the 'sandpaper letters:' a tactile alphabet.
Reading
The development of the concept that written words are actual thoughts set
down on paper. (This takes children much longer than most people realize.)
Sounding out simple three or four-letter phonetic words. (Typically before
age 5)
Early exercises to practice reading and to gain the concept of a noun:
labeling objects with written name tags, mastering increasingly complex words
naming things that interest them, such as dinosaurs, the parts of a flower,
geometric shapes, the materials in the classroom, etc.
Learning to recognize verbs: normally exercises in which the child reads a
card with a verbal "command" printed out (such as run, sit, walk, etc.) and
demonstrates his understanding by acting it out. As the child's reading
vocabulary increases, verbal commands involve full sentences and multiple steps:
"Place the mat on the table and bring back a red pencil."
Reading specially selected or prepared small books on topics that really
interest the child, such as in science, geography, nature or history.
Interpretive reading for comprehension at ever increasing levels of
difficulty, beginning in the early elementary grades and continuing until high
school graduation.
Use of the library and reference books on a daily basis for both research
and pleasure.
An introduction to the world's classical children's literature at
increasing depth and sophistication.
Handwriting
Control of the hand in preparation for writing is developed through many
exercises, including specially designed tasks in the use of the pencil. Such
exercises begin with very young children and extend over several years so that
mastery is gradually, but thoroughly, attained.
The young children practice making letters from the time of their first
initial "explosion into writing" at age 3 or 4:
Moveable Alphabets' made up of easily manipulated plastic letters are used
for the early stages of phonetic word creation, the analysis of words, and
spelling. They facilitate early reading and writing tasks during the period when
young children are still not comfortable with their own writing skills. Even
before the children are comfortable in their handwriting skills, they spell
words, compose sentences and stories, and work on punctuation and capitalization
with the moveable alphabets (Age 4-6).
At first, by tracing letters into sand.
Later, by writing on special tilted, upright blackboards: unlined,
wide-lined, and narrow-lined.
Later, by writing on special writing tablets, becoming comfortable with
script.
Cursive writing (Typically around age 5)
Word Processing (Normally beginning around age 6)
Calligraphy (Whenever the child is interested, often around age 10.)
Composition
At an early age, before handwriting has been mastered, the children compose
sentences, stores, and poetry through oral dictation to adults and with the use
of the moveable alphabet. Once handwriting is fairly accomplished, the children
begin to develop their composition skills. They continue to develop over the
years at increasing levels of sophistication.
Preparing written answers to simple questions.
Composing stories to follow a picture series.
Beginning to write stories or poems on given simple themes.
Preparing written descriptions of science experiments.
Preparing written reports.
Learning how to write letters.
By age 9, research skills and the preparation of reports become major
components of the educational program. Students research areas of interest or
topics that have been assigned in depth, and prepare both formal and informal,
written and oral reports.
Creative and expository composition skills continue to develop as the
children advance from level to level. Students are typically asked to write on a
daily basis, composing short stories, poems, plays, reports, and news articles.
Spelling
Children begin to spell using the moveable alphabet to sound out and spell
words as they are first learning to read. They 'take dictation' - spelling words
called for by the teacher - as a daily exercise. The sequence of spelling, as
with all language skills, begins much earlier than is traditional in this
country, during a time when children are spontaneously interested in language.
It continues throughout their education.
Learning to sound out and spell simple phonetic words.
Learning to recognize and spell words involving phonograms, such as ei, ai,
or ough.
Developing a first "personal" dictionary of words that they can now spell.
Learning to recognize and spell the "puzzle words" of English: words that
are non-phonetic and are not spelled as they sound.
Studying words: involving compound words, contractions, singular-plural,
masculine-feminine words, prefixes, suffixes, synonyms, antonyms, homonyms.
Grammar
The study of grammar begins almost immediately after the child begins to
read, during the sensitive period when he is spontaneously interested in
language. It continues over several years until mastered. The idea is to
introduce grammar to the young child as she is first learning how to put
thoughts down on paper, when the process is natural and interesting, rather than
waiting until the student is much older and finds the work tedious.
We introduce our children to the function of the parts of speech one at a
time through many games and exercises that isolate the one element under study.
Montessori has assigned a geometric symbol to represent each element of grammar.
(For example, verbs are represented by a large red circle.) The children analyze
sentences by placing the symbols for the appropriate part of speech over each
word.
Once students have mastered the concrete symbols for the parts of speech,
they perform more advanced exercises for several years with grammar boxes set up
to allow them to analyze sentences by their parts of speech.
Sentence analysis: simple and compound sentences, clauses, verb voices, and
logical analysis of all sorts of sentences are studied using many different
concrete materials and exercises. This normally begins about age 5 and continues
over several years.
Students continue their study of language from the mid-elementary years
onward, reviewing as well as engaging new concepts and skills: tenses, moods,
irregular verbs, person and number, the study of style, the study of grammatical
arrangements in other languages.
Mathematics
Our students are typically introduced to numbers at age 3: learning the
numbers and number symbols one to ten: the red and blue rods, sand-paper
numerals, association of number rods and numerals, spindle boxes, cards and
counters, counting, sight recognition, concept of odd and even.
Introduction to the decimal system typically begins at age 3 or 4. Units,
tens, hundreds, thousands are represented by specially prepared concrete
learning materials that show the decimal hierarchy in three dimensional form:
units = single beads, tens = a bar of 10 units, hundreds = 10 ten bars fastened
together into a square, thousands = a cube ten units long ten units wide and ten
units high. The children learn to first recognize the quantities, then to form
numbers with the bead or cube materials through 9,999 and to read them back, to
read and write numerals up to 9,999, and to exchange equivalent quantities of
units for tens, tens for hundreds, etc.
Linear Counting: learning the number facts to ten (what numbers make ten,
basic addition up to ten); learning the teens (11 = one ten + one unit),
counting by tens (34 = three tens + four units) to one hundred.
Development of the concept of the four basic mathematical operations:
addition, subtraction, division, and multiplication through work with the
Montessori Golden Bead Material. The child builds numbers with the bead material
and performs mathematical operations concretely. (This process normally begins
by age 4 and extends over the next two or three years.) Work with this material
over a long period is critical to the full understanding of abstract mathematics
for all but a few exceptional children. This process tends to develop in the
child a much deeper understanding of mathematics.
Development of the concept of "dynamic" addition and subtraction through
the manipulation of the concrete math materials. (Addition and subtraction where
exchanging and regrouping of numbers is necessary.)
Memorization of the basic math facts: adding and subtracting numbers under
10 without the aid of the concrete materials. (Typically begins at age 5 and is
normally completed by age 7.)
Development of further abstract understanding of addition, subtraction,
division, and multiplication with large numbers through the Stamp Game (a
manipulative system that represents the decimal system as color-keyed "stamps")
and the Small and Large Bead Frames (color-coded abacuses).
Skip counting with the chains of the squares of the numbers from zero to
ten: i.e., counting to 25 by 5's, to 36 by 6's, etc. (Age 5-6) Developing first
understanding of the concept of the "square" of a number.
Skip counting with the chains of the cubes of the numbers zero to ten:
i.e., counting to 1,000 by ones or tens. Developing the first understanding of
the concept of a "cube" of a number.
Beginning the "passage to abstraction," the child begins to solve problems
with paper and pencil while working with the concrete materials. Eventually, the
materials are no longer needed.
Development of the concept of long multiplication and division through
concrete work with the bead and cube materials. (The child is typically 6 or
younger, and cannot yet do such problems on paper without the concrete
materials. The objective is to develop the concept first.)
Development of more abstract understanding of "short" division through more
advanced manipulative materials (Division Board); movement to paper and pencil
problems, and memorization of basic division facts. (Normally by age 7-8)
Development of still more abstract understanding of "long" multiplication
through highly advanced and manipulative materials (the Multiplication
Checkerboard). (Usually age 7-8)
Development of still more abstract understanding of "long division" through
highly advanced manipulative materials (Test Tube Division apparatus).
(Typically by age 7-8)
Solving problems involving parentheses, such as (3 X 4) - (2 + 9) = ?
Missing sign problems: In a given situation, should you add, divide,
multiply or subtract ?
Introduction to problems involving tens of thousands, hundreds of
thousands, and millions. (Normally by age 7.)
Study of fractions: Normally begins when children using the short division
materials who find that they have a "remainder" of one and ask whether or not
the single unit can be divided further. The study of fractions begins with very
concrete materials (the fraction circles), and involves learning names, symbols,
equivalencies common denominators, and simple addition, subtraction, division,
and multiplication of fractions up to "tenths". (Normally by age 7-8)
Study of decimal fractions: all four mathematical operations. (Normally
begins by age 8-9, and continues for about two years until the child totally
grasps the ideas and processes.)
Practical application problems, which are used to some extent from the
beginning, become far more important around age 7-8 and afterward. Solving word
problems, and determining arithmetic procedures in real situations becomes a
major focus.
Money: units, history, equivalent sums, foreign currencies (units and
exchange). (Begins as part of social studies and applied math by age 6.)
Interest: concrete to abstract; real life problems involving credit cards
and loans; principal, rate, time.
Computing the squares and cubes of numbers: cubes and squares of binomials
and trinomials. (Normally by age 10)
Calculating square and cube roots: from concrete to abstract. (Normally by
age 10 or 11)
The history of mathematics and its application in science, engineering,
technology & economics.
Reinforcing application of all mathematical skills to practical problems
around the school and in everyday life.
Basic data gathering, graph reading and preparation, and statistical
analysis.
Sensorial exploration of plane and solid figures at the Primary level (Ages
3 to 6): the children learn to recognize the names and basic shapes of plane and
solid geometry through manipulation of special wooden geometric insets. They
then learn to order them by size or degree.
Stage I: Basic geometric shapes. (Age 3-4)
Stage II: More advanced plane geometric shapes-triangles, polygons, various
rectangles and irregular forms. (Age 3-5)
Stage III: Introduction to solid geometric forms and their relationship to
plane geometric shapes. (Age 2-5)
Study of the basic properties and definitions of the geometric shapes. This
is essentially as much a reading exercise as mathematics since the definitions
are part of the early language materials.
More advanced study of the nomenclature, characteristics, measurement and
drawing of the geometric shapes and concepts such as points, line, angle,
surface, solid, properties of triangles, circles, etc. (Continues through age 12
in repeated cycles.)
Congruence, similarity, equality, and equivalence.
The history of applications of geometry.
The theorem of Pythagoras.
The calculation of area and volume.
History & Geography
Physical Geography
The Primary Globes (Age 3-5): specially prepared globes for the very young
child that isolate single concepts of globe study-how land and water are shown,
and the corresponding shapes of the continents that they learned from the puzzle
maps.
The Puzzle Maps (Age 3-7): These are specially made maps in the forms of
intricate, color-coded, wooden jigsaw puzzles representing the continents, the
countries of each continent, and the states of the U.S. They are presented to
the children at an early age, and are at first enjoyed simply as challenging
puzzles. Soon, however, the children begin to learn the names of given
countries, and by age 6 are normally very familiar with the continents of the
globe, the nations of North America, South America, and Europe, along with most
of the states of the U.S. As soon as the children can read they begin to lay the
puzzle pieces out and place the appropriate name labels to each as a reading and
geography exercise.
Land & Water Formations: materials designed to help the very young child
understand basic land and water formations such as island, isthmus, peninsula,
strait, lake, cape, bay, archipelago, etc. At first, they are represented by
three-dimensional models of each, complete with water. Then the children learn
to recognize the shapes on maps, and learn about famous examples of each.
Transference to maps: Introduction to written names and various forms of
maps, along with early study of the flora, fauna, landscapes, and people of the
continents.
Maps and compass: Introduction to longitude and latitude, coordinate
position on the globe, the Earth's poles, the magnetic poles, history and use of
the compass, topographic maps, global positioning satellite devices, electronic
charts.
An introduction to humankind's search to understand how the Earth was
formed, from creation stories to the evidence of contemporary scientific
research: origins, geologic forces, formations of the oceans and atmosphere,
continental drift and tectonic plates, volcanoes, earth quakes, the ice ages and
the formation of mountain ranges. (Age 6)
The study of coasts and land reliefs: hills, mountain ranges, volcanoes,
valleys, plains, etc.; their formation, animal life, and effect on people.
The study of the hydrosphere: ocean, rivers, lakes, the water cycle. (By
age 8)
Cultural Geography
Countries are studied in many ways at all levels, beginning at about age
3-4. A number of studies are held every year to focus on specific cultures and
to celebrate life together: an example being Chinese New Year, when a class
might study China, prepare Chinese food, learn Chinese dances, and participate
in a special dragon dance parade. Anything that the children find interesting is
used to help them become familiar with the countries of the world: flags,
boundaries, food, climate, traditional dress, houses, major cities, children's
toys and games, stamps, coins, traditional foods, art, music, and history. This
interweaves through the entire curriculum. These studies culminate in our annual
cultural fair -- a joyous school-wide celebration of world
cultures.
Study of the regions , culture, and natural resources of the United States,
including geography, climate, flora and fauna, major rivers and lakes, capitals,
important cities, mountains, people, regional foods, traditions, etc. This
begins in the primary and continues at increasing depth at each level.
The detailed study of one nation at a time. Focus moves over the years from
one continent to another, as the children's interest leads them. All aspects of
the nation are considered: geography, climate, flora and fauna, major rivers and
lakes, cities, mountains, people, food, religions, etc.
Economic Geography
Natural Resources of the Earth.
Production: How natural resources are used by humankind.
Imports and Exports: The interdependence of nations.
History & the needs all people share
The basic needs of man are food, shelter, clothing, defense,
transportation, culture, law, religion or spiritual enlightenment, love, and
adornment. (This study begins at age 5-6 and continues throughout the
curriculum.)
The concept of time and historical time is developed through many
activities and repeated at deeper complexity from age 5:
Telling time on the clock
Time-lines of the child's life
Time-lines showing the activities of a day, week, month, year
Family trees
Time-line of the Earth's history
Time-line from 8,000 B.C. to 2,000 A.D. to study ancient to modern history
The story of the evolution of the planet and its life forms over the eons
is first studied at about age 6, along with an overview of human history. This
is repeated throughout the curriculum in increasing depth of study.
Each year the child continues to study and analyze the needs, culture,
technology, and social history of various periods in history. The trends of
human achievement are charted, such as the development of transportation,
architecture, great inventions, and great leaders.
By age 8, students begin to study the earliest humans, ending with an
introduction to the first farmers. They consider early societies in terms of how
they organized themselves to meet the common needs of all peoples: food,
clothing, shelter, defense, transportation, medicine, arts, entertainment,
government, and religion.
The Upper Elementary level (ages 9-12) history program follows a three-year
cycle of thematic study. Students study whichever themes are being presented
that year regardless of their age. In year 1 of the cycle, the class will focus
on the creation of the universe, formation of the earth, evolution of life, and
early human civilizations. These topics were first introduced at the lower
elementary level. At this level, students will go into considerably greater
depth and prepare increasingly sophisticated projects and research reports.
Continuing the three-year cycle of thematic history study at the Upper
Elementary level (ages 9-12), in year 2 of the cycle, the class will focus on
ancient civilizations, including the Mesopotamian cultures, Greece, Rome,
ancient China, Byzantium, ending with an introduction to the Middle Ages.
In the third year of the three- year cycle of thematic history study at the
Upper Elementary level (ages 9-12), the class will focus on American studies,
including an introduction to the history of the United States, American folk
culture, technology, children's literature, government, and geography. The class
will also consider Pre-Colombian Central and South American cultures, the Native
American peoples of North America, the age of exploration, and the immigrant
cultural groups who came to America from Europe, Africa, Asia, and Latin
America.
Science
Differentiation between living and non-living things. (Age 3-4)
Differentiation between animals and plants; basic characteristics (Age 3-5)
Observation of animals in nature.
First puzzles representing the biological parts of flowers, root systems,
and trees, along with the anatomical features of common animals. These are first
used by very young children and puzzles, then as a means to learn the
vocabulary, then are related to photos and/or the "real thing," then traced onto
paper, and finally with labels as a reading experience.
Nomenclature Cards:
Botany: identifying, naming, and labeling the parts of plants, trees,
leaves, roots, and flowers.
Zoology: identifying, naming, and labeling the external parts of human
beings, insects, fish, birds, and other animals.
Introduction of the families of the animal kingdom, and 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. (Age 5-7)
Introduction to ecology: habitat, food chain, adaptation to environment and
climate, predator-prey relationships, camouflage, and other body adaptations of
common animals.
Advanced elementary biology study: the names and functions of different
forms of leaves, flowers, seeds, trees, plants, and animals. This usually begins
with considerably more field work collecting specimens or observing.
Study of evolution and the development of life on the Earth over the eons.
(Age 6 and up)
Study of the internal parts of vertebrates: limbs, body coverings, lungs,
heart, skeleton, reproduction. (Age 5-8)
Advanced study of plants in class, greenhouse and garden: experimenting
with soil, nutrients, light, etc. (Age 6 and up)
More advanced study of the animal kingdom: classification by class and
phyla. (Age 7 and up)
The plant kingdom: Study of the major families of plant life on the Earth
and classification by class and phyla. (Age 7 and up)
Life cycles; water, oxygen, carbon-dioxide, and nitrogen. (Age 7 and up)
Introduction to chemistry: Begins at age 6 and continues throughout the
elementary science curriculum
The three states of matter
Basic atomic theory
How elements are created through stellar fusion
Elements and compounds
Mendelov'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
Animal behavior: detailed observation. (Age 9 and up)
Anatomy: Systems of the animal and human body. (Age 9 and up)
Health and nutrition. (Age 9 and up)
Ecology: Advanced study of the interrelationships of life forms. (Age 9 and
up)
Development of skills in careful observation, recording and describing, and
use of increasingly sophisticated techniques of measurement.
Development of skills using common scientific apparatus: microscopes,
telescopes, hand lens, collecting field specimens, dissecting, preparing
displays.
Development of field science skills: tracking, listening, observing.
Development of scientific inquiry skills: forming hypothesis, designing
experiments, recording results.
Study of the great inventions; machines and technology and their effect on
society throughout history.
Study of the great scientists.
Introduction to the physical sciences: (Age 10-12)
Geology and mineralogy
Meteorology
Astronomy and cosmology
Elementary physics: light, electricity, magnetic fields, gravity, mass.
Preparing and analyzing all sorts of graphs and data displays; basic
statistics.
Practical Life Skills
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 young child enters the school and continues throughout the curriculum to
more and more advanced tasks appropriate to the oldest students.
Early Tasks (Age 3-5)
Dressing oneself
Learning home address and phone number
Pouring liquids without spilling
Carrying objects without dropping
Carrying liquids without spilling
Walking without knocking into furniture or people
Using knives and scissors with good control
Using simple carpentry tools
Putting materials away on the shelves where they belong when finished
Working carefully and neatly
Dusting, polishing and washing just about anything: floors, tables, silver
Sweeping and vacuuming floors and rugs
Flower arranging
Caring for plants and animals
Table setting-serving yourself-table manners
Folding cloth: napkins, towels, etc.
Simple use of needle and thread
Using common household tools: tweezers, tongs, eye-droppers, locks,
scissors, knives
Increasingly precise eye-hand coordination
Simple cooking and food preparation
Dish washing
Weaving, bead stringing, etc.
This process continues logically so that older students will learn such
practical tasks as:
Caring for animals
Dog training
Sewing
Cooking complex meals
Working with tools
Making simple repairs
Basic auto maintenance
Getting around on their own: Metro, buses, cabs, hiking
Self-defense
Computing tax forms
Making consumer purchase decisions, comparison shopping, budgeting
Maintaining a checkbook
Applying for a job
Earning spending money
Mastering test taking strategies
Caring for young children
Interior decorating
Making clothes
Furniture refinishing
Wilderness survival
Running a small business enterprise
Gardening
Sensory Training
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 age 5.
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 by touch
Discrimination of temperature by touch
Discrimination of scents
Which, in the older students, lead to such exercises as:
Precise observation of the natural world
Culinary discrimination
Artistic appreciation
Architectural appreciation
Musical appreciation
© 1996 The Montessori Foundation, reprinted with permission