Primary Curriculum Guide

Introduction

This Curriculum Guide describes the curriculum, the reporting cycle, and school-home procedures specific to our multi-age Primary section.

Included in this guide are specific expectations for our students in Primary 1 (PR1), Primary 2 (PR2), and Primary 3 (PR3) in the areas of language and mathematics. In addition, expectations in Science and Social Studies are described in the context of the unit of inquiry. All other subject areas describe expectations for the students by the end of the three-year cycle.

The acquisition of knowledge, skills, and understanding is seen as a continuum along which each student progresses at their own pace. Outcomes describe what most learners can do by the end of any given grade level. Different learners have different proficiency levels and needs, although they might be in the same class or age. However, the learning outcomes are the basis for planning learning engagements and assessments.

The reporting cycle describes how the Whitby Montessori Children's House reports on assessment and communicates what students know, understand, and can do. In addition, it describes processes developed to share the progress of children’s learning.

Also included are school-home connection procedures established to ensure clear and timely communication between the school and home and inform about practices specific to the Primary section.

For further questions, please get in touch with the WMCH Office.

Mission

Whitby inspires a passion for learning and empowers each child to take responsibility as an open-minded, principled citizen in a global community

Primary Curriculum

Multi-age Classrooms

Children aged 3-6 learn together in one classroom. The age span provides these distinct advantages:

Older children model behavior and work for younger children, thus providing a calm and peaceful environment that reflects the IB learner profile from the very beginning of each school year
Since verbal, reasoning and social skills develop at an individual pace, teachers can create flexible multi-aged learning groups tailored to challenge each child based on their readiness
Mentoring younger students helps older students develop mastery, empathy and caring

Teaching and Learning

In our Primary classroom, children are actively engaged in the learning process, gaining a deep sense of pride and ownership for their accomplishments because their work is always meaningful.

Students will:

learn through inquiry, ask questions, think critically and develop problem-solving skills
expand their knowledge, strategies and skills and apply them to new tasks and situations
work individually, with a partner, or in groups
develop a sense of international-mindedness, exploring cultural differences and others’ perceptions and perspectives
engage in learning activities in the areas of practical life, sensory development, math, language, art, science and social studies
be supported in becoming independent, life-long learners
develop social skills through collaborative play
practice grace and courtesy

Classroom Environment

Montessori classrooms are designed to facilitate students’ choice. They are carefully prepared spaces to allow for whole class, small group and individual instruction and exploration.

We are committed to provide a learning environment that facilitates:

a balance of structure and flexibility that allows for the natural development of each child’s physical, emotional and cognitive skills;
a beautiful, orderly environment to entice children to explore and to reinforce their innate sense of curiosity; and
outdoor space adjoined to each classroom (Little Yards), allowing for large motor play time and additional natural space for exploration, in addition to a large common playground space

Practical Life

Each primary classroom has a practical life area. The purpose and aim of Practical Life is to help the child gain control in the coordination of his movement and help the child to gain independence, concentration and a sense of order in everyday life situations.

Practical Life materials are designed for the development of small and large motor control as well as the development of grace and courtesy. In the Practical Life area of the classroom, you will see commonly used items used in everyday life. Small pitchers, tongs, egg-beaters, eye-droppers, scoops and tweezers are all used. Activities are designed to be appealing and draw the child in. With the focused use of these tools, children are developing their manual dexterity and strengthening their hands for writing.

Food preparation, such as making a small sandwich, peeling a clementine, slicing a banana or squeezing orange juice, develops and hones coordination and a sense of order. Children also learn grace and courtesy by serving friends. Montessori Practical Life materials include several dressing frames designed to be used as children gain independence in dressing themselves and others. Children are able to practice buttoning, snapping, lacing, tying and braiding, using a hook and eye, and clipping. Large motor activities include walking on a line, carrying a chair or small table, tidying the room or Little Yard with child-sized brooms, rakes, brushes and mops, and decorating the classroom with flowers arranged by the children.

Sensorial

The purpose and aim of the sensorial work area is the development of all of the senses. Through work with the sensorial materials, the child is given the keys to classifying the things around him, which leads to a better understanding of the environment. Sensorial Exercises were designed by Montessori to cover every quality that can be perceived by the senses, such as size, shape, composition, texture, loudness or softness, matching, weight and temperature.

The sensorial area is designed to focus on distinct senses as visual, tactile, olfactory, auditory and taste. Two- and three-dimensional geometric shapes are used to develop visual discrimination and learn nomenclature. Montessori bells develop the auditory sense. Children learn to match and grade pitch, tap commonly used rhythms and play short scales and patterns developed by Maria Montessori. Tasting activities help children to develop their palate. Children begin to differentiate between sweet, salty and bitter tastes. The olfactory sense is explored by matching scents such as nutmeg, cinnamon, coffee, chamomile, cardamom and mint. Children also learn to differentiate temperature and weight by practicing to discriminate between hot, warm, cool and cold, and light and heavy.

Language

The Primary 3-6 classroom is a natural extension of the patterns of communication that children have already acquired. Every conversation, group discussion, book read-aloud, and new word taught, enhances the language skills of the Primary student. The Montessori environment provides opportunities for children to hear and use precise vocabulary for all the activities. The spoken word is the foundation of other aspects of language. From conversing, children begin to associate the sounds and symbols of phonics using concrete materials to start writing their thoughts. The children, when ready, take small, sequential steps to become independent, fluent readers.

Since language learning is not a linear process, different learners develop proficiencies at other times. The Whitby Primary learning outcomes are a description of this language learning process. Within our multi-age setting, we have specified learning outcomes for each grade level. These specific outcomes for a grade level describe what most learners can do by the end of this grade level. Some learners will have already moved on and can work towards the next phase, and others might need more time to attain the targets set out. The assessments of the language outcomes guide teachers in setting specific learning goals for each student. The outcomes for language fall into these groups:

Oral Language
Language Conventions
Reading
Writing

Oral Language

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Listens with increasing attention and consideration	Attends (focuses) during small and large group lessons for 5-10 minutes	Attends (focuses) during small and large group lessons for at least 10 minutes and begins to participate in conversations	Participates in conversations, listening to others and taking turns when speaking
Offers responses	Ability to give simple yes-and-no responses to the subject at hand	Asks and answers relevant questions about key details and to clarify understanding Asks and answers questions to get information or seek help	Asks and answers relevant questions about key details and to clarify understanding Ability to give meaningful responses to subject at hand
Communicates needs, feelings and ideas	Able to verbalize needs, feelings and ideas with adult support	Able to verbalize needs, feelings and ideas with some prompting	Describes familiar situation with relevant detail.
Speaks clearly to be understood	Expresses thoughts and ideas with teacher prompting	Speaks audibly and expresses thoughts, ideas and feelings clearly with some prompting	Speaks audibly and expresses thoughts, ideas and feelings clearly independently

Oral Language

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Listens with increasing attention and consideration	Attends (focuses) during small and large group lessons for 5-10 minutes	Attends (focuses) during small and large group lessons for at least 10 minutes and begins to participate in conversations	Participates in conversations, listening to others and taking turns when speaking
Offers responses	Ability to give simple yes-and-no responses to the subject at hand	Asks and answers relevant questions about key details and to clarify understanding Asks and answers questions to get information or seek help	Asks and answers relevant questions about key details and to clarify understanding Ability to give meaningful responses to subject at hand
Communicates needs, feelings and ideas	Able to verbalize needs, feelings and ideas with adult support	Able to verbalize needs, feelings and ideas with some prompting	Describes familiar situation with relevant detail.
Speaks clearly to be understood	Expresses thoughts and ideas with teacher prompting	Speaks audibly and expresses thoughts, ideas and feelings clearly with some prompting	Speaks audibly and expresses thoughts, ideas and feelings clearly independently

Language Conventions

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Understands and uses increasingly complex vocabulary	Begins to identify new meanings for familiar words Begins to use cues to determine meaning Begins to use newly acquired vocabulary in context	Identifies new meanings for familiar words Uses cues to determine meaning Uses newly acquired vocabulary in context	Identifies new meanings for familiar words and applies them accurately Uses some inflections and affixes as a clue to determine meaning Uses newly acquired vocabulary and phrases in appropriate manner
Applies conventions of standard English grammar and usage	Begins to use appropriate word order Begins to asks appropriate questions	Uses appropriate word order Begins to understands difference between a statement and a question	Understands and uses question words Forms regular plural nouns orally. Use the most frequently occurring prepositions.
Recognizes and uses capital letters and punctuation	Recognizes capital letters in one’s own first name	Recognizes capital letters and some lowercase letters Knows to begin sentence with a capital letter and end sentence with a period with teacher prompting	Prints many upper- and lowercase letters. Uses a capital letter at the beginning of a sentence and the pronoun I Recognizes and names simple punctuation Capitalizes dates and names of people
Applies knowledge of sound symbol relationships	Recognizes sounds and symbols for at least 5 sounds and symbols	Recognizes many sounds and symbols for all consonants and vowels	Writes a letter or letters for most consonant and short-vowel sounds Encodes and decodes 3-letter short vowel words Spells simple words phonetically

Language Conventions

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Understands and uses increasingly complex vocabulary	Begins to identify new meanings for familiar words Begins to use cues to determine meaning Begins to use newly acquired vocabulary in context	Identifies new meanings for familiar words Uses cues to determine meaning Uses newly acquired vocabulary in context	Identifies new meanings for familiar words and applies them accurately Uses some inflections and affixes as a clue to determine meaning Uses newly acquired vocabulary and phrases in appropriate manner
Applies conventions of standard English grammar and usage	Begins to use appropriate word order Begins to asks appropriate questions	Uses appropriate word order Begins to understands difference between a statement and a question	Understands and uses question words Forms regular plural nouns orally. Use the most frequently occurring prepositions.
Recognizes and uses capital letters and punctuation	Recognizes capital letters in one’s own first name	Recognizes capital letters and some lowercase letters Knows to begin sentence with a capital letter and end sentence with a period with teacher prompting	Prints many upper- and lowercase letters. Uses a capital letter at the beginning of a sentence and the pronoun I Recognizes and names simple punctuation Capitalizes dates and names of people
Applies knowledge of sound symbol relationships	Recognizes sounds and symbols for at least 5 sounds and symbols	Recognizes many sounds and symbols for all consonants and vowels	Writes a letter or letters for most consonant and short-vowel sounds Encodes and decodes 3-letter short vowel words Spells simple words phonetically

Reading

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Approaches reading with a positive attitude	Explores books Enjoys being read to	Explores and selects books independently Participates in reading activities	Is an active participant in shared reading, guided reading and read-aloud activities Reads willingly for sustained periods of at least 5 minutes
Demonstrates understanding of basic features or print	Identifies book features (cover, title, pictures) Begins to recognize that words are read from left to right (directionality)	Follows words in a book from left to right, top to bottom, and page by page Knows that pictures in a book tell a story Understands that words are separated by spaces in print	Understands that print carries a message Identifies title, author, and illustrator Begins to recognize the distinguishing features of a sentence
Alphabetic knowledge and phonological awareness	Begins to develop an awareness of words, syllables and sounds	Identifies some letters and makes some letter-sound matches Participates in rhyming activities Beginning to learn that speech can be segmented into individual units of sound (phonemes)	Recognizes and produces rhyming words Isolates beginning and ending sounds in words Can clap and count syllables in a word Isolates and pronounces the initial, medial, and final vowel sounds in CVC words Begins to distinguish long from short vowel sounds in spoken single-syllable words Can hear individual sounds (phonemes) and blend them together
Applies phonics and word analysis skills	Begins to hear the initial and end sound in familiar words	Begins to develop basic knowledge of one-to-one letter-sound correspondence for consonants and vowels	Demonstrates basic knowledge of one-to-one letter-sound correspondence Decodes and encodes cvc words Decodes long vowel words containing “magic e” Recognizes long and short vowel sounds found in common words Reads common high-frequency words by sight (a, I , the, to, you, your, said, of, are, they, put, was, from, were, very, do, goes) Begins to read phonics-based books
Reads emergent text	Begins to pretend to read or follows the words with their finger	Preview text (pictures--tell story)	Reads emergent text by using clues from the print, illustrations, and sounding out some words
Comprehends a simple story	Developing stamina to listen to a story	Begins to retells familiar stories with some support and prompts from the teacher Recognizes some characters with teacher prompts and modeling Begins to identify beginning, middle, and end of a story	With prompting and support: Retells familiar stories and makes some connections to the text Identifies character, setting, and major events Can describe a favorite part and explain why Recognizes the difference between non-fiction and fiction text
Responds to text	Talks about text with prompting	Begins to ask questions about text Uses pictures from the text to predict and understand what is happening in the story	With prompting and support: Asks about unknown words or details in text Recognizes different types of text (non-fiction, fiction, patterns, rhyme) Describes relationships between text and illustrations

Reading

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Approaches reading with a positive attitude	Explores books Enjoys being read to	Explores and selects books independently Participates in reading activities	Is an active participant in shared reading, guided reading and read-aloud activities Reads willingly for sustained periods of at least 5 minutes
Demonstrates understanding of basic features or print	Identifies book features (cover, title, pictures) Begins to recognize that words are read from left to right (directionality)	Follows words in a book from left to right, top to bottom, and page by page Knows that pictures in a book tell a story Understands that words are separated by spaces in print	Understands that print carries a message Identifies title, author, and illustrator Begins to recognize the distinguishing features of a sentence
Alphabetic knowledge and phonological awareness	Begins to develop an awareness of words, syllables and sounds	Identifies some letters and makes some letter-sound matches Participates in rhyming activities Beginning to learn that speech can be segmented into individual units of sound (phonemes)	Recognizes and produces rhyming words Isolates beginning and ending sounds in words Can clap and count syllables in a word Isolates and pronounces the initial, medial, and final vowel sounds in CVC words Begins to distinguish long from short vowel sounds in spoken single-syllable words Can hear individual sounds (phonemes) and blend them together
Applies phonics and word analysis skills	Begins to hear the initial and end sound in familiar words	Begins to develop basic knowledge of one-to-one letter-sound correspondence for consonants and vowels	Demonstrates basic knowledge of one-to-one letter-sound correspondence Decodes and encodes cvc words Decodes long vowel words containing “magic e” Recognizes long and short vowel sounds found in common words Reads common high-frequency words by sight (a, I , the, to, you, your, said, of, are, they, put, was, from, were, very, do, goes) Begins to read phonics-based books
Reads emergent text	Begins to pretend to read or follows the words with their finger	Preview text (pictures--tell story)	Reads emergent text by using clues from the print, illustrations, and sounding out some words
Comprehends a simple story	Developing stamina to listen to a story	Begins to retells familiar stories with some support and prompts from the teacher Recognizes some characters with teacher prompts and modeling Begins to identify beginning, middle, and end of a story	With prompting and support: Retells familiar stories and makes some connections to the text Identifies character, setting, and major events Can describe a favorite part and explain why Recognizes the difference between non-fiction and fiction text
Responds to text	Talks about text with prompting	Begins to ask questions about text Uses pictures from the text to predict and understand what is happening in the story	With prompting and support: Asks about unknown words or details in text Recognizes different types of text (non-fiction, fiction, patterns, rhyme) Describes relationships between text and illustrations

Reading

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Approaches reading with a positive attitude	Explores books Enjoys being read to	Explores and selects books independently Participates in reading activities	Is an active participant in shared reading, guided reading and read-aloud activities Reads willingly for sustained periods of at least 5 minutes
Demonstrates understanding of basic features or print	Identifies book features (cover, title, pictures) Begins to recognize that words are read from left to right (directionality)	Follows words in a book from left to right, top to bottom, and page by page Knows that pictures in a book tell a story Understands that words are separated by spaces in print	Understands that print carries a message Identifies title, author, and illustrator Begins to recognize the distinguishing features of a sentence
Alphabetic knowledge and phonological awareness	Begins to develop an awareness of words, syllables and sounds	Identifies some letters and makes some letter-sound matches Participates in rhyming activities Beginning to learn that speech can be segmented into individual units of sound (phonemes)	Recognizes and produces rhyming words Isolates beginning and ending sounds in words Can clap and count syllables in a word Isolates and pronounces the initial, medial, and final vowel sounds in CVC words Begins to distinguish long from short vowel sounds in spoken single-syllable words Can hear individual sounds (phonemes) and blend them together
Applies phonics and word analysis skills	Begins to hear the initial and end sound in familiar words	Begins to develop basic knowledge of one-to-one letter-sound correspondence for consonants and vowels	Demonstrates basic knowledge of one-to-one letter-sound correspondence Decodes and encodes cvc words Decodes long vowel words containing “magic e” Recognizes long and short vowel sounds found in common words Reads common high-frequency words by sight (a, I , the, to, you, your, said, of, are, they, put, was, from, were, very, do, goes) Begins to read phonics-based books
Reads emergent text	Begins to pretend to read or follows the words with their finger	Preview text (pictures--tell story)	Reads emergent text by using clues from the print, illustrations, and sounding out some words
Comprehends a simple story	Developing stamina to listen to a story	Begins to retells familiar stories with some support and prompts from the teacher Recognizes some characters with teacher prompts and modeling Begins to identify beginning, middle, and end of a story	With prompting and support: Retells familiar stories and makes some connections to the text Identifies character, setting, and major events Can describe a favorite part and explain why Recognizes the difference between non-fiction and fiction text
Responds to text	Talks about text with prompting	Begins to ask questions about text Uses pictures from the text to predict and understand what is happening in the story	With prompting and support: Asks about unknown words or details in text Recognizes different types of text (non-fiction, fiction, patterns, rhyme) Describes relationships between text and illustrations

Writing

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Explores writing with a positive attitude	Engages in pre-writing activities (including drawing, pin punch and coloring)	Willingly engages in writing activities such as tracing, drawing, etc.	Actively engages in a variety of independent writing activities
Holds pencil correctly	Uses Practical Life and Sensorial materials to strengthen pincer grip Begins to demonstrate ability to hold pencil correctly	Uses Practical Life and Sensorial materials to strengthen pincer grip Demonstrates ability to hold pencil correctly Begins to use lines as a guide	Uses Practical Life and Sensorial materials to strengthen pincer grip Holds pencil correctly showing clear dominance Uses lines as a guide Sits appropriately when writing Attempts correct letter formation
Forms letters legibly and conventionally	Begins to trace own name and form some letters	Begins to form some letters with conformity	Forms upper and lower case print letters
Composes text	Shows readiness for writing by choosing to draw/write Uses symbols to represent words Begins to create picture stories	Begins to use a combination of drawing, dictating and writing to compose different types of text	Uses a combination of drawing, dictating, and writing to compose different types of text
Begins to apply traits of effective writing	Begins to add detail to pictures with teacher support	With guidance and support responds to questions and suggestions from teachers Begins to write simple stories by dictation or using pictures	With guidance and support responds to questions and suggestions from teachers and begins to edit own work With guidance and support publishes writing Begins to organize ideas and supporting detail Writes simple stories with a beginning, middle and end

Writing

Outcome	Specific Expectation	Specific Expectation	Specific Expectation
	P1	P2	P3
Explores writing with a positive attitude	Engages in pre-writing activities (including drawing, pin punch and coloring)	Willingly engages in writing activities such as tracing, drawing, etc.	Actively engages in a variety of independent writing activities
Holds pencil correctly	Uses Practical Life and Sensorial materials to strengthen pincer grip Begins to demonstrate ability to hold pencil correctly	Uses Practical Life and Sensorial materials to strengthen pincer grip Demonstrates ability to hold pencil correctly Begins to use lines as a guide	Uses Practical Life and Sensorial materials to strengthen pincer grip Holds pencil correctly showing clear dominance Uses lines as a guide Sits appropriately when writing Attempts correct letter formation
Forms letters legibly and conventionally	Begins to trace own name and form some letters	Begins to form some letters with conformity	Forms upper and lower case print letters
Composes text	Shows readiness for writing by choosing to draw/write Uses symbols to represent words Begins to create picture stories	Begins to use a combination of drawing, dictating and writing to compose different types of text	Uses a combination of drawing, dictating, and writing to compose different types of text
Begins to apply traits of effective writing	Begins to add detail to pictures with teacher support	With guidance and support responds to questions and suggestions from teachers Begins to write simple stories by dictation or using pictures	With guidance and support responds to questions and suggestions from teachers and begins to edit own work With guidance and support publishes writing Begins to organize ideas and supporting detail Writes simple stories with a beginning, middle and end

Each Primary classroom is equipped with leveled libraries. Children learn to choose books that are just right for independent reading. Our young readers develop comprehension skills through teacher and peer modeling: making predictions, connections and telling the sequence of the story. Literacy circles allow for book discussions using such tools as story maps and Venn diagrams.

Handwriting

To reinforce the concrete and tactile methods of the Montessori writing methods, we have introduced the Handwriting without Tears (HWT) program. Used in conjunction with the sandpaper letters, metal insets, and pin punch activities, the Primary children learn the proper formation and placement of printed letters on the page. The HWT program continues into the Lower School, where cursive letters are taught.

Mathematics

In Primary, students demonstrate and apply mathematical thinking. Montessori math materials provide a tactile experience that allows a child to use their sense of touch to understand the concept of quantity. They see and feel the difference between 1 and 100 and learn that 1000 is more than 100. The manipulatives, bead materials, and other Montessori materials are appealing to all students. The younger children use them to count single units, teen numerals, and tens to one hundred. Older children use them to practice skip counting, solve equations involving the operations of addition, multiplication, subtraction, and division. Children are introduced to numeracy with concrete quantities and then the abstract symbol that represents the amount. Over time, children use this knowledge to understand the decimal system, mathematical operations, and in the final year of Primary, the more advanced concepts of time, money, and measurement.

Mathematics is arranged into five main strands: Number, Pattern and Function, Measurement, Shape and Space, and Data Handling. Outcomes describe the expectations of most learners are able to do by the end of any given grade level. Different learners have different proficiency levels and needs, although they might be in the same class or have the same age. Some students advance and work towards the next phase. The acquisition of mathematical understanding is a continuum along which each individual student progresses at his/her own speed.

The assessment of the math outcomes helps teachers decide how to set specific and individual learning goals for each student. The individual progression of each child in math is shared with parents during parent-teacher conferences and through written reports.

Strand

Specific Expectation

Number

Develops an awareness of the correspondence between numeral and quantity of at least up to 10

Begins to understand the concept of simple addition by using concrete materials

Develops an understanding of whole number quantity and value beyond 10

Recognizes and uses different materials to represent quantity

Understands the basic concepts of at least addition

Begins to solve number stories using concrete materials

Begins to compare quantities using the language of mathematics, such as, more or less

Knows number names and counts in sequence to 20

Compares quantities in sets up to 10

Counts in sequence to 100

Solves operations using a variety of strategies and materials

Solves number stories using concrete materials

Recognizes and uses different materials to represent quantities

Reads and writes whole numbers up to 100

Orally describes strategies for adding and subtracting 2 one-digit numbers

Uses the language of mathematics to compare quantities for example, greater, more, less, fewer

Begins to build numbers using the base ten place value system

Begins to recognize that fractions are a way of representing whole-part relationships

Strand

Specific Expectation

Number

Develops an awareness of the correspondence between numeral and quantity of at least up to 10

Begins to understand the concept of simple addition by using concrete materials

Develops an understanding of whole number quantity and value beyond 10

Recognizes and uses different materials to represent quantity

Understands the basic concepts of at least addition

Begins to solve number stories using concrete materials

Begins to compare quantities using the language of mathematics, such as, more or less

Knows number names and counts in sequence to 20

Compares quantities in sets up to 10

Counts in sequence to 100

Solves operations using a variety of strategies and materials

Solves number stories using concrete materials

Recognizes and uses different materials to represent quantities

Reads and writes whole numbers up to 100

Orally describes strategies for adding and subtracting 2 one-digit numbers

Uses the language of mathematics to compare quantities for example, greater, more, less, fewer

Begins to build numbers using the base ten place value system

Begins to recognize that fractions are a way of representing whole-part relationships

Strand

Specific Expectation

Pattern and Function

Begins to recognize patterns using colors, shapes, and pictures

Understands that patterns repeat and can continue a given pattern

Recognizes number patterns such as skip counting by 5 and 10

Describes and represents patterns in various ways, for example, using words, pictures, symbols, materials, actions, and numbers

Strand

Specific Expectation

Pattern and Function

Begins to recognize patterns using colors, shapes, and pictures

Understands that patterns repeat and can continue a given pattern

Recognizes number patterns such as skip counting by 5 and 10

Describes and represents patterns in various ways, for example, using words, pictures, symbols, materials, actions, and numbers

Strand

Specific Expectation

Measurement

Learns to compare and grade with concrete sensorial materials

Demonstrates spatial awareness with concrete materials

Compares objects using measurable attributes such as length, weight, and temperature

Understands that events can be ordered and sequenced

Describes and compares measurable attributes, for example, longer, shorter, heavier, empty, full, hotter, colder

Begins to use non-standard and standard tools and techniques to estimate and compare weight, temperature and length

Identifies coins and their values

Begins to understand that time is measured in standard units, for example, years, months, days, minutes, and seconds

Identifies, describes and sequences events in their daily lives

Begins to tell time to the hour

Strand

Specific Expectation

Measurement

Learns to compare and grade with concrete sensorial materials

Demonstrates spatial awareness with concrete materials

Compares objects using measurable attributes such as length, weight, and temperature

Understands that events can be ordered and sequenced

Describes and compares measurable attributes, for example, longer, shorter, heavier, empty, full, hotter, colder

Begins to use non-standard and standard tools and techniques to estimate and compare weight, temperature and length

Identifies coins and their values

Begins to understand that time is measured in standard units, for example, years, months, days, minutes, and seconds

Identifies, describes and sequences events in their daily lives

Begins to tell time to the hour

Strand

Specific Expectation

Shape and Space

Matches basic 2D shapes

Matches basic 3D shapes

Recognizes, names and describes basic 2D shapes

Recognizes and names basic 3D shapes

Describes the location and movement of objects

Identifies and names 2D and 3D shapes in their environment

Describes 2D shapes using attributes

Describes position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down

Strand

Specific Expectation

Shape and Space

Matches basic 2D shapes

Matches basic 3D shapes

Recognizes, names and describes basic 2D shapes

Recognizes and names basic 3D shapes

Describes the location and movement of objects

Identifies and names 2D and 3D shapes in their environment

Describes 2D shapes using attributes

Describes position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down

Strand

Specific Expectation

Data Handling

Participates in creating class graphs and charts to represent information

Recognizes graphs and charts as a way to organize information

Uses simple graphs to answer questions with teacher guidance

Recognizes graphs and charts as a way to organize information

Collects and organizes data to create class constructed tally charts, tables, and graphs

Uses graphs to answer simple questions

Strand

Specific Expectation

Data Handling

Participates in creating class graphs and charts to represent information

Recognizes graphs and charts as a way to organize information

Uses simple graphs to answer questions with teacher guidance

Recognizes graphs and charts as a way to organize information

Collects and organizes data to create class constructed tally charts, tables, and graphs

Uses graphs to answer simple questions

Science

Science at Whitby Montessori Children's House seeks to cultivate children’s natural curiosity and allows them to discover the answers to their “why” questions. The study of science concentrates on the scientific process of question, hypothesis, procedure, observation, data analysis, and conclusion. This process paves the way for children to think before deciding, use a logical method of discovery or testing, and use data to evaluate results and arrive at thoughtful conclusions. In addition, children use actual scientific materials and learn the proper nomenclature in such areas as zoology, botany, earth science, astronomy, and human development. Overall, our science curriculum encourages respect for the world, understanding our place in the natural order of things, and a feeling of responsibility for the earth.

Overall Expectations in Science 3-5 Year Olds

Students will develop their observational skills by using their senses to gather and record information. They will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore how objects and phenomena function and recognize fundamental cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives and show care and respect for themselves, other living things, and the environment. Finally, students will communicate their ideas or provide explanations using their own scientific experience and vocabulary.

The following table outlines the scientific lines of inquiry students will experience in Primary years:

Strand

Learning Outcomes

Living Things

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Related Concepts: adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, organism, plants, systems (digestive, nervous, respiratory)

Students will be able to:

Understand that plants need water and light to grow.

Recognize that living things can survive only where their needs are met (i.e. food, water, shelter). If some places are too hot or too cold or have too little water or food, plants and animals may not be able to live there.

Identify that all organisms have external parts that they use to perform daily functions.

Recognize that a range of different organisms live in different places.

Materials and Matter

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Students will be able to:

Identify that matter exists as different substances that have observable different properties.

Different properties are suited to different purposes.

Objects can be built up from smaller parts.

Forces and Energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Related concepts: conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.

Students will be able to:

Understand that pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.

A change in motion of an object can depend on the effects of multiple forces.

Explain how bigger pushes and pulls cause bigger changes in an objects’ motion or shape.

Earth and Space

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Related concepts: atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and nonrenewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin.

Students will be able to:

Understand that sunlight warms Earth’s surface.

Recognize that the sun and moon follow a predictable pattern in the sky

Recognize that weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time.

Recognize that living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Strand

Learning Outcomes

Living Things

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Students will be able to:

Understand that plants need water and light to grow.

Identify that all organisms have external parts that they use to perform daily functions.

Recognize that a range of different organisms live in different places.

Materials and Matter

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Students will be able to:

Identify that matter exists as different substances that have observable different properties.

Different properties are suited to different purposes.

Objects can be built up from smaller parts.

Forces and Energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Students will be able to:

Understand that pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.

A change in motion of an object can depend on the effects of multiple forces.

Explain how bigger pushes and pulls cause bigger changes in an objects’ motion or shape.

Earth and Space

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Students will be able to:

Understand that sunlight warms Earth’s surface.

Recognize that the sun and moon follow a predictable pattern in the sky

Recognize that weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time.

Recognize that living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Strand

Learning Outcomes

Living Things

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Students will be able to:

Understand that plants need water and light to grow.

Identify that all organisms have external parts that they use to perform daily functions.

Recognize that a range of different organisms live in different places.

Materials and Matter

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Students will be able to:

Identify that matter exists as different substances that have observable different properties.

Different properties are suited to different purposes.

Objects can be built up from smaller parts.

Forces and Energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Students will be able to:

Understand that pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.

A change in motion of an object can depend on the effects of multiple forces.

Explain how bigger pushes and pulls cause bigger changes in an objects’ motion or shape.

Earth and Space

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Students will be able to:

Understand that sunlight warms Earth’s surface.

Recognize that the sun and moon follow a predictable pattern in the sky

Recognize that weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time.

Recognize that living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Social Studies

In the Primary classrooms, social studies are part of our cultural curriculum. Students explore different countries and cultures, study geography, learn about the continents and the animals that inhabit the land, air, and water of each area. Children learn about the similarities and the differences in the way plants, animals, and people adapt to the ecosystem in which they live, locally and around the globe. We utilize our beautiful campus to study our environment and learn to live in harmony with it. Over the three years in Primary, we explore these strands: Human Systems and Economic Activities, Social Organization and Culture, Continuity and Change over Time, Human and Natural Environments, and Resources and the Environment.

Overall Expectations for 3-5-Year-Olds:

Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practice applying rules and routines to work and play. They will gain an increasing awareness of themselves concerning the various groups they belong to and be conscious of the systems by which they organize themselves. They will develop their sense of place and the reasons why particular areas are important to people. They will also develop their understanding of time and recognize significant events in their own lives and how time and change affect people.

The following table outlines the social studies lines of inquiry students will experience in Primary this year:

Strand

Learning Outcomes in Social Studies

Human Systems and Economic Activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Related concepts: communication, community, conflict, cooperation, education, employment, freedom, governments, justice, legislation, organization, production, transportation, truth, family, groups, leadership, roles, society, systems, human rights, beliefs, human rights, responsibilities.

Provide examples of ways people’s activities (e.g., sports, farming, defense) are influenced by the location and physical features of a place.

Identify the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of).

Talk about the reasons that rules are necessary in the various communities to which he or she belongs.

Suggest some suitable rules and routines for the class.

Demonstrate ability to apply existing rules and routines to work and play with others.

Exhibit skills and strategies for organizing his or her time and belongings.

Resources and the Environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environments.

Related concepts: access, conservation, consumption, distribution, ecology, energy, equity, cooperation, enterprise, exchange, production, resource, sustainability, scarcity, trade, supply and demand, goods and services.

Recognize that people have basic needs (food, shelter, and clothing) and wants (toys, games, treats).

Describe how basic human needs, such as food, shelter, and clothing, can be met.

Demonstrate knowledge and understanding of how people participate in the production process.

Identify categories of goods and services that people produce and use (e.g. food, leisure products, visiting the doctor).

Give examples of ways in which people produce and use goods and services.

Explain the interaction that occurs and the roles that people take in the production and consumption processes.

Social Organizations and Culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Related concepts: artifacts, authority, citizenship, communities, conflict, diversity, family, identity, beliefs, change, ethnicity, perception, cultural interaction, heritage, multiculturalism, prejudice, customs and traditions, stereotypes.

Describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair).

Explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment.

Explain why a particular celebration is important in his or her own life.

Suggest reasons for various celebrations.

Identify and compare traditions and celebrations observed by others in the class.

Explore the different roles played by members of the community.

Demonstrate a positive attitude towards learning.

Recognize how his or her choices and behaviors affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).

Continuity and Change through Time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Related concepts: aspirations, beliefs, cause and effect, change, chronology, continuity, civilizations, conflict, discovery, exploration, evidence, future, history, identity, innovation, interrelationships, migration, past, present, progress, perspective, revolutions, time, values.

Identify changes he or she has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes).

Use primary sources (such as parents and grandparents) to identify reasons for documenting personal history.

Talk about the different ways in which family history can be documented.

Place events from his or her life in chronological order (for example, using personal photos).

Human and Natural Environments

The study of distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Related concepts: amenities, accessibility, borders (natural, social, political), change, conservation, dependence, distance, geography, impact, interaction, landscape, location, natural and cultural features, ownership, population, place, patterns, perception, region, settlements, scale, urbanization.

Identify geographic terms that describe their surroundings.

Describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front of.

Develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth.

Demonstrate knowledge and understanding of how and why people describe places and environments in different ways.

Explain what place names reveal about places and environments.

Locate on a globe or map his or her place in the world, and its relationship to various other places.

Use a variety of resources and tools to gather and process information about various regions and different ways of representing the world.

Compare the design of structures in various locations in relation to the natural environment.

Identify geographical and environmental factors that influence the design of structures in various locations.

Critique the impact of a structure on the natural environment.

Explain people’s responsibilities regarding the use of resources from the environment.

Describe the natural features of local and other environments.

Express his or her understanding of what a home is.

Research and compare homes in different cultures.

Identify factors that influence where people live and what their homes are like.