The Coddiewompler • Issue 6 •

coddiewompler the

Central Coast Montessori

ISSUE No 06

LEGENDARY LUNCHBOXES: TIPS FOR BUSY FAMILIES

WHERE HOPE AND MONTESSORI MEET: GROWING BRIGHTER FUTURES IN UGANDA

OUR 16 TH ANNUAL CULTURAL DAY: AFRICA

In this Issue 06

45 YEARS IN MONTESSORI We celebrate Jennifer Wills and her 45 years as a guide

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CULTURAL DAY Celebrating Africa

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FAMILY FOCUS The Fowler’s

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FROM THE COMMUNITY Roadschooling Across Australia

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LESSONS FROM UGANDA Pink Tower Montessori Preschool

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LEGENDARY LUNCHBOXES Top tips, nutritious and easy

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VISIT OUR SITE WWW.CCM.NSW.EDU.AU

PRINCIPAL DIMITRI NICOLAOU

DEPUTY PRINCIPAL & LEAD GUIDE (PRIMARY CYCLE 3) TINA FORSYTH

DIRECTOR (PRESCHOOL 0-6) ALISON BOTTELL

CONTRIBUTING WRITERS BRY O’NEILL THE FOWLER’S GEORGIA LIENEMANN THE LOGAN’S

PHOTOGRAPHY

DEREK ABEL (YOUR STORY)

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From the Principal Welcome to the Summer edition of The Coddiewompler.

As we close out Semester 2, it’s a joy to share another collection of stories, reflections and glimpses into the everyday life of our learning community. This publication now sits comfortably alongside our weekly Sawubona newsletter, offering space for a slower, more thoughtful look at the experiences that shape us.

The spirit of the Coddiewompler - travelling with purpose, even when the destination isn’t fully known - continues to mirror the Montessori journey beautifully. Our children move through their days with curiosity, assurance and a sense of belonging, supported by guides, families and peers who walk beside them.

In this edition, you’ll find moments of learning, collaboration and genuine wonder. Not grand events alone, but the small, steady things that give our community its character and rhythm. It’s a chance to pause, to appreciate, and to see the thread that connects our work across campuses and stages.

Sawubona,

Dimitri DIMITRI NICOLAOU

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CORRESPONDENCE

I visit many preschools each year, and I am always genuinely blown away by the children at Central Coast Montessori.

They are so polite, engaged and thoughtful in the way they listen and respond. Their questions are intelligent, and the level of respect they show throughout each session is remarkable. It was also so nice to see Monte (support dog) again! This visit was truly a standout for me.

PRESCHOOL VISITOR

We’ve noticed that the responsibilities our daughter takes on at school are having a positive effect at home as well. She seems to approach tasks with a clearer sense of purpose and is much more willing to take initiative without being asked.

What stands out most is how much she genuinely enjoys these responsibilities. Whether it is organising her belongings, helping with small chores or taking charge of her own routines, she approaches each task with enthusiasm. It is wonderful to see her developing these habits with such pride and a growing sense of capability.

CYCLE 2 PARENT

When I visited to see my son’s work, I noticed a significant change in his level of interest and engagement. He chose to show me a piece he was genuinely absorbed in, and it was clear from the way he explained it that he had developed a deep understanding of the topic.

Seeing him speak with such clarity and enthusiasm really highlighted how much he has grown in his learning this year.

CYCLE 3 PARENT

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JENNIFER WILLLS - PHOTO DEREK ABEL

A LIFE IN MONTESSORI: CELEBRATING JENNIFER WILLS AND HER FORTY-FIVE YEARS AS A GUIDE

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When Jennifer Wills first stepped into Stepping Stones Montessori School in Turramurra during her final year of university, she had no idea she was walking into her life’s work.

Jen’s first classroom was set up (and packed away) each week inside a church hall in Lindfield, NSW. She worked alongside a Directress trained by Mario Montessori in India and others from Canada and the United States.

Montessori was still a rarity in Sydney. There were only two schools at the time, but something in that tranquil room of beautiful didactic materials and purposeful children spoke to her. It felt different. It felt right. And she was hooked.

They showed her how to move quietly, how to observe children with genuine attention and how to present materials with clarity rather than explanation. Those early lessons shaped her practice for the decades that followed.

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‘THE JOY COMES WHEN A CHILD REALISES SOMETHING FOR THEMSELVES.’ Throughout her career, Jen found satisfaction in watching children direct their own learning. She valued the calm concentration that unfolded when a child committed to a task and the confidence that grew as they mastered new skills. Whether it was reading their first book, constructing the Roman Arch or exploring the binomial cube, Jen appreciated the moments when children made discoveries for themselves. She also valued the relationships formed with families and the shared commitment to supporting each child’s development.

The Montessori materials remained a constant source of interest for her. The Golden Beads, the number chains and the bi and trinomial cubes were among her favourites.

Jen often spoke about how these materials made abstract ideas genuinely tangible for young learners.

One memory she returned to often was of a five-year-old who, after working with the binomial cube, independently wrote out the binomial theorem. For her, these moments affirmed the depth of children’s capability when given the right tools.

Jen always described her role as that of a guide. She aimed to observe carefully, listen closely and offer just enough challenge to support each learner’s next step.

She believed that the growth of independence, confidence and competence were the real markers of progress.

After forty-five years as a Montessori guide, Jen has now stepped into retirement. Her focus is shifting to time with her seven grandchildren, travel and the welcome freedom of slower days. Her long career has contributed to the learning journeys of many children and families, and her presence formed part of the foundation on which several learning communities have grown.

We thank Jen for her commitment to Montessori education and wish her ease, enjoyment and new experiences as she enters this next chapter.

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CHRYSALIS

Chrysalis has been a calm, engaging space where our youngest learners have moved through their days with curiosity and growing confidence. The room has been filled with gentle chatter, purposeful movement and the kind of focused play that makes this stage so special.

Food preparation has remained a favourite ritual. Small hands have sliced strawberries with great care, mixed dough for warm banana–cinnamon biscuits and taken real pride in helping prepare simple snacks to share.

Much of the children’s exploration has unfolded through touch, movement and repetition.

Pouring, sorting, arranging flowers, practising toilet learning, working with tongs and opening and closing everyday objects have all offered meaningful opportunities for coordination and independence. Even putting on shoes — and taking them off again — became a small triumph repeated many times.

Language Cards, baskets of African animals and joyful drumming introduced new sounds, textures and stories into the room. These materials invited quiet concentration as well as moments of shared delight, and the children responded with growing confidence and ease.

Chrysalis continues to be a gentle beginning to the Montessori journey — a place where independence is nurtured through simple, thoughtful work and where each child moves at their own calm and steady rhythm.

SAKURA Supporting Growing Independence and a Healthy Transition into Preschool Sakura mornings bring a gentle rhythm to the weekend, with parents and children arriving together and settling into work side by side. The room holds a calm, steady energy as families explore activities with focus, ease and genuine connection.

The children move through the space with growing assurance: pouring, sorting, creating and completing small tasks with care.

Parents watch quietly, offering support when needed but also stepping back to notice those quiet moments when confidence unfolds on its own.

There is something special about the pace of these mornings.

The routine feels familiar, the environment welcoming, and the learning unhurried. Sakura continues to offer a thoughtful bridge between home and Preschool, giving families time to share in their child’s independence while experiencing the grace and simplicity of Montessori work together.

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FÉILEACÁN

Féileacán has been a place of gentle growth, steady rhythms, and the quiet magic that unfolds when a community truly learns to care for one another. Throughout the year, we have watched the children not only develop new skills, but grow into themselves — and into a community that works, learns, and lives alongside each other with genuine respect and warmth.

Each morning, the classroom comes alive through shared responsibility. Children moved with purpose as they prepared their environment — folding napkins for lunch, wiping down tables, sweeping up crumbs, laying out placemats, and tending to the practical life work that makes the classroom feel like a home. These daily tasks, carried out with small hands and big hearts, become a foundation for independence, cooperation, and pride. Making bread together became a much-loved ritual: kneading dough, taking turns, and sharing warm slices with friends and families at pickup. These simple, beautiful routines teach patience, generosity, and the joy of contributing to others.

As the year unfolded, we saw children step confidently into roles that reflected their growth.

Some naturally became mentors — quietly showing younger peers how to roll a mat, pack away their work, or hold a pencil with care. Others found their place through gentle leadership, guiding without words, modelling calmness, kindness, and curiosity. And as some of our friends took their next steps into the Primary classroom, the younger children watched with admiration, excited for their own journeys still to come.

Learning this year was driven by the children’s own wonder. Our cultural exploration of Africa opened rich conversations, maps, drawings, and stories that flowed easily into the children’s daily work.

Reading blossomed as children explored books independently, read with guides, or curled up with friends to retell familiar stories in their own words.

The joy of literacy deepened through Shared Story Day, where stories, costumes and imagination wove everyone together in laughter and connection.

The Hospital for Me incursion and First Aid session offered thoughtful insight into how we care for our bodies and respond to others with calmness and empathy.

Fire drills strengthened this understanding of safety and responsibility, as the children practised moving with composure and supporting their community.

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Throughout the year, the children approached their work with increasing confidence and concentration — whether threading beads, tracing letters, building with materials, or exploring sensorial activities. Their reading journeys, too, flourished in unique ways: some sounding out letters for the first time, others writing short words, reading phonetic books, or joyfully recognising familiar language in their environment. Every milestone, big or small, was celebrated by friends and guides alike.

Beyond the work itself, it was the relationships in Féileacán that shaped the heart of the year. The gentle conversations, shared laughter, moments of problem-solving, and hands reaching out to help a friend — these were the threads that wove our classroom family together. Guides and children built trusting relationships rooted in mutual care, respect, and a deep understanding of each child’s individuality. We shared moments of quiet reassurance, bursts of excitement, and the everyday magic of watching the children grow not just academically, but emotionally and socially.

As we reflect on this year, we are filled with gratitude. Gratitude for the children, who showed us — day after day — how capable, thoughtful, and compassionate they can be. Gratitude for the families who entrust us with their children’s learning and wellbeing. And heartfelt gratitude for the guides, whose steady presence, patience, and dedication have nurtured this space with such warmth and intention.

Féileacán has been a place shaped by community, kindness, and the steady confidence that comes from doing things with care. What a privilege it has been to walk alongside the children this year — to witness their discoveries, their courage, their friendships, and their growing sense of themselves in the world.

We end the year with full hearts, inspired by all they have become.

Alison Alison Bottell Lead Guide (Early Years 3-6)

Puzzle maps offer a sensorial experience of each continent, allowing children to feel the shape and size of countries as they read labels, place flags for countries and capitals, and identify key land and water forms. Once complete, they record their findings to guide further learning.

Having explored the metal inset exercises in isolation, this learner is now combining the skills to create original designs. This work refines hand control, concentration, and the fine motor strength essential for early writing.

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COMMUNITY EVENTS

Cultural Day 2025: Africa

Cultural Day invites our children to step into the wider world with curiosity and respect. This year, we explored the richness of Africa through story, rhythm, art and shared experience.

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Cultural Day has become one of the most loved traditions in our learning community. Now in its 16th year, it continues to offer children and families an immersive way to experience the richness of a different continent each year. In 2025, our focus was Africa, a continent shaped by ancient civilisations and vibrant cultural traditions, and home to an extraordinary tapestry of languages, stories, artistic expressions and diverse landscapes.

Throughout the year, children from Preschool to Cycle 3 explored African geography, wildlife, textiles, legends, languages and history. They listened to stories of ancient kingdoms, explored art and symbolism, and studied the deep cultural ties that connect communities across the continent. As always in Montessori education, the children approached their learning with curiosity, openness and respect.

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When Cultural Day arrived, our grounds transformed. Bamboo arches framed the entrance, earthy textiles moved softly in the breeze, and a striking art installation anchored the centre of the space. Families wandered into an environment alive with sound, colour and movement.

The day began by pausing to honour the Traditional Custodians of the land and to recognise the meaningful connections between many African cultures and our own First Nations peoples, particularly their shared relationships with story, land and community.

Performers brought African music and dance to life with extraordinary energy. Drummers, dancers and storytellers invited families not only to watch but to participate. Children mirrored steps, tried instruments and joined in freely with the confidence that comes from real immersion.

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Across the grounds, families explored craft stations, food and beverages from many African coountries, games, instruments and hands-on activities inspired by African traditions. Children wove, sang, danced, made, tasted and played, realising that culture is something experienced with the senses rather than studied from afar.

This year, our theme of Ubuntu, meaning ‘I am because we are’, sat at the heart of the celebration. Ubuntu reflects the Montessori approach so clearly. It reminds us that we are shaped by community, that learning is strengthened through connection, and that compassion and belonging are essential to human development.

Cultural Day is the culmination of months of meaningful study. It turns knowledge into experience and shows children the beauty of global cultures in ways that ignite curiosity and understanding.

As Maria Montessori said, ‘The child is both a hope and a promise for mankind.’ Cultural Day supports this vision by helping children see themselves as part of a wider world, rich in diversity, story and shared humanity.

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As families made their way home, the feeling across the grounds was one of warmth and pride. The energy of our performers, the quiet work of volunteers and the enthusiasm of our children created a day that felt vibrant, welcoming and deeply connected.

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PHOTOGRAPHY BY DEREK ABEL

Cultural Day 2025 was a celebration of Africa and a celebration of global learning.

A day of music, colour and discovery. A reminder that culture is best understood through experience and that our children thrive when invited to step into the wider world with open hearts and curious minds.

FAMILY FOCUS

The Fowler’s For this edition of Family Focus, we’re delighted to introduce the Fowler family, who have become a wellloved part of our Central Coast Montessori learning community.

HOW LONG HAS YOUR FAMILY BEEN PART OF THE CENTRAL COAST MONTESSORI COMMUNITY, AND WHAT IS ONE OF YOUR FAVOURITE MEMORIES SO FAR? We’ve been part of the Central Coast Montessori community for six years now, and one of my favourite memories is watching Tori’s excitement about starting Stage 1. I’ll never forget her first day of Preschool. I was so emotional, and yet she was so happy and confident walking in. Seeing how comfortable she was with the transition brought me so much joy and truly put my heart at ease.

IN WHAT WAYS DO YOU FEEL MONTESSORI EDUCATION HAS SUPPORTED YOUR CHILDREN’S GROWTH AND DEVELOPMENT? Montessori education has supported Tori’s growth in such meaningful ways. It has nurtured her independence, confidence and curiosity, while allowing her to learn at her own pace and in her own style. I’ve seen her develop a genuine love of learning, a strong sense of responsibility and a real respect for others and their environment. The Montessori approach has helped Tori grow not just academically, but emotionally and socially as well. It has shaped the way she communicates, solves problems and navigates challenges. I’m grateful for how much it has contributed to who she is becoming.

WHICH MONTESSORI EVENT OR EXPERIENCE HAS BEEN MOST MEANINGFUL FOR YOUR FAMILY, AND WHY?

The most meaningful experience for our family has definitely been the Parents Night and Learning Opportunity events. They have given us such valuable insight into Montessori philosophy and how learning unfolds in the classroom. Being able to observe the materials, understand the purpose behind the work and see how the children are guided has really deepened our appreciation for the method. It has also helped us better support the Montessori approach at home.

Having that clarity and consistency has made a big difference for our family. Those evenings always leave us feeling inspired, connected and grateful for the way the school partners with parents in the children’s learning journey.

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WHAT CHANGES HAVE YOU NOTICED IN YOUR CHILD'S BEHAVIOUR, CONFIDENCE OR LEARNING SINCE JOINING A MONTESSORI ENVIRONMENT? Since joining the Montessori environment, we’ve noticed so many beautiful changes in Tori’s behaviour, confidence and learning. She is independent and selfmotivated. She takes initiative, makes her own choices and displays a real sense of pride in her achievements.

Her confidence has grown enormously over the years.

She approaches new tasks with curiosity and trust in her own ability to learn through exploration. Socially and emotionally, we’ve seen her becoming calmer, more considerate and more aware of others, which has made day-to-day interactions at home more harmonious.

Another big change is her love for learning. She comes home excited to share what she has discovered, and we can clearly see how the school nurtures her natural interests in such a respectful and engaging way.

Montessori has supported her growth not only academically, but as a whole child, helping her become a confident, capable and joyful learner.

HOW DO YOU SUPPORT MONTESSORI PRINCIPLES AT HOME, AND HOW HAS THIS INFLUENCED YOUR FAMILY LIFE? Supporting Montessori principles at home has had a really positive influence on our family life. We try to mirror what Tori experiences at school by encouraging independence, giving her opportunities to make choices and involving her in everyday tasks such as cooking, cleaning and caring for her environment.

We’ve also created simple, accessible spaces at home where she can choose activities on her own and take responsibility for packing them away afterward.

Alongside this, we apply gentle boundaries that are essential for her emotional safety, and we allow natural consequences to guide learning rather than punishment. This has helped her understand responsibility in a calm and respectful way.

Overall, incorporating Montessori principles at home has created a calmer rhythm in our daily life and brought more cooperation and respect into our household.

PAM, MITCH & TORI

THE FOWLER’S

We are grateful to the Fowlers for being part of Family Focus. Your story highlights the quiet, powerful ways Montessori supports family life.

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WONNAI Wonnai has been a lively hub of curiosity and discovery, with the children moving confidently between cultural learning, handson exploration and creative expression.

Our studies of Africa prompted thoughtful conversations and plenty of practical experiences. Our work culminated in the Celebration of Africa for Cultural Day, where the children shared their learning and a performance and also enjoyed the music, food and festival atmosphere.

Mandarin lessons with Yanan continued to enrich our mornings. The children read The Very Hungry Caterpillar in Chinese, prepared moon cakes for the Moon Festival and learnt about the stories and traditions behind this celebration.

Shared Story Day sparked a strong interest in narrative writing, and Wonnai has been exploring the many ways a story can be crafted. This focus supported our recent Going Out, where the children spent time whale watching and wandering through the bush before returning to write descriptively about what they had seen and experienced.

Wonnai has been a place of curiosity, independence and shared exploration, with the children expressing themselves with growing confidence and embracing the world with open eyes.

Jen Jen Willis Lead Guide (Wonnai)

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KANYINI Kanyini has been buzzing with activity, with the children diving into projects that encouraged careful thinking, practical skills and plenty of teamwork. Their growing independence has been especially noticeable as they’ve taken on new challenges with a sense of calm confidence.

We began by looking closely at freshwater micro-habitats. The children set up small ecosystems and observed mosquito larvae and yabbies, noticing changes in life stages, patterns in behaviour and the way each part of a habitat relies on the others.

Our Bike Riding Program offered another chance to stretch new abilities. The children practised safe riding techniques, learnt to navigate simple traffic layouts and gradually built certainty and control on their bikes. Watching their pride as their skill increased has been a highlight.

Swimming sessions at Mingara helped strengthen water safety awareness and supported the children in feeling more capable in the pool. Alongside this, Kanyini continued contributing to our water tank fundraising and began tending the new garden beds, planting tomatoes and strawberries and taking great care in looking after them.

Creative exploration played an important role too. For Cultural Day, the children investigated cultures, stories and traditions before coming together to celebrate Africa. Shared Story Day brought a different kind of excitement as imaginative costumes, lively storytelling and a burst of French enthusiasm, especially when crêpes were involved. The CBCA Book Awards also sparked thoughtful conversations as we read each of the shortlisted titles together.

Kanyini has been a place of steady growth and hands-on discovery. We are incredibly proud of the children’s efforts and look forward to all that awaits.

Alex Alex Coutts Lead Guide (Kanyini)

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FROM THE COMMUNITY

ROADSCHOOLING ACROSS AUSTRALIA: LESSONS FROM LIFE BEYOND THE CLASSROOM The Logans always loved their life on the Central Coast, yet they carried a steady sense of curiosity about what lay beyond. They wondered about the landscapes, people and communities scattered across Australia, and how it might feel to experience them together as a family of five. With the ages of the children lining up perfectly and a shared sense that the moment was right, they put a plan in place and set off.

The early days were filled with a mix of excitement and quiet anxiety.

They regularly asked themselves whether they had made the right decision. Moving from the predictability of daily life into the fluid rhythm of travel required trust. Trust in themselves, trust in the road and trust in their capacity to adapt.

With minimal planning around where they would go or what they would see, the first weeks were a significant adjustment. There were moments of uncertainty, especially once they reached the more remote edges of the country and realised that turning back would not be quick or easy. These experiences became powerful lessons in trusting the process and sitting with whatever feelings arose.

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Finding Their Flow It took about three months for the shift to happen. Holiday mode slowly dissolved and a sense of this being their real life settled in. Around this point, the whole family began to truly find their rhythm. They grew more capable with every challenge: unpredictable weather, constant set ups and pack downs, and the continual change of environment.

Daily life, although different in pace, was not entirely dissimilar to home.

Everyone shared responsibilities and the children naturally contributed to the rhythm of the day. Without the pressure of being anywhere at a set time, they moved more slowly and with more intention.

Jenna cared for the inside of the caravan while Al managed the outdoor space and the truck. Without a dishwasher, cleaning up became a family ritual. The children each took turns, turning a simple task into teamwork.

A Family Rite of Passage Looking back, the Logans describe the journey as an initiation.

Removing all external support with parenting was both expected and daunting. Living so closely together revealed strengths they did not know they had, individually and collectively.

They came to understand their children more deeply: their quirks, needs, sensitivities and unique ways of moving through the world.

The closeness forged over long drives, remote campsites and shared challenges strengthened their bond as a family unit.

Through it all, the importance of clear family values became obvious. These values were discussed, revisited and embodied daily.

These values, along with the loving boundaries shaped along the way, are the gold they have brought home.

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Care, Connection and Making Space Being everything for everyone, all the time, required thoughtful self care.

Jenna would rise early to carve out quiet moments for herself. They took family walks, made time for one on one connections with the children, and occasionally took a break through solo swag nights or time out fishing. These small acts helped replenish their energy and maintain balance on the road.

BY CARLY FERRIS PHOTOGRAPHY BY HANNAH MORALES

Learning Everywhere They Went The Logans were not tracking days, and there was no timetable or formal schoolwork. Even so, learning happened constantly.

They explored the world around them, connected with Country and spent long stretches immersed in nature. Observations naturally led to discussions, questions and sometimes deeper dives into history, ecology and culture.

Museums and information centres became favourite stops. The children learned to listen to stories, interpret displays and piece together local histories. They spoke confidently with adults and fellow travellers, sharing their own stories and asking about others.

Their time in nature brought a different kind of peace, with hours spent exploring, watching animals, fishing or simply being still.

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From the Kids Riley: ‘Reeling in a GT fish in Broome was the best. My favourite place was Corringle Slips.’

Willow: ‘My favourite part was seeing Aaliyah (friend from CCM) in Tasmania and visiting Nirvana (former Guide at CCM) in the Flinders Ranges.’

Micah: ‘Opal mining in Coober Pedy was the coolest thing I have ever done. Coober Pedy was my favourite place.’

‘’THE ROAD BECAME A RITE OF PASSAGE, TESTING US, STRENGTHENING US AND BRINGING OUR FAMILY CLOSER THAN EVER BEFORE.’

Family memory: ‘A man caught a turtle by hand in Bitter Springs and it bit him.’

Gidget on the road ‘She slept under Mum and Dad’s bed, took up two seats in the truck and made dog friends everywhere.’ – Willow

The kids each carried a standout memory from the journey, from GT fishing in Broome and opal mining in Coober Pedy to reconnecting with friends in Tasmania and the Flinders Ranges.

As a family, highlights included Bruny Island, Lake King William, Margaret River, Corringle Slips and Bitter Springs.

A moment that still makes them laugh: a man catching a turtle by hand in Bitter Springs only for it to bite him.

And Gidget? She carved out her own adventure, snoozing under the bed, taking over two truck seats and making dog friends at every stop.

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Coming Home The year reaffirmed something the Logans already believed.

Parents play a central role in their children’s education. At the same time, they feel deeply grateful for the strong foundation provided

by CCM. For them, education is a partnership. The family, the learning community and the world each offer different layers that enrich one another. The trip strengthened their desire to stay present in their children’s growth and to ensure that family values remain at the core of how their children interact with others and move through the world.

Returning home felt like a big warm hug.

The children reintegrated beautifully. They reconnected with friends, settled back into routines and brought with them a year’s worth of stories, skills and confidence.

Advice for Other Families If the road calls and you are seeking a challenging but rewarding adventure, the Logans say it is worth it. They suggest starting with a few week long trips and embracing whatever the journey brings. The shared experiences create memories and bonds that last a lifetime.

Australia, they learned, is far bigger than most people imagine. Much of it is empty or sparsely populated, and all of it is waiting.

THREE WORDS TO SUM IT UP: CHALLENGING. GROWTH. CONNECTION.

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FROM THE COMMUNITY

Lessons From a Small School in Uganda The story of a grassroots Montessori movement changing lives in Uganda and a lesson in how deeply Montessori can flourish across cultures.

By Bry O’Neill

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I am Bry, dad to Jesse and Lacey in Laniakea, and a trustee of a charitable foundation called the Pink Umbrella Foundation. My family started the foundation about fifteen years ago with a simple vision for a fairer world. Our aim has always been to take on small but high value projects in developing countries, mainly in the areas of health care and education. Over the years there have been many projects, but the work in Uganda has been the most impactful and the most meaningful.

Uganda is very much a third world country. Most people do not earn an income. Families survive on subsistence farming and live in handmade mud huts without running water, medical care or access to quality education. The government is stable, but corruption is common, and very little support reaches the people who need it most.

Uganda is roughly a third the size of NSW and home to about eighty million people.

Our connection began when we discovered a small school of about fifty children operating out of a mud church building in a town called Buwampa, on the outskirts of Jinja. Jinja itself is a naturally beautiful place, sitting on the edge of Lake Victoria at the source of the Nile, but the city is surrounded by communities facing unimaginable poverty.

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Montessori educator training in Kampala, Roman Arch presentation and Pink Tower presentation - both at Pink Tower Montessori in Jinja, Uganda.

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After visiting the little schoolhouse in 2016, the Pink Umbrella Foundation pledged funds to build a proper stone school building with three classrooms. On opening day, around three hundred children turned up. It was immediately clear that more classrooms were needed. Over the next few years we continued to build and grow, meeting many challenges along the way. By 2019, the school had become a fully functioning primary school with almost five hundred children.

Bry O’Neill with boxes of shoes for Ugandan children/families, collected with the help of the Central Coast Montessori community

Jesse helping sort the shoes

THREE HUNDRED CHILDREN ARRIVED ON THE FIRST DAY. THEY WERE JUST WAITING FOR A CHANCE. 31

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In Uganda, primary schools usually include a preschool section for children aged three to six. There is no formal curriculum for this age group, and schools often have no resources, so preschool tends to function more like daycare. When I saw this, I could not help thinking about the extraordinary preschool education our children receive at Central Coast Montessori. Jesse and Lacey began primary school with strong numeracy and literacy skills. Yet here were children in Uganda sitting and waiting for three years to begin what was considered “proper” school. It felt like a tragic waste of potential during the most powerful stage of development.

I wondered how we might introduce a Montessori preschool program. We had a school, many eager children, and teachers who wanted to learn. What we lacked were materials and training. Dimitri was incredibly supportive, donating materials and linking me with Montessori suppliers. Over a couple of trips, we managed to carry an entire classroom worth of materials with us.

Training was more challenging. At the time, I could only find two fully trained Montessori teachers in the entire country of eighty million people.

They were siblings, Lanam and Christine, who had been sponsored by an American Montessorian to train and work in the United States for many years before returning home. Christine was busy with her own school, but Lanam was willing to travel to Jinja during school holidays to train our teachers.

Then COVID arrived. Uganda had some of the harshest and longest lockdowns in the world. Schools were shut for two years. Markets and food shops were closed.

People who lived without water or electricity were not allowed to leave their homes. Police enforced restrictions violently. It was a cruel time. When schools reopened, the government chose not to disadvantage students, so every child was advanced two years. A child who had completed Year 1 in 2019 was expected to begin Year 4 in 2022, without ever learning Years 2 and 3.

Once life began to return to normal, we resumed Montessori training. Supported by Pink Umbrella, Lanam travelled each school holiday to deliver intensive training, and our teachers volunteered their holidays to participate. As they approached two years of training, I searched for a way for them to receive formal qualifications. After many dead ends, I connected with Montessori for Kenya, who run an established teacher training program. They were so impressed with the level of our teachers’ knowledge that they invited them to sit the Kenyan National Diploma exams in late 2024. As I write this, the four teachers are back in Kenya attending their graduation ceremony.

LIFE IN UGANDA IS RAW AND REAL. THE PEOPLE ACHIEVE SO MUCH WITH SO LITTLE. With four qualified teachers, we opened a new preschool in Kampala in 2025, called Pink Tower Montessori. This small preschool, located in a relatively affluent area, is our attempt to create a selfsustaining Montessori school in Uganda. We are also running another training program with five new trainees on a two year journey toward Kenyan Diplomas. Meanwhile, our original teachers have now begun AMI (Association Montessori Internationale) training, which will eventually provide them with globally recognised qualifications.

In this time, another Montessori school has opened independently. Olive Acres is run by a committed selftaught couple who discovered Montessori for their own children. They have joined our training program.

Lanam has also used his own funds to build a Montessori school in Northern Uganda, complete with teacher training. The original school near Jinja is now operating independently and is about to open its third Montessori classroom. Growth is beginning to spread.

The journey has been far from linear. There have been moments where it felt like everything was falling apart, and other moments where unexpected breakthroughs pushed us forward. I have travelled to Uganda about eight times now. I love travelling, so there is always an element of fun, but it is not like a holiday. Food and accommodation can be rough, traffic is chaotic, and the beer is often warm. But the people are extraordinary. They are hardworking, determined and deeply good spirited. They live with a strong sense of community and achieve so much with so little. Life is starkly different to ours. Life expectancy is twenty years lower. Birth rates are triple, even with infant mortality fifteen times higher. Life is raw and real.

I hope to take Jesse and Lacey next year for the first time. I am a little nervous, but I know it will be a powerful and eye opening experience for them.

Uganda also offers remarkable natural beauty and wildlife. All the famous African animals live there. The country is home to the Big Five, along with chimpanzees and mountain gorillas. The equator runs through Uganda, and the lakes and waterfalls are breathtaking.

So why Montessori, and why preschool? If you are reading this, you already know why Montessori. It is simply the best way for children to learn. And preschool because, by age six, many Ugandan children have already missed their chance. If they fall behind early, they are far more likely to leave school. Sixty eight percent of Ugandans do not finish primary school. Ninety six percent do not finish high school.

Education is the ticket out of poverty, and it must begin early.

Looking ahead, I believe training teachers is even more important than building schools. A trained Montessori teacher will influence thousands of children across their career. In 2019, Uganda had two trained Montessori teachers. Today there are six. Next year there will be eleven. My hope is that in 2027 we will open another preschool with multiple classrooms and begin training fifteen to twenty new teachers. It is still small, but growth has the potential to snowball, lifting many young people out of the cycle of poverty.

‘THE CHILD IS BOTH A HOPE AND A PROMISE FOR MANKIND.’ — MARIA MONTESSORI

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LANIAKEA This semester in Laniakea has been full of steady learning, practical exploration, and some memorable moments in and out of the classroom.

Our cultural studies have taken us across Africa, with a particular interest in ancient Egypt. The students have been looking closely at how people lived along the Nile, how the pyramids were built, and why symbols like the Ankh were so significant. They’ve been examining early writing, farming techniques, and the systems that supported daily life.

Seeing how much innovation came from this civilisation has helped the children place Egypt and Africa more broadly into the wider story of human development.

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Archery has also become an important part of our week. The students have been learning how to manage their stance, breathing, and focus, and they’ve taken to the challenge with enthusiasm. It has given them a chance to practise concentration in a physical way, and many have commented on how calm they feel after a session.

In writing, we’ve been working on how to communicate ideas clearly and how careful editing strengthens a piece of work. Students are beginning to recognise that rewriting is not about fixing mistakes, but about improving something step by step. It’s been rewarding to watch their confidence grow as they revisit their own writing with a more thoughtful eye

The Montessori Graduate: Who They Become and Why It Matters FROM THE GUIDES

When you choose a Montessori education for your child, you are not just selecting a teaching method.

You are choosing a way of seeing your child. You are preparing them not only for school but for life.

Montessori education takes the long view. It is not about short-term results or rigid academic benchmarks. It is about nurturing the whole child intellectually, socially, emotionally, and morally.

Here is a closer look at the qualities that often define a Montessori graduate.

These traits are not just the result of lessons, but of years spent in a carefully prepared environment where respect and independence are part of daily life.

Independent and Self-Motivated Montessori students are confident in their ability to start something, stick with it, and see it through. They are not waiting for instructions or rewards. They take initiative because they care about what they are doing.

From the beginning, Montessori children make choices about their learning within clear boundaries. That freedom, practiced over time, leads to real ownership.

By the time they graduate, they are internally motivated. They understand that their education belongs to them.

Curious and Eager to Learn Montessori students do not just memorize facts. They ask big, thoughtful questions. They wonder about how the world works and why things are the way they are.

That is because Montessori encourages exploration and discovery. Lessons spark curiosity, and learning becomes a joyful pursuit. A Montessori graduate often keeps that love of learning for life.

Thoughtful and Critical Thinkers Montessori education invites children to think deeply. They are taught to make connections, to ask why, and to challenge ideas respectfully.

Whether solving a math problem or discussing a moment in history, Montessori students learn how to analyse, reflect, and form their own opinions. They are not just looking for the correct answer. They are learning how to think things through and find clarity in complexity.

Emotionally Aware and Kind Montessori classrooms are calm and respectful, and that is not by accident. Children are guided in how to manage their emotions, resolve conflicts, and treat others with dignity.

By the time they graduate, Montessori students have a strong sense of self-awareness. They know how to express themselves, listen to others, and navigate social situations with empathy.

These are not just nice traits, they are essential life skills.

Aware of the World and Their Role in It Montessori students are taught from an early age that they are part of a larger world. They learn about cultures, communities, the planet, and the universe. They are encouraged to see themselves as global citizens.

This awareness leads to a strong sense of responsibility and care. Montessori graduates often want to contribute to the world around them. They seek justice, sustainability, and understanding because that is how they were taught to see the world.

Collaborative and Community-Oriented In Montessori classrooms, children of different ages learn together. They help one another, share ideas, and grow in community. As a result, Montessori students learn that success is not about being better than someone else. It is about working together and doing your best. They know how to collaborate, lead when needed, and support others with kindness and respect.

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Resilient and Resourceful Montessori children are not handed all the answers. They are encouraged to try to struggle, to make mistakes, and to try again.

This builds real resilience. By the time they leave their Montessori school, students know how to face challenges. They do not fear failure. They see it as part of the process. They trust their ability to figure things out.

So What Does a Montessori Graduate Look Like?

It is easy to picture someone with high grades and a long list of accomplishments. But Montessori success often looks different. It is quieter.

More grounded.

You will see it in the student who: Chooses their path with confidence Approaches others with compassion Thinks deeply and asks honest questions Works hard because the work matters Seeks connection, justice, and meaning Knows who they are and where they are going Every Montessori child is unique. This approach does not produce identical outcomes. It helps each child discover and become their truest self.

So if you are wondering whether it is working, do not just look at the test scores. Look at the child. Are they joyful? Curious? Grounded? Kind?

Because in the end, the real purpose of education is not just about what you know. It is about the kind of person you become.

A Montessori graduate doesn’t just leave school with knowledge, they leave with wisdom, a sense of purpose, and the skills to thrive not just in the next classroom, but in the real world.

Tina Tina Forsyth Deputy Principal & Lead Guide (Laniakea)

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Shared Story Day A celebration of stories and imagination Shared Story Day arrived in August with classrooms buzzing with costumes and creativity, even as the rain fell steadily throughout the day. True to Montessori spirit, the weather did little to dampen spirits.

The Primary team’s wonderfully quirky Alice in Wonderland ensemble brought plenty of smiles!

By afternoon, our shared gathering brought everyone together.

Winter Feast: Myths & Gods Our community came together for an evening of good food, great company and plenty of creativity. Costumes ranged from ancient gods to mythical creatures, with everyone putting impressive thought and humour into their outfits.

A live DJ with a surprise guest saxophonist added a bright lift to the night. Thank you to everyone who came and helped make the Winter Feast such an enjoyable and memorable gathering.

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We had some fun visitors from France make crepes and the Book Swap table offered new treasures for families to take home and enjoy.

Shared Story Day reminds us how stories connect us, spark imagination and create moments that stay with us. Thank you to all our families for the joy and creativity you brought, and to our Preschool and Primary guides for nurturing a genuine love of literacy in our community.

BY GEORGIA LIENEMANN

Legendary Lunchboxes

Simple choices, real food and a little preparation can transform the way children feel and learn throughout the day.

A nourishing lunchbox is not about perfection, trendiness or performance. It is simply about offering children food that helps them feel steady in their bodies and minds. When we choose whole, simple, nutrient dense foods, we give children the best chance of moving through their day with calm energy, focus and emotional balance.

Bento style lunchboxes work beautifully because they invite variety without excess.

Each little compartment is an opportunity for colour, texture and nourishment. A few slices of leftover roast, some cut vegetables, a handful of berries, cheese, olives or a simple homemade item can become a deeply satisfying meal.

The foundation of a truly nourishing lunch is quality protein and healthy fats. I often encourage families to anchor meals in traditional, nutrient rich foods such as slow cooked meats, boiled eggs, roasted chicken, broth based dishes or tinned fish. These foods support brain development, growth and stable blood sugar far better than processed snacks ever can.

It also helps to separate a light morning snack from the main lunch. Children often need something small to carry them through the morning work cycle, but not enough to spoil appetite. Think fruit, yoghurt, crunchy vegetables or leftovers from the night before.

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PROTEIN, COLOUR AND CRUNCH STEADY NOURISHMENT IN EVERY COMPARTMENT

The heart of a great lunchbox is not Pinterest worthy variety. It is care. It is consistency. It is choosing real food that nourishes, connects children to the rhythms of home and supports their growing bodies with what they actually need.

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TOP TEN LEGENDARY LUNCHBOX TIPS When we centre lunchboxes on whole ingredients and simple combinations, we give children the nourishment they need to move through their day with steadiness and ease.

These ten tips offer a practical, thoughtful approach that works for busy homes.

1. Start with real food.

Build the lunchbox around whole, unprocessed ingredients that your child’s body recognises and can use.

2. Let protein lead.

Include a small portion of quality animal foods such as leftover roast, meatballs, eggs or slow cooked meats. These form the steady, nourishing anchor of the meal.

3. Think in simple combinations.

A few honest foods offered thoughtfully will always beat a busy lunchbox full of clutter.

4. Use the bento box to guide you.

Each compartment becomes an invitation for colour, texture and variety without overthinking.

7. Include healthy fats.

Cheese, avocado, olives or butter help children feel satisfied and support focus and mood.

8. Offer food children know.

Familiar meals and predictable rhythms help children feel emotionally settled during the school day.

8. Offer food children know.

Familiar meals and predictable rhythms help children feel emotionally settled during the day.

‘Simple, whole ingredients do more for a child’s body and mind than any packaged snack ever could.’

9. Avoid the noise.

Highly processed snacks and sweets often lead

5. Cook once and repurpose.

to energy crashes, mood swings and distracted

Let dinner roll into lunch. Leftovers are often more

learning.

nutrient dense and far less stressful.

10. Keep the whole ritual calm and sustainable.

6. Add colours from nature.

A nourishing lunchbox is not about perfection. It

Fresh fruit and vegetables offer brightness, fibre

is built through small, repetitive choices that

and enjoyable sweetness.

support your child’s wellbeing every day.

NUTRIENT DENSE, COLOURFUL AND SIMPLE A LUNCHBOX THAT TRULY SUPPORTS A CHILD’S WELLBEING

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WATER IS VITAL TOO. A FILLED WATER BOTTLE SUPPORTS BOTH FOCUS AND MOOD THROUGHOUT THE DAY. ONE SMALL BUT IMPORTANT TIP IS TO CHECK BOTTLE LIDS, SPOUTS AND SILICONE SEALS FOR MOULD. THESE TINY SPACES CAN HIDE MORE THAN WE REALISE OVER TIME IN BUSY HOMES. A REGULAR DEEP CLEAN.

Supporting Independence at Home In Montessori, food preparation is real work, not pretend play. Even very young children can contribute meaningfully when given time, gentle guidance and developmentally appropriate tools.

Preparing their own lunchbox offers a wonderful opportunity for children to experience responsibility, confidence and pride.

For children aged 2 to 5, this can include: washing fruit and vegetables slicing soft foods with a child safe knife (banana, cucumber, strawberries) cutting firmer foods with an age appropriate serrated or Montessori knife grating cheese or carrot with supervision peeling boiled eggs choosing items for each compartment placing food neatly in their lunchbox wiping the bench and tidying their space At this stage the focus is on process, not speed.

These small, real tasks build coordination, concentration and a sense of contribution.

CCM Lunchbox Guidelines Choose whole, real foods Make quality protein the star Avoid processed and packaged foods No sweets Include both a snack box and a lunchbox Snack box should contain a light, simple snack Provide a filled water bottle each day Check lids, straws and seals for hidden mould regularly Always be aware of any current additional guidelines relating to allergies

From 5 upwards, children are more than capable of independently making their lunch. Perhaps, following a simple family guide such as ‘one protein, one vegetable, one fruit, one extra’.

Parents can quietly check the final lunchbox before it goes into the bag to ensure it is balanced and nourishing. To make the morning rush smoother, families may find it helpful to prepare a few items the night before, such as cut fruit or vegetables.

Involving children in lunchbox preparation helps them understand that food is part of caring for themselves. Over time, it builds independence, self respect and practical life skills that extend well beyond the kitchen.

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FROM THE GUIDES:

WHAT DOES LANIAKEA MEAN? Laniakea is a Hawaiian word made up of two parts: ‘Lani’ means heaven, sky, or something celestial, and ‘Akea’ means spacious, broad, or immeasurable.

Put them together, and you get Laniakea , a beautiful phrase that translates to ‘immense heaven’ or ‘open skies.’ It’s a poetic, powerful name that captures the vastness and wonder of what it represents.

That name was given to the Laniakea Supercluster, the massive structure in the universe that includes our own Milky Way galaxy. Mapped by astronomers in 2014, this supercluster stretches across a mind-bending 520 million light-years and contains around 100,000 galaxies. It’s essentially our galactic address in the cosmos.

The name Laniakea was suggested by Dr. Nawa‘a Napoleon, a Hawaiian language scholar. It wasn’t chosen just because it sounds beautiful (though it does) it also carries deep cultural meaning. It honours the long and rich tradition of Polynesian astronomy and navigation.

For ancient Polynesians, including the Hawaiian people, the night sky was more than just stars, it was a map, a compass, and a companion. Using the stars, ocean swells, and natural cues, they voyaged across the vast Pacific long before modern tools existed. Naming a part of the universe Laniakea is a powerful nod to that legacy of exploration, observation, and deep respect for the cosmos.

By choosing this name, the scientific community acknowledged something important: that knowledge doesn’t just come from data and telescopes, it also comes from stories, language, and generations of wisdom passed down through culture.

So in naming this cosmic environment of ours, we didn’t just look outward to the stars. We also looked inward, to human culture, memory, and meaning, and found a name that truly reflects the awe-inspiring scale and mystery of the universe.

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THE LANIAKEA SUPERCLUSTER

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ACHIEVEMENT & RECOGNITION::

HONOURING DIMITRI’S LEGACY MONTESSORI INTERNATIONAL LIVING LEGEND AWARDS At the Montessori Australia International Convention and Recognition Gala in Sydney, Principal Dimitri Nicolaou was acknowledged for his lifelong contribution to authentic Montessori education.

Central Coast Montessori was proud to see him recognised as a Living Legend, a tribute to the steady dedication and commitment that have shaped our learning community for nearly two decades.

DIMITRI NICOLAOU

Dimitri’s Montessori journey began in Dublin and later in Bergamo, where he trained in the classical tradition of Montessori education. In 2007, he established Central Coast Montessori Preschool with one classroom, a few families and an unshakable belief in the Montessori method. With $40,000 and the support of eight parents, he went on to found the Central Coast’s first genuine Montessori Primary School, creating a much-needed pathway between Sydney and Newcastle. Today, that early vision has grown into a thriving community with campuses in Wamberal and Bateau Bay, built on the principles of independence, respect and purposeful learning.

We are humbled that Montessori Australia chose to recognise Dimitri in this way. Behind the scenes, it takes a great deal of quiet dedication, creativity and collaboration to bring something meaningful to life for children and families. In Montessori, it is never about awards. It is about the shared purpose of creating environments where children can think, act and grow with confidence. This acknowledgment reflects not only Dimitri’s leadership and long-term commitment, but also the spirit of our entire team, each person contributing thoughtfully to the community we continue to build together.

Reflecting on the honour, Dimitri expressed gratitude for the people who have shaped the journey. He spoke of the guides who bring the approach to life every day, the children whose curiosity drives the work, and the families who believe in a child-centred way of learning. His words were a reminder that Montessori is more than a method. It is a movement.

‘What we build together matters more than any accolade.’

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Dimitri’s recognition at a national level is a moment of pride for our whole community and a reflection of the continued relevance of Maria Montessori’s century-old philosophy, an approach that nurtures independence, curiosity and peace in an ever-changing world.

ACHIEVEMENT & RECOGNITION:

ALISON BOTTELL, DIMITRI NICOLAOU, HOLLY SCHEIB, JACQUI MAZAROLI, MANDY LE, SARISA KETKLAO

EXCELLENCE IN EARLY CHILDHOOD EDUCATION WINNER - OUTCOMES FOR CHILDREN

In November, Central Coast Montessori was announced as the Winner of the 2025 Excellence in Early Childhood Education Award for Outcomes for Children. The award was presented at the gala ceremony in Sydney and recognises exceptional practice and impact across early childhood services in New South Wales.

This recognition shines a light on something our community has long known. At Central Coast Montessori, literacy is not taught as a separate subject but woven into daily life. Children read, write, label, tell stories and explore language through purposeful activity. It is a living, joyful process that strengthens identity and connection. The impact of this approach is significant. Across the past five years, more than 95 percent of graduating Preschool children have transitioned to Primary reading phonetic words and writing short sentences, with many reading fluently.

Along with the team, Alison accepted the award and described it as a shared achievement. She acknowledged the dedication of educators who work with such consistency and care, the children who bring curiosity and joy to their learning, and the families who embrace Montessori in their daily lives. As Alison noted, when learning is authentic and joyful, children develop a natural love of language that becomes part of who they are.

Recognition at this level is a milestone for our Preschool team and a moment of pride for our entire learning community. It reflects the creativity, consistency and deep respect for the child that sit at the heart of our work. This award affirms the strength of our foundation and the possibilities ahead.

CCM COMMUNITY POD:

From the Wild Hearts In our men’s circle, we talk about relationships, from each man’s point of view.

This could be relationships with our children, our partners or any family member or friend.

Sometimes we just listen.

Sometimes we share our stories.

What we’ve found is this: When one man speaks, it gives others a new way to understand their own lives.

Real examples of how to navigate fatherhood, partnership, or family.

It shows us we’re not alone, that our struggles are often shared.

And that simple truth brings comfort.

There’s no pressure to speak.

Just space to be honest, to connect, and to grow together.

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With grateful hearts, To every parent, grandparent, caregiver and friend who offered their time, energy and presence this semester — thank you.

Whether you prepared a meal, tended a garden bed, helped with sewing, joined an excursion, shared a story, supported an event, or quietly stepped in wherever needed — your contribution made a difference.

This page holds the names we managed to gather, but we know many generous acts go unrecorded. If yours isn’t listed, please know your kindness was noticed and deeply appreciated. Thank you for helping to shape CCM into the vibrant, caring community it is.

You are the hands behind the scenes, the smiles at drop-off, the quiet support that reminds us — it truly does take a village.

Adele C (Full Fridge Initiative/Garden POD), Adam (Cultural Day/Winter Feast), Adam (Full Fridge), Al(Cultural Day), All Bike Riding Helpers, All the wonderful Cultural Day Cooks & Volunteers, All Drivers for Going Out’s, All Full Fridge Initiative POD Members, All Garden POD Members, All Parent helpers, Ana (Full Fridge), Beth (Garden POD), Beth P (Garden POD), Brad (MC Cultural Day), Brinley (Full Fridge Initiative), Candice H (Cultural Day), Chapman Quality Fruit Wyoming, David (Tech), Derek (Photos), Dom & Bev (AV), Emily P, Everyone who supported the Meal Trains, Evgeny (Coding Club), Hannah C (Garden POD), Immie (council support), Immaculee (Cultural Day), Jen (Yearbook Creation), Jodin (Food Co-op), Josh (Mosaic’s), Kay & Dan C (Weeping Willow Farm), Kyomi (Full Fridge), Laura (Full Fridge), Lynn (Garden POD), Lyndal (Art), Mala (Full Fridge), Mariel T (Garden POD), Michelle (Parent Rep), Riley T (Cultural Day/Shared Story Day), Rhiannon (Meal Trains/Full Fridge/Food Co-op), Ryan (Cultural Day), Saskia (Jen’s Farewell), Shalayne (Flat Pack Master), Terrey (Full Fridge), The Duckett’s (Cultural Day), The Village Emporium Wamberal, Todd M (Bikes), Virginia (Full Fridge), Wamberal Newsagency

We also extend our thanks to the CCM Board of Directors.

T JAN S 1 3 Y A D R U T A S - 2PM 11AM

MUNITY M O C M CC

2026 RECONNECT, REFRESH, AND LAUNCH INTO THE YEAR AHEAD – TOGETHER! JOIN US FOR A FUN-FILLED DAY FOR THE WHOLE COMMUNITY! ENJOY VOLLEYBALL, A WATERSLIDE AND MORE—ALL ABOUT CELEBRATING CONNECTION AND HAVING A GREAT TIME TOGETHER

BIG BBQ LUNCH! PLEASE SUPPORT THE EVENT WITH OUR BIG BBQ LUNCH PLATE ($16 ADULTS, $12 KIDS), COLD DRINKS & FRESH GELATO/SORBET’S AVAILABLE TO PURCHASE; TICKETS ARE FREE BUT MUST BE BOOKED BY FRIDAY 23rd JAN – EVERYONE’S INVITED!

Get your tickets in the myCCM Family App!

Looking forward to . . .

Key Diary Dates:

CCM Community LiftOff! A day to reconnect & a fun start to the year. Volleyball, a waterslide and a relaxed BBQ lunch.

CCM & The Year Ahead: Connecting with guides, exploring the Montessori approach and preparing for a year of growth. A warm and insightful parent information night.

Whole Community LiftOff! 2026 31st January 11 am - 2 pm

Whole Community CCM & The Year Ahead Parent Evening 12th February 6.30 pm

Whole Community Annual Gala Dinner Adult’s Evening 21st March 7 pm - 11 pm

Greater Montessori Community/Primary Combined Montessori Sports Day 13th May

Annual Gala Dinner: A glittering evening for all adult members of the community. With fine food, music, and a few surprises along the way.

Combined Montessori Sports Day - which brings together Montessori schools from the region for a day of fun and physical activity.

The focus is on collaboration, personal bests and enjoyment rather than competition, fostering friendships and celebrating the Montessori spirit.

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FREE Montessori Printable: Classification Cards Landmarks of Europe — how many can you recognise?

This sorting card set invites children (and curious adults!) to explore some of Europe’s most iconic landmarks. From castles and cathedrals to ancient ruins and architectural wonders, this activity helps build awareness of geography, culture and the unique stories each place holds.

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niapS

aissuR

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Instructions: Print on white cardstock, single-sided (print at 100 percent for best results).

Cut out the cards and have fun matching each landmark to its country: Scotland, France, Italy, Russia, Germany or Spain.

slanac ecineV

asiP fo rewoT gninaeL

tcudaiV nannifnelG

rewoT leffiE

muessoloC namoR

ehpmoirT ed crA

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eltsaC hgrubnidE

muesuM ervuoL

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ail maF adargaS

eliM layoR ehT

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lardehtaC engoloC

St Basil’s Cathedral

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Sawubona!

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CENTRAL COAST MONTESSORI A vibrant learning exchange, birth/pre-K/primary.

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