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1993

est

prospectus Education in Harmony with Life

You are invited to come and SEE our school To have a guided tour or book an observation in a classroom, please contact our school office on +61 8 9757 2564 or montessori@margmont.wa.edu.au

Individual Children. Individualised Learning


welcome

Margaret River Montessori School is a vibrant

is vital. As parents you need to be confident that

community-minded school offering a world class

this is the School for you and your child. This infor-

education to children from 0 - 12 years of age. At

mation pack has been prepared to help you make

Margaret River Montessori School we combine the

that decision.

proven methodology of Montessori education and the best of modern education theory, teaching and learning. We have an established reputation as a school that delivers strong academic results, and students that have become outstanding members of our community. Selecting a school for your child is one of the most important decisions of a parent’s life. In making

When you have read this information prospectus, we encourage you to book an observation in our classrooms and take a guided tour around the school. You will have the opportunity to see firsthand the life advantage Margaret River Montessori School offers your child and family. I look forward to you joining our School community.

this decision parents need to be well informed. A good knowledge and understanding of the School’s Philosophy and Educational Practices

Lisa Fenton, PRINCIPAL

Margaret River Montessori School has established Five Outcome Pillars that will help your child for life.


our

our

vision

mission

To raise the next generation of thinkers -

To provide a quality, innovative Montessori education in a safe, respectful and nurturing

strong academically, creative, imaginative and confident in their abilities; aware, conscious

environment. Our child-centred, individualised

of the environment and their place in a global

approach motivates young people to be: engaged

world; spirited, with an understanding of

in the joy of play and life-long learning; inspired

themselves, their self-worth and the joys

with a desire to be independent and

of kindness and friendship,

achieve their best; filled with self-belief,

with unbridled energy and a

acceptance of differences and willing-

thirst for learning

ness to contribute meaningfully

to last a lifetime.

to their community.

Reaching full academic potential

Becoming a creative and independent thinker

These are:

Focussing on self-direction and intrinsic motivation

Nurturing the mind and spirit

Developing the physical self

There is also more information about this available on our website.


what is montessori welcome A Montessori Education is based on the belief that education is an aid to life. It is an holistic approach to education developed by Dr Maria Montessori, founded on the belief that the child’s own natural desire to learn is achieved by allowing them the excitement of learning by choice in an environment where intellectual and social development are linked. Montessori Education focuses on helping children reach their potential and encourages personal growth at each child’s own individual pace. A complete education involves the integration of intellectual, emotional, spiritual, physical and social aspects of life. The experiences in school should be linked with “the outside world”.

We must support as much as possible the child’s desires for activity; not wait on him, but educate him to be independent. Learning occurs in a variety of ways and should be suited to each child’s individual needs. Learning is largely active, often self-correcting, individually paced and unlimited in scope. There should be a diversity of social groupings. The adult’s role is one of a guide and observer. The environment reaches the child through richness, order, scale and attractiveness.

Balancing

freedom and discipline results in a larger capacity for self-direction.


education? Maria Montessori was Italy’s first

The Montessori approach is

female doctor and a pioneer in

child-centred but adult-guided,

education. In the late 1800s, she

structured to meet the devel-

created a method of education

oping needs of children.

based on a child’s own innate desire for learning. She tested her theories over several decades and established the principles upon which Montessori schools all over the world now operate. Maria Montessori believed that education begins at birth and that during the first six years of life the child’s power of absorption is learning at its highest. She further developed a theory of the Planes of Development: for more on this please click here for the link to our website Montessori

Teachers

themselves

as

‘prepared

regard of

who

present knowledge, concepts and understandings at the right stage in the child’s development. They work with the children individually (or in small groups), are empathetic and pro-active to their learning needs.

rials and lessons based on the concept of prepared environments, with specially designed materials with a built-in control of error to enable the child to learn by correcting themselves. Several

age

together,

and

groups children

work are

encouraged to assist and teach each other so that team skills are developed. Competition is discouraged in order for children to become actively involved in collaborative work.

facilitators

environments’

Dr Montessori developed mate-

Students who have control over their

educational

experience

make better decisions and are more deeply engaged in their work. This discipline, however, does not develop by itself, but is taught and nurtured. Boundaries are therefore recognised and encouraged.


educational services Dr. Maria Montessori discovered that the needs

Assessment and Reporting Authority (ACARA) and

and characteristics of children at different stages

the School Curriculum and Standards Authority

of development are the keys to establishing the

(SCSA) in WA, is the curriculum taught at Margaret

environment within which the child can best learn

River Montessori School. In addition, to ensure that

at his or her own pace. Accordingly, Margaret

students at Margaret River Montessori School are

River Montessori School has a 3 year age range

offered a curriculum that is at least comparable

within each Program: (0-3); (3-6); (6-9) and (9-12)

to that which is offered in mainstream Australian

year-old children.

Schools, The Montessori National Curriculum has been mapped to the West Australian Curriculum and Assessment Outline. Margaret River Montessori School demonstrates that its curriculum, teaching, learning, assessment practices and outcomes comply to requirements set out under the Government of WA’s School Curriculum and Standards Authority. Our results have consistently been above benchmarks and above state averages. Since 2015 Margaret River Montessori has been officially Montessori Registered™ with the Montessori

The Montessori Director, or Teacher, remains with the same group for the entire 3 year period, allowing them to truly get to know each and every child. It is important to note that a commitment from 0-3 and Junior Primary levels through to Upper Primary gives the best outcome for your child.

Curriculum and Quality Assurance The very comprehensive Australian Montessori National

Curriculum,

which

has

been

offi-

cially recognized by the Australian Curriculum,

Australia Foundation Quality Assurance Program. This involves a comprehensive audit of quality school practice and adherence to Montessori philosophy. Please see our website for more information regarding Montessori Quality Assurance and School Improvement.


Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.


educational services welcome 0-3 Program (Bush Babes Nature Playgroup) The first six years of life are the most fundamental in the development of human beings and their potential (Montessori Australia Foundation).

In the 0-6 years learning sequence, there are 5 defined areas, focusing on the children’s interests and their developmental needs. These are:

This is when children learn instinctively from their environment using an unconscious process of absorption. The aim of the Montessori 0-3 Program is to facil-

practical life

itate the child’s growing need for independence, order, movement and language and to increase the parents’ awareness of their child’s capabilities and needs. A beautiful indoor Montessori environment and nature based outdoor environment incorporating our natural wetlands and bird hide are provided.

Children are encouraged to look after themselves and their classroom environment independently

The sessions provide time for you and your child to have fun exploring and learning together. Parents are shown the importance of allowing their child to complete and repeat tasks without interruption or interference.

sensorial

A qualified early-childhood and Montessori-trained educator will observe, guide and offer support where necessary. Link to website

The senses of sight, hearing, taste, touch and smell are developed


cultural

0-6yrs Junior Primary (3-6 years) This learning period can well be described by the phrase “Help me to do it myself�. The foundations

The children are introduced to the world in which we live

to the processes of learning and independence are established now. Play in a Montessori Environment

language

Play is the work of the child. We call the activities jobs to model the joy of being purposeful in our everyday lives. In the early years, there is a strong focus on explorative play and the freedom to choose activities that spark the childs interest. Intrinsic motivation comes when the sequence of choosing a job, seeng it through to completion and packing it away is achieved.

Learning tools such as textured letters are introduced to begin reading and writing

The learning environment is created to achieve free flow between the indoors and outdoors. We understand and provide for the childs need to explore

mathematics

nature and outdoor free play. Academic Development Upon readiness around the age of 4, the children begin to delve into the early literacy and numeracy that will underpin their future learning journey. Teachers plan for each individual child’s learning needs and employ evidence based teaching methodologies to ensure the children reach their academic potential in readiness for Middle Primary.

Tactile materials are used for counting and participating in game-like activities

Link to website


educational services welcome Middle Primary children enjoy an interconnected cultural curriculum where they explore, imagine and create.

Middle Primary (6 - 9 years) Montessori Middle Primary is a natural progression from the Junior Primary, where there is still a lot of movement and work in small groups. Development Children change dramatically at around 6 years of age: they become curious about the world around them and begin to move from concrete to abstract reasoning. We give them the opportunity to learn through discovery and creative problem solving. Academic Focus The foundations of spelling, reading, writing and maths are consolidated through explicit teaching and continuous opportunities to apply these skills. Middle Primary children enjoy an interconnected cultural curriculum where they explore, imagine and create. Through early research skills and project work, we help them understand and master larger concepts. Community Life The Middle Primary classroom is a community of learners. Key lessons involve respecting each others rights to learn and respect for the environment. The children begin their involvement with Nature Conservation Program in our onsite Wetlands and other environmentally important locations around Margaret River. Link to website


6-12yrs Upper Primary (9 - 12 years) Upper Primary is a time when students become more aware of the world and those around them: they begin to develop a ‘humanistic mind’ (Montessori Australia Foundation). Development At this age, students develop a connectedness to all humanity and a desire to make contributions to the world. Academic Focus Throughout Upper Primary, a focus on research style of learning enables students to develop organisation, confidence and intrinsic drive in preparation for their transition to secondary education. By the end of their primary school journey, our students have accessed all of the state curriculum and built upon that with the rich real-life learning that the Montessori curriculum provides. Global Citizenship Students are encouraged to become active citizens of their class, school, community and the world. This is a time of great moral development which leads students to understand humanity and their part in it. Leadership and Autonomy All of our graduating students are considered leaders in our school. They are expected to model the Virtues and inspire their younger peers in all aspects of school and community life. We have a strong partnership with our local High School, and work hard to provide our students with opportunies to develop the skills they need to be successful in High School and beyond. Link to website

Students are provided with learning opportunities that engage their intellect, develop their minds and challenge their reasoning abilities.


beyond the classroom welcome Extra-Curricular Extension Activities We are very proud to communicate to our community about the huge variety of extracurricular activities on offer for our students. At MRMS we aim for each child to be able to explore their talents and interests in a safe and nurturing environment of experimentation and perseverance. Children have the opportunity to join in as much or as little as they like to the following: Sporting Schools after school sport:

(government funded, school supplied) Mountain Biking, Surfing Margs Monty After School Sports Club: AFL, rugby, soccer Coding Club: Lunchtime coding, robotics and dig-tech fun Music: Choir, Acoustic Band/Ensemble All of the above are fully inclusive & FREE! In addition, through our talented Music Teacher and well-known local musician, Tony Lane, we offer private tuition in keyboard, drums, violin, guitar and our talented Rock Band. Additional Incursions/Excursions: Our students have the opportunity to experience a wide variety of fun in-school activities that support and extend academic subjects


STEAM A Whole School Approach What is STEAM? The future world for our students will be quite different from the one we live in today. We want to ensure our children are provided with skills and abilities in solutions fluency and project management so that they can be our future inventors, medical researchers, sustainability drivers and social justice pioneers. At MRMS, our inquiry based learning has lead naturally to the development of a whole school approach to teaching Science, Technology, Engineering, Arts and Maths. It aims to develop skills such as collaboration, communication, critical thinking and creativity. Students will use the “Define > Discover > Dream > Design >

Deliver > Debrief� project structure to find solutions to real-world problems based on the

United

Nations

Global

Goals

for

Sustainable Development. As part of our whole school approach our staff are also collaborating with the Margaret River Library staff as mentors in their coding and robotics Codo Dojo Club as well as hosting our own lunchtime coding clubs.


beyond the classroom welcome Wetlands Custodianship We are extremely fortunate to have a naturally

Education Support and Gifted and Talented Programs

occurring wetland on our school site. For over

We have a very rigorous process for identifying

10 years the MRMS students have been testing

and attending to students with identified learn-

the water and tracking the prevalence of mac-

ing needs and aim for early intervention strate-

ro-invertebrates to provide Nature Conserva-

gies in collaboration with parents.

tion Margaret River Environmental Scientists

Our Education Support Policy, which is under-

with real life data about the health of the Mar-

pinned by the Disability Discrimination Act and

garet River catchment.

the Disability Standards in Education, outlines

In 2014 we were the recipients of a $14,800

our processes and practices in this area.

grant from the SGIO Community Grants Pro-

Our Coordinator of Teaching and Learning

gram and have since received grants through

tracks student progress across the school and

the South West Community Catchments

manages the provision of extra support to

Council. These funds in addition to school

students with learning needs and those with a

based Parents and Friends fundraising of over

need for extension.

$20,000 allowed us to build a jarrah boardwalk to allow for safe and sustainable access to the wetlands for this data collection and also to ensure the children can be involved in the

Social and Emotional Development

restoration and on-going custodianship of the

We take the education of the whole child very

flora and fauna of this very special eco-system.

seriously. Grace and Courtesy lessons are an

The funds have also enabled the construction of a dedicated bird hide, possum and bird education sessions, dieback treatment, bank stabil-

explicit part of the Montessori Curriculum and are embedded in all aspects of classroom and school life.

isation, landscaping, bio-filtering, weed control

In addition we teach the Highway Heroes Pro-

and planting of native and indigenous plants –

gram which promotes essential skills for real

all done where possible with the children and

life and beyond school such as identifying

families of our school.

feelings, getting passed small problems, us-

The wetlands is a true outdoor classroom and enables the children to live out real-life custodianship of our natural environment.

ing positive thinking to solve larger problems, self-regulation, empathy, friendliness, joining in, and perseverance.


Specialist Subject Opportunities As well as working through the Montessori and

STEAM Projects: based on Global Goals Terms 2 and 4.

WA Curriculum our students enjoy opportuni-

Aboriginal and Torres Strait Island histo-

ties in a variety of specialist subjects with spe-

ries and Cultures: Integrated into studies of

cifically trained and qualified teachers.

history, geography and culture. Regular hands

Japanese: actively promoting Australia’s engagement with Asia, through language and culture. Sports: Junior Primary includes gross motor

onworkshops with local indiginous elders.

MRMS is a Child Safe Organisation

development, primitive and postural reflex de-

MRMS is proud to promote ourselves as a Child

velopment, cooperation skills and some early

Safe Organisation. We follow the Creating Safer

game skills.

Independent Schools (AISWA) model, under-

Middle and Upper Primary learn individual and

pinned by the CCYP’s WA Child Safe Organisa-

team game skills – Tennis, Soccer, Football,

tions Guidelines and Principles.

Basketball, Netball, Hockey, etc. All Upper Primary students enjoy surfing lessons every year.

As a school we are committed to safeguarding and promoting the safety, welfare and wellbeing of children and young people and we

Music: Montessori Bells lesson sequence and

expect all staff, volunteers and visitors to share

group instrumental and choral instruction, no-

this commitment. This message is conveyed

tation and musicianship.

throughout all of our practices, including recruitment, and drives the culture of our school.

Library: Weekly visits to borrow books to read for enjoyment and instuctional readers for our

All staff, parents, carers, contractors, volun-

home reading program.

teers and visitors must adhere to our Codes of Conduct. All students are taught the AISWA

Visual Art: All JP students enjoy visual art and

endorsed Keeping Safe curriculum which

crafts integrated into their daily learning envi-

promotes understandings and boundaries with

ronment. Older students use a variety of media

regard to personal safety for children.

and skills and learn art history in Terms 1 and 3.


community partnerships We value the relationship we have with local organisations and model to the children the importance of contributing to something bigger than yourselves. With that in mind the following are a list of some of our major community partnerships: Mirambeena Aged Care: Seniors Week and regular Music performances and interaction with residents Augusta Margaret River Library: Attendance at regular author workshops Codo Dojo Coding Club Margaret River: MRMS staff mentoring in this community club.

Josh Palmateer Surf Academy: Surf lessons and afterschool sport Hairy Marron Mountain Biking: Afterschool sport Koomal Dreaming: Indigenous education workshops

Shire of Augusta Margaret River: On going collaboration with Principal

Margaret River Returned Services League: Student participation in annual Remembrance Day and ANZAC Day services

Margaret River Regional Environment Centre: Member of this organisation

Princess Margaret Hospital: Annual Lapathon fundraiser for Neurology research.

Margaret River Community Garden: Collaboration with design and construction

River Fresh IGA: Donations and on-going relationship

Bunnings Margaret River: Plant donations and workshops with students

Arts Margaret River: Live Theatre and Young Readers and Writers Festival

Home Timber and Hardware Margaret River: Playground materials donations

Disability Services: Donation of seedlings for student veggie gardens

Nature Conservation Margaret River: On going education workshops and macro-sampling

Margaret River Lions: Fundraising opportunies

Margaret River Rotary Club: Collaboration with Principal

Indigenous Literacy Foundation: Annual Book Week Great Book Swap fundraiser

www.margmont.wa.edu.au • www.facebook.com/margaretrivermontessori 4-6 Clarke Road, Margaret River, Western Australia 6285 (08) 9757 2564 • montessori@margmont.wa.edu.au

Prospectus2018  

Margaret River Montessori Prospectus

Prospectus2018  

Margaret River Montessori Prospectus

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