OneWorld Montessori House is guided by the philosopy of Maria Montessori that the child can reach his full potential by letting him experience the joy of discovery and mastery on his own terms, at his own pace.
Montessori Quotes: “What the hand does the mind remembers” “Education is a natural process carried out by the human individual and is acquired not by listening to words, but by experiences in the environment.” “What is the greatest sign of success for a teacher transformed? It is to be able to say The children are now working as if I did not exist.” “A child’s work is to create the man he will become. An adult works to perfect the environment but a child works to perfect himself.” “The most important period of life is not the age of university studies, but the first one – the period from birth to the age of six. For that is the time when man’s intelligence itself, his greatest implement is being formed .... at no other age has the child greater need of intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.”
Oneworld Montessori House aims to promote the total development of young children through parent-teacher partnership. It will strive for academic excellence and facilitate the development of their cognitive, emotional, social and physical skills. It also aims to promote their spiritual growth.
Oneworld Montessori House envisions to become a highly recognized Montessori School that provides excellent and authentic Montessori education.
It prepares the Montessori students to become peace-loving, creative and independent individuals, aware of their own capacity to grow and develop their full potential; cognizant of their power to change and to fulfill their role in the community and society as a whole.
Oneworld Montessori House recognizes each child's unique personality and individual interests. It respects the natural tendencies of the child and caters to the needs of each child. It is a place where children are allowed to explore, move and choose their own materials and activities that interest them to fulfill their developmental needs.
It implements a highly hands-on experience approach to learning with a variety of didactic materials in all curricular areas. Children are guided by the teachers in absorbing facts along with skill mastery. Lessons are introduced in the simplest manner considering the child's age and interest.
The mix-age grouping in the classroom considers each child's unique sensitivities and capacities. The child learns at his own pace in a non-competitive atmosphere. This grouping stimulates interest and encourages cooperation among the students. The younger child learns by observing the older child. In turn, the older child develops leadership skills and a sense of responsibility towards the younger ones. The older child also gains mastery by teaching concepts he has previously learned to the younger child.
Oneworld Montessori School implements early childhood education program from 18 months old to 12 years old. Expanding the educational program to Grade 12 is being studied by the school administrations.
Our NIDO Program is designed to foster independence, socialization, cognitive, physical and language development of each child. This program introduces appropriate activities organized around each child's developmental needs, interests and learning styles.
It aims to give the very young children the best environment possible to support their developmental needs. Developmentally and age appropriate materials and activities are introduced to strengthen gross and fine motor skills, promote eye-hand coordination, concentration, refinement of the senses, movement and developing language skills.
This program has 4 main areas: Control of Movement, Care of the Person, Care of the Environment, Grace & Courtesy. In this program, the children learn to undertake the normal activities of the home, with materials suitable for their size and stage of development. Through these materials, children are given a foundation for subsequent learning: concentration, manual dexterity, coordination, orderliness, and independence – leading to intellectual growth, self-confidence & self-esteem.
Children are given real life experiences to take care of themselves. They take care of their environment by maintaining the beauty of their classroom, cleaning and setting tables, dusting, sweeping, mopping, etc. They learn the habit of taking turns, taking constructive criticism and approval in a positive way. Practical life activities also enhance the development of task organization and cognitive skills.
The importance of the development and refinement of all the senses cannot be overemphasized. “Correct and effective employment of the senses provides a foundation for all later learning”. Dr. Montessori quotes Aristotle:“Nothing exists in the intellect which does not first exist in the senses.”
Sensorial Education is scientifically designed to develop and refine each sense. According to Dr. Montessori “Movement, manipulation and the isolated training of each sense develops the capacity for thought”. A variety of materials with built-in control of error are introduced to develop the child’s sense of sight, touch, hearing, taste, and smell. The program also develops the child’s proprioception, thermic, baric, and stereognostic sense.
The sensorial activities enable the child to sort, categorize, classify and describe sensory impressions. The use of red rods, brown stairs, knobbed cylinders, thermic tablets, pink tower, color tablets, tasting bottles, and other sensorial materials enable the child to distinguish sensory impressions in relation to length, width, circumference, temperature, size, color, taste, etc. Many sensorial activities introduced to the child are preparatory for understanding mathematics concepts.
All mathematics activities are designed to develop the child's mathematical mind. With the use of manipulative unique montessori materials, the child is introduced to number recognition, numeration, decimal system, linear and skip counting, mathematrical operations and other concepts.
The child is free to manipulate the self-correcting mathematics materials at his own pace. Learning begins with the child's use of manipulative materials such as numerical rods, counters, sandpaper numerals, golden beads; addition, subtraction, multiplication and division strip boards; fraction skittles and many other manipulative math materials. These mathematical concepts introduced sequentially through hands-on mathematics materials allow the child to move easily from concrete into the abstract level of logical reasoning. Thus, when the child reaches 6 years old, he has a solid knowledge of mathematics allowing him to move towards abstraction as he moves into the elementary years.
Montessori education emphasizes the importance of fundamental language to communication. Children are taught to express themselves and to communicate with others. It is a crucial tool for leaning all curricular areas. For the children, “ability to speak opens doors; the ability to read opens minds”.
The ages from three to six years old are a sensitive period for language achievement. The language curriculum includes oral language activities, pre-reading work, writing and reading comprehension. Initial sounds are introduced through sandpaper letters and matching objects. After the children learn a few sounds, they are then introduced to blending exercises through moveable alphabets.
Language activities are organized in a sequential manner to follow the natural language development of the child. The objectives of oral language activities include the development of listening skills, comprehension and vocabulary. The sounds of the alphabet are presented through the phonetic method in a natural way. Vocabulary development is emphasized in all areas by using specific words for objects in the classroom. At approximately 4 ½ years, the children begin to put phonetic sounds together to read short words. Parents can complement the Montessori Reading Program by calling the letters by its phonetic sound.
Reading, writing, spelling and language are integrated and not taught as separate subjects. A variety of activities such as songs, stories, classified language cards, video presentation, storytelling and manipulative Montessori materials motivate the children to learn. For older children, the Filipino Language is introduced as required by the Department of Education.
Basic skills in writing are developed through the use of writing insets to refine pencil control, sandpaper letters, and other manipulative materials and writing exercises.
This curricular area helps develop children to become adults who strive to achieve a peaceful co-existence in a sustainable environment. It sets the stage to develop more caring and peaceful citizens. This includes the following subjects: sciences, history, physical and cultural geography, health and nutrition, and biology.
Through our manipulative materials, the children learn to match/sort objects and pictures of living and non-living things. Exploration of their world through dissection of a flower, leaf, apple, or orange brings excitement into the classroom! Our hands-on science materials are the joy of the children.
The Electronic Solar System, the video presentation of the universe, volcanoes, planets, moon and stars, use of a microscope, human torso, miniature skeleton and nature trips make science a very interesting area of learning for children.
In geography, the children are introduced to the three basic elements: land, air and water. They learn about land and water forms, continents, longitude and latitude, flags and cultures around the world. Geography is taught with visual, colourful materials that enhance the child's ability to learn.
In history, the children make a personal timeline of their life with pictures. They study timelines of human development over the centuries, ancient civilizations, fundamental needs of man, common needs of early people, etc.
Cultural Activities expose the child to basics in geography, history, and life sciences. Music, art, and movement education are part of the integrated cultural curriculum.
Care of self and environment, basic colors, shapes, numbers, phonetic sounds of alphabets, arts and music are introduced to the children. Skills for daily living are taught to promote independence and concentration.
The NIDO classroom is equipped with attractive self-correcting learning materials, child-sized furniture, puzzles and books which motivate the children to explore their environment.
This program is designed to prepare the children for life. It nurtures learning through self-discovery and self-direction. Children are provided with an environment where they are given freedom to choose their own materials to work on, move around, and receive individual guidance by the teacher as needed. They equate the words "work" and "play" because they find their work pleasurable and fulfilling.
The Casa dei Bambini Program has five distinct areas:
The Lower Elementary Curriculum is organized around three characteristics of the child: his felt need to escape the closed environment, the passage from concrete to abstract, and the emergence of his moral sense.
Curricular areas in the Lower Elementary include the following: Practical Life program, Language Arts, Filipino, Mathematics, Cosmic Education or Cultural subjects such as history, geography, science, biology, arts and music.
Elementary children learn to think for themselves and to take responsibility for their own learning. Montessori teachers are taught to ask the right questions to encourage students to find the answers on their own without waiting for the teacher to tell them the correct answers. Children are also encouraged to conduct research investigation together with their classmates.
Our Upper Elementary Curriculum is a continuation of the work and studies from the Lower Elementary. Students are guided as they move from concrete towards abstraction and logical reasoning. While the subject areas are similar to the Lower Elementary curriculum , concepts are taught in depth. Key information is given on the different subject areas. This inspires the students to become independent thinkers enabling them to explore varied facets of the subject areas. Students are exposed to research methods and experimentation.
Students are given individualized work plans weekly or bi-monthly covering all curricular areas. They accomplish their work plans either individually or together with their classmates. To measure learning outcomes, varied types of assessment methods are used which include portfolios, journals, research reports, oral presentation, exams, etc.
In Language Arts, lessons are aimed at developing skills in speaking and listening, research, writing, spelling, grammar and syntax, and reading. Students are also exposed to word study and literature.
In Math, students develop critical thinking and problem solving skills. They are introduced to place value in the decimal system, operations with whole numbers, rounding and estimation, properties of numbers, fractions, decimals, calculating percent and proportions, powers of numbers, measurement , money conversion, algebraic equations, squaring and cubing of numbers and other challenging topics.
In Geometry students learn basic shapes and solids, types of lines and angles, triangles, circles, quadrilaterals, polygons, similar, congruent and equivalent figures, calculating volumes, areas of polygons and circles. Students are also introduced to Pythagorean theorem.
Botany is designed to make the students interested in the study of plants and to appreciate the role of plants in sustaining human lives and the environment where people and animals live. Students learn the structure and functions of plant parts as well as the basic needs of plants. The students are also introduced to the concepts of ecosystem and biodiversity.
In Geography, students study the earth's physical environment and its formation, the different continents, specific places and people and their needs with emphasis on Asia and how humans interact with their environment . They are also exposed to reading maps, examining atlas, finding longitude and lattitude, and using compass.
In World History, students learn ancient civilizations and the history of modern countries with emphasis on Asian countries.
In line with the school’s goal to develop the whole child, elementary students are required to learn another language. Students will understand and appreciate the customs, values and cultures of people from other countries when studying another language. While learning another language is fun, it also gives them a sense of accomplishment.
Oneworld Montessori House initially introduced the French Language when it implemented its foreign language program. At present, students are required to choose either Chinese Mandarin or Spanish. Both are spoken in many countries and will be useful to them in the future as they expand their horizons.
Research studies on the bilingual brain have revealed that learning a second language "can produce a nimbler mind". Children are observed to be more flexible and more resourceful when they learn a second language. Many language-immersion specialists opined that "multilingualism is a lifetime skill" and should preferably be started early in life. Recent studies have likewise shown that bilingual people "are better at reasoning and at multi-tasking….. they work faster and expend less energy."
Children’s self-confidence and creativity are enhanced through art lessons. They gain skills to express themselves with crayons, watercolors, tempera paint, clay modeling, and other art materials. On the second half of the school year, they take painting lessons, learning the different techniques of various artists. Their works are exhibited during the student's annual Painting Exhibit.
Music has always been an important part of Montessori education. Many researchers have linked music to the development of the brain. It helps develop children's language, math and listening skills.
In cooperation with the Cebu Philharmonic Orchestra, Music and Me Studio and a classical guitarist, children who are 5 yrs. old and above are required to take music lessons and participate in an annual student music recital. Students choose any one of the following instruments: violin, piano, flute recorder, and guitar. Those who are not interested in learning to play any of the musical instruments may choose to enroll in singing lessons.
It is the school's policy to enroll children based on the developmental stages defined by Dr. Maria Montessori. They are grouped according to their chronological age and developmental needs.
The School gives priority to children whose parents are committed to have them complete the three- year Casa dei Bambini Program and to attend the Parents Education Classes. These classes introduce parents to Montessori philosophy and pedagogy, enabling them to actively participate in the education of their children.
To get the maximum benefits of the Montessori program, it is of utmost importance that parents and school share a common view of the purpose of Montessori education.