Dr. Montessori left us a plan

Dr. Maria Montessori developed an approach to working with children based on observation and response - through observation, she found the best response was to provide key experiences based on real life: keys which open the doors for discovery and exploration.

The keys she developed are found in albums and training (albums being the written description of the key experiences as provided in training) which adhere to the concept of the "universal child" and leave time and psychological space for exploration and personal discovery.

Yes there are some albums/trainings that have too much, modified much over time, with many details that Montessori left for exploration and personal discovery now handed to the child. There are still VERY good presentations and suggestions, just perhaps beyond the keys.

The adult can only know how to utilize the materials through the use of a good set of albums that guides, but does not dictate the scope and sequence of the child's exploration. Albums contain the keys. If albums were useless, teachers in training would not have to create them ;)  Teachers in training receive presentations from the trainer, then practice with the materials, then write-up the descriptions of how to use those materials, with pre-requisite suggestions, main purpose (direct aim), follow-up purposes (indirect aims), follow-up activities, and SO MUCH MORE. These albums are then read through by others at least 3 times before the teacher graduates.

Some people are pushing the idea that albums are not only not needed, they are downright anti-Montessori and are a very bad idea. That you can have the materials on the shelves and just explore with them. JUST explore. With no guidance from the adult who is called a "guide"; with no guidance from Maria Montessori beyond the bit she describes the materials in her writings (she provided training and her trainees were the ones to write things down); with no idea what each material does going in. So what is the role of the adult? Set up the materials and walk away? NO! Maria Montessori never said that! The child needs to receive a presentation from a knowledgeable adult (Maria instructed others how to use the materials, said "do it this way with the children, observe, and report back to me the results", then responded accordingly).

Here is the kicker: the albums contain MUCH more than 'how to use the materials' - they are full of key experiences that do NOT utilize a single piece of special material - and many do not use a material at all.


Not everyone needs an album to focus on key real-life experiences that set the child up for exploration and personal discovery with a properly prepared adult who is ready to guide.
And that is great!

Most people DO need a guide-book to guide them in their own journey.

Organizing Elementary Montessori Presentations

Elementary Suggested Scope and Sequence

This is a starting point – to help the adult feel a structure in which to follow the child. Follow your child’s needs and interests – interest trumps age and prerequisites every time!

Some tips:

• First mention of a topic/thread: that area CAN be introduced in the year listed.
• Final mention of the topic/thread: the topic is ideally being reviewed, recapped and any final mastery happening.

Points for Emphasis: 

1) Follow the child's needs and interests. I can't tell you each day or even which year what your child will be interested in. I can only provide you with the guidelines given by Maria Montessori based on universal development. There is universal development, then there is individual need. 

2) This is a PLANNING GUIDE - not set in stone, or even hardly in play-dough  It should serve as a starting guide for what is likely to happen first - then build from there. You can see areas that typically don't come until later. Your child might want those sooner, but when you realize that, you'll have already prepared and laid a foundation for the current year, so you'll be able to be more flexible. 

3) As a planning guide, use it to focus in on certain areas to prep. Consider in each area listed "what does my child need in this area right now?" and prep for that. 

Music and History are not necessarily year-specific at all - introduce some concepts each year!

Art: Provide for art skills as needed for your child. Provide key art experiences very early on, with personal work including continued art exploration and application. To reiterate - children need to know basic art skills (not projects), how to use art tools and media - and from there, they can be exploring art based on the subject matter they research from below: 

Year 1
Math: Numeration
Math: Operations
Math: Squares and Cubes
Math: Fractions
Math: Associated Word Problems
Biology: Botany	Plant Parts
Biology: Zoology	Discussions and Story Material
Biology: Ecology
Language: History
Language: Word Study
Language: Parts of Speech (Grammar)
Language: Logical Analysis	Begin with similar to primary
Language: Written
Language: Spoken
Language: Literature
Language: Style
History
Geometry: Congruency, Similarity, Equivalency I
Geometry: Polygons
Geometry: Angles I
Geometry: Lines
Geometry: Angles II
Geometry: Circle I	When interested
Music
Geography: Universe	Story, follow-ups, Composition
Geography: Nature of Elements
Geography: Sun and Earth	2 options: 1)      Introductory work in each chapter 2)      Children select one based on interest each year
Geography: Work of Air
Geography: Work of Water
Geography: Human Geography Cards

Year 2
Math: Numeration	Review and fill in
Math: Operations
Math: Squares and Cubes
Math: Fractions
Math: Decimal Fractions
Math: Squaring & Cubing
Math: Associated Word Problems
Biology: Botany	Plant Parts, continue
Biology: Zoology	Dissection and Body Function
Biology: Ecology
Language: History
Language: Word Study
Language: Parts of Speech (Grammar)
Language: Logical Analysis
Language: Written
Language: Spoken
Language: Literature
Language: Style
History
Geometry: Angles II	Review and fill in
Geometry: Equivalency II	(only time this is listed)
Geometry: Polygons II	(only time this is listed)
Geometry: Equivalency III
Geometry: Circle I	When interested
Music
Geography: Universe	Review, go deeper per interest
Geography: Nature of Elements
Geography: Sun and Earth	2 options: 1)      Some work in each chapter 2)      Children select one based on interest each year
Geography: Work of Air
Geography: Work of Water
Geography: Human Geography Cards

Year 3
Math: Operations	Review and fill in
Math: Decimal Fractions
Math: Fractions	Review and fill in
Math: Squares and Cubes	Review and fill in
Math: Squaring & Cubing
Math: Signed Numbers
Math: Associated Word Problems
Math: Word Problems
Biology: Botany	Plant Parts, continue
Biology: Zoology	Dissection and Body Function
Biology: Ecology	Review and fill in
Language: History
Language: Word Study
Language: Parts of Speech (Grammar)
Language: Logical Analysis
Language: Written
Language: Spoken
Language: Literature
Language: Style
History
Geometry: Equivalency III
Geometry: Area
Geometry: Circle I	Review and fill in
Geometry: Circle II
Geometry: Solid
Music
Geography: Universe	Further details, Formation of Mountains
Geography: Nature of Elements
Geography: Sun and Earth	2 options: 1)      Some work in each chapter 2)      Children select one based on interest each year
Geography: Work of Air
Geography: Work of Water
Geography: Human Geography – Taxes/Government

Year 4
Math: Decimal Fractions
Math: Squaring & Cubing
Math: Signed Numbers
Math: Powers
Math: Word Problems
Math: Number Bases
Math: Algebra
Math: Ratio & Proportion
Geography: Human Geography other areas
Biology: Botany	Fill in nomenclature
Biology: Zoology	Dissection and Body Function
Biology: Classification
Language: History
Language: Word Study	Last bits; Review and fill in
Language: Parts of Speech (Grammar)	Finish verb; Review and fill in
Language: Logical Analysis
Language: Written
Language: Spoken
Language: Literature
Language: Style
History
Geometry: Equivalency III	Review and fill in
Geometry: Area	Review and fill in
Geometry: Circle II
Geometry: Solid
Music
Geography: Universe	Further details, Formation of Mountains, additional Creation stories
Geography: Nature of Elements	Finish up initial work – invite lots of follow-up ideas
Geography: Sun and Earth	Finish up follow-up presentations; continue personal work
Geography: Work of Air	Currents; Wind as Sculptor
Geography: Work of Water
Geography: Human Geography – Taxes/Government

Year 5
Math: Decimal Fractions	Review and fill in
Math: Squaring & Cubing
Math: Signed Numbers
Math: Powers
Math: Word Problems
Math: Number Bases
Math: Algebra
Math: Ratio & Proportion
Biology: Botany	Personal experiments
Biology: Zoology	Dissections and Body Function
Biology: Classification
Language: History
Language: Logical Analysis
Language: Written
Language: Spoken
Language: Literature
Language: Style
History
Geometry: Circle II	Review and fill in
Geometry: Solid
Music
Geography: Universe	Further details, Formation of Mountains, additional Creation stories
Geography: Work of Air	Currents; Wind as Sculptor; Personal work
Geography: Work of Water
Geography: Human Geography other areas

Year 6
Math: Squaring & Cubing	Review and fill in
Math: Signed Numbers	Review and fill in
Math: Powers	Review and fill in
Math: Number Bases	Review and fill in
Math: Algebra	Review and fill in
Math: Ratio & Proportion	Review and fill in
Biology: Botany	Finalize nomenclature Continue experiments
Biology: Zoology	Dissections and Body Function
Biology: Classification	Review and fill in
Language: History	Review and fill in
Language: Logical Analysis	Review and fill in
Language: Written	Review and fill in
Language: Spoken	Review and fill in
Language: Literature	Review and fill in
Language: Style	Review and fill in
History	Review and fill in
Geometry: Solid	Review and fill in
Music	Review and fill in
Geography: Universe	Further details, Formation of Mountains, additional Creation stories
Geography: Work of Water	Review and fill in
Geography: Human Geography	Review and fill in – other areas in this topic