Blue Moon Montessori School is a committed reflection of Dr. Montessori’s remarkable vision and method. Her love and respect for children informs and inspires the teachings of our staff.
In the best Montessori tradition, they observe and meet the needs of each child in our care, preparing them for a life time of creative thinking, learning and living, to develop the habits, attitudes and skills that will shape the way our children will learn, discover and succeed in life and to guide them in becoming future responsible and caring South African or World citizens.
Children are greeted and settle immediately into the start of the first work cycle for the day.
We ask that this time is strictly observed as your child’s directress will have started her/his lessons with individual children and cannot be interrupted.
This is followed by break, quiet reading and lunch before the second work cycle begins.
Children in years 1 & 2
Mon 15:00 · Tue 14:30 · Wed 15:00 · Thur 14:30 · Fri 13:00
Children in year 3 – 6
Mon 16:00 · Tue 14:30 · Wed 16:00 · Thur 14:30 · Fri 13:00
The differences between the above end-of-day times on Mondays and Wednesdays are for the accommodation of sports at the end of the second work cycle.
- Children can be dropped off at school from 7:35am, specifically for working parents.
- Please note that the school day finishes promptly at the above times.
- We loosely follow the state schools term times.
Guitar is offered as an extra mural on a Tuesday and Wednesday morning.
Lego Robotics is offered as an extra mural on Tuesday afternoons.
Chess is offered as an extra mural on Friday afternoons from 1 to 2pm.
Dr Montessori’s Great Stories: The Great Stories are five key areas of interconnected studies traditionally presented to all primary Montessori children in the form of inspiring stories and related experiences and research projects.
The Great Lessons include the story of how the world came to be, the development of life on Earth, the story of humankind, the development of language and writing and the development of mathematics.
These are intended to give the child a cosmic perspective of the Earth and humankind’s place within the cosmos. The lessons, studies and projects surrounding each of the Great Lessons normally span many months and the questions that the children pose and their efforts to find the answers to their own questions may continue for many years.
Individually chosen research.
The children are encouraged to explore topics that capture their imagination. The imagination through time and space, imagination as a medium for inductive and deductive reasoning and imagination as a love of interdisciplinary abstraction.
The approach is largely based on library research, with children gathering information, assembling reports, teaching what they have learned to their fellow students and assembling portfolios and handbooks of their own.
Learning continues as hands-on experience.
The goal is to lead away from dependency on concrete models that visually represent abstract concepts towards the ability to solve problems with pen and paper alone. After hours of concrete manipulations the materials lead the child towards abstraction.
Children learn to think for themselves.
They are encouraged to do their own research, analyse what they have found and come to their own conclusions.
They are taught to think, not to merely memorise, feedback and forget.
They literally learn how to learn, discovering that the process of learning can and should be as natural as breathing!
They are also taught to ask the right questions.
Children are invited to a lesson and are intrinsically motivated through cultivating a sense of curiosity and wonder. We function from the understanding that intelligence, creativity and imagination can be found in every child, simply about learning how to learn, observing life, listening, looking for patterns and connections and reflecting on how things fit together and how they work.
One of the keys to understanding Montessori’s success can be found in the way in which it carefully encourages the development of children’s self-esteem and independence. Outings and excursions are a necessary part of the young child’s exploration of the environment; as no one classroom can answer all the children’s questions and give them an accurate example of their field of study. For this reason the children plan their own outings based on their topics of interest, encouraging a sense of social purpose and moral responsibility.
Our school meets the learning outcomes of the National Curriculum Statement without following CAPS.
Where we are oversubscribed to, the following criteria will be followed.
We accept children in the year they turn 7 provided that supportive care in a safe environment exists to meet their needs in an educationally and developmentally appropriate way.
Preference is given:
- Your child works independently and is reading.
- To children already in Blue Moon Montessori Preschool provided that their application is made known in time.
- To those enrolling for the 3 year programme.
- To those children transferring from another Montessori preschool/school.
- We do take in children with learning difficulties or barriers to learning subject to our compatibility and available resources. These children do not exceed 10% of the class community.
- Space is subject to a balance of boys and girls and age groups.
- Only under special circumstances will we consider children who have not attended a Montessori preschool.
An arranged visit to the school allows you to view the school and ask any necessary questions and to receive an application for enrolment.
The enrolment form needs to be returned to our office. Your child will be placed on the waiting list. At the time of school interviewing for the preceding year, we will invite you and your child in for an interview. This may be followed up with your child spending time in our school. Please bring in their latest report.
A letter from us will inform you of acceptance and will request a R3500.00 non-refundable registration fee to be paid within 14 days, thus confirming your child’s place within the school.