M1A Term 2, 2021 newsletter

M2A Term 2, 2021 newsletter

M3A Term 2, 2021 newsletter

M3B Term 2, 2021 newsletter

OVERVIEW: Term 2, 2021


M12 Classroom

The Montessori Program and Choice


As the children become more familiar with the Montessori materials, they will have a larger choice of activities to practise. Through observation and discussions with the children, the teacher is able to present activities with confidence whereby the will be able to experience success. As the children master each activity, they will be presented with another which is just a little harder.



The children have been taking short, simple books home to read. This is a very important and enjoyable part of school life. The books are of an appropriate level for each child so that they can experience success (with a little help). It is important that they read to as many people within your household as possible because this will lead to them gaining confidence in their reading ability. 

There are a few little things you can do to help your child with their reading:

-      Don’t jump in and help too quickly. Let your child have a really good chance to figure it out first on his/her own.

-      Don’t cover up the picture (beginner readers use the pictures as cues).

-      Allow the children to read to you before they get too tired.

-      Make reading a happy time for your child.


The older children are reading longer chapter books and they may enjoy reading these on their own. They do not have to return the books each day but a chapter each night is a guide for a minimum reading time.


Last term we spent a great deal of time learning the phonetic sounds of the alphabet. You can help the children at home by asking them to sing the phonetic alphabet song they have learnt. The children are also working on their letter books and they are learning the letter formations for each letter. They are very proud of their progress thus far.

They have also started to concentrate on sentence structure. Writing short sentences that contain a verb, a subject and an object. They are also learning about capital letters and full stops. Some of the older children are working on writing narratives and using the correct narrative structure for their stories.

At this stage some of the children are still drawing their stories and that is ok. Every child is improving and working towards their own individual goals.


This term we are focussing on the decimal system and the children are working through the various Montessori activities that range from very hands on concrete representations of the decimal system to the slightly more abstract activities for those who have grasped the concept and working on practising and mastering each skill. The children will also be revising activities they have been presented with in Term 1.


M2A Classroom


We are working on narratives this term, with a particular focus on planning. We are also listening to different literature to extend our vocabulary knowledge. This is something you can implement at home too…either through reading books or telling stories and defining higher level words! The students also have writers’ notebooks which they can use to jot down ideas or information as inspiration for writing.


The students continue to work at their individual level with the Montessori materials. The younger studen

ts are focussing on their number facts and place value, and the Grade 3s are working on their automatic recall of multiplication facts. I wonder how quickly they can answer them if you start asking them at home?


This term we are exploring the timeline of life in more detail, and learning about the fundamental needs of humans, such as food and shelter. We will also be looking at the work of water, including the impact of floods and erosion. Students will also continue to work on projects of interest.


M3A and M3B Classroom

Cosmic Topic: The Work of Water, including topics:

• the spread of vegetation

• precipitation & humidity

• erosion

• the Water Cycle

• water biomes (fresh & salt water)



By Cycle Three, most language work is undertaken in abstract form, although consolidation of understandings can be made through revisiting the Montessori materials when needed. The Term 2 genre of writing to be studied is Narrative. Children are introduced to a wide range of literature; creative writing is a key feature of this age group and the mechan

ics of spelling are refined. Children are avid readers by this stage, but still love having good literature read to them. 



In Cycle Three, Mathematics becomes more abstract. The concepts learned in Cycle Two in concrete form are now applied to abstract thinking. Whilst at Cycle Three, many mathematical computations are completed as in any other educational system, however there are several elements that are still presented in concrete form. For example, this term Algebra is introduced as a concrete representation in Cycle Three using the binomial and trinomial cubes and, finally, the cubing material. This material makes Algebra come alive, and gives deep meaning to what many find a mystery in later, more advanced, Mathematics.



In Cycle Three Biology students refine studies of the plant and animal kingdoms further. They place a particular plant or animal on the charts for each kingdom according to the characteristics of the plant or animal they are studying. Classification is a very important element of their studies at this stage.



There are 5 ‘great stories’ that underpin the history curriculum:

  • The story of the universe
  • The story of the coming of life
  • The story of the coming of human beings
  • The story of language
  • The story of numbers

Each of these ‘stories’ is supported by impressionistic charts and illustrations to inspire the young mind. During Term 2 we will be focussing on the Timeline of Civilization.



At Cycle Three level, Geography work takes on a deeper level of understanding. Children study how various climatic zones influence vegetation, how vegetation and topography effects where populations gather and why, how land use is influenced by climate and topography, etc. They study cultural differences. Their endeavour to understand the world in which they live knows no bounds at this stage of development. Their thirst for knowledge is never ending. Children at this age are driven to understand the universe and their place in it, and they have an enormous capacity to assimilate all aspects of culture.