Holistic | Child-Centered | Transformative

The Montesssori Approach to Education

About Montessori

Montessori is an approach to education developed by Italian physician Dr. Maria Montessori more than a century ago, in which children learn in a prepared environment with specially designed materials. Montessori is a child-centered approach that fosters independent learning and where the role of the teacher is to guide children in their journey of self-discovery and learning process, rather than to be the main source of information.

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The Montessori philosophy respects children’s natural development and allows them to flourish academically, emotionally, physically, and socially. Children learn at their own pace, in mixed-age groups to encourage peer-to-peer learning.

 

Our Programs

 

Our main goal is to provide individualized attention. We limit our number of students to groups of 12 children in age cohorts following the Montessori approach (2-3 years old, 3-6 years old, 6-9 years old, and 9-12 years old). This allows every child to enjoy a personalized education and close attention to his/her needs, while opening opportunities for peer-to-peer learning.

 

School Calendar

 

The Earth School follows the international school year, with classes starting at the beginning of September and ending at the start of June. We respect Rwandan official holidays, some of which are movable and are notified with a few days advance. 

2020-2021 School Year Family Orientation and Welcome Meeting:  Sunday, August 30, 2020.

2020-2021 School Year First Day of School: Wednesday, September 2, 2020.

Academic, Social, and Emotional Assessment in the Elementary Program

Our High Academic Standards

BASELINE, MID-YEAR, AND END-OF-YEAR ASSESSMENTS
 

At the beginning of each academic year, our students take baseline assessments that include Language (English and French) and Mathematics, as well as Personal Growth, Normalization, and Work Habits.  This information is used to develop an Individualized Montessori Education Plan, IMEP for each student.  The IMEP then informs the weekly and monthly lesson planning that guides the work in the classroom. 
 

The academic, social, and emotional assessments are conducted three times per year and school reports are presented to parents in December and June at the Parent/Teacher Conferences.
 

INTERNATIONAL SCHOOLS ASSESSMENTS - ISA
 

Starting in Grade 3, students who fulfill the requirements, are prepared for the International Schools Assessment, ISA, which is conducted online during the month of May.  The ISA is a high-quality assessment used by international schools and schools with an international focus to monitor student performance over time and to confirm that their internal assessments are aligned with international expectations of performance.  It is based on the internationally endorsed reading, mathematical literacy and scientific literacy frameworks of the OECD’S Programme for International Student Assessment, PISA (www.acer.org/isa)
 

Results of this assessment are received during the summer months and used to inform and adapt the student’s Individualized Montessori Education Plan for each coming school year. Requirements for this assessment include an appropriate level of English language proficiency, participating in the preparation practice, and continued enrollment. A minimum number of students may also be required to conduct the ISA.
 

DELF Prim TEST OF FRENCH AS A FOREIGN LANGUAGE

All students age 7 and above, prepare to pass the DELF Prim test, which is usually taken in May.  The DELF Prim is an official certificate awarded by the French Ministry of Education to certify the proficiency in French as a foreign language.
 

TEACHER OBSERVATIONS/ANECDOTAL RECORDS
 

Teachers take daily observation notes that include academics as well as social/emotional development areas.  Daily observations are used to inform the weekly planning, to set goals for each child, to share at parent meetings, and to inform bi-annual school reports.
 

ONE-TO-ONE INTERVIEWS WITH STUDENTS FOR SELF-ASSESSMENT
 

Based on the daily observations, teachers have one-to-one conversations with students throughout the week.  They provide guidance and support to help the children self-assess the work done and goals achieved, set new goals in specific areas of learning, development, or character building, identify together specific interest each child may have, etc. 
 

STUDENT PORTFOLIOS AND STUDENT JOURNALS
 

Teachers and students choose samples of student’s work to keep in their portfolios.  These samples must include work in different areas of the curriculum.  Portfolios are a wonderful way to show student’s progress in specific areas, for example, keeping writing samples from when a student started learning cursive writing.  Student journals also become part of the student portfolio as they are added at the end of the year or when a journal is finished.
 

DEMONSTRATION OF MASTERY OF SKILLS
 

After a child has practiced with a material/activity to develop a specific skill and is ready for the next level of presentation of new materials, lessons, or activities, the child demonstrates mastery of skills to a teacher.  This is also the moment for the child to “teach” or “share” his newly acquired knowledge to another child.  The teacher ensures that the child has opportunities to be a role model and feel proud of their accomplishments.  They can be recognized during Circle Time by presenting to the whole class.

Academic, Social, and Emotional Assessment in the Primary Program

Our High Academic Standards

TEACHER OBSERVATIONS/ANECDOTAL RECORDS

Teachers take daily observation notes that include academics as well as social/emotional development areas.  Daily observations are used to inform the weekly planning, to set goals for each child, to share at parent meetings, and to inform bi-annual school reports.

ONE-TO-ONE INTERVIEWS WITH STUDENTS FOR SELF-ASSESSMENT

Based on the daily observations, teachers have one-to-one conversations with students throughout the week.  They provide guidance and support to help the children self-assess the work done and goals achieved, set new goals in specific areas of learning, development, or character building, identify together specific interest each child may have, etc. 

STUDENT PORTFOLIOS AND STUDENT JOURNALS

Teachers and students choose samples of student’s work to keep in their portfolios.  These samples must include work from different areas of the curriculum.  Portfolios are a wonderful way to show student’s progress in specific areas, for example, keeping writing samples from when a student started learning to color, to trace shapes, cursive writing, etc.  Student journals or workbooks also become part of the student portfolio as they are added at the end of the year or when a journal/workbook is finished.

DEMONSTRATION OF MASTERY OF SKILLS

After a child has practiced with a material/activity to develop a specific skill and is ready for the next level of presentation of new materials, lessons, or activities, the child demonstrates mastery of skills to a teacher.  This is also the moment for the child to “teach” or “share” his newly acquired knowledge to another child.  Teacher ensures that child has opportunities to be a role model and feel proud of their accomplishments.  They can be recognized during Circle Time by presenting to the whole class.

+250 722 479 137 | +250 726 479 136

​KN 46 Street #4, Kiyovu
Kigali, Rwanda

The Earth School welcomes children and families from all ethnic, racial, religious, or national backgrounds and diverse family structures. 

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