Find all the information you need here:
Enrolment Form
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Please email us a filled out pdf or scanned document, alternatively call us
(+357) 99 790911) for an in person meeting/ school tour and we will have a form for you.
School Hours:
Opening 07:30
Half Day 14:00
Full Day 17:00
School Terms 2023/24:
Term 1 Sept 1st - Dec 22nd
Term 2 Jan 8th - April 26th
Term 3 May 13th - July 31st
Daily Routine 3-6 Years
San Francisco, CA
08:00 Start of work cycle
09:00 Work cycle continued
10:45 Tidy up time
11:00 Morning circle
11:15 Snack
11:30 Free play / motor skills
12:00 Story/music/drama/games
13:00. Lunch
13:30. Sleep/rest & read time
15:00. Afternoon snack
15:15. Afternoon work cycle
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Daily Routine - Below 3 years
08:00 Work Cycle
10:30 Snack Time
11:00 Morning circle
11:30 Motor Skills
12:00. Story/Music
13:00. Lunch
Education Approach
Traditional Approach:
Children grouped chronologically
Class seated at desks much of time
Class, as a group, studies one subject at a time
Class schedules and frequent interruptions limit child’s involvement
Postponement of cognitive development until first grade
Basal readers (traditional “see and say”) or “whole language” (non-traditional “see and say”)
Teacher “corrects” pupils’ “errors”
Children are different. Some can learn - others cannot
No implicit trust and respect for every child
Teacher centered
Teacher is transmitter of knowledge
Homogeneous grouping
Answers are provided by teacher
Time periods allotted
Some are held back, some are pushed ahead
Children are dependent on the teacher
Teacher-directed with very little choice
Subjects are compartmentalized
Competitive
Rewards and punishment (grades)
High student to teacher ratios
Montessori Approach:
Non-graded (two or three year age span)
Students “work” at tables, group lessons on floor with freedom of movement
Children pursue their own self-paced curriculum, individually or in small groups, in various parts of environment
Long blocks of time and relatively few interruptions permit invaluable concentration
Critical cognitive skills developed before age six
Phonetic-based, multi-sensorial; more flexible writing and reading opportunities
Children learn from peers, self-correcting materials; teacher’s role as a guide
All children can learn. They are the same all over the world
Implicit trust and respect for every child.
Child centered
Children learn through their own discovery and experience
Multi-age grouping for community atmosphere
Children correct themselves through control of error
No time restrictions
Each child learns at his/her own pace
Children work independently
Children are self-directed and make their own choice
Subjects are intertwined
Non-competitive
Self-motivation
