Dr. Maria Montessori believed that education should prepare a child for all aspects of life. It must be holistic, addressing not only cognitive development but also emotional, social, and physical well-being. Multi-grade classrooms promote whole-child education and offer numerous advantages: students interact with a variety of peers, opportunities for peer tutoring, role modeling, and leadership increase, academic competition is reduced, and children can observe the natural progression of their education.
Children develop and reach milestones at different times, and mixed-age groups help meet their varying needs more effectively. At Montessori School of Regina, we believe in nurturing the whole child to prepare them for future goals and endeavors. Following the Saskatchewan Curriculum and Guidelines, our students explore their classroom environment at a pace appropriate to each individual. This flexibility allows children to work at a higher level or spend extra time on lessons to ensure a deep understanding.
A Montessori elementary classroom looks different from a traditional classroom. Students move freely and are given individual choice, allowing for varied activities and work settings—whether at a table, on the floor with a mat, or engaged in different lessons than their peers.
Cosmic education is a fundamental part of our elementary program. Through thematic introductions to broad topics in science and culture, students gain an understanding of the world and their place within it. This approach underscores the interconnectedness of all aspects of the universe.
As a Qualified Independent School, our elementary programs follow the Saskatchewan Education Ministry’s curricula and outcomes, supplemented by Montessori Elementary courses. Children progress from using concrete materials to more abstract concepts, following a unique curriculum shaped by their needs, readiness, and interests. This empowers students with the freedom, independence, and resources to take initiative in their learning.
Report cards are issued three times yearly, and parent-teacher interviews are held in November and March to support open communication and track student progress.