CREATING GENIUSES TOGETHER
A child’s curiosity is a powerful thing and constantly propels them toward new experiences. Our curriculum is broken down into five different portions: Practical Life, Sensorial, Mathematics, Language, and Cultural. Sensorial and Practical Life materials help develop gross and fine motor skills and coordination.
Both grades 1 and 2 are taught together, with emphasis on them being seen as individuals. The students’ growth is carefully observed and supported to encourage their natural development. Red Hill’s Montessori practice helps children develop creativity, problem solving, critical thinking, time-management skills and care of the environment and one another.
We are an extension of the Lower Elementary classroom and their curriculum; exploring concepts more in-depth using critical and high-order thinking skills. Students move from concrete representation to a more abstract and creative way of thinking through a variety of learning and teaching techniques.
"We love the low student - teacher ratio and the teachers are always available to discuss our son's progress. The field trips are great and give the parents a chance to get to know each other and Red Hill definitely feels like a family! We searched for many schools and we are very happy with Red Hill!"
"So what would I say to anyone considering Red Hill Montessori as the school for their child, or children? Stop considering - you wont regret it. Just head up to see Miss Leila and enroll today. In a short period of time, you will know it was the right decision."
"In the year she has been at Red Hill I have seen: A wonderfully happy child; Growth and development in the area of numbers and reading; Care ad kindness for all children; Eagerness to go to school and to learn; Special field trips, parties; plays etc. Ms Leila you are a remarkable woman who has a very special gift with children. I thank God for every day my child has you in her formative years."
Our Little Artists
Maria Montessori Quotes
The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'
One test of the correctness of educational procedure is the happiness of the child.
We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.
The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
If help and salvation are to come, they can only come from the children, for the children are the makers of men.