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The Bridgeview Montessori School's elementary program educates children from ages 6 through 12. The classes are multi-age, with Elementary I (grades 1 to 3) serving ages 6-9 and Elementary II (grades 9-12) serving ages 9-12. The student to teacher ratio in our elementary classrooms is no more than 12 to 1. Our elementary programs include studies in Language Arts, Mathematics, Cultural Studies, Biology, Geography, Science, Spanish, Computer Skills, Practical Life, Art and Art History, Music and Drama, Physical Education, and Yoga. In addition to using Montessori materials designed to transition students from concrete to abstract thinking, our elementary curriculum incorporates current best practices in educ At Bridgeview our cultural curriculum is designed to allow students to gain a sense of their place in the universe. Through the use of timelines -- timelines that begin with the birth of the universe and then move to earth's creation, timelines that examine the contributions of ancient humans and human civilization, and specific timelines that look at the significance of language and numbers in our lives -- students explore where humans have been and learn to see themselves as part of a continuum of all that has come before. At the Elementary I level, students are exposed to these concepts through a series of impressionistic lessons. In Elementary II, students delve into these concepts in a much deeper way and express their knowledge through project-based exploration. Computers are available in each elementary classroom. Our daily uninterrupted work periods allow for a variety of different kinds of work activities. These sequential activities are guided by individual work plans created by students with teacher support and guidance. Children will work and be given presentations individually, in small groups and in larger community groups. Students will regularly conference with teachers regarding progress and goal setting. Students are also guided to practice self assessment. As students become actively involved in their learning, they become more motivated and reflective. At a time when many schools are forced to severely curtail or eliminate their budgets for art, music, drama, and physical fitness, these elements are integral to Bridgeview Montessori School. Art sessions include an introduction to aesthetics and the elements and principles of design while working with a variety of tools and mediums. The study of art history is interconnected with studio arts. Each year the elementary students produce and perform public drama and musical events. Creative expression is nurtured and honored throughout our curriculum. Physical education is provided as a weekly program of sports and fitness at a local sports facility. Our belief and focus is the Elementary Montessori Curriculum. However, in addition, many elements of the Massachusetts state frameworks are encompassed within our program. Although we clearly are not a school invested in "teaching to the test", the Stanford Achievement Test is administered in March, beginning with elementary second year students. We do value this test as a practical life skill, as most children will be required to take similar tests after they leave Bridgeview.
Bridgeview students typically test a grade or two above grade level and have a high degree of confidence in themselves and their abilities upon graduation. Past graduates have made successful transitions to public schools, charter schools, and competitive private middle schools. |
ation, including a balanced literacy approach which emphasizes the interconnectedness of reading and writing. Students explore a wide variety of literature and writing through lessons crafted to their individual needs. Montessori trained teachers guide students in building basic math and language skills through a series of instructed exercises. Our lesson methodology incorporates presentation, recall, and recognition. 
We believe that each child is special and each is gifted as a unique human being. Our multi-age classrooms and method of delivering instruction are geared to reach each child where they are and to inspire and guide them to further levels of understanding. Children with identified special needs may be accepted with the understanding that there may be need for liaison work with families and specialists on behalf of the children. Teachers will be part of this process, but it is the responsibility of the parents to arrange the meetings and to pay for outside specialist intervention. 