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Our Curricullum - CLEM

Practical Life
The Practical Life section lays the foundation for all other work to be done in the classroom. The activities are everyday tasks that a child needs to learn to master the care of self and care of the environment. Such activities include pouring, sweeping and dressing frames, as well as courtesy. The activities are presented to the child in such a way that concentration, coordination, independence and order are developed. click here to see our Pratical Life photo gallery

The goal of the Montessori Sensorial Section is to educate the child’s senses. The curriculum area contains Montessori-specific materials that help the child refine his or her experience of sight, sound, touch, taste and smell. In addition, the materials of this section are modelled on scientifically based concepts. Sensory experience, with these specially selected materials provides children with the first step in understanding abstract concepts.  click here to see our sensorial photo gallery

Maths in the Montessori classroom can be separated into a few major categories: beginning counting, advanced counting, the decimal system, rational numbers (fractions) and the operation of addition, multiplication, subtraction and division. Concepts are presented in a very concrete way so that children are not only able to count but work with square numbers and thousands.   click here to see our Maths photo gallery

This topic integrates geography, history, Science art, music etc. The children study different areas of the world, and experience concrete examples of that area’s language, literature, dress, food, artwork and music, both past and present. This increasingly important area introduces that child to our planet’s great diversity of people. Concepts are presented in a very concrete way so that children are not only able to count but work with square numbers and thousands.   click here to see our culture photo gallery

Montessori language curriculum is an integrated approach that combines phonetics and whole language. The child is introduced to letters and sounds. After several sounds, he can begin to spell and read words by linking these sounds together.

Social, Personal and Health Education (SPHE) - Social, personal and health education (SPHE) provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society ( Through an SPHE programme the children learn all about themselves and their classmates and the relationships that the children experience and witness in the school, all contribute to their social, personal and health development. The areas covered are Myself, Myself and others and Myself and the wider world.

Our autism classes have a ratio of four teachers to six children and have full individual programmes aimed specifically at their level that they work on every day, this is called an IEP or Individual Education Plan.

IEP’s are designed after a period of assessment with the child, review of previous reports, and consultation with the parents.

We welcome parents input as much as possible, as there may be some challenges at home that we are not aware of in school that we can work on with you and your child. For example, this could be issues with getting dressed, playing with siblings and eating with the family.

Example English: Strand Unit Reading: Infant Classes

Student will expressively and receptively identify the letters of the alphabet in at least 3 print and sizes.

Example SPHE: Strand Unit: Myself: Self Awareness

Student will describe three different environments/ items using 2 descriptors from each of the five senses.

We always use clear quantifiable and measurable goals.

click here to see our video gallery

Aistear, the Early Childhood Curriculum Framework:

Our programme will follow the Aistear guidelines and Principle. Aistear is Ireland’s curriculum framework for children from birth to six years. Aistear is designed to work with the great variety of curriculum materials currently in use in early childhood settings. Using the broad learning goals of Aistear, we will adapt our curriculum to make learning even more enjoyable and rewarding for the children at the service.

Aistear contains information for parents/guardians and practitioners that will help plan for and provide challenging and enjoyable learning experiences that can enable all children to grow and develop as competent and confident learners in the context of loving relationships with others.

Aistear describes the types of learning (dispositions, values and attitudes, skills, knowledge, and understanding) that are important for children in their early years, and offers ideas and suggestions as to how this learning might be nurtured. The Framework also provides guidelines on supporting children’s learning through partnerships with parents/guardians, interactions, play, and assessment.

Aistear is based on 12 Principle of early learning and development. These are presented in three groups:

1. Children and their lives in early childhood:

  • the child’s uniqueness
  • equality and diversity
  • children as citizens

2. Children’s connections with others:

  • relationships
  • parents/guardians, family and community
  • the adult’s role

3. How children learn and develop:

  • holistic learning and development
  • active learning
  • play and hands-on experiences
  • relevant and meaningful experiences
  • communication and language
  • the learning environment