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We want children at Montessori International to learn, to lead and to make a difference



Today when the world is in conflict and many plans are afoot for its future reconstruction, education is widely regarded as the best means for bringing this about: hence many parents are trying to find good education for their children. Early learning is the foundation on which future learning rests: skills, interests, attitudes, values and personality strengths have their roots in these early years.

The quality of education a child get depends entirely on the type of and amount of training he received during his formative years and the period of infancy is undoubtedly the richest. It should be utilized by education in every possible and conceivable way. The Montessori system of education becomes a suitable way of approach to child preparation for school.

  • Learning program with after-school
  • Positive learning environment
  • Learning through play



The main objectives for including exercises of practical life in the curriculum are to develop the child’s: Independence, Concentration, Co-ordination, Self esteem,  Social awareness, Orderliness in the classroom and Intellectual development.

Preliminary exercises isolate individual tasks that will later be combined into a larger task.

Examples: are Pouring –graded exercises, Cutting exercises, Carrying exercises,  Opening and shutting, Threading, Exercise for care of self, Exercises for the development of social skills

The main objective of sensorial training is to help the child attain maximum refinement of his senses-to help him discriminate between stimuli.

Mathematics: Early counting, From concrete to abstract, First steps in numerals, First steps in addition, First steps in subtraction, Additional tubes, Numbers beyond ten and Multiplication tables.

Language skills involve: Listening of stories and poems, Speaking to other children and adults, Reading ( access to books) and Writing (access to books).

Early reading Cultural Subjects (Science, Geography & History)
It is important that a child learns as early as possible about the real world: i.e. the natural environment and the man-man environment. Therefore, children are given exercises of practical life and sensorial activities that provide an introduction or “key” for the later conceptual development.

Our primary school syllabus is a combination of the Montessori curriculum and the Lesotho national curriculum.

Classes 1 to 3 have class teacher, which gives each child the time to write and work things out at his own pace. This system prepares children to working within time constraints. Classes 4 to 6 have specialized teachers for each subject. At the end of class 6 children write the school leaving examination prepared by the school.

Subjects offered: are  English, Sesotho, French, Afrikaans, Mathematics,  Science, Social Studies, Computers, Physical Education and Life skills.

Our classrooms are air-conditioned. We have a fully networked computer centre, an extensive library, an auditorium with a seating capacity of 200, and a swimming pools for pre-school and primary.


In accordance with, and guided by our school philosophy, Montessori School is committed to attaining the following objectives.


To provide pre-school children with creative and occupational skills, which they will develop and be able to control in cutting, sewing, painting, modelling clay and finger play.

To provide an enabling environment between teacher and child which will influence and assist in;-

  • The natural development of the child’s personality
  •  The promotion of a healthy physical and emotional development of the child
  • The optimum opportunity for the child’s intellectual development
  • The encouragement of children to learn and experience things through their own motivation and interaction with other children, contrary to forcing them to learn arbitrary facts from pre-selected materials.


Providing an environment for :

  • The natural development of the child’s personality
  •  The promotion of a healthy physical and emotional development of the child
  •  The optimum opportunity for the child’s full intellectual potential.
  • The benefit of a wide curriculum, that introduces a broad spectrum of topics and information, which the child encounters in greater detail in their higher education.


The child in a Montessori class is not pushed to intellectual accomplishment. What is opened out to them is the world; and they are given the keys to its exploration through the sensorial material that is an aid to the classification and organization of the impressions that their minds must already hold; unless the avenues of sense are blocked and unusable. It is the real world that we give to them not the world of fantasy and make believe because it is in the real world that they are going to live, if the psychoanalyst ‘s couch is not to be his end. How can one learn through group play, how to be a mother, father , space pilot, etc when one does not know what it means to be oneself?

Again as Montessori is based on the study of life, it is pure creativity as all life is creation. The child like every other living organism passes through successive stages of development, guided by what Montessori calls “Sensitive Periods”. These sensitive periods are shown in children of all races, of all cultures, as a child is a universal living organism. So, if children are to grow to be fully mature in personality and physically they need proper directress.

The human personality is essentially one during the successive stages of its development. Yet, whatever human being we consider and at whatever age, whether children in the primary school, adolescents, youth or adults, all start by being children, all then, grow from childhood to adulthood without changing the unity of their persons. If the human personality is one at all stages of its development, we must conceive of a principle of education that has regard to all stages.

It is striking that the slower the trees grow at first, the sounder they are at the core, and think that the same is true of human beings. We do not wish to see children precocious making great strides in their early years like sprouts producing a soft perishable timber. Far better if they expand slowly at first as if contending with difficulties and so are solidified and perfected. Such trees continue to expand with nearly equal rapidity to extreme old age. So is true of human beings. Let a child grow and develop at a very steady pace gathering all the tools for later learning and growing into maturity.


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