Montessori Curriculum

Our Curriculum

Our mission is not simply to create academically successful students, but to help them grow into happy, capable adults. We want our students to learn the knowledge and skills they need, while also building strong character and practical life skills.

When we choose what to teach, we think about what helps children succeed in the long run. We compare learning to a tree. The most important lessons, like reading, math, and thinking skills, are the trunk of the tree. These lessons give support to everything else, like a child’s hobbies and interests, which are the branches and leaves that grow from the trunk.

Curriculum Subjects

Our curriculum focuses on six main subjects: language arts, literature, history, geography, math, and science.

Literature

Literature:

At LePort, we believe that reading is like stepping into new worlds full of exciting characters and important lessons. By reading great books, children improve their thinking and communication skills. They also learn life lessons that help them make good choices. Instead of using short book excerpts, we give our students full books to read, which helps them better understand history, people, and the world around them.

History

History:

We teach history in the order it happened so our students can see how one event leads to another. This helps them understand why things happened the way that they did. We want our students to explore the cultures of the past and learn from the actions of people, both good and bad. At LePort, history is more than just memorizing facts—it is a story that teaches students important lessons that they can use today.

Geography

Math

Science

Science:

Our science lessons help our students observe, organize, and understand the natural world. By studying how scientists made discoveries, students learn to ask questions and understand the laws of nature. With exciting hands-on experiments, our students learn science concepts and practice thinking carefully about what they see. We want our students to be curious about the world and feel confident exploring it.

Curriculum by Age Group

	Pre-School (Age: 3-6 years)	Grades 1-3 (Age: 6-9 years)	Grades 4-8 (Age: 9-14 years)
Language Arts	Learning to read and write in cursive.	Reading, spelling, and writing multi-paragraph stories.	Becoming strong writers and speakers with an understanding of spelling, grammar, and vocabulary skills.
Literature	Listening to stories and answering questions; starting to read picture books for fun.	Reading chapter books and talking about the stories, characters, and ideas.	Reading and talking about important books, plays, and poems; learning about stories, characters, and broad themes ideas.
Mathematics	Counting and completing simple math problems with numbers up to the thousands	Learning long division and multiplication into the millions; understanding decimals, fractions, and times tables.	Progressing from arithmetic to more advanced math like pre-algebra, algebra, geometry, graphing, and statistics.
Science	Learning words such as parts of plants and animals; practicing skills like pouring, measuring, and looking closely at objects.	Learning more about materials, plants, animals, light, simple machines, and planets.	Classifying scientific observations and understanding fundamental theories, like human anatomy and astronomy.
History & Geography	Learning to tell time, understanding maps, and discovering different cultures through celebrations and group projects.	Exploring timelines, how people meet their needs across different cultures, and studying major world features.	Studying history from ancient times to today and thinking critically about how lessons from the past connect to modern life.

Frequently Asked Questions

Toddler & Preschool

I observed Montessori classrooms and there does not seem to be an opportunity for pretend play. Is this true?

In 1907, Dr. Montessori discovered that when children had the choice between pretend play and doing real work, they chose real, meaningful work. For example, in her first classrooms, there were dollhouses where children could pretend to serve tea to dolls, and real, child-sized tea sets where they could make and serve real tea to each other. The children always chose to do the real work with the real tea sets. That is why we give children the chance to do real tasks in all of our classrooms. This does not mean pretend play isn’t important. If children like to pretend at home, parents should support them. But in school, we have found that kids love doing real work—and they think it is fun!

How do you foster creativity? Preschool children seem to work in a structured way, always doing the same things with the materials.

Dr. Montessori’s research showed that real creativity comes from first learning important skills. Just like a jazz musician becomes creative after mastering how to play the piano, children need to practice skills before they can be truly creative. For example, we teach children how to control a pencil by practicing “the art of the inset.” Once they learn this skill, they are ready to create their own beautiful and creative drawings later on.

When I observe a Montessori preschool class, most children work by themselves. Will my child still learn social skills?

Our classrooms have a strong focus on developing mature social skills. Our teachers help by giving students words to express their feelings, showing them how to be polite and kind, and guiding them as they learn to control their actions when playing with others. Dr. Montessori discovered that many preschoolers like to work by themselves, and we respect that choice. Children are free to work on their own during part of the day, and they also join group activities like lessons and singing together. Our goal is to help each child enjoy positive social interactions and learn to be kind to others.

Why is Kindergarten included with preschool?

Our program, like all true Montessori schools, has classrooms with children of different ages. In our Preschool/Kindergarten classroom, children ages 3 to 6 learn together. Dr. Montessori found that kids in this age group grow and learn in similar ways, so she designed the classroom materials to fit their needs. During the last year, children use all the skills they have been building, like writing, reading, and math. Kindergarteners are the oldest in the class, which helps them feel proud and confident as they guide the younger children. By teaching others, they strengthen their own skills. When our students are ready, usually after they turn 6, they move on to the elementary class, excited for the new challenges ahead.

Will my child learn to read and write in your Preschool/Kindergarten program?

Yes. Most children in our Preschool/Kindergarten program learn to write and read by the time they finish, which is around age 6. Children who join our program around age 3 usually start writing by age 4 ½ to 5 and begin reading shortly after that. By age 6, many of our students can read different children’s books and write several sentences, often in neat cursive. However, every child is different, and some children, like those with dyslexia or other learning challenges, might need extra help and may take a bit longer to reach these milestones.

Why do Montessori preschool children learn cursive before print?

It might seem surprising, but it is actually easier for young children to learn cursive writing first, instead of printing letters. In many traditional schools, children are taught to print letters first because people think cursive is too hard. Then, in 3rd grade, they have to unlearn printing and start learning cursive, which makes things harder. In Montessori, children learn neat cursive handwriting around age 4 ½ or 5 with special materials. They skip the step of learning to print, but they still learn to read printed letters. Cursive is also quicker and helps children develop their own style of writing.

I saw a child upset in the preschool classroom, and the teacher did not immediately comfort him. Why not?

Our teachers watch their students closely and give support when needed, like offering a kind word or a short hug. This is especially true for our students who are new to the class, as they adjust to the new environment. If a child is upset, the teacher may first give them time to calm down on their own before stepping in, so they can learn how to manage their feelings. Our teachers help children understand their emotions and slowly guide them to become more independent. We believe children grow stronger and more confident when they learn to handle emotions without always relying on adults. With this approach, our students become ready to manage new challenges as they move on to elementary school.

Will my toddler cry when he first joins the class? What if he has separation anxiety?

We know that young children, especially toddlers, may feel anxious when starting school. Our goal is to make the transition smooth and help them feel safe with new, caring adults. We use an individualized approach, sometimes with shorter days during the first week to help children adjust. We encourage parents to share concerns with us so we can provide the best support. Before starting, we also invite parents to visit the classroom with their child for a short time to help them feel more comfortable.

In class, children receive extra support from teachers and older students. With small groups of new children starting at once, we can focus on helping each child feel secure. We believe in children’s ability to adapt and grow emotionally, and we gently guide them through the process, offering support while also helping them learn to manage their feelings.

Elementary & Middle School

What is your approach to standardized testing and student assessments?

Our focus is on helping our students apply what they learn, not just earning a high test score. Students in 3rd through 8th grade take the MAP Growth test twice a year—once in the fall to set a baseline (this test is not shared with parents) and once in the spring to track progress (parents receive these results). The test adapts to each student’s level, giving us and parents a clear picture of how they are doing compared to others nationwide.

We don’t teach to the test. Instead, we focus on making learning engaging, so that our students develop deep understanding, strong thinking skills, and a love for learning. While our students tend to do well on tests, we believe true success comes from their ability to think clearly and solve problems. Along with tests, we use other ways to assess learning, like essays, presentations, and problem-solving exercises.

How much homework do children have in your elementary school and middle school programs?

Students in elementary and middle school have time during the day to practice what they learn, so homework is limited and tailored to each child’s needs. For lower elementary students (1st–3rd grade), homework can range from none to about 3 hours a week, often including spelling, math, reading, or small research projects. By middle school, students gradually do more homework, with most having around 6–8 hours a week to prepare for high school expectations. Montessori homework is individualized, and if classwork isn’t finished during the day, it may be sent home. Clear communication between teachers, parents, and students helps balance homework and life.

Research shows that homework in elementary school doesn’t directly lead to academic success. We believe children are eager learners and need time with family and for play after school. Here are some ideas to encourage learning at home:

Encourage free play and creative pursuits like art and music.
Give your child time outdoors for fresh air and exploration.
Invite your child to help with chores, cooking, or gardening.
Explore new places as a family, like museums or historic sites.
Make reading a family habit by reading together or ensuring time for independent reading.

Do you offer field trips? Overnight trips?

We believe in learning both inside and outside the classroom. For our elementary and middle school students, we offer trips to help connect what they learn to the real world. These include field trips for the whole class, outings that students plan themselves, and overnight trips. Some of our trips are short, like visits to nearby nature spots, while others are longer, like trips to Washington, D.C., for our middle school students.

How do you support interests in extracurriculars, such as arts, music, sports, and volunteering?

While we don’t have competitive sports teams, we make sure our students stay active with daily recess, where they play games like dodgeball or four square. Our teachers also use this time to promote teamwork and good sportsmanship. Some of our schools also have regular physical education classes during the week.

In addition to extracurriculars during the school day, our elementary schools offer after-school programs. These range from things like chess or boot camp, to art or music, and STEM programs like coding and LEGO engineering. The options change by school and season.

Many students also enjoy activities outside of school, such as sports, music, or community service. Since we limit homework compared to traditional schools, students have more time to follow their passions without missing out on free time, family time, or sleep.

Can my child do accelerated work in subjects in which he excels?

When a student joins our program, teachers assess their abilities and place them in groups based on their skill level. This way, students are always working at the right level for them. For example, a 4th grader who is strong in math might join an advanced group with other 4th and 5th graders. Our goal is to help every child reach their full potential, and that includes giving advanced students the chance to do challenging work, like algebra or geometry in middle school.

What is LePort’s approach to religion and politics in education?

We are a diverse community with many different faiths and beliefs. As a secular school, we welcome everyone and focus on academic learning. We teach about religions when they come up in history or cultural studies, but we do not promote any specific faith or political view. Our goal is to help students think for themselves and express their own ideas. While our staff holds personal beliefs, they are careful not to share them in class. We believe in giving students the tools to form their own opinions.

What is LePort’s approach to sex education?

As our students grow older and start learning about their changing bodies, they may become curious. We do not include formal sex education as part of our regular lessons. However, we do teach biology, including how different species reproduce. Sometimes, if parents ask for it, we may offer an optional sex education class. In those cases, we will let parents know and give them the choice to opt out.

What is LePort’s approach to interpersonal conflict?

We rarely see bullying because we maintain a close-knit community where teachers are proactive and focus on building strong relationships. We teach and model positive communication skills, creating a safe space for students to express their needs and feelings. Regular class meetings also give students a chance to talk about any concerns and work together to create a supportive space.

Our teachers closely observe students and step in quickly if they notice a problem between students. They talk to the children involved, helping them understand the impact of their actions and guiding them to resolve their differences. If needed, the issue may be discussed with other teachers and parents to ensure a thoughtful solution. We support both the child who was hurt and the one who caused harm, helping all students learn how to treat others with respect and build strong, healthy friendships.

Montessori Curriculum