Largest human image of a Rocket on Nov 2019
Largest human image of a Coffee Pot (UAE Dallah) &
Largest Transforming Human Image on 06th December, 2018
Largest human image of a Boat on 14th November, 2017
Montessori Method is based on the belief that
education is more than just a sharpening of intellectual
skills; it is a preparation for life.
Dr. Maria Montessori referred to the mind of a
child between 3 & 6 years of age as the Absorbent
Mind. During this time he literally absorbs everything
in his environment through sensorial exploration.
By sensorially absorbing the surrounding, a child
forms his personality and himself. He construct his
mind, his memory, power to understand and ability to
think through impressions gained from the environment.
Educational research has also verified that the early years are the most important years of child's life it is
during th period between conception and four years that the child develops 50-60 % of his intelligence and
another 30 % between the ages 4 to 8 years. Dr Montessori described childhood as a process in which a
hidden but definite plan of nature unfolds as the child works to create the adult personality.
Montessori Philosophy: The Major Montessori principles, such as the 'Absorbent Mind', Sensitive Periods'
and the 'Human Tendencies', are the subconscious powers, which guide the child in his self-construction.
Freedom: within a structured environment. The child is allowed to move around freely talking to other
children and working with the equipment, which she/he chooses after demonstration of its use, by the
teacher. However, she/he is not allowed to abuse the equipment or disturb other children, thereby limiting
their freedom to work.
Independence: the child's natural need for independence is encouraged. Self-Discipline: this gradually
developed through freedom of movement and freedom of choice. Concentration: children are encouraged
to concentrate by being introduced to materials at the right developmental level for them, and to complete
Reality and Nature: the value of growing up in close contact with nature. Children need real objects rather
than imitation playthings, which do not work. Beauty: the environment should be aesthetically pleasing,
simple and clean. Social Awareness: this is aided by placing
children in 'family' or mixed age groups. Order: Both
materials and the environment promote order.
Children usually feel comfortable in an ordered
classroom where they understand the routine.
Respect: Children have to be respected as being
different from adults and as individuals who differ
from each other. Sensitive periods: Children gave
times in their life particularly attuned to certain
types of Learning. Co-operation with parents: schools
are part of the local community; children learn most
effectively when a partnership exists between child, parent
and teacher and she/he is allowed to do things by him/herself.
Montessori Material: These are a key element in the environment; as the child learns through the materials,
many of which are self-correcting, rather than directly through the teacher. The Montessori Teacher
first observes the child to ascertain his or her interests and developmental level, and then gently directs the
child towards appropriate activities.
Exercise on Practical Life: In the practical life area, children carry out familiar home activities, such as
sweeping, polishing, dusting, pouring, preparing food etc. These activities are designed to help the child
achieve independence and confidencethrough meaningful activity they help develop coordination, concentration,
independence, hand dexterity, care of one's self and environment, patience and grace and courtesy.
Sensorial: The sensorial Material allows the child to understand his environment while learning through
his senses. Each piece of material has one isolating quality, such as colour, weight, size, shape, texture,
sound, smell etc. which enables the child to take in impressions with true understanding and gives
purpose, order and structure to his/her learning.
Language: Many activities are designed to proceed naturally towards the development of skills for reading
and writing .The child first learns the phonetic sound of letters, which leads to building. Short phonetic
Mathematics: The child is introduced to mathematics through the use of concrete materials. By working
with the specially designed materials, he/she learns the physical quantities and matching abstract symbols.
The child always works from the concrete to the abstract. By working with concrete materials, the child can
see and understand the operations of Addition, Multiplication, Subtraction and Division. Asolid foundation
is formed for Algebra and geometry through working with concrete materials.
Cultural Subjects: We introduce the children to cultural subjects
(Geography, History, Botany, Zoology, Science, Music and Art) to help feed
their imagination and understanding of the real world during the time
that they most sensitive yo them, which enables them to understand their
role and the fact that they are the part of the whole system.
Curriculum Primary (1-5)
At this stage a more structured form of subjects are taught along with optional vernacular languages. Arabic is taught from Gr.1 onwards as a compulsory subject as per MOE rules. Value education is emphasized through Islamic studies and Moral Science. Apart from English, Maths, EVS, GK, Computer Studies and Art & Craft, UAE Social Studies is also included in the subject to be taught at this level.
Curriculum Middle (6 to 8)
Children's learning skills are bloomed to seek knowledge and to develop understanding at this stage of education. Science is categorized Into three separate subjects - Physics, Chemistry and Biology. Similarly, Social studies is divided Into History, Geography and Civics.
Curriculum Secondary (9 to 10)
These two years fortify the students for All India Secondary School Examination or CBSE Board Examination. Registration for the examination Is done In Grade 9.
Changes in the pattern of Examination by the CBSE are adapted with seriousness.