Vertical Curriculum Map

Developmental Characteristics

"The satisfaction which the children find in their work has given them a grace and ease like that which comes from music."

- Dr. Maria Montessori|The Discovery of the Child

First Plane of Development

Toddler Community (18-36 months)

During this stage of development, children have a unique ability to absorb knowledge quickly and effortlessly. Maria Montessori referred to this as the “Absorbent Mind.”

These children are sensorial explorers and learn through the senses. All experiences within the classroom are hands-on.

Children’s House (3-6 year-olds)

During this stage of development, children are joyful learners with a unique ability to absorb knowledge quickly and effortlessly. Maria Montessori referred to this as the “Absorbent Mind.”

These children are sensorial explorers and learn through the senses. All experiences within the classroom environment are done with the hands, with real things, accompanied by mental concentration.

Social development occurs in this intentional multi-age environment with children so that helping, caring, and sympathy for others develops naturally and appropriately in real-life situations.

Second Plane of Development

Lower Elementary (6-9 year-olds)

During this stage of development, we see the development of the “reasoning mind” and the use of the power of imagination.

Students in the second plane of development are interested in morality and what society (the child's own group) considers to be right and wrong. They are exploring the wider society outside family and friends and are now socially oriented. Students in the second plane of development enjoy working with others.

Upper Elementary (9-12 year-olds)

During this stage of development, children are interested in the exploration of wider society. The 9-12 year old begins an attitude of detachment from the home environment and a continued interest in morality.

Students in this stage move from concrete representational to abstract thinking. They bring order to the various disconnected facts and are able to think hypothetically. No longer focused on right and wrong, good and bad, the Montessori student now seeks to understand the motivation behind behavior, and when confronted with moral issues, the Upper Elementary student seeks to imagine and develop possible solutions.

(This correlates with Dr. Montessori's Five Great Lessons)

Third Plane of Development

Middle School (12-15 year-olds)

During this stage of development, adolescents experience significant cognitive, physical, emotional, social, and moral growth. Building upon the holistic foundation set in place during Upper Elementary, critical thinking skills and deep philosophical thought become central components of development. As adolescents realize they are useful and capable, they continue to construct their best selves within a social context and ask: Who am I? Where do I fit in? How may I serve others?

Adolescents are creative, emotional, in search of social justice, and capable of abstract thinking. Microeconomy (practical, hands-on experience in managing a successful student-run business) and social organization lead to independence, social harmony, and strong moral development. The 12-15 year-old needs a balance of responsibility and freedom in an environment where adults work side by side with them to complete noble, purposeful work.

Practical Life

Toddler Community

Practical Life activities link the home environment to the school environment and develop everyday life skills through real and purposeful work. Children gain functional independence through these activities of self care and care for the environment. These activities also help children develop large and fine motor skills, language skills, and the ability to sequence and follow directions.

Benchmarks:

Use the toilet independently
Change clothes independently
Feed self with utensils
Pour water/milk independently from a small pitcher
Wash hands independently
Wipe nose
Clean up after self (put work away, wipe spills)
Set and clear table

Children’s House

Practical Life activities link the home environment to the school environment and develop everyday life skills through real and purposeful work. Purposeful work, done with the hands and accompanied by mental concentration, forms the foundation needed to be successful in the environment. Independence, fine and gross motor skills, and the ability to concentrate are fundamental skills acquired through practical life activities.

Secondary purposes of the Practical Life area include the development of logical thought, ability to sequence, and formation of sets. In addition, Children’s House students learn to explore spatial relationships, all of which prepare them for math, reading, and writing.

Emotional Development Benchmarks:

Exhibit self directed behavior
Follow through on assigned task
Carry task through to completion
Seek help when necessary
Show confidence
Try new activities
Focus on tasks
Handle transitions between activities
Manage personal needs and belongings
Incorporate safe decisions/actions

Social Development Benchmarks:

Work well in group activities
Interact cooperatively with peers
Interact cooperatively with adults
Follow classroom routines
Respect rights/property in the school community
Try to resolve conflicts appropriately
Accept responsibility for own actions/decisions

Physical Development Benchmarks:

Move with coordination and flexibility
Demonstrate body/spatial awareness
Display small muscle control
Exercise control over body movement

Lower Elementary

Practical Life activities in the Lower Elementary help the child navigate the social world they are entering. Children engage in activities to practice care for the self, care for others, and care for the environment. Practical Life activities help children in the Lower Elementary connect with, contribute to, and integrate in the community.

Benchmarks:

Listen when others are speaking
Raise hand in group settings
Organize materials and personal space
Complete classroom jobs
Develop conflict resolution skills
Reflect through silence
Move appropriately
Develop balance between social and academic needs
Manage and participate in projects
Conduct science experiments
Cook and bake for the classroom community
Care for the classroom plants and garden

Upper Elementary

Practical Life activities in Upper Elementary focus on the transition from childhood to preadolescence.

Children engage in activities of self care, attention to the environment and nurturing of living things, cooperation, conflict resolution, and continued practice of freedom with responsibility. Students are curious and seek a larger connection to the greater world; therefore, activities take the children outside of the classroom through goings out and community service projects.

Benchmarks:

Implement time management tools
Organize materials and take ownership of daily schedule
Develop balance between social and academic identities
Volunteer in classroom, school, and greater community
Follow classroom guidelines
Complete classroom jobs
Practice grace and courtesy in work and social situations
Lead through peer counseling opportunities
Establish healthy hygiene habits
Strengthen interpersonal conflict resolution skills

Middle School

Purposeful work and reality-based learning take place within a social organization, and Microeconomy provides this prepared environment. Practical Life activities balance head to hand relationships presenting appropriate physical challenges while eliciting meaningful intellectual pursuits. Community members model hard work, volunteerism, and generosity because there is integrity in every single task.

Experience-based applications of practical life skills such as service to the community, maintenance of indoor classroom space, stewardship for the natural environment, problem intervention and peer counseling, seminar protocol, and oral presentation are an important part of the Middle School experience. Opportunities for such work in the use of local resources propel the adolescent toward greater independence which, in turn, garner recognition from the community.

Benchmarks:

Practice social skills
Exhibit independence
Perform community service
Demonstrate entrepreneurship
Complete community endeavors
Self-express appropriately
Prepare for adolescent and adult life

Sensorial

In the first plane of development, children have a natural tendency to explore the physical world through their senses. The sensorial materials offer children the opportunity to observe, compare and contrast, explore and discover, and develop their concentration, attention to detail, and problem-solving skills.

Toddler Community

In the Toddler Community you will not find the Montessori sensorial materials. These young children learn through exploration with different manipulative materials, such as blocks, peg boards, locks and keys, and puzzles. These materials provide hands-on activities that allow the child to explore the world in a concrete way, refining their fine motor skills, and preparing them for the sensorial materials they will use in the Children’s House.

Benchmarks:

Demonstrate ability to use both hands together (simultaneously)
Demonstrate the ability to use a refined pincer grasp
Demonstrate the ability to cross the midline (a child's ability to move their hands, arms, or legs across an imaginary line down the center of their body)

Children’s House

The child’s natural tendency to explore puts him in touch with the physical world around him through the involvement of all his senses. The sensorial materials are puzzle-like materials that allow the child to refine the many sensorial impressions that have been experienced. These impressions are classified and organized in the mind. The sensorial area focuses on the correct association of these impressions by providing the essential elements of our world via the manipulation of materials that refine the senses.

Benchmarks:

Identify basic qualities of the environment (shape, size, color, weight, etc.)
Appropriately express qualities of the physical world through language
Sort and classify objects/information

Language

Toddler Community

In the Toddler Community, the focus is on receptive and expressive language with opportunities to practice both throughout the environment. Receptive language refers to what the child can understand and expressive language refers to what the child is able to communicate with words and/or gestures. The purpose of the language activities is to help the child develop and enrich language, introduce structured language (including syntax and vocabulary), aid in independence, help students learn how to use language appropriately, and introduce language through music (including singing, dancing, and use of instruments).

Benchmarks:

Follow simple directions
Sit for a story
Speak in phrases or short sentences
Sing songs
Answer simple questions
Identify one or more beginning sounds

Children’s House

The Children’s House environment utilizes the child’s sensitive period for language. Spoken language, the progression to writing and reading, and the exploration of the function of words in our grammar lead to the development of expressive and receptive language skills.

Spoken Language Benchmarks:

Participate in oral vocabulary enrichment activities
Listen and respond to direct sequential oral instructions
Use complete sentences to communicate
Participate in class discussions
Retell main elements of a story sequentially
Detect number of words in a sentence
Recognize and produce rhymes
Count syllables in words
Blend and segment onsets and rimes of single syllable spoken words
Isolate and produce the initial, medial vowel, and final phoneme sounds in CVC words

Written Language Benchmarks for Writing:

Use appropriate pencil grasp and lightness of touch
Use left to right and top to bottom formatting
Associate sound and symbol through use of the Sandpaper Letters
Write letters in lowercase cursive
Write full name using lowercase letters with initial capital
Lay out symbols for sequential sounds in words using the Movable Alphabet
Write independently using phonetic spelling basis
Write complete sentences starting with a capital letter, using the correct spacing between letters, and using a period at the end of the sentence
Write a story with a beginning, middle, and end

Written Language Benchmarks for Reading:

Decode phonetic words
Decode non-phonetic words
Read basic sight words
Engage in written vocabulary enrichment activities
Use a variety of cues to decode printed words
Gain meaning from printed words/stories
Understand the role of an author and an illustrator in a story

Lower Elementary

Language work includes spoken language, reading, and written language. Spoken language develops through classroom dialogue and interaction as well as small / large group discussions. Written language begins with “The Great Story of Our Alphabet” and progresses through the nine parts of speech and word study. Written language develops through creative expression and research activities.

Benchmarks:

Read multisyllabic words using a variety of strategies
Read high frequency words with automaticity
Add, delete, and substitute phonemes within words (phonemic awareness)
Read a grade level passage fluently, with accuracy, speed, expression, and comprehension
Answer literal questions about grade level fiction and nonfiction passages orally and in writing
Answer inferential questions about grade level fiction and nonfiction passages orally and in writing
Write complete sentences with proper capitalization and punctuation
Write sentences using proper syntax
Organize information in paragraphs
Write a story with a problem and solution
Write various types of poetry
Apply grade level spelling rules in daily writing
Spell grade level words that do not follow conventional spelling patterns correctly
Explore and become familiar with nouns, articles, adjectives, verbs, prepositions, adverbs, pronouns, conjunctions, and interjections
Identify the subject, predicate, and direct object in a sentence
Present stories and research to a group of classmates, younger children, older children, and/or adults

Upper Elementary

The exploration of language connects students to the world through words, descriptions, and expressions including written language, oral language, reading, word study, grammar, and sentence analysis. Oral presentations, research reports, and novel work support development and application of grammar/spelling rules or the incorporation of new vocabulary.

Benchmarks:

Read grade level novels
Extract main ideas, themes, and key details from reading
Show understanding of concepts to compare and contrast ideas in written essays and novel discussions through the use of Venn diagrams
Respond to creative prompts, developing ideas to create a beginning, middle, and end
Conduct research, create note cards/outline, and write rough draft and final paper
Read passages with accuracy, speed, expression, and comprehension, respecting punctuation rules
Present oral presentations, demonstrating eye contact, fluency in speaking, and an understanding of material
Research, prepare, and defend an argument for multi-age debate
Demonstrate an understanding of and use of context clues to find word meanings
Differentiate between making an inference and answering questions from a text
Demonstrate understanding of how to write a well-developed paragraph using an introduction, supporting details, and a conclusion
Write a complete sentence using correct syntax
Apply grade level spelling rules to daily writing
Spell grade level words correctly that do not follow conventional spelling patterns
Recognize literary elements: character traits, metaphor, simile, theme, climax, conflict, genre, plot, setting, cliff-hanger, personification, denouement, alliteration
Practice various writing techniques: persuasive, narrative, essay, expository, reflective

Middle School

Language exploration in Middle School centers around tailoring written and oral communication created for specific audiences. Students connect to the world around them through words, descriptions, and expressions including written language, oral language, reading, word study, grammar, and sentence analysis. Oral presentations, research reports, and novel work support development and application of grammar, spelling rules, and the incorporation of new vocabulary.

Benchmarks:

Use critical reading skills to analyze the figurative language of fictional texts
Use background knowledge to personally connect to fictional texts
Find evidence to support an understanding of fictional texts and communicate conclusions orally
Use critical reading strategies to comprehend and analyze informational texts
Study vocabulary and entomology in order to comprehend texts and write effectively
Learn grammar and punctuation rules; practice using these rules to construct solid sentences
Write well-developed paragraphs that support a main idea
Structure paragraphs and essays effectively with the audience in mind
Develop and strengthen writing through the full writing process by planning, revising, rewriting, and editing
Write an autobiographical narrative / graduation speech and deliver it
Write informative / explanatory texts to communicate ideas, concepts, and information
Write a well-structured short story that develops imagined experiences using descriptive details
Analyze poetry in order to understand figurative language and poetic structures
Write and publish creative works, including poetry and novella
Learn effective research techniques including finding and analyzing credible print and digital sources, infusing the conclusions of others, and avoiding plagiarism
Write a research paper focusing on a single thesis statement
Consult the MLA to understand and utilize current guidelines to format documents and cite sources
Structure and prepare information to present orally

History and Humanities

Toddler Community

History is introduced indirectly through books and by learning the daily schedule. By the end of the year, most children know the concept of time as it pertains to the days of the week for specific activities such as birthdays, the seasons, and weekly physical education class. Conversations about what happened or will happen over the weekend or during school breaks also help the young children learn the concepts of past, present, and future.

Children’s House

For the young child, the focus is on developing awareness and understanding of the concept of “time.” Throughout the Children’s House, the child develops an initial awareness and understanding of history and the passage of time through conversations about past, present, and future events as well as story reading/telling. In addition, birthday celebrations, seasonal changes, calendars, and clocks help to solidify this understanding of time.

Benchmarks:

Recite the four seasons
Recite months of the year
Recite days of the week
Understand a calendar
Tell time to the hour and half hour on an analogue clock

Lower Elementary

History begins with the story of “The Coming of Human Beings.” History consists of stories about the evolution of the Earth as well as humans and all they have contributed individually and through cooperation, building on the ideas of the past. History activities and work lead the elementary child to appreciate humanity and all of the elements of the universe.

Benchmarks:

Listen to the “Great Stories of Humans”
Tell time to the minute on an analogue clock
Solve word problems involving time
Understand the way the Earth developed and changed over time
Research the Timeline of Life on Earth
Study humans through the fundamental needs, noting how things changed over time

Upper Elementary

Children study history in its logical sequence, progressing from prehistory to the present. Using readings, texts, timelines, and models, students learn to understand how history has shaped the future and how it can repeat itself.

Benchmarks:

Listen to the Great Lessons related to History
Utilize timelines to follow the path of early humans as they plan and create civilizations
Continue research on the fundamental needs of humans
Research ancient civilizations and appreciate the interconnectedness and diversity of human experiences across time and place
Construct maps relative to the area of research
Read from texts designed to outline and probe the US History timeline of events
Take notes from readings, focusing on the questions of who, what, when, where, why, how
Develop study skills for testing
Understand testing format and appropriate strategies for completion
Read and understand test questions and differentiate commands such as discuss, list, explain, compare/contrast, and describe

Middle School Humanities

The Middle School Humanities curriculum is a two-year integrated program incorporating literature, history, geography, current events, art history, and philosophy through primary and secondary sources, research projects, community service, and field observation. The themes of the two-year integrated program are: 1) World Religions/Government and Law; and 2) Immigration/War and Peace-Building.

The child’s cultural studies of the early Montessori years culminate in a curriculum that takes into account the needs and personality of the adolescent in the third plane of development. Through the Humanities curriculum, the adolescent seeks answers to questions such as How do I make change? Where do I belong? Who should have power? thereby helping them to understand their place within society. The expanded “prepared environment” includes the Middle School, the myriad of resources of the greater Cleveland area, Washington, D.C., and Quebec City.

Students explore a variety of topics and questions relating to social models, and recognize patterns of human behavior, the building blocks of human society, human conflict and controversy, and expand their inquiry into the meaning of “community” with a focus on physical places, religious, philosophical and ethical views, government, and different human perspectives.

Benchmarks:

Extract factual information from primary and secondary sources through a variety of note-taking methods
Participate in Socratic seminar by speaking and listening
Analyze multiple forms of text both factual and fictional to develop critical thinking skills
Embed quotes in analytical writing
Write factual, interpretive, evaluative questions
Understand the key terms and vocabulary associated with each topic
Seek multiple viewpoints/perspectives to develop empathy
Cite sources using MLA format
Reference a text to support a point of view
Support peers through project-based learning
Deliver formal and informal presentations
Use creative expression tools including film, visual art, dance, theatre, music, debate, letters, and poetry

Pedagogy of Place within the Middle School Humanities Curriculum

The Middle School Humanities curriculum is supported by the Montessori practice of Pedagogy of Place. By exploring physical locations and human locations, students understand the interconnectedness of humanities and geography. Locations include, but are not limited to:

Year One: World Religions, Government and Law

- Government Trip to Washington, D.C.
- Cleveland's Justice Center
- Cultural Trip to Quebec City, Canada
- The Hopewell Cultures' Geometric Earthworks in Newark, Ohio
- Historic Zoar Village
- Ohio Henry Ford Museum in Dearborn, Michigan
- Rid-All Urban Greenhouse and Aquaponics Farm
- Buddhist Temple
- Hindu Temple
- Jewish Temple
- Christian Church
- Mosque

Year Two: Immigration, War and Peace Building

- War and Peace-Building Trip to Washington, D.C.
- Montessori Model United Nations in New York City
- Cleveland Museum of Art
- Cleveland History Center of the Western Reserve Historical Society
- The City Club of Cleveland
- Inamori International Center for Ethics and Excellence
- Novels and Books within the Middle School Humanities Curriculum

Literature is assigned to best complement the curriculum unit at hand. Students read seven to eight novels and books each year. Books include, but are not limited to:

- The Mountains Sing
- Lord of the Flies
-A Map of Salt and Stars
- Of Mice and Men
- To Kill a Mockingbird
- A Tree Grows in Brooklyn
- Braiding Sweetgrass
- All Quiet on the Western Front
- Crossing Ebenezer Creek
- Ishmael
- Siddhartha
- 1984
- The Book Thief
- The New Jim Crow
- I Am Malala
- Return to Sender
- The Arrival
- Seedfolks
- Peaceful Children Peaceful World

Geography

Toddler Community

Geography is introduced indirectly at this level through activities such as reading cultural books, singing cultural songs, and making cultural meals.

Children’s House

The geography curriculum introduces the child to broader terms helping to give them an impression of the “big picture.” The children learn stories of their culture and other cultures around the world as a means of developing an awareness and appreciation for all. The Children’s House uses globes, maps, landforms, flags, images, artifacts, stories, and songs to gain an understanding of physical and cultural geography.

Benchmarks:

Identify basic land and water forms
Name continents and oceans
Explore various cultures through puzzle maps, cultural folders, and artifacts
Work with puzzle map of the United States through sensorial, writing and reading activities

Lower Elementary

Geography begins with the “Great Story of the Coming of the Universe.” Geography is the study of the nonliving parts of the universe such as political and physical geography, astronomy, chemistry, and physics. Geography work and activities aid the children in their quest to understand their physical world through many charts, stories, demonstrations, and experiments.

Benchmarks:

Listen to the “Great Story of the Coming of the Universe”
Label countries, capital cities, major landmarks, and major water features using the pin maps
Recognize the layers of the Earth and their functions
Distinguish between the states of matter and name their characteristics
Experiment with mixtures, compounds, solutions, and supersaturated solutions
Name the planets of our solar system and their main features
Become familiar with major constellations and astronomical objects
Research and present information about countries and planets

Upper Elementary

Geography includes the study of physical, political, and cultural components of the world. Exploration begins with the universal picture and our connection to a larger world, eventually working to investigate the details of our local community, family, and connection to ourselves. Children learn that we are a tiny part of this enormous universe and understand their responsibility to coexist with other species of life. Building on the work of the Lower Elementary curriculum, students research, review the great stories, and understand through current events, speakers, and country study.

Benchmarks:

Listen and react to great stories
Identify cities, states, countries and major landmarks around the globe
Learn to recognize cardinal directions (north, south, east, and west)
Research how the geography of an area impacts daily life, growth, trade, and transportation
Label oceans and other significant bodies of water using maps, atlases, and globes
Experiment with and define differences between mixtures, compounds, solutions, and supersaturated solutions
Discuss the water cycle
Discuss air and wind science

Middle School

The Middle School curriculum is interdisciplinary in its approach to the students' place in and responsibility to the world. Building on the work of the Upper Elementary curriculum, students examine the interconnectedness of humanity, both as individuals and in our relationships with others. Utilizing seminar discussions on novels and current events, readings from primary and secondary source materials, multimedia experiences, visits outside of the classroom to cultural and historic sites, and guest speakers, students engage in the study of political and physical geography as components of their work in diverse settings.

Benchmarks:

Use maps to trace military campaigns, understand the influence of physical geography on battles and results of peace treaties
Prepare for and conduct field experiences such as the Washington, D.C. trips and travel to other cities as opportunities arise
Relate geography to current event topics during seminar discussion
Trace the geographical spread of religious groups and the relationship of geography to the conflicts among religious groups
Trace the path of various national and ethnic groups to the United States as well as patterns of settlement within the United States and within Cleveland's neighborhoods
Relate world news events to cities, countries, and world leaders
Identify and utilize flags and maps in our environment

Mathematics

Toddler Community

Math is learned indirectly at this level through concrete manipulation of materials to understand concepts such as quantities, size, and sequence, reinforced through work such as place setting and counting tasks.

Children’s House

Mathematics emphasizes hands-on, concrete experiences and materials. The confidence and skills the children acquire from their experiences in the Practical Life and the Sensorial areas of the Children’s House classroom prepare them indirectly for a strong foundation in mathematical concepts. Montessori math sequence and hierarchy can then be introduced, practiced, and mastered.

Benchmarks:

Count objects (0-10)
Identify numerals (0-10)
Write numerals onto paper using proper formation (top to bottom)
Perform one-to-one correspondence
Represent quantities and symbols of numbers 11-19
Understand hierarchy work with decimal system material (golden beads/cards)
Count linearly 1-1000
Perform static and dynamic operations with decimal system material
Memorize basic math facts

Lower Elementary

Math and geometry work begin with the “Great Story of our Numerals.” The Lower Elementary child learns to organize, classify, and quantify using Montessori math materials. Math presentations begin with sensorial introductions, proceed through arithmetic presentations, and culminate in the abstraction of concepts. Stories and repetition of work with a variety of math materials allow the children to have a deeper understanding of math concepts.

Benchmarks:

Listen to the “Great Story of our Numerals”
Understand place value through hundred millions
Read and write numbers through hundred millions
Study other number systems
Add, subtract, multiply, and divide whole numbers
Find multiples and factors
Square and cube whole numbers
Measure objects using a ruler, yard stick, and meter stick
Draw and label fractions
Add and subtract fractions with a common denominator
Multiply fraction by a whole number
Identify coin names and values
Add and subtract coins
Create and interpret bar graphs
Develop problem solving skills
Understand point, line, surface, and solid
Recognize and draw shapes that are similar, congruent, and equivalent
Identify and draw angles, polygons, and circles
Apply math skills in practical life situations such as baking, purchasing treats at school sales, and measuring

Upper Elementary

The Upper Elementary mathematics curriculum builds on the fundamental skills that children bring from previous levels. Mathematical training is important because it develops a student’s ability to think logically and precisely. Students develop fact fluency, problem solving skills, and master procedures. Understanding that the mathematical mind can be strengthened through myriad mathematical activities and projects, students are asked to develop solutions to real world geometry and math problems.

Benchmarks:

Demonstrate fluency in all basic operations with whole numbers, fractions, decimals, and integers
Apply mathematical rules to solve word problems
Understand the basic relationships of geometry related to lines, circles, polygons
Graph points in all four quadrants and know an ordered pair is indicated by (x,y).
Create and interpret various types of graphs and data
Recognize the difference between composite and prime numbers
Complete factorization tables for numbers
Differentiate between multiples and factors
Calculate percentages, proportions, and ratios
Practice reading time to the nearest second
Identify all denominations of currency and calculate change
Explore and apply rules for exponents
Measure and complete conversions utilizing various instruments and metrics
Combine practical life skills such as baking, shopping, and building using math principles

Middle School

The Middle School mathematics curriculum is aligned with that advocated by the American Association of the Advancement of Science and the National Council of Teachers of Mathematics. Continuing on the math foundation of the students’ work and studies in the Montessori Elementary program, Middle School mathematics focuses on basic algebra skills. Students work to master the skills traditionally covered in most high school Algebra I courses by the time they complete their 8th year. Students who complete Algebra I in the 7th year take Geometry in the 8th year.

Pre-Algebra Benchmarks:

Analyze proportional relationships and use them to solve real world and mathematical problems
Investigate chance processes and develop, use, and evaluate probability models
Summarize and describe distributions representing one population and draw informal comparisons between two populations
Solve real world and mathematical problems using numerical and algebraic expressions and equations
Use properties of operations to generate equivalent expressions
Explore linear functions
Solve real world and mathematical problems involving circles, area, surface area, and volume

Algebra Benchmarks:

Define, evaluate, and compare functions
Study linear functions and inverse variation
Investigate patterns of association in bivariate data
Understand and apply the Pythagorean Theorem
Interpret and manipulate exponential functions, radicals, and integer exponents
Know that there are numbers that are not rational and approximate them by rational numbers
Interpret, expand, factor, and solve quadratic expressions and equations
Analyze and solve linear equations and pairs of simultaneous linear equations
Generalize ideas about functions into function families

Geometry Benchmarks:

Define congruence and explain how the criteria for triangle congruence (ASA, SAS, and SSS) follows from this definition
Precisely define ray, angle, circle, perpendicular line, parallel line, and line segment based on the undefined notions of point, line, distance along a line, and arc length
Construct formal geometric constructions with a variety of tools and methods
Prove and apply theorems about lines and angles, triangles, and parallelograms
Use the definition of similarity to decide if two objects are similar
Explain the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides
Use congruence and similarity criteria for triangles to solve problems and to justify relationships in geometric figures that can be decomposed into triangles
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems if one of the two acute angles and a side length is given
Prove that all circles are similar using transformational arguments
Identify and describe relationships among angles, radii, chords, tangents, and arcs and use them to solve problems
Derive the formula for the area of a sector and use it to solve problems
Give an informal argument for the formulas for the circumference of a circle, area of a circle, and volume of a cylinder, pyramid, and cone
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems

Science

Toddler Community

Science is introduced indirectly at this level through activities such as baking, nature walks, physical education class, art activities, and books.

Children’s House

Science emphasizes preliminary concepts through classroom and outdoor activities, including nature walks, planting seeds and watching them grow, and observing worms in soil, insects, birds, and animals. It is through these experiences that the child delights in the discovery of and connection to the natural world. They perform concrete exploration of states of matter, different forms of energy, and physical and life sciences. Children have the opportunity to test their own ideas, ask questions, form hypotheses, and see results firsthand, using magnifying glasses, pipettes, magnets, and measuring tools.

Benchmarks:

Classify living and non-living, plant and animal
Identify and observe various leaf types, trees, and flowers
Use a microscope and magnifying glass
Understand the laws of motion and force using magnets and gravity kits
Predict if objects will sink or float in a bowl of water
Mix colors in water
Sort natural objects
Track the weather

Lower Elementary

Science is woven throughout the areas of biology, geography, and history to demonstrate abstract concepts through means of physical science experiments and impressionistic charts. The experiments evoke a deeper understanding of the natural world while also developing the child’s sense of observation. The impressionistic charts give a visual representation of scientific processes.

Benchmarks:

Differentiate between and investigate vertebrates and invertebrates
Explore botany concepts
Explore rocks and minerals
Differentiate the three types of rocks
Experiment using the scientific method
Compare and identify the states of matter and their properties
Garden both outdoors and indoors
Participate in nature walks and field trips

*See geography for overlapping science curriculum

Upper Elementary

Science invites children to learn about the world, engage their sense of wonder, and belong to a larger community of science citizens. Science is part of Cosmic Education, connecting the students to the greater world through exploration. Science encompasses life science, chemistry, zoology, geology, and anatomy with a concentration on developing scientific experimentation skills. Service-learning promotes and supports the school’s innovative green curriculum of conservation and sustainability. Robotics is offered to allow students the opportunity to participate in competitions and apply their skills in programming, CAD design, electronics, and circuit design.

Benchmarks:

Explore human anatomy through the Great River lesson and follow up work
Research and present facts related to vertebrates and invertebrates
Participate in Stewardship at the Nature Center
Apply research methodologies through science fair and Maker Faire projects
Identify plant species and parts of a flower
Understand the relationship between pollinators and plant propagation
Explore earth sciences, phenomena, and geography
Classify plants and animals
Interpret and create data tables

*See geography for overlapping science curriculum

Middle School

Science is taught in a two-year cycle and is primarily a laboratory-centered, inquiry-based, physical science course. In addition, science incorporates correlations in mathematics, as well as interdisciplinary links to history, geography, and music, including mathematical analysis, the study of important scientists, green technology, and environmental stewardship, as well as the use of technology, ethics, and current events.

Overall Benchmarks:

Think scientifically to apply the scientific method to problem solving
Design and conduct experiments
Analyze data to draw conclusions
Investigate specific areas of science using on-line simulations
Research and report on important scientists
Communicate research findings orally
Utilize mathematics to solve scientific problems
Model data
Learn scientific vocabulary
Write a detailed lab report
Infer connections with other disciplines

Cycle A Benchmarks:

Experiment with the basic nature of waves
Describe the behavior and characteristics of sound waves
Experiment with resonance and overtones
Research the electromagnetic spectrum
Apply understanding of waves to human vision and hearing
Analyze properties of light like color, reflection, and refraction
Investigate the properties of different types of magnets
Use Ohm’s law to calculate resistance, current, and voltage
Build series and parallel electrical circuits
Investigate static electricity, including a van der Graaf generator
Describe how Newton’s Laws apply to a body at rest and in motion
Construct a working Rube Goldberg Machine to demonstrate understanding of physics principles and simple machines

Cycle B Benchmarks:

Research a specific chemical element
Compare states of matter
Classify matter as a substance or a mixture
Classify substances as elements or compounds
Classify mixtures as homogeneous or heterogeneous
Investigate physical and chemical properties and changes
Describe the structure of the atom and how our understanding of its structure changed over time
Investigate chemical principles through discrepant events
Analyze the structure of the periodic table
Compare acids and bases
Simulate and model nuclear decay processes
Discuss Mendelian and Non-Mendelian genetics
Construct Punnett squares for monohybrid and dihybrid crosses
Investigate Mendelian genetics with a fruit fly model
Build a functioning micro-ecosystem

Physical Education

Physical education develops age-appropriate motor skills and life-skills of cooperation, team work, and good sportsmanship. Students participate in activities designed to develop coordination, balance, and locomotive skills. As the child’s gross and fine motor skills mature, Ruffing introduces team sports and recreational and fitness activities in Elementary and Middle School. The goal of Ruffing’s program is to motivate every student to become an active young citizen who participates in daily physical activity.

Toddler Community

Physical education develops large and small movements, the ability to follow directions, and an awareness of personal space once a week. Toddlers begin to develop competency in motor skills and movement patterns.

Benchmarks:

Demonstrate the ability to walk and run with coordination
Demonstrate the ability to walk up and down stairs
Demonstrate the ability to jump with both feet off the ground
Demonstrate the ability to kick a ball

Children’s House

Physical Education develops specific skills such as following directions, throwing, catching, jumping, and climbing once a week (Extended Day twice a week). Students demonstrate competency in fine and gross motor skills and movement patterns needed to perform a variety of physical activities. The children achieve a level of fitness and muscular strength while developing responsible personal and social behavior.

Benchmarks:

Demonstrate the ability to walk, run, slide, hop, skip, gallop, and jump
Demonstrate the ability to change direction and speed while working with others in personal and general space
Maintain momentary balance and poses in a variety of positions
Roll, slide, or throw an object through space
Catch a self-tossed ball after it bounces
Kick a stationary ball
Understand and respond appropriately to the terms of over, under, beside, between, in, out, above, below, front, and back
Participate in a variety of games that increases breathing and heart rate
Demonstrate sufficient muscular strength by supporting body weight in various activities (climbing, bar hanging, and weight supported positions)
Follow instructions in games and activities
Develop a positive attitude toward physical activity

Lower Elementary

Physical Education is integrated into the daily life of the classroom, complementing the physical education program. First and second year students participate in Physical Education once a week, and third year students participate twice a week. The children demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities building from Children’s House. The children participate in and understand the need for physical activity while demonstrating self management.

Benchmarks:

Demonstrate the manipulative skills of throwing, catching, dribbling with hand and foot, kicking, and striking
Demonstrate motor patterns in simple combinations
Participate in moderate to vigorous physical activity that raises heart rate
Participate in a variety of activities that involve manipulation of objects (stacking cups, scarves, parachutes)
Demonstrate sufficient muscular strength to bear body weight for climbing, hanging, and momentary body support with the hands
Follow instructions and adhere to class procedures
Use equipment safely and appropriately
Demonstrate cooperation and consideration of others in group activities
Develop a positive attitude toward physical activity

Upper Elementary

Physical Education is integrated into the daily life of the classroom, complementing the physical education program. Students participate in Physical Education twice a week. Physical Education develops motor skills and movement patterns building from Lower Elementary. Students apply knowledge and experience to improve skills in a wide variety of physical activities, both in school and in the community through participation in team sports, exhibiting responsible personal and social behavior.

Benchmarks:

Jump and land for height and distance
Demonstrate the ability to change direction quickly while the body is in motion
Transfer and support body weight on upper body (pushups, handstand, cartwheel, traversing a rock wall)
Balance on different bases of support and on apparatuses demonstrating different levels, shapes, and patterns
Demonstrate knowledge of necessary techniques and improved form related to throwing, catching, kicking, volleying, dribbling with hands, dribbling with feet, and striking
Identify physical and psychological benefits that result from long term participation in physical activity
Cooperate with all class members by taking turns and sharing equipment
Respect the teacher’s directions and decisions
Take responsibility for behavior choices
Recognize and appreciate similar and different skill abilities in peers, and encourage others regularly
Develop a positive attitude toward physical activity

Middle School

Middle School students attend Physical Education class four times a week. The adolescents demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities building on Upper Elementary. Ruffing’s sports program includes interscholastic and intramural activities. The students learn movement concepts, principles, strategies, rules, and tactics, and apply them to a wide variety of physical activities, both in school and in the community through participation in team sports, exhibiting responsible personal and social behavior.

Benchmarks:

Use basic offensive and defensive strategies in modified net games and invasive games (badminton, soccer, basketball, etc.)
Demonstrate competency while participating in modified versions of team and individual sports
Identify similarities in body positions, detect and correct errors in personal performance, and explain at least two game tactics involved in playing a team sport
Explore introductory outdoor pursuit skills (rock climbing, map reading, canoeing, hiking, and swimming)
Participate in physical activities inside and outside of school for the purpose of improving skill and health
Choose and set realistic, measurable, and attainable goals for participation in activities
Make responsible decisions about use of time, remain on-task without close teacher monitoring, and demonstrate concern for safety of self and others during activities
Develop a positive attitude toward physical activity

Physical Education Strands

Demonstrate movement skills
Movement Knowledge
Outdoor Learning
Self-Image
Personal and Social Development
Competitive Sports
Interscholastic Sports

World Language

Ruffing’s curriculum emphasizes language, not only as a tool of communication, but also as a means of developing an awareness and appreciation for people of other cultures. From our youngest (18 months) to our oldest (8th Year), Ruffing students are exposed to world languages and culture. Spanish is the primary language with the additional study of French in the 6th Year twice a week for one semester. Following their 6th Year language exploration, 7th Year students choose to take Spanish or French for the duration of their middle school career. The curriculum and its assessment follow Ohio Foreign Language Association (OFLA) guidelines and National Standards for Learning Foreign Languages.

Toddler Community

Toddlers are met where they are in their language development. For some, using baby sign language and ASL assists with their communication. For bilingual or multilingual families, we encourage parents to provide lists of common words their child knows in their native language with a pronunciation guide for us, so we can communicate with the child as they start to learn English. We also sing songs and read books in other languages or invite families to come in and do so.

Children’s House

Spanish is taught to Kindergarten students once a week. An exposure to Spanish is introduced through books, songs, games, movement activities, dance, cultural events, conversations, greetings, and language lessons in small groups.

Benchmarks:

Use target language expressions and gestures for greetings
Use farewells and common courtesy expressions
Celebrate special events and cultural traditions
Listen and respond through activities and books
Use creative expression tools for songs, stories, dance, and games
Explore Spanish speaking countries, flags, and geography

Lower Elementary

Spanish classes meet once a week. The emphasis is on speaking and listening. Topics include: family, animals, occupations, food and beverages, numbers, opposites, days, months, weather, clothing, sports, parts of the body, classroom objects, fruits and vegetables, transportation, and rooms in the house.

Benchmarks:

Listen to simple stories and songs and draw out meaning
Recognize cognates
Pronounce well Spanish consonants and vowels in isolation
Understand basic meaning when someone is speaking about a familiar topic (topics above)
Speak about a familiar topic (topics above)

Upper Elementary

Spanish

Spanish classes meet twice a week and are conducted in the target language. Listening, speaking, reading, and writing are assessed and strongly reinforced. Topics include: family, animals, occupations, food and beverages, numbers, opposites, days, months, weather, clothing, sports, parts of the body, classroom objects, fruits and vegetables, transportation, rooms in the house, and the date. Students practice using the verbs to have, to be, and to want in conversation, and in common questions and answers, and learn about customs and foods associated with holidays celebrated in Spanish-speaking countries.

Benchmarks:

Listen to stories and songs in Spanish and comprehend meaning
Recognize cognates and familiar vocabulary
Pronounce well Spanish consonants and vowels to form words and phrases
Understand basic meaning when someone is speaking about a familiar topic (topics above)
Speak a variety of familiar vocabulary words (topics above)
Create simple sentences with a handful of familiar verbs (list above)

French

This is an introductory class designed to introduce 6th Year students to the French language and culture. French class meets twice a week for half a year and is taught primarily in French. Topics include: greetings, alphabet, numbers, calendar, colors, parts of the body, and weather.

Benchmarks:

Learn about French-speaking countries, flags, and geography
Follow simple directions
Answer simple questions
Use creative expressions for learning songs and stories in the target language
Explore and compare different ways of life in the French-speaking world

Middle School

Middle School French and Spanish classes meet four times a week. Classes are conducted in the target language. Listening, speaking, reading, and writing are assessed and strongly reinforced. The stress is placed on building vocabulary and acquiring basic grammatical concepts, so students can express themselves effectively in the target language. Students also continue to explore the cultural diversity and geography of the Spanish or French-speaking world. The World Language teacher utilizes outcome-based and communicative methodologies.

Spanish Benchmarks:

Speak and write in present tense to ask questions about and present familiar topics
Speak and write about favorite activities, school life, family, food, weather, transportation, and climate
Conjugate all -ar, -er, and -ir verbs in the present tense, present-progressive tense, near-future tense, and some in the preterite
Speak and write opinions, likes, and dislikes
Speak and write narrations in basic sentences
Read and listen to understand the main idea and some pieces of information on familiar topics, making inferences to deepen understanding
Read and listen to understand about favorite activities, school life, family, food, weather, transportation, and climate
Use context clues to determine possible meaning of unknown words and phrases in both written and spoken texts and language
Use a Spanish-English dictionary with skill and ease to understand needed unknown words in a text
Discuss intercultural topics related to food, school, dress, homes, religion, and sports

French Benchmarks:

Understand pronunciation guidelines
Interact in French and engage in conversations about different topics
Interpret images, audio, video, and print texts in French to learn about diverse places, people, and cultures where French is spoken
Conjugate regular -er, -ir, -re verbs as well as irregular verbs such as “etre, avoir, aller, faire”
Recognize silent letters, linking words, and accent marks
Share preferences, opinions, and information about different topics
Understand the key terms and vocabulary associated with each topic: identity, family life, school life, leisure time, and food
Support peers through project-based learning
Deliver formal and informal presentations in the target language
Use creative expression tools for learning: videos, drawing, role-play
Talk about events in the present, past, and future
Understand parts of speech: articles and gender, subject pronouns, possessive and demonstrative pronouns, verbs, adjectives, and prepositions
Discover historical connections between France and the United States
Explore different traditions in Francophone cultures

Visual Arts

Ruffing’s Studio Art program nurtures the creative personal expression of each individual student. Through art, each child can improve their critical thinking, problem solving, flexibility, coordination, self-direction, personal expression, and communication skills. The art work produced in the Art Room beautifully displays each child’s artistic accomplishments, and expresses the Montessori philosophy of developing the whole child.

Toddler Community

The Art area in the Toddler Community offers many hands-on activities for children to explore and develop creativity. Toddlers practice and develop skills through painting, scribbling, gluing, cutting, flower arranging, and stamping.

Benchmarks:

Express self artistically
Concentrate
Use fine motor skills in preparation for writing
Stay on the paper when drawing/painting
Clean up any mess from artistic expression

Children’s House

Art is integral to all areas of the curriculum and is introduced through a variety of media to stimulate choice, exploration, and innovation. The Montessori Children’s House program sees art as a continuous process in conjunction with the day-to-day work of the child. Each child works at their own pace. Students in the third year of Children’s House have specialist art instruction twice a month.

Benchmarks:

Explore the various media available including coloring, drawing, painting at an easel, watercolor painting, clay/sculpture, collage, fibers, sewing, and weaving
Explore simple tools and ways of making things
Begin to develop art techniques and experiment to gain knowledge of the structure of art
Learn how to look at their own work and appreciate the work of others
Share responsibility for clean-up and preparation
Develop awareness of the classifications of art including themes, artists, schools of art, and history
Name visual elements such as color, textures, and shapes
Create art that is unique to each child while applying their new knowledge of art terms and techniques
Develop skills including cutting, gluing, painting, drawing, and molding with clay
Recognize a variety of two- and three- dimensional artwork from different cultures and eras
Understand that artwork is the outcome of a process that involves many decisions by the maker
Identify art in their home, school, and community and think of their own creative work as art
Show curiosity when engaging with selected examples of artworks
Discuss features of artwork such as the subject matter, design qualities, and overall mood or feeling

Lower Elementary

Art is integrated into the daily life of the classroom, complementing the art program. We build upon the four areas of art: Aesthetics, Creative Expression, Art History, and Art Criticism, previously introduced in Children’s House. Children explore these areas of art through discussions and sequential skills-based studio projects. In art we understand that observation or learning how to look is the basis for all visual arts, so observational drawing and using subjects from nature is a key part of the curriculum. Students receive specialist art instruction once a week.

Benchmarks:

Begin to identify elements and principles of art and design
Record from observations in the environment
Develop awareness of vantage points
Perceive subtle visual qualities
Create art based on observation, imagination, and design
Acquire basic skills using art media for drawing, painting, collage, printmaking, and sculpture
Make intentional choices of lines, colors, and other visual elements
Create two- and three- dimensional art
Develop fine motor skills to express details, depict action, and a variety of vantage points
Use visual qualities to express ideas, feelings, or non-verbal messages
Discuss styles and types of art
Expand knowledge of artistic processes
Describe and analyze subject matter, visual elements, and mood
Express opinions about art with thoughtful response to others’ opinions
See and discuss styles and types of artwork from varied cultures and periods

Upper Elementary

Art is integrated into the daily classroom, complementing the art program. Concepts and techniques studied in Lower Elementary are expanded upon in greater depth. Students explore more complex, abstract ways of thinking about and creating art, with continued focus on Aesthetics, Creative Expression, Art History, and Criticism. Students visit the Cleveland Museum of Art once each year to experience art and artifacts related to their classroom projects. Students create independent works in response to structured project briefs that are displayed throughout the school and once a year in the Spring Art Show. Students receive specialist art instruction once a week.

Benchmarks:

Show increased awareness of subtle visual qualities in the natural and constructed environment and art
Apply and further develop perceptual skills from Lower Elementary
Identify and analyze more subtle and complex visual relationships, including light, color, texture, form, proportion, space, distance, and balance
Create more complex art works with greater attention to expressive intentions
Use design concepts for specific purposes
Plan and develop ideas through sketching and experimenting with materials and techniques
Use media efficiently and inventively
Create art to express visual, tactile, emotional, and imaginary concepts
Use multi-step techniques in two- and three- dimensional media
Incorporate principles of design such as balance, unity, and variety to create two- and three- dimensional art
Compare and contrast the functions, cultural origins, and relative age of art
Be aware of a range of styles, historical eras, and specific artists
Discuss and critique their own and others’ work referencing techniques, art elements, and principles

Middle School

Art builds on the skills and techniques learned during their elementary experience. Adolescents are introduced to more advanced techniques and more sophisticated approaches that allow them to express their ideas and to problem solve through the process of creating art. They continue to explore art concepts and techniques once a week. They visit the Cleveland Museum of Art each year to experience art and artifacts related to their classroom projects. Adolescents create independent artworks in response to briefs that are displayed throughout the school and once a year in the Spring Art Show.

Benchmarks:

Apply and refine skills and concepts acquired at previous levels
Perceive more subtle interactions among qualities of color, line, shape, and other visual elements
Perceive and identify underlying structures such as proportion, visual rhythm, and balance
Generate and refine a range of ideas through sketching and related techniques
Incorporate the principles of design such as balance, unity, and variety to create two- and three- dimensional art
Select media and techniques appropriate for expressing creative ideas
Show awareness of a broader range of styles, eras of art, and the accomplishments of individual artists
Recognize the artistic skills involved in crafts, architecture, and mass-produced images such as posters
Discuss and critique their own and others’ work in relation to styles and eras of art, using the terminology of art elements, principles, and techniques

Music

Ruffing’s music program strives to foster an appreciation of world cultures by studying the diverse music and dance traditions around the globe. The study of music theory, playing musical instruments, singing, and learning dance strengthen fine and gross motor skills, spatial awareness, and advanced brain development and cognitive ability. Learning music and choreographed and creative movement strengthen the recognition of patterns visually, aurally, and kinesthetically. Mastering these skills can also help build confidence and self-esteem for risk-taking, community-building, and the importance of working within a group for a greater purpose.

Children’s House

Music appreciation and practice are a part of classroom life and complement the specialist program. The First Plane Child experiences music through the use of pitched and unpitched percussion, songs, music games, and dance. The child is introduced to the concepts of rhythm, instrumentation, vocalization, and volume. Extended Day students attend music class once a week in the music room.

Benchmarks:

Identify musical opposites: loud/soft sounds, long/short sounds, fast/slow tempos
Identify pitches as high/low and sing sol-mi on the musical staff
Identify steady beat vs. rhythm using body percussion, manipulatives, and graphics
Demonstrate and perform steady beat and simple rhythmic patterns through imitation/echo and simple rhythmic notation
Identify the difference between singing, speaking, shouting, and whispering voices
Identify echo/call and response
Sing using head voice and strong posture
Move body to various musical styles, demonstrating melodic direction and mood of the music
Listen to/perform music from a variety of cultures
Explore classroom instruments (skins, metals, woods)
Explore how music is used to express emotions/moods and depict images/meanings

Lower Elementary

Music builds upon the previous work in Children’s House by adding string, wind, and keyboard instruments. During this plane of development, children develop an understanding of the elements of music and proper audience behavior in preparation for attending live performances, which hone their listening and analytical skills. Music classes meet twice a week for group music class and age-specific instruction.

Benchmarks:

Read, perform, and notate simple rhythmic and melodic patterns using eighth notes, quarter notes, and quarter rests
Read and perform sol-mi, sol-mi-la, do-re-mi
Begin to identify pitches by name on the treble and bass staff
Sing, play, or move to music, alone or in an ensemble, using proper performing techniques
Understand how expressive elements create mood and emotion or tell a story in a piece of music
Identify orchestra families and musical instruments visually and aurally
Listen to, perform, and respond to music of various cultures, composers, styles, and eras
Follow the basic cues of a conductor
Identify and use elements of music with proper terminology
Compose simple rhythmic and melodic patterns

Upper Elementary

Music builds upon the previous work in Lower Elementary. Students gain a deeper understanding of music theory and the compositional elements of melody, rhythm, tempo, harmony, form, time and key signatures, and chord progressions. They gain the ability to sing, play, and perform more complex, multi-part compositions and better understand the music and dance of various cultures. Children also learn the importance of proper singing techniques: posture, vowel production, breath control, diction, and how those elements are necessary to create an in-tune and pleasant-sounding tone. Annually, the students attend a performance by The Cleveland Orchestra and study the musical and expressive elements used in the pieces performed and their relation to historical events and eras. Music classes meet twice a week for chorus and age-specific instruction.

Benchmarks:

Identify note names, note values, and music symbols; read melodies and rhythms in music notation, and write music notation on the treble and bass staff
Know and use vocabulary associated with music performance
Listen to, perform, and respond to music of various cultures, composers, styles, and eras
Identify and use elements of music with proper terminology
Compose simple melodic and rhythmic patterns
Follow the cues of a conductor
Sing and perform repertory from varied styles and eras with proper vocal and expressive technique in English and varied world languages in two-part harmony
Listen to music of various styles and eras and distinguish the expressive elements used by the composer: tonality, dynamics, meter, tempo, and instrumentation
Perform a melody or accompaniment individually and in an ensemble on a musical instrument
Gain a deeper understanding of how music is used in the daily life of Americans and varied cultures
Identify careers in music

Middle School

Music builds upon the previous work in Upper Elementary. Students apply their understanding of music theory and the compositional elements of melody, rhythm, tempo, harmony, form, time/key signatures, and chord progressions to perform more complex, multi-part compositions as an ensemble in concert. Students apply proper singing techniques: posture, vowel production, breath control, and diction, and perform multi-part harmonies in various languages, in tune with an expressive, warm, and pleasant tone. Students study music that directly correlates to the Middle School History and Literature curriculum and analyze how music contributes, reflects, and enhances cultures, and events throughout human history. Annually, the students attend a performance of The Cleveland Orchestra and study the musical and expressive elements used in the pieces and their relation to historical events and eras. Music classes meet twice a week for chorus and age-specific instruction.

Benchmarks:

Identify, perform, and write note names, values, and music symbols on the musical staff
Know and use the vocabulary associated with music performance
Follow the cues of a conductor
Perform extended melodies or accompaniments individually and in an ensemble on a musical instrument such as piano, guitar, ukulele, recorder, and pitched/unpitched percussion in a public setting
Sing and perform repertory from varied styles and eras with proper vocal and expressive technique in English and varied world languages in four-part harmony
Improvise and compose rhythmic and melodic patterns
Actively listen to music of various styles and eras and distinguish the expressive elements used by the composer: tonality, dynamics, meter, tempo, and instrumentation
Demonstrate an understanding of music in relation to its societal, historical, and cultural uses: celebratory, expressive, propaganda
Identify components of form in a variety of styles of music
Aurally identify the style and historical period of various compositions

Peace Education

“This is the hope we have – a hope in a new humanity that will come from this new education, an education that is a collaboration of [humanity] and the universe that is a help for evolution, for the incarnation of [humanity].”
- Dr. Maria Montessori

Peace education is an essential part of Dr. Montessori’s pedagogy. Our faculty and staff model peace education in their words, actions, and lessons. Peace education is the foundation for children to develop into healthy and joyful adults who will work to ensure freedom, dignity, safety, equitable treatment, and a fair/equitable standard of living for themselves and others.

At the entrance of our campus is a wooden peace pole with “May peace prevail on Earth” written in several languages. This homage to peace is a tangible daily reminder to our community. We echo this very sentiment when we hand our graduates a hand-made replica of the peace pole at our annual eighth grade graduation ceremony. Every September, we gather to celebrate International Day of Peace to light the school’s peace candle and sing “Light a Candle for Peace.” The seeds of peace are sown and cultivated from toddler to adolescence and beyond.

As part of the Peace Education curriculum, Ruffing strives to expose students to a wide variety of cultures, practices, traditions, and ways of critical thinking through lessons, speakers, goings out, experiential learning, novels, current events, history, and curriculum exploration. We also challenge societal norms, stereotypes, and generalizations that have resulted in a divisive local, national, and global world.

Peace is embedded in the lessons we share with the children and adolescents. Books on the topic of peace and the importance of peaceful behaviors can be found throughout the school and are accessible to the students at all times to remind them of the importance of peaceful mindsets and actions.

Green Principles

Ruffing has developed a Green Curriculum, complete with lesson plans and copyrighted materials in accordance with Dr. Montessori’s philosophies and principals. At every age level, students are introduced to increasingly more complex ideas centered on individual responsibility, conservation efforts, and how to harness energy resources found naturally. The interdependencies of humans and nature are at the core of Montessori pedagogy, and Ruffing’s culture is embedded with a focus on green curriculum, using the building’s green features as a working lab. Beginning with our Toddler Community and continuing through the Middle School, Ruffing teaches children about conservation, sustainability, and environmental stewardship.

Toddler Community

Refuse, reduce, reuse, repurpose, and recycle
Utilize compost bins in class and Rust Belt Riders bin
Cut paper towels in half
Use washcloths, tablecloths, and cloth napkins and placemats during snack and lunch times
Conserve water during handwashing
Use small pitchers to water plants
Use reusable and washable mop pads
Continue to use broken crayons
Use dishware and silverware
Encourage No-Waste Lunches by using reusable lunch boxes and containers
Learn about conservation, recycling, and composting through language materials

Children’s House

In addition to the conservation measures listed above, the Children’s House students:

Study native plants and trees in Outdoor Learning Environment (OLE)
Plant and monitor Butterfly Garden plants
Study and participate in the life cycle of a plant
Grow and eat vegetables from seed
Plant bulbs in autumn
Water all gardens
Compost dried flowers
Examine a three-dimensional miniature of Ruffing’s Green School Model

Lower Elementary

In addition to the conservation measures listed above, the Lower Elementary students:

Read Lake Erie Starts Here by Lynne Breitenstein-Alibeti, former Children’s House Assistant to learn the story of Ruffing’s Stormwater Learning Lab which reinforces our commitment to cleaning stormwater before it travels through Doan Brook Watershed to Lake Erie
Use water from the hand pump and rain barrels to water gardens, indoor plants, and sink/float experiments
Read supplemental materials to accompany the Fundamental Needs of Humans work

Upper Elementary

Building on the conservation measures listed above, the Upper Elementary students:

Participate in the Environmental Stewardship Program with The Nature Center at Shaker Lakes, removing invasive plants, collecting seeds of native species, and propagating the seeds back to the Nature Center grounds
Discuss issues that face our world related to conservation, environment, and our responsibility to the planet
Engage in research to prepare for debates and deliberate on topics such as fossil fuels, alternative energy, vehicle emissions, global climate change, the water cycle, and stormwater management
Use compostable plates and napkins
Feed appropriate food scraps to class pets

Middle School

Building on the conservation measures listed above, Middle School students:

Interact with wind and solar power generation models when studying electricity and magnetism
Plant and cultivate herbs and flowers in Ruffing Greenhouse
Maintain structure and cleanliness of Ruffing Greenhouse
Plant, cultivate, water, and harvest the Three Sisters vegetables (corn, squash, and beans) in the patio garden
Use garden vegetables (cucumbers, acorn squash, butternut squash) in soups in MicroEconomy
Discuss environmental issues in weekly Science Seminar classes
Conduct research in Current Events classes in order to effectively deliberate on vital environmental topics

Technology

Students and parents read and acknowledge a Technology Use Agreement which specifies their rights and responsibilities as to the use of technology. Students use Chromebooks for coursework and testing. Digital citizenship is emphasized throughout. When using online resources, students perform research in an ethical and responsible manner. Students develop an awareness of appropriate online behavior in and out of school.

At the beginning and end of each school year, students in Kindergarten through Middle School levels use Chromebooks and/or iPads (age dependent) to take the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) tests. Data from this test is used to monitor student achievement and growth and to help students set academic goals.

Each year students in Kindergarten through 7th Year are screened using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) program to establish student reading proficiency. DIBELS measures skills such as phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension. DIBELS results can be used to identify students who may need additional help with reading, monitor a student's progress, guide instruction, and identify the need for further assessment.

Students at the Upper Elementary and Middle School levels use assistive technology when necessary, such as Learning Ally, speech-to-text, and text-to-speech programs to improve student engagement and learning.

Middle School students participate in Computer Science class where they learn about problem solving techniques, web page development, use and understanding of artificial intelligence, and coding for app development.

"An education capable of saving humanity is no small undertaking; it involves the spiritual development of humanity, the enhancement of their value as individuals, and the preparation of young people to understand the times in which they live."

- Dr. Maria Montessori|Education and Peace

Appendix 1: Dr. Montessori's Five Great Lessons For Elementary

Dr. Montessori uses the Five Great Lessons as an introduction to all topics, providing a “big picture.” These five stories encompass an enormous amount of information about the origins of the world around us. When each story is shared, it should never be left alone – there should always be further study open to the children so that the story becomes the springboard but not the focus. The stories are referred to throughout the year when new topics are introduced, as a way of providing unity and cohesion to such a wide variety of cultures.

COMING OF THE UNIVERSE describes how minerals and chemicals formed the elements; how matter transforms to states of solid, liquid, gas, and plasma; how particles joined together and formed the earth; how heavier particles sank to Earth’s core and volcanoes erupted; how mountains were formed, and the atmosphere condensed into rain, creating oceans, lakes, and rivers. Students are introduced to lessons in physics, astronomy, geology, and chemistry. For example, they learn about light, heat, convection currents, gravity, galaxies, planetary systems, Earth’s crust, volcanoes, erosion, climate, and physical geography.

Astronomy: solar system, stars, galaxies, comets, constellations
Meteorology: wind, currents, weather, fronts, erosion, water cycle, clouds, glaciers
Chemistry: states of matter, changes, mixtures, reactions, elements, atoms, periodic table, compounds, molecules, chemical formulas, equations, lab work, experimentation
Physics: magnetism, electricity, gravity, energy, light, sound, heat, friction, motion, experimentation
Geology: types of rocks, minerals, land forms, volcanoes, earthquakes, plate tectonics, ice ages, eras of the earth
Language: mathematics, background knowledge, vocabulary enrichment

COMING OF LIFE explains how single-cell and multi-cell forms of life became embedded in the bottom of the sea and formed fossils. The Paleozoic, Mesozoic, and Cenozoic periods are traced beginning with the kingdom of trilobites and ending with human beings. A timeline shows the beginning of vertebrates, followed by fish and plants, then amphibians, reptiles, and birds and mammals. This is the basis for lessons in chemistry, nutrition, categories of animals and plants, care and requirements of different animals, and their interrelationship within an ecological system. Students are introduced to the formal scientific language of zoology, botany, and anthropology.

Biology: cells, organized groups, five kingdoms, specimens, dissection, observation, use of microscope
Botany: study of plants, classification, functions, parts of plants (seed, fruit, leaf, stem, root, flower), types of plants
Habitats: location, characteristics, food chains/webs, symbiosis, adaptation, ecosystems, conservation
Ancient Life: eras of the earth, evolution, extinction, fossil records, excavation
Animals: classification, needs, similarities/differences, human systems, nutrition, hygiene
Monera, Protista, and Fungi Kingdoms: what they are, classification, observation

COMING OF HUMANS introduces human beings and their unique endowments of intellect and will. A timeline is presented with a tool and a human hand to talk about the three gifts that make humans special: a mind to imagine, a hand to do work, and a heart that can love. This lesson will lead children to study the beginning of civilizations and the needs of early humans.

History: timelines, prehistory, ancient civilizations, world history, history of specific countries and continents
Culture: art, artists, music, composers, dance, drama, architecture, design, philosophy, religion, grace and courtesy
Social Studies: current events, government, civics, economics, commerce, volunteering, giving back
Discovery and Invention: scientists, inventors, scientific method, inventions, simple machines

COMING OF OUR ALPHABET is sometimes called Communication in Signs. In this lesson, the story of the development of the written alphabet is told, with an emphasis on the incredible ability that humans have of committing their thoughts to paper. Included in the story are pictographs, symbols, hieroglyphs, early alphabets, and the inventions of the printing press.

Reading: literature, poetry, non-fiction, myths and folktales, authors, reading comprehension, reading analysis, literary terms
Writing: elements of style, function, voice, composition, letter writing, research, study skills
Language: origins of spoken language, world languages, history of languages, speech, drama
Structure: alphabets, bookmaking, grammar, punctuation, sentence analysis, word study, figures of speech

COMING OF NUMERALS emphasizes how human beings needed a language for counting and to convey measurement. This story is also called the History of Mathematics. This lesson begins with the earliest civilizations, who often only had “one,” “two,” and “more than two” as their numeric system. It continues with a look at different numbering systems throughout the centuries, culminating in the decimal system that we use today.

Mathematics: operations, fractions, decimals, multiples, squares, cubes, percentages, ratio, probability, intro to algebra
Numbers: origins of numbers and systems, bases, types of numbers, scientific notation, mathematicians
Geometry: congruency, similarity, nomenclature of lines, angles, shapes, solids, measurement, theorems
Application: story problems, measurement, estimation, graphs, patterning, rounding, money concepts, temperature
Language
Economics

Appendix 2: Student Support Services (Center for Student Care)

Ruffing Montessori School’s Center for Student Care serves as a vital resource for students requiring additional academic, social, and emotional support. The Center is staffed by three support teachers who provide reading and math support, as well as a school social worker who also serves as the Director of Student Care.

Support teachers employ a collaborative approach to guide and support students, focusing on fostering increased proficiency and independence. They work individually and in small groups with students to maximize their academic growth and development.

The Director of Student Care works closely with teachers and families to address these needs by forming Care Teams. In partnership with families, the team may develop a Ruffing Accommodations Plan (RAP) or collaborate with the Cleveland Heights-University Heights school district to advocate for additional support services. When necessary, a consulting therapist can be brought in to observe a student, provide a detailed report, and meet with the Care Team to share recommendations and resources.

For students in 6th through 8th grade, the Director of Student Care partners with the Middle School Director to offer workshops in Social-Emotional Learning, equipping students with essential skills to navigate this critical stage of development.

Appendix 3: Ruffing Montessori School Diversity, Equity, Inclusion, and Belonging (DEIB) Statement

“The needs of humankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.”

– Dr. Maria Montessori

Ruffing Montessori School is committed to fostering a diverse, equitable, and inclusive community–one in which everyone is valued, feels safe, and belongs regardless of race, color, national origin, ancestry, culture, religion, age, ability, socio-economic status, familial status, or sex, including sexual orientation and gender identity.

Our commitment includes ongoing professional development training for faculty, staff, and the members of our Board of Trustees, using age-appropriate classroom resources, and creating and implementing a response policy that seeks to provide all members of our community with the tools needed to develop a school environment that is free from discrimination, harassment, hate, bias, or fear of retaliation for doing the right thing.

Vertical Curriculum Map

Table of Contents

Developmental Characteristics

First Plane of Development

Toddler Community (18-36 months)

Children’s House (3-6 year-olds)

Second Plane of Development

Lower Elementary (6-9 year-olds)

Upper Elementary (9-12 year-olds)

Third Plane of Development

Middle School (12-15 year-olds)

Practical Life

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

Sensorial

Toddler Community

Children’s House

Language

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

History and Humanities

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School Humanities

Geography

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

Mathematics

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

Science

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

Physical Education

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

World Language

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

Visual Arts

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School

Music

Children’s House

Lower Elementary

Upper Elementary

Middle School

Peace Education

Green Principles

Toddler Community

Children’s House

Lower Elementary

Upper Elementary

Middle School