To improve motor skills and focus on the importance of play and learning, our Montessori children spend a designated amount of time at the school sandpit. Gardening is also a vital part of the weekly schedule.

Practical Life activities are at the heart of the Montessori classroom. Through these activities, students are given the chance to refine their motor skills, hand-eye coordination, hand strength, balance, concentrations and the ability to do things independently. The program focuses more on the practice than the result. Through repetition of these exercises, children pick up practical skills that will serve them for all their lives.

Great emphasis is laid on developing a love for books through the school reading program. Special time is allocated for reading, storytelling and related activities to build students comprehension, spelling and appreciation for the written word.

These help shape and refine a child’s perspective of qualities like colour, size, shape, length, texture, smell, taste and sound. Through sensorial activities, they become acute observers and make better judgement of the many stimuli in their environment.

Theme based celebrations - Festivals, events, annual days, Father’s day, grandparent’s day and other appreciation days are also observed according to the school calendar.

Performing arts is integrated into the curriculum at the Montessori level to target multiple skills on the personal and interpersonal level of the students. While participating in the performing arts classes, students begin to learn basic loco motor movements and skills that harness multiple areas of learning like mathematical skills, sensorial skills, visual skills and higher order thinking skills. Students begin to appreciate themselves and learn to work collaboratively with their peers for the activities that are designed. A session in performing arts might include a range of activities and lessons designed to target specific skills like pantomimes, physical movement classes, role- plays, activities to instill imagination and creativity, enjoying songs and rhymes and making sense of different stimuli presented to them.

Students begin the year with basic movement classes, collaborative activities, skills that help them to be more expressive and creative while learning to be independent thinkers and risk takers. Students are encouraged to work collaboratively for activities to hone new skills and abilities that include listening and speaking activities, dramatic play and enjoying other kinaesthetic activities.

Show and Tell in the early childhood classroom has numerous benefits for young children. These early oral experiences help to build effective communication and listening skills that are essential for a young student's development. It also encourages emotional development in the student, as he or she shares their interests, favourite objects, important people, and exciting experiences with their peers. Students begin to learn the importance of body language, active listening and eye contact with their audience. They understand time and the restrictions it brings for a speaker and how hence it is very important to think, reflect and prepare in advance for a show and tell experience in the classroom. Students also learn about turn taking and patience while enhancing their spoken language skills.

The creative arts classes are filled with new and familiar experiences of dabbling and working with different art materials and resources. Little children enjoy working with materials that include crayons, oil pastels, watercolours and acrylic paints. A step by step progression of fine and gross motor skills are planned for the students to build up their hand eye coordination skills and later build more complex skills while working with different techniques and creative processes while continuing to help students use their creativity and imagination to express their thoughts and ideas on different mediums. The art classes encourages students to enhance their social, emotional and cognitive skills as students are encouraged to think on their own and implement their ideas on paper in group formats and independently.

Montessori-II : Students begin the year with basic skills like scribbling, drawing within a provided space, learning how to use and take care of different art materials, colouring with purpose, free drawing experiences and targeting structured skills as well.

Montessori III : Students identify their primary and secondary colours and are encouraged to use lines, patterns and shapes in individual drawings and group art work. Students are made familiar with the elements of art and are given opportunities to apply different artistic techniques in their work. Students dabble with paint and crayons to create their own masterpieces representing their individuality and creativity throughout the school year.

Play is the child’s work. Play programs at school give teachers and students the chance to play together in a safe and stimulating environment. Play time for the students includes opportunities to play outside the classrooms in the playground, play area or sand pit. Students’ physical and gross motor skills are encouraged during free play as both young boys and girls indulge in activities that peak their interests by choosing activities like building sand castles, walking on the sand, running around the playground or climbing the play equipment. Conversations and interactions among the students are the most animated in the play area as students discuss, share and communicate with their peers about multiple topics of interest to them. Kinaesthetic movements that are planned for the students during play time enhance their movements and ensure the students benefit on multiple levels from these experiences.

The Montessori students have activity time interspersed into the time table. Teachers select and place appropriate resources/materials for students to engage with to address multiple cognitive skills like memory, concentration, attention and problem solving skills. The manipulatives that are provided to students might include building blocks, different sized balls, natural and recyclable materials and miniature objects that can be used to engage in role play and pretend play activities. Simple cooperative games are kept ready for the students to manipulate and use while engaging in conversations with their peers. Appropriate materials are set intentionally for the students to feel excited and motivated enough to want to work with these materials. Teachers facilitate and engage the students with meaningful conversations while at the activity centre.

Puppet time at school is both entertaining and captivating for all age groups from the Montessori toddlers to the upper kindergarten students. Children believe and relate to them on multiple levels; they enter and explore the fascinating inventive world that puppets create.

Puppets have positive influences within a preschool classroom as teachers indulge in role play and make believe stories and characters. Puppets can model all relevant, necessary manners and emotions, giving children opportunities for enhancing their communicative and social development skills. Feelings such as patience, understanding, acceptance, self- regulation and empathy can be addressed and explored through many types of puppet play. Puppet classes stimulate children's imagination, encourage creative play and discovery. They can be a powerful way of bringing story time to life; puppets also provide opportunities for shy students to come forward and feel safe enough to indulge in creating their own stories and narratives.

The inclusion of additional storytelling classes into the reading program for Montessori is quite unique. The broader goal is to benefit the healthy development of a child’s verbal skills, imagination, values, cognitive dexterity, and creative skills. The use of voice modulation, expression, gestures, characterization, dramatization and pace achieves the objective of creating a love for reading.

Puppets are a great tool for storytelling. Teachers make use of this tool extensively to supplement storytelling classes. Puppets are also used as mascots for reading class to allow children to associate concepts quicker and assimilate them better. For example "Neha Noun" or "Vishal Verb" could make an appearance when there is new and challenging vocabulary that needs to be identified. When children consistently see Neha noun each time a new noun is introduced they will encode it better as a noun as learning then becomes multi-sensory.

Another important aspect of using puppets in Pre-Primary is the obvious dramatization or characterisation route where they are assigned specific characters to help bring a story alive to a class.

Students of Montessori are also exposed to weekly sessions in Gardening, Play Area, Sandpit and quiet reading time at the school library.