Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
PRACTICAL LIFE: Grace and Courtesy
 Greetings: Good Morning | Good Afternoon | Good Evening | Good Night N
 Farewell: Goodbye | See you N
 Good Manners: Please | Thank you | You are welcome | Excuse me | I am sorry N
 Table Manners: May I | Yes, please | No, thank you N
 Setting dining table | cleaning away N
 Waiting in line | knock on doors | permission to leave N
 How to cough | sneeze | yawn N

PRACTICAL LIFE: Care of Self

 Taking off / putting on: shoes & socks | apron | underpants | clothes N
 Independent toileting: urinate | pass motion N
 Washing / drying hands (use tissue) N
 Personal hygiene: blowing nose | wiping face N
 Care of: teeth | nails | hair N
 Care of personal belongings: bag | shoes & socks | water bottle
others ________________________ N

PRACTICAL LIFE: Care of The Environment

 Care of things: books | easel | materials N
 Care of plants N
 Cleaning: dusting | wiping | sweeping | mopping N
 Flower arranging N
 Sharpening pencils N
 Use of: ruler | paper clips | rubber bands N

PRACTICAL LIFE: Dressing Frames

 Velcro | zip | large buttons N
 Small buttons | press studs | hook and eye |buckles N
 Lacing | bows | neck tie | plaiting --

PRACTICAL LIFE: Exercises for developing Gross Motor Skills

 Carrying object | mats N
 Rolling / unrolling: table & floor mat | socks N
 Tucking in / out: chairs | stools N
 Carrying: chair | table N
 Handling materials N

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
PRACTICAL LIFE: Exercises for developing Fine Motor Skills
 Dry pouring into: 2 or more containers | marked containers | funnel | sieve N
 Wet pouring into: 2 or more containers | cups | marked containers | funnel N
 Opening / closing: boxes | bottles N
 Spooning with: large | small spoon N
 Spooning into assorted containers with: large | small spoon N
 Transferring & sorting: 2 or more containers with large | small tongs I
 Transferring: sponge | ladle | turkey baster | dropper | syringe I
 Transferring: tweezers | strawberry huller | chopsticks | toothpicks I
 Threading: large | small beads I
 Pegging: large | small pegs I
 Sewing: card | cloth --
 Weaving: large | small strips | ribbons | yarn I
 Plaiting: 1 or 3 coloured strings --
 Screwing / unscrewing: large | small nuts & bolts I
 Polishing: mirror | silver | brass | shoes | wood --

PRACTICAL LIFE: Cutting Exercise

 Holding / handling of scissors I
 Snipping I
 Cutting: straight lines | curved lines | zigzag lines | shapes | pictures I
 Cutting / slicing using: butter knife | cake cutter I

PRACTICAL LIFE: Folding Exercise

 Folding: cloth / paper into 2 | 4 I
 Folding: cloth / paper diagonally into 2 | 4 I
 Folding into centre I
 Folding: napkin | blouse | pants | table cloth | origami I

PRACTICAL LIFE: Baking

 Baking: stirring | sieving | sifting | whisking --
 Sandwiches: slicing | spreading butter & jam --
 Beverage: hot | cold --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
SENSORIAL: VISUAL TRAINING (Enhance Sense of Sight)
Perception of Dimension

Knobbed Cylinders
 Knobbed Cylinders: Block 1 | 2 | 3 | 4 N
 Identifying / naming cylinder:
i. Short & tall: short, shorter, shortest | tall, taller, tallest I
ii. Thick & thin: fat, fatter, fattest | thin, thinner, thinnest I
 Knobbed Cylinders: Combination of Block 1 | 2 | 3 | 4 I

Pink Tower
 Pink Tower: concentric | tangential | variation I
 Identifying / naming cube: I
i. Big & small: big, bigger, biggest | small, smaller, smallest I

Broad Stair
 Identifying / naming prism:
i. Broad & narrow: broad, broader, broadest | narrow, narrower, narrowest I
 Combination of Pink Tower & Broad Stair I

Long Rods (building stairs / maze)

 Identifying / naming rod:
i. Long & short: long, longer, longest | short, shorter, shortest I

Knobless Cylinders
 Knobless Cylinders: Box 1 | 2 | 3 | 4 N
 Identifying / naming cylinders: I
i. Fat & thin: fat, fatter, fattest | thin, thinner, thinnest I
 Knobless Cylinders: combination of 1 | 2 | 3 | 4 boxes I

Perception of Colours: Chromatic Sense

 Colour Songs / Colour Games N

Colour Box
 Colour Box 1 & 2: handling & matching
i. Identify / naming Box 1 (primary colours): red, blue, yellow N
ii. Identifying / naming Box 2 (secondary colours):
green, orange, purple, pink, brown, grey, black, white N
 Colour Box 3: grading I
 Identifying / naming colour tones:
i. Dark & light: dark, darker, darkest | light, lighter, lightest I
ii. Building: Colour Wheel

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
Sense of Touch
 Touching & feeling things in the environment I

 Touch board 1 & 2: rough | smooth I

 Touch board 3: rough, rougher, roughest I
 Touch board 4: smooth, smoother, smoothest I
 Touch tablets: feeling | pairing | grading I

 Fabric Box (matching & feeling) --

 Identifying / naming type of material: --
i. cotton, linen, velvet, silk, wool, satin, denim, felt --
 Feeling / identifying / naming texture of material: --
i. soft, softer, softest | hard, harder, hardest --

Sense of Weight
 Weighing things in the environment --
 Weighing scale: heavy | light --

 Baric tablets: pairing - 2 sets | 3 sets --

 Identifying / naming tablet weight:
i. Heavy & light: heavy, heavier, heaviest | light, lighter, lightest --

Sense of Temperature
 Thermic Tablets: pairing / grading --

 Thermic Bottles: pairing / grading --

 Identifying / naming temperature:
i. hot | cold | tepid | cool, cooler, coolest | warm, warmer, warmest --

Stereognostic Sense (Sense of Size)

 Sorting: 2 sets | 3 sets | 5 sets --

 Bag 1: Geometric solids --

 Bag 2: Buttons of different sizes --
 Bag 3: Small objects of different sizes and shapes --

 Mystery bag --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
Olfactory Sense
 Smelling bottles: pairing / grading: 2 sets | 3 sets I
 Identify / naming fragrance: I
i. Flower | spices | coffee | cocoa | tea I

Gustatory Sense
 Tasting / identifying / naming food: 2 sets | 3 sets I
 Identifying / naming taste: I
i. Sweet | sour | salty | bitter | spicy | acidic I

Auditory Sense
 Listening to the surrounding sounds:
i. Animal | machines | instruments N

 Sound Boxes: pairing / grading: 2 sets | 3 sets | 6 sets I

 Identifying / naming volume: I
i. Loud & soft: loud, louder, loudest | soft, softer, softest I

 Bells: handling | pairing | grading --

i. Listening & matching: high tones | low tones --

SENSORIAL: EARLY GEOMETRY & ALGEBRA

Geometric Presentation Tray: feeling / matching
 Identifying / naming shapes: N
i. Circle | Triangle | Square N

Geometric Cabinet Drawer: feeling / matching

 Geometric Cabinet Drawer 1: 6 circles - varying in diameter I

 Geometric Cabinet Drawer 2: 6 rectangles - varying in size I

 Geometric Cabinet Drawer 3: 6 triangles --

 Identifying / naming triangles:
i. jright angled scalene triangle | acute angled scalene triangle | obtuse angled scalene triangle --
ii. right angled isosceles triangle | acute angled triangle | obtuse angled isosceles triangle --

 Geometric Cabinet Drawer 4: 6 polygons --

 Identifying / naming polygons:
i. pentagon | hexagon | heptagon --
ii. octagon | nonagon | decagon --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
SENSORIAL: EARLY GEOMETRY & ALGEBRA
Geometric Presentation Tray: feeling / matching
 Geometric Cabinet Drawer 5: 4 curved shapes --
 Identifying / naming curved shapes: --
i. quatrefoil | curvilinear triangle | oval | eclipse --
 Geometric Cabinet Drawer 6: 4 quadrilaterals --
 Identifying / naming quadrilaterals: --
i. rhombus | parallelogram | trapezium | trapezoid --

Geometric Solids: feeling / rolling / pairing

 Curved surface: I
 Identifying / naming regular curved solids: I
i. sphere | ovoid | ellipsoid I

 Curved & straight sides: I

 Identifying / naming curved & straight sides solids: I
i. cone | cylinder N

 Straight edges: --
 Identifying / naming straight edges solids: --
i. cube | rectangular prism | triangular prism | square based pyramid | triangular based pyramid --

 Constructive Triangles: --
 Identifying Constructive Triangles --
i. Triangular Box | Rectangular Triangles | Hexagonal Box (Large / Small) |
Blue Rectangular Box --

 Binominal Cube: arranging / building --

 Trinomial Cube: arranging / building --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
NUMBERS: INTRODUCTION
 Number songs / rhymes N
 Counting orally: 1-2-3-4-5-6-7-8-9-10 | 10–20–30–40–50–60-70-80-90-100 N
 Counting objects: 1-2-3-4-5-6-7-8-9-10 | 10–20–30–40–50–60-70-80-90-100 N
 Counting objects & matching to symbols: 1-2-3-4-5-6-7-8-9-10 N
 Counting objects & matching to symbols: 10–20–30–40–50–60-70-80-90-100 N

Number Rods
 Building: 1-5 | 1-10 N
 Counting / identifying: 1-2-3-4-5-6-7-8-9-10 N
 Number Rods & Cards: numeral & quantities N
i. in sequence: 1-5 | 1-10 N
ii. at random: 1-5 | 1-10 N

Sandpaper Numerals (SPN)

 Identifying / naming: 1-2-3-4-5-6-7-8-9-10 N
 Tracing: 1-2-3-4-5-6-7-8-9-10 N

Spindle Box
 Association of numerals & quantities: 0-1-2-3-4-5-6-7-8-9 N
 Understanding the concept of ‘Zero’ N

Cards and Counters

 Association of numbers & quantities: Numeral sequence 1-10 N
i. Odd numbers: 1-3-5-7-9 --
ii. Even numbers: 2-4-6-8-10 --

DECIMAL SYSTEM
 Golden Beads: 1-10 -100 -1000 --

 Golden Beads & Large Number Cards

i. Identifying / naming: Unit(u), ten (t), hundred (h), thousand (Th) --
ii. Counting through & understanding the composition of the Decimal System
(u, t, h, Th) --

 Golden Beads & Small Number Cards: Fetching Game --

 Bank Game
i. Counting through --
ii. Associating quantity and symbol --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
NUMBERS: COUNTING BEYOND TENS
 Introduction to Short Bead Stair --

Introduction to Teens:
 Ten Bead Bars & Short Bead Stair (quantity): 11-12-13-14-15-16-17-18-19 --

 Sequin Board A
i. Identifying / naming symbols: 11-12-13-14-15-16-17-18-19 --
ii. Combining quantity and symbol: 11-12-13-14-15-16-17-18-19 --

Introduction to Tens:
 Ten Bead Bars (quantity): 10-20-30-40-50-60-70-80-90 --

 Sequin Board B
i. Identifying / naming symbols: 10-20-30-40-50-60-70-80-90 --
ii. Combining quantity and symbol: 10-20-30-40-50-60-70-80-90 --
iii. Combining quantity and symbol: 11-50 | 51-99 --

• Snake Game --

ADDITION
 Addition using objects --

 Small Number Rods: sequencing / recognition --

 Addition using Small Number Rods with recording: Series 1 | 2 | 3 --

 Short Bead Stairs: sequencing / recognition --

 Addition using Short Bead Stairs with recording: Series 1 | 2 | 3 --

 Addition using Golden Beads Material: without / with change --

 Addition Board: Addition Tables with recording --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
SUBTRACTION
 Subtraction using Small Number Rods with recording: Series 1 | 2 | 3 --

 Subtraction using Short Bead Stairs with recording: Series 1 | 2 | 3 --

 Subtraction using Golden Beads Material: without / with change --

 Subtraction Board: Subtraction Tables with recording --

MULTIPLICATION
 Introduction using Short Bead Stair --

 Skip counting using Bead Chains --

 Multiplication using Golden Beads Material: without / with change --

 Multiplication Board --

DIVISION
 Introduction using Golden Beads Material --

 Individual Exercise: without / with change --

 Division Board --

OTHER ACTIVITIES
 Problem Sums --
 Time: hours | minutes | seconds --
 Money: ringgit | sen --
 Fraction: whole | ½ | ¼ --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
LANGUAGE: PRE-READING ACTIVITIES
 Receptive language: ability to understand instruction easily N
 Expressive language: ability to express needs clearly N
 Clapping game | puppet play | naming game N
 Song | rhyme | poetry N
 Listening & singing to phonic tapes / CD N
 Naming things from: object bag | the environment N

LANGUAGE: PRE-WRITING ACTIVITIES

 Scribbling | pattern | drawing | with crayon | felt-tip pen | colour pencil N
 Joining dot to dot exercise N
 Colouring within given space N
 Pattern / stencil (pencil) N
 Inset of designs
i. Drawing outlines N
ii. Drawing patterns N
iii. Single frame N
iv. Double frame --
 Name writing: dotted lines | freehand on ½” | ¼” lines N
 Sandpaper Letter (formation): dotted lines | freehand on ½” | ¼” lines
i.) a b c d e N
ii.) f g h i j N
iii.) k l m n o N
iv.) p q r s t N
v.) u v w x y z N

LANGUAGE: WRITING ACTIVITIES

 Copy writing: from card | board | book | writing from memory N
 Comprehension | composition creative writing --
 Spelling | dictation --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
LANGUAGE: PHONETIC READING
 Sandpaper letter (phonics)
i.) a b c d e N
ii.) f g h i j N
iii.) k l m n o N
iv.) p q r s t N
v.) u v w x y z N

 ‘I Spy’ Game
i. Beginning sound --
ii. Last sound --
iii. Middle sound --

 Large Moveable Alphabet (LMA) with Sandpaper Letters (SPL) – matching I

Pink Reading Scheme (blending 3 letter phonetic words)

 Word building using LMA with object box 1 | 3 I
 Word building using LMA with picture box 2 | 4 I
 Picture sheets | word list | booklet --
 Sight words: a, the, my, are | other: ______________ --
 Short phrase | sentences --

PHONETIC GRAMMAR
Blue Reading Scheme
(Blending longer phonetic words, double consonants, reduced vowel)
 Word building using LMA with object box 1 | 3 --
 Word building using LMA with picture box 2 | 4 --
 Picture sheets | word list | booklet --
 Short phrase | sentences --

 Noun | Adjective | Verb | Adverb Game --

 Formation of plurals (adding ‘s’) --

 Farm Box 1
i. Noun | Adjectives | Articles | Verbs --
ii. Formation of short sentences --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
LANGUAGE: NON-PHONETIC READING
Green Reading Scheme (phonogram)
 Word building using Small Moveable Alphabet with Phonogram Box: sh | ch | th | nk | ng | wh | ar | a, a-e,
ay | ee, ei, y | ei, igh, y, ie | oe, o-e, oa, ow | oo, u-e, ew | al, aw | ir, er | ow, au, ou | oi, oy | or, ore | ear, eer
| tion, sion | ture, are, air --

 Word list | booklet | sentence cards | folders --

 Environment Cards | Noun Cards --

 Formation of Plurals: (nouns that ends in sibilant sound add ‘es’ or ies) --
i. Box 1: s | x | z | sh | ch --
ii. Box 2: (f) f | if | fe --
iii. Box 3: (y)ies --
iv. Box 4: o --
v. Box 5: use of old Saxon Plural --
vi. Box 6: change of vowels or consonants --
vii. Box 7: use of the same form in both singular and plural --
viii. Box 8: according to the rule of language from which they come --
ix. Box 9: (1) – is | es, (2) – formed of preposition, (3) – double plural --

 Farm Box 2: --
i. Nouns (1): animals in pairs with their young --
ii. Nouns (2): objects --
iii. Adjectives: Articles | Possessive --
iv. Verbs (1): Verbs for animal activities --
v. Verbs (2): Verbs for animal sounds --
vi. Adverbs --
vii. Pronouns --
viii. Prepositions --
ix. Conjunctions --
x. Forming short sentences --

NON-PHONETIC READING
 Capital Letters --

 Punctuations --

 Study of Masculine & Feminine --

i. Box 1: use entirely different word --
ii. Box 2: use Compound word --
iii. Box 3: adding a Suffix --

1st 2nd
Half Half

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 Montessori Programme ( 3 - 6 years )

BAHASA MALAYSIA: PRE-READING ACTIVITIES

 Song | rhymes | stories I
 Grace and courtesy:
i. Selamat Pagi | Selamat Malam | Terima Kasih | Sama-sama | Silakan I
ii. Apa khabar?| Khabar baik | Selamat Tinggal | Jumpa Lagi I
 Naming game | vocabulary:
i. Body parts, colours, shapes, family members I
ii. Things in the environment, furniture, stationery --
iii. Transportation, buildings, flowers, fruits, animals --

READING and WRITING ACTIVITES

 Introducing to beginning sounds: a – e – i – o – u --
 Introduce to suku kata: --
i. ba, be, bi, bo, bu | ca, ce, ci, co, cu | da, de, di, do, du --
ii. fa, fe, fi, fo, fu | ga, ge, gi, go, gu | ha, he, hi, ho, hu --
iii. ja, je, ji, jo, ju | ka, ke, ki, ko, ku | la, le, li, lo, lu --
iv. ma, me, mi, mo, mu | na, ne, ni, no, nu | pa, pe, pi, po, pu --
v. ra, re, ri, ro, ru | sa, se, si, so, su | ta, te, ti, to, tu --
vi. wa, we, wi, wo, wu | ya, ye, yi, yo, yu | za, ze, zi, zo, zu --
 Baca perkataan: 2 suku kata | 3 suku kata --
 Phrases | sentences --
 Story books --
 Instructions: --
i. Padankan | lengkapkan --
ii. Isikan | tuliskan | warnakan --
iii. Bulatkan | suaikan | tandakan --
iv. Gariskan | sebutkan | bacakan --
 Susun ayat (Rearrange sentences) --
 Ejaan (Spelling / dictation) --
 Perkataan tertinggal (Missing words) --
 Karangan (Composition) --
 Kefahaman (Comprehension) --
 Teka silang (Word maze) --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
BAHASA MALAYSIA: Tatabahasa (Grammar)
 Huruf Besar (Capital letters) --
 Tanda Bacaan (Punctuation) --
 Kata Nama Am (Common Nouns): baju, kasut, beg, meja --
 Kata Nama Khas (Proper Nouns): Kuala Lumpur, Malaysia, Ahmad --
 Kata Nama Ganti (Personal Nouns): saya, kamu, dia, kami, mereka --
 Kata Kerja (Verb): cuci, makan, minum, jalan, lari --
 Kata Adjektif (Adjectives): besar, kecil, berat, ringan, tinggi, rendah --
 Kata Arah (Preposition): di atas, di bawah, di dalam, ke atas --
 Penjodoh Bilangan (Collective Nouns): sebiji, seutas, sebuah, seekor --
 Kata Tanya (Questions): Siapa?, bila?, mana?, apa? --
 Kata Hubung(Conjunctions): dan, dengan, dari, daripada, kepada --
 Kata Bantu (Auxiliaries): sedang, telah, akan --
 Kata Ganti Petunjuk (Interjections): sini, situ --
 Simpulan Bahasa (Idioms): kaki ayam, ringan tulang --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
CULTURE: NURSERY RHYMES
 Songs | stories N
 Rhymes | poems | poetries N
i. Listening / understand N
ii. Discussion N
iii. Creative writing --
 Reciting / singing: poems | poetry N

CULTURE: HISTORY
 Time of the Day:
i. Morning | afternoon | evening | night N
 Naming Days of the Week:
i. Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday N
 Naming Months of the Year:
i. January | February | March | April N
ii. May | June | July | August N
iii. September | October | November | December N
 Calendar: days | months | year N
 Weather: sunny day | rainy day | cloudy day | windy day N
 Season: spring | summer | autumn | winter N
 Timeline of a child: daily routine | birthday N
 Introducing Time: clocks | hours | minutes | second N

CULTURE: FESTIVAL
 Chinese New Year | Valentine’s Day | Easter I
 Mother’s Day | Father’s Day | Hari Raya Puasa | National Day I
 Mid Autumn Festival | Deepavali | Christmas --

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 Montessori Programme ( 3 - 6 years )

1st 2nd
Half Half
SUMMARY
PERSONAL, SOCIAL and EMOTIONAL DEVELOPMENT
 Responsibility: care for personal belonging N
 Cooperative: able to work with others N
 Attentive listen / follow instructions N
 Confident work: socially N
 Independent work: personally N

PHYSICAL DEVELOPMENT
 Walking on the line: balancing tray with items | bells N
 Balancing: bean bag | book I
 Running | hopping | marching | jumping | skipping | tip-toeing N
 Throwing | catching | tugging | crawling | climbing | sliding N
 Use of playground equipment N
 Games & rules N

CREATIVE DEVELOPMENT
 Pasting | gluing: whole surface | edges | designated area N
 Holding | handling paintbrush N
 Painting with large | fine brush N
 Rubbing | stencilling | printing | collage N
 Imaginative drawing N
 Silence Game I
 Line time: singing | rhythm | movement | dramatization N

1st
2nd
Hal
Half
f
THEMATIC : PERSONAL HYGIENE & ENVIRONMENTAL CLEANLINESS ( January – March

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 Montessori Programme ( 3 - 6 years )

2022 )
Songs | Rhymes | Stories | Puzzles | Picture Cards I
What is Personal Hygiene and Why it is Important? I
Introducing / Naming / Categorizing: I
i) Good vs. Bad personal hygiene practices I
ii) Tools or materials used to encourage good personal hygiene I
What is Environmental Cleanliness? I
Introducing / Naming: I
i) Types of Pollution: Land / Water / Air I
ii) Home Cleanliness: Vacuuming / Mopping / Sweeping / Wiping I
How do we keep our Environment clean? I

THEMATIC : ARTS AROUND THE WORLD ( April – June 2022 )

Songs | Rhymes | Stories | Puzzles | Picture Cards I
What is Art? I
Art through Time I
Introducing / Naming: I
i) Different Forms of Art I
ii) Famous Artists I
iii) Famous Paintings I
iv) History of Asian Art I
Art Tools and their Uses I

THEMATIC : GLOBAL WARMING ( July – September 2022 )

Songs | Rhymes | Stories | Puzzles | Picture Cards --
What is Global Warming? --
Introducing / Naming / Categorizing: --
i) Natural Causes that Lead to Global Warming --
ii) Human Activities that Lead to Global Warming --
iii) Impacts of Global Warming --
How do We Fight Global Warming? --

THEMATIC : OUTER SPACE & ASTRONOMY ( October – December 2022 )

Songs | Rhymes | Stories | Puzzles | Picture Cards --
Outer Space: Sun |Moon |Stars --
Brief Introduction of the Solar System --
Naming Planets: Earth | Mars | Mercury | Venus | Uranus | Jupiter | Saturn | Neptune --
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 Montessori Programme ( 3 - 6 years )

Introduction to Galaxies --
Comets: --
i) What is a Comet? --
ii) Name of Comets – Halley’s Comet | Chiron | Biela’s Comet --
All About Astronauts: --
i) What do astronauts do? --
ii) What do astronauts wear and use? --
Space Rockets – Landing on the Moon --
Neil Armstrong – First Person to Land on the Moon --
What is Gravity and Why is it Important to Earth --
What are Craters and How are they formed --

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 Montessori Programme ( 3 - 6 years )

1st half-year comments:

Eiji is a gentle, sweet, and reserved child. In the morning, he enjoys observing his surroundings as he enters the school
grounds. During class, he understands the routines well because he tends to mimic what his brother and the older children do and
looks to Riku as an example to emulate. He does, however, like having a say in what he does, such as which worksheets or daily
work he must complete or which materials to work with.

In the practical area, Eiji has tried hard to improve his fine motor skills by practising cutting paper into straight, slanted, zig-
zag, and curved lines with a pair of scissors. He is making good progress in rolling and unrolling the floor mat on his own. Eiji must
first strengthen his fine motor skills by engaging in various practical life activities on a daily basis before being introduced to more
advanced exercise. He is making progress with his gross motor skills, as he can swing and climb the slide on his own. Running and
playing chase with his friends, as well as bouncing on the trampoline, are his favourite outdoor activities. Eiji enjoys physical activity
and looks forward to going to the gym.

Eiji is learning to comprehend the concept of superlatives as well as the perception of dimensions and sizes in the sensorial
domain. He has grasped the concept of big-bigger-biggest and small-smaller-smallest in order formation by using Pink Tower, but he
needs practice when the materials are arranged in random order. Eiji will be exposed to a wide range of sensory materials in order to
broaden and fine-tune his auditory skills, sense of touch, smell, and colour.

Eiji can correctly and randomly count and identify numbers from 1 to 10. He is currently working on counting backwards from
ten to one and learning how to assign numbers to quantities with the help of wooden spindle materials.

In the language area, Eiji is working on his sounds of the letters and learning to form them through tracing the sandpaper
letters. He still requires practice to recognise and identify the letters independently and confidently. Currently, Eiji is working hard
with the large movable alphabets, where he has to match them with the sandpaper letters accurately.

During the Bahasa lesson, Eiji has been introduced to the names of body parts, such as ‘mata’, ‘hidung’, ‘telinga’, ‘mulut’ and
‘tangan’.

For this first half of the year, Eiji has been introduced to the themes of "Personal Hygiene & Environmental Cleanliness" and
"Art Around the World." Through the above themes, Eiji has learnt about good vs. bad personal hygiene, types of pollution, and
home cleanliness. Eiji also learnt about different forms of art, famous artists and paintings. Furthermore, he has been introduced to
the various festivals in Malaysia such as Chinese New Year and Hari Raya Aidil Fitri by learning the history of each festival as well
as the practises and ways of celebration.

  Eiji has shown high enthusiasm towards the above themes and festivals' celebration. He participated in the art and
craft pertaining to themes and festivals. Overall, He has made steady progress in our well-structured Montessori environment.

TEACHER SIGNATURE: PRINCIPAL SIGNATURE: PARENT SIGNATURE:

DATE: DATE: DATE:

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 Montessori Programme ( 3 - 6 years )

2nd half year: Comments

TEACHER SIGNATURE: PRINCIPAL SIGNATURE: PARENT SIGNATURE:

DATE: DATE: DATE:

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