6-12 anys

Els passats dies 25, 26 i 27 de març, els alumnes de 6è de primària van anar de colònies a Mas Muixach.

Aquesta experiència és una oportunitat enriquidora per conviure amb companys i companyes d’altres grups de 6è, així com amb mestres i monitors, en un entorn diferent de l’habitual. Durant aquests dies, els infants participen en una simulació de societat on cadascú assumeix un rol i una responsabilitat: hi ha un president, un vicepresident, diferents ministres i cada alumne té un treball assignat, pel qual rep una compensació.

A través d’aquesta organització, els alumnes experimenten de manera vivencial com funciona el món real: prenen decisions, gestionen recursos, assumeixen responsabilitats, cobren pel seu treball i contribueixen al bé comú mitjançant un sistema d’impostos. Aquesta manera d’aprendre connecta amb la mirada Montessori, on l’experiència directa i significativa és clau per al desenvolupament dels infants.

Alhora, aquesta vivència també es pot relacionar amb l’Educació Còsmica, ja que els ajuda a entendre que formen part d’un conjunt més ampli, on cada acció individual té un impacte en la comunitat i en els altres.

Les colònies també ofereixen un espai per compartir activitats i moments amb els companys/es i amics, enfortint vincles i aprenent a conviure de manera positiva.

Han estat uns dies plens d’aprenentatges, convivència i creixement personal.

Descoberta de les similituds i diferències entre els grups de vertebrats.

Quan els nens i nenes de la classe han estat treballant les diferents nomenclatures dels vertebrats, coneixen els 5 grups i les funcions corporals; és el moment en què els demanem anar més enllà, veure les diferències d´una forma global. Per aquest motiu, construïm una taula completa classificant cada grup (peixos, amfibis, rèptils, aus i mamífers) segons la seva funció. Quan ja tenim la taula construïda ens fem preguntes:

– Què veiem semblant?
– Què tenen de diferent?
– Quin va aparèixer abans?
– Quin té més complexitat en la respiració?
– Tots necessiten l´aigua de la mateixa manera?

A partir de diferents preguntes que es fan podem entendre la relació que hi ha entre la complexitat i l´aparició de cada grup a la Terra, tornant a relacionar-ho tot amb la segona gran història, la història de la vida.
L´anàlisi acurada fa que entenguin millor a cada grup i que puguin identificar les seves necessitats, així com ajuda a classificar de millor manera els vertebrats, així com veure que uneix a tots aquests grups, una estructura interna formada per una columna vertebral o espina dorsal.

In Montessori education, reading is a personalized, gradual process. The shift from reading individual words to full sentences is a significant milestone in a child’s literacy development, enhancing both their understanding of language and their confidence as readers.

The journey begins with mastering sounds, which form the foundation for reading. Once children are comfortable with sounds, they progress to reading words. The final step introduces sentences, helping children see how words combine to express complete ideas. To support this progression, activities like reading booklets with images help children connect words with their meanings in context.

By engaging in hands-on activities, children move seamlessly from sounds to words, and eventually to sentences. This process equips them with the skills needed to read independently, fostering a sense of accomplishment and a love for reading.

We began our journey through color, line and then we started with shape this week. Experimenting, exploring and observing our surroundings that shapes are everywhere.

After making contact with the Montessori school of Tokyo, 8 students decided to make an interchange of letters with students there.
Although the letters were written in English, the students wrote about their own origens, traditions and food specialities of their area.
We made a ´Going Out´ to the post office , Correos, in Girona where we posted the letters by tracking, so the students can watch the journey of their post to Japan.
Later, after several weeks , we will recieve the replies from the Montessori school of Tokyo

Durant aquest trimestre vam tenir una visita molt especial: el pare d´en Max, que és geòleg, va venir a la nostra classe! Ens va parlar de la composició de la Terra, del moviment de les plaques tectòniques i de com es formen les roques i els minerals.

Ens va preparar una presentació espectacular on vam veure les plaques tectòniques i vam aprendre els seus noms, i fins i tot vam fer un experiment per veure com es mouen les capes de la Terra. Va ser molt emocionant poder aprendre tot això directament d’un expert!

Així funciona l’ambient Montessori: els experts són sempre benvinguts perquè els infants puguin aprendre de la seva experiència i connectar el coneixement amb el món real. Aquesta visita ens va inspirar i ens anima a continuar descobrint el nostre planeta amb curiositat i ganes d’aprendre.

“Hands-on experiments, creativity, and discovery as children learn what plants need to thrive”

In our Montessori environment, we have been exploring the fascinating world of plants. Our journey began with a trip to the woods, where the children were introduced to the story of plants, we talked about how plants grow, survive, and interact with the world around them. We discussed their needs: sunlight, water, air, soil, and nutrients. The children discovered that, just like us, plants require certain things to live and thrive, and that each part of a plant has a special role in supporting its growth.
Following the children’s interests, we guided them through a variety of activities to deepen their understanding of plant life. One hands-on experiment involved four plants: the children listed what each plant needed and observed over time what happened when those needs were not met. This allowed them to see firsthand how essential sunlight, water, and soil nutrients are for a plant’s survival.
The children approached this learning in different ways. Some chose to draw the plants and label each part, reinforcing their knowledge of plant anatomy. Others collaborated on a group project, while some focused on developing their fine motor skills through a creative activity. Using string and needles, they traced lines to represent the sun, water, and minerals! It was a beautiful and artistic way to show the elements that plants need to grow.
With spring just around the corner, we can’t wait to start planting and bringing our garden to life! We’re excited to put all we’ve learned into action and watch our plants grow, so stay tuned to follow the next adventures in our learning journey!

“Discovering the invisible force that shapes life and moves the world”

With the Great Story of the Creation of the Universe, the children were presented with many big ideas about how everything came to be. As Montessori guides, our role is to plant the seeds that will inspire curiosity and encourage children to make their own discoveries. This impressionistic story opens the door to deeper exploration and invites them to ask questions about the world and their place within it.
Following this presentation, we continue with a series of lessons that allow the children to expand their knowledge about the composition of the Earth and the elements that make life possible on our planet. One of these essential elements is air. Although we cannot see it, air is constantly present and plays a fundamental role in sustaining life and shaping our world.
In the 6–12 classroom, we explore air as part of our studies of the Earth’s systems. The children learn that air is a mixture of gases, primarily nitrogen and oxygen, and that oxygen is vital for respiration in humans and animals. They also discover that plants depend on carbon dioxide from the air for photosynthesis, which in turn produces the oxygen we breathe. Through this interconnected process, children begin to see how air supports the delicate balance of life on Earth.
We also study how air influences the planet itself. Moving air creates wind, which shapes landscapes, forms waves in the ocean, spreads seeds, and even affects weather patterns and climate. Through simple experiments and observation, the children experience that air has weight, takes up space, and exerts pressure even though it is invisible. One experiment they particularly enjoyed was observing how the heat from a candle rises and moves the air around it, causing a hanging spiral to spin. This concrete demonstration makes the invisible power of air visible, allowing children to see its movement and effect in real time.
As always in Montessori education, the goal is not only to transmit information but to awaken a sense of wonder and gratitude. When children realize that something invisible and often unnoticed is essential to every breath they take, they begin to develop a deeper respect for the natural world.
Through the study of air, the children strengthen their scientific thinking, observation skills, and understanding of interdependence. Most importantly, they continue building the awareness that everything in the universe is connected and that even the unseen elements play an extraordinary role in the story of life.

The Art of Geometry

In a Montessori environment, geometry is never just about memorizing shapes or simply learning definitions. It goes beyond that! It is a way of seeing and understanding the world we live in.
In the 6–9 classroom, we have been talking about geometry and how it got its name. The children discovered that the word geometry comes from the Greek words geo, meaning “earth,” and metron, meaning “measure,” so it literally means “measurement of the earth.”
In addition, the children have been observing shapes in nature, architecture, art, and everyday objects. They are discovering that circles, triangles, polygons, symmetry, and patterns are everywhere from flowers and leaves to tiles, buildings, and even the arrangement of windows.
One of the most beautiful connections we have been exploring is the relationship between geometry and art.
Using their knowledge of shapes, the children have been designing and creating their own mosaics. Through this work, they combine geometric forms with color, pattern, and creativity. They experiment with repetition, symmetry, rotation, and reflection—often without even realizing how many mathematical concepts they are applying!
Creating mosaics allows them to strengthen their understanding of geometric shapes, recognize patterns and spatial relationships, develop precision and attention to detail, and express their creativity through color and design.
This work reflects a key Montessori principle: mathematics is not separate from life; it is woven into art, nature, and human expression. When children create mosaics, they are not only practicing geometry, they are experiencing how mathematics can be beautiful too.
Through geometry, the children are learning to observe more carefully, think more deeply, and create more confidently. It has been a joy to see their designs come to life, each one a unique blend of mathematics and imagination.

Els alumnes de les classes de primària han anat al Teatre Municipal de Girona per assistir a l’espectacle Ça Turne. L’obra, protagonitzada per artistes amb monocicles que es movien per tot l´escenari, representava el moviment constant de l´espai i l´experiència cíclica de la vida. La companyia va expressar la història a través del moviment, l’equilibri i els gestos. Sense utilitzar gairebé paraules, els intèrprets van transmetre emocions i situacions que ens feien reflexionar.
Els canvis de ritme, amb música i imatges reflexades a una gran pantalla, així com els balls coordinats i l´expressió corporal, van servir d´excusa per parlar dels diferents llenguatges corporals expressius. L’espectacle va captivar els infants per la seva originalitat i expressivitat. Aquesta sortida ha estat una experiència cultural molt enriquidora que ha apropat els alumnes a una forma diferent de teatre.