Montessori Scope and Sequence: Sensorial


Montessori FoundationThe Sensorial Scope and Sequence was designed to be a comprehensive resource that provides essential information to Montessori guides for classrooms ranging in age from Toddler through Lower Elementary. As was mentioned in the introduction, this was not intended to be a “one-size-fits-all” checklist of all the lessons and materials that should be covered, but instead a resource to select from when planning lessons and recording student progress. The organizational design of the Sensorial Scope and Sequence was created specifically to be used in Montessori Compass. Within Montessori Compass, guides have access to the entire scope and sequence for their classrooms, but can use the organizational structure and search features to efficiently find the exact content they need. It is also important to note that within Montessori Compass, schools and guides can adapt the curriculum, at any organizational level, to meet their own needs. The content of the Sensorial Scope and Sequence reflects the idea that through experiences with sensorial lessons and materials, children refine the use of their senses. These experiences help children to pay attention, to focus their awareness, and to learn how to observe and consider what comes into their experience. With these goals in mind, the sequence of the use of lessons and materials is important. All of the content for Sensorial is divided into seven sub-categories and these sub-categories and the lessons within them are listed in the order in which they would be introduced for most children in many Montessori classrooms.

Sensorial in Montessori Compass

The Sensorial Scope and Sequence is designed to help children focus their attention more carefully on the physical world, exploring with each of their senses the subtle variations in the properties of objects. The seven sub-categories reflect that purpose in their areas of focus. In addition to parent-friendly descriptions, lessons are accompanied by defined measurable learning objectives, referred to within MC as "elements." A guide may choose to plan a lesson such as “Pink Tower,” or to plan for a specific element within the Pink Tower Lesson such as “Uses smallest cube to indicate unit of difference.” The same is true for recording student progress. The guide could mark the student’s progress in the general lesson/activity, “Pink Tower,” or mark progress within a specific element. *It is important to note that elements, with defined measurable objectives, have been aligned to the CCSS; not the individual lessons.  


Viewing Sensorial Scope and Sequence Online

The Sensorial Scope and Sequence is displayed on the spreadsheet with the same organization as within MC. For the example given above, the lesson "Pink Tower" is listed adjacent to the sub-category of "Visual Discrimination (Size and Dimension)." The parent-friendly descriptions and the associated elements for each lesson are included as well. Please note that when multiple elements are present, the lesson and lesson description are present multiple times. Lastly, the recommended cycle years for the lesson/activity is indicated by an 'X' in the columns on the right.  

The viewer contains controls to help you better navigate the S&S. The 4 horizontal lines = Table of Contents, Magnifying Glass = Search, and the Square on right = Full-Screen.

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