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Section: General
What grades does MIC offer?
MIC provides a continuum of education for children aged 3 years through to Year 12.
Is MIC co-ed?
Yes! MIC is a co-ed school.
Do the children do any sports at school?
Although Montessori schools are non-competitive, the playing of sport and non-competitive games is encouraged. There is a programme for all children with regards to gross motor development. Initially the students are taught developmentally appropriate skills which include activities involving movement and hand/eye co-ordination. These skills are built upon and in primary there is often a specific time each week for non-competitive games and skill development. Our aim is on the acquisition of skills, however emphasis is also placed on being a member of a team. There is a non-competitive element to all sports during these lessons.
Why is there no uniform?
Montessori International College respects individuality – and what you wear is often a reflection of your individuality. Independence is also highly valued in MIC, and choosing appropriate clothing – which later becomes your personal style – is one of the ways to practise making decisions for yourself. Uniforms tend to obliterate individual differences and create the illusion that students’ membership of a school community is more important than their individuality.
What is MIC’s approach to assessment and reporting?
In traditional schools, retention of material is measured primarily with regular standardised testing and grading. This method of assessment is given after-the-fact as a seal on what the student has (or hasn’t) learned. It is known as summative assessment as it purports to show the sum of a child’s learning. The structure of traditional classrooms further limits assessment. Teachers have students, all of the same age, for only one year, limiting their time horizon. And typically the teacher is the only source of feedback.
Montessori classrooms avoid these limitations. Assessment is mainly formative, meant to guide the child during learning. It occurs in the context of a longer time horizon. And it enables the child to learn from her peers or directly from the world. Activities are open-ended, encouraging exploration and creative thinking, and as such do not lend themselves to grading.
In a Montessori classroom feedback is given partially by the teacher, but mostly through the child’s direct experience with materials and peers. Most materials have a control of error that allows the child to know whether they have used the material accurately without waiting for a teacher. Younger children can also receive help from older children who have been in the classroom longer.
The multi-age classroom promotes familiarity and trust among a community of learners that includes children and adults. Returning students have an institutional memory of classroom procedures and rituals, and their daily management of many aspects of the classroom frees adults to teach individually and to carefully observe each child’s progress. Such personalised assessment provides more nuanced information than most forms of testing can reveal.
Primary children take ownership of their own progress through their daily work journal, weekly individual conferences with their teacher, by requesting specific lessons as the need arises, and by maintaining portfolios of work completed. These materials, and detailed daily observations of each child by the teacher, form the basis of reporting to parents.
Not only is comparative reporting often misleading for parents, and a cause of unwarranted anxiety, it is discouraging for students who score “poorly”, detrimental to both their self-esteem and their willingness to persist, as well as potentially negative for those who do “well’ by encouraging the valuing of high scores over the inherent satisfaction of learning.
Students in the Adolescent Community use the national curriculum (although it is delivered in a different way than you would find in a mainstream school) and they can undertake Queensland Certificate of Education (QCE) subjects and are graded accordingly. But a number of other paths to university have also been created.
How diverse is the MIC community?
MIC has a diverse student body with 20 countries represented speaking more than 26 different languages.
Does the MIC curriculum include study of a second language?
Yes. Montessori International College is a big believer in children learning languages other than English. Children start learning Mandarin at three with the help of a dedicated Mandarin teacher – and those lessons can continue until students graduate.
How many students does MIC have?
Small by design, we currently have less than 350 students which allows us to provide a quality Montessori education and highly personalised learning programs, with the benefit of economies of scale as we sustainably grow our school.
Come along to our annual MIC Open Day where you will get a glimpse of our unique prepared environments that are so valued by our community. Set in a stunning natural environment, this is a friendly school where students are guided by their curiosity. Each student’s success continues to be a source of great pride and satisfaction for our staff.
All are welcome so come along and discover for yourself how a truly child-led education helps children find their passion and strengths to become self-confident, independent thinkers and lifelong learners who are equipped for the careers of the future.
At our Open Day you can:
- meet our committed staff
- tour our collaborative, inclusive, small-by-design learning environments
- hear our current students share about their experiences and see the College through their eyes
- view our beautiful, 22 hectare natural environment
- purchase some of our farm fresh produce including herbs, greens, eggs and honey
- enjoy morning tea including great coffee from our micro-economy Brew Coffee Cart.
Our College Management and Enrolments Coordinator will also be available to answer any questions about our pedagogy and enrolment application process.
Open Day 2020
This year our Open Day will be held on Friday June 5, 2020 from 9am – 11.30am with tours at the following times:
- 9.00am – Whole School Tour
- 9.00am – Secondary College Tour
- 9.15am – Whole School Tour
- 9.30am – Whole School Tour
- 9.30am – Secondary College Tour
- 10.00am – Whole School Tour
- 10.15am – Whole School Tour
- 10.30am – Whole School Tour
- 10.30am – Secondary College Tour
Spaces are limited so be sure to book early – book here via this link.
What grades does MIC offer?
MIC provides a continuum of education for children aged 3 years through to Year 12.
Is MIC co-ed?
Yes! MIC is a co-ed school.
Do the children do any sports at school?
Although Montessori schools are non-competitive, the playing of sport and non-competitive games is encouraged. There is a programme for all children with regards to gross motor development. Initially the students are taught developmentally appropriate skills which include activities involving movement and hand/eye co-ordination. These skills are built upon and in primary there is often a specific time each week for non-competitive games and skill development. Our aim is on the acquisition of skills, however emphasis is also placed on being a member of a team. There is a non-competitive element to all sports during these lessons.
Why is there no uniform?
Montessori International College respects individuality – and what you wear is often a reflection of your individuality. Independence is also highly valued in MIC, and choosing appropriate clothing – which later becomes your personal style – is one of the ways to practise making decisions for yourself. Uniforms tend to obliterate individual differences and create the illusion that students’ membership of a school community is more important than their individuality.
What is MIC’s approach to assessment and reporting?
In traditional schools, retention of material is measured primarily with regular standardised testing and grading. This method of assessment is given after-the-fact as a seal on what the student has (or hasn’t) learned. It is known as summative assessment as it purports to show the sum of a child’s learning. The structure of traditional classrooms further limits assessment. Teachers have students, all of the same age, for only one year, limiting their time horizon. And typically the teacher is the only source of feedback.
Montessori classrooms avoid these limitations. Assessment is mainly formative, meant to guide the child during learning. It occurs in the context of a longer time horizon. And it enables the child to learn from her peers or directly from the world. Activities are open-ended, encouraging exploration and creative thinking, and as such do not lend themselves to grading.
In a Montessori classroom feedback is given partially by the teacher, but mostly through the child’s direct experience with materials and peers. Most materials have a control of error that allows the child to know whether they have used the material accurately without waiting for a teacher. Younger children can also receive help from older children who have been in the classroom longer.
The multi-age classroom promotes familiarity and trust among a community of learners that includes children and adults. Returning students have an institutional memory of classroom procedures and rituals, and their daily management of many aspects of the classroom frees adults to teach individually and to carefully observe each child’s progress. Such personalised assessment provides more nuanced information than most forms of testing can reveal.
Primary children take ownership of their own progress through their daily work journal, weekly individual conferences with their teacher, by requesting specific lessons as the need arises, and by maintaining portfolios of work completed. These materials, and detailed daily observations of each child by the teacher, form the basis of reporting to parents.
Not only is comparative reporting often misleading for parents, and a cause of unwarranted anxiety, it is discouraging for students who score “poorly”, detrimental to both their self-esteem and their willingness to persist, as well as potentially negative for those who do “well’ by encouraging the valuing of high scores over the inherent satisfaction of learning.
Students in the Adolescent Community use the national curriculum (although it is delivered in a different way than you would find in a mainstream school) and they can undertake Queensland Certificate of Education (QCE) subjects and are graded accordingly. But a number of other paths to university have also been created.
How diverse is the MIC community?
MIC has a diverse student body with 20 countries represented speaking more than 26 different languages.
Does the MIC curriculum include study of a second language?
Yes. Montessori International College is a big believer in children learning languages other than English. Children start learning Mandarin at three with the help of a dedicated Mandarin teacher – and those lessons can continue until students graduate.
How many students does MIC have?
Small by design, we currently have less than 350 students which allows us to provide a quality Montessori education and highly personalised learning programs, with the benefit of economies of scale as we sustainably grow our school.