GIU International Christian Academy is committed to sharing the Gospel of Jesus Christ with all its students, from the nursery to high school. Through the teaching of the Bible class GIU International Christian Academy strives to teach its students their Creator with the goal of them coming to receive Christ as their Lord and Savior and to love the Lord, nature, and others. We also help them to have a biblical worldview through the Bible lessons. According to Proverbs 22:6, ” Train up a child in the way he should go: and when he is old, he will not depart from it,” we teach and train our young hearts, with the word of God daily, not to depart from the truth of the Bible.

Character Building Education

Many problems at home and in today′s classroom can be traced to a lack of character—bullying, disrespect, cheating, tardiness, vandalism, profanity, and drug abuse—all of which hinder child development.

These problems are rooted from the early childhood. We teach and train our children to form godly characters so that they define behavioral objectives, reinforce positive behaviors, and create a culture that values good character.

Practical Life

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over into their everyday life. The Montessori Practical Life exercises respond to the need for:

  • Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity)
  • Movement – All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement.
  • Sensorial exploration (sights, sounds, smells, and eventually language).
  • Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment.
  • A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment.


The sensorial materials in the Montessori classroom in our school help the child to become aware of details by offering her, at first, strongly contrasted sensations such as red and blue, and then variously graded sensations such as shades of blue. The material enables her to know what is red and what is blue, then to understand the abstraction of blueness, and finally the abstraction of color itself.

Sensorial materials are self-correcting to allow independent use, they foster muscular development which lays the foundation for writing skills, and they are produced to precise metric tolerances.

Correct terminology (binomial cube, isosceles triangle) and mathematically exact relationships enrich the child’s experience so that abstract concepts may attach to familiar reality.


We use the Montessori language materials to teach language which isolate elements of language and offer ‘keys’ to the children in the exploration of language. The materials are presented to the child in the same manner that they learn to speak; starting with nouns, articles, adverbs, etc. After a new concept is presented to the child there should always be a return to the total language environment using verbal storytelling, poetry, story books and everyday speech. This allows the child to clearly see how the new concept is applied (with context) in our world.

We do Language Training activities elicit language from the children and make them aware of the content, meaning, and context of the language they are hearing and using. There are many activities that can be used in Language Training with young children (2 years and up).

  • Self-Expression
  • Conversation
  • Reading
  • Singing
  • Verbal Stories
  • ‘Imagine’ Stories
  • Question Games (using a book)
  • Oral Composition


Perhaps it is because adults view this as the most “academic” part of the curriculum, that they are so surprised at how extensive the materials are for the young child. However, these, too, are rooted in the basic sensorial and practical life exercises that teach order, sequence, and discrimination. From there it is a relatively easy step into number concepts and their operations, geometric shapes and their properties, and the solution of problems through manipulation of concrete models. The difference is that mathematics is not taught as an abstraction. Thus the child who assembles a concrete expression of the binomial theorem, knows it operationally, and joyfully discovers it as an abstraction when he is old enough to think abstractly. Our children learn math through math apparatuses and understand math concepts of addition, subtraction, multiplication, and division.

Culture (Geography)

There are several prepared environments that the children are forever being exposed to:

  1. The Universe
    • Our prepared environment, the entire world and all that it has to offer, is our
      home, even though it is as incredibly large as it is.
    • It allows the children to look at the whole world and all its people.
    • The sky (stars and moon), the ground, the oceans, rivers, and lakes are endless
      sources of joy and information to the children.
  2. Their environment
    • All of the exercises implemented in the areas from Practical Life through to Culture, establish a relationship with the environment through concrete information.
    • Brings knowledge of care of environment, of self, others, and plants.
    • Gives the children an attachment to it, the creation of it, and embellishment of it.
    • Introduces the children to different types of culture and patterns of behavior.
    • Provides content, format, and shape to the children at all times.
  3. Ourselves
    • We ourselves are prepared environments. We contain life and consciousness. We are vehicles of life, an organic machine.
  4. Trained Directress/Director
    • We contain life and consciousness. We have feelings that constantly change and grow.
    • We prepare the environment and take pedagogical responsibility to continuously nourish the children.

Culture (Geography)

3- 6 aged child enters what Montessori called the age of the “reasoning mind”. They now ask questions which begin with “How” and “What if…?” They move beyond themselves and the need to learn names and parts and are able to think more abstractly and see what may be. It is now, where Montessori’s idea of Cosmic Education is presented through the telling of The Five Great Lessons. These imaginative stories provide the framework whereupon the secrets of the universe are presented in the Montessori classroom. Exploration of these concepts is then reinforced by the use of experiments and Montessori impressionistic charts. This is the beginning of the development of scientific thought. Montessori students’ questions become their hypothesis and through the power of observation, they come to their own conclusions about the laws of the universe.

Children in the Montessori classroom are introduced to a wide array of scientific principles: Classification of living and non-living things, including Linnaean classification of plants and animals.


  • The difference between plants and animals.
  • Identifying and classifying animals
  • Identifying parts of insects, arachnids, crustaceans, mollusks, fish, amphibians, reptiles, birds, and mammals
  • Basic needs of animals
  • Animal homes
  • Reproduction
  • Lifecycles
  • Food chains
  • Adaptation
  • Animal defense mechanisms
  • Investigating how humans use animals
  • Caring for captive animals
  • Human organ systems


  • Basic needs of plants
  • Parts of herbaceous plants
  • Parts of trees & shrubs
  • Identification of roots, stems, leaves, seeds, fruit
  • Transpiration
  • Growing and caring for indoor and outdoor plants
  • Investigating how people use plants

Health Sciences

  • Self-esteem
  • Systems of the human body
  • Nutrition
  • Physical education

Microscopic Organisms

  • Matter
  • Atoms & molecules
  • The periodic table of elements
  • States of matter
  • Elements, compounds, and mixtures

Music & Movement (PE)

Rather than being treated as “special subjects” set apart from the rest of the curriculum, music and art, are integrated throughout the Montessori curriculum.

Children should receive music instruction during their sensitive period, ages two through six. A problem occurs when children do not receive music instruction during these sensitive periods because they lose out on valuable brain growth and development. According to Montessori, if children have not been able to learn a skill during his or her sensitive period the opportunity to learn it is lost (Montessori, 1966).

We teach children to sense the rhythms with musical instruments like bells, xylophones, and drums. Using those instruments, we let children to make songs movements following the musical instruments.

Creative Art & Crafts

We let children exercises freely paint so that tones and colors, extended from the sensorial materials into exercises with paints or colored papers. Control of scissors, brushes, or strikers also grows out of practical life exercises. Powers of observation, heightened in the study of natural forms for example, soon leads to more descriptive drawings. Songs learned as part of cultural studies develop pitch, rhythm, and auditory memory. Children are encouraged to think of the arts as a means for enhancing the exploration and expression of concepts associated with their work, rather than as a departure from it.

The children also create art work or teachers guide them to make art works according to what they learn through week. The Science topics and Culture (Geography) lessons give the children to be more creative what they encountered through lessons, activities, and visual materials.


The Montessori way of discipline is to encourage the child to be responsible in every way. If there is a small infraction of a rule this is usually overlooked by the directress and the child is encouraged in another direction and diverted to a more acceptable activity. If this does not work, and the child is infringing upon the liberty and freedom of others, he/she would be taken from the room and kept there quietly until the angry mood has passed and he/she is willing to be cooperative again.

If the child is destructive with the materials, said material is removed and that particular child will not be allowed to work with it again for a time. Most of the children, most of the time, are very happy and willing to cooperate, and they do love to learn.

The Montessori Method of Education provides for many opportunities for movement around the room and for many, many choices. The child is allowed and encouraged to exercise his freedom of choice and to feel good about himself as the chooser. To be able to have a voice in determining how to meet one’s needs is very satisfying to the child and to the adult. After making his choice, he can then follow through and produce a favorable result. This increases the child’s self-confidence and his ability to concentrate, two of the most important factors in the learning process. All of this together creates a more willing, cooperative child of what Dr. Montessori termed a “normalized child”, one who is happy, independent, busy and self confident.


We teach and help young children to be familiar to other language which they have to learn from the primary level. They learn alphabet sounds and basic words and expressions through songs, rhymes, and activities.