Mountainview Montessori 23-24



 In our Montessori school we learn together peacefully and responsibly by caring for each other and the world

At Mountainview Montessori, we value Maria Montessori’s view of education as a process of involving the whole child, and one that respects each child's uniqueness. The aim of the Montessori philosophy is to provide a learning environment that enhances the development of intellectually reflective individuals who are caring and ethical members of the community. Additionally, we teach the importance of leadership, freedom and independence that is bound by respect for others and responsibility towards the environment. Solving problems in peaceful ways is encouraged daily at our school, in the classroom, on the playground, and in all aspects of our lives. Grace and courtesy are key components of the Montessori approach, and children have many opportunities to demonstrate this both in their classrooms and out in the school community.

The role that parents play is key in our Montessori community. The relationship and partnership between home and school is vital to the success of every child. 

Maria Montessori: A Pedagogical Anthropology

Maria Montessori’s philosophy of education, with all its vitality and vision, is the foundation of our Surrey program, founded in 1981. Maria Montessori viewed education as a process involving the whole child, respecting their uniqueness and ability to shape their own future.

It is the task of the teacher to create an environment which is most favourable to the enhancement of concentration, and to provide the child with the means with which to educate themselves. Any unneeded help can be considered a hindrance to the student’s learning.  This requires that the teacher get to know each child and assist them at their own rate of progress. For this reason, children usually spend three years with the same teacher although both class size numbers and grade groupings can look different as we work within the public school system.


The Montessori materials in the classroom enable the child to take advantage of sensitive periods for the acquisition of skills and knowledge. Classroom materials stimulate the child’s reasoning and imagination, prompting them to connect the concrete, sensory world to the realm of the abstract. Once the child has mastered a particular task, they are guided to a new area of learning to explore in further depth through independent study. This new learning follows the interests of the child and activities are based through their wonders.

The curriculum has an integrated approach, with the child learning first about the unity of the universe and then focusing on its constituent parts. Teachers follow Maria Montessori’s guidance to, “follow the child” in curriculum design and implementation. We are a hybrid of Montessori and public education and ensure the requirements of B.C. curriculum are reached.

Although freedom and independence are cultivated, the child learns that their liberty is bounded by respect for others and responsibility towards their environment. The child’s integration in a multi-age group fosters an interdependent disposition which leads to the goal of becoming peaceful people.

The Montessori program places an emphasis on respecting and caring for the environment. A global viewpoint is encouraged, and Montessori teachings support an appreciation of diversity and interdependence of people and the natural world.  


At Mountainview Montessori our learners feel safe and supported. We build connections, trusting relationships, and safe learning environments in order to engage in deep, reflective learning. We care and respect our environment, and each other with an appreciation of diversity and the interdependence between people and the natural world.

Our school has identified written communication as an area of growth for our students This has informed our school focus. We have observed that people who communicate in writing effectively ensure understanding of their audience.

Through a Spirals of Inquiry process in the fall of 2023, our staff began to look deeply at the writing skills of their students. FSA results in Literacy provided some information. Further evidence was gathered by holding a school wide write. In order to remove bias, teachers did not assess their own student's work and exchanged with another teacher. The results provided areas of focus for our primary and intermediate teams. 

The write also allowed our primary and intermediate teams to prioritize areas specific areas of growth for their students. 

During the 2023-2024 year teachers were introduced to a new writing resource that targets specific areas of the Writing Performance Standards.

During the 2023-2024 year, a group of 8 primary and intermediate teachers held a book study of Powerful Literacy in the Montessori Classroom by Zoll, Feinberg and Saylor. 


At Mountainview we have both a core competency focus on our student's Social Emotional Learning (SEL), specifically in the area of Social Awareness and Responsibility and a curricular focus in literacy, specifically writing. 

As a small school community, our SEL cohort is school-wide and our writing focus is grades 1-7. 

1. Social Awareness and Responsibility

Social Awareness and Responsibility involves the awareness, understanding, and appreciation of connections among people, including between people and the natural environment. Social Awareness and Responsibility focuses on interacting with others and the natural world in respectful and caring ways. People who are socially aware and responsible contribute to the well-being of their social and physical environments. They support the development of welcoming and inclusive communities, where people feel safe and have a sense of belonging.

A socially aware and responsible individual contributes positively to their family, community, and environment; empathizes with others and appreciates their perspectives; resolves problems peacefully; and develops and sustains healthy relationships.

In order to develop personal awareness and responsibility in our students, we are focused on developing the following areas: 

  • identifying student personal values and strengths and abilities to determine ways they can contribute to their communities and care for the environment
  • demonstrating curiosity about their natural world by experiencing and interpreting the local environment
  • recognizing our shared responsibility for the local environment
  • caring for self, others and neighbourhood through personal or collective approaches
  •  self-regulating to resolve problems
  •  developing understanding of how relationships and cultural contexts shape who we are and how we build relationships with others

2. Literacy- Writing

Communicating provides a bridge between peoples' learning, their personal and social identity, and the world in which they interact. People who communicate effectively use their skills and strategies intentionally to ensure understanding by their audience. They communicate in an increasing variety of contexts, for a variety of purposes, and often with multiple audiences.

At Mountainview, we are able to express our thoughts and ideas in a clear and coherent manner and communicate effectively.

In the primary grades, we have identified the following areas needing further development: 

• planning and creating a piece of personal writing for an audience.

• communicating ideas and information clearly through personal writing.

• communicating using sentences and most conventions of Canadian spelling, grammar and punctuation.

In the intermediate grades, we have identified the following areas needing further development: 

• use the writing and design process to plan, develop, and create a piece of personal writing for an audience.

• use language in creative and playful ways to develop style.

• communicate in writing using paragraphs and applying conventions of Canadian spelling, grammar, and punctuation.


Writing Focus:

Having determined our focus, the evidence gathering begins with a School Wide Write in the fall of 2024 and in the spring of 2025. 

A number of staff will also be participating in a book study over the year: How to Become a Better Writing Teacher by Anderson and Glover.  


SEL Focus: 

With the completion of our school wide SEL language based on the 7 Sacred Teachings complete, with shift to implementation of the language school wide. We will:

  • Hold regular Sacred Teachings themed assemblies over the year to introduce each animal, its meaning, how it relates to our values, behaviours, and treatment of one another. We held these over the 2023-2024 school year and will be expanding upon that work during the 2024-2025 school year. 
  • Introduce visual posters of all our 7 Sacred Teachings with the developed language throughout the school. 
  • SEL Lead will continue to support staff with implementation of Second Step in classrooms.
  • continued development of our school Peace Garden as a place for reflection, quiet and gardening.  

Surrey Schools

Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.

The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.

Surrey Schools
14033 - 92 Avenue Surrey,
British Columbia V3V 0B7