Open Day on 23 March from 9.30 a.m. to 1.30 p.m.
Located on the banks of the Seine in an ideal environment, the independent Montessori Gerbert d’Aurillac primary School is in a large house with its own garden at 51 quai Alphonse le Gallo in Boulogne Billancourt.
The school welcomes children aged 3 to 10 years (from nursery to CM2 included).
In time, the school will have 3 classes: the 3-6 age group, the 6-9 age group (CP, CE1 CE2) and the 8-11 age group ( CM1, CM2).
These mixed age groups which follow the Montessori method means that children can develop at their own pace and this encourages children to help each other and to cooperate.
A recreational garden with trees where children can safely play and relax.
Large, bright classrooms completely fitted out to provide a suitable, rich and stimulating environment.
A studio which opens directly onto the garden and is a comfortable area, ideal for reading (there is a large library at their fingertips), for playing music or learning board games.
An educational garden to discover, experiment and learn with patience and by observation, learning by handling the causes and effects of how a garden grows.
We provide a bilingual French-English environment from the youngest age, thanks to the presence of two full-time English teachers in the school
We place importance on cultural and artistic awakening and on activities about discovering the world as well as developing soft skills : learning to be tolerant and to cooperate
Environmental education : We teach children from an early age about the environment and sustainable development through everyday activities: gardening, a partially organic canteen, selective sorting, educational outings, etc
The school identifies itself with Christian and Catholic values and proposes an initiation based in part on the Good Shepherd catechesis developed by Sofia Cavalletti, herself inspired by Montessori principles
We encourage communication between parents and teachers based on mutual trust and respect.
We promote teaching where the child is put first and we welcome families and children from a wide range of backgrounds thanks to an income-based tuition-fees scale
Download the pre-enrolment form and come and meet us
51 quai Alphonse Le Gallo
92100 BOULOGNE-BILLANCOURT
For more information or to visit the school earlier, please contact us for an appointment.
Reserve by mail:
contact@ecole-gerbert-aurillac.fr
23 March from 9.30 am to 1.30 pm
51 quai Alphonse Le Gallo, 92100 BOULOGNE-BILLANCOURT
tel : 06 63 95 93 42/ 01 40 91 83 07
Copyright 2024 – Gerbert d’Aurillac School. Designed by Aude de Gouville, Choisir son Web
We ask for parents to adhere fully to the main educational choices of the school and to respect its spirit and values.
Communicating with families is an essential part of what we do. This enables us to continue to smoothly deliver continuity, complementarity and the necessary cohesion in educational attitudes between the family sphere and the school environment where we welcome the children.
In line with these choices, we have put into place several tools as follows:
Maria Montessori’s educational method….
A “new” teaching style that’s over a century old!!
Maria Montessori was born in Italy in 1870 and at 26 years old, became the first female medical doctor in the country. She got a degree in philosophy and natural sciences. These three subjects appealed to her sense of observation, her intellectual prowess and her wish to understand and promote the best conditions for people’s development.
At first she was interested in mentally handicapped children who did not have the educational resources at that time to have a proper education.
From rigorously studying the laws of human development and being committed to catering for a child’s fundamental needs, she developed a complete educational method.
In 1907, she opened her first school “The House of Children” in a working-class district of Rome. She published her first papers, became well-known and her educational method became successful very quickly and spread beyond the borders of her country.
At the beginning of the Second World War, she went to India where she stayed during the whole war. There, she trained educators, opened many schools and met Gandhi and Nehru.
When the war ended, she settled for good in Amsterdam where she continued to develop her work. She founded the International Montessori Association which guaranteed to respect the ethics behind the scientific method.
She died on the 6th May 1952. Maria Montessori’s ideas have not only stood the test of time over a century, they have been confirmed and are increasingly taken up and developed further by more recent research in educational science and neuroscience.
Maria Montessori was herself a fervent believer and her book is written with close ties to God.
The catechesis is embodied in the learning. She uses tools that children can touch. They can draw, work with stencils, act out passages they’ve heard with figurines… For the 3-6 years old, she uses the parable of the Good Shepherd, the parables of the Kingdom and the story of Jesus’ life but it is also about understanding the liturgy, baptism and the geography of Israel. The 6-9 years old learn about the stories of the Kingdom of God and learn about the books of the Bible. They work with specific equipment and prepare projects, frescoes…
For further information, please refer to this site.
Creating and maintaining a garden gives children the opportunity to be able to act in a practical way on their immediate environment. This is a special teaching tool so that children can:
This knowledge and these soft skills are part of the general goal of our school: to contribute to educating citizens who are conscious of and responsible when it comes to nature and the environment, in line with sustainable development.
This education has to be supported by what people and groups can do within their community, their country and on the planet.
A non-violent culture means dealing with conflict in a specific way to allow people to have better relationships. Conflict is at the heart of relationships between people and groups of people and if it does not degenerate into violence, it can be used as a way of development. We know how important conflict is in building a child’s personality. However, for the conflict to be a source of progress, children need to have acquired a certain number of skills to enable them to resolve interpersonal problems in a constructive way which is inherent in relationships.
Through educating children in peaceful conflict management, our school aims to put into place the freedom and the right to express individual or group opinions from childhood.
The goal of this education is for children to acquire the soft skills that they will need to have peaceful, cooperative and supportive relationships with other children and with adults.
Learning a second language from childhood is an asset and widens a child’s cultural knowledge. It is best for children to have contact with the language during the sensitive period of language, between the ages of 1 and 6. In fact, during this time, children’s hearing is receptive to a greater variety of sounds than for adults. The ear has not yet closed around the sounds of its mother tongue. A child is capable of distinguishing the sounds with more precision. A child’s capacity to imitate is at its highest between the ages of 4 and 8. This is how young children living in a bilingual environment manage to assimilate two languages very quickly.
Assimilating a mother tongue goes way beyond simply « learning » it. It is above all about being in contact with someone else in an intensely emotional context. Young children need to have their own mother tongue, which is recognised and spoken at home with their parents. From this point they can, even from a very young age, hear and learn other languages orally without compromising the learning of or correct usage of their own. Recognising one person’s language means recognising the person and also accepting the difference of another culture, in particular seeing the world in a different way from us.
Mixed-age groups are characteristic of the Montessori method. They fulfil two concerns which are to have continuity in the different learning processes, emulation and cooperation between the children..
It is only by mixing ages together that we can truly meet the need for children to progress and develop at their own pace, without imposing standard requirements.
On a daily basis, the younger students learn from being in contact with the older ones whereas the older ones get to further consolidate their skills by helping the younger ones by spontaneously cooperating with them, without any rivalry or competition.
La création et l’entretien d’un jardin offrent l’opportunité aux enfants d’une action concrète sur leur environnement immédiat. C’est un outil pédagogique privilégié pour:
Autant de savoirs faire et savoirs être qui répondent à l’objectif général de notre école: contribuer à l’éducation de citoyens conscients et responsables à l’égard de la nature et de l’environnement dans une perspective de développement durable.
Cette éducation doit être nécessairement soutenue par l’action pour amener les individus et les groupes à s’impliquer dans la vie sociale de leur territoire et de la planète.
Maria Montessori’s educational method….
A “new” teaching style that’s over a century old!!
Maria Montessori was born in Italy in 1870 and at 26 years old, became the first female medical doctor in the country. She got a degree in philosophy and natural sciences. These three subjects appealed to her sense of observation, her intellectual prowess and her wish to understand and promote the best conditions for people’s development.
At first she was interested in mentally handicapped children who did not have the educational resources at that time to have a proper education.
From rigorously studying the laws of human development and being committed to catering for a child’s fundamental needs, she developed a complete educational method.
In 1907, she opened her first school “The House of Children” in a working-class district of Rome. She published her first papers, became well-known and her educational method became successful very quickly and spread beyond the borders of her country.
At the beginning of the Second World War, she went to India where she stayed during the whole war. There, she trained educators, opened many schools and met Gandhi and Nehru.
When the war ended, she settled for good in Amsterdam where she continued to develop her work. She founded the International Montessori Association which guaranteed to respect the ethics behind the scientific method.
She died on the 6th May 1952. Maria Montessori’s ideas have not only stood the test of time over a century, they have been confirmed and are increasingly taken up and developed further by more recent research in educational science and neuroscience.
Nous demandons aux parents d’être pleinement en accord avec les principaux choix éducatifs de l’école et d’en respecter l’esprit et les valeurs.
La communication avec les familles est un élément essentiel pour assurer sereinement la continuité, la complémentarité et la cohérence nécessaires dans les attitudes éducatives entre l’univers familial et l’univers scolaire des enfants que nous accueillons.
Pour favoriser ce choix nous mettrons en place divers outils:
Maria Montessori elle-même a inscrit son œuvre dans un rapport étroit avec Dieu car elle était une croyante fervente.
C’est une catéchèse incarnée. Elle utilise du matériel que les enfants manipulent. Ils peuvent dessiner, travailler avec des pochoirs, rejouer des passages écoutés avec des figurines …
Pour les 3-6 ans, elle s’appuie sur la parabole du Bon Berger, les paraboles du Royaume et le récit de la vie de Jésus mais c’est aussi la découverte de la liturgie, du baptême et de la géographie d’Israël.
Les 6-9 ans découvrent l’histoire du Royaume de Dieu et apprennent à connaître les livres de la Bible. Ils travaillent avec du matériel spécifique et peuvent préparer des dossiers, des fresques …
Pour de plus amples informations, nous vous invitons à consulter le site dédié.
Une culture de la non-violence implique une façon spécifique de gérer les conflits pour permettre la construction de relations plus justes entre les personnes. Le conflit est au cœur des relations entre personnes et entre groupes humains et s’il ne dégénère pas en violences, il peut être source de développement. On sait notamment l’importance du conflit dans la construction de la personnalité de l’enfant. Mais pour que le conflit soit source de progrès, il faut avoir acquis un certain nombre de compétences destinées à résoudre de manière constructive les problèmes interpersonnels qui sont consubstantiels de la relation à l’autre.
A travers cette éducation à la non-violence, notre école vise la mise en œuvre dès l’enfance des libertés et des droits favorisant l’expression individuelle ou collective des opinions.
L’objectif de cette éducation est l’acquisition par les enfants d’un savoir-faire et d’un savoir-être leur permettant de vivre des relations pacifiées, coopératives et solidaires avec les autres enfants et avec les adultes.
L’apprentissage d’une deuxième langue dès l’enfance constitue un atout et une ouverture culturelle importante. Il est souhaitable que l’enfant y soit exposé pendant la période sensible du langage, c’est-à-dire entre 1 et 6 ans. En effet, durant cette période, l’appareil auditif des jeunes enfants est réceptif à une plus grande variété de sons que celui des adultes, il ne s’est pas encore resserré autour des sonorités de leur langue maternelle. L’enfant est capable de discriminer plus finement les sons. Entre 4 et 8 ans, ses capacités d’imitation sont maximales. C’est ainsi que les jeunes enfants vivants dans un milieu bilingue assimilent très rapidement deux langues.
L’acquisition de la langue maternelle va bien au-delà d’un simple «apprentissage». C’est avant tout être en relation avec l’autre dans un contexte intensément émotionnel. Le jeune enfant a besoin d’avoir sa langue maternelle bien à lui, reconnue et parlée à la maison avec ses parents, à partir de là il peut, même très jeune, entendre et apprendre oralement d’autres langues sans compromettre l’apprentissage et l’usage correct de la sienne. Reconnaître la langue de l’autre, c’est reconnaître la personne tout entière, c’est aussi accepter la différence exprimée par une autre culture, notamment des représentations du monde éventuellement différentes des nôtres.
Le mélange des âges dans chaque groupe, caractéristique de la pédagogie Montessori, répond à une double préoccupation, de continuité dans les différents apprentissages, d’émulation et de coopération entre les enfants.
Seul le mélange des âges peut véritablement répondre à l’exigence de respect du rythme de développement et de progression propre à chaque enfant, sans lui imposer une exigence normative.
Au quotidien, les plus jeunes vont apprendre au contact des aînés tandis que les plus âgés vont avoir l’occasion d’approfondir et de consolider leurs acquis en initiant leurs cadets dans un élan de coopération spontanée et de partage, exempt d’esprit de rivalité ou de compétition.