Our Classroom

We understand that learning takes time. We need to give the children the time and the opportunity to repeat an activity. Because it is through repetition that you improve your skills and knowledge, you can apply and build on them. In turn, this leads to feelings of positive self-esteem, self-confidence and the knowledge that you can persist and master new things.

We realise that learning doesn’t take place in isolation. We know that learning, skills and knowledge are layered and they build upon prior skills, experience, information and knowledge. We provide an integrated curriculum that takes into account your child’s development, experience, interests and the need to consolidate skills and knowledge as well as to be extended and challenged.

Our classroom is so much more than a classroom, we think of it as a mini community. It is a community of learners who learn through relationships and interactions. Where your child develops social skills so that they know the words and actions, which can be used in different situations. For example:

  • How to greet someone appropriately,

  • How to invite a friend to join you,

  • How to ask someone to leave your work alone.

The child’s experience

Your child may experience a number of roles during their morning. They may take on the role of scientist, or mathematician, or linguist, or artist, or the teacher. Your child will learn to consolidate and pass on their skills by showing another child how to do something and this also confirms their self-identity.

When a three year old walks through the door for the first time he will be exposed to different expectations, the idea that different people have different ways of doing things. They will be exposed to and come to realise that there are many different ways of expressing oneself.

The Montessori environment encourages the children to develop the ability to wait, share, and practise care, attention and respect. This results in children who are truly connected and engaged in their learning. We see children who are willing to make a contribution back to their community, who are socially responsible, who care for themselves, each other and the environment.

The teacher’s experience

The Macedon Ranges Montessori Pre-School has two VIT (Victorian Institute of Teaching Staff member) staff members holding a Bachelor of Early Childhood or Teaching qualifications.  We also have a part time staff member holding a Certificate III -Children’s Services or above.  Groups are currently capped at 22 children per two staff and during sessions where we have up to 30 children in the group we have an additional staff member or a Maximum of 1 Staff to 10 children.

Karlisa Smy

Bachelor of Teaching (Early Childhood Birth to 8 years)   

Primary Education Graduate Diploma (4th year) (Montessori World Educational Institute)

Montessori Diploma 3-6 years (Association Montessori Internationale) 

Since completing my degree in 1996, I have taught in both Montessori and mainstream environments from kindergarten to primary. I have always been drawn to community-based, not-for-profit organisations where educators and families work together as partners, collaborators, and advocates for our children.


My family and I live locally in the Macedon Ranges and I love being part of our small, growing community, full of diverse and abundant natural landscapes.


I strongly believe that a high-quality Montessori learning environment offers a deep respect for children as our future citizens. I connect to the Montessori curriculum as it is enriched and diverse offering a wide variety of content that gives children "keys to the universe." The Montessori learning culture offers children vast opportunities to build independence by taking care of themselves and others, as well as the environment. Children learn to value the world and their individual place in it.


In my role of establishing a well-prepared, engaging, and purposeful learning environment with all the lessons shared in it, I feel I gain an incredible insight into how a child learns, and better understand their individual interests, motivations, abilities, and their personality. It's these developing personalities that make me love coming to work each day. Working together with families, sharing learning stories, and being part of a child's life is a really rewarding task.


I encourage my students to have a voice, to be agents of change, to help make decisions, think for themselves and lead as well as collaborate with others respectfully.  I encourage children to celebrate and share their unique talents.  I like to instill a sense of joy, wonder, curiosity, and hope. I want children to love learning and I endeavor to work closely together with the team at Macedon Ranges Montessori Preschool to guide and inspire children toward their potential every day.


I am so grateful to be part of Macedon Ranges Montessori Preschool. I am proud to be part of a place that is "offering a strong foundation for a lifetime of learning."


 “Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.” - Maria Montessori.

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Michelle Kelly

Early Childhood Educator

I have had quite a long association with the kinder which began when my daughters attended from 2006 to 2012 and I was on the parent committee. Once my children left MRMP, I did the Montessori assistant’s course and I ran the Early Learner’s group from 2015 to 2020.  Since that time I have been seen around the kinder as a relief staff member. 

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Cathy Sherlock

Certificate III – Children’s Services

I first became involved with Macedon Ranges Montessori when my daughter attended the Preschool in 1999 followed by my son in 2001. When my son left to go to school in 2003 I was engaged in a part-time position as an Assistant.  Since then I have gained a Certificate III in Children's Services, which I completed in 2008. I currently work with the Pre-School program as an additional educator on Monday Tuesday and Fridays and assist with Relief support for the centre on other days to maintain stability wherever possible for the children.