Montessori Partnership Montessori Diploma in Primary Education Our Primary Diploma Courses are underway. Details of our next courses will appear on the Events page when confirmed.

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Equip yourself to put the child in touch with the universe!

Learn how to sow seeds in the heat of the child’s “flaming imagination” (Maria Montessori)

Be inspired by Montessori’s Cosmic Education and learn how to put the Cultural Subjects at the core of the curriculum!

The Montessori Partnership Primary Diploma course is a well-established part time course designed for people wanting to apply the Montessori approach to their work with children aged 6-12, either in a Montessori primary school, or in a home-based or other setting.

The course is taught face to face.   The course comprises lectures, demonstrations of the primary materials, supervised practice, participatory workshops and teaching practice. Students are helped to produce a range of classroom material, assemble portfolios and undertake research to expand theoretical knowledge. Field trips and observation visits are an important part of the course.

“I thoroughly enjoyed this teacher training course. We had stimulating discussions on a wide range of topics, and were able to pursue our own interests – just as we encourage the children to do. The course leader shared her knowledge in an accessible way, but was also skilled in provoking discussion among the students. We were supported to think critically and make links between our own experiences and the new information that we were acquiring. While the course work was at times intense, there was a good balance of different types of assessment (e.g. files/portfolios, essays, observations, projects/materials, and exams). I will certainly continue to pursue the topics that were introduced through the course”.  (Irene, Primary Student)

Course structure

For Certificate : 210 contact or Guided Learning Hours (GLH).

For Diploma: 210 contact hours (GLH) plus 200 hours (GLH) of supervised teaching practice. Additionally, approximately 840 private study hours, giving a total of approximately 1250 Notional Learning Hours (NLH).

Teaching practice

Teaching practice can begin at any time from the start of the course up and consists of 200 hours of supervised classroom practice in a Montessori Primary setting, assessed by report and portfolio. Course assessment is by project, coursework, and written and practical examinations.

The Montessori Partnership Diploma in Primary Education is awarded to students who successfully complete all the requirements of lecture attendance, coursework, practical and written examination and teaching practice.

The Montessori Partnership Certificate in Primary Education is an interim qualification for students who have successfully completed all the requirements of lecture attendance, coursework, practical and written examination but have not yet completed their teaching practice.

Entry requirements

Applicants for the course will either hold a recognised Montessori early years Diploma/Certificate and/ or an educational qualification at degree level. Holders of degrees in other related fields will also be considered.


Option 1: Payment in full: £3325.00

Option 2: A deposit of £500 then 16 x monthly instalments of: £185.94 (total cost: £3475.00)

Opening Doors to Culture

A major challenge for our primary students is creating their ‘cultural project’ which they present to their fellow students and to their tutor as if to their class of children. As it accounts for a big chunk of the coursework mark, and involves a great deal of work, it’s not surprising that everyone is burning the midnight oil the night before they have to give their presentation.

At our primary course sessions last month in London, and this month in Liverpool, the whole universe crowded into our classrooms. Space was at a premium as each student laid out his or her timeline and populated it with fascinating objects, pictures and information. The way the timelines themselves were constructed was very varied, showing understanding on the part of the students of the need to combine practicality, sensorial appeal and above all, large scale. Various materials were creatively used: felt, rope, cord, aged paper. Not all were flat – one student invited her group to open doors to enter the world of each era.

All states of life were represented too, in the presentations. We enjoyed the company of Rico the lovebird, who chirped cheerfully the day he visited our classroom, to ground the group’s understanding of the role of birds in the story of life. A goldfish too made a visit, her environment an example of how plants can live in water where they first evolved. And we marvelled at the huge variety of fossils that accompanied the timelines, specially entranced by some tiny star-shaped creatures visible on the back of another fossil.

We were active too, making lanterns based on the Fibonacci sequence from willow and paper; Indus valley houses to form a settlement and clay toys; constructing geometric patterns with ruler and compass; making ink from blueberries; constructing a large tetrahedron out of bamboo skewers.

1: Rico The Lovebird, 2: Indus Valley Clay Toy, 3: Making Ink from Blueberries, 4: Constructing a Giant Tetrahedron, 5: Rainbow Felt for Timelines, 6:Black Felt for the Night Sky, 7: Memory Foam Map, 8: Length & Sparkle, 9: Colour & Detail, 10: Classifying Fruit, 11: Sharing, Discussing & Learning

And while traditional materials, felt, paper, wood and clay were in abundance, acetate overlays deepened understanding of desert biomes by correlating natural factors which cause desertification and memory foam was used in a variety of ways.

Our visual sense was captivated by colour, sparkle, small detail and wonder. Our sense of touch was busy too – we could feel as well as see the Fibonacci spirals on the romanescu and the pine cone, and in feeling the pineapple’s rough exterior our new understanding of the multiple ovaries which had produced this fruit was consolidated. Our sense of hearing too was engaged, by the way the stories were told, by the video of a poet reading his poem aloud, and by the amazingly relaxing gong bath with which one student concluded her presentation.

Above all we had fun, joining in, collaborating, sharing, supporting and negotiating. These skills were all needed when we played a ‘Silk Road’ game, travelling along the Silk Road in the role of merchants, trading and bartering as we went. As we all participated in each student’s activities everyone learnt a great deal, on very many levels. Montessori said that we must ‘put the child in touch with the universe’, and the work our students have produced this year to fulfil the requirements of the cultural project assignment shows that they have the skills, ability and inspiration to undertake this great mission.

Helen Prochazka