PMCKIDS Prospectus

Truly based on the philosophy of Dr. Maria Montessori

Leaders in Montessori Schooling

PROSPECTUS

Contents

1

Message from the Chairman 5

Messages - Project Director & Coordinator 6

Introduction to Dr. Maria Montessori 7

Why Montessori? 8

Montessori Vs. Traditional System 9

Curriculum 11

Admission Process 21

2pmckids Introduction

Co-Curricular Activties & Field Trips 23

Admission Form 25

Branches & Offices 26

pmckids Montessori School, established by Montessori Pakistan (pvt.) Ltd. under the guidance and supervision of Pakistan Montessori Council (PMC), was founded in in response to the huge demand of Montessori-aware parents, PMC’s Montessori trainee teachers and PMC’s Montessori graduates, who were earnestly looking for true Montessori environment, either to enroll their kids or practice Montessori teaching skills in real classroom environment.

In a short span of time, grew into a large dedicated community of Montessori educators and parents. New campuses were established in , , , and . Nearly 7,000 students have attended Montessori since its inception, and it has grown not just in terms of branches and students, but also the age levels served. We now offer the following Montessori programs for kids;

Montessori Infants / Toddlers (for age birth to 2.5 years)

Montessori Lower Elementary (for age 6 to 9 years)Montessori Upper Elementary (for age 9 to 12 years)Montessori Lower Secondary (for age 12 to 15 years)

In the next couple of years we will start , which will lead students to either Cambridge O-Level

Certification or Matriculation Certification depending upon their choice.

2004

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Lahore Rawalpindi Sialkot Gilgit Hunza

in Islamabad

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Ÿ Montessori Early Childhood (for age 2.5 to 6 years)Ÿ

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Montessori Upper Secondary Program

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“If help and salvation are to come, they can only come from the children, for the children are the makers of men.”

Maria Montessori

Each (house of children) exposes the reality of most renowned but fake Montessori schools, as they continue to mislead the parents by advertising their conventional schools as Montessori schools. The reality is that even after more than a 100 years of the establishment of Montessori system, we do not have true Montessori schools in Pakistan (apart from and a small fraction of exceptions). There are many reasons why schools do not implement true Montessori system and use the word Montessori only as a business catalyst in advertising. A few have been mentioned underneath;

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A project of

Pakistan

Montessori

Council

Mission Statement

þ lack of Montessori trained teachers.

þ expensive nature of Montessori training programs.

þ lack of awareness regarding Montessori system.

þ high cost involved in the purchase of Montessori materials and setting up the environment.

Through , PMC aims to establish a true Montessori school in every neighborhood, and provide international standard Montessori schooling, equipped with optimum learning environment, fulfil l ing standards of safety, hygiene and individual care, made accessible at a reasonably affordable fee.

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To be the first choice of every parent, when it

comes to the education of their children.

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To help human beings reach their maximum potential of

thoughtfulness, creativity, problem solving, love for

peace, spirituality and all other aspects of humanity

through the provision of developmentally appropriate

prepared environment, freedom and scientific pedagogy

during the early childhood and elementary years.

Vision

Salient Features1. Montessori Trained and professionally qualified teaching

staff.2. Spacious and well ventilated classrooms.3. Playground facility and physical education.4. Exclusive Early Childhood / Preschool curriculum books.5. True Montessori classroom environment.6. Classes equipped with wide range of Montessori

educational material.7. Individualized attention and care for every child.8. 2-teachers per classroom policy for Early Childhood /

Preschool section.9. Age-specific furniture and equipment for all children.

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“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”

We follow the child!

Maria Montessori

SloganRegenerate Pakistan through education.

Message from the Chairman

Sajjad Ahmed Razi

I am just a humble servant of the childrenof Pakistan.

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Humera FarooqProject Coordinator

Faraz QamarProject Director

Ever since taking charge of the educational outfits, my team has strived

to persue educational excellence in the realm of Montessori education. The strong academic policy predominantly based on Montessori system of education, adopted in schools;

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“Education is a natural process carried out by the child and is not acquired by listening to words but

by experiences in the environment.”

Dr. Maria Montessori

creates gracious and stimulating atmosphere where students are able to develop their personal skills and explore their potentials due to the school's rich integrated curriculum, co-curricular offerings and activities which include arts, outdoor activities and trips etc.

Schools are steered by qualified and well trained staff of teachers and administrators dedicated to brilliance with the objective of creating a self- esteeming student body and a community of active learners. We aim to provide an environment where the desire to learn is kindled and the learner is nurtured and encouraged to grow – emotionally, mentally and spiritually. We envision each child enrolled in our schools to become sensitive not only to the environment but in this strife-torn world; to be tolerant and sensitive to each other. We hope that each alumni makes a difference in life and to rise above mediocrity through their skills.

I am confident that our marvelous working team and students shall be able to face the coming challenges and fulfil the high expectations in this age of technological and information advancement, with the help of our established pedagogical approach.

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The challenges in times ahead would be even greater. It is the responsibility of educational institutions to equip their students with requisite traits to

successfully cope up with up coming challenges of personal and professional life. If you are looking for quality education for your child, is the right choice for you.

Our goal at is to provide an enriching, engaging, and challenging curriculum that will prepare students for success while at and for the years that follow. We believe that students, parents and teachers all play a vital role in helping students reach their greatest potential. Parents are encouraged to check their child's progress regularly. Students are encouraged to take advantage of the many resources available to them - their teachers, the library, the computer labs, our after school academic and athletic offerings.

While we assure you that we will do our best to provide your children a conducive environment at school, we expect parents to ensure supporting environment at home as well.

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Maria Montessori was Italy’s first lady doctor. She, a medical doctor by profession, turned out to be the world’s most influential educators of all times. Her scientific bent of mind drove her to observe the children and discover their pedagogical and developmental needs. She found out that traditional education is incompatible with natural developmental and learning patterns. It is oppressive and a hindrance to the wholesome development of the faculties of the mind and the body.

She opened her first Casa dei Bambini (House of Children) in 1907 in Rome. Like a scientist she observed her children and developed materials and teaching strategies, which were compatible with their natural urges and drives. She tested her findings and shared them with a good group of friend who would verify and report back. It took her nearly twenty years to say that she had developed a system of educating children. She believed that her method of education could cause complete regeneration of mankind.

She got many recognitions for her work. She was asked to represent Italy in many conferences and occasions. She was nominated thrice for the Noble Peace Prize. She was pictured on 1000 Lire note and a 200 Lire coin of Italy. Leaders, educators, scientists, scholars and people from all fields of life praised her work. She wrote many books on her method and conducted Montessori training program all over the world. Thousands of Montessori schools opened all over the world and even after the lapse of more than a hundred years, Montessori system still proves to be superior than other educational systems in every research. It is right when people say that she was “a woman much ahead of her time”.


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Why Montessori?Research has proved that children in Montessori classrooms develop their capabilities in unique ways, and outperform children studying at conventional schools, not just in academics but also other areas of life. Montessori Children seem happier, are less demanding and are easier to live with than other children of the same age, who have not had similar assistance in their development. Visitors to a Montessori House of children are amazed to see little children, barely out of their diapers, working with concentration and purpose on activities of their choice. There is order and peace. The sight of a 22 months old, spreading dough with a rolling pin and using a cutter to form the shapes or putting on their own aprons, gathering materials, carefully holding the brush, making a painting that pleases them and attaching it with a clothespin to the drying rack – all with minimal need for assistance, comes as a surprise to adults.

Children are also seen spontaneously cleaning up for each other when accidents happen. They learn to wait their turn, walk around each other without bumping and share the attention of the adult. The look of pride and self satisfaction on the child's face after each accomplishment is a clear indication that inner development is taking place. There is no fatigue in these children. Sense of accomplishment fills them with renewed energy. They seem to be as fresh as they were in the morning, when their parents come to collect them in the evening.

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Montessori vs TraditionalMontessori philosophy differs from traditional schools in many ways. Children are grouped in multi-age groups spanning two to three years. Multi-age classrooms serve to encourage cooperation, minimize competition, provide opportunities for indirect learning for younger students as they observe older peers, foster self-confidence in students who serve as role models, and provide long-term child/adult relationships. Educational materials are concrete to aid the child to learn order, to discriminate physical dimensions, provide opportunities to teach responsibility, coordination, and interdependence, and to indirectly prepare for complex abstract concepts. Each child initially responds to an inner urge to develop both knowledge and build identity through spontaneous activity which charts the course for individualized lessons.

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“One test of the correctness of educational procedure is the happiness of the child.”

Maria Montessori

Here is a specific list of differences between Montessori and Traditional way of teaching:

TraditionalMontessori

Part to whole presentation of subjects.

Teacher has central role in classroom activity; child receives direction from

adult via predetermined activities.

Hardly any material is available..

Discipline is external to child via the authority of the teacher.

Instruction, both individual and group, is adapted to adult’s teaching style.

Most lessons given to large groups.

Same age grouping.

Independent work encouraged.

Orientation of work and classroom milieu determined and directed by the

Textbooks and worksheets reinforce lessons given by the teacher.

Instruction pace is usually set by group norm or teacher.

Work is set up for a right and wrong answer. Teacher indicates errors.

Learning is reinforced by external rewards such as grades, rewards, and

verbal acknowledgments.

Textbooks and worksheets provide the source of information.

Child expected to have acquired self-

care skills prior to entering school.

Child sits in the assigned chair and is expected to spend

most of school day

stationary.

teacher.

Whole to part presentation of subjects.

The universe is presented and then

the details.

Teacher acts as guide and follows the child; child determines direction of

learning by his own interests.

Education material is available for exploration.

Purposeful and self-

selected

work provides internal self discipline.

Through observation, teacher adjusts instruction to child’s learning style.

Most lessons given on a one to one basis.

Mixed age grouping.

Community building is encouraged promoting service to others, both

academically and socially.

The child takes responsibility for his/her own ideas, judgments, actions

and decisions. Child discovers concepts through repetitive work

with manipulative

materials.

Uninterrupted work time

is designed into daily schedule to honor child’s

individual focus and interests.

Control of error lies in the material itself. Child’s own intelligence fosters

correction.

Self-perfection is a natural tendency of every child and the excitement of

self mastery and discovery motivates children to learn.

Multi-sensory materials for physical exploration.

Practical life skills are central to overall curriculum.

Child can work where she/he is comfortable, moves around and talks at will

(yet disturbs not the work of others).

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Our curriculum is comprised of a carefully prepared, fun and loving environment that encourages children to learn individually at their own pace. We have a dynamic learning environment with a wealth of concrete, manipulative learning materials that encourage the child to discover and learn during these crucial early childhood years. Montessori teachers are trained to observe each child and to put them in touch with things they are most interested in learning; the results are joy, immense satisfaction and excitement about learning.

Multi-age grouping, according to Montessori Philosophy, encourages older children of the environment to foster leadership skills. Both social and intellectual development is enhanced by this method of age grouping. Learning within this diverse group stimulates greater interest and encourages cooperation. The younger child learns through observation of the older child. In addition, the older student has the opportunity to become a leader and reinforce their knowledge as they help their younger friends.

Birth to 6 Years Curriculum

The toddler program (birth up to 2.5 years) encourages the child’s natural tendency toward sensory exploration, and practical life skills necessary for this phase of development. At this age, children achieve control of their bodies, acquire social awareness, physical, intellectual and psychological skills and refinement of language. Language is one of the vital developmental areas; in this stage, they are acquiring new words, phrases to say at different situations, and are able to communicate and express thoughts and feelings. Expression through the arts helps the child to develop self-expression and satisfy the need for creativity.

Infant / Toddler (Day Care)

Early Childhood (age 2.5 to 6 years)As the child progresses, they are introduced to sounds and symbols which lay the groundwork for reading and writing in the future. They are introduced to numbers and the decimal system with the most amazing concrete materials to show them the way. They learn about land and water forms, geometric figures, and the political countries of the world. They also learn about the parts of plants and animals and about music and art at their own pace.

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It is during the end of this program that everything comes to fruition for the child. Reading, writing and mathematical understanding blossom from the many seeds that were planted in the previous two years. When the child completes the Primary program, they most importantly feel confident that learning is exciting and boundless. They are now ready to continue to the next level of education in Elementary classes either in Public/Private School or in another Montessori School offering Elementary programs.

Curriculum AreasPractical Life

Sensorial

This area of the curriculum is designed to invite the young learner to act and work on real life tasks that foster independence, coordination, order and concentration. It is in a sense the doorway to the Montessori curriculum. This is the area where the child may first choose independent work. The practical life area contains many attractively displayed objects familiar to the child, including a variety of items commonly used in the tasks of daily living, like eating, dressing and cleaning.They offer the child meaningful, non-threatening modes of activity. The materials are also carefully designed and demonstrated to help teach skills involved with caring for the environment and the self, to encourage responsibility, autonomy and to promote high self-esteem.

Dr. Montessori saw the senses as the "doorway to the mind". She considered sensory and manipulation not only an aid to the development of maturing sense organs (eyes, ears, nose, tongue and skin) but a starting point for the intellectual growth. She believed that by helping children to order,


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compare and classify sensory stimulation, their intellectual development would be greatly assisted and future learning would be more meaningful and useful. The basic sensorial exercise inspires careful observation and calls attention to specific qualities requiring identification of similarities and contrasts. The mind must judge, compare, classify and draw conclusions. These exercises tend to fascinate children because they are difficult enough to represent a real and meaningful challenge. They are then better prepared for future learning in math, language, and science and making sense of life's experiences and information in general.

LanguageLanguage development is a concern of the entire Montessori classroom. Many activities in other areas, as well as with a large group, foster vocabulary development, communication skills, writing and reading readiness. In the language area, we will find a large variety of reading readiness materials, including materials for phonetic analysis, word attack skills and reading, as well as materials for the refinement of motor control for writing. In the Montessori Method, writing precedes reading, as the children explore with drawing and forming letters. The process of learning how to read should be as painless and simple as learning how to speak. The child begins by exploring the sounds that compose words and by relating them to the letters of the alphabet. He can soon produce words and sentences free of all other mechanical difficulties. In the meantime, he trains his hand to become precise and sure for the writing movements. Reading is prepared indirectly from writing. The child starts from what he knows about the letters and the sounds. Then we give him the key to read all the words he can encounter. Reading skills normally develop so smoothly in Montessori classrooms that students tend to exhibit a sudden "reading explosion" which leaves the children and their families beaming with pride. Dr. Montessori's research confirmed what observant parents have always known: children learn best by touch and manipulation, not by repeating what they are told. Her manipulative approach to teaching children how to read phonetically is nothing short of brilliance and should have long ago become a basic element on every early-childhood classroom around the world.


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MathematicsThe central purpose of the Math materials in the early years is to lay the foundation for later cognitive development and to prepare for the gradual transition to abstract thinking. Many children enter school today knowing how to count but may not have an understanding of quantity of numbers. They merely may have only memorized numbers. When a child indicates that they are interested, we begin to demonstrate to them how to count using concrete, mathematical materials and later introducing the abstract symbol for numbers. Eventually, through the use of our specially designed mathematical materials our children learn about the decimal system, the process of addition, subtraction, multiplication and division.

The children will begin to work out math problems on paper. As they begin this abstract process, they will not require the use of the concrete materials as necessary. At this time the child can visualize consciously that the process of addition is "putting things together", and subtraction is "taking things away". With continual practice and time, the understanding of abstraction begins to take hold. Later on, when our children enter the elementary program either in a public school/private school or in a Montessori School, they will have a thorough understanding of what numbers mean and will be able to comprehend the mathematical facts and abstractions presented to them. The Montessori math curriculum is based on the European tradition of "Unified Math," which has only recently been recognized by leading American educators. Unified Math introduces elementary students to the study of the fundamentals of algebra, geometry, logic and statistics along with the principle of arithmetic. This study continues over the years, weaving together subjects that traditional schools normally ignore until the secondary grades.


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Geography, History and Science

Fine Arts & Music

Our teachers introduce geography and history as early as age three . Children love to play with puzzles! We have large, brightly colored wooden geography puzzles. Each has a map to a particular continent, where children learn to reassemble the pieces, representing the individual countries. They can all learn the countries of Europe, Asia, Africa, North America, South America and Australia. Families are often invited to share their customs, lifestyles, music, art and food with the classroom community. Later in elementary school, the students see the world's cultures in greater depth. They learn to treasure the richness of their own cultural heritage and those of their friends. Science is an integral element of the Montessori curriculum. Among other things, it represents a way of life: a clear thinking approach to gathering information and problem solving. The scope of the Montessori science curriculum includes a sound introduction to botany, zoology, chemistry, physics, geology and astronomy. The Montessori approach to science cultivates children's fascination with the universe and helps them develop a lifelong interest in observing nature and discovering more about the world in which we live.

Music and movement education will also be important parts of the curriculum as well as the Arts. Montessori is very interested in helping children develop control of their fine and gross-motor movement and we feel arts must be as meaningful a part of the curriculum as mathematics and language are. We advocate teaching the arts because they provide children with a sense of civilization, they foster creativity, they teach effective communication and they provide tools for the critical assessment of what one sees,

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hears, feels, reads and experiences.

Music represents the first formal experiences for the child. Emphasis will be on the development of the child's voice, singing in tune, and responding physically to music. Children will be encouraged to participate at their own level.

An effective Art Curriculum provides a sequential program of instruction for all students beginning in kindergarten and continuing through lower and upper elementary in preparation for higher education. Every student deserves to learn about our common artistic heritage and develop a chance to add creative images to the world, expressing ideas and emotions that cannot happen with language alone. Students should also recognize how art interrelates to other curriculum areas and how world cultures have been shaped and influenced by the arts. Students should develop methods to evaluate the success and effectiveness of their own work, becoming responsible critics, and understand ways in which the arts contribute to contemporary life.

Art should encourage curiosity and exploration of the basics, including reading and writing about artists as part of the other curriculum areas (e.g., history, social sciences, language, and math).

Nature study gives the child an opportunity to explore their natural world. Our curriculum incorporates Montessori’s philosophy of teaching the child about nature and the connection of all living things. We feel children should learn and interact with nature to appreciate its wonders as they secure their place in the world.

Playing outside gives children the opportunity to problem-solve and experience their environment in a logical way adding to their ability

Nature Study


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to be self-reliant. They also learn about their responsibility as caretakers of their environment.

We will work with topics in Plant and Animals, Life Cycles, Gardening, Harvesting, Composting, Weather, and Environment. A greenhouse on our campus enables children to engage in numerous activities related to Nature Study.

As computers and technology become a way of every day life, the need for awareness and development of computer literacy skills has increased. No longer can the students of today remain technologically isolated. Nor can they be considered well educated without the ability to communicate through the use of technology.

Computers

Elementary (age 6 to 12) This is a period of intense intellectual capacity. The children have boundless imaginations and a desire to go beyond their homes and classrooms to explore their culture and every aspect of the universe. They are drawn to social interactions and have a strong desire to understand social order, moral action and how they fit within a community. These children are motivated by big challenges, large numbers and important concepts. They love to hear the stories of how things have come to be. They are motivated to great work of their own, because they have the freedom to choose and to pursue aspects of these important stories that strike their particular interests. These children are the social beings on adventures into the universe. Because their Elementary Montessori environment is designed around these needs and

6 to 12 Years Curriculum

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capacities, their level of engagement is deep. In Montessori Elementary classrooms one sees a collaborative community of learners working side by side, supporting each other to create a project or resolve a puzzle. The children encourage each others' efforts but also challenge themselves to learn more. Every day, one can hear children saying, "Tomorrow I am going to break my own math fact record from today," or, "I want to expand my math operations to extend the length of the school hall," or, "I want to write a chapter book about my research on deep sea life." These are motivated students in a dynamic exchange of ideas and discovery who are developing life-long work habits. Their learning is woven into meaningful context of the larger and universal picture, the interdependence of life and the interconnectedness of all people, which Dr. Montessori called Cosmic Education. The students have the opportunity to revisit and expand upon previous explorations of the curriculum which includes:

Ÿ biology, chemistry, geology, geography, astronomy and physics; mathematics, geometry and algebra.

Ÿ mathematics, geometry and algebra.Ÿ writing, reading, grammar, expression and

presentation.Ÿ art, spiritual beliefs and expressions, fundamental

needs of humans.Ÿ formation of the earth through timelines of life and

movement of civilizations.

Dr. Montessori believed that most of the academic work should be completed prior to entering the work of adolescence. The elementary children have a deep understanding of the world and a strong skill base to move into the next plane of their development, the Adolescent Community.

The Sciences:

Math: Communication:

Culture:

History:


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Secondary (age 12 to 15) The Montessori approach to adolescent development addresses the most fundamental needs of the 12 to15 year-old child: community and identity. The adolescents can develop a sense of who they are while they live, study and work in a place where their strengths are recognized. In this diverse community where adults and students collaborate, passions are uncovered, intellects are stimulated and contributions have real meaning. Adolescents thrive in an environment where the use of the brain is partnered with the work of the hands. They develop true responsibility in a culture that models respect and expects hard work.

Adolescents are introduced to the workings of adult society: division of labor, commerce and exchange, discovery and innovation -- while still immersed in the beauty of natural surroundings. They learn by living and by doing, as well as by studying. They connect what they learn to the solving of real problems and tasks. By the end of this stage of development, adolescents have developed a confidence for public speaking and making presentations; they have learned that work is serious and noble; they have discovered the importance of disciplined work and study habits; they have come to understand their own gifts and interests. They have gained both practical and emotional independence, and they still love to learn.


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While most of the work in early childhood years is done through concrete scientific material designed by Dr. Maria Montessori, has also developed a Montessori Inspired series of supplementary books and workbooks. The books are superior in design and quality. They are fully coloured and highly illustrated. Above all, the whole series is based on the philosophy and teaching of Dr. Maria Montessori and thus supplement the classroom activities and reinforce concrete experiences.

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Our Supplementary Text Books

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“We teachers can only help the work going on, as servants wait upon a master.”

Maria Montessori


Montessori Inspired

Math Group 1 (Counting till 10)

The admission process is extremely simple and easy. We believe that all children are great learners and have made miraculous accomplishments before they start going to school. For example they have;

Ÿ learnt to speak and understand more than one languages.Ÿ mastered exceptionally complex psychomotor skills like standing, walking, running, jumping, skipping, balancing, etc. Ÿ understood many aspects of their culture.Ÿ learnt to communicate their needs, interact and understand facial expressions.

These are a few of the several dozens of exceptional abilities they have acquired without making any conscious efforts. We believe in their outstanding potential to learn and thus do not take any admission test for our early childhood program.

An admission test is however required for enrollment in our elementary and secondary programs. The purpose of taking a test here is to ensure that the child has met the pre-requisits to take part effectively in these advanced and more complex studies.

Admission Process

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Here is the step by step process to apply for enrollment.

Ÿ Visit the school office and inquire if there are openings for new enrollments.

Ÿ Get the prospectus and the admission forms.Ÿ Submit the completed admission forms along with the copy of

a parent / guardian’s CNIC and child’s birth certificate or the B-Form.

Note: Although there is no written test for our early childhood (3 to 6) program, we may require to interview the parents / guardian to know the child better.

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Our co-curricular program taps into student interest and encourages children to experience new and varied activities. Artistic performances, drama, sporting teams, running club, art classes and more have all been on offer. Such activities allow children to widen their perspective while encouraging teamwork, confidence, positive personal interests, initiative and leadership.

Co-Curricular Activities & Field Trips

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Field trips provide an important expansion of classroom learning by allowing children to experience new settings and environments. Through field trip experiences children can apply the skills of an investigator or environmentalist, and explore the field as a historian or geographer.

At , external resources are also brought into the school, as a way to further enhance the learning of specific topics or subjects.

Field trips include trips to zoos, cultural centers, orchards, gardens, historical places, art galleries, regional theaters, puppets shows, flower festivals, nature preserves and local museums, coordinating with various classroom curricula and studies.

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Admission Form

photo

Student’s Name (in capital letters)

Father’s Name

Date of Birth

Father’s Occupation

Father’s Educational Qualification

Mother’s Educational Qualification

Address

Phone Number

Class in which admission is required

School Last Attended (if any)

I hereby solemnly declare that I will strictly abide by the rules and regulations of the school. In case of misconduct, the Principal shall be justified to take any action. The particulars given above are correct to the best of my knowledge and belief.

FOR OFFICE USE ONLY

Admission Fee

Total Dues

Tuition (Monthly) Fee

Date Signature Accounts Officer Signature Principal

Mobile Number

Signature Father / Guradian

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Head Office:

466, St-58, I-8/3, IslamabadTel: 0800-45555web: email: [email protected]

www.montessori.edu.pk

Regional Office Lahore:

333 Landmark Plaza, Jail Road, LahoreTel: 0800-45555

Regional Office Rawalpindi:

747NW, Saidpur Road, Near WASA,RawalpindiTel: 051-4418920

Regional Office Karachi:

A3, OSIF Center, University Road, Gulshan e Iqbal, KarachiTel: 0800-45555

Our BranchesPMCKIDS, 747-NW, Saidpur Road, Near WASA,

PMCKIDS, Airport Road,

PMCKIDS,

PMCKIDS,

Rawalpindi

Sialkot

PMCKIDS, Main Naveed Shaheed Road, Near Zulfiqarabad Jamat Khanna, Zulfiqarabad, Jutial,

Inside Sedna College, Naveed Shaheed Road, Near Zulfiqarabad Jamat Khanna, Zulfiqarabad, Jutial,

Main KKH (KaraKarum Highway), Opp. Aliabad Post Office, AliAbad,

Gilgit

Gilgit

Hunza-Nagar

Our Offices

Toll Free: 0800-45555

facebook.com/pmc.pk youtube.com/montessoripakistanwww.montessori.edu.pk

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PMCKIDS Prospectus

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