You are on page 1of 28


on the d
oph Leaders in Montessori Schooling
Dr. M y of
Monte ria

pmckids Introduction 2

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

Co-Curricular Activties & Field Trips 23

Admission Form 25

Branches & Offices 26

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

pmckids Montessori School, established by Montessori Pakistan
(pvt.) Ltd. under the guidance and supervision of Pakistan Montessori
Council (PMC), was founded in 2004 in Islamabad 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, pmckids grew into a large dedicated

community of Montessori educators and parents. New campuses were
established in Lahore, Rawalpindi, Sialkot, Gilgit and Hunza. 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

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

Ÿ Montessori Early Childhood (for age 2.5 to 6 years)
Ÿ Montessori Lower Elementary (for age 6 to 9 years)
Ÿ Montessori Upper Elementary (for age 9 to 12 years)
Ÿ Montessori Lower Secondary (for age 12 to 15 years)

In the next couple of years we will start Montessori Upper Secondary

Program, which will lead students to either Cambridge O-Level
Certification or Matriculation Certification depending upon their choice.

Each pmckids (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 pmckids and a small fraction of A project 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 Pakistan
advertising. A few have been mentioned underneath;
þ lack of Montessori trained teachers.
þ expensive nature of Montessori training programs. Council
þ lack of awareness regarding Montessori system.
þ high cost involved in the purchase of Montessori
materials and setting up the environment.
Through pmckids , PMC aims to establish a true Montessori
school in every neighborhood, and provide international
standard Montessori schooling, equipped with optimum
learning environment, fulfilling standards of safety, hygiene
and individual care, made accessible at a reasonably
affordable fee.

Mission Statement
To be the first choice of every parent, when it
comes to the education of their children.
We follow the child!
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.

Salient Features
1. Montessori Trained and professionally qualified teaching
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.

Regenerate Pakistan through education.

“Education is a natural process carried out by the child and is not

acquired by listening to words but by experiences in the
Maria Montessori
Message from the Chairman

I am just a humble servant of the children

of Pakistan.

Sajjad Ahmed Razi

Faraz Qamar Humera Farooq
Project Director Project Coordinator

ver since taking charge of “Education is a natural process
the pmckids educational carried out by the child and is not
outfits, my team has strived acquired by listening to words but
to persue educational excellence by experiences in the
in the realm of Montessori environment.”
education. The strong academic
policy predominantly based on Dr. Maria Montessori
Montessori system of education,
adopted in pmckids schools;

creates gracious and stimulating atmosphere where students he challenges in times ahead would be even greater.
are able to develop their personal skills and explore their It is the responsibility of educational institutions to
potentials due to the school's rich integrated curriculum, co- equip their students with requisite traits to
curricular offerings and activities which include arts, outdoor successfully cope up with up coming challenges of personal
activities and trips etc. and professional life. If you are looking for quality education
for your child, pmckids is the right choice for you.
pmckids Schools are steered by qualified and well trained
staff of teachers and administrators dedicated to brilliance Our goal at pmckids is to provide an enriching, engaging,
with the objective of creating a self- esteeming student body and challenging curriculum that will prepare students for
and a community of active learners. We aim to provide an success while at pmckids and for the years that follow. We
environment where the desire to learn is kindled and the believe that students, parents and teachers all play a vital
learner is nurtured and encouraged to grow – emotionally, role in helping students reach their greatest potential.
mentally and spiritually. We envision each child enrolled in Parents are encouraged to check their child's progress
our schools to become sensitive not only to the environment regularly. Students are encouraged to take advantage of the
but in this strife-torn world; to be tolerant and sensitive to many resources available to them - their teachers, the
each other. We hope that each pmckids alumni makes a library, the computer labs, our after school academic and
difference in life and to rise above mediocrity through their athletic offerings.
While we assure you that we will do our best to provide your
I am confident that our marvelous working team and students children a conducive environment at school, we expect
shall be able to face the coming challenges and fulfil the high parents to ensure supporting environment at home as well.
expectations in this age of technological and information
advancement, with the help of our established pedagogical

Dr. Maria Montessori
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
Dr. Maria Montessori ahead of her time”.
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.

Montessori vs Traditional
Montessori 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.

“One test of the correctness of educational procedure is the happiness of the child.”
Maria Montessori 9
Here is a specific list of differences between Montessori and Traditional way of teaching:

Montessori Traditional
Whole to part presentation of subjects. The universe is presented and then
Part to whole presentation of subjects.
the details.
Teacher acts as guide and follows the child; child determines direction of Teacher has central role in classroom activity; child receives direction from
learning by his own interests. adult via predetermined activities.
Education material is available for exploration. Hardly any material is available.
Purposeful and self - selected work provides internal self discipline. Discipline is external to child via the authority of the teacher.
Through observation, teacher adjusts instruction to child’s learning style. Instruction, both individual and group, is adapted to adult’s teaching style.
Most lessons given on a one to one basis. Most lessons given to large groups.
Mixed age grouping. Same age grouping.
Community building is encouraged promoting service to others, both
Independent work encouraged.
academically and socially.
The child takes responsibility for his/her own ideas, judgments, actions Orientation of work and classroom milieu determined and directed by the
and decisions. teacher.
Child discovers concepts through repetitive work with manipulative
Textbooks and worksheets reinforce lessons given by the teacher.
Uninterrupted work timeis designed into daily schedule to honor child’s
Instruction pace is usually set by group norm or teacher.
individual focus and interests.
Control of error lies in the material itself. Child’s own intelligence fosters
Work is set up for a right and wrong answer. Teacher indicates errors.
Self-perfection is a natural tendency of every child and the excitement of Learning is reinforced by external rewards such as grades, rewards, and
self mastery and discovery motivates children to learn. verbal acknowledgments.
Multi-sensory materials for physical exploration. Textbooks and worksheets provide the source of information.
Practical life skills are central to overall curriculum. Child expected to have acquired self
- care skills prior to entering school.
Child can work where she/he is comfortable, moves around and talks at will Child sits in the assigned chair and is expected to spend most of school day
(yet disturbs not the work of others). stationary.

Birth to 6 Years Curriculum
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.

Infant / Toddler (Day Care)

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

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.

Birth to 6 Years Curriculum
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 Areas
Practical Life
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,
Birth to 6 Years Curriculum
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.
Language 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.
Birth to 6 Years Curriculum
The 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.

Birth to 6 Years Curriculum
Geography, History and Science
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.

Fine Arts & Music

Music and movement education will also be important parts
of the curriculum as well as the Arts. pmckids 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,
Birth to 6 Years Curriculum
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
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
6 to 12 Years Curriculum
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.

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
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

Ÿ The Sciences: biology, chemistry, geology, geography,

astronomy and physics; mathematics, geometry and algebra.
Ÿ Math: mathematics, geometry and algebra.
Ÿ Communication: writing, reading, grammar, expression and
Ÿ Culture: art, spiritual beliefs and expressions, fundamental
needs of humans.
Ÿ History: 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.
12 to 15 Years Curriculum
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

Our Supplementary Text Books
While most of the work in early childhood years is done through concrete scientific material designed by
Dr. Maria Montessori, pmckids 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.

Leaders in Montessori Schooling

i Inspired
Math Montessorunt ing till 10)
Group 1 (Co

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

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

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

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.

Co-Curricular Activities & Field Trips
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.

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 pmckids, 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.

Admission Form
Leaders in Montessori Schooling

Student’s Name (in capital letters)

Father’s Name

Date of Birth photo

Father’s Occupation

Father’s Educational Qualification

Mother’s Educational Qualification


Phone Number Mobile 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.

Admission Fee
Signature Father / Guradian
Total Dues
Tuition (Monthly) Fee
Date Signature Accounts Officer Signature Principal 25
Our Branches Our Offices
PMCKIDS, 747-NW, Saidpur Road, Near WASA, Head Office:
466, St-58, I-8/3, Islamabad
PMCKIDS, Airport Road, Sialkot Tel: 0800-45555
PMCKIDS, Main Naveed Shaheed Road, Near email:
Zulfiqarabad Jamat Khanna, Zulfiqarabad, Jutial,
Regional Office Lahore:
PMCKIDS, Inside Sedna College, Naveed 333 Landmark Plaza, Jail Road, Lahore
Shaheed Road, Near Zulfiqarabad Jamat Khanna, Tel: 0800-45555
Zulfiqarabad, Jutial, Gilgit
Regional Office Rawalpindi:
PMCKIDS, Main KKH (KaraKarum Highway), Opp.
Aliabad Post Office, AliAbad, Hunza-Nagar 747NW, Saidpur Road, Near WASA,
Tel: 051-4418920
Regional Office Karachi:
A3, OSIF Center, University Road,
Gulshan e Iqbal, Karachi
Tel: 0800-45555

Toll Free: 0800-45555