Upper Elementary  

Grades 4, 5, 6, 7, 8

The child experiences intense periods of learning based on the prepared environment and the child’s interest combined with a capacity to learn. “The hand is the chief teacher of the child,” and so learning is driven by hands-on, conceptual activity. Further, concepts are presented from the “whole to part” perspective, working with the natural order.

In the upper elementary classroom, the Montessori content is not presented in “course subject” form; instead, ideas and concepts are explored across the breadth and to the depth demanded by the child. For example, flowers are not just observed in books or through the window. The flower (possibly cultivated by the child) is brought into the environment, touched, named, identified by parts, compared and contrasted with other plants (temporally and historically), reviewed within its life cycle, located in the world, etc. Thus, education is more about experiencing and relationships than the dissemination of isolated facts from a pre-selected course of study. The senses are engaged whenever possible,

aiding in the child’s natural capacity to learn.

In the natural order of development, the child is now more capable of understanding the abstract and visionary elements of life. Thus, in the upper elementary, the child is further transitioning from concrete to abstract appreciation of life. The educational process continues to follow the child through its inherent flexibility and adaptability. The teacher remains the facilitator or guide, assessing and then challenging the child’s natural curiosity.

Social development takes on a more prominent development at this age. Individual morals and values are further established, particularly within the framework of peers. The sense of self is expanded beyond personal experience. Abstract experiencing through literature, arts, etc. further develops and can modify the child’s sense of self. Decision-making skills and problem-solving skills are self-tested, and success is qualified as learning from both the positive and negative experiences of life.

Upper Elementary Curriculum

Language

  • Listening

  • Speaking Skills

  • Comprehension

  • Combined Tasks

  • Vocabulary

  • Spelling Skills

  • Grammar

  • Punctuation

  • Writing Skills

  • Writing Process

Science

  • Zoology

  • Systems of the Human Body

  • Botany

  • Environmental Science

  • Astronomy + Earth Science

  • Chemistry

  • Physics

Arts

  • Music

  • Drama

  • Dance

  • Visual Arts

Geometry

  • Fundamental Concepts

  • Angles + Sizes

  • Geometric Solids

  • Polygons

  • Properties of Circles

Mathematics

  • Numeration

  • Addition + Subtraction

  • Multiplication + Divison

  • Elements Across Operation

  • Measurement

  • Word Problems

  • Squaring

  • Fractions + Decimals

  • Ratios

  • Exponents

  • Charts + Graphs

  • High-Level Skills

Physical Education

Core French

  • Oral

  • Comprehension

  • Word Study

  • Grammar

 

Health Education

  • Research and investigate the various aspects of careers and their requirements

Career Education

  • Development of personal standards and identity; determine the impact on healthy decision making

  • Establishing and maintaining healthy relationships with people from all backgrounds

History

​Follows a three-year rotational curriculum. During the three-year cycle, all students cover the scope of the history sequence

  • Fundamental Needs of Man

  • Natural History

  • Cultural Prehistory

  • Written Cultural History

Geography

  • Landforms 

  • Advanced Definition, Identification + Formation

  • Stresses to Landforms

  • Comparing of Continents 

  • Biomes

  • Geographic Comparisons

  • Water Forms 

  • Advanced Definition, Identification + Formation

  • Stresses to Water Forms

  • Review of Oceans + Major Seas

  • Map Skills 

  • Topography

  • Cartography

  • Global Positioning

  • Interpreting Maps, Charts, + Graphs