The elementary program builds on the young child’s early childhood experience. At this stage the child is an intellectual explorer as opposed to when he was a sensorial explorer in the early years. This child is interested in the “how” and “why” of everything. The elementary classes are also run in 3-year cycles with mixed aged groups:
Lower elementary (6 – 9) years
Upper elementary (9 – 12) years
The needs of the elementary aged child are very different now from his previous need before age 6. The curriculum is therefore designed to meet the specific developmental needs of the child at this stage.
The areas of study are:
At the elementary level, practical life is expressed through social organisation of tasks for the benefit of the class community, as well as the preparation and activities involved in “going out” (excursions).
Geometry builds on the early sensorial experience with both plane and solid geometric shapes. Continued sensorial exploration with geometry materials leads to the abstraction of theorems and formulas. Geometry is closely interrelated with mathematics through its visual representation of the relationships and logic of mathematical processes. It also provides the basis for the study of architectural design.
The Montessori mathematics materials simultaneously reveal arithmetic, geometric and algebraic correlations. These correlations are more fully extracted and articulated at the elementary level as the child moves toward abstraction through a series of carefully constructed steps.
The elementary child discovers the powerful role of written language in the development of human civilisation. Language becomes a major tool for both exploration and expression through research and oral and written presentations. Continued study of grammar and syntax is integrated with the study of literature and style.
Science (Physical and Life Sciences) and Social Studies (Geography, History, Anthropology)
An ecological perspective highlights the interrelationships of the earth, its flora and fauna, and human life. The young child discovers the richly varied way in which people meet the same basic need s in relation to topography, climate, and natural resources. The study is expanded at the elementary level to explore the relationships among living and non-living elements, with a focus on connections and functions. The evolution of human societies is examined as part of the whole unfolding of life on earth.
The Arts (Visual Arts, Music, Drama, Movement)
The arts are integrated into the daily life of the classroom. Fundamental techniques and concepts (pitch, rhythm, use of specific media, movement patterns) are presented in isolation to assist the child in developing a personal repertoire of skills. The children then use these skills to give expression to their own ideas and feelings and to join with others in communal celebration and expression. Children are also introduced to a wide variety of artistic expression, developing an appreciation for the contributions of artists both known and unknown.
- Musical instruments
- Crafty Art
- Sports: football