Upper Elementary Curriculum (Ages 9 to 12 years)

The Upper Elementary curriculum is a continuation of the Montessori educational experience. Students attending the upper elementary programme acquire a strong foundation in academic skills and a genuine love of learning. Students are placed in family age groups of three years e.g. 9, 10, 11 year-olds work together, and the full curriculum is designed to be completed over a 3 year period. The elementary children are given opportunities to work together or alone to pursue individual or group interests. Their teacher facilitates creativity, independent thinking, and personal responsibility.
Students benefit from continued use of Montessori materials in combination with traditional educational grade level materials. The students move through the major curricular themes from concrete presentations towards greater depth, detail, and abstract understanding. With mixed age groupings, children engage in individualized and small group instruction and cooperative learning opportunities.

The core curriculum for the upper elementary students consists of the following 7 areas of learning:

1. Language
2. Math
3. Science
4. Social and Cultural Studies
5. History
6. Geography
7. Social Skills

In keeping with the Montessori philosophy, an integrated approach to learning offers students an opportunity to explore topics that capture their imagination. The Upper Elementary level leads to greater abstraction - more writing, dialogue, and skill in the process of exploration. Students naturally want to learn about language and humanities because it is an area they are learning and developing for themselves in their own social interaction. Communication is a strong social need at this level, as is the enthusiasm to understand more about the immediate and broader worlds of which they are a part.

In order to accommodate a multi-age range, and to facilitate students of diverse learning styles, the Montessori curriculum is highly enriched and designed to cover a comprehensive range of interests and abilities. The learning environment is carefully structured for challenge and success at all levels. The teacher uses a student’s curiosity, imagination, social skills and sense of community as natural motivators for learning.
Younger students are stimulated by the work that their older classmates do, while older students have an opportunity to develop strong leadership skills, role model, and mentor within the group. The multi-age classroom provides a sense of stability to the students, who ideally will work with the same teacher for three years.

The Upper Elementary program is designed to lead the students to abstract work. Montessori materials at this level are used to promote classification and organization of information. Students continue to learn through experience and discovery. They explore the wider community through visits, field trips, and community service. They are responsible for planning activities within and outside the school. They do their own research, analyze their information and reach their own conclusions. By the end of the Upper Elementary Montessori program students are expected to be independent learners who have learned how to learn.

1. Language

The Upper Elementary language program places emphasis on the development of strong skills in composition and creative writing. Reading and spelling instruction are firmly rooted in the study of phonetic spelling as they appear in standard written English.

Oral language skills:

• Students are expected to read aloud with animation and make articulate oral presentations to their classmates, parents and community groups.
• Debating skills and public speaking are an integral part of the curriculum.
• Students learn to articulate, project and modulate their voices effectively.
• The appropriate use of visual aids is demonstrated and practiced.
• Vocabulary enrichment and complex sentence structure are encouraged.
• Exercises in summarizing, relating and critiquing information are practiced.

Written language skills:

• Students undertake detailed analyses of all the genres: poetry, drama, journals, reports, stories, letters and memos.
• Students study the conventions of poetry: rhyme, verse, simile, metaphor, sonnet, and ballad. They examine aspects of bias, objectivity, fact, fiction, opinion and negative and positive points of view.
• Letters for all occasions are practiced and attention to detail is emphasized.
• Students learn to record using headings, point-form, key messages and summaries.
• Creative writing is enriched through the use of appropriate vocabulary, complex sentence structure, and careful development of plot and character.
• Editing and proofreading skills are undertaken with a partner or individually to eliminate spelling, grammar and punctuation errors.
• Projects like publishing a class newspaper, making a poetry anthology, creating a storybook for younger children, and writing to a local newspaper help to develop specific skills and talents.

Children explore literature through classroom read-aloud, independent reading, book groups and reading response exercises, both oral and written. Students also explore a variety of genres and writing styles, including realistic fiction, historical fiction, fantasy, biography, traditional literature, plays and poetry. Book selection is taught as a skill and children are encouraged to develop their own reading interests. Expository writing is often centered on literature and has as a goal articulate and authentic response to literary experiences. Book reviews are used to contrast and compare different writers, evaluate similar themes, styles and traditions, identify the role of principal and critique main and sub plots.

Language is seen as the thread that runs through every aspect of the integrated Montessori curriculum. The students are constantly engaged in projects that require copious written work. Their ability to research and classify information demands a sophisticated level of language competence.

2. Math

The Upper Elementary math course consists of several strands of mathematics: arithmetic, geometry, algebra, and trigonometry. Mastering math facts is a priority in the Upper Elementary program as students continue to refine their understanding of dynamic addition, subtraction, multiplication, and division. New topics include a study of multiples and divisibility, fraction concepts and operations, decimal concepts and operation, ratios, percentages, and signed numbers. In geometry, children explore plane figures; measurement; lines and angles; equivalence, congruence and similarity; area; solid geometry; and volume. Concepts are presented impressionistically, using manipulative materials. Children work abstractly once comfortable with the materials. There are many opportunities for multi-sensory follow-up in the geometry strand, often including extensions of art, history and science.

The history of mathematics is presented across the curriculum. Often, geography, science, history, and art sequences include detours into the math arena, using maps, measurement, chronology, etc. Practical math assumes mastery of a topic and requires application. Activities where children might use math practically include cooking, figure-drawing, managing data for a science lab, fundraising, or constructing a timeline.

Children in an Upper Elementary classroom are explorers. They thrive on every opportunity to discover the laws of their environment. Mathematical laws fascinate them. They are compelled to test them and draw their own conclusions from the data they collect and analyze.
Over the three-year period children will:

• Internalize the four concepts as they relate to whole, fractions and decimals.
• Explore the concepts of positive and negative numbers.
• Learn the rules for squaring and cubing numbers.
• Find the square root and cube root of numbers.
• Learn the formula for finding ratio and proportion.
• Work with non-decimal bases.
• Study the fundamentals of algebra.
• Problem solve for distance, rate and time.
• Problem solve for principal, rate and time.
• Measure area, volume, mass and capacity.
• Study the qualities of 2 and 3 dimensional figures.
• Identify the parts and characteristics of lines, angles, triangles, squares & polygons.
• Measure, bisect, reduce and enlarge regular and odd shapes.
• Explore movement using flips, slides, and rotations.
• Apply math skills to budgeting, banking, home decorating, and cooking.
  
  The math curriculum is designed to meet all academic learning styles and abilities. Some students may be ready for an introduction to curriculum activities while others may want to explore in-depth study. Student’s progress at their own pace and emphasis is placed on achieving your best at all times.

3. Science

The science curriculum includes the studies of life science, physical science and earth science. The life studies curriculum together with the botany and zoology curriculum gives students a means of classification in order to structure and relate their study of facts. The ultimate goal is the development of an ecological view of life and a feeling of responsibility for the environment. Physical science focuses on the scientific method and begins to explore the areas of chemistry and physics. The science curriculum is designed to:

• Familiarize students with the fundamental principles of scientific investigation.
• Strengthen their powers of observation and critical thinking.
• Explore the basic concepts in the fields of biology, physical science, astronomy and earth sciences.

Many of the scientific principles learnt by students are through their own experiments with various liquids, solids, gases, prisms, magnets, electricity, gravity, pulleys and balances. Students study, experiment and explore the following:

The science programme encourages students to explore the outdoor environment by:

• Enjoying organic gardening, planting, cultivating, and harvesting fruit and vegetables for consumption.
• Learning about crop rotation, composting, the interdependence of species e.g. bees and butterflies for pollination, ladybugs for aphid control.
• Gaining firsthand experience of the affects of weather conditions on growth.
• Observing birds, reptiles, insects and mammals in their natural habitat.
• Observing trees and shrubs respond to seasonal changes.
• Collecting flowers and leaves and examining their parts and symmetry.
• Bringing caterpillars and tadpoles into the classroom and observe their development into butterflies and frogs.
• Recognising trees, flowers, birds and wildlife in the local area.
• Recording and identifying bird sounds.
  

There is no limit to subject matter. Students are encouraged to use their curiosity as a springboard for research and experimentation. Students are equipped with skills in order to research and explore.

4. Social and Cultural Studies

The social studies discipline includes the study of geography and history. The geography curriculum is designed to show how the physical configurations of the earth contribute to history. It includes a study of physical geography, political geography, and economic geography.

The history curriculum follows the development of the solar system, the life of earth, the development of humankind, early civilizations and recorded history. The goal is for the child to see the long labour of humankind that was needed to accomplish all that is enjoyed today.

Research skills, evaluation and organization are duly emphasized. Language skills, editing and proofreading are also brought into play throughout various parts of the curriculum. Students learn about copyright laws preparation of a bibliography, table of contents, footnotes and subtext.
They work collaboratively, and are not afraid to share their knowledge since there is no competition or class ranking.

5. History

History is the story of the human being who came to fulfill the cosmic plan set in motion with the creation of the universe, and without whom that plan could not be completed.

Early work in the elementary curriculum emphasizes anthropology and social history rather than memorization of dates and names of famous people. The teacher gives a lesson about the first human beings along with a timeline depicting scenes from the story. Later history work involves using charts with questions concerning a group of people to explore any culture in the world at anytime.

Montessori history treats all acts in the drama of creation as being part of a divine play. Stories and timelines reveal that the creation of the earth and evolution of its species took millions of years; this drama continues to unfold. The geological and scientific processes which were set in motion to act out and perpetuate this play are explored. Such lessons enliven the imagination of children while building a framework within which all other studies will fit.
The students research topics that interest them and could include:

• Political structure, justice system, laws, culture, religion, tradition, lifestyle of early civilizations.
• How the first peoples dealt with their physical, social and safety needs.
• Examination of world religions, political structures, migration of people.
• Famous people and their contribution to humanity, significant social and political events, customs, celebrations and traditions.

6. Geography

Geography is the story of the earth being formed. The children learn about oceans, continents, countries, capitals, major cities, rivers, mountains, populations, economics and agriculture. They explore the creation of the Universe, solar system, earth, and scientific laws that govern them. Students are encouraged to:

• Investigate the significance of rivers, lakes, mountains, deserts and natural resources.
• Research land, air and water phenomena; volcanoes, earthquakes, avalanches, typhoons, tornadoes, and tidal waves. They explore the how, why and where of these phenomena as well as the methods used to forecast and measure them.
• Record weather conditions, wind currents, monsoons and precipitation.
• Explore different types of pollution, endangered species, global warming, deforestation, over- harvesting and erosion.
• Read and make maps using conventional forms for scale and location.
• Understand time zones and the International Date Line.
• Consider the adaptations that humans have made in order to survive in the geographical conditions in which they were placed.

7. Social Skills

Children at this age demonstrate an intense desire to develop strong connections with their peers. They take increasing responsibility for their own conduct in personal relationships as well as in caring for the environment.
Dr. Montessori pointed out that morality has a practical side that governs social relationships and a spiritual side that presides over the awakening of the child's conscience. Questions of right and wrong are considered in class meetings, which serve as arenas to express issues and feelings. These discussions also allow rules and procedures to be developed in order to recognize and respect others.

The class meetings also encourage co-operative effort. This is the stage during which the child's sense of justice is formed, and those experiences help children build and internalize a moral code. Students yearn to be a part of the greater community outside their family and school. Students:

• Learn appropriate strategies for working harmoniously with others.
• Collaborate, cooperate and negotiate with each other.
• Learn about rules that govern social groups and peer pressure.
• Practice conflict resolution.
• Show courtesy and consideration for others.
• Raise moral and ethical issues for debate.
• Develop a sense of social justice.
• Participate in community service and fund-raising events.
• Learn that they can make a difference to peace, conservation and preservation.
• Participate in field trips and visits to places of interest.
• Share their concerns with politicians, journalists, and social activists.
• Organise petitions and write to politicians to support their cause and objections.

Through all of this work, Upper Elementary students develop strong interpersonal skills. They come to understand who they are and why and how they are valuable beings. They construct themselves as individuals and contributing members of human race.
To produce great scholars will be useless unless they are also integrated, committed, respecting, loving and caring human beings. This is the theme of Montessori Cosmic Education.

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