upper-el-curriculum
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Scientific Studies
The upper elementary students study internal parts of the animal kingdom, as well as participate in an annual science fair, use microscopes, and pursue the scientific method to explore and acquire knowledge. Beginning foundations in chemistry, physics and environmental studies round out the science curriculum.
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The Class as a Community
Teamwork and a strong sense of community are integral to the upper elementary curriculum, as the students manage their time wisely to accomplish large and small tasks. The introduction of overnight field trips and community service projects into the curriculum also fosters independence and builds teamwork.
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Practical Life Experiences
Our older students enjoy practical life experiences such as preparing a meal for the school from the gardens, hosting a festival for the preschool or teaching the younger students about a topic of study. Experiences that promote good citizenship, foster leadership and build confidence are necessary to the development of the whole child.
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Collaborative Projects
Learning to collaborate with peers to complete projects is a primary focus as the students gain in their independence. Learning the dynamics of a team and serving a leader, as well as a follower, is an important lifetime skill. Value is placed on the collaboration of ideas and in the pride of presenting a project of reasonable size that requires follow-through and a strong work ethic.
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Transitioning to Texts
The upper elementary classroom is the first experience our students have with textbooks as they are preparing for their secondary education experiences. The children continue to have Montessori lessons with the engaging materials, with experiences with texts as review. In keeping with other private schools, the students take regular tests, write often and are required to develop good study habits.
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Learning without Constraints
Upper elementary children use resources outside of traditional texts to further their understanding of the world around them. The creation of projects with the use of various media, including traditional print and electronic, allow the students the experience of thinking on their own and working through problems to reach a resolution
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Teachers as Facilitators
The teachers of Hilltop Montessori in the upper elementary facilitate learning by encouragement, redirection and inspiration. Inspiring the students to excel to their fullest potential and encouraging them to do their best is a central focus. Developing good work habits forms a solid preparation for middle school, and, most important, the students feel empowered in their learning.
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Technology in the Upper Elementary
Students of this age regularly incorporate technology into their work as it is meaningful. Technology is taught both formally and informally, with ample opportunities to learn through guided research, the development of writing as it relates to publication and purposeful integration into the curriculum.
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Instruction
Instruction occurs in large and small groups, varying on ability and interest, and follows the upper elementary curriculum. Students are encouraged to ask questions, challenge themselves and control their own education through active participation in day-to-day classroom activities.
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Multi-Age Classrooms
Elementary students work in either a 6-9 age range, 9-12 age range or in the combined 7/8th grade middle school.
Montessori Upper Elementary Curriculum (Fourth–Sixth Grade)
The goal of Montessori education is to cultivate the child’s own desire to learn. Maria Montessori believed that no human being is educated by another person. Rather, 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 natural order.
In the upper elementary classroom (fourth through sixth grade, or ages nine to 12), 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 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.
For more information, read about our specific objectives for Upper Elementary.
