The Montessori curriculum is taught from large scope to small, moving from big-picture understanding to a focus on details. The children continue to work with concrete materials to explore academic areas, quickly discovering abstract methods to utilize.

Dr. Montessori referred to the elementary stage as the Intellectual Period. The child, entering a period of uniform growth, focuses on mental explorations. Given an open and rich environment, there are no limits to what the child may learn and explore. Dr. Montessori saw this time as a critical time for expansive education, giving the children lessons and questions to guide their explorations of culture, science, mathematics, language and social rules and morals.

Language is the foundation upon which we build all other elementary studies. We present the child with the practical tools for encoding and decoding words, sentences, and paragraphs, yet it is never seen as an isolated exercise.

• Phonics
• Word study
• Grammar
• Language mechanics
• Handwriting and fine motor skills
• Writing
• Research skills
• Reading and literature for understanding
• Elements of literature
• Major genres
• Prose, poetry, plays
• Folktales, legends, myths
• Newspapers and current events
• Sayings, phrases, idioms
• Oral reading
• Oral language 

Students use materials to work toward the abstraction of math concepts, naturally formulating rules and formulas themselves. Traditionally, the study of mathematics starts with the rules and the drills follow. According to the Montessori method, the rules are points of arrival, not departure. Through the student's own effort, internalization of abstract concepts is achieved.

As students transition from Lower to Upper Elementary, they will experience a sense of familiarity with most of the manipulatives, and be introduced to new ones. Once they internalize a specific math concept, they can then move on to abstract problem solving. In addition to the manipulatives, we use Montessori Made Manageable, which is a sequential set of worksheets that cover the elementary program math curriculum. They are used for both classwork and homework in a supplementary nature, along with various textbooks and workbooks that compliment specific concepts and skills.

Traditionally, the study of geometry is undertaken in later years as an abstract series of rules, theorems, and propositions. Maria Montessori saw geometry as firmly rooted in reality, and built a curriculum for Lower Elementary students that uses concrete, sensorial experimentation, leading students to concepts through their own creative research. Although sophisticated in content, geometry at the upper elementary level continues to be well grounded in concrete experiences with manipulative materials. In this way, etymology is discovered, relationships and concepts are explored and researched, and the child's conclusions serve as a basis for theorems, proofs, and formulas.

Number sense
         Number sequencing
         Place value

Math Operations
         Addition
         Multiplication
         Subtraction
         Division

Measurement
         Length
         Weight
         Area
         Volume

Telling Time
         Hours, minutes
         Passage of time

Fractions
         Families
         Equivalent
         Adding same denominators
         Adding different

Money
         Identify coins
         Coin value
         Adding money

Math facts
         Memorization
         factors

Word Problems

Problem Solving

Geometry
         Geometric solids
         Lines
         Triangles
         Quadralaterals
         Polygons
         Angles
         Perimeter
         Area
 

The Lower Elementary science curriculum is deeply integrated with the cultural studies curriculum and the presentation of the five Great Lessons which center around themes of progress and interdependency. The stories present not only the changes the earth has undergone since its beginning, but also the ways in which each new animal or plant affects all others. Maria Montessori wrote, "Let us give [the elementary children] a vision of the whole universe...all things are part of the universe and are connected with each other to form one whole unity."

Life Science
• Biology (kingdoms of life, systems of the human body)
• Botany (classification of plants, form and function of plants, parts of plants, interdependencies of animals and plants)
• Zoology (classification of animals, form and function of animals, parts of the animal, interdependencies of animals and plants)

Physical Science
• The process of scientific inquiry
• Composition of the earth
• Three states of matter
• Laws of attraction and gravity
• Balance and motion

Earth Science
• Ecosystems
• Sun and earth
• Air and weather
• Land and water forms
• Map skills (puzzle maps, pin maps)

Scientific Reasoning and Technology

Observation skills

All Lower Elementary students take Spanish. The Spanish program is designed to enable students to speak and write their basic thoughts and questions in a second language. The curriculum utilizes a combination of speaking, writing, and activities that are often based on music, art or Total Physical Response. Students learn to express themselves in a second language environment that promotes confidence and creativity.

Lower Elementary Spanish curriculum covers:
• Use of existing classroom materials
• Routine activities are carried out in Spanish
• Greetings, numbers 1-100, day/month, food
• Cultural topics
• Pronunciation
 

Cultural studies in the Lower Elementary classroom flows from themes developed in what Maria Montessori called the Great Lessons. These lessons, presented with highly impressionistic stories and materials, offer the child a panoramic view of the universe and a sense of humanity across time. The great questions that arise from this view then serve as a blueprint for further study in all cultural areas.

The Great Lessons include:

• Story of the universe
• Coming of life
• Coming of humans
• Story of communication
• Story of numbers

The use of hands-on materials, coupled with developing reading, writing, and research skills allow the elementary student to ask and attempt to answer questions no less profound than "How did the world begin?" "Where did we come from?" and "Why…?" The hands-on experience at this age prepares the child for future abstract thinking in upper elementary, where he gets to understand that which is not directly contacted by the senses.

History
Inly presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips, and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies. Each level delves into the year's subject according to its appropriate developmental capabilities.

Year One: Ancient Civilizations

The school-wide question is:

• "How and why were ancient civilizations created?"

The Lower Elementary focus is: 

• "What do we learn from creation stories?"
• "What is an ancient civilization?"
• "What stories do artifacts tell?"
• " What inventions helped ancient civilizations develop?"

Year Two: American Civilization

The school-wide central question is: 

• "How and why has American civilization changed?

The Lower Elementary focus is: 

• "What is immigration?"
• "Who are the immigrants in America?"
• "Why do people immigrate?"
• "What events and people caused change in America?"
• "What is a hero?"

Year Three: World Civilizations

The school-wide central question is: 

• "How and why do world civilizations connect?"

The Lower Elementary focus is: 

• "What causes people around the world to live differently and the same?"
• "What traditional ceremonies are practiced throughout the world?"

Geography

• Physical geography
• Political geography
• Economic geography 

Physical skills
• Coordination of fine motor and gross movements
• Balance and exactness of movement
• Sensory awareness

Respect and care of environment
• Indoor environment
o Caring for plants and animals
o Caring for the classroom and coat areas
o Food preparation
o Recycling
• Outdoor environment
o Ecology
o Planting

Grace, courtesy, and etiquette
• Extending kindness and empathy to others
• Sharing and taking turns

Independence
• Care of self
• Health and safety
• Nutrition and food preparation
• Time management skills
• Organizational skills
• Problem solving
• Time management

Students practice these life skills by coming to lessons prepared and keeping track of both class and homework assignments.

Community service
We believe that service beyond the classroom promotes respect and awareness beyond our global community. All elementary students participate in school-wide projects.
 

The Inly Visual Arts program seeks to foster creativity, problem solving, and self-expression as it relates to each child's level of development from toddler to middle school. Art lessons use a variety of auditory, kinesthetic, and visual components. Students are encouraged to experience the art process as each concept is presented utilizing a variety of 2-D and 3-D materials to help them truly absorb and understand the lesson's objectives. Lessons include drawing, painting, sculpture, collage making, and print making.

Lower Elementary students will recognize and understand concepts of line/shape/form:

how a connection of point becomes a line,
• how a 2-D shape becomes a 3-D shape-as in sculpture,
• how a closed line of points becomes a line-showing movement, edges, and
• expressing feelings.

Students will recognize and understand concepts of color:
• color terms and definitions: hue, value, shade, chroma, primary, secondary, and intermediate colors,
• monochromatic/complementary colors, and
• color wheel: the colors and sequences.

Students will recognize and understand concepts of texture:
• surface variations-implied or actual markings,
• sense varying texture by touch and sight,
• describe textures with words, and
• create a variety of textures.

Students will recognize and understand basic patterns of organization:
• repetition/pattern,
• sequence, and
• universal basic structures: radial, spiral, dendritic/branching, orbital, gradient, mosaic, modular chain, grid, waves closure, symmetry, and rhythm.

Students will recognize whole-to-part relationships:
• process of reduction of whole to parts,
• process of construction of parts to a whole,
• grouping by similarities and differences, and
• spatial awareness-positive and negative space.

Students will recognize and understand the processes of change:
• sequential process,
• abstraction,
• relationships between objects and symbols before and after change occurs,
• transformation, and
• cycles of nature and time.
 

The music curriculum combines individual and group work with work designed to appeal to a variety of learning styles. This directly relates to our philosophy of enhancing the Montessori philosophy with other innovative methods. The music curriculum also offers significant opportunities to build community through our numerous performances, field trips, and assemblies.

• Elements of music
  • Melody
  • Harmony
  • Tempo
  • Rhythm
  • Dynamics
     
• Introduction of two-part rounds, harmony, memorization of longer form songs
   
• Recognition of notes on the staff and reading and writing note values
   

The ultimate goal of the Inly Movement Arts program is to assist all children along the path to lifetime physical fitness, which aligns with our holistic mission. The benefits of this journey are many: health, longevity, positive body image, improved overall self-esteem, and increased energy and concentration in all areas. All students from toddler to middle school participate regularly in Movement Arts classes and activities.

Movement Arts at Inly embraces the philosophy of the school as a whole. The program, at each level, is responsive to the needs and interests of the children, and the ultimate goal is the joyful discovery of movement and its benefits, both physical and psychological.

Inly Movement Arts seeks to benefit ALL children, not just those with particular interest or talent in this area. Volumes have been written about the connection between body image and overall self-esteem, as well as the dangers of introducing children to competitive sports at an early age. Care is taken to keep the emphasis on fitness and fun, as opposed to individual superiority of skills.

Lower Elementary
• Combined locomotor and axial movement skills
• Increased ability in manipulative skills
• Creative self-expression through dance and movement
• Exploration of space, time, force and body mechanics
• Awareness and control of movement

All Inly sports curriculum units include stretching, running, basic movements, and games. Students participate in skill building games focusing on developing team building, learning individual strengths and areas for development, self-discipline, coordination, balance, endurance, sportsmanship, overall fitness and skill building for specific sports.

Students are introduced to a variety of games and exercise, throwing and catching, relay races, obstacle courses, and drills. They also learn the fundamentals of soccer and basketball, building to the ability to scrimmage and play short games.

In the Lower Elementary years, we stress library skills and include a basic instruction to technology as it relates to classroom work.

Library class begins in the third year. Third-year students will spend an additional 30 minutes in the Library each week for formal instruction with the Librarian. By the end of the third year, a student should have the following library skills:

Exit Standards for Library Class:
• Understand the Inly library operation and how it is organized
• Be able to define fiction, non-fiction, and biography
• Locate picture books
• Identify the basic parts of a book: author, title, illustrator
• Understand why some books are considered "classics"
• Ability to identify and use chapter headings, table of contents, and index
• Use the collection of folk tales and fairy tales
• Understand the organization of the reference shelf
• Introduction to the Dewey decimal system
• Be able to use encyclopedias, dictionaries, and atlases
• Use the library for simple classroom initiated research

Exit Standards for Technology Class:
• Use correct terminology for basic components of the computer system
• Start and quit programs
• Know how to open, click, and double click
• Be able to execute simple text entry and editing
• Print a document
• Find a book on a subject using the Inly on-line catalog
• Use the internet with teacher as guide
• Basic use of software
• Exposure to the keyboard "home row"