The Upper Elementary curriculum is a dynamic continuation of the work and studies from the previous levels. This next level of education guides the students as they move away from more concrete, fact-based learning, into an age of abstraction and reason. Fueled by exceptional strong imaginations and a desire to understand how things work, the Upper Elementary Students are well prepare for a curriculum that challenges them with advanced ideas in literature, history, science, mathematics, and language.

As the students continue through what Dr. Montessori called the Intellectual Period, they develop intellectually, socially and morally, as active participants in their classroom communities and their own learning. Hands-on learning, coupled with more abstract work, discussions, and experiential education, create a balance of learning experiences for the active minds and bodies of the Upper Elementary student. Group work is highlighted throughout the curriculum, to create a productive and positve outlet for their very social students. Ongoing independent work is also vital, and allows students to challenge themselves, hone organizational skills and build a solid foundation of academic skills.

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. With a more sophisticated level of language comes greater refinement in its use. While students continue to benefit from concrete experience with concepts in grammar and mechanics, they explore the study of language as an on-going creative process of research, ideas, and imagination.

• 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

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.

The use of mathematics arose thousands of years ago as a tool to meet a fundamental need for order and as a practical aid in daily life situations. Only later were rules applied. 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.

Reading and writing numbers
• Ones, tens, hundreds, thousands, millions, billions
• Comparing numbers
• Greater than, less than
• Introduction to estimation

Rounding
• Ones, tens, hundreds, thousands, millions, billion

Addition
• Static addition
o Stamp game
o Bead frame
o Without materials
o Estimation
o Word problems
• Dynamic addition
o Stamp game
o Bead frame
o Without materials
o Estimation
o Word problems

Multiplication
• Static multiplication
o Stamp game
o Bead frame
o Checkerboard
o Without materials
o Estimation
o Word problems
• Dynamic multiplication
o Stamp game
o Bead frame
o Checkerboard
o Without materials
o Estimation
o Word problems
• Geometric multiplication
• Powers of numbers
o Ten to the power 1-6
o Powers of two cube
o Explore powers
o Exponential notation
• Multiples
o One set of multiples 1-6
o More than one set of multiples
o Least common multiple

Division
• Static Division
o Without material
o Estimation
o Word problems
• Divisibility
o By two
o By four and five
o By 25
o By nine
• Dynamic division
• Test tubes
• Without material
• Estimation
• Word problems

Problem solving/word problems
• One step
• Two step
• Multiple step

Factors
• Greatest common factors
• Factor trees
• Prime factors

Fractions
• Equivalence
• Simplifying
• Changing improper fractions to mixed numbers and vice versa
• Adding like denominators
• Subtracting like denominators
• Adding and subtracting mixed numbers with like denominators
• Adding with different denominators
• Subtracting with different denominators
• Multiplying fractions
• Multiplying mixed numbers
• Dividing fractions
• Dividing mixed numbers

Probability

Decimals
• Reading writing decimals tenths-billionths
o Decimal board and cards
o Without materials
• Addition
o With decimal board
o Without materials
o Word problems
• Subtraction
o With decimal board
o Without materials
o Word problems
• Multiplication
o Geometric multiplication
o Without materials
o Without materials
o Word problems
• Division
o Without materials
o Word problems
• Changing decimals to fractions and fractions to decimals

Percentages
• Fraction to decimal
• Decimal to percent
• Percent to fraction
• Word problems

Integers
• Number line
• Negative snake addition
• Negative snake subtraction

Comparing integers

Rules for functions

Word problems

Ratio
• Concept, language, and notation
• Ratios as an indicated division
• Problem solving with ratios

Proportion
• Concept, language, and notation
• Cross multiplication
• Problem solving using proportion

Introduction to algebra
• Concept of equation, balancing equations
• Isolating the unknowns
• Order of operations
• Word problems
 

The Upper Elementary Science curriculum is based on the Full Optic Science System. FOSS is a hands-on approach to science that is compatible with the Montessori philosophy and motivates and stimulates curiosity. Students learn to think scientifically by investigating, experimenting, gathering data, organizing results, and drawing conclusions based on their actions and observations. Follow-up questions to weekly experiments motivate students to think about new ideas and help them realize connections to other areas of study. Recall questions get them to remember information. Integrating questions get them to process information. Open-ended questions get them to infer, create, solve problems. Thematic questions help them realize connections between scientific ideas and processes. Check out the Upper Elementary Science web site to see daily lessons.

In addition to these FOSS modules, students study both environmental and ecological science in preparation for a four-day overnight trip to Nature's Classroom.

Life Science
• Environments
• Food and nutrition
• Human body
• Nature's Classroom experiential field trip

Physical Science
• Physics of sound
• Magnetism and electricity
• Levers and pulleys
• Mixtures and solutions

Earth Science
• Solar energy
• Land forms
• Nature's Classroom experiential field trip

Scientific Reasoning and Technology
• Variables
• Measurement
• Models and design
 

All Upper 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.

Upper Elementary Focus:

• Conversation
• Verb tenses
• Basic writing skills
• Games and interactive activities

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.

History

Year One: Ancient Civilizations

The school-wide question is:
• "How and why were ancient civilizations created?"

The Upper Elementary focus is:
• "Why does oral tradition exist?"
• "Why did some civilizations thrive and some fail?"
• "How did religion shape civilization?"
• "How did social structures shape civilization?"
• "What makes an ancient civilization ancient?"
• "What can we infer from the artifacts we find?"
• "What inventions were created to improve the life styles of early cultures?"

Year Two: American Civilization

The school-wide central question is:
• "How and why has American civilization changed?

The Upper Elementary focus is:
• "What does it mean to be an American?"
• "How has immigration influenced and changed American civilization?"
• "What events have changed America?"
• "How have the ideas of peace and freedom shaped democracy?"
• "How has war shaped and changed democracy?"
• "Do heroes and heroines impact our lives?"

Year Three: World Civilizations

The school-wide central question is:
• "How and why do world civilizations connect?"

The Upper Elementary focus is:
• "How are cultures around the world similar and different?"
• "What cultural challenges might one face as a guest or host?"
• "How do people from different cultures tell stories?"
• "How are various countries governed?"
• "Can world civilizations coexist in peace?"

Geography

• Physical geography
• Political geography
• Economic geography
 

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.

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

Respect and Care of Environment
• Indoor environment
     Caring for plants and animals
     Caring for the classroom and coat areas
     Food preparation
     Recycling

• Outdoor environment
     Ecology
     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,

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.

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.

Upper Elementary Focus:

• Memorization of longer form songs and multi-part harmony
• Creating own compositions for voice, instruments, and groups
• More advanced drama exercises and art and music integration
 

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.

Upper Elementary Focus:
• Advanced locomotor and axial movement skills
• Yoga fundamentals
• Creative self-expression through dance, movement and composition
• Group dynamics in team activities
• Basic movement analysis
 

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, basketball, and flag football building to the ability to scrimmage and play games.

All Upper Elementary students spend 30 minutes a week either with the Librarian or Technology Director working on classroom initiated projects.

Exit Standards for Library
• How to use a book to answer specific inquiries
• Use other sorts of reference materials
• Learn to make a bibliography/source page
• Learn to judge source materials
• Note taking
• Answer questions verbally, or in writing, about a selection read
• Understand how to narrow or braoden an inquiry
• Evaluate and restate information in his/her own words from reference sources

Exit Standards for Technology
• In support of curriculum, students will learn and/or use software tools such as word processing, drawing, presentation, database, spreadsheet, digital image manipulation, and mixed media
• Keyboarding practice