“Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.” – Maria Montessori
At the elementary level (ages 6 to 12), students developmentally shift from building their personality and understanding the concrete world around them to finding their place in the world and understanding why things are they way they are. Their growing power to reason and their imagination become the fuel for their learning. Their social need to be with others drives their desire to work together and to work in groups that have leaders, rules, and a sense of moral order. Not only are they learning significant academic content at this age, but they are learning so much about what is right and wrong, fair and unfair; and they navigate new situations together. This social side of their development means learning becomes collaborative, engaging, and energizing as they work together on research or projects.
The Academic Curriculum
Students are learning all of the academic content in the immersion language. They study mathematics, language arts, physical and political geography, and many areas of science including botany, zoology, earth science, physical science, human anatomy. The Montessori materials provide a strong foundation for students to internalize their understanding of concepts, and the variety of activities and learning “extensions” available in the classroom give them a multitude of ways for students to practice and reinforce what they are learning.
In the lower elementary years (ages 6 to 9, or first through third grades), students work with the carefully designed Montessori materials to understand concepts. As they move into their upper elementary years (ages 9 to 12, or fourth through sixth grades), students are able to understand concepts that are more abstract and depend less on the materials to build their understanding of new topics. They are more able to work on complex projects and research to expand, demonstrate, and share their knowledge.
All students have a separate English class where they learn English language arts. Not only are they learning to read and write in English, they are expanding their English vocabulary of concepts they have learned in their immersion language as they explore a variety of subjects and topics in English class.
The Social & Developmental Curriculum
A distinguishing characteristic of a Montessori education is the sense of self older elementary students develop through the supportive environment focused on helping students discover who they are and how they contribute to their community and the world.
Our social curriculum focuses on supporting students in learning how to care, how to manage conflict with others, appreciating and celebrating differences, and working together for the good of the community. The skills students have the opportunity to practice and shape in the elementary years are ones that strongly influence their success as adults: independence, emotional intelligence, a love of learning, viewing mistakes and “failures” as opportunities to learn and grow, perseverance, and confidence in their own abilities and ideas. These areas of development are not taken for granted in a Montessori curriculum; they are explicitly encouraged and discussed. Students grow to value themselves and to value others, leading to a more productive and peaceful community.
Elementary students enjoy weekly classes in art, music, and physical education. These classes are taught by teachers who specialize in those areas and are taught in English.
The art curriculum focuses on appreciating each student’s abilities, exploring with form, color, and texture, and learning about artists and their work.
Our music curriculum includes learning about various composers and experiencing their music, reading music, and using the voice and body.
The physical education curriculum is a favorite where students enjoy unique games and activities that help them learn not only key gross motor and sports skills but also good sportsmanship and teamwork.
- Mandarin Chinese
Length of Day
- Morning Drop Off Window: 7:45-8:25
- Regular Day: 8:30-3:00
- After School: 3:00-5:30
Admission to Elementary
Students can be considered for admission into first grade with no prior experience in the immersion language. Children new to language immersion spend their first year learning to understand and process a new language. Because the lower elementary curriculum uses so many manipulatives to teach concepts, young students continue their learning in all academic areas but at a somewhat slower pace.
Students with extensive experience in the immersion language of the classroom can be considered for admission for second through sixth grades. Applicants will be evaluated to determine their level of fluency and their likely ability to make academic progress in an immersion setting.
What Our Parents Say
Absolutely love this school. Our daughter is in her 4th year at IMS & we will keep her there as long as possible. The teachers & staff are incredibly dedicated & it is a wonderful & close knit community to be a part of.