Your six to twelve-year-old child has reached a new stage of development. They have moved out of early childhood and into a period characterized by physical stability and steady growth. Children at this age have increased stamina and will undoubtedly be healthier, more adventurous and daring. They may also experience an increased capacity for sustained intellectual work. Children in of this age are more receptive to intellectual learning than at any other time in their lives.

Your child’s mind is also changing as it loses ability to absorb the environment unconsciously. Instead you will find that your child begins to use reason and logic to learn about the world consciously. Typical questions asked by children of this age include why, how and when. This is a time when children are developing great intellectual power.

Children in these primary school years are far more social. They gravitate to others with increased enthusiasm. They wish to broaden their horizons beyond the confines of the family, into the wider society, most specifically into a new level of social life with their peers. They exhibit a great loyalty to their peer group and the evaluation of the group becomes paramount. During this time, children are beginning the process of becoming independent from the family, a step they must take if they are eventually to make mature attachments beyond the family.

Your primary school aged child will probably be intrigued by the unusual and the extraordinary. They may look up to those they perceive to be heroes. These potential role models inspire children to stretch themselves and better themselves in some way. At the same time children may be working on the development of their moral compass, their internal ability to tell right from wrong. They will want to be able to work this out for themselves.

Physical Space

• The environment is orderly, clean and aesthetic
• Complete set of Elementary Montessori materials and tools (microscopes, beakers, measuring cups, etc) as per the Training albums
• No extraneous materials will be in the environment; only the materials and activities introduced in the AMI Elementary training course
• Include materials for all subject areas…..art, science, music
• Primary Montessori materials will only be put in the Elementary environment when they are used for elementary lessons (e.g. stamp game for group division)
• Material for each activity is complete, clean and in very good condition
• Materials arranged in orderly, sequential manner
• Sufficient space for children to set out materials and timelines
• Materials are accessible to the children (available and within reach)
• Furniture and accessories give a warm ‘home-like’ atmosphere (couch, paintings, sink, etc.)
• There are no worksheets, workbooks, work cards or books/texts used by assigned groups
• Class is equipped with cloths, brooms, mops, drying racks and all items needed for students to care for their environment
• Variety of plants for further botany study
• Animals from each of the five classes of vertebrates and one or two examples of invertebrates for observation and care
• Access to outdoor environment at all times
• Going out resource/planning information readily available
• Limited amount of quality books on shelves. Small classroom library.

Intangible Atmosphere

• There is a busy hum of activity (louder if younger second plane children are present)
• Rather than resorting to traditional imposed methods and strategies such as assignments, required follow-up work, math/language work required before other subjects, due dates, contracts, assigned readings/reading groups, the children should be encouraged and inspired into projects of their own design and intellects, so that their work reflects the spontaneous discipline that Dr. Montessori describes
• Children will be working in collaborative groups rather than individually on an activity side-by-side
• Children will have the freedom and the materials to fully implement their own projects and follow-up activities that result in the “great work” of which the Elementary child is capable
• Children are happy, vitally interested and enthusiastic about their activities
• Movement is orderly and purposeful
• Individual differences are respected – strengths are celebrated and difficulties are supported by the community
• There is an atmosphere of mutual respect among everyone – adults and children
• Grace and Courtesy is the foundation of community order
• Periods of reflection are respected
• Children work meaningfully and purposefully in the classroom and surrounding school environment (i.e. Common spaces, school kitchen, garden, auditorium, etc….)
• Fully implemented “Going Out” program
• Environment is safe physically, emotionally, socially and intellectually
• Environment is a positive place which supports each child’s learning and learning style
• Learning environment is dynamic, challenging and interesting
• Learning environment sets high expectations, asking the best from everyone
• There are no rewards and punishments
• Minimum 3 hour uninterrupted work cycle in one half of the day and 2-3 hour uninterrupted work cycle the other half of the day; one 2-3-hour work cycle per week may be used to accommodate special subjects such as foreign language

• Will be grouped in multi-age groupings with a three year age range, such as 6-9 years or 9-12 years or possibly, from 6-12 years.
• Complete the full cycle (three or six years) in the same environment
• Are engaged in a wide variety of activities from many subject areas
• Are mostly self-directed – they spontaneously choose their own activities
• Demonstrate concentration and care in the use of the materials
• Collaborate actively with the teacher and with one another
• Help each other and teach each other
• Work in groups thereby learning the skills to function successfully in society
• Take responsibility for the environment and for one another
• Persist with activities as long as they deem necessary
• Repeat, generally through elaboration or variety
• Engage in Great Work
• Independently and spontaneously choose to engage in extended work/research beyond the scope of the Teacher’s albums
• Actively acquire skill and knowledge expected by society
• Will record both their presentations and the work they accomplish; they will be specific about what the work is and the quantity that has been done
• Carefully prepare and select work for inclusion in their individual portfolio (Portfolio)
• Meet regularly with the teacher to review work, discuss progress and plan future direction
• Store finished and unfinished work
• Participate in group projects, Going Out, etc.
• Use a variety of forms of expression for their work, including (but not limited to): timelines, plays, booklets, books, posters, charts, musical performances, art, dramatic performances

Teacher

• Demonstrates: curiosity, enthusiasm, sense of wonder, humility, patience, sense of humour
• Demonstrates consistent demeanour and temperament
• Consistently stops and redirects negative behaviour
• Uses clear, precise, complete language
• Demonstrates Grace and Courtesy
• Establishes systems to foster community order and revises these as needed
• Prepares and maintains the environment
• Gives presentations (lessons) that appeal to all of the psychological characteristics of the elementary child. Lessons will always be given to small groups of children, will appeal to the imagination and the reasoning capacity of the child and will result in collaborative and large endeavours
• Works with groups of children, generally providing short presentations, across many subject areas
• Plans for the year, by the month, by the week for each child. These plans are connected and ensure that the totality of the Cosmic Education plan is delivered to the children.
• Observes each child and the environment as a whole, on regular basis
• Keeps comprehensive records of observations and of presentations given
• Uses records to guide planning
• Familiarizes children with societal standards (and provincial requirements)
• Assists children in their efforts to achieve societal standards (and provincial requirements)
• Presents to fluid (not set) groups, irrespective of age/grade
• Re-presents as necessary
• Meets with each child regularly to assess achievements, to discuss future directions, presentations, etc.
• Assists children in their efforts to develop effective conflict resolution skills
• Engages in regular professional development activities
• Communicates regularly with parents outside class time
• Assists parents in understanding Montessori philosophy and pedagogy
• One teacher per class

Assistant

(the Assistant is present in the Elementary when class size is large or to provide a second language in a consistent way)

• Assists in the preparation and maintenance of the prepared environment
• Non-teaching role
• Reinforces consistent limits with the children
• Uses positive redirection
• Models grace and courtesy with adult and children
• Uses clear, precise, complete language
• Uses a calm, soft voice
• Observes children and provides feedback to Teacher re: observations of the children
• Promotes independence and encourages children to help one another
• Takes the children on going-out excursions that they have planned
• Oversees the lunch and play period to free the teacher for a midday break
• Assists Teacher as needed
• If assistant speaks a second language in the environment, he/she strives to speak it consistently