The Elementary Program
Age 6 years - 12 years
Elementary students build upon skills and concepts introduced in the Primary Program. As students enter the Elementary Program, and the second plane of development they begin to discover their own unique abilities, develop their talents constructively, learn to evaluate their own efforts,and understand their role in their community.
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The Montessori Elementary curriculum invites children to explore an expansive world of knowledge and make meaningful connections across subjects. Through engaging lessons and hands-on materials, students are introduced to concepts in cultural studies, including anthropology, astronomy, biology, chemistry, economics, geography, geology, government, history, philosophy, physics, political science, and sociology.
Language development is woven throughout the entire classroom, with reading, writing, research, and communication naturally integrated into students’ daily work. Children also participate in specific language lessons, including cursive handwriting and literature circles that encourage deeper reading comprehension, thoughtful discussion, and an appreciation for literature.
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Mathematics follows the Montessori progression from the concrete to the abstract. Children use hands-on Montessori materials to build a deep understanding of mathematical concepts before progressing toward increasingly abstract work. Studies include arithmetic, geometry, and algebra, allowing students to develop strong computational skills while also exploring mathematical relationships, patterns, and problem-solving.
Alongside cultural studies, language, and mathematics, children continue to strengthen their skills in fine and performing arts, music, physical education, and Spanish. The Montessori approach encourages students to follow their curiosity, think deeply, and discover how different areas of knowledge are interconnected.
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The Elementary teacher’s role is to introduce advanced materials in lessons with the students and to help identify their individual strengths and weaknesses.
Going Out - Learning Beyond the Classroom Walls​
As children enter the second plane of development, their curiosity expands toward the wider world. In the Montessori elementary classroom, "Going Out" is an essential part of this growth. It allows students to pursue meaningful experiences beyond the school walls, connect their studies to real life, and develop independence, cooperation, and a deeper sense of responsibility within their community.
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Our students take day trips to learn about the history, people, places, and cultures of our local community. They also participate in overnight experiences that provide extended time for observation, research, and exploration—for example, studying the ecology of a Barrier Island through direct engagement with its natural environment.
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These experiences reflect Montessori’s belief that children learn deeply through direct contact with the living world:
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"If, for the physical life, it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation…”
— Maria Montessori, The Montessori Method, p. 155
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Through Going Out, students move from studying the world in books and lessons to encountering it firsthand. They ask questions, gather information, work together, and begin to recognize their own place within the larger human and natural community.
Kindness and Leadership
At CTM, respect and leadership are core values woven into everyday life in the elementary classroom. As the oldest students in our school, elementary children have regular opportunities to model kindness, responsibility, peaceful problem-solving, and good citizenship.
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In Montessori, leadership is not about being in charge. It develops through meaningful responsibility, collaboration, and service to others. Our elementary students may be seen welcoming younger children and walking them to class in the morning, taking out the recycling in the afternoon, caring for classroom animals, and tending our gardens. They also help lead schoolwide celebrations such as International Peace Day, Field Day, and Lunar New Year.
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Through gardening and caring for animals, students experience the importance of observation, patience, and follow-through. They learn that living things depend on attentive care—and that their daily contributions matter to the well-being of the whole community.
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Maria Montessori wrote:
“The child becomes vigilant, as one who is beginning to feel a mission in life.”
— Maria Montessori, The Montessori Method, p. 157​
At CTM, children grow as leaders by living their values each day—through small acts of care, meaningful responsibility, and active participation in the life of the school community.
