Upper Primary ages 9 to 12

The Language program for students in Upper primary, is an exploration of language as the driver for creation of culture and the continuation of societies. Considering context, students explore the reasons for a variety of phenomena, and they learn to use language beyond its literal use. 

Areas of study in the Montessori language curriculum include:

• spoken and written language
• the history of language (symbols, etymology and spelling)
• the functions of words (grammar)
• effective communication (listening and speaking, reading and writing).

Using stories, pictures, books and technology students trace the development of language through the ages. Presentations, activities and resources help them understand:

• how humans have named everything found or made and that this process continues
• how and why language constantly changes
• how language is used to express the creative impulse of humanity.

Our mathematics program is a hands-on and practical approach that builds a deep understanding of mathematics as a knowledge system. Students learns that mathematics is a language used to explore and manipulate, to create and measure real objects through practical applications. As they manipulate concrete materials, students internalise mathematical concepts, processes and rules embodied within the Montessori materials, creating a solid foundation in problem-solving and logical thinking. 

The field of geometry provides opportunities for both inductive and deductive learning. Our geometry strand begins with the Story of Harpenodaptai, which illustrates how the Ancient Egyptians used right-angled triangles to measure land and construct the pyramids. From this foundational tale, students delve into a comprehensive exploration of geometric concepts.  This work provides students with a stimulus for intellectual development by giving them experience with logical reasoning, deduction, classification and abstract concepts.

Because the Montessori approach integrates the study of history, geography and science, including biology and technology, these cultural studies comprise one area of the Cosmic Education curriculum. Through the Montessori Great Stories, students are inspired to explore cross connections between the curriculum, embodying mathematics, geometry and language to highlight the interconnectedness of knowledge.

The Montessori history curriculum begins with the ‘big picture’, from the development of the universe, the solar system and the earth, to the evolution of life on earth and the coming of human beings, early civilisations and recorded history. 

The Montessori geography curriculum is designed to show how the physical configuration of the earth contributes to the history of all people. The study of physical geography (including geology) is the basis for the study of economic geography, which reveals the interdependence of all nations and people. Geography comprises several interconnecting areas, including: 

• physical geography
• scientific understanding of geological formations/geology
• economic geography
• political geography
• mapping and graphing

The Montessori biology curriculum includes both botany and zoology. Students are given the means to classify plants and animals, and to understand the reasons behind the classification. The study of biology reveals that the classification of living things follows the path of evolution. The aim of this area of the curriculum is to develop an ecological understanding of the web of life, and a sense of responsibility for the natural environment. 

The science and technology program is interwoven into the study of history, geography and biology.

• When students study geology and geography, they are also discovering how the universe and the earth were formed. During this study students build foundation knowledge in the fields of physics and chemistry.
• When students explore biology, they are also discovering the history of life on earth

In this interdisciplinary approach, Students come to understand and appreciate the history of human progress is a history of scientific discovery and technological development.

Art appreciation is an important aspect of the Montessori creative arts curriculum. The exploration of creative arts fosters self-expression and imagination through visual arts, drama and movement. Students are encouraged to explore their creativity at their own pace, developing confidence, fine motor skills, and an appreciation for the culture and the arts in a collaborative and inspiring environment. 

Each year, students proudly showcase their artworks in an exhibition, where parents are invited to tour the classrooms and admire the diverse displays of student creativity.

A key component of the Montessori curriculum, from birth, is a focus on the development and refinement of coordinated movement. The ISMS PDPHE program integrates movement, physical activity, wellness, and life skills, aligning with Montessori core values of independence and respect.  Personal development incorporates lessons in grace and courtesy where students are provided with the tools to develop pro-social skills and manage social interactions effectively. Through hands-on experiences and practical life skills, students can make informed decisions supporting their growth and overall wellbeing in terms of health and lifestyle, personal relationships, values education, social responsibility and social justice.

Practical life is a cornerstone of Montessori education that helps students develop independence, self-care, social and personal responsibility and refines executive function skills. The exercises in practical life cover two main areas of development: care of self and care of the environment. Activities such as flower arranging, plant care and tidying materials help create a beautiful and organised learning space, fostering independence and a sense of pride in their surrounding.

The Montessori classroom provides students with opportunities to build knowledge, understanding and skills in all areas of the arts, including visual art, music, drama and dance. The Montessori music program includes the use of concrete materials through which children study the elements of music, including patterns of musical sound as well as musical notation and terminology. Building on this foundation, children develop knowledge and skill in composition and performance. The program fosters experiences that cultivate joy of music as a universal language of expression, enriching students’ musicality, emotional and intellectual growth.

The rich linguistic and cultural diversity of the Australian community is echoed in the role languages other than English, and the culture they represent, play in the Montessori curriculum. Montessori educators recognise that engaging with a language other than English contributes to:

• a sense of personal achievement
• intellectual enrichment
• a better understanding of the world and Australia’s place in it
• a better understanding of and enhanced respect for the many communities in Australia

The ISMS Language program enables students to respond positively to future opportunities in a world increasingly shaped by globalisation and linked by information and communication technologies. Through experience with other languages, students become increasingly aware of themselves as members of an international community.

The Library program fosters language and literacy skills, imagination, and a deep respect for knowledge and literature. In our Montessori school, the library serves as an additional prepared learning environment that actively encourages children to connect with the world around them. This connection helps expand their understanding and supports independent exploration. Aligned with Montessori principles, the library features a carefully curated collection of books and resources designed to inspire curiosity and critical thinking. It encourages children to select materials based on their interests, promoting self-directed learning and the development of a lifelong reading habit.

While excursions and incursions form part of the rich, integrated curriculum, students in Lower and Upper primary school participate in opportunities for ‘going out’. Going Out, a distinct feature of the Montessori curriculum, is all about providing students with opportunities to broaden their horizons, deepen their learning, and develop their sense of autonomy by venturing beyond the classroom in meaningful ways.

‘Going out’ refers to a key component of the learning process where students are encouraged to explore the world outside the classroom, applying what they've learned in real-life contexts.  Going out is initiated, planned and carried out by the students themselves which involves working through a process where they determine:

• deciding what kind of outing would serve their purpose
• obtaining the necessary information
• finding out where to go
• finding out how to get there
• researching the costs involved
• establishing the amount of time needed
• planning what needs to be taken on the outing
• inviting chaperones.

The Going Out program is overseen by educators, and accompanies by adults but distinctly enables students with valuable opportunities to build their autonomy, critical thinking and problem solving skills.