Academics

Upper Elementary

Upper Elementary (Grades 4-6)

Older children come to Upper Elementary with a mastery of basic skills for learning and living. They are prepared to put their combined academics and independence into practice and benefit from a blend of purposeful academic lessons and project-based learning. During these three years of development, they build an internalized understanding of complex concepts through engaging classroom lessons, real-life application, and problem-solving skills. A Harborlight education challenges the pre- adolescent child to grow their knowledge and knowhow across every academic discipline.

Dr. Maria Montessori

To assist a child, we must provide him with an environment which will enable him to develop freely.

Student Work Environment

The classroom work environment is supportive and inclusive. Taking advantage of the three-hour work period in the morning allows for uninterrupted time and individual attention from teachers. A new student work ethic emerges at this level with a focus on self-directed independent work, project-based activities, choosing meaningful work responsibly, and scheduling time with their work partners.

Teachers

Teachers bring individual attention and support to children so that they are internally motivated to pursue their own goals and go far beyond the typical curriculum requirements and expectations. Learning to accept challenge, manage time effectively, set goals and deadlines, and work with quiet, deep concentration or with the energy for problem-solving collaboration are all practical skills that are developed within the structure of our Upper Elementary program.

Student-Led Parent-Teacher Conferences

Centering the student voice gives middle schoolers an active role in sharing their learning, growth, and goals with their families. With guidance from their teachers, students prepare examples of work that represent their academic progress, developing independence, and contributions to the classroom community.

During the conference, the student leads the conversation by explaining what they are learning, reflecting on challenges, celebrating accomplishments, and identifying next steps. Parents gain a meaningful window into their child’s daily experience, while teachers help connect the student’s reflections to developmental progress and individualized goals.

These conferences build confidence, communication skills, accountability, and pride in learning. They also strengthen the partnership among students, families, and teachers by keeping the child at the center of the conversation.

Outside the Classroom

Learning outside of the classroom is an essential part of the educational model at Harborlight, in Montessori we call this “Going Out”. Inviting experts in their field to lecture or instruct inside the classroom or taking the children off-campus is very different from a traditional guest speaker or field trip. Going Out is instrumental in launching and supporting on-going units of study for the purpose of extending research and experiences in the world outside of the classroom. Upper elementary children enjoy coming to school and upon completion they emerge independent, resourceful, self- confident and ready for what comes next.

Upper Elementary Curriculum

List of 5 items.

  • Practicals

    At this age, students develop a sense of self in relationship to others. This is when they refine their social graces, conflict resolution, respect for others, tolerance, responsibility for community environment, service learning, personal responsibility, organization and time management. As upper elementary children develop skills across the curriculum, they are also finding new ways skills they can develop through concentration, repetition and practice. Practicals include culinary, planning trips off campus, knitting, greenhouse, running a microeconomy, and community service. Their interest in what they can learn and share with others brings a feeling of accomplishment. During these three years of development they become more refined in social graces, conflict resolution, respect for others, tolerance, responsibility for community environment, service learning, personal responsibility, organization and time management.

  • Social-Emotional Learning

    Social-emotional learning is inherent within the Montessori Peace Curriculum and woven into daily practice in the life of the Upper Elementary program. Going beyond morning meeting, the curriculum incorporates Open Circle lessons, large and small group discussions, mindfulness activities and high-quality literature to explore the themes of: themes: appreciating differences, positive self-talk, including one another, speaking up, giving and receiving compliments, overcoming obstacles, being a positive leader, bystander and ally behaviors, and evaluating solutions.

  • Math

    Upper Elementary math is individualized according to ability level and self-paced to enable children to achieve facts and procedure mastery, as well as a deep, conceptual understanding of math concepts. Most importantly, upper elementary children discover the joy of thinking mathematically and are eager to tackle challenging problems. The math course includes number systems, symbols, operations, geometry, measurement, data sets and graphing, relationships and patterns and inquiry-based math explorations. Class projects and manipulatives are integral to the Montessori curriculum.

  • Language Arts

    During this plane of development, children begin to express complex thoughts and connect personally to the reading and writing process. The Language Arts curriculum over the three-year cycle builds on reading fluency and foundational writing skills to focus on comprehension and written and oral expression. The goal is for children to become proficient readers, writers, speakers, and presenters. Skills building content including spelling, grammar, vocabulary and note-taking are individualized based on ability level. As Upper Elementary children begin to define their own identity and practice a wide range of forms of expression, they develop an appreciation for effective communication.

  • Natural World

    Further study in the Natural World and Science Lab includes inquiry-based and project or lab-oriented studies in: the scientific process, methodology, and relationships in the fields of Zoology, Biology, Botany, Human Biology and Health, Ecology, Physics, Geology, Weather and Climate, Space, and Chemistry.

List of 5 items.

  • Social World

    Learning across the social world curriculum, upper elementary children explore and develop and awareness of history, current global events, geography, and civics. Classroom discussions are rich and guide investigation and research of a variety of integrated topics to explore and present informally to the class.

  • Physical Education

    With the philosophy of health and fitness for life, children at this level embrace both competitive and cooperative games and activities in the out of doors. Gym class rotations include project-adventure, hiking, tennis, swimming, gymnastics, kayaking, snowshoeing or ice skating, yoga, individual fitness testing and achievement. Rising into the 6 th grade year affords the opportunity to take winter downhill skiing and snowboarding with the middle school.

  • World Languages

    Continuing in the World Language (Mandarin or Spanish) at this level is a study of communication, culture, and communities. Using the fundamental structures of the language, upper elementary children engage in conversations, directed dialogue, and oral presentations or skits. Beginning to read short passages and write personal narratives are activities that support components of grammar, spelling, and language fluency.

  • Visual Arts

    Children rise to the upper school level with a wealth of art knowledge and awareness. They are prepared to deepen their visual literacy and gain a higher level of skill for evaluating artwork from various artists and across genres. Lessons inspire and challenge the children to explore a variety of media and creative approaches. The Art teacher encourages children to take risks, make mistakes, innovate, and design on their journey to establishing their own personal definition or art and identity as an artist. Open Art Studio is available to children who wish to further their art instruction and practice or have an independent project they wish to pursue.

  • Performing Arts

    The performing arts curriculum includes Concert Band, Chorus, and Theatre Arts. Beginning in grade 4, children may choose between Concert Band and Chorus. Both music classes are year-long electives. Beginner Band is for students between 4th and 8th grade who are little to no experience with a band instrument. They are introduced to the instruments of the band and will learn through both individual and ensemble lessons. Advanced Band is for students 4th through 8th grade with 1-3 years experience on their instrument or with the Director’s approval. Both groups concentrate on teaching the many aspects of instrumental music and performance. Concerts on and off campus during the year are scheduled seasonally. Theatre Arts is designed for all Upper Elementary children to learn theatre games and have the chance to explore a variety of repertoire and roles of acting, design and production, musical theatre. Performances on and off campus provide the opportunity to apply techniques learned in the course in productions both small and large.

Contact

243 Essex Street
Beverly, Massachusetts, 01915
Phone: (978) 922-1008
Fax: (978) 922-0594

About Harborlight

Harborlight Montessori is a non-profit, private, independent, school for students from Preschool through Grade 8.

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