Create a welcoming, diverse school community in which learners are:
INSPIRED to strive for excellence and contribute positively to their communities.
CHALLENGED to explore big ideas independently and collaboratively.
EMPOWERED to pursue their goals with confidence, persistence, and integrity.
How do I fit into the timeline of human history? Exploring this question involves studying how others have lived. Building a cardboard model of a ziggurat from ancient Mesopotamia is just one way students might choose to learn how people have organized societies and expressed shared values.
Making sense of the world is a major part of growing up. As preschoolers, students focus on naming what they can see and touch, often asking, “What’s this?” In Lower Elementary grades, children become intrigued with how different parts form one whole, and what forces influence the relationships among objects. They repeatedly ask, “How does this work?”
Between the ages of 9–12, children’s interest shifts to an effort to understand where they are in time and space. Learning the stories of how people lived and worked in the past triggers introspective curiosity about how they themselves fit into the timeline of human history. Intrigued by the social dynamics that cause civilizations to rise and fall, they wonder how personalities shape experiences. The compelling question becomes, “Who am I?”
At Wellan, we partner with parents to inspire, challenge, and empower preteens as they start to discover their unique identities. It’s an exciting time. Please reach out if, after reading this guide, you have additional questions about our Upper Elementary curriculum.
Developmentally Appropriate Program
Our Educational Approach
Montessori 101 Individually Paced Progress Social-Emotional Learning
Achieving Excellence
Monitoring Student Progress
Assessing Student Learning
Upper Elementary Capstone
Subject Area Overviews
Choosing the Right School
Caitlin Bowring Head of School Director of Curriculum & Instruction Elementary/Middle School Division Leader
Beth Black
Why Wellan?
Identity formation during ages 9–12 is often centered around students’ growing awareness of how their experiences and likes/dislikes differ from those of their peers. Since more abstract self-expression is suited to students who are reflecting on what makes them unique, the Upper Elementary self-portraits shown above differ from the more realistic facial self-portraits students draw in Lower Elementary. After drawing their profiles, Upper Elementary students use text or images to fill in their outlines with what is important to them — their beliefs and personality traits, people and pets they love, and activities they enjoy. Through this inwardlooking project, students start to see how their personal choices help define who they are as individuals.
As pre-teens become more self-aware, they are better able to identify topics they want to explore and skills they are eager to learn. Close relationships with peers and teachers provide validation that their idiosyncratic interests make them different “in a good way.” This acceptance, plus the freedom to discover more about what intrigues them, keeps students this age engaged in joyful learning.
Intellectual/
• Industrious and intellectually curious
• Able to concentrate for longer periods of time
• Stronger abstract reasoning and problem solving skills
• Enjoy collecting, classifying, organizing
• Eager to take on larger tasks; sometimes overwhelmed by them
• Beginning to develop stronger views on social and global issues
• Long periods of uninterrupted work time
• Continued development of research skills
• Focus on backwards planning skills for larger projects
• Continued use of work plans under the guidance of an advisor
• Opportunities to pursue their own interests and take on projects that are personally meaningful
• Growing sense of peer importance and peer solidarity
• Work well in groups and enjoy small group discussions
• Very concerned with fairness and justice — emerging skills to resolve these issues independently
• Need adults to add lightheartedness, humor, and encouragement to lighten their mood and anxiety
• Eager to reach out to others – community service
• Collaborative learning opportunities, lots of group work
• Participation in creating classroom rules and expectations
• Social Emotional Curriculum
• Low student : teacher ratio
• Leadership opportunities within the school
• Can’t sit still for too long
• Push themselves to physical limits
• Enjoy physical activities that help them master specific skills
• Drawn to the outdoors
• Rapidly changing bodies — onset of puberty for some
• Movement Breaks
• Continued use of tools like fidgets and “squishy seats”
• Natural opportunities for movement in the classroom and on campus
• Variety of work spaces
• Hour of recess each day
• Health, Safety, Wellness, and Human Sexuality Curriculum
The Montessori philosophy is in the “DNA” of Wellan. Teachers are Montessori-certified, students learn using Montessori materials, and the learning experience adheres to key elements of Montessori education. However, when appropriate, Wellan integrates other well-researched, student-centered curricula that can be delivered within a Montessori context. An example is Writers’ Workshop, a language arts curriculum developed by Lucy Calkins at Columbia University, which is used in many traditional educational settings. Our teachers also encourage collaborative, handson, project-based learning activities and experiential learning, which are features of the Progressive education model.
Wellan students benefit from all that Montessori education has to offer, but also become familiar with teaching practices and learning assessments (e.g., quizzes, tests, rubrics for projects) they will likely encounter in non-Montessori schools in the future.
The relative mix for each age level of Montessori lessons, as compared to lessons based on other curricula, is suggested by the chart pictured on the right. As students mature and approach their eventual transition to high school, the balance shifts. However, respect for the student’s own path and the Montessori philosophy of freedom and responsibility continue throughout.
VOYAGER
Ages 12–14; Grades 7–8
UPPER ELEMENTARY
Ages 9–12; Grades 4–6
LOWER ELEMENTARY
Ages 6–9; Grades 1–3
PRIMARY
Ages 3–6; Preschool & Kindergarten
BEGINNERS
Ages 15–36 months
Above: This chart shows how the balance between Montessori lessons and other Progressive curricula changes as students move into older grades. Our blended approach offers students the advantages Montessori education is known for, while preparing them to transition to non-Montessori high schools.
Maria Montessori observed that children are inspired to advance their learning independently in settings thoughtfully designed to stimulate their interests and meet their age-specific needs. The “prepared environment” of an Upper Elementary classroom allows students the freedom to work in ways that suit their individual needs, whether that means working on the floor, using a lap table, sitting at a desk, or standing at a counter. The classroom layout makes it possible to interact socially or work alone in a quiet corner.
Materials are organized by subject area, such as math, geometry, language, history, science, and practical life. On each shelf, materials are sequenced from left to right in order of increasing complexity. Students are thus readily able to independently locate the materials needed to complete a particular work as well as review and preview the curriculum. At a glance, they can see works they have previously completed and take note of the more advanced works that will come next.
In any Montessori classroom, you’ll see beautifully crafted hands-on learning tools such as bead chains, puzzle maps, and geometric shapes. Maria Montessori designed these materials to allow students to make discoveries on their own. Students manipulate these materials and self-correct as needed until they achieve success and can move on to the next work in the sequence.
Each activity has visual “control of error” built in so the student understands, without adult intervention, when the lesson is complete and accurately done. For example, to deepen the student’s understanding of algebraic equations, they use a Montessori material called the Decanomial Square. Using this material, students lay out a visual representation of the multiplication tables using color-coded Montessori bead bars. As students create this representation, they begin to notice the diagonal set of squares (1x1, 2x2, 3x3, etc) depicted in the center of the layout. This shows students how each side can be replaced with a variable; for example, 1x1=a², 2x2=b², 3x3=c², and how the rectangles around the squares can be represented using the same variables; for example, 1x2=ab, 2x3=bc. Working with this material provides students with a concrete representation of an abstract concept and lays the foundation for a deeper exploration of algebraic relationships.
Maria Montessori, best known for the philosophy and method of education that bears her name, was an Italian physician, author, public speaker, and social reformer. Her friends and admirers included Helen Keller, Thomas Edison, Alexander Graham Bell, Mahatma Gandhi, and others. Her accomplishments are many. She developed a theory of human development and founded numerous schools. She was a strong advocate for women’s rights. She actively opposed fascism, which resulted in an effigy of her being burned in Germany and all of her schools in Italy being closed by Mussolini.
Dr. Montessori was nominated for the Nobel Peace prize in 1949, 1950, and 1951 for her post-war work on behalf of children. Her insights into how children learn have been shown to align with recent brain research. She is regarded by many as a genius. Her revolutionary influence on education continues to have a world-wide impact.
Montessori education is based on the idea that a balance of choice and accountability sustains a child’s intrinsic motivation for learning.
In Upper Elementary, students are responsible for completing work from all subject areas each day. However, because they are following individualized work plans, they have the freedom to choose the order in which they do their assignments. Montessori students learn that all freedom comes with responsibility. As they take on age-appropriate responsibility for self-care, priority-setting, time management, and work completion, they earn new levels of freedom and independence.
In a Montessori school, students ages 9–12 are grouped together in a mixed age Upper Elementary classroom rather than being separated into 4th, 5th, and 6th grade classrooms. In mixed age classes, both younger and older students are more inclined to adopt a growth mindset. They readily see that ability is not fixed, but can develop with practice.
Students ultimately learn that this autonomy comes with a corresponding expectation that they uphold classroom norms, communicate respectfully with peers and teachers, and contribute positively to the school community.
Younger students learn from observing older peers whom they want to emulate. They become inspired to work harder and take on new challenges. Older students enjoy the responsibility of explaining a concept or teaching a skill to classmates who have not yet mastered what they know or can do. Peer teaching allows them to practice patience and empathy as well as the skills needed to organize information and communicate clearly. In the process, they reinforce and extend their own learning.
In some schools, the teacher is an authority figure at the front of the room, focused on controlling behavior in order to keep the attention of the entire class. The teacher’s role in a Montessori classroom is very different. Often a teacher sits next to a student as a “guide on the side,” intervening to provide support only as needed. Montessori teachers do sometimes teach lessons to the entire class, but more typically they present lessons 1:1 or in small groups. Teachers spend time observing students at work, noting where they excel or get stuck in order to assess what new lessons or continued practice belongs on the student’s work plan. Becoming a Montessori-certified teacher requires specialized training and an internship.
“Students in traditional classrooms are often asked to switch focus on the teacher’s schedule. If you’ve been doing fractions and are suddenly asked to discuss customs in Ancient Greece, it’s difficult to retain the math you’ve learned. By contrast, the Montessori schedule allows students time to engage with their work and fall into a state of deep concentration. That’s when leaps in cognitive development happen.”
— Beth Black, Head of School8–8:15 AM Student Arrival / Advisory Check-ins
8:15–10:45 AM Work Period
Includes Individual / Small Group Lessons
10:45–11:00 AM Class Meeting
11:00–11:45 AM Specials (see page 34 for full list)
11:45 AM–12:15 PM Lunch
12:15–1:15 PM Recess
1:15–2:30 PM Cultural Lessons / Writers’ Workshop / Literature Circles
2:30–3:00 PM Independent Reading / Work Planning / Pack Up for Dismissal
The Upper Elementary daily schedule is designed to accommodate what is known as a “Montessori work period,” a 2–3 hour block of time uninterrupted by large group lessons, meetings, or Specials (e.g., Art, Music, etc.). Teachers provide 1:1 and small group lessons during the work period but, primarily, students are engaged in completing the learning activities on their individual work plans. They complete work in any order they choose. Some will start with familiar tasks as a reassuring warm-up before attempting more difficult work; others will choose to tackle newer, more challenging work right away, then reinforce knowledge with work they find easier. The uninterrupted work period allows students to move at their own pace and take pleasure in repeated practice as they move toward mastery.
Above: Divide 8,532 by 273. Easy! Upper Elementary students learn to do complicated long division using test tubes full of different colored beads representing numbers that can be exchanged (e.g., 10 hundreds for 1,000). Students redistribute the beads by place value to break down a large dividend and find the solution. This concrete material leads students to internalizing the long division algorithm.
One of Maria Montessori’s maxims was “follow the child.” She observed that adults often set the pace for learning, dragging some children along and holding back those who tried to pull ahead. She trained teachers to be self-effacing observers, watching closely to see what a particular child was naturally inclined to focus on, then following along to provide support and guidance. Allowing students to dig deeply in areas of study they are drawn to, as opposed to forcing them to shift their attention to different topics at regular intervals that align with a school schedule, fosters their sense of themselves as explorers who are capable of discovering things on their own. Having agency sustains motivation, which yields deeper concentration. The personalized path students take may zigzag or spiral rather than proceed in a linear fashion, but with teacher support and guidance, they achieve or exceed age-appropriate learning benchmarks.
Each student works with a classroom teacher/advisor who ensures the student’s individualized work plan is balanced across the disciplines and offers appropriate challenges. In Upper Elementary, students plan their work on both a weekly and daily basis. Their work plan includes lessons, assignments, and upcoming due dates. Students meet with their advisor regularly to develop their work plan. Once a week, they have a longer meeting to review progress, set goals, and plan new lessons or next steps. This process is scaffolded for 4th through 6th grade students. Over time, they become more adept at establishing priorities, managing time, and meeting deadlines.
Students set the pace, spending more time on work they find challenging and jumping ahead when ready for more complex work.
The personalized pace of Montessori education allows for a great deal of differentiation in learning. However, there are nevertheless occasions when a student would benefit from an in-class accommodation, 1:1 or small group support, or referrals to specialists outside of Wellan who can conduct evaluations of learning needs. Wellan’s Learning Support Team (LST) is comprised of a Student Support Services Coordinator, who is also the School Counselor, and an Academic Learning Specialist. Both work together with the Division Leaders and classroom teachers to support students.
Classroom teachers who have concerns about a student will first inform the parents in an effort to elicit more information that may be helpful in working with the student. Parents who have concerns about their child’s progress or school experience are encouraged to first contact the classroom teachers, who can call in the LST as appropriate. Classroom teachers will typically involve the LST when, despite classroom-based accommodations the teachers have tried, a student is experiencing difficulty making academic progress in certain areas or is exhibiting disruptive social-emotional behavior (e.g., not age-appropriate or not aligned with community expectations). Parents are informed if the LST is engaged, and a school-family partnership is formed to develop a Strategic Support Plan for the student.
Executive function skills help students to be successful in school and life.
The Upper Elementary classroom is structured such that students have meaningful and authentic practice with planning, organizational, time management, and task initiation skills.
In addition to ongoing practice with these essential skills, key executive function skills that the Upper Elementary program targets include:
• Metacognition – developing an awareness and understanding of one’s own knowledge, cognitive processes, and needs as a learner
• Goal-Directed Perseverance –setting a reasonable goal and displaying ongoing effort towards achieving it, even when faced with challenges or distractions
• Cognitive Flexibility – adapting behavior and thinking in response to changing conditions, by revising plans or changing strategies
At the beginning of the year, each classroom creates a community agreement that captures students’ ideas about the types of behavior that will ensure a comfortable learning environment in which everyone feels safe, known, and valued. During the year, if behavioral norms drift away from the agreed-upon standards, this posted agreement serves to help the group remember how they want to live out their values. A living document, the community agreement can be adjusted as group needs change.
Each Upper Elementary classroom community gathers daily for a 15–20 minute morning meeting that merges social, emotional, and intellectual learning. Students share academic work they are proud of, celebrate special occasions, and participate in shared group activities. Students have the opportunity to facilitate this meeting, which builds confidence in public speaking. Class meetings help to establish a climate of trust and set the tone for respectful learning, meeting students’ need to feel a sense of significance, belonging, and community.
A major social-emotional growth area for Upper Elementary students is the development of a more sophisticated moral compass. From ages 9–12, children become increasingly focused on understanding the concept of justice. As they study the history of civilizations, they begin to recognize that laws are not necessarily based on fixed moral concepts, but rather are often conventions created by people to serve the needs of a particular community. This awareness prompts them to question whether the behavioral rules established by parents and teachers can be changed. Wanting more freedom to make their own decisions, they start to chafe against restrictions, argue about what is fair and unfair, and engage in peer-to-peer debate that sometimes devolves into put-downs and sarcasm. Gradually, with teacher support, they learn to see both sides of an issue and respect differences of opinion.
The “up side” of this phase of children’s development is the kindling of an earnest moral impulse. Students this age become eager to effect change that will bring about more just conditions for everyone. Wellan faculty support Upper Elementary students in developing moral awareness by teaching them skills they need to research facts, advocate for their beliefs orally and in writing, and resolve conflicts. Teachers also help students practice resolving conflicts and provide opportunities for community service that help students experience the power of making a difference.
The School Counselor supports Upper Elementary students with short-term social, emotional, and behavioral challenges. Individual students who would benefit from ongoing therapy are referred to outside professionals. The counselor leads small group educational activities that include social-emotional lessons, role plays, and collaborative problem solving; provides guidance to teachers on ways to support students’ mental and behavioral health; and serves as a liaison between parents, teachers, and outside mental health care providers. The School Counselor also serves as Wellan’s Student Support Services Coordinator and High School Placement Counselor for 8th grade students.
“When I got frustrated during sports, I sometimes showed disrespect for my teachers and ruined the fun for everyone. Teachers helped me learn to regulate my emotions and solve conflicts in a mature way.”
— Upper Elementary studentIs academic excellence synonymous with high scores on certain standardized tests? Some schools and parents think so. They expect teachers to hold students accountable for accumulating content-area knowledge at an accelerated pace in order to achieve certain grades or test scores. However, such high-pressure learning environments can backfire, causing students to become passive, focused solely on grades, and fearful of taking the inquisitive risks that are essential for genuine growth.
At Wellan, our students’ accelerated achievements stem from the inner strength they develop as they move confidently at their own individual pace. Students learn how to hold themselves accountable for achieving standardized benchmarks and personal learning goals. At the same time, they are experiencing the joys of independent discovery. For Wellan students, academic rigor is a strength that comes from within. The determination to excel is sustained by intrinsic motivation rather than external rewards like grades or test scores.
“When I was in school, my classmates and I were focused solely on getting good grades. We learned what was necessary to ace the tests. My son’s experience is qualitatively different. His academic achievements have greater depth because he’s so absorbed in learning for its own sake.”
— Wellan parent
At Wellan, homework is designed to strengthen fundamental academic skills and foster the independence and executive function skills needed for success in school. Students are typically assigned homework on a weekly basis, giving them several nights to complete the tasks they are assigned. They practice time management by planning their individual homework schedule to allow for family time and for any other commitments they have outside of school. Upper Elementary students record their homework in their planner, and parents are asked to sign it each night to maintain the connection between school and home.
Math homework, which is individualized first by grade level and then by student, includes practice with mathematical skills the student is working with during the school day coupled with spiral review. Teachers also assign weekly spelling homework using words based on an initial assessment and the student’s progress through our spelling curriculum. Generally speaking, homework should take approximately 10 minutes per night per grade level, plus 20–30 minutes a day of reading. At various times of the year, students may also be learning lines for Drama, working on an independent research project, or have assigned homework related to cultural lessons.
Parents are encouraged to help students set up a “homeworkfriendly” work area with the materials they will need to complete it, as well as to check in with them regularly about their assignments.
Formal reporting to parents occurs three times per school year. In early November, teachers share initial observations about students’ strengths and growth areas with regard to their Learner Profile Traits (socialemotional, executive functioning, and growth mindset skills) as well as the results of the first round of formal assessments through an Assessment Result Summary form. Formal Progress Reports are released at the end of each semester, in early February and June. These reports provide a summary of progress in all of the academic content areas as well as the Learner Profile Traits. They include ratings on a series of skills from each content area on a continuum from “Emerging” to “Consistently,” and detailed narratives that outline the content that was covered during the semester. These reports span the three Upper Elementary grade levels and thus illustrate students’ progression through the complete three-year curriculum. Feedback from ongoing assessment of students’ daily work as well as other informal assessment sources inform the content in these reports. Updated Assessment Result Summary forms are also provided with Progress Reports.
Parent-Teacher ConferencesParent-Teacher Conferences occur twice per school year, in November and February. The November conference is designed as an opportunity to discuss the transition into the school year and to set academic and socialemotional goals. Prior to this conference, students participate in academic, social, and personal goal setting for the year ahead. These goals are turned into a goal-setting letter that becomes part of students’ portfolios and is shared with parents during conferences. The February conference, which is at the midpoint of the school year, provides an opportunity for teachers to share feedback about the first semester and an assessment of progress towards ongoing goals. In addition, after the parent-teacher conference, parents have the opportunity to view their student’s portfolio. Students create a portfolio of selected work over the course of the school year, adding completed assignments they are proud of along with written reflections about why they selected each work sample and how it demonstrates growth or mastery. We believe that student progress is best supported by a proactive partnership between home and school. Though these two conferences provide formal opportunities for reflection and dialogue, ongoing communication between teachers and parents throughout the school year is essential.
Upper Elementary students are assessed formally three times a year in reading, spelling, math fact fluency, and math operations. Wellan uses the Fountas and Pinnell Benchmark Assessment System to assess students’ oral reading accuracy and fluency, self-correction rate, and reading comprehension skills. Results help to determine their instructional and independent reading levels. The Words Their Way Elementary Spelling Inventory is used to place students on a continuum of stages of spelling development. Finally, we assess students’ fluency and accuracy rates with basic math facts from the four mathematical operations as well as their operational fluency with whole numbers, fractions, and decimals. These assessment data allow teachers to individualize students’ work in each subject area and provide ongoing feedback about their academic progress. This information is shared with parents through an Assessment Results Summary form three times per year.
In addition to benchmark assessments, Upper Elementary students participate in nationally-normed standardized testing once per school year through the Education Review Bureau (ERB). Students participate in both the Comprehensive Testing Program (CTP) and the Writing Assessment Program (WrAP). The Comprehensive Testing Program (CTP) is a rigorous assessment of skills in areas such as reading comprehension, verbal reasoning, vocabulary, quantitative reasoning, and mathematics. The CTP helps compare content specific, curriculum-based performance to the more conceptual knowledge base found in reasoning tests. The WrAP is a comprehensive assessment of writing skills in which students respond to a provided prompt and are scored based on a rubric of writing elements, including idea development, organization, support, sentence structure, word choice, and writing mechanics.
Wellan views ERB scores as one data point to be considered in the context of our ongoing work with students. The school has access to a secure portal with comprehensive results for both assessments. We are able to break down subscores and analyze trends by student, grade level, and over time. We use these data to identify potential gaps in student knowledge or trends over time, and therefore make meaningful adjustments to our curriculum as needed. We recognize that standardized tests provide a snapshot of a student’s skills/knowledge in one context on one day, and rely far more heavily on our ongoing assessments to guide our work with individual students.
The above graph represents the median scores by subtest for all of Wellan’s sixth grade class ( ) as compared to US independent schools ( ) in 2022. It displays the national percentile rank of these median scores as well as the 50th percentile of the national norm group ( ). Across all subjects, Wellan’s sixth grade students outperformed the US independent school norm group. While this particular graph represents Wellan’s sixth grade class, this trend was consistent across grades 4–6 and in all subjects during the 2022 test administration. We are proud of what these data say about the quality of academic preparation our students receive. That being said, test results don’t define our students; they are feedback loops that help students and teachers set new learning goals.
The Upper Elementary capstone is an extended research project in which the sixth graders become experts in a specific topic of their choice. This project, which spans almost the whole school year, has three major components: a research paper, a creative project, and an oral presentation. In late spring, the school community comes together to celebrate the hard work and achievement of each student as they present their research and learning to their peers, teachers, parents, and special guests. The capstone provides opportunities to practice and demonstrate the executive functioning and academic skills they have been honing throughout their time in Upper Elementary.
• Select and narrow down a topic
• Develop research questions
• Identify an expert on the topic
• Schedule and conduct an interview with that expert
• Evaluate credibility of written sources for information
• Take notes and organize ideas
• Write, revise, and edit a rough draft
• Complete a properly formatted multi-page research paper, including a works cited page
• Brainstorm engaging ways to share key information
• Use 3D materials or technology to create a model, diorama, video, or other creative project
• Prepare and rehearse a presentation
• Speak as an expert to an audience of peers, faculty, and parents
• Field questions without notes
“Getting blown away by your own child is really something. I am so grateful for all of the people who have helped her build her confidence in the past few years. It takes a special community to do that.” — Wellan parent in response to their child’s Capstone presentation
• Deepen understanding of word relationships and nuances in language
• Build familiarity with higher level sentence analysis and sentence structures
• Engage in more sophisticated literary analysis with exposure to various genres
• Refine writing according to specific genres and hone revising/editing skills
Spelling/
Grammar
• Spelling: Syllable Juncture - multisyllabic spelling, consonant doubling, prefixes and suffixes
• Word Study: true/false/ opinion, synonyms, antonyms, prefix/root/suffix, analogies
• Mechanics: use of commas, quotation marks, editing skills
• Review and deeper study of: nouns, adjectives, pronouns, prepositions, adverbs, conjunctions
• Verb/pronoun agreement
• Sentence types
Writers’ Workshop
• The Writing Process: prewriting, drafting, revising, editing, publishing
• Spelling: Derivational Constancy - derivational relations, complex patterns of vowel and alternation, irregular spellings
• Word Study: analogies, subject/predicate, hyperbole, homophone/homonym/ homograph
• Mechanics: use of colons and semi-colons, editing skills
• Study of the verb, including subject/verb agreement, linking, helping, and action verbs
• Direct and indirect objects
• Types of phrases
• Spelling: Etymology and literature-based vocabulary study
• Word Study: compound/ complex sentences, acronyms, eponyms, euphemisms
• Mechanics: use of commas in quotations, parentheses, brackets, ellipses, editing skills
• Fiction
• Research/Expository Writing
• Poetry
• Types of clauses
• Sentence analysis of simple, compound, complex, and compound-complex sentences
• Traditional sentence diagramming for all sentence types and parts of speech
• Essays: Persuasive, Narrative, Literary
• Writing Prompts
Left: An Upper Elementary teacher leads a Literature Circle. “Lit” Circles are made up of 4–6 students at similar reading levels that meet on a weekly basis to discuss a shared book. They focus on analyzing theme, character traits, conflict, and other literary elements.
• Solidify knowledge of mathematical operations with whole numbers, fractions, and decimals
• Solve multi-step word problems, demonstrating logical mathematical steps and processes
• Explore more precise units of measure and conversions
• Create and interpret graphs, charts, and tables
• Build on foundational geometry concepts introduced in Lower Elementary
• Explore the relationships between geometric figures that determine equivalence
• Derive formulas for area, volume, and surface area
Math
• Review addition, subtraction, multiplication, and division of whole numbers
• Fractions: addition and subtraction with unlike denominators, multiplication
• Decimals: nomenclature, addition and subtractionmoving to abstraction
• Multiples and factors
• Divisibility
• Standard Measurement
• Graphing
• Congruence, similarity, equivalence
• Determining equivalence: triangle/rectangle, rhombus/ rectangle, parallelogram/ rectangle, trapezoid/ rectangle
• Review of perimeter, area of rectangles, squares, and inverse area
• Continued practice with whole number operations
• Fractions/Mixed Numbers: multiplication and division
• Decimals: multiplication and division, moving to abstraction
• Ratios and percents
• Negative numbers
• Pre-algebra
• Introduction to squaring/ square rooting
• Metric Measurement
• Area of parallelograms, triangles, trapezoids, rhombi, regular polygons, and inverse area
• The Study of the Apothem
• Circles: relationship to polygons, circumference, area
• Continued practice with operations using whole number, fractions, and decimals
• Rational numbers
• Ratios and rates
• Measures of center
• Algebra: expressions, equations, and inequalities
• Data display and variability
• Square rooting/Cube rooting
• Measurement conversions
• Area: review triangles, trapezoids, polygons, composite figures, and circles
• Volume: rectangular prism, cylinder, cone, pyramid
• Surface Area: cylinder, pyramid, cone
Left: In Upper Elementary, students use the Montessori Peg Board to learn about the process of squaring binomial and trinomial numbers and equations. This material provides for a hands-on, visual exploration of this process. It is used to derive the formulas for finding the square of any binomial or trinomial number, allowing students the opportunity to understand and apply the algebraic formula both visually and mathematically.
• Explore topics from the three branches of science: physical, earth, and life
• Conduct experiments and analyze data to deepen understanding of scientific concepts
• Make meaningful connections between disciplines of science
• Using the Scientific Method, connect observable phenomena to abstract concepts
• Basic functions of life with a focus on nutrition, respiration, and circulation
• The Nitrogen Cycle and photosynthesis
• Human body systems: integumentary, circulatory, skeletal, immune, endocrine, digestive, muscular, and reproductive
• Structure and function of cells
• Layers of the Earth
• The theory of plate tectonics
• Earthquakes and seismology
• Convection currents
• Types and functions of circuits
• Energy sources, receivers and converters
• Factors that influence movement and conversion of energy
• Life cycle of stars
• Types and characteristics of galaxies
• Celestial measurement, magnitude, and navigation
• Characteristics of elements, compounds and mixtures
• The Periodic Table
• Structure of atoms, molecules, and compounds; types of atomic bonds
• Engage in map studies that deepen knowledge of basic geographical concepts
• Understand the many ways humans are united despite their diversity
• Explore how humans are interdependent through modern trade patterns, economics, and other factors
• Understand the lifestyles of early human cultures and ancient ancestors
• Understand the impressions of contributions of early Homo sapiens
• Form a foundational understanding of US history and the US government
• Mapping skills - latitude/ longitude, compass rose, scale, legends, reading a map
• Physical features of the world, topographic maps
• The history of maps
• Population - growth, distribution
• Biodiversity
• Borders - natural, cultural, imperial, modern
• Divisions - language, religion, age, gender, economic, and health
• Income levels, poverty/health
• Trade: history, between countries, regional trading organizations, World Trade Organization
• Resources: oil and minerals, cars and machinery, energy, goods and services
• The significance of the appearance of humans on the earth
• Relationships between humans and other living animals, and fossil hominids
• The science of archeology
• The evolution of humans
• Great civilizations
• The formation of the North American continent
• The prehistoric and indigenous inhabitants of North America
• The settlement and conquest of America by Europeans
• US history through the Civil War
• The branches of the federal government
Left: During their study of ancient civilizations, Upper Elementary students learn that much of what we know comes from studying tools, pottery, jewelry, and other items found at archaeological sites. To achieve a deeper understanding of the investigatory process, students methodically excavate a simulated site, then carefully analyze and label the artifacts they find.
The increased independence from parents that Upper Elementary students experience allows them to begin making personal lifestyle choices. As they explore and attempt to define their individual identities, they may try different foods, adopt new hobbies, experiment with their appearance and attire, and test their abilities by taking greater risks. Health, Safety, and Wellness lessons provide students with information and skills that can help them make safer, more positive choices. Since students this age are entering puberty, lessons and conversations also focus on helping them understand and adjust to changes in their bodies and moods. Students are actively encouraged to practice healthy habits that will support lifelong wellness.
• Safety Practices
• Healthy Body
• Healthy Mind
• Healthy Relationships
• *Human Sexuality
* At Wellan, we aim to provide students with a developmentally appropriate, scientifically accurate, and positive perspective on human sexuality. Teachers therefore address topics and student questions in the same way that they do other subject matter — as they arise in the context of both academic study (e.g., science) and classroom discussions (e.g., classroom dynamics or current events). Given this integrated curricular approach, there is no “opt out” for human sexuality content. Prospective parents are encouraged to read the Wellan’s Human Sexuality statement on the school website before enrolling their child.
Montessori education is rooted in a commitment to provide students with the knowledge and skills they will need to build a more just and peaceful world.* As students ages 9–12 gain more knowledge of history and current events, they become more attuned to recognizing examples of prejudice and injustice. The growing awareness that bias and mistreatment cause significant harm to some and hold advantages for others brings with it some big emotions, ranging from sadness and fear to dismay and anger. Parents of Upper Elementary students naturally worry about these emotional reactions and sometimes lament their children’s loss of a more innocent worldview. As educators, we support students in managing these feelings by helping them focus on what they gain from a more realistic perspective, including a greater understanding of the diversity of human experience and deepening empathy for others. Students are actively encouraged to consider ways to promote diversity, equity, and belonging; to call out discrimination and injustice; and to find age-appropriate ways to express their opinions and act on their values as they mature.
“We care about ourselves, others, and our future. We commit to taking action against racism, sexism, homophobia, transphobia, poverty, homelessness, animal cruelty, gun violence, global warming, and war.”
– 6th grade Class of 2022
*At Wellan, we strive to provide students with a developmentally appropriate, historically accurate, and culturally sensitive perspective on the ways in which societies have oppressed, marginalized, and misrepresented the contributions of individuals and groups of people based on race, ethnicity, religion, sex, gender identity, sexual orientation, physical appearance or abilities, income or employment status, and other identifiers. Prospective parents are encouraged to read Wellan’s educational philosophy on the school website. Our curriculum draws from the social justice standards compiled by Learning for Justice. These include educating students about identity, diversity, justice, and action.
By the time they have reached Upper Elementary, students have developed motor control, self-discipline, and critical thinking skills well enough to sustain focus on longer-term projects. Upper Elementary Design Lab is organized around open-ended design challenges where students are engaged in solving “real world” problems, supported by specific parameters and success metrics, including scaled drawings. The Stanford University Design Thinking Process provides a framework for this creative and collaborative work. Upper Elementary students internalize this 6-step process and become more resilient and persistent in their efforts to analyze and solve complex problems. They have access to all the tools and supplies they have previously been introduced to in the Makerspace and are comfortable enough to take risks, fail, reflect, and try again. Favorite units include woodworking, upcycling, and hand and machine sewing.
Information Technology
Information Technology class in Upper Elementary builds on the idea that technology, including the internet, can be a powerful learning tool if students have guided practice using it safely and responsibly. Students have developed fluency with keyboarding and basic G-Suite tools, so the academic focus shifts to topics which support their online activities, including identifying reliable information; appropriately citing online sources; and composing professional email communications. They gain experience with more advanced tools for presenting their work in other subjects, such as screencasting, digital art, interactive storytelling, and spreadsheets. Special projects help them use technology to support their interests, including 3D printing and podcasting. Students apply the design cycle to community based projects, such as developing themed logos for our school.
In Upper Elementary Spanish, students apply Spanish concepts by combining units of study and making connections with vocabulary previously learned. In Upper Elementary, students look more closely at the mechanics of Spanish grammar, particularly adjectives, verb tenses, and personal pronouns. Students read short articles in Spanish magazines in which they apply the vocabulary previously learned, as well as watch short videos and listen to songs and stories to deepen their understanding of conversational Spanish. As students develop their ability to read, write, and speak in complete sentences, they are able to move beyond simple translations and into expressing original ideas and discussing culture. Students complete follow-up work as part of their weekly work plans in their homerooms, which helps provide the extra reinforcement they need to progress as Spanish learners.
Upper Elementary musicians start to apply all of the fundamental music skills they have developed during prior music classes. Students have a basic understanding of music theory, specifically how pitch, rhythm, and dynamics function and relate to each other in music. Therefore, they are able to create more complex rhythms and melodies and to arrange different parts to compose a larger piece of music. In General Music, Upper Elementary students have the opportunity to learn and play multiple parts on xylophones, drums, unpitched percussion, and ukulele. Students are also able to opt into the Instrument Program and receive group lessons on violin, viola, and cello during the school day to explore more ways to create music. All students perform in our annual, school-wide Festival of Lights.
The Wellan Strings Ensemble is comprised of students who are learning to play violin, viola, or cello by taking small group lessons at Wellan during the school day and/ or private lessons outside of school. The ensemble is an after school enrichment program that gives students the opportunity to further develop musicianship by playing together. Emphasizing the fundamentals of playing with a group, the Strings Ensemble is a positive first orchestral experience for Upper Elementary students. They learn to listen to one another, harmonize, and perform as a group for an audience. The focus of ensemble is on enjoyment and building skills such as listening, following, and leading, as well as rhythm and blending sounds. Performing opportunities include winter and spring concerts as well as at occasional special events.
By Upper Elementary, Drama students form a supportive ensemble on and off the stage, allowing each class to take greater ownership over the shape of their semester-long performance study. They practice trust, and know that by making space for mistakes, they also make room for new discoveries and honesty in their work. The introduction of heightened language pieces excerpted from Shakespeare and Greek mythology provide opportunities for deeper script analysis and character relationships. This work also challenges actors to strengthen their unique voices in new ways. Students are encouraged to trust their physical and vocal impulses to create vivid worlds and dynamic characters that actively listen, respond to, and change with the world around them. Ultimately, they are comfortable leaving behind the safety net of elaborate sets, costumes, props, and narration to focus their work on the power of the “actor in space.”
The newsboys are on strike! Jo March cut her hair! These are just a few of the memorable moments from recent Wellan musicals and plays (Newsies, Little Women) produced by students in Drama Club, an after-school enrichment offering that appeals to many Upper Elementary students.
Drama Club meets as two mixed age groups — one for students in grades 1–5 and one for students in grades 6–8. The focus of Drama Club is on building an ensemble. Students provide one another with support and feedback as they learn to express themselves more fully on stage. Those who enjoy other aspects of theatre production, such as sound, lighting, props, and set design, can participate in Tech Club. Working on a production over time and sharing it with peers and parents is a big accomplishment for both the cast and crew.
Upper Elementary Art emphasizes the processes involved in art-making and art appreciation, including planning, creating, showcasing, and discussing artwork. Students take ownership of their work by intentionally planning their projects through use of brainstorming, sketches, and reference photos. They engage in art-making both individually and collaboratively, and even while works are in progress, they share their work to gain feedback and constructive criticism from one another. Exposure to other artists and their styles and methods reinforces the value of self-expression. Alongside regular opportunities for students to write and/or talk about their own work, these artist studies also engender a greater appreciation for the diverse cultural and individual perspectives represented in art and enable deeper consideration of the role of art in community. Favorite art projects include introspective self-portraits, one-point perspective cityscapes, and paper-layering landscapes.
While taking a deeper dive into fundamental concepts they have developed in previous PE and Athletics experiences, students begin to explore game strategy and to thoughtfully consider how to contribute to a team. Upper Elementary students start to identify different options and positions that are available to them, given a growth mind-set, their skillset, and the ability to work with their team. For example, they understand that the skills needed to find open space, create picks, and hustle back on defense are just as valuable as scoring goals. This practice of identifying how one can contribute in different ways opens students up to finding a deeper connection to sports and physical activity on a personal level.
Wellan’s Athletics programs provide an opportunity for positive and supportive competition where students gain athletic skills, have fun, and practice good sportsmanship. Starting in 5th grade, students can join a co-ed Wellan Owls team. Wellan belongs to the inter-scholastic Montessori Athletic Conference (“Big MAC”) and competes in soccer, basketball, flag football, and cross-country. Transportation and uniforms are provided.
Wellan also offers the Owls Athletic Club, a co-ed, multi-sport club for students in grades 4–8 who are interested in learning and practicing sports skills. The Owls Athletic Club also serves as practice time for the Wellan Athletics teams. Since our teams are multi-age groupings, participating athletes have varying levels of skill and experience. Some students try team sports for the first time through this program, while others are able to expand into leadership roles. The goal of these programs is for all athletes to feel safe and supported by their teammates, while learning and growing.
School becomes a “second home” for students, so it is important to choose one whose philosophy and approach aligns with your family’s educational values. Key factors parents are typically looking for include:
• A safe, secure, attractive, and well-maintained learning environment
• A curricular scope and sequence that meets or exceeds national and state standards
• Warm, caring teachers who are invested in getting to know students as individuals
• Logistical ease – accessible location, convenient hours, affordable tuition
Equally important is parents’ acceptance of and investment in the way students are taught. Many adults attended traditional schools when younger, so their “mental model” of school is that teachers teach, students try to learn, and grades or test scores measure the success of those efforts. Most public schools still operate that way, so parents exploring an independent school option are sometimes unfamiliar with alternative methods of instruction and assessment. Ask lots of questions before you enroll to determine a good “fit.” Independent schools vary based on their stated mission and approach. No one educational model is “best.” Rather, there is a right school for every student and every family.
Public schools are subject to state regulation. These requirements serve to standardize educational programs and assure a basic level of quality. Independent schools, which typically aspire to exceed state standards, are not subject to state regulations. Quality can be assessed by checking whether the independent school has voluntarily sought and received accreditation by a third-party educational association.
Wellan Montessori School is dually accredited by both the American Montessori Society (AMS) and the Association of Independent Schools in New England (AISNE).
• An individually-paced curriculum that challenges children academically and encourages the development of executive function skills
• The use of hands-on materials and project-based learning to facilitate the transition from concrete to abstract thinking
• A schedule offering a balance of structure and freedom, which inspires high achievement while sustaining intrinsic motivation and joyful learning
• A diverse school and classroom community that encourages the development of empathy, an understanding of equity and inclusion, and a commitment to social action for justice and peace
• Opportunities to explore various means of self-expression through creative endeavors, both in school and through after-school enrichment offerings
• An emphasis on the development of social-emotional skills, including self-regulation, relationship-building, leadership, and collaboration
• A unique blend of Montessori, Progressive, and traditional pedagogy
These features of our highly engaging program prepare students to be successful in the Upper Elementary years and beyond.
Interested in Upper Elementary at Wellan? Connect with us to learn more.
admissions@wellan.org (617) 969-4488 wellan.org 80 Crescent Avenue Newton Centre, MA 02459
What sets Wellan Montessori School apart in the Upper Elementary years?
