Elementary Program

Our goal is to present the child with the whole, therefore logic dictates starting at the very beginning: the creation of the universe. Children begin exploring the natural history of our planet followed by the introduction of human history. Through studying the achievements of those who came before us, and how they have impacted our lives now, students develop an appreciation for humanity and our special human gifts. Timelines are used to help children place themselves in relation to what has come before.

History permeates the elementary environment, and serves as a link between all areas of study: the development of language, the use of number and trading systems, the discovery of geometry, the beginnings of art and music.

Geography in Montessori Elementary encompasses all things connected with the earth. It is an exploration of geology, meteorology, oceanography, chemistry, astronomy and some aspects of economics presented in an integrated manner. In the second plane, children have a consuming interest in everything. That everything? The Universe!. It is introduced through the first of the great lessons, “The Story of the Universe” which and provides a context into which all other parts fit.

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The Elementary biology curriculum offers the rich language of science and nature, and an opportunity to develop and refine the skills of observation, analysis and classification, in order to further their understanding of life. Children are introduced to the six kingdoms of life as an initial foray into classification. From there, they dig into the two kingdoms which they encounter most frequently and conspicuously: plants and animals, Botany and Zoology.Our Elementary Biology Program includes Outdoor Education, through Programs run by the High Park Nature Centre and the PINE Project. Read More

In the Montessori prepared environment, Math is made experiential. Lining the shelves are beautiful, precise, concrete materials that support children to visually conceive systems of numbers and arithmetic processes. Built upon the sensorial foundations of Casa, Elementary math is not only work of the hand, during their six years in the program, it becomes abstracted as work of the mind. The progression through the Elementary math manipulatives leads the children from work that is focused mainly on process, to written work which becomes increasingly symbolic, enabling them to check for accuracy. The children learn the rules of math as a result of their own activities; in other words, they discover them as opposed to being told, allowing for a deeper understanding and appreciation of algorithms. Read More

In Montessori, language is learned through the efforts, activities and experiences of the children, creating a rich context in which they explore grammar, syntax, vocabulary, etymology and literary conventions of their own language, as well as French. Strong literacy skills and clear communication, both written and spoken, are ultimate goals of the language curriculum.

Literacy –Grammar & Word Study –Writing

Music education begins with an appreciation for music;, and sees that opportunities for listening, singing and rhythm games are incorporated into the children’s daily work. Studies show that music has positive effects on mood, working memory, and even immunity. Moreover, training to play an instrument is believed to increase grey matter in certain areas of the brain, and has been linked to improvements in auditory processing and learning. A Montessori classroom weaves music through all subject areas; students use it to not only explore sound, but also movement, language and history. Sour students at WMS are introduced to musical theory and have the opportunity to learn to read and write music.

They use the tone bars, a Montessori material that builds on the sound bells introduced in Casa, as well as other instruments including their own voices. Further, our students attend the opera, the symphony and a variety of local concerts throughout the year.

In the Montessori prepared environment, Math is made experiential. Lining the shelves are beautiful, precise, concrete materials that support children to visually conceive systems of numbers and arithmetic processes. Built upon the sensorial foundations of Casa, Elementary math is not only work of the hand, during their six years in the program, it becomes abstracted as work of the mind. The progression through the Elementary math manipulatives leads the children from work that is focused mainly on process, to written work which becomes increasingly symbolic, enabling them to check for accuracy. The children learn the rules of math as a result of their own activities; in other words, they discover them as opposed to being told, allowing for a deeper understanding and appreciation of algorithms. Read More

Art, like music, is integrated into the curriculum and is often a part of whatever the children are doing, whether it be focusing on the history of art, or using art to explore history. The arts curriculum encompasses visual arts such as painting, sculpting and photography, as well as physical arts like theatre and dance. Through a variety of projects, children are introduced to elements of visual art such as colour, form, line, shape, space, texture, and value.

An assortment of mediums and materials are made available to children in the classroom so that they may design and create as soon as they’re feeling inspired. Exposure to and experience within the arts is known to support development of creativity, confidence, problem solving, perseverance, focus, non-verbal communication, receiving constructive feedback, collaboration, dedication and accountability.

Physical education is a vital part of any elementary program, essential to the development of strong healthy minds and bodies. Through regular afternoon physical education classes led by our Physical Education Instructor, as well as specialty classes, children are introduced to a variety of physical activities, which may include soccer, basketball, lacrosse, track and field, martial arts, dance, volleyball, rock climbing, skating and skateboarding, each running for 3-4 weeks throughout the year.

We aim to offer our students ample time to allow them to get a feel for each new activity or sport it, and perhaps even discover a hidden talent. WMS is a part of the Independent Schools Athletic Association and our students partake and organise sporting events with other independent schools such as soccer and basketball tournaments as well as track and field days. These special days provide opportunities for learning and practising sportsmanship and team spirit!

We take seriously our responsibility to make thoughtful decisions about when and how technology is introduced. Digital education should not only include the operation of hardware, software, and the Internet, but also social media. In terms of using digital technology as a research tool, children are prepared by first mastering certain skills so they are not overwhelmed by The Internet’s wealth of information, and they can discern its quality of various sources.

Books and encyclopedias allow children to develop research skills, and it has been proven that hard copies lend themselves to better navigation and reading comprehension than screens. Technology is introduced towards the end of lower elementary. As with all other work, the timing of computer work depends on the child’s readiness and interest.