Language is the foundation upon which we build all other Elementary studies. We provide children with practical tools for encoding and decoding words, sentences, and paragraphs.

Reading: We use the Fountas & Pinnell program for reading assessment which provides reliable tools to identify the reading levels of all students and document their progress.

Writing: We model lessons on Lucy Calkins’s work at The Reading and Writing Project. This state-of-the-art writing program is built on proven frameworks developed over decades of work in thousands of classrooms around the world.

We use hands-on Montessori math materials to teach math concepts, helping children to move to an understanding of concepts, including problem-solving, fractions, borrowing and carrying, graphing, measurement and long division. Children learn through trial and error, self-discovery, and small-group lessons led by teachers.

The science curriculum is integrated with the cultural studies curriculum and the five Great Lessons which center around themes of progress and interdependency. The stories present not only the changes the earth has undergone, but also the ways in which each new animal or plant affects all others.

"Let us give [the elementary children] a vision of the whole universe...all things are part of the universe and are connected with each other to form one whole unity." - Maria Montessori

All Lower Elementary students take Spanish, learning to speak and write their basic thoughts and questions in a second language. Activities through which they learn are based on music, art or Total Physical Response. Students learn to express themselves while developing confidence and creativity.

At the Lower Elementary level, students study the Great Lessons as well as the school-wide Cultural Studies themes.

The Great Lessons, developed by Maria Montessori, offer the child a wide view of the universe and humanity across time. They include:

• Story of the universe
• Coming of life
• Coming of humans
• Story of communication
• Story of numbers

Inly presents a school-wide, three-year rotation of Cultural Studies content supported by special events such as cultural festivals, assemblies, field trips and reading lists planned around these themes.

Year One: Ancient Civilizations

The school-wide question is: "How and why were ancient civilizations created?"

• The Lower Elementary focus is: "What do we learn from creation stories?", "What is an ancient civilization?", "What stories do artifacts tell?" and " What inventions helped ancient civilizations develop?"

Year Two: American Civilization

The school-wide central question is: "How and why has American civilization changed?

• The Lower Elementary focus is: "What is immigration?", "Who are the immigrants in America?", "Why do people immigrate?", "What events and people caused change in America?"

Year Three: World Civilizations

The school-wide central question is: "How and why do world civilizations connect?"

• The Lower Elementary focus is: "What causes people around the world to live differently and the same?" and "What traditional ceremonies are practiced throughout the world?”

Physical, political and economic are the three different spheres of Geography explored in the Lower Elementary years. Studying the world expands children’s understanding of global issues and relations between places, and allows them to begin to accumulate understanding of internationality.

Real-world, practical skills are covered in our Practical Life curriculum. Children develop their understanding on how to care for the environment both immediately around them and further afield, develop courtesy including empathy for others, sharing and turn-taking, and expand on their ability to care for themselves through health and safety awareness, knowledge on nutrition and skills such as organization and time management.

Service beyond the classroom promotes respect and awareness beyond our global community. All elementary students participate in school-wide community projects.

Students learn creative problem solving techniques by completing hands-on projects in our da Vinci Studio. Learn more here.  

The Inly Visual Arts program fosters creativity, problem-solving and self-expression. Children experience the art process through a variety of auditory, kinesthetic and visual components. Lessons include drawing, painting, sculpture, collage-making and print-making. Amongst other concepts, Lower Elementary students are taught to recognize and understand concepts of line, shape, form, color and texture, and patterns of organization.

The music curriculum combines individual and group work designed to appeal to a variety of learning styles. Children learn to understand melody, harmony, tempo, rhythm and dynamics. The music curriculum also offers significant opportunities to build community through our numerous performances, field trips, and assemblies.

The ultimate goal of the Inly Movement Arts program is to assist all children along the path to lifetime physical fitness, aligning with our holistic mission. The emphasis remains on fitness and fun, as children develop creative self-expression through movement, explore space, and develop coordination and control.

All Inly sports curriculum units include stretching, running, basic movements, and games. Students participate in skill building games focusing on developing team building and sportsmanship.

Library class begins in the third year, developing knowledge on how libraries are organized and function, types of books, how to navigate features of books (contents, index, title, author) and using the library for research.

The use of computers is introduced in the third year. Students learn terminology for the computer parts, how to open and close programs, clicking, typing, printing and more.

Inly weaves DEIJ principles into our curriculum to align with four core goals of anti-bias education—identity, diversity, justice and activism. Learn about our approach.

In Upper Elementary students continue to benefit from experiences with language concepts. They further develop their vocabulary, grammar, and reading comprehension, and progress with their spelling.

Students participate in Writers’ Workshop three times a week where they receive mini-lessons on style, voice, word choice, organization and more. They learn to edit their prose as professional writers do, using a process called the Writer’s Conference.

Children also meet multiple times per week in small Literature Circles where they discuss a text and explore challenging concepts such as symbolism, theme, character, and plot development. They take on roles (e.g., summarizer, discussion director, word finder, connector) that empower them to lead discussions, and heighten their awareness of the author's craft and how those elements can benefit their own writing.

Following the Montessori math curriculum, students move from concrete to abstract mathematical operations during their Upper Elementary years. Children meet with teachers in small skills-based groups throughout the week to receive direct instruction, and we help them build the critical skills and strategies of mathematical problem-solving, preparing them for the rigors of the Middle School mathematics program.

Inly employs a hands-on, inquiry-based approach to science. Students learn to think scientifically by experimenting, gathering data, organizing results, and drawing conclusions.

We harness students' natural curiosity, designating each individual a “sit spot” on campus – their own space to observe the changes that occur in nature throughout the year. This is an excellent opportunity to hone scientific habits of mind, particularly those related to observation.

Children also learn about their own body. Each year begins with developmentally appropriate lessons on puberty and the reproductive system. Fourth graders focus on the digestive system, fifth graders study the respiratory system, and sixth graders learn more about the reproductive system. By including these lessons in our Science curriculum we hope to normalize discussions of our bodies.

Inly presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips, and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies.

Year One: Ancient Civilizations

The school-wide question is: "How and why were ancient civilizations created?"

• The Upper Elementary focus is: "Why does oral tradition exist?", "Why did some civilizations thrive and some fail?", "How did religion shape civilization?", "How did social structures shape civilization?", "What makes an ancient civilization ancient?", "What can we infer from the artifacts we find?", "What inventions were created to improve the lifestyles of early cultures?"

Year Two: American Civilization

The school-wide central question is: "How and why has American civilization changed?

• The Upper Elementary focus is: "What does it mean to be an American?", "How has immigration influenced and changed American civilization?", "What events have changed America?", "How have the ideas of peace and freedom shaped democracy?", "How has war shaped and changed democracy?", "Do heroes and heroines impact our lives?"

Year Three: World Civilizations

The school-wide central question is: "How and why do world civilizations connect?"

The Upper Elementary focus is: "How are cultures around the world similar and different?", "What cultural challenges might one face as a guest or host?", "How do people from different cultures tell stories?", "How are various countries governed?", "Can world civilizations coexist in peace?"

Upper Elementary students develop their understanding of the world around them, exploring more in-depth concepts relating to physical geography, political geography and economic geography. They develop their knowledge on internationalism, the way the world is organised and how global relations work.

All Upper Elementary students take Spanish. Students learn to express themselves in a second language environment that promotes confidence and creativity. During these years they focus on conversation, verb tenses, basic writing skills, and learn through games and interactive activities.

Throughout the year, sixth-grade students are supported by an advisor and library staff on developing a specific thesis based on a subject of interest to them. They carry out research and interviews, write comprehensive essays that support this thesis, and present their ideas in front of an audience.

The Capstone process begins in the fall, when students brainstorm and select a question to pursue. They then meet each week for instruction on elements of research, communication, expository writing, creative expression, and long-term planning skills. With the help of an advisor, students are also responsible for developing a weekly plan that allows for both classwork and Capstone work.

As part of our Upper Elementary Service Learning Program, students engage in service to the community that broadens their understanding of a topic. They then share their learning with the Inly community. They spend a year immersed in the seasonal work of the Inly Organic Gardens. For the other two years, students participate in environmental and human service projects in the larger South Shore community. 

Our Life Skills program helps our students develop skills that allow them to build healthy and lasting relationships. The curriculum includes topics such as friendship, decision-making, stereotypes, puberty and health.

In fourth grade, Life Skills focuses on study skills, organization, time management, digital citizenship and the important tools needed to navigate Upper Elementary. In fifth grade, we explore the development of empathy and responsibilities in our community. Sixth-grade students discuss social media, privacy, media manipulation, and developing healthy self-esteem.

Students also practice life skills like time management and organizational skills by coming to lessons prepared and keeping track of both class and homework assignments. They develop physical skills, knowledge of how to care for the environment, courtesy, and independence including how to care for themselves.

Students learn creative problem solving techniques by completing hands-on projects in our da Vinci Studio. Learn more here.   

In Visual Arts, children develop creativity and self-expression through a variety of activities including drawing, painting, sculpture, collage making, and printmaking. Students develop understanding of ideas such as line, shape and form, recognise and understand color concepts, texture concepts, organization and more.

The Music curriculum combines individual and group work which appeals to a variety of learning styles. We also offer musical opportunities through performances, field trips and assemblies. At this level, students begin to memorize longer form songs and multi-part harmonies. They create their own compositions for voice, instruments and groups, and participate in more musical exercises.

Our Movement Arts program assists all children in attaining life-long physical fitness which aligns with our holistic mission. This benefits their health, body image and self-esteem whilst boosting their energy and concentration. As well as engaging in a variety of games and fostering sporting skills, children discover the fundamentals of yoga, work in groups for team activities, analyse movement and express themselves through dance and composition.

SportsAll Inly sports curriculum units include stretching, running, basic movements, and games. Students participate in skill building games focusing on developing team building and sportsmanship. They also learn the fundamentals of soccer, basketball, and flag football building to the ability to scrimmage and play games.

Students extend their classroom studies in Library class while acquiring new skills, exploring their interests, and practicing research methods in a teacher-supported learning environment.

In support of curriculum, students learn to use software tools such as word processing, drawing, presentation, database, spreadsheet, digital image manipulation, and mixed media.

Inly weaves DEIJ principles into our curriculum to align with four core goals of anti-bias education—identity, diversity, justice and activism. Learn about our approach.