Not Just Academics.Independent Thinkers in 4 Formative Years.
As children move from CASA to Lower Elementary, linkage exercises connect new ideas to the concepts and materials they already know, making the transition smooth and meaningful. Concrete experiences in the classroom become the foundation for answering complex, abstract questions.
What is Lower Elementary?
An integrated approach to learning. Ideas are introduced on a “big picture” scale, and children build a framework for higher-order thinking as they break each element down into smaller pieces of understanding. Your child explores the world around them, and their place within it, through language, mathematics, history, geography, botany and zoology.
| Traditional Elementary | Montessori Elementary |
|---|---|
| Formal grades and report cards | Descriptive feedback & goal setting |
| Same-age classrooms | Mixed-age classrooms |
| Subjects taught separately | Integrated, big-picture learning |
| Teacher-assigned daily tasks | Co-created daily work plans |
What your child will experience
Integrated Learning
Concrete materials present each concept in a meaningful context. Students are supported step by step as they build the skills and confidence to explore with growing independence.
Friendship & Social Skills
Children focus on making connections through friendships, negotiation with peers and social problem-solving, supported by team-building exercises and collaborative activities.
A Positive Mindset
Games and activities throughout the school foster positive beliefs about themselves and their relationships with others.
Beyond the Classroom
Field trips and outdoor education encourage students to explore the world around them and stretch the boundaries of their learning.
Ontario Curriculum and Beyond
Our curricula are rich and meaningful, meeting and exceeding the expectations of the Ontario Curriculum.
Why our Lower Elementary is different
Testing beliefs against reality, catching frustration early, and learning the language of “yet.” Explore our learning principles.
| Pillar | What this looks like this year | What you’ll see at home |
|---|---|---|
| MontessoriThe ContainerHow do I learn to do things myself? | A mixed-age classroom where your child is sometimes the expert and sometimes the learner. Teaching a younger child cements their own understanding; learning from an older child normalizes not-knowing-yet. | Look for chances for your child to teach someone else a skill: a sibling, a cousin, a friend. Teaching is how they’ll prove mastery to themselves. |
| LefkoeBelief WorkWhy do I believe what I believe about myself? | We help kids test whether a belief like “I’m not a math kid” is actually true, tracing it back to the moment it formed and holding it up against real evidence. | When your child self-labels (“I’m bad at spelling”), ask “Is that true, or is that a story?” rather than reassuring or arguing. |
| NLP / RobbinsState ManagementHow do I manage my state & communicate my needs? | Your child learns to notice frustration building before it becomes a meltdown, and to use a breath, a body shift, or a reframing question to move themselves out of it. | Name the shift before it escalates: “I notice you’re getting frustrated. What do you need right now?” Let them choose the tool rather than choosing it for them. |
| DweckGrowth MindsetWhat do I tell myself when something is hard? | We teach the difference between “I can’t” and “I can’t yet.” This is the year your child starts actively writing the story of who they are as a learner. | Reinforce “yet” language at home, and let them hear you use it about your own challenges too. Modeling matters as much as praising. |
The bottom line: Your child is writing the story of who they are this year. We help make sure it’s in pencil, not pen.
A day in the life in our Lower Elementary classroom
Our classrooms are designed so students can independently navigate their learning environment throughout the day.
Find what they need
Distinctly organized subject areas let children easily and confidently reach the learning tools and materials they need.
Plan their day
Children learn to plan and organize their time by co-creating and using a daily work plan.
Learn together
New concepts arrive through individual, small-group and large-group lessons, followed by time to explore, extend and consolidate what they’ve learned.
Follow a spark
One student’s endeavour often leaves others curious and hooked, sparking a collaborative project that started with one child’s interest.
Gather, move and reset
The day includes our Possibilities Circle, Incantations, movement games and brain breaks such as midline-crossing activities, yoga and dancing.
Get outside
Students take part in daily physical activity and outdoor exploration, plus field trips and outdoor education beyond the school.
Who they become
Beliefs. Children move forward with a sense of worthiness and purpose, and the ability to be a risk taker. They see failure as an opportunity for growth, hold internal coping strategies for social and emotional struggles, and have a deep care and respect for themselves, others and the natural world.
Skills. Students learn goal setting, self-monitoring and self-reflection, and take ownership of their learning. They show responsibility, dedication and integrity, and grow into innovators and collaborative problem solvers who question, think freely and bounce back with resilience.
They are who we, as parents, are working to become.
Take a look at our classroom
Subject areas are clearly organized so children can find what they need and get to work. Come see it in person or ask about a virtual tour.
Good to know
Parent FAQs
How do children transition from CASA to Lower Elementary?
Linkage exercises connect new concepts to the materials children already know from CASA, so the move into the elementary classroom feels smooth and meaningful.
What subjects do children study?
Language, mathematics, history, geography, botany and zoology, taught as an integrated whole rather than in isolation. Our curricula meet and exceed the expectations of the Ontario Curriculum.
How is progress assessed? Are there grades?
We don’t use a formal grading system, because grades can distract children from their own motivation to learn. Instead, assessment happens through ongoing descriptive feedback, conferences and reflections, with a focus on progress, goal setting and monitoring.
How do children manage their day?
Subject areas are clearly organized, so children can find the tools and materials they need on their own. Each child learns to plan and organize their time using a daily work plan that they co-create with their guide.
Do children learn outside the classroom?
Yes. Field trips and outdoor education are part of the program, and students take part in daily physical activity and outdoor exploration.
How can parents support this learning at home?
- Let them teach: Look for chances for your child to teach someone else a skill, like a sibling, cousin or friend.
- Test the story: When your child says “I’m bad at spelling,” ask “Is that true, or is that a story?”
- Name the shift: Try “I notice you’re getting frustrated. What do you need right now?” and let them choose the tool.
- Use “yet”: Reinforce “yet” language, and let them hear you use it about your own challenges too.
Explore our other programs
One school, one approach, from JK/SK to Grade 8.
Come see a real school day
Book a tour345 Sorauren Ave, 3rd Floor, Toronto, M6R 2G5
(416) 531-MIND (6463) · info@academyofenlightenedminds.com