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Upper Elementary

The majority of our day is spent focused on project-based learning, which provides opportunities to explore all learning domains. We typically spend about two hours of our day focused on a more structured learning curriculum, including the use of Singapore Math, UFLI Reading & Phonics, and Learning Without Tears for handwriting and creative writing skills. Our small class sizes and low teacher-to-student ratio allow for much more attention given to students than a traditional classroom. This allows us to accomplish a great deal in a shorter time frame than traditional schooling. Also, being a year-round program, we can pace ourselves and focus on creating a love for learning.

In an upper elementary-aged Reggio Emilia Approach classroom (grades 4-5), the curriculum continues to emphasize active, inquiry-based learning, with a strong focus on collaboration, critical thinking, and creativity. At this stage, children are becoming more independent and are ready to explore more complex concepts while still engaging in hands-on, project-based learning. The Reggio Emilia Approach values the child’s voice, encouraging students to take ownership of their learning, pursue their interests, and ask meaningful questions. Teachers act as co-learners and guides, fostering a classroom environment that supports exploration, self-expression, and deep reflection.

The curriculum in an upper elementary Reggio Emilia Approach classroom remains emergent, meaning it is shaped by the students' interests, questions, and ideas. Teachers observe and listen carefully to what excites students, using these observations to develop meaningful projects that are both academically rigorous and personally relevant. These long-term projects often involve in-depth investigation of a topic and provide students with the opportunity to engage in research, hands-on activities, problem-solving, and critical thinking. For example, a project on environmental conservation might involve studying ecosystems, conducting field research, building models, and presenting solutions for reducing waste. Projects are designed to be interdisciplinary, integrating subjects like science, math, language arts, and social studies, and they often culminate in a collaborative presentation or product.

Collaboration is a cornerstone of the Reggio Emilia Approach, and in upper elementary classrooms, students are encouraged to work together in pairs or small groups to explore ideas and solve problems. This collaborative learning fosters communication skills, teamwork, and respect for others' viewpoints. Group work allows students to share knowledge, challenge one another’s thinking, and collectively generate creative solutions. Teachers guide these interactions by helping students develop strong collaboration and problem-solving skills, as well as by fostering an environment where every child’s voice is valued. Peer feedback, group discussions, and cooperative projects are common, allowing students to refine their ideas through interaction and constructive dialogue.

In our classrooms, documentation continues to play a vital role in capturing the learning process. Teachers document students' work, thoughts, and progress through photographs, written observations, videos, and student-created materials. This documentation is used not only to assess learning but also to support reflection. Students are encouraged to review their own work, revisit ideas, and make connections between different parts of their learning. They may reflect on the process of a project, the questions they’ve asked, or how their thinking has evolved. This reflective practice helps students gain a deeper understanding of their own learning journey and reinforces critical thinking. Documentation is also shared with parents, helping to keep families informed and involved in the child’s development.

In an upper elementary Reggio Emilia Approach classroom, creative expression is encouraged across all subject areas. Children are given opportunities to express their learning through multiple "languages," such as visual arts, music, drama, and writing. Whether they are drawing a diagram to represent a scientific process, composing a song to explain a historical event, or performing a skit to demonstrate a math concept, students are encouraged to use various mediums to communicate their ideas. This approach nurtures creativity, fine motor skills, and communication abilities, and provides students with different ways to process and represent what they are learning. Creative projects are also deeply tied to the themes or projects that emerge from the children’s interests, allowing them to connect emotionally and intellectually to the work.

We focus our day on critical thinking and problem-solving work. Students are given complex, real-world problems to explore, often within the context of their project work. For instance, a class project on sustainability may involve researching environmental issues, analyzing data, and proposing solutions to real-world challenges. Teachers guide students in asking probing questions, investigating multiple perspectives, and testing hypotheses. The goal is to help students think analytically, make connections between different ideas, and develop solutions to challenges they face. This fosters not just academic growth but also the development of skills necessary for lifelong learning and citizenship.

As students become more independent thinkers, the Reggio Emilia Approach continues to prioritize social-emotional development. Teachers support students in learning how to manage their emotions, communicate effectively, and resolve conflicts. Through group projects and peer interactions, students practice empathy, collaboration, and self-regulation. The classroom environment fosters a sense of community where every student’s voice is respected and where students learn to take responsibility for their actions and decisions. By working together, students learn the value of teamwork, collective problem-solving, and respect for diverse perspectives.

​​​​​​​​​​​​​​In the Reggio Emilia Approach model, teachers are seen not as traditional instructors, but as facilitators and co-learners. They engage with students as partners in the learning process, guiding them with open-ended questions, providing resources, and helping them reflect on their ideas. Teachers closely observe and document children’s learning, using these insights to adapt and extend the curriculum to better meet the needs of each student. The teacher’s role is to support inquiry, scaffold learning, and provide challenges that stimulate intellectual and personal growth.

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6720 Chimney Rock Rd.

Houston, TX 77081

info@mays.school

713-669-9286

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Open Hours

Mon - Fri: 6:30am - 5:30pm

©2025 The Mays School

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