The curriculum is built around three core elements: mastery of fundamental academic skills, Montessori’sGreat Lessonsas the foundation of Cosmic Education, and student-driven research and projects supported by social and emotional development. Academic studies are rigorous and integrated, weaving together mathematics, science, history, geography, literature, writing, civics, economics, and the study of human societies, alongside essential skills such as math fact fluency, spelling, grammar, and research.

Project-based learning is a cornerstone of the Elementary experience. Students regularly engage in long-term research projects, both individually and collaboratively, driven by their own questions and interests. These projects often span weeks or months and culminate in written work, models, presentations, portfolios, or teaching peers. As students mature, their projects grow in complexity, depth, and independence, building strong skills in research, critical thinking, organization, and communication.

Elementary classrooms are multi-age communities where students learn at their own pace and benefit from collaboration and peer mentoring. The classroom functions as a small society, with students taking meaningful responsibility for their environment, classroom work, and community life.

Sixth grade serves as a capstone yearin which students synthesize their academic skills, leadership abilities, and independence. Upper Elementary students take on advanced research projects, increased leadership roles, and greater responsibility within the school community, preparing them confidently for the transition to middle school and beyond.

With small class sizes and a low teacher-student ratio, Arbor ensures each child is known, challenged, and supported throughout this important stage of development.

Transitioning to Secondary Education

Arbor graduates transition to secondary education with confidence, adaptability, and a strong sense of self. Through years of purposeful Montessori practice, students learn to work in partnership with teachers, seeing adults as guides and collaborators rather than task managers. This is an approach that prepares them to seek support, ask questions, and engage meaningfully in new academic environments. They bring well-developed self-advocacy skills, the ability to articulate their needs, and the confidence to take ownership of their learning. Just as importantly, Arbor students leave with high levels of executive functioning – including time management, organization, sustained focus, and goal-setting – allowing them to navigate increased academic demands with independence and resilience. These skills empower Arbor graduates not just to adjust to secondary education, but to thrive within it. Every year, students successfully transition from Arbor to a variety of educational settings, including independent schools, college preparatory schools, and public middle schools.