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Class 1 Writing and reading are taught from class 1. The child first learns to write using the shape of the letters to suggest meaning, ie. M for mountain, V for valley, W for waves. In addition, they may walk the shape on the floor in the classroom and draw pictures that include the shape. This allows a deeper connection with, and an understanding of the letters, rather than just memorising the abstract shapes. The children write words and read their own writing before working with printed literature. An understanding of numbers is built on the basis of concrete, real-life tasks - such as dividing a cake to share, estimating, measuring and through counting aloud, chanting of tables, musical rhythms and skipping games. These learning experiences are real and meaningful. The class 1 curriculum also includes fairy tales, usually Grimm's and Russian Tales; craft; puppet plays; and recorder lessons. “Joy and happiness in living, love for all existence, a power and energy for work, such are among the lifelong results of a right cultivation of the feeling for beauty and art”.
Class 2 In the Steiner curriculum, writing comes before reading. The alphabet letters are introduced individually through imagination, story and beauty. Arithmetic and the experience of numbers are grasped through counting, chanting, clapping, stepping, skipping and concrete experiences from organising beads into patterns. During Class 2 the children make the transition from the fairy tale world of Class 1 to the more complex and layered realms of Irish Celtic stories such as "The King of Ireland's Son". Its a year of interwoven paths and diverse stories linked together by imagination. The children touch on archetypal truths, awaken to feelings of responsibility and begin to explore the cause and effect relationships of diverse paths. The children of Class 2 explore language, and the world, through the experiences of the animals in Aesop's Fables. Afterwards, they meet the Mathemagician and discover the world of numbers and shapes in his tower home. Stories form the groundwork for the study of English, history and the environment and for geography and science in Class 4 and beyond. Children have a natural love of language and this is nourished with stories from epochs of the past to strengthen their imagination. |
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Class 3 The Steiner school curriculum indicates that children should be lead gradually from their imaginative world into the world of practical life. As they approach their ninth year they pass through an inward development. They begin to lose their feeling of union with the all-embracing world of nature and become more independent amd objective. Often they become critical and sympathies and antipathies become more conscious. They are ready to engage with the stories from the Old Testament. The leading themes of the bible make a powerful impression - Joshua and Jericho Ruth, Samson and the stories of the first judges and kings - Samuel, Gideon, Saul and David. The practical experiences of farming and buidling continue to build a convincing picture of the life and work of builders and farmers. In
these years children are more aware of their surroundings and their place
in them. They study the human being in relation to the environment including
main lessons on farming, house-building, measurement, occupations, local
geography and the animal kingdom. An Overview of the Main Lesson Curriculum Geography
of Home, School & Surroundings "The need for imagination, a sense of truth and feeling of responsibility - these are the three forces which are the very nerve of education." Rudolf Steiner
Class 4 Having learnt about the Hebrew creation myths, the children are ready to experience the Norse Creation Myths. A leading theme in these stories is that all progress is attained at some cost. Odin gives his eye to drink at Mimir's well (and thus becomes all seeing); Tyr loses his right hand in capturing the wolf. A prophetic quality is also to be found in these stories. Ragnarok is foretold, but beyond the destruction of the old order a new heaven and earth will arise. The Norse tales tell of the withdrawing of powerful protective forces and the taking over of leadership by heroes whose outstanding quality is courage. A wide range of poetry is recited to reflect the Norse mood (dramatic). Action poems satisfy the childrens growing need to express themselves vigorously. Children become eager to compose their own descriptive stories- the generative forces are at work. An Overview of the Main Lesson Curriculum Geography
of Home, School & Surroundings
"The need for imagination, a sense of truth and feeling of responsibility - these are the three forces which are the very nerve of education." Rudolf Steiner |
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Class 5 In Class 5 the children journey through the cultural epochs of ancient Persia, India, Egypt and through to ancient Greece. A main lesson on Egypt and the Pharoahs may cover Middle Eastern history, geography, botany, art, language, music, dress, the mathematics of pyramids, the origin of our alphabet and the history of writing. An Overview of Main Lesson Curriculum Stories:
history and maps of India, Persia, Babylon, Egypt, Greece & Rome "It is important that we discover an educational method where people learn to learn, and go on learning from life throughout their whole lives." Rudolf Steiner Class 6 In Class 6 the children go on to the study of Ancient Rome, where democracy and citizenship, foundations of our modern world, were first developed. They also study the Islamic world with emphasis on algebra and physics. Other subjects studied are geography, geology and astronomy. Class 6 children are also thinking about and preparing for the transition into a very significant part of their journey of learning. Children with a Steiner education generally don't have any problems with the transition to a main stream high school. In fact, many of our local high schools actively seek out our students for social and academic reasons and studies have shown that Steiner educated children are generally well adjusted and have a high desire to learn and do well in high school.
"Receive the child in reverence, educate the child in love, let the child go in freedom." Rudolf Steiner
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| ©2006 Blue Mountains Steiner School |  |
