Chart showing School Years and Approximate Age Range

NB: Waldorf education has a different framework regarding age groups and classes compared with mainstream UK education ~ you may find this chart useful reference when reading curriculum information.

School Year	Age
Kindergarten	3.5–7 years
Class 1	6-7 years
Class 2	7-8 years
Class 3	8-9 years
Class 4	9-10 years
Class 5	10-11 years
Class 6	11-12 years
Class 7	12-13 years
Class 8	13-14 years

Imagination

Imagination is one of the greatest assets a child can possess. In the same way that exercise develops and enables the body, so imagination forms the brain such that it becomes flexible, inquisitive and useful – enabling children to see opportunities throughout life. Steiner Waldorf education focuses on the development of imagination, with a love of exploration and discovery.

English Language and Literature

‘If you want children to be intelligent, tell them fairytales. If you want them to be more intelligent, tell them more fairytales.’ Albert Einstein

At first a focus on storytelling together with recitation of poems and songs, all carefully selected for their rhythmic sounds and rich vocabulary, leads to a love of language. Well crafted stories are recited from memory by the teachers – this engages children’s interest and stimulates their imaginations to create their own images for the words they hear, it also provides them with an early feeling for punctuation and sentence structure. This oral approach provides a firm foundation from which good reading and writing may naturally follow.

In the early years the emphasis is on fairytales, nature and folktales in order to delight & fuel the imagination. As children grow these are exchanged for fables, Celtic tales and Norse legends. Through these stories the children come to a personal feeling for the secrets of nature and the laws of life. From Class 5 children will be reading and listening to literature from the many differing civilisations of the world throughout history. This will include material from ancient eastern cultures (Hindu legends, the Sumerian legends of Gilgamesh, Egyptian & Greek mythology), Roman & Medieval history, stories from the Age of Discovery & the Renaissance. By Class 8 they read materials such as Dickens, Hardy, non-fiction works of Darwin, Chief Seattle’s Speech and the speeches of Martin Luther King.

Writing

Children begin to write in Class 1 (age 6-7 years). This is currently regarded by some as being quite ‘late’, however it permits a prolonged period in which to absorb the richness of language at an age when children are particularly receptive and impressionable. Within Waldorf education it is considered that the significance of using this early period in children’s lives to gain a natural, intuitive feeling for the spoken word cannot be underestimated, and that the intellectual task of writing and reading should follow slightly later. Furthermore 5 years of age is too young for many children who may then become discouraged by their first steps in education.

Mathematics

During classes 1-3 children are unaware that they are having Maths ‘lessons’ – the principle being to gain a love of playing with numbers, getting a feel for their value, and unconsciously learning the times tables through rhythmic movement such as bean bag games, skipping, hand clapping and even country dancing. Meanwhile early steps into geometry are taken with colourful form drawing. Each year the groundwork of earlier lessons is repeated and progressed. In class 4 fractions are introduced and, linking with the study of ancient Egypt in their history lessons, children will have their first introduction to Pythagoras’ Theorem with the Pythagorean rope. During class 5 the introduction of compass work will reinforce their earlier explorations into geometry. They will construct key geometrical figures, bisect angles as well as cover Pythagoras’ theorem and tessellation. By class 8 they will have made significant steps into maths, including geometry, data representation (e.g. pictograms) and algebra (commutative, associative & distributive laws; volumes, density & weights; statistics; binary; linear equations & brackets; graphs and their use in the solution of simultaneous equations).

The absolute priority in Maths lessons is to generate enjoyment and confidence. Achieving this is important for their own self confidence and trust in thinking.

Foreign Languages

“J’ai un nom

Un prénom

Deux yeux

Un nez

Un menton

Dis moi vite Ton prénom

Pour continuer

La chanson

Je m’appelle Madame Ledeunff, tu t’appelle Abbie

J’ai un nom…”

Whilst it is useful to speak and understand other languages, the study of languages has additional value by encouraging an appreciation of the many varied peoples and cultures throughout the world

All children receive French and German lessons from the beginning of Class 1. From ages 6-9 years children are orally immersed in the languages through songs, counting rhymes and games designed to delight and engage the children without the need for explanation or translation (Rawson & Richter 2008:132). Lessons in this period are generally undertaken solely in the foreign language. From Class 4 reading and writing are introduced.

Art

‘With our intellect we merely comprehend nature; it takes artistic feeling to experience it’

Rudolf Steiner 1923, (Juneman & Weitmann 1994)

Art is taught directly in lessons in painting, drawing and clay modelling, however it is also integrated into the whole of each child’s education in the school.

Painting

Children will all learn the techniques of watercolour painting such that they can paint to a high standard. As with all subjects this is not undertaken in a ‘dry’ intellectual way. Watercolour painting begins in Kindergarten and continues each year. Teachers tell ‘painting stories’ to bring life to colour such that children gain a real feeling for each colour, the various colour harmonies and discover for themselves how mixed colours come into being. In classes 1-3 painting is essentially abstract, yet through stories and practice they will have unconsciously mastered key techniques in watercolour painting. This ability will be built upon in class 4 when children begin to undertake figurative work and painting will be linked to nature studies and the topics of the main lesson. From class 5–8 children will work with ever subtler nuances of colour and come to understand chiaroscuro, the study of light and dark, and perspective through watercolour as well as work with charcoal and chalk.

Clay modelling

“In drawing corrections are made by ‘the will working through the eye’; in modelling it is the hand that feels the surfaces, thus becoming an … organ of perception and formation.” (Rawson & Richter 2008:87)

In classes 1-3 children will model freely with clay, wax & plasticine, and the atmosphere in the classroom will often become peaceful and contemplative as the children become absorbed in their task. From class 4 lessons begin, first with simple geometric solids and their formation into animal forms such as a sleeping cat and resting deer. Lessons are designed to integrate with the topics of the main lesson and so children will find themselves modelling various natural forms from animals, plant forms and human figures, to mountain landscapes and geological formations.

Music

“Music is not a subject on the timetable, it is a state of mind… this state of mind has to be created in every lesson” (Rawson & Richter 2008:181)

Music lessons alternate between the children making music or singing, and listening to music. Children will learn melodies in pentatonic mode by imitation and begin to play the descant recorder or flute in Class1, however every day will include singing with their class teacher which the children love and will no doubt bring home with them. All children begin to learn an individual instrument such as piano, violin, lyre or treble recorder in class 3 and continue singing, though the major scale is introduced now. Music begins to be described in class 2 with hand movements, progressing onto pictures of lines showing pitch, long notes & pauses, by class 4 they can sight read simple melodies. By class 5 the children are singing beautifully and classes are directed towards the appreciation of music as well as the continuation of musical theory. Parents are encouraged to arrange outings to concerts, and if possible children should attend a local choir or orchestra.

The Life Sciences

“The whole structure of the Steiner Waldorf Curriculum is profoundly ecological.

The teaching method itself, going from the whole to the parts, confirms this and encourages children to keep the widest perspective on their studies at any age. As examples: in the Kindergarten an active awareness of the seasons, in the Middle School a sense of the wisdom revealed by the intricate relationships of plants and animals, in the Upper School an appreciation that analytical thinking and holistic thinking each make their different contribution to our understanding of living processes.”

(Rawson & Richter 2008:165)

Life sciences begin as their own subject in class 4 with the generation of rich experiences of some familiar and unfamiliar animals with diverse qualities as seen in the land and sea. From observation we will study the various qualities of different animal limbs and their adaptation to function, leading on to the human limbs and the opportunities they offer us. The study of plants follows in class 6 with consideration of their relationship with their context (landscape, soil, climate, insect life), as well as their lifecycle from seed to flower and fruit. Children will undertake quiet, accurate observation and gain an appreciation of the transformations of form and metamorphosis of organs. They will cover some of the major plant types and regions of the earth: such as desert, tundra, forest and the progression from pole to equator. Following on from the work in class 4, the children will now study groups of animals in greater detail – birds, carnivores and herbivores. This will continue in class 6 with mammals, reptiles, fish, insects and molluscs, together with in depth study on flowering plants (monocotyledons, cruciferous plants, grasses, unbellifers amongst others). From class 7 the focus turns towards human beings with a practical observation & study of the heart, lungs and circulation, senses, sleep, illnesses, addiction & substance abuse, healing plants, personal health & hygiene. Finally in class 8 their study will continue with the skeletal and muscular systems (considering questions on how bones confront gravity, the mechanics of locomotion and lever systems), the golden mean and the human form, the form and function of the human eye and ear.

Physics

The concepts of imposed quantitive and particle-like models of nature are by their own nature limited, and it is important that children perceive their insufficiency. Physics lessons begin in class 6 and elementary phenomena will be investigated which cannot be wholly described by these models in order that children gain an insight into the incompleteness of models, together with a sense of wonder and inquisitiveness towards the natural world.

Physics is taught by consideration of experienced and observed phenomena and wherever possible links will be formed with other subjects being taught in the main lesson.

From classes 6-8 children will cover the principle topics of acoustics, optics & colour, thermodynamics, magnetism, electricity, mechanics and the new areas of hydrostatics, hydrodynamics, aerostatics & aerodynamics. Considering magnetism as an example, children will begin with naturally occurring magnetite and the question of how something is magnetised. From here ordinary magnets and compasses (without casing) will be demonstrated, and the concepts of north & south poles, magnetic attraction & repulsion, and the magnetic field of the earth discussed. In class 7 they will build on this knowledge with further study of the earth’s field and the subject of electrodynamics (together with it’s technical applications).

Chemistry

The whole curriculum, from kindergarten to class 6, supports the study of chemistry when it becomes a subject in its own right in class 7. As with all subjects it will begin with the children’s own experiences of their environment, from which experiments will be devised and results recorded. It is important that children are not told the method and results for an experiment from which they then repeat the experiment and obtain the desired results. Experiments are experiments and children will observe and gain great satisfaction from the joy of investigation & discovery.

In class 7 children will study combustion, salts & metals. Taking combustion as an example, they will observe the burning qualities of different materials, link chemistry with their main lessons through the study of the ritualistic place of fire in different cultures & legends, and study the processes of forest fires and biological respiration. Inspiring accounts of the lives of scientists will also be told so that the children may gain a feeling for their fascination with phenomena. Class 8 introduces plant and food chemistry together with a variety of technical applications.

History

“History’s contribution to the cultivation of the basis for human freedom lies not in directing the rising generation to think this or that thought, but to support the creation of faculties of thinking, judgement, moral initiative and social awareness within them. … (in order that they shall have) … the tools to ensure that they can do what seems necessary out of who they are…” (Rawson & Richter 2008:156)

Through wonderful myths and legends they will have unconsciously gained a feeling for history prior to their first history lesson in class 5. They will have enjoyed tales of past cultures describing the activities of kings, queens, knights, holy men and women; as well as traditional livelihoods such as farming, forestry and carpentry. From class 5 they will discover the ancient cultures of India, Persia, Mesopotamia and ancient Egypt and recite verses and texts to deepen their feeling for the peoples of these times. From class 6 they will study topics from the Roman era to the Middle Ages, encountering the effects of human confrontation such as the Crusades and the influence of Arabic culture on science, trade and banking. Class 7 marks a change in children’s relationship to learning as they begin to need to form their own judgements, the style of teaching reflects this through a greater reliance on the children developing their own understanding of historical material. They will consider the way cultural & technological developments affect historical events and reflect an evolving human consciousness. Lessons will cover discoveries and inventions, art, trade and religious life; the Renaissance will be particularly relevant. In class 8 history is brought up to the present time with the Industrial Revolution and new technology. Significant moments, biographies, eyewitness accounts, literature and the media will provide sources as required. The history of the US, the slave trade and the fate of the North American peoples; the British Empire; mass emigration; the steam engine, telegraph, light bulb and their consequences; the First World War; The Berlin Wall; Environmental issues; Freedom & Independence movements. These will be complemented by bibliographies of Lenin, Mahatma Ghandi, Florence Nightingale, Hitler, Anne Frank, Primo Levi, Mao Zedong, Martin Luther King and Nelson Mandela amongst others.

Geography

In the Lower School (classes 1-4) Geography is not taught as a separate subject, however it is an important part of this time. They will be looking at nature, the elements, the seasons and stars through stories, nature walks and the many festivals through the year. Children will experience the bond between humans and the kingdoms of nature through fables and the stories of Saints such as St Francis of Assisi. At 9 years they will focus on the bond between man & earth with traditional farming, house building and occupations such as being a shepherd, stone mason and miner. Finally at 10 years they will observe their local geography, first from the sun and stars, then descending like a bird towards earth and drawing simple maps, a bird’s eye view of their home or school and their route to school. They will bring in a study of their local history and how this has affected their locality with aspects including industry and transport infrastructure.

At this point we enter Middle School (classes 5-8) and here the course may be considered in 2 periods – class 5-6 and class 7-8. In the first period children will experience the interdependence of humans and nature through deeper observation of their locality. They will go on journeys of discovery along rivers, to the sea and up to the hills – we will contrast these regions looking at the relationship between landscape, natural resources and industry. Then we will extend out to the whole of the British Isles and how this interacts with the neighbouring continents, concluding with a brief overview of all the continents and the physical geography of the world. This will lay the foundation for classes 7 and 8 when we will look more closely at the continents of the world, considering their climate, topography, people and industry. We will contrast the various continents and consider some past & present political issues.

Finally we return our focus to our locality with a study of weather. Observing and painting cloud formations and taking meteorological readings such as rainfall, humidity, air pressure and wind speed.

Gardening

Nature is a key source of inspiration, and from Kindergarten children spend time every day, rain or shine, outside playing, on nature walks, exploring and discovering. As they grow older the children continually use nature as a source for ideas and scientific investigation.

Gardening becomes a subject on the Curriculum from class 6, and is particularly beneficial for children approaching puberty as amongst the psychological and physical changes taking place for each child it provides a stabilising, confidence inspiring, harmonising experience. They learn how to care for the soil, directly contribute to the production of the crops and gain an appreciation for nature.

Where term timetabling permits plants are grown in accordance with the biodynamic calendar. Biodynamics is a system of agriculture developed by Steiner to increase the quality of the soil and plants by working with and for nature – it is even used by supermarkets to select their wine as they recognise its beneficial effects!

Eurythmy (dance)

Eurythmy is an artistic form of dance devised as a natural, physical expression of speech. Gestures represent vowels & consonants, as well as the more complex qualities of feeling, thinking and willing. It is seen to be of great benefit to children, helping them become more alert and at ease with themselves as well as more graceful and coordinated. Consequently it may be used as a therapy where indicated. Eurythmy requires both individual and group coordination, and this awareness and respect for others’ space benefits children’s social development. Theory aside, the children greatly enjoy this form of dance!

Games & Movement

‘Wolf! Wolf! Where are you?’

‘I am getting out of bed.’

‘Wolf! Wolf! Where are you?’

‘I am putting on my boots.’…

‘Wolf! Wolf! Where are you?’

‘I’m ready for my breakfast!’

For classes 1 to 4 this will focus on ‘playground’ games. Children will play a myriad of games from hand clapping games, skipping, bean bag and string games to classic chasing games such as ‘stuck in the mud’ and ‘dragon tag’ brimming with anticipation and excitement as the children are caught and freed. Stories and singing remain key aspects of these games until class 3 when this gradually begins to be relinquished enabling the children to focus more on the activity itself.

Games lessons in class 5 culminate in ‘The Greek Olympics’. The children will have practised every week throughout the year and finally hundreds of class 5 children from Steiner Schools throughout the UK and beyond will make their way to Michael Hall in Sussex to take part in this great event. The children arrive from all over the world and pitch their tents. Children are then divided between the 12 city teams (Athens, Thebes and so on) such that each school’s children are evenly distributed. All the next day is spent practising the events, finally after practising all events the children select the ones they would like to enter. The evening is then spent painting their tunics with their city colours. The next day all line up in the Olympic Arena for the Opening Ceremony and the lighting of the Eternal Flame. Events include The Marathon (a one mile cross country run), the Dash, Weight Jump, High Jump, Wrestling, Discus and Javelin. The Archon (or judges) assesses each participant on their qualities of strength, beauty, skill and inner qualities such as effort and determination. Finally the event concludes with the Poetry reading and Closing Ceremony. Outstanding qualities of all athletes are announced and each receives a medal. It is the highlight of the school year and truly enjoyed by all.

Class 6 marks the shift in focus towards team sports as the ‘play element’ dissolves. From now on children will be participating in sports such as hockey, swimming, basketball and athletics.

Bibliography

Rawson & Richter (ed) (2008): The Educational Tasks and Content of the Steiner Waldorf Curriculum. Steiner Schools Publications, East Sussex.

Brooking-Payne (1996):Games Children Play. Hawthorn Press, Stroud, UK.