Lower School
(Grades 1 - 5)
In the lower school, the class teacher presents lessons to stir and activate the imagination and feelings of the child. The practice in a Waldorf school is that the same teacher continues with the class from grade to grade, in some cases for all eight years. This affords the class teacher the opportunity to know the children to a great depth and to appreciate their individual qualities.
Lower school brings structured study to the life of the child. All grades begin each class day with a main lesson, two hours that focus on a core subject for a four-week block. The Waldorf approach allows a teacher to meet different learning styles. Students compose main lesson books with illustrations and text that detail each subject. This reinforces learning by having the child recreate their lessons. Lower school teachers are trained to meet the intellectual, physical, and emotional readiness of each student, whether or not the student attended our preschool.
In the lower school, the class teacher presents lessons to stir and activate the imagination and feelings of the child. The practice in a Waldorf school is that the same teacher continues with the class from grade to grade, in some cases for all eight years. This affords the class teacher the opportunity to know the children to a great depth and to appreciate their individual qualities.
Lower school brings structured study to the life of the child. All grades begin each class day with a main lesson, two hours that focus on a core subject for a four-week block. The Waldorf approach allows a teacher to meet different learning styles. Students compose main lesson books with illustrations and text that detail each subject. This reinforces learning by having the child recreate their lessons. Lower school teachers are trained to meet the intellectual, physical, and emotional readiness of each student, whether or not the student attended our preschool.
All Grades
History,
language arts, science, and math are taught in lesson
blocks of three to five weeks during the morning
hours in all grades; the children, throughout the
curriculum, create original lesson books.
Grade 1
The first
grade is a
bridge between the Early Childhood program and the
grades. The loss of the milk teeth, and the
stretching of neck, torso and limbs are signals that
a certain stage of completeness has been attained in
the formation of the physical body, and that the
children are ready to begin to work with memory and
thinking in a more concentrated way. The children
still carry within them much of the imaginative
consciousness of early childhood, but are becoming
more aware of the world around them, still in a
holistic, somewhat dreamy, fairy tale mood.
The year begins with the awareness of the fact that behind all shapes are two basic forms. Straight and curved lines are combined in various patterns, as the subject of form or dynamic drawing. These drawings train motor skills, awaken powers of observation, and provide a foundation for the introduction to the letters, and the later study of geometry.
The children are introduced to the letters of the alphabet through fairy tales and other stories, and out of a transformation from picture to symbol. In this way, the letters become actual characters to which the children have a relationship, rather than abstract symbols. Sound/symbol relationships are practiced, and after the majority of letters are introduced, the children practice writing short sentences they know by heart.
The children first experience the qualities of numbers before learning arithmetical operations. The four processes are introduced as four characters in a story. After considerable practice with manipulatives and mental math, the written symbols for the four processes and the equal sign are introduced.
Language Arts
• Writing
• Phonetic Introduction to Letters
• Reading Approached through Writing
• Speech Formation/Dramatics
Mathematics
• All Four Processes
• Geometric Movement
Natural Sciences
• Nature Study
Social Sciences-Prehistory
• Folk Tales, Ancient Legends
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Knitting
Music
• Recorder, Singing
Eurythmy Physical Education
• Games
The year begins with the awareness of the fact that behind all shapes are two basic forms. Straight and curved lines are combined in various patterns, as the subject of form or dynamic drawing. These drawings train motor skills, awaken powers of observation, and provide a foundation for the introduction to the letters, and the later study of geometry.
The children are introduced to the letters of the alphabet through fairy tales and other stories, and out of a transformation from picture to symbol. In this way, the letters become actual characters to which the children have a relationship, rather than abstract symbols. Sound/symbol relationships are practiced, and after the majority of letters are introduced, the children practice writing short sentences they know by heart.
The children first experience the qualities of numbers before learning arithmetical operations. The four processes are introduced as four characters in a story. After considerable practice with manipulatives and mental math, the written symbols for the four processes and the equal sign are introduced.
Language Arts
• Writing
• Phonetic Introduction to Letters
• Reading Approached through Writing
• Speech Formation/Dramatics
Mathematics
• All Four Processes
• Geometric Movement
Natural Sciences
• Nature Study
Social Sciences-Prehistory
• Folk Tales, Ancient Legends
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Knitting
Music
• Recorder, Singing
Eurythmy Physical Education
• Games
Grade 2
Second
grade is the
bridge from the somewhat dreamy, holistic oneness of
first grade to the dramatic metamorphosis of the
individual in third grade. The children still carry
within them some of the imaginative consciousness of
early childhood, but they are becoming more aware of
themselves and others.
They start to experience the positive and negative aspects of personality – both their own and that of others. Honesty and deceit, trust and betrayal, kindness and cruelty – traditional fables show these positive and negative human traits in the guise of animal characters, and in sharp contrast. The animals in the fables have no control over these qualities; the lion must be fierce, the wolf greedy, the fox cunning. In a similar way, children at this age may feel helpless to control their emotions. The legends of the saints can now be understood as offering the children a picture of the choice available to humanity to control instincts and desires, to conquer the lower “animal” nature, that separates human beings from the animals.
The class teacher has essentially three fronts to build upon and deepen, the foundations of which have been laid down in first grade: language arts and the ongoing preparation toward writing and reading; arithmetic through the solid acquisition of addition, subtraction and multiplication tables, place value, borrowing and carrying; and nature stories that continue to reveal the world of nature, and provide the basis for the later studies of both science and geography.
Language Arts
• Writing, Reading, Grammar
• Speech Formation/Dramatics
Mathematics
• All Four Processes
• Geometric Movement
Natural Sciences
• Nature Study
Social Sciences-Prehistory
• Fables & Legends (multi-cultural)
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Crochet, Sewing, knitting
Music
• Recorder, Singing, second instrument
Eurythmy Physical Education
• Games
They start to experience the positive and negative aspects of personality – both their own and that of others. Honesty and deceit, trust and betrayal, kindness and cruelty – traditional fables show these positive and negative human traits in the guise of animal characters, and in sharp contrast. The animals in the fables have no control over these qualities; the lion must be fierce, the wolf greedy, the fox cunning. In a similar way, children at this age may feel helpless to control their emotions. The legends of the saints can now be understood as offering the children a picture of the choice available to humanity to control instincts and desires, to conquer the lower “animal” nature, that separates human beings from the animals.
The class teacher has essentially three fronts to build upon and deepen, the foundations of which have been laid down in first grade: language arts and the ongoing preparation toward writing and reading; arithmetic through the solid acquisition of addition, subtraction and multiplication tables, place value, borrowing and carrying; and nature stories that continue to reveal the world of nature, and provide the basis for the later studies of both science and geography.
Language Arts
• Writing, Reading, Grammar
• Speech Formation/Dramatics
Mathematics
• All Four Processes
• Geometric Movement
Natural Sciences
• Nature Study
Social Sciences-Prehistory
• Fables & Legends (multi-cultural)
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Crochet, Sewing, knitting
Music
• Recorder, Singing, second instrument
Eurythmy Physical Education
• Games
Grade 3
Grade
Three brings to
the Waldorf child a new outlook towards the self. The
question arises within the child’s consciousness,
“Who am
I?”
In Waldorf Education we recognize this realization of selfhood as the nine-year change. It is expressed through the children’s evolving self-consciousness becoming noticeably stronger and their feeling life more inward and independent.
As this new consciousness develops, the children experience themselves as individuals. Just as Adam and Eve perceived their nakedness after eating the fruit of the Tree of Knowledge, so the children in the ninth year begin to “see” differently. Adults may notice the children becoming more critical and beginning to question and test everyone and everything. The stories of the Hebrew Testament serve as a metaphor for the children’s inner experience at this age. Just as Adam and Eve had to leave the Garden of Eden, the children experience that they must one day leave the parental nest and make their own way in the world.
A child may feel separated or isolated from his or her environment. During the course of the year this experience of separateness is beautifully addressed by connecting the child with the practical experiences of life—building, farming and gardening.
Language Arts
• Writing, Reading, Spelling, Grammar
• Speech Formation/Dramatics
Mathematics
• All Four Processes
• Geometric Movement
Natural Sciences
• Nature Study
Social Sciences-Prehistory
• Hebrew Scriptures
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Knitting, Crochet, Sewing
Music
• Recorder, Singing, second instrument
Eurythmy Physical Education
• Games
Practical Skills
• Gardening
• Farming
In Waldorf Education we recognize this realization of selfhood as the nine-year change. It is expressed through the children’s evolving self-consciousness becoming noticeably stronger and their feeling life more inward and independent.
As this new consciousness develops, the children experience themselves as individuals. Just as Adam and Eve perceived their nakedness after eating the fruit of the Tree of Knowledge, so the children in the ninth year begin to “see” differently. Adults may notice the children becoming more critical and beginning to question and test everyone and everything. The stories of the Hebrew Testament serve as a metaphor for the children’s inner experience at this age. Just as Adam and Eve had to leave the Garden of Eden, the children experience that they must one day leave the parental nest and make their own way in the world.
A child may feel separated or isolated from his or her environment. During the course of the year this experience of separateness is beautifully addressed by connecting the child with the practical experiences of life—building, farming and gardening.
Language Arts
• Writing, Reading, Spelling, Grammar
• Speech Formation/Dramatics
Mathematics
• All Four Processes
• Geometric Movement
Natural Sciences
• Nature Study
Social Sciences-Prehistory
• Hebrew Scriptures
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Knitting, Crochet, Sewing
Music
• Recorder, Singing, second instrument
Eurythmy Physical Education
• Games
Practical Skills
• Gardening
• Farming
Grade 4
Fourth
graders are
passing through the midst of the 9/10-year change.
They still wish to revere, but their reverence must
be justified. They become more self-confident as
their perception of the world sharpens, but at the
same time their experience of separation from their
surroundings can be quite painful. The children begin
to form their personality in response to their
experience of the world, consciously choosing those
qualities that will become part of their characters.
It is this ability to choose consciously that is strongly echoed in the Norse myths. The gods of Asgard are portrayed as individuals with distinct personalities; the children learn from Loki the consequences of amoral cleverness, and receive a contrasting image from the story of Siguna’s compassion and faithfulness. The Norse tales convey to the children the twin values of courage and sacrifice. Thor faces seemingly insurmountable odds, yet through perseverance is at last triumphant; Odin, ruler of the gods, gives his eye to drink of Mimir’s well so that he may gain wisdom and spiritual vision to protect Asgard.
As the children become more aware of the world, the challenges of life may seem overwhelming. The Norse stories give the children the strength to face these challenges. Stories with similar moods, such as the Kalevala, or the stories of the Maori people of New Zealand, may be used in addition to the Norse myths.
For the fourth grade child, the world, once exhibiting a magical wholeness, is breaking apart. This is the appropriate time for introducing fractions. In the block titled Human and Animal, the curriculum affords the children an opportunity to study the relationships that exist between the human and animal kingdoms.
Language Arts
• Writing, Reading, Spelling, Grammar
• Speech Formation/Dramatics
• Business English/Letter Writing
Mathematics
• All Four Processes
• Geometric Movement
• Fractions
Natural Sciences
• Zoology
Earth Sciences
• Local Geography
Social Sciences
• Norse Mythology
• Local History
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Embroidery
Music
• Recorder, Singing, Second Instrument
Eurythmy Physical Education
• Games
• Sports
It is this ability to choose consciously that is strongly echoed in the Norse myths. The gods of Asgard are portrayed as individuals with distinct personalities; the children learn from Loki the consequences of amoral cleverness, and receive a contrasting image from the story of Siguna’s compassion and faithfulness. The Norse tales convey to the children the twin values of courage and sacrifice. Thor faces seemingly insurmountable odds, yet through perseverance is at last triumphant; Odin, ruler of the gods, gives his eye to drink of Mimir’s well so that he may gain wisdom and spiritual vision to protect Asgard.
As the children become more aware of the world, the challenges of life may seem overwhelming. The Norse stories give the children the strength to face these challenges. Stories with similar moods, such as the Kalevala, or the stories of the Maori people of New Zealand, may be used in addition to the Norse myths.
For the fourth grade child, the world, once exhibiting a magical wholeness, is breaking apart. This is the appropriate time for introducing fractions. In the block titled Human and Animal, the curriculum affords the children an opportunity to study the relationships that exist between the human and animal kingdoms.
Language Arts
• Writing, Reading, Spelling, Grammar
• Speech Formation/Dramatics
• Business English/Letter Writing
Mathematics
• All Four Processes
• Geometric Movement
• Fractions
Natural Sciences
• Zoology
Earth Sciences
• Local Geography
Social Sciences
• Norse Mythology
• Local History
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling
Handwork
• Embroidery
Music
• Recorder, Singing, Second Instrument
Eurythmy Physical Education
• Games
• Sports
Grade 5
Fifth
grade in a
Waldorf School is usually referred to as the “Golden
Year””. Students generally have achieved a skill
level in basic academic work that allows them to meet
new challenges with enthusiasm and energy. Their
capacities also reflect a facility and confidence in
working with various forms of artistic expression.
Physically, their bodies move with balance, grace,
and agility. Even in the social arena, fifth graders
display a harmony and integration that will soon be
challenged by the demands of adolescence. The fifth
grade curriculum meets this golden age through a
balance of academic, artistic, and movement work.
The fifth grade language arts and history curriculum is based upon the ancient civilizations of India, Persia, Mesopotamia, Egypt, and Greece. Through the mythologies of these cultures, the children hear creation stories, explore the human being’s relationship to the earth, and discuss ancient perspectives on death and spiritual life. The ways in which the geography and landscape influenced each culture’s world-view is also explored. Working with early forms of writing, geometry, and architecture, students experience some of the roots of modern culture. With the study of these civilizations in this order, children can experience, through story, an evolution of human consciousness that meets their growing interest in the deeper questions of life.
Fifth grade also marks the important transition from mythology to history. The year culminates with the study of ancient Greece, the perfect representative of an appreciation for the balance between physical skill and beauty, art and science, earthly life and spirituality. Through studying the ancient Greek city-states, the class develops an understanding of how the people lived out their ideals in various ways. In the spring the children participate in a five-event Greek Pentathlon with students from other Waldorf schools. This competition involves the discus, javelin, wrestling, long jump, and running, and is held in the same spirit of truth and beauty that the Greeks initiated. The children practice these events in gym class all year long, and are eager to test their individual skills. The year ends with the life of Alexander the Great as a first step into history.
Fifth graders are enthusiastic about learning, eager for new challenges, and capable of hard work and creativity. They still have openness to the world, and a level of confidence that makes them easy to teach. They stand perfectly balanced at a point in their development that places them at ease in the world, harmonious in themselves and in their environment.
By examining the temple architecture of ancient cultures, we can see that for the Greeks, the worship of the gods was intimately connected with the experience and appreciation of the beauty of nature. The study of botany at this age can nurture the fifth grader’s dawning appreciation of the beauty of the world. The unfolding of the plant corresponds to the 5th grader’s openness to the natural world around him. The focus of botany at this age lies in the balance between scientific observation, and an appreciation for the poetic qualities of the plant world’s beauty.
Language Arts
• Writing, Reading, Spelling, Grammar
• Speech Formation/Dramatics
• Composition / Creative Writing
Mathematics
• All Four Processes
• Geometric Movement
• Fractions, Decimals, Ratio
Natural Sciences
• Zoology
• Botany
Earth Sciences
• Geography
Social Sciences
• Greek Mythology
• Ancient History
• American History
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling, Woodwork
Handwork
• Knitting, Crochet, Sewing
Music
• Recorder, Singing, Second Instrument
Eurythmy Physical Education
• Games
• Sports
The fifth grade language arts and history curriculum is based upon the ancient civilizations of India, Persia, Mesopotamia, Egypt, and Greece. Through the mythologies of these cultures, the children hear creation stories, explore the human being’s relationship to the earth, and discuss ancient perspectives on death and spiritual life. The ways in which the geography and landscape influenced each culture’s world-view is also explored. Working with early forms of writing, geometry, and architecture, students experience some of the roots of modern culture. With the study of these civilizations in this order, children can experience, through story, an evolution of human consciousness that meets their growing interest in the deeper questions of life.
Fifth grade also marks the important transition from mythology to history. The year culminates with the study of ancient Greece, the perfect representative of an appreciation for the balance between physical skill and beauty, art and science, earthly life and spirituality. Through studying the ancient Greek city-states, the class develops an understanding of how the people lived out their ideals in various ways. In the spring the children participate in a five-event Greek Pentathlon with students from other Waldorf schools. This competition involves the discus, javelin, wrestling, long jump, and running, and is held in the same spirit of truth and beauty that the Greeks initiated. The children practice these events in gym class all year long, and are eager to test their individual skills. The year ends with the life of Alexander the Great as a first step into history.
Fifth graders are enthusiastic about learning, eager for new challenges, and capable of hard work and creativity. They still have openness to the world, and a level of confidence that makes them easy to teach. They stand perfectly balanced at a point in their development that places them at ease in the world, harmonious in themselves and in their environment.
By examining the temple architecture of ancient cultures, we can see that for the Greeks, the worship of the gods was intimately connected with the experience and appreciation of the beauty of nature. The study of botany at this age can nurture the fifth grader’s dawning appreciation of the beauty of the world. The unfolding of the plant corresponds to the 5th grader’s openness to the natural world around him. The focus of botany at this age lies in the balance between scientific observation, and an appreciation for the poetic qualities of the plant world’s beauty.
Language Arts
• Writing, Reading, Spelling, Grammar
• Speech Formation/Dramatics
• Composition / Creative Writing
Mathematics
• All Four Processes
• Geometric Movement
• Fractions, Decimals, Ratio
Natural Sciences
• Zoology
• Botany
Earth Sciences
• Geography
Social Sciences
• Greek Mythology
• Ancient History
• American History
Foreign Languages
• German
• French
Fine Arts
• Painting, Drawing, Modeling, Woodwork
Handwork
• Knitting, Crochet, Sewing
Music
• Recorder, Singing, Second Instrument
Eurythmy Physical Education
• Games
• Sports