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Curriculum and Methodology
"Learning is the key to human development,
but it is not a simple, homogenous process. What
to learn, when to learn, and how to learn are arrived
at through a conscious and careful study of children
as well as a comprehensive understanding of the human
being through all stages of human development.
Teachers strive to help each child eventually to become
a clear-thinking, sensitive and well-centred adult"
Rudolf Steiner/Waldorf Education (Ed.Brien Masters)
The curriculum in a Steiner school reflects the developmental
theory and philosophy on which it is based, namely an
emphasis on the whole development of the child - spiritual,
physical, moral and academic. At each stage of development,
the curriculum is designed to engage the abilities of
the growing child. In the kindergarten, this is
done through guided creative play, in the primary school
through the imaginative and artistic presentation of
material by the class teacher and in high school through
challenging the studentâs awakening capacity for
independent thought. In this way the Steiner curriculum
responds to the developmental needs of the pupils at
each level. It has proved to be a relevant and
contemporary curriculum over 80 years, largely because
it is broadly-based, integrated, interdisciplinary and
comprehensive.
The building-blocks of the curriculum are the Main
Lessons, which commence in Class 1 and continue right
through to Class 12. The day begins in any Steiner
school around the world with the Main Lesson period
- an extended lesson which last approximately 2 hours.
The content of the lesson will be drawn from one of
the main cultural subjects ( English, Mathematics, Science,
History etc) and these subjects are taught in thematic
block periods of 3 or 4 weeks in a horizontal sequence
across the year. There is also a vertical sequence
from year to year within a subject area so there is
an ascending spiral of knowledge.
The long Main Lesson period allows the Class Teacher
to develop a wide range of integrated activities around
the central theme which allow for a variety of learning
strategies - movement, speech, music, practical activities
as well as formal academic work. Main Lessons
also incorporate a three-fold approach - physical, artistic
and intellectual - consciously working with the whole
child. In addition, there is also a 3-day rhythm which
enhances the learning process -by building continuity,
incorporating an element of review and recall and allows
for a depth of understanding which incorporates feelings
and will as well as intellectual comprehension.
After Main Lesson, the day continues with shorter practice
lessons from a wide range of subjects in the Class Teacher
Period (Primary), including Foreign Languages, Music,
Eurythmy, Physical Education, Craft and Art. Throughout
the daily rhythm a balance is sought between the academic,
artistic and practical. In the High School, there
may be a wider range of subjects on offer, depending
on the State curricula which also apply.
KINDERGARTEN
In a Steiner kindergarten, the child is surrounded
with an environment which is harmonious, beautiful,
truthful and endowed with goodness. It is filled
with a range of activities including Creative Play,
Beeswax Modeling, Baking, Drawing, Craft, Painting,
Story Telling, Music, Puppet Show, Gardening, Speech
and Drama. In many Kindergartens, one or more
foreign languages are taught. The children also go on
Bush walks regularly, becoming acquainted with the local
area.
Social skills are fostered - with care taken, for example,
to set tables for eating with flowers, napkins and glasses
and using the time as an opportunity to sit and chat
to our neighbours. Rhythm - be it daily, weekly,
monthly or yearly - is held to be most important to
give the child a strong sense of security. The
incorporations of seasonal festivals into this rhythm
plays an integral part.
PRIMARY SCHOOL
This period ideally covers the years between Class
1 and Class7/8, depending on the individual school.
One of the unique characteristics of Steiner education
is the concept of the Class Teacher who moves up with
the class, ideally remaining with them for the whole
period.
The class teacher teaches the Main Lessons as well
as other practice lessons or associated activities.
Specialist teachers come in and out to teach subjects
such as foreign languages, music, physical education,
eurhythmy, craft, etc. Thus each child meets a
range of teachers in the course of the week.
It is, however, the class teacher who plays the vital
role in accompanying his/her children on their rich
and exciting journey of development through the heart
of childhood. He/she does more than teach subjects.
The class teacher cares about the children, fosters
qualities, guards against weaknesses, notes symptoms
of poor health, works with the individual temperaments,
encourages and supports strengths, keeps close contact
with parents and other teachers - in other words provides
the focus for the class community over a number of years.
He/she aims to be a trustworthy representative of humanity
in the eyes of children as he accompanies them as a
guide and a figure of natural authority.
Under the mentorship of the class teacher, a strong
class community builds up, forging ties which often
continue into adult life. The development of social
skills is actively modeled and fostered, based on empathy,
compassion and collaboration.
The Main Lessons in this period cover the broadest
spectrum of experience and skills. Literacy and
numeracy skills, for example, are taught imaginatively
and pictorially against a backdrop of literature, beginning
with fairy stories in Class 1, moving through fables
and mythology of various epochs. Steiner believed that
evolution of consciousness in a child recreates the
pathway which human consciousness generally has followed.
Hence the sequence of History Main Lessons for example,
moves from the ancient epochs through ultimately to
the modern, technological era - being presented to the
children at the precise time as they are experiencing
similar changes in themselves.
Science Main Lessons also follow a carefully thought
out sequence - from the Animal Kingdom to the Plant
Kingdom to the Mineral Kingdom and then to the more
abstract areas of Astronomy and Physics. In all
lessons, Main Lesson or specialist, the form and content
of the lesson is closely tied to the perceived level
of development at the time.
THE HIGH SCHOOL
By the end of the class teacher period, the child will
have completed a rich cultural and pictorial journey
which provides a wonderful base for ongoing studies
at a higher level.
Main Lessons continue across the range of subjects
but are brought in a different way - concepts, ideas,
philosophies, achievements. The aim here is to
challenge, to excite, to explore and to discover!
The role of the specialist teacher comes to the fore
at this time - one who is not a generalist, but is deeply
immersed in his/her subject and whose expertise commands
respect and admiration. All subject areas, including
Main Lessons, are taught by specialist teachers.
The content however is still linked with the picture
of the developing child. For example, the Class
9 child lives very much in the area of polarities -
happy/sad, passive/aggressive. The curriculum
allows for the child at this age to explore polarities
in a healthy way - in Art with black and white charcoal
work, in English with a study of Comedy and Tragedy,
in Geography polarities of climate and economy.
The same applies with different years - each having
a theme of its own - Year 10 (Judgment),
Year 11 (Analysis) and Year 12 (Synthesis). These
themes underpin the content and approach in each
subject area, thereby connecting it strongly to the
student's experience.
The curriculum overall is one which CONNECTS the human
being to him/herself, to others, to the natural world,
to cultural heritage, to the past, the present and the
future. The evolving human being stands at the
centre of the curriculum in a Steiner school.
See also:
Working with Curriculum in Australian Steiner Schools
- June Cunningham in the publications
section of the
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