Lower Primary
Beauty and Goodness
In Waldorf education the child goes to grade one the year they turn seven. It is only then that true academic work begins. The reason for this is that in the early years the children need their life forces to build and form the body. Academic work puts a strain on these forces and can have physical repercussions later. At about seven the first cycle of growth is complete. This is signified by the change of teeth. Also energy resources becomes available for the development of memory.
Children during this time have a desire for learning without forming their own judgements. The theme throughout primary school is to instill a sense of reverence, beauty and goodness in the child. This is done by developing memory and imagination through the arts such as story telling, drawing, painting and music. They also enjoy and benefit from rhythmical repetition and this is used to strengthen the memory and to learn concepts in literacy and numeracy.
Class One
In Class One the teacher will for the first time use formal teaching methods to introduce numeracy, literacy and other disciplines. Children still respond to imitation and activity and this forms a large part of learning and teaching. In Waldorf education academic learning is deeply supported by artistic activity. This ensures that the whole child (hands, heart and head) is educated and nourished and not just the intellect.
In Grade One fairy tales are a central theme and used as lesson content. It brings archetypal images to children which nourishes them deeply. In class they have to remember and draw the stories the next day after hearing them. This develops their memories, visualization skills, imaginations as well as their fine motor skills and drawing ability.
Historically, reading developed from writing and that is why in Waldorf children is taught to write first and then through this, reading naturally develops. They learn the letters first through stories and drawing pictures. Although this process takes longer than main stream schooling the child gains a much deeper understanding of writing and reading and develop a love for it naturally. By grade three the children are on the same level as children from other teaching disciplines. Recitation of verses and the singing of songs develop speech and oral skills.
Well thought out nature stories are also told and these connect the children with the seasons and the nature around them and instill a sense of love and respect towards the natural world. This is especially apparent and poignant during the seasonal festival handwork activities.
Mathematics is introduced for the first time using stories, verses and counting stones. Rhythmic activity plays a large part in teaching the children counting, multiples and tables in a way they enjoy and love. Waldorf mathematical teaching methods are well known for its successes and its ability to instill a natural love for numbers in children.
Other artistic disciplines that are woven into the weekly activities are knitting, crochet, painting, beeswax modelling, form drawing, eurythmy, recorder and drama. All of them serve to work towards the optimum development of the child.
Some time is also allocated to structured games and some free play. This helps the children to form social bonds and to learn how to work harmoniously and function together as a group.
Throughout primary school the social and moral aims are cultivating reverence for nature, care for the environment, respect for others, interest in the world and a feeling of confidence in their teacher.
Class Two
In Class Two the work started in Class One is continued. Concepts that were introduced in Class One are taken further and a higher level of skill is cultivated. Now children start showing a greater awareness of what is happening around them. They also become aware of the mischievous and that is why fables and holy people and saints in legends are the main source of stories for this year. It expands their understanding of the world of emotions and feeling and adds to their growing sense of morality. The world of reading opens up to the children.
Children still learn mainly through pictures and they continue to develop their understanding of the fundamentals of numeracy and literacy. They also continue to develop their fine and gross motor skills by skipping, catching and throwing a ball or knitting, crocheting or flute-playing and other activities introduced in Class One. The intellect continues to awaken through artistic activity.
In Class One the teacher focuses on creating a harmonious group. However in Class Two the wholeness of Class One gives way to a sense of contrast or polarisation. It manifests in the way children relate to one another. The teacher in this year gives strong leadership to the children. Consistency is very important as well as the power of imagination. The children find direction in the pictorial images they are given through the stories.
Class 3
In Class Three most children turn 10. This signals a new stage of development and is marked by noticeable physiological, psychological and cognitive changes. The children experience a growing awareness of themselves as being separate from the world around them. Their subjective experience becomes at odds with the objective world around them. This leads to a feeling alienation, aloneness and doubt. This is why stories of the Old Testament is a main theme during this year. Its laws and guidance help to fosters a sense of inner security.
In Class Two they have developed and practised their literacy and numeracy skills. Now in Grade Three they have a chance to apply what they have learned in simple everyday activities such as measuring or weighing or the writing of simple letters. Through the writing of letters, farming , building and measurement projects the children are guided into forming a new relationship with the world around them. The whole class is involved in projects which helps to transform the feeling of separateness into one of respect and responsibility towards the physical world.
