Stage of primary education
The activities for elementary school children are:
- World literature
- Chronological and inclusive history of the world's great civilizations
- Science (geography, astronomy, meteorology, biology)
- Mathematics (arithmetic, algebra and geometry)
- Foreign languages, physical education, gardening
- Arts (music, painting, sculpture, theater, eurythmy, drawing)
- Handicrafts (weaving, carpentry)
Description of the primary stage:
In elementary classes, the classroom teacher brings lessons to life through realistic descriptions and engaging activities that increase students’ curiosity and engage them both intellectually and emotionally In two-hour core classes over three to four weeks, children create their own subject books that reflect the diversity and breadth of the curriculum through summaries, scientific observations, illustrations, paintings, hand-drawn maps, line drawings and shapes. Math and language arts practice are woven into core lessons that focus on everything from botany to local geography.
At the start of the First Grade, the class teacher usually accompanies the class as it passes through the Primary, developing a deep relationship between teacher and student. The security of these relationships enhances learning, confidence, social and emotional skills, while ensuring that the child’s individual needs are met
Introduction to formal education:
During this stage, children begin formal learning and intellectual development fostered by establishing basic learning skills and memory development in a way that is firmly rooted in practical life.
All learning at this stage seeks to involve the child’s feelings in such a way that an intense personal identification with the subject matter can occur. Learning is essentially experiential and intense and continuous narrative structures are used with an element of personification to accentuate direct experience. Imagination is the key quality and pictorial images are a vital factor in making learning an intimate personal experience.
Art and music play an important role in engaging the child’s feelings. This period has well-differentiated subphases: from 7 to 9 and from 9 to 12 years. These stages, among other things, are marked by specific milestones of cognitive development and by the changing relationship between one’s self and the world.
Introduction to formal education:
During this stage, children begin formal learning and intellectual development fostered by establishing basic learning skills and memory development in a way that is firmly rooted in practical life.
All learning at this stage seeks to involve the child’s feelings in such a way that an intense personal identification with the subject matter can occur. Learning is essentially experiential and intense and continuous narrative structures are used with an element of personification to accentuate direct experience. Imagination is the key quality and pictorial images are a vital factor in making learning an intimate personal experience.
Art and music play an important role in engaging the child’s feelings. This period has well-differentiated subphases: from 7 to 9 and from 9 to 12 years. These stages, among other things, are marked by specific milestones of cognitive development and by the changing relationship between one’s self and the world.
Activities that raise the children’s attention.
Languages, arts and crafts
Sports, practical work...
Music, eurythmy and languages.
Evaluation (clear vision, broad understanding, respectful application)
Assessment of learning throughout the core curriculum is an ongoing process as the teacher strives to:
– Write a detailed profile or study of each student.
– Convey a picture of the child’s learning and practical behaviour, emotional and cognitive domains.
– Understand and develop the skills, abilities and faculties of each child.
The tasks are continuous and arise from the work that is being done, or are introduced in the presentations in the classroom. Projects, essays, quizzes, and hands-on art assignments point to the variety of assessments that take place.
Throughout the main classes, the work of the students is evaluated in various ways and is recorded and used to develop the individual profile of each student, known as the “Evolutionary Chronicle”. This information is included in the personal profile and is used to define progression points, intervention strategies, or appropriate recovery work. Records kept are shared with specialist teachers and families.
Daily Rhythm
The Waldorf Steiner approach considers rhythm as a
vital element in learning.
The school day and year are structured in an organic way that establishes a healthy balance of experience between concentration and relaxation, mental and practical work, movement and rest, listening and participating, looking and doing. Each class should contain a balance between the activities of the child’s thinking, feeling and wanting. Each day
has its own structured rhythm, just like
each class.
The rhythm allows repetition to occur with renewed interest. Regularly changing activities can maintain interest and attention, while producing physiological stimulation. These rhythms are flexible and can be directed by the teacher in
response to the needs of the children. These factors play an active role in lesson planning. Holding seasonal festivals brings balance to the
school as a whole and a sense of continuity, while helping to create a strong community experience.