Waldorf CurriculumIntroduction
A curriculum could be compared to the list of ingredients
for a recipe. However good the recipe, the quality of the ingredients is crucial
but to make a start the components also need to be available. When they are to
hand, the next question is whether the cook is skilled enough to combine and
adjust flavors so that each item plays its part without overwhelming the others.
An experienced cook may be able to substitute one ingredient for another, even
to improvise in such a way that something new is created. But we should not
forget that emotion, even love, goes into the preparation of food and this will
influence how it is received. And, of course, the expectations, health and
culinary experience of the diners also makes a difference.
A curriculum guides an entire learning process. It should not, like a dish into which a chef has thrown every possible taste, explode in an overwhelming, sensation-bursting blowout; it should bring to the table ingredients that are well- balanced, digestible and nutritious, that promote health and stimulate, not stupefy, the senses. Over time, as with diet, a curriculum can introduce items that may not be immediately appealing, stronger tastes or more subtle and complex ones: intellectual chillis, subjects initially sour or astringent, as well as flavors, textures and scents that help to educate the palate. A primary school curriculum, in particular, sets out ingredients for the hors d'oeuvres of lifelong learning. Of course, many school curriculums share common ingredients, but the distinctive qualities of the Steiner-Waldorf curriculum framework are, we believe, unique:
Course OutlineSophia Institute Waldorf Courses: The Art of Teaching Waldorf Grade 3
Lesson 1 / Waldorf Curriculum / Introduction Lesson 2 / Waldorf Curriculum / Grades 1 - 3 (Part 1) Lesson 3 / Waldorf Curriculum / Grades 1 - 3 (Part 2) Lesson 4 / Waldorf Methods / Reading and Math / Introduction Lesson 5 / Waldorf Methods / Reading and Math / Reading / Grade 3 Lesson 6 / Waldorf Methods / Reading and Math / Math / Grade 3 Lesson 7 / Waldorf Methods / Sciences / Chemistry / Introduction Lesson 8 / Waldorf Methods / Sciences / Physics / Introduction Lesson 9 / Waldorf Methods / Sciences / Life Sciences / Introduction Lesson 10 / Waldorf Methods / Sciences / Geography / Introduction Lesson 11 / Waldorf Methods / Sciences / Geography / Grades 1 - 8 Lesson 12 / Waldorf Methods / Sciences / Gardening and Sustainable Living |
Tasks and Assignments for Art of Teaching Waldorf Grade 3 /AoT35Please study and work with the study material provided for this lesson. Then please turn to the following tasks and assignments listed below.
1. Study the material provided and look up other resources as needed and appropriate. 2. Create examples of curriculum that addresses the learning method and content appropriate for the grade 3 as follows, Curriculum examples should include outlines and goals, activities, circle/games, stories, and illustrations/drawings: 2.1. Create 2 examples that relate to "Speaking and Listening" for grade 3. 2.2. Create 2 example that relates to "Grammar" for grade 3. 2.3. Create 2 examples that relate to "Writing and Reading" for grade 3. 3. Additionally submit comments and questions, if any. Please send your completed assignment via the online form or via email. 
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Study Material for this Lesson
Introduction
Language is our most important means of mutual understanding and is therefore the primary medium of education. It is also a highly significant formative influence in the child’s psychological and spiritual development and its cultivation is central to the educational tasks of Steiner/Waldorf education. It is the aim of the curriculum to cultivate language skills and awareness in all subjects and teaching settings. Clearly the teaching of the mother tongue has a pivotal role within the whole education.
English Language and Literature/Class 3
Speaking and Listening
The children take an important step in their development during Class 3. This will become very obvious to the teacher once a good number of them have completed their ninth year and entered their tenth. Steiner pointed to the importance of this step on many occasions:
Now the child begins to differentiate more and more between himself and his environment. 15
Near the beginning of the main-lesson, simple nature poems now fit in well with the children's feeling for life. The children enjoy reciting descriptive poetry, especially if rhythm and rhyme run smoothly from line to line. They can also cope with longer poems, and humorous ones can be included. Texts composed by the teacher, perhaps in rhymed verse form, can arise out of the practical subjects of this year, house-building; preparing mortar; craft work; farming. Small plays can also be performed which take up some of these themes."
The stories of the Old Testament provide the material for the narrative content of the main- lesson. The creation of the world and of the human being, to whom God gave the earth as a place to work, are subjects that turn the children's attention to created nature. It is up to the teacher to decide what further material following on from the loss of paradise is appropriate, also with regard to the great figures of the Old Testament: Noah, Abraham, Moses, etc. It is essential to retain the lofty distance of the Old Testament stories by means of the powerful language in which they are couched, for that is where they will retain their reality. In this way the children will encounter another new style of language.
There is no real consensus about what stories might replace those of the Old Testament in cultures where these may be deemed inappropriate. Certainly they would have to include the themes of divine creation, a single Godfather as figure of authority, the giver of law, the Fall and loss of innocence, the need for law to structure human society and the concept of obedience.
Retelling orally parts of the content of stories and experiences in and out of school is a consistent part of each day's work and remains so throughout the school in age-appropriate ways which develop narrative skills.
Now the child begins to differentiate more and more between himself and his environment. 15
Near the beginning of the main-lesson, simple nature poems now fit in well with the children's feeling for life. The children enjoy reciting descriptive poetry, especially if rhythm and rhyme run smoothly from line to line. They can also cope with longer poems, and humorous ones can be included. Texts composed by the teacher, perhaps in rhymed verse form, can arise out of the practical subjects of this year, house-building; preparing mortar; craft work; farming. Small plays can also be performed which take up some of these themes."
The stories of the Old Testament provide the material for the narrative content of the main- lesson. The creation of the world and of the human being, to whom God gave the earth as a place to work, are subjects that turn the children's attention to created nature. It is up to the teacher to decide what further material following on from the loss of paradise is appropriate, also with regard to the great figures of the Old Testament: Noah, Abraham, Moses, etc. It is essential to retain the lofty distance of the Old Testament stories by means of the powerful language in which they are couched, for that is where they will retain their reality. In this way the children will encounter another new style of language.
There is no real consensus about what stories might replace those of the Old Testament in cultures where these may be deemed inappropriate. Certainly they would have to include the themes of divine creation, a single Godfather as figure of authority, the giver of law, the Fall and loss of innocence, the need for law to structure human society and the concept of obedience.
Retelling orally parts of the content of stories and experiences in and out of school is a consistent part of each day's work and remains so throughout the school in age-appropriate ways which develop narrative skills.
Grammar
Steiner brought entirely new impulses to the subject of grammar, hoping again and again to see them put into practice. Teachers still stuck in the old ways of looking at grammar found it quite difficult to adapt, as is shown in the final teachers' meeting at which Steiner was able to be present. His dissatisfaction after listening in to lessons meant that Steiner-Waldorf education received a legacy of particularly valuable suggestions. One of these is recorded in the meeting of February 6,1923, when Steiner explained the main reason for wanting a 'living grammar: The children should learn to link a feeling with everything they name; they 'should get a feeling for what the perfect tense means, or the present tense'. To achieve this one must understand the distinct character of the main parts of speech and realise that we teach grammar not to correct wrong usage, but to awaken the children to the living structure of language. Steiner gave the following example of how grammar should be introduced.
We make the children aware of the difference between a statement, a question, and a feeling sentence, if we let the children speak these sentences or sentence part (i.e. clause) in such a way that the feeling sentence is spoken with a different emphasis than a statement, if we show the children how a statement is spoken in a neutral, disinterested way and a feeling sentence... with a nuance of feeling, if we work towards this artistic element in language, and only then, taking this artistic element as our starting point, develop the grammar and syntax.
This theme keeps reappearing in many variations right up to Class 8 and beyond: develop the whole world of grammatical forms out of the artistic element, with the help of feeling.
By comparing the feeling sentence with the other two types of sentence, the knowledge gained by the children arises entirely from the artistic element: intonation, emphasis, melody all point to the grammatical form.
In a second grammar main -lesson the children are introduced to the three main grammatical elements: noun (naming word), adjective (describing word), verb (doing word). The children should now become aware of their different character. What is new is the task Steiner set in the way the class teacher should prepare for this main- lesson:
In what is expressed by nouns we are made aware of our independence as individual human beings. We separate ourselves off from the world outside when we learn to name things by nouns ... When we describe something with an adjective an entirely different element comes into play. By saying:
The chair is blue - I am expressing something that links me with the chair. The characteristic I perceive unites me with the chair ... When I use a verb: The man is writing - I not only unite with the entity about whom I am using the verb, but I also do with my ego the activity he is doing with his physical body.
This is an unusual approach to the task of learning about parts of speech. Steiner justified it by saying:
Now that you know about this ... you will speak about nouns, adjectives and verbs with an entirely different inner emphasis than you would if you knew nothing aboutit." The reason is as follows: instead of working towards confining things to a system (that of types of word) you turn your attention to the human being. You ask: What is it that language does in the human being by offering her three main types of word? How do grammatical structures help her to become aware of her position in relation to the outside world? The teacher needs to grasp the distinct fundamental relationship to the world that a noun or a verb expresses. This task that Steiner gave the teachers is, of course, only for them and not for the children. They only experience the entirely different emphasis. The teacher creates a space for the children in which they can experience that in their language, in what they say, there are naming words, describing words and doing words and that each type expresses a different activity.
In Class 3 noun, verb, adjective and adverb are characterised. Basic sentence structure is analysed and the correct use of full stops, commas, capital letters and question marks is taught.
We make the children aware of the difference between a statement, a question, and a feeling sentence, if we let the children speak these sentences or sentence part (i.e. clause) in such a way that the feeling sentence is spoken with a different emphasis than a statement, if we show the children how a statement is spoken in a neutral, disinterested way and a feeling sentence... with a nuance of feeling, if we work towards this artistic element in language, and only then, taking this artistic element as our starting point, develop the grammar and syntax.
This theme keeps reappearing in many variations right up to Class 8 and beyond: develop the whole world of grammatical forms out of the artistic element, with the help of feeling.
By comparing the feeling sentence with the other two types of sentence, the knowledge gained by the children arises entirely from the artistic element: intonation, emphasis, melody all point to the grammatical form.
In a second grammar main -lesson the children are introduced to the three main grammatical elements: noun (naming word), adjective (describing word), verb (doing word). The children should now become aware of their different character. What is new is the task Steiner set in the way the class teacher should prepare for this main- lesson:
In what is expressed by nouns we are made aware of our independence as individual human beings. We separate ourselves off from the world outside when we learn to name things by nouns ... When we describe something with an adjective an entirely different element comes into play. By saying:
The chair is blue - I am expressing something that links me with the chair. The characteristic I perceive unites me with the chair ... When I use a verb: The man is writing - I not only unite with the entity about whom I am using the verb, but I also do with my ego the activity he is doing with his physical body.
This is an unusual approach to the task of learning about parts of speech. Steiner justified it by saying:
Now that you know about this ... you will speak about nouns, adjectives and verbs with an entirely different inner emphasis than you would if you knew nothing aboutit." The reason is as follows: instead of working towards confining things to a system (that of types of word) you turn your attention to the human being. You ask: What is it that language does in the human being by offering her three main types of word? How do grammatical structures help her to become aware of her position in relation to the outside world? The teacher needs to grasp the distinct fundamental relationship to the world that a noun or a verb expresses. This task that Steiner gave the teachers is, of course, only for them and not for the children. They only experience the entirely different emphasis. The teacher creates a space for the children in which they can experience that in their language, in what they say, there are naming words, describing words and doing words and that each type expresses a different activity.
In Class 3 noun, verb, adjective and adverb are characterised. Basic sentence structure is analysed and the correct use of full stops, commas, capital letters and question marks is taught.
Writing and Reading
Writing
With the introduction of cursive script, the children's writing begins to become more individual. Great emphasis, however, is placed on neat, well formed and above all, legible writing. The children learn to become aware of the three zones of writing, the parts of the letters that site on, above or below the line (even where no line literally exists). It is also important at this stage for the teacher to draw the child's attention to the position and activity of the hand. At the same time the child has the task of making sure that what is written looks beautiful. Steiner called this 'drawing writing' in which the writer 'pays close attention to his writing' and 'develops a somewhat aesthetic relationship with it'.21 When they have had sufficient practice the children are taught how to use a school fountain pen. This provides a further opportunity to have another good look at the children's posture while writing, and improving this if necessary. The reason for writing beautifully is to express respect for the person who will be expected to read it by presenting him or her with clear, well formed letters and word-shapes.
The children are encouraged to write longer, more complex compositions based on main- lesson themes and their own experience. Writing also includes instruction and practice in formal letters (thank you letters, requests and inquiries) and diaries as well as simple descriptions of nature moods. Out of the emergent writing of the children the teacher takes up issues of grammar and correct usage, sentence structure, punctuation, spelling, etc. and provides instruction and guidance as opportunity presents itself.
The children are encouraged to read aloud and clear speaking is important for good spelling.
The two skills complement one another ... By getting into the habit of listening properly you become inclined to remember the word- shape on the basis of the innerpicture.
Spelling is systematically practised through guided word recognition, word families, similarities and letter combinations, e.g. ee, 00, ou, gh, th, st, sh.
Reading
Reading progresses to the differentiation of reading material and reading for different purposes, i.e. to understand instructions and tasks, to find information or read timetables. Children are encouraged to use reference material and regular reading lessons are introduced. Reading aloud is practised with an awareness of content and punctuation. A wide range of printed texts is made available. As in Class 2, a range of reading techniques is used including whole class reading, group reading, and individual reading, paired reading (child to child, child to adult). Graded reading schemes may be used in Classes 2 and 3 but the emphasis is on 'real' books and quality literature. In terms of text understanding the approach is essentially hermeneutic and contextual.
With the introduction of cursive script, the children's writing begins to become more individual. Great emphasis, however, is placed on neat, well formed and above all, legible writing. The children learn to become aware of the three zones of writing, the parts of the letters that site on, above or below the line (even where no line literally exists). It is also important at this stage for the teacher to draw the child's attention to the position and activity of the hand. At the same time the child has the task of making sure that what is written looks beautiful. Steiner called this 'drawing writing' in which the writer 'pays close attention to his writing' and 'develops a somewhat aesthetic relationship with it'.21 When they have had sufficient practice the children are taught how to use a school fountain pen. This provides a further opportunity to have another good look at the children's posture while writing, and improving this if necessary. The reason for writing beautifully is to express respect for the person who will be expected to read it by presenting him or her with clear, well formed letters and word-shapes.
The children are encouraged to write longer, more complex compositions based on main- lesson themes and their own experience. Writing also includes instruction and practice in formal letters (thank you letters, requests and inquiries) and diaries as well as simple descriptions of nature moods. Out of the emergent writing of the children the teacher takes up issues of grammar and correct usage, sentence structure, punctuation, spelling, etc. and provides instruction and guidance as opportunity presents itself.
The children are encouraged to read aloud and clear speaking is important for good spelling.
The two skills complement one another ... By getting into the habit of listening properly you become inclined to remember the word- shape on the basis of the innerpicture.
Spelling is systematically practised through guided word recognition, word families, similarities and letter combinations, e.g. ee, 00, ou, gh, th, st, sh.
Reading
Reading progresses to the differentiation of reading material and reading for different purposes, i.e. to understand instructions and tasks, to find information or read timetables. Children are encouraged to use reference material and regular reading lessons are introduced. Reading aloud is practised with an awareness of content and punctuation. A wide range of printed texts is made available. As in Class 2, a range of reading techniques is used including whole class reading, group reading, and individual reading, paired reading (child to child, child to adult). Graded reading schemes may be used in Classes 2 and 3 but the emphasis is on 'real' books and quality literature. In terms of text understanding the approach is essentially hermeneutic and contextual.
Checklist for Literacy Skills in Classes 1 to 3
Most children of normal ability range will be able to do the following.
Writing and reading
1 recognise sounds, shapes and names of all vowels and consonants in capital letters and most of the lower case letters
1 know alphabetical order ofletters
1 distinguish vowels from consonants copy sentences accurately
1 write their own first name
1 spell a very few familiar words, such as 'the; 'in', 'to', 'and; and 'so'
1 know that writing is written-down speaking
1 know that some letters represent more than one sound
1 know that every word has at least one vowel
1 know that writing moves from left to right and from top to bottom
1 read and understand what they have written in the classroom
1/2 be acquainted with digraphs 'th, 'ch' and 'sh'
1/2 make plurals by adding s or es
2 recognise, write and read printed letters and cursive script
2 be able to read and spell simple consonant digraphs, vowel digraphs and 2-letter consonant blends
2 be able to read and spell using the soft c rule and magic e rule
2 add -ing or -ly
2 spell using 3-letter blends
2 read, write and spell correctly days of week, months, numbers and other familiar topics and words such as was, were, are, said, their/ there, have
2/3 write short descriptions or accounts of recent events or stories
2/3 can read and spell letter combinations in common words
sh, th, ch, wh, ph, gh
ee, oo, ei, ea, ai
ow, ew. aw
y as vowel and consonant
2/3 read with developing enthusiasm
3 use the soft g rule
3 spell vowel and vowel/consonant digraphs
3 spell simple compound words
3 recognise common homophones
3 write thank-you letters
3 write in well-formed cursive script
3 read aloud texts containing mainly familiar words in context
3 read simple books aloud and silently.
Grammar
2/3 know by hearing when a sentence starts and stops
2/3 know how to use capital letters, full stop, recognise questions
3 recognise and characterise verb, noun, adjective and adverb e.g. an adjective describes a noun, an adverb tells us how we
Speaking and listening
1 recite in chorus
1 speak short verses alone
1 listen to the teacher and other children
1 follow verbal instructions given by teachers in all subjects
1 speak simple speech exercises and tongue twisters in chorus
1 speak multiplication tables in chorus
1 recall main points of story told by the teacher
1 share news with the class
3 recite poem alone
3 recall more complex events and stories
3 give an explanation of what they are doing to an inquirer
3 perform in short plays
Writing and reading
1 recognise sounds, shapes and names of all vowels and consonants in capital letters and most of the lower case letters
1 know alphabetical order ofletters
1 distinguish vowels from consonants copy sentences accurately
1 write their own first name
1 spell a very few familiar words, such as 'the; 'in', 'to', 'and; and 'so'
1 know that writing is written-down speaking
1 know that some letters represent more than one sound
1 know that every word has at least one vowel
1 know that writing moves from left to right and from top to bottom
1 read and understand what they have written in the classroom
1/2 be acquainted with digraphs 'th, 'ch' and 'sh'
1/2 make plurals by adding s or es
2 recognise, write and read printed letters and cursive script
2 be able to read and spell simple consonant digraphs, vowel digraphs and 2-letter consonant blends
2 be able to read and spell using the soft c rule and magic e rule
2 add -ing or -ly
2 spell using 3-letter blends
2 read, write and spell correctly days of week, months, numbers and other familiar topics and words such as was, were, are, said, their/ there, have
2/3 write short descriptions or accounts of recent events or stories
2/3 can read and spell letter combinations in common words
sh, th, ch, wh, ph, gh
ee, oo, ei, ea, ai
ow, ew. aw
y as vowel and consonant
2/3 read with developing enthusiasm
3 use the soft g rule
3 spell vowel and vowel/consonant digraphs
3 spell simple compound words
3 recognise common homophones
3 write thank-you letters
3 write in well-formed cursive script
3 read aloud texts containing mainly familiar words in context
3 read simple books aloud and silently.
Grammar
2/3 know by hearing when a sentence starts and stops
2/3 know how to use capital letters, full stop, recognise questions
3 recognise and characterise verb, noun, adjective and adverb e.g. an adjective describes a noun, an adverb tells us how we
Speaking and listening
1 recite in chorus
1 speak short verses alone
1 listen to the teacher and other children
1 follow verbal instructions given by teachers in all subjects
1 speak simple speech exercises and tongue twisters in chorus
1 speak multiplication tables in chorus
1 recall main points of story told by the teacher
1 share news with the class
3 recite poem alone
3 recall more complex events and stories
3 give an explanation of what they are doing to an inquirer
3 perform in short plays