(age 8 – 9)
This year is usually the year of the 9 ½ year threshold, sometimes called the “rubicon” or "mini-adolescence", where the children experience a change in their relationship between themself and others. There is an emergence of individuality, separation between self and the world of nature.
Physical:
Growing in limbs, becoming more active, greater coordination
Heart increase in size, 1:4 rhythm established (adult rhythm)
Speech more precise
Emotional:
Growing ego activity, sense of "self", inner world
Growing awareness of wider world outside family
Tension between inner and outer, contrasting emotions
Insecurity, (eg where did I come from? wondering whether adopted)
New social relationships, expressed differently in boys and girls
Sense of fairness and justice
Needs of this age:
Expansion:
~ Connection between the outer & inner world
~ More outgoing physical expression
~ Room to expand their sense of self, experiment, while being held by:
Security:
~ Sense of order in the world
~ Consistency and rhythm in routine
~ Clear sense of right and wrong
~ Confidence in authority
~ Clear boundaries for social interaction
Steiner Curriculum themes to meet the needs of this age:
~ Creation myths - a sense of time, and a sense of origin, belonging to human kind, and a family lineage
~ Old Testament stories - Themes of authority, right and wrong, and leadership
~ The experience of the Old Testament peoples is one of moving from a group consciousness towards the threshold of the individual consciousness that came from the time of Christ. The children, in their ninth year, are at a similar threshold. The stability and clear sense of right and wrong of the Old Testament consciousness give them security before they strike out on their own.
~ Measurement of space and time
~ Grammar - structure, order
~ Introduction to musical structure (notation)
~ Farming active engagement with the world, using measurement & time
~ Building - seeing whole process of the earth providing food & shelter
Practice & subject lessons:
~ Consolidation and extension of numeracy and literacy concepts
~ Music practice of notation and performance
~ Language - composition of own texts, exploring text types
~ Games allowing physical extension, obstacle games; intro to gymnastics
~ Games and activities to help social interaction
Teaching styles:
~ More practical, grounded approach
~ Authority of class teacher continues, clear boundaries
~ Social skills development
~ Specialist subject teachers and guests bringing in the outside
world - (limited number at this age to retain rhythm, stability, central role of the class teacher)
~ Excursions and camps experiencing the world of work -farms, building sites etc
Class 3 Main Lessons
Creation Stories - different cultures
Old Testament Stories 1 - Grammar and Punctuation
Story Writing
Reading (variety of text types, eg stories, non-fiction books, timetables, instructions, verses, reading for a purpose, developing beginning research skills, simple project - in main lesson books) - Twelve Senses
Linear Measurement
Time and Temperature
Trading and Money
Patterning and Problem Solving
Old Testament Stories 2 - English and Drama
Building - traditional crafts, human effort eg carpentry, stone masonry - history of shelter and building, buildings of other cultures, eg temples, Asia
Farming
Local Geography - mapping skills, historical events of area, infrastructure/local industries, railways stations, airports, travel, commodities, marina, water catchment, recycling, waste management, forestry
Story Archetypes: Archetypal callings such as shepherd, hunter, fisherman, woodcutter, charcoal burner, baker, tailor, shoemaker, potter, carpenter, tanner, saddler, spinner, weaver, blacksmith. Dignity and value of human work.
Farming: Human being and the earth, farmer and the work on the farm, eg ploughing, harrowing, sowing, different soils, harvesting, threshing, milling, baking, dairy farming. Once traditional methods have been introduced children should see what farm machinery can do. Minor and other traditional occupations with working the earth. Eg from Aboriginal times to
European settlement, impact of technology, dairy farming, timber getting, fisheries.
Theme of duality - eg good/evil/ duality in life
Theme of first farmers - Ancient Persians may be introduced as stories in Farming main lesson if desired, Zarathrustra and Ahura Mazdao
