School Curriculum Information for Parents,

Classes I, II & III.

“Our highest endeavour must be

to develop free human beings

who can impart purpose and

direction in their lives.”

Rudolf Steiner

IntroductionCalder Valley Steiner School will be one of more than one thousand schools across more than sixty countries teaching children through the educational principles first established by Rudolf Steiner (1861-1925). Steiner Education (also known as Waldorf Education1) and the Steiner Waldorf Curriculum grow out of Rudolf Steiner’s insights into the nature of the human being, and specifically the growing child in their developing relationship to the world. The essential aim of the Steiner Waldorf Curriculum is to establish good rhythm and balance in all aspects of the child's development. The curriculum, and the teaching methods which flow from it, take account of the growing child's physical and emotional (feeling) needs, as well as their intellectual needs. Every aspect of the teaching, whatever the subject, aims to balance these needs at each stage of the child's development. The Steiner Waldorf curriculum provides the child with educational challenges at such a time that they can meet them in a way that their interest in the actual process of learning (whatever the subject) is continually renewed. It is the task of the Steiner Waldorf teacher to

1 The word Waldorf comes from the name of the first such school set up in 1919 in the Waldorf Astoria cigarette factory in Stuttgart. At the request of Emil Molt, the managing director, Rudolf Steiner helped found a school to educate the children of the factory’s workforce. Both “Steiner” and “Waldorf” are terms which have continued to be used interchangeably. Company No: 04293968 www.hebdensteiner.com Charity No: 1090119

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foster this positive relationship to learning across all subjects, thereby laying the foundations for life-long learning.

§ The Steiner Waldorf teaching method.

• Ages 3-6. During these kindergarten years, the child learns mainly through play and imitation. Play is vital to a child's healthy development and to establishing the best possible grounding for formal learning in Class 1. 'In the Early Years phase the task of education is to provide an environment in which good habits of behaviour, such as memory, reverence, orderliness, listening and enjoyment of the natural world can be established.'2 The young child’s inate sense of wonder is nurtured throughout their time at kindergarten, alongside trust and co-operation. Three of the principal pillars of the Steiner Waldorf Kindergarten by which the kindergarten teacher achieves this are: the establishment of good rhythm throughout the day, week and year; repetition, by which the child has the chance to learn through imitation; and reverence, by which the child establishes for themselves a secure and trust-filled place in the world.

“The small child exerts unconscicous energies never again equaled. He/she is a being of will and imitation, identifying himself with each gesture, intonation,

mood and thought in his environment, and making these his own free activity of creative, imitative play. He is engaged in the great task of shaping and

transforming his inheritance to individual and specific use. To divert these formative energies from their task in these early years is to weaken the vitality,

undermine the health, and take from the developing child the endurance and strength he will need in adult life. Premature demands upon the intellect, sharp

criticism, undue excitement of fantasy – as by television – and over stimulation of the senses combine to rob the child of his native physical resources.”

Henry Barnes and Nick Lyons, Education as an Art: The Rudolf Steiner Method

2 From the core text The Educational Tasks and Content of the Steiner Waldorf Curriculum (2005)[in future referred to as ETCSWC], p. 16.

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• Ages 6-9, Class I, II & III. The Steiner Waldorf method for school-age children is characterized by whole-class teaching (which from the child's perspective equates to whole-class learning). A mixed ability class gives opportunities for children to improve and exercise their social skills through listening and communicating to the class as a whole. In fact, the class in a Steiner Waldorf School is always viewed as a microcosm of society, where helping, and being helped by others is seen as a model for community. Extra help for individual pupils in specific subjects is always an option. However, whenever differentiation is called for (such as in numeracy or literacy), new material is always presented to the class as a whole, which may then divide into groups, but which are re-integrated into the whole at the end of the lesson.

• The Class Teacher. Any one class continues to have the same Class Teacher for all core subjects over a period of years (usually between 6 and 8 years in a full Lower School). 'The class teacher provides a focus for the class and continuity over many years of development. He or she aims to be a figure of moral authority based on commitment, care for the children and a close relationship with the parents.'3 Because the class teacher has to teach so many different subjects, they too must grow and learn with the children, which in turn inspires the children to learn and grow with them. Specialist subject teachers will be employed as appropriate.

‘The class teacher needs to be a universal spirit, not a specialist. In ideal circumstances, he/she accompanies the children for seven to eight years,

changing during this time as much as they have to in order to adjust to the pupils’ changing needs. As the children pass from one phase to the next, class

teachers would soon lose their inner contact with the children if they themselves did not also undergo change.’

Towards Creative Teaching (Steiner Schools Fellowship Publications, 2009) p. 5

• Combined Classes. Similar to many smaller Steiner Schools across the United Kingdom, as well as around the world, Calder Valley Steiner School will be made up of combined year-group classes. In practice, this means that each class will consist of children covering an age range of more or less two years where, for example, the Class I curriculum will be taught alongside, and complement, the Class II curriculum; the Class II curriculum will be taught

3 ETCSWC, p. 19.

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alongside, and complement the Class III curriculum. There are many advantages to this form of learning, both social and academic. For example, the children will gain experience from helping, and being helped, by others across a broad range of subjects. The recapitulation, or re-living of material already learnt is a key element of the Steiner Waldorf approach. A combined curriculum gives a valuable opportunity for this to happen over an extended period of time, some children deepening their experience of material already covered, while others are experiencing where the curriculum will take them in the future. Above all, the role of the teacher becomes key to delivering material that fosters the unique educational needs of each child.

“… much depends on what happens within the classrooms, in particular how teachers adapt their classroom organization and teaching style to meet the

wider range of ages and abilities of the children.’

Valerie Wilson, All in Together? An overview of the literature on composite classes

(University of Glasgow, 2003).

• Special Educational Needs. Because of its gentle, child-centred approach, Steiner Waldorf education is suited to many children with special educational challenges. Steiner Waldorf Schools have been delivering all ability teaching since their inception; alongside which they have developed many complementary ways of helping individual children, both within the whole class and through special lessons. As a new school, we will seek to make provision for children of all abilities within the school's educational ethos and curriculum.

§ Structure of the School Day and Year.

Morning Verse for Classes 1-4

The sun with loving light

Makes bright for me each day:

The soul with spirit power

Gives strength unto my limbs;

In sunlight shining clear

I reverence, O God,

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The strength of humankind,

That thou so graciously

Hast planted in my soul,

That I with all my might

May love to work and learn.

From thee come light and strength,

To thee rise love and thanks.

Each day begins with a two hour lesson delivered by the Class Teacher. This so-called Main-Lesson is an essential feature of the Steiner teaching method, and includes: 'activities to awaken and focus the child's attention, oral and written practice of basic skills, mental arithmetic, music and drawing, presentation of new material, recall and discussion of previous day's (or earlier) work, individual working, conversation, narrative and practical work.' The focus of the main-lesson changes every 3-4 weeks, and 'embraces and addresses a varied and progressive range of skills, competencies and faculties in mathematics, English, the arts, science and humanities. Each day's main-lesson is viewed as an integrated and organic whole. Meaningful connections are made across subject areas and between main-lesson themes.'4 The school year then consists of these Main Lesson blocks which the class teacher sculpts into an artistic whole. During the first years of school, this will consist largely of Main Lesson blocks focussed on the different aspects of English, of Numeracy, of Story, Picture and Imagination. The class teacher will find a balance between these different strands, weaving each subject into the others while following the seasonal flow of the year.

• Class 1 will run five days a week, 38 weeks a year. A normal week will consist of 2 “full” days and 3 “half” days (timetable details will be published each year). Lessons will begin at 9 o’clock in the morning. Half days will finish at 12.45pm, with an option for staying for lunch and break until 1.40pm. Full days will finish at 3.15 pm. Additional full days will be added as the children move up through the classes.

§ The Curriculum

4 ETCSWC, p. 19 & p. 20.

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Calder Valley Steiner School will follow the age-related curriculum as laid out in The Educational Tasks and Content of the Steiner Waldorf Curriculum, The Curriculum of the First Waldorf School and other relevant publications, with adaptations to local requirements of diversity and specifics of the setting. (Note that in a Steiner-Waldorf context, Class 1 refers to children aged 6/7, with the proceeding classes following in yearly steps thereafter.)

Classes 1-3. From Class 1 onwards, 'formal' methods of teaching in core subjects are introduced.

• English written language: From Class 1, the letters of the alphabet are introduced, often in a pictorial way, with emphasis on quality of spoken sound as well as writing. Copying of the teacher's written examples is encouraged. The content of the written work will relate to the theme of the main lesson. The child is encouraged to move from the artistic to the intellectual; from working with their hands to thinking with their head. As such, the child may be led from painting and drawing to the writing of the letters. From Class 2, the children proceed from capital letters to lower case cursive handwriting. They compose more of their own written work, as well as copying from the board or writing down dictated texts. During Class 3, children will be expected to write longer and more complex pieces.

• Reading: this grows out of writing beginning in Class 1. The class teacher will use a combination of different approaches, from phonics to whole-word recognition. However, the emphasis in reading will be based around moving from the whole to the parts, from the recognition of whole sentences, phrases, then words, to individual sounds and letter combinations. In Class 2, reading skills are developed, using familiar word families as well as introducing new words and vowel and consonant combinations. A differentiated approach to reading may be used from Class 2, including whole class reading, child to child reading and child to adult reading. By Class 3, 'reading progresses to a differentiation of material for different purposes, including understanding instructions and tasks, finding information and reading timetables. Reading aloud is practised with an awareness of content and punctuation. Children are directed to a wide range of reading material according to ability.'5 Formal study of grammar begins in Class 3.

5 ETCSWC, pp. 38-9.

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• Spoken language, the learning by heart and speaking of poems written for individual children, through to whole-class recitation, is a core ingredient of the Steiner-Waldorf approach. For example, ‘In choosing poems for this age, the teacher should above all pay regard to the artistic form, to the melody of the language, to rhyme, rhythm and beat. It is of very great importance to lead apparently separate spheres of instruction into relationship with one another and to associate them in a unity. For example, the child’s language sense for lengthened or sharpened tones can be fostered by singing, long before this sensibility is made use of in spelling.’6 The art of conversation will also be fostered from Class 1 onwards.

‘It’s languages that distinguish human beings most clearly from animals. It is our most important means of mutual understanding and is the primary medium of education. But language is more than just a form of communication. When

appropriately used, it can also be a formative influence in the child’s psychological and spiritual development. For this to be possible, language must

be used and formed in an artistic way.’

Towards Creative Teaching, p. 15

• Numeracy. In Class 1, the whole numbers will be introduced followed by the four basic arithmetical functions. Wherever possible, the teacher introduces new mathematical concepts by beginning first with the whole, and then moving to the parts. For example, the times tables might be introduced thus: 2=1x2, 4=2x2, 6=3x2, as opposed to 1x2=2, 2x2=4, 3x2=6. Recitation involving counting, times-tables and number bonds is encouraged. The interrelatedness of arithmetical functions is also emphasised. All arithmetical functions are dealt with in a pictorial and/or practical way, including number lines, place value and pattern recognition. Where appropriate, arithmetical functions are translated into physical movement for the children. During Class 2, there is a move towards more arithmetical problem solving and mental arithmetic. The children will begin to handle larger numbers and number bonds, along with new mathematical concepts such as odd and even. During Class 3, the children work practically with weights, measures, money and time.

6 CFWS, p. 2.

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‘Arithmetic lessons exercise a decisive influence on the development of the child, both morally and as far as character is concerned. Steiner repeatedly

stressed the importance of the principle of going from the whole to the parts… Adding 3+4+6 can only lead to one answer = 13. But by asking what 13 is, all

kinds of other possibilities open out as well. The difference may appear to be small, but the more we think about it the more obvious is becomes that this is

the way of sowing seeds of clear thinking in young people’s minds.’

Towards Creative Teaching p. 21.

• Form Drawing. From Class 1, children learn to draw regular forms made of curves and straight lines, beginning with simple straight and curved wave forms, eventually leading to more complex over-and-under knot forms. This activity is seen as an excellent preliminary to writing, engenders good balance in all aspects of the developing child, and is an important aid to establishing good habits in concentration.

‘In 1919 Steiner introduced form drawing as a new subject to be included in the Waldorf curriculum. The line in form drawing do not represent anything in

particular: they fit in with the children’s need for movement, school their sense of form, exercise their manual skills, and provide an appropriate forerunner for

writing.’

Towards Creative Teaching (Steiner Schools Fellowship Publications, 2009) p. 14.

• Foreign language teaching. At least one modern European language will be taught from Class 1 onwards. During the early years, the emphasis is on spoken language (especially rhymes, poems, songs and ring-games), and good listening. Children will also be invited into simple conversation.

• History and other humanities are taught as part of the main-lesson programme. In Class 1, stories include traditional fairy tales and folk tales, as well as stories which illustrate the cycle of the seasons. In Class 2, children are introduced to more nature stories and fables, as well as stories from the lives of saints and other individuals. In Class 3, stories will include those connected with farming, gardening and building, as well stories from the Old Testament, including Genesis and other creation stories.

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• Art. Painting and drawing are taught both as subjects in their own right, and as part of main-lesson work, whereby an artistic approach can be brought into all subjects. The children are encouraged to experience the difference in quality between straight and curved lines, as well as the qualities of the different colours and artistic media. The use of natural pigment primary colour water-colours on wet paper is the preferred medium for painting. Wax crayons are generally used for drawing. Basic painting and drawing techniques are introduced, along with care and respect for the materials.

• Knitting and needlework will be taught from Class 1 onwards. This element of the Steiner-Waldorf curriculum is important for the development of co-ordination for both hands, concentration, practical number work in a creative context, and the fostering of an appreciation of the work behind common manufactured objects. Sewing (including embroidery) is also introduced. Children make useful as well as beautiful objects (e.g. pencil case or flute bag).

• Music. Singing and instrumental work (notably pentatonic flute) will be taught both as subjects in their own right, and as part of main-lesson work, whereby a musical dimension can be brought to all subjects.

• Movement and physical activity/sport. Physical movement is a core aspect of the Steiner-Waldorf approach. It is an integral part of the main-lesson, whereby a physical-movement aspect can be brought to all subjects. The teacher may, for example, make use of skipping or balance and catching exercises with beanbags as an aid to the learning of any subject. The movement art of eurhythmy is taught in many Steiner schools subject to the availability of a qualified teacher. Co-operative team games and sports are also taught as subject lessons.

• Out-door pursuits. Gardening, nature walks and nature studies will be undertaken from Class 1. Further out-door activities, such as building shelters, appears from Class 3 onwards.

• Knowledge of one’s surroundings. ‘The subject should be given in such a way as to awaken the dreaming child gradually to a consciousness of his environment, so that he/she learns to connect himself more and more consciously with his surroundings.’ (Caroline Von Heydebrand) This subject will be brought in diverse forms, such as through nature studies, poetry, and

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awareness of the child’s immediate surroundings. A sense of reverence will be encouraged and the child’s imaginative faculties nurtured.

• Information Technology. Regarding the use of computers in the classroom, the class teacher will make a judgment based on the view that, 'The ultimate aim [of Steiner-Waldorf education] is to equip the students to be able to make judgments for themselves how best to use the computer as a tool in the service of real perceived needs.'7

• Religion teaching and the religious ethos of the school. The premises for the school lies within the curtilage of a C of E parish church. However, it will be independent of any specific religious dogma. It will also be sympathetic to the ethnic as well as cultural diversity of the pupils, parents, staff and the district in which it is situated. It will, however, follow the seasonal festivals of the Christian Calendar; but it may celebrate festivals from other religious traditions where appropriate. The teaching of religion, which becomes a subject lesson independent of main-lesson from Class 3, will focus on the importance of moral values, perseverance in the face of adversity, and the biographies of specific individuals.

“The Waldorf School is not an “alternative” school like so many others founded in the belief that they will correct all the errors of one kind or another in

education. It is founded on the idea that the best principles and the best will in this field can come into effect only if the teacher understands human nature.

However, this understanding is not possible without developing an active interest in all of human social life. The heart thus opened to human nature

accepts all human sorrow and all human joy as its own experience. Through a teacher who understands the soul, who understands people, the totality of

social life affects the new generation struggling into life. People will emerge from this school fully prepared for life.”

Rudolf Steiner, on founding the first Waldorf School in Stuttgart, Germany, 1919.

§ How do children learn and how are they assessed?

7 ETCSWC, p. 164.

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The main-lesson format gives the class teacher unparalleled opportunities for the assessment of any one pupil's progress or difficulties in a particular subject. 'The assessment of learning through the main-lesson programme is a continuing process as the teacher endeavours to draw up a detailed profile, or child study, of each pupil, which conveys a picture of the child's learning and behaviour in the practical, emotional and cognitive realms, while seeking to understand and develop each child's skills, capacities and faculties.'8 These child studies may be shared with other subject teachers where appropriate, so that the child's special needs in all subjects are always kept under review. Because of the Class Teacher's close involvement with all aspects of a child's development, they are able to monitor any one child's progress and flag up early any learning difficulties they may have. Portfolio’s of children’s work are also assembled over a period time so that progress in particular areas may be viewed objectively. For example, a dictation given at the beginning of the year might be repeated at the end of the year; or a child’s painting or drawing from the beginning of the year compared with one done at the end of the year. As regards numeracy and literacy, these are core Main Lesson subjects, each branch of which is part of the overall Steiner-Waldorf curriculum. Their monitoring and assessment is one of the Class Teacher's core tasks and responsibilities, in which the whole school community will support them. It is therefore expected that the highest standards in these core subjects will be attained, and records of pupil learning and progress recorded by the teacher. Genuine continuous assessment through close observation of the developing child is one of the core activities of the Steiner Waldorf teacher. It is also envisaged that, because the age limit at Calder Valley Steiner School will be 11 years, Steiner-Waldorf curriculum may undergo some adaptations in order to prepare pupils for a smooth transition to the State Education. Any adaptations to the curriculum in these subjects will be carried out only with the best interest of individual pupils in mind.

“The teacher must be one who is true in the depths of their being. They must never compromise with untruth, for if they did so we should see how through many channels untruth would find its way into our teaching, especially in the

way we present our subjects. Our teaching will only bear the stamp of truth if we are intently striving after truth in ourselves.”

8 ETCSWC, p. 20.

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Rudolf Steiner

§ Evaluation criteria.

• The Kindergarten. No formal teaching is given in the kindergarten and there are no specific learning goals, such as in numeracy or literacy. Therefore, no formal evaluation of specific learning goals is made. However, the teacher will observe, record and keep the parents informed of each child’s progress in terms of the General Principles upon which the kindergarten is based, as laid out in The Educational Tasks and Content of the Steiner Waldorf Curriculum. These are outlined as follows in section 6.2:

“Cognitive, social, emotional and physical skills are accorded equal value in the Kindergarten and many different competencies are developed. Activities reflect

the concerns, interests and developmental stages of the child and the carefully structured environment is designed to foster both personal and social learning.

Teaching is by example rather than by direct instruction and is integrated rather than subject based. The curriculum is adapted to the child. In

recognition of its vital role in early education, children are given time to play.

Emphasis is given to regular patterns of activities both within the day and over each week. A cyclical pattern is reflected in themes of work related to seasons

of the year.”

• Class 1. The Educational Tasks and Content of the Steiner Waldorf Curriculum, section 7.1, gives the aims and objectives of Class I, against which pupil performance can be evaluated:

“In this year the children make the important transition from the Kindergarten to school where they begin formal learning. The children are led by their

teacher to a first experience of the forms, sound and sequencing of letters and number symbols by using pictures, rhymes and stories.

The children learn to recognise and memorise these with lots of practice involving movement, verses, drawing and writing. During this first year the

class acquires the good habits of classroom life and work, which will form the basis of their time together in the Lower School and indeed for all subsequent

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learning at school. Cultivating reverence for nature, care for the environment, respect for others, interests in the world and a feeling of confidence in their

teachers – these are the moral aims for Class I and the following classes. The teachers aim to lead the children into becoming a socially cohesive group who

care for and listen to each other.”

The above gives a general expectation of attainment by which pupils can be evaluated according to the school’s own aims. However, the expectations of attainment in numeracy for Class 1 are given on pp. 66-67 of The Educational Tasks and Content of the Steiner Waldorf Curriculum; general expectations of attainment in English for Class 1 are given on pp. 106-109 & p. 113.

• Class 2. The Educational Tasks and Content of the Steiner Waldorf Curriculum, section 7.1, gives the aims and objectives of Class 2, against which pupil performance can be evaluated:

“The initial experiences of the first year are deepened and enhanced in Class 2. This time is used primarily for practising and developing all the new skills from

the previous year. Whereas in Class 1 a lot of energy goes into forming the class into a social cohesive group where children are supported by the

wholeness that they experience, in Class 2 a mood of contrast or polarisation often surfaces, which can be observed in the way children relate to each other.

To help the children go through this stage they are told stories where contrasting human qualities and characteristics are found portrayed by holy people and saints in legends and by animals in the fables. This class needs

strong leadership from the teachers through consistency of approach and through the power of imagination. Children derive direction and form from the

images they are given.”

The above gives a general expectation of attainment by which pupils can be evaluated according to the school’s own aims. However, the expectations of attainment in numeracy for Class 2 are given on pp. 66-67 of The Educational Tasks and Content of the Steiner Waldorf Curriculum; general expectations of attainment in English for Class 2 are given on pp. 109-111 & p. 113.

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• Class 3. The Educational Tasks and Content of the Steiner Waldorf Curriculum, section 7.1, gives the aims and objectives of Class 3, against which pupil performance can be evaluated:

“As the Class 3 children become more aware of themselves and the physical environment in which they live, a new interest in the practical, material world

emerges. After practising their literacy and numeracy skills in Class 2 they can now apply these in a wide range of everyday situations which require measuring

or weighing, solving simple problems and the writing of simple formal letters.

By involving the whole class in the experience of working together in building, farming and other examples of work projects, the class teacher helps to

transform the initial feeling of separateness from the physical world into a feeling of responsibility for it. It is important for the teachers to lay down clear guidelines for behaviour and to give the children confidence in the authority of

the teachers, not only the class teacher. The children should have a strong sense of the social unity of the class, an experience of ‘we’.”

The above gives a general expectation of attainment by which pupils can be evaluated according to the school’s own aims. However, the expectations of attainment in numeracy for Class 3 are given on pp. 67 of The Educational Tasks and Content of the Steiner Waldorf Curriculum; general expectations of attainment in English for Class 3 are given on pp. 111-113.

Further reading

The Educational Tasks and Content of the Steiner Waldorf Curriculum, edited M. Rawson and T. Richter (Steiner Waldorf Schools Fellowship Publications, Forest Row, 2005).

Von Heydebrand, Caroline, The Curriculum of the First Waldorf School (Steiner Schools Fellowship Publications: Forest Row, 1989).

Towards Creative Teaching. Working with the Curriculum of Classes 1 to 8 in Steiner Waldorf Schools, ed. M. Rawson and B. Masters (Steiner Schools Fellowship Publications, 2009).

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T. Mepham and M. Rawson: Assessment and Learning in Steiner Waldorf Education (Steiner Waldorf Schools Fellowship Publications, Forest Row, 2006).

See also the CVSE documents: Guidelines for supporting positive behaviour in the school and kindergarten; & CVSE Curriculum Policy Document (including Kindergarten and classes 1-3).

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Appendix 1

Criteria for Class 1 Readiness

Introduction

Like many schools our general cut-off date for entry to Class 1 is 31st August. The child must have had their 6th birthday by this date. However, we look very carefully at the readiness of each individual child; especially those whose 6th birthday falls in the Summer Term or Summer Holiday. The following information is a brief outline & summary of the criteria used to establish whether a child is ready to embark upon more formal learning, or whether we would judge that it would be in their best interests to have an extra year in Kindergarten.

Six-year-old changes:

More conscious goals appear in play, drawing, painting & handwork; consciousness of self as creator results in awareness of the distinction between inner (desire) & outer (result).

At what is called “first puberty” (usually when the child is 5 or 6) this leads to the characteristic feelings of loneliness & inability (which is often expressed as “I’m bored”). This is an important stage as it leads to the realisation that there are some things I cannot yet do as well as adults & prepares for the feeling of natural respect for the teacher which is the basis for the relationship between pupil & teacher during the Class years.

Working through what can be a difficult time for the child proceeds to a calmer situation where the child can handle their own feelings better with less need for adult intervention. The development of more causal thinking is another indication of the changes taking place: “If I tie these strings together then I can attach the play stand to the house & then…..” (This is an example or picture of “tying” thoughts together in causal thinking.)

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To Summarise – What we would expect to see during the final year at Kindergarten:

• Play fails temporarily on the way to new capacities.

• New thinking capacities lead to fear & tricks.

• Growing emotional awareness leads eventually to social development.

• Physical changes lead to temporary clumsiness.

• There is a new capacity not to imitate.

• There is a new concept of consequentiality- practical & moral.

• On the way there may be a sudden reversion to babyhood.

All of the above are indicators of the child undergoing a transition from the dreamy consciousness where things are done out of imitation towards a more awake consciousness where the teacher can begin to work more directly with authority, memory & temperament rather than with the shaping of the environment around the child. Below are listed the expectation for a child who has passed through this transition.

Expectations:

• Be ready to come into Class punctually each morning.

• Be ready to follow instructions given to the whole class knowing that they apply to each individual.

• Be ready to take in several instructions at once.

• Be ready to focus & not disturb others.

• Be ready to take turns & wait patiently.

• Be ready to hold back & to raise a hand before speaking.

• Be ready to move about the building in an orderly manner.

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• Be ready to work with teachers other than the class teacher.

• Be ready to start & stop activities when requested.

• Be ready to get dressed & undressed at break times& take care of possessions & equipment without individual help.

• Be ready to play with less supervision at break times.

Factors in Borderline Cases

Boys are generally thought to be up to 6 months behind girls in levels of maturity at this age. However, girls can look more ready because they operate more in time whilst boys operate more in space: they move around more.

Unreadiness may manifest itself as a lack of stamina & concentration during the first school classes.

Younger children may be left behind socially; this becomes particularly apparent during the change at 12 (the beginnings of puberty).

If there is academic difficulty, it may be exacerbated if the child enters Class 1 as a younger child. On the other hand, if a child is held back he/she may excel later.

If a child is always the youngest in the class they may never have the opportunity to become a leader; “leader” in this context meaning not the boss but one who has the inner strength & security to be an example to others & bring out the best in them.

The composition of the Class should be considered: How will this child fit in, both socially & chronologically? Is it a “young” class or an “old” one for example?

Time-frame for decisions:

Decisions will be reached by the Easter Holidays.

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This is a summary of what we are considering when we speak about Class 1 Readiness. Further reading is available on request; in particular an interesting research project by Kerstin Holsten.