Class 3

Age 8-9

Casuarina Steiner School Class 3
Casuarina Steiner School Class 3
Casuarina Steiner School Class 3
Casuarina Steiner School Class 3
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This year is usually the year of the nine and a half year threshold, sometimes called the “rubicon” or “mini-adolescence”, where the children experience a change in the 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
  • Growing self-assertion, questioning authority, criticism
  • Who am I? What is my destiny?
  • 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 storiesThemes 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
  • Music Notation and Violins to begin in Class 3