Te Au Ingarihi | English

Class
1

English Class 1

Statement of Intent

Language is carefully cultivated from the first day in Class 1.

Movement in the morning circle needs to have a prescriptive focus e.g. left, right, forward, backwards, up, down (skills required for literacy); eye tracking (bean bags); and fingers, hands, feet, and whole-body movements. Speaking nursery rhymes and verses some with actions, speaking sentences with same letter sound repeated e.g. Peter Piper picked a peck of pickled peppers. Oral language in the class one morning circle is key for enjoyment and building letter sound recognition, reading, writing and spelling skills.

The children develop a fine sense for language through speaking in the reverent and rhythmic parts of the morning, respectively. Careful speech is fostered through the morning verse, for example, while rhymes and poems, which may accompany movement, help the children to develop an ear for the patterns, tones and colour of the spoken language.

Through careful sequencing the children are led to establish a connection between the sounds and the abstract letters that we use to write them. The children experience the difference between vowels and consonants primarily through the vowels’ connection to the feeling life, or ‘soul mood’.

The progression from writing letters to words to sentences also fosters beginning reading skills, as children read their own writing.

The foundation for independent writing in the older classes is laid with the oral re-telling of stories in Class 1. Here, too, careful and accurate speech can be cultivated.

Lessons

Introduction to Letters

Writing and reading go hand in hand and it is important that a strong 'feeling' relationship with the shape of the abstract letters and a practical relationship with their sounds are established at this point in the educational process.

Following on from the Form Drawing Main Lesson - Straight and Curved Lines, the letters and sounds of the alphabet are pictorially introduced through story. The art of forming letters is in combining straight and curved lines in a recognisable pattern that is then given a name and has at least one sound (phoneme) to accompany it. Some schools will choose to introduce the vowels together as these are related to the feeling life. Other schools may choose to follow a scope and sequence that teaches particular sets of vowels and consonants. Likewise, some schools will choose to introduce both lowercase and uppercase letters together, others will teach uppercase letters first, and lower case letters at a later time. It is not necessary to pictorially introduce every letter of the alphabet - time usually does not allow it, although some teachers may wish to do so. This can be done if letters are introduced over two main lessons.

The method of introducing the letters should be derived from principles indicated by Rudolf Steiner. Essentially the approach is one that ensures children can form a feeling connection with the sounds and letters to be introduced. A sound or phoneme is at the beginning of the process, the letter or grapheme at the end.

Stories containing the chosen object or others with the sound in question can be told to accompany the current sound/letter. However, teachers need to consider that the chosen image should be one that the children can relate to from their own experience, if a useful, authentic connection is to be formed. (Steiner, Practical Course for Teachers, Lecture 1, 1919) It is also important that the image chosen represents the most common sound of the letter (G/g for goose, not giant) and that the letter can be easily heard in isolation (T/t for tower, not tree).

Possible Lesson Content

Systematic introduction of sounds (connected with the image of something that can be located in the children’s own experience, e.g. a bear they may have seen in the zoo or their cat in front of the heater). From here the letter shape and name are developed. Essentially this is a phonics approach.
Speech exercises
Language games (e.g., finding words with a specific sound [not letter] at the beginning of the word)
Beginning sound dictation - CVC words

Writing Words and Sentences

The second English Language Main Lesson will allow the children to practise writing. Some schools will use more than one main lesson to introduce letters before the children start practising writing. They will now learn to write longer texts. This should initially be a familiar verse, poem or story. Particular attention should be paid to correct posture for writing, correct pencil grip, and correct formation of letters. Habits are begun now that will last a lifetime.

Possible Lesson Content

Simple sentences modelled by the teacher on the blackboard

Children contribute to spelling of words, drawing on their foundational knowledge of phoneme-grapheme relationships
Reading their own writing, as a class and individually (voluntarily)
Illustrating their writing to create their first reader
The children can be asked practice encoding and decoding simple words and sentences to practice using sounds they have already learnt.

Writing Stories

Further Main Lessons will continue to develop the children’s writing and reading skills. The Home Surroundings Main Lesson or retelling of a fairy tale could be the basis for this lesson. The teacher will provide the main body of the story, with the children contributing to the composition and offering simple spellings; attention will be given to the development of all pre-reading and beginning reading skills. However, there should be no stress put on those children who are not yet ready to take up this work; their inclusion in the activities of their peers is important, and the teacher should monitor their progress carefully in order that particular learning difficulties are not missed. Some children will find copying from the blackboard proves difficult or painful. In these cases, the teacher might provide individual copies that the child can have in front of them or write some text to be overwritten or copied into the child’s book.

The teacher must strive to ensure that the children's inner connection to the writing practice is maintained. Acting out the story, doing puppet shows, drawing, and painting are just some of the activities that could accompany the writing practice. Harnessing the natural enthusiasm and enjoyment of the seven-year-olds at this stage of the year is very important.

Introductory reading skills will continue to be established, sight vocabulary of children's names, days of the week and common words such as the, and, was, are etc. can be practised as part of this lesson.

The teacher’s creativity is called on to shape a context which enlivens the lower-case letters and allows the children to form a feeling connection before (abstract) functionality is established.

Waldorf Achievement Objectives

Soul and Emotional Development:

The children will be led towards

A feeling relationship with abstract letters through imaginative introduction and development

Developing a relationship with the ‘soul mood’ of all the letters especially the vowels.
A soul connection with the alphabet letters will assist the children making connections within their etheric body through gesture, gift of word collections building an image.

Within the expected range of Class 1, the children will be able to:

Writing

The Class 1 child will develop the correct posture and pencil grip for writing. They will learn to respond to their teacher’s feedback which will improve their writing, develop the confidence to enjoy their writing and share it with others. This is the beginning of establishing sound writing practices.

Concepts of Print Develops letters and handwriting

forms individual capital and lower-case letters of the alphabet (correctly and legibly) As specified in each school local curriculum for each school holds this.
forms individual numerals (correctly and legibly)
maintains correct size of letters
maintains spacing between letters
writes with a steady pace as letter formation becomes increasingly automatic
copies accurately from board or model text
Sits comfortably, applies a comfortable amount of pressure, and use of functional writing tool grip independently

Spelling and encoding Uses knowledge of sounds

generates individual letters when provided with individual sounds (expectation all letters)
encodes three-letter CVC words (e.g. cat, dog)
writes consonant digraphs (sh, th, ch)
writes rhyming words for spoken words (e.g. cat/mat/fat; dog/log/frog)
Use letter sounds to build CVC words with no pictures
spells unfamiliar words using developing phoneme-grapheme awareness
writes personal, basic sight words and high-frequency words (NZ spelling list 1)
CVCC, CCVCC orally segments and applies phoneme to grapheme knowledge
maps graphemes to phonemes for the five short vowels, all single-letter consonants and some consonant digraphs
Spells 5 or more words that are high frequency in their oral vocabulary and contain irregular phoneme-grapheme correspondences (e.g., the, was, of, said, is, what)

Punctuation Writes capital letters and full stops

writes capital letters and full stops correctly with some support

Content Contributes ideas to shared writing

contributes ideas to shared writing
generates own simple writing (e.g. from drawings, stories told)
Together understands audience and purpose of writing, plan and write with this in mind e.g. A Card for a purpose.
Together understands simple sentence structure
Writes one or more sequential sentences - co-constructed with teacher and class.
Writes a sentence guided with a feeling
Plans writing together through talk with class and teacher
Together introduces simple language features such as onomatopoeia (The bee did buzz), rhyme (The fat cat sat on the mat), and alliteration (Peter Piper picked a peck of pickled peppers).
Write one or more sentences each day.

Reading

In Class 1 the children enjoy listening to stories, reading together as a class, and growing their individual ability to read their own writing.

The children learn to read the letters and letter sounds; read and sound basic sight words; and finally, how to read a copied sentence and understand its form – beginning with a capital letter and ending with a full stop. When reading as a class, intonation helps to build comprehension of the written form.

Concepts of print Recognizes that print carries a message, follows reading along a line, moves from one line to the next

follows words from left to right and from top to bottom on the printed page
has control over one-to-one word matching

Concepts of Sound Phonological-awareness – identifies sounds and associated letters, knows that words are made up of sounds

provides the associated sound for each letter (e.g. c – cat; c – circle)
recognizes lower case letters (localised – inclusion determined according to individual school’s preference)
recognizes upper case letters
identifies letters by name
matches uppercase and lowercase letters of the alphabet (lowercase letters: localised – individual school’s preference)
uses consonant sounds, e.g. s, t, p to decode words
uses short vowel sounds to decode words
uses developing phonemic awareness to aurally identify and distinguish individual phonemes within words (e.g. man is m/a/n)
uses knowledge of sounds to decode unfamiliar CVC words (e.g. cat mat fat, tin pin fin, hot, rot cot)
distinguishes words from letters (e.g. stars between words)

Decoding Recognizes a sentence as made up of separate words and symbols (from chalkboard, poems, Main Lesson books, shared writing)

recognizes high frequency words and basic sight words
recognizes capital letters and full stops and exclamation marks
recognises that sentences in print are made up of separate words
matches spoken words to printed words
reads writing aloud with class and teacher (e.g. from board, main lesson book, poems) - grapheme-phoneme correspondences with growing automaticity
reads words with learned grapheme-phoneme correspondences accurately and with automaticity e.g. mad, pot, pat, tin, sit etc
decodes two syllable words with a closed syllable pattern (e.g., ratbag and picnic) using their phonics knowledge
reads most common high frequency words in decodable texts at their class level
selfs corrects their decoding attempts using grapheme-phoneme knowledge

Comprehension Reads and Understands what they have written within a shared writing context.

reads with the class and understands what they have written
discusses how words can describe a character or event e.g. (The old man limped down the road).
responds to, shares opinions and makes connections to texts by drawing on their knowledge of topics, their experiences, and their knowledge of the world.
responds to questions (how or why) and open ended prompts about texts.
as a class check that each sentence they have read makes sense (building their own understanding)
Identifies key details from a text in a prompt context (e.g., who and what)
activates prior knowledge to predict what might happen next in a text
distinguishes between different types of text that entertain (e.g poem, stories)
notices and discusses features of texts, including setting e.g. castle, character (king), and main events in stories (galloped his horse).
Identifies the use of sound in poetry (e.g alliteration (buzzing bees) and rhyme (Fat cat sits with fat rat.)
asks questions about unfamiliar words and use context clues from the text to identify the meaning of those words, when text is being read to them
reads and comprehends both extended simple and compound sentences

Class
2

English Class 2

Work with language in Class 2 aims to cultivate in the children a sense of careful, accurate speech, right pronunciation, and rhythm and melody.

In the Morning Circle longer and more challenging poems or little plays have an important role in speech development, including the diverse sounds and the structure of good language. Combines two simple sentences orally and with a coordinating conjunction e.g. It was cold as ice and the bear's coat was covered in ice.

Fostering oral language will support the children to consolidate and expand the reading and spelling skills that were introduced in Class 1. Part of the work may now be a more conscious analysis of letter sounds that make up words, blending letter sounds in words, digraphs, consonant blends and their vowel sounds. Patterns of vowel teams - two vowels together make one sound. The exploration of word families, learning of sight words and some spelling rules e.g. long ‘e’.

Through example and practice the children are encouraged to write with growing independence.

Simple sentence structure, basic punctuation and a developing understanding of the role of nouns and verbs to support this. It is important that the children develop a sense of joy when creating a beautifully written and illustrated text, so that they connect more deeply with the activity of writing. When they write down poems, short stories or even riddles, their books become valuable to them as their own readers, which they may enjoy reading to their whānau at home.

Lessons

Once the children have consolidated all upper- and lower-case printed letters, they will be led, towards the end of the year, via form drawing, to cursive writing.

The development of writing continues in Class 2 as a guided and shared process. Initially the teacher needs to model good writing on the board, with content developed, for example, from the children’s re-telling of stories. Copying these short texts into their books will familiarize the children with correct syntax, spelling and punctuation. The children will connect with this work when they have the confidence to be part of a collaborative development of such texts. As in all scaffolding, the children’s input will increase over time until towards the end of the year most children will be able to retell on their own in writing parts or, depending on ability, all of a story. These simple stories could then be used as readers, with the children sharing their stories with their peers as appropriate.

The development of independent writing will be supported by the development of phoneme-grapheme awareness, including mastery of consonant blends and digraphs, short and long vowel sounds, high-frequency words, some spelling rules and basic punctuation.

The specific reading programme in Class 2 will be determined by each school’s localised curriculum and chosen supporting literacy resources. Reading from the board, or other shared texts types, as part of a group and individually. They can be encouraged to read their own writing to themselves and others, and share self-selected texts, such as picture books, from a class library. All these literacy mediums can provide valuable learning opportunities in the Class 2 reading programme.

Possible Lesson Content

Re-telling stories through dramatization, modelling, drawing, painting
Learning and speaking poems and short narratives, e.g., fables, poems about the natural world, pūrakau and pakiwaitara
At the beginning of the year, consolidating letter formation, correct grip and posture
Collaborative composition of recounts, with children supplying, for example, simple sentences and spellings
Independent writing: continuing a collaboratively composed story. Later in the year, children could write part or all of a story.

Exercises with word families, long and short vowel sounds, consonant blends, digraphs, spelling rules etc.
Reading own writing – practising “reading” using punctuation in texts to build intonation.
Nature of the verb – e.g., “King of Ireland’s Son”, Stories of Saints: Activity and deeds
Writing simple descriptions, poetry, reflections – e.g. “The World Around Me” science Main Lesson
Illustration of own writing

Guided, shared reading, e.g., using own co-constructed class writing and picture books.

Waldorf Achievement Objectives

Soul and Emotional Development: The children will be led towards an experience of

A developing inner relationship with the spoken and written word should resonate with the soul.
A comforting connection is made with the spoken and written words to build a personal connection.

The Integrated Curriculum – Listening, Speaking, Writing and Reading in the Other Learning Areas

Kaupapa Māori: Naming familiar objects and natural features in the immediate surroundings; drawing on some of these to consolidate sounds; supporting understanding and speech exercises with learning of te reo; Māori animal and nature stories; stories of New Zealand saints

Form Drawing: Cursive writing; movements and relationships in nature; horizontal reflection, and symmetries, as a mirror of polarity and unity
Mathematics: Listening, speaking; Main Lesson Books (e.g., writing titles); directionality of number sentences
Science: Within the Main Lesson context, writing sentences and short texts (e.g., descriptions); speaking and writing poems; simple subject-specific vocabulary
Art: Main Lesson Book, class reader illustrations; acting out stories; acting, illustrating verbs; exploring language in song
Eurythmy: Speech and sound gestures – quality, sequence

Handwork: Fine-motor skills; hand-eye co-ordination; listening to instructions; using appropriate language to ask questions
Languages: Listening to and speaking verses and rhymes (rhythm of speech and structure of poems etc.; conscious shaping of speech

Within the expected range of Class 2, the children will be able to:

Writing

Concepts of print: Forms all lower-case and upper-case letters correctly

forms all lower-case and upper-case letters correctly
writes with steady flow

Spelling and encoding: Spells unfamiliar words by using a developing phoneme - grapheme awareness

recognises and writes two-letter Digraphs ( e.g. sh ch th ck) and Blends (eg. bl st str).
differentiates (hears and speaks) short and long vowels and spells 2 letter and 3 letter blends and words that demonstrate an understanding of the ‘silent e’ rule (e.g. bit/bite, not/note, mat/mate, cut/cute).
encodes regular CVC, CCVC, CVCC and CCVCC words (C= consonant, V = vowel, expectation of confidence, e.g. bug, spot, stamp) «
spells words that have consonant digraphs (e.g. this, much, shop, phone, sack)
spells words that have 3 letter blends (e.g. strap, spring, throw)
writes some personal, high frequency words and sight words (e.g. was, who, two, put, some, could).
orally segments two syllable words in syllables then segments syllables into phonemes e.g. mayday may day m ay d ay
spells words with vowel patterns:
Begins using common suffixes for correct grammar usage (e.g., -s, -ed, -ing)

Punctuation: Uses basic punctuation in simple sentences

uses capital letters for familiar proper nouns (people and places)
uses capital letters and full stops to begin and end sentences

Grammar: Writes accurately using simple syntax

writes simple sentences «
writes compound sentences (beginning stage) e.g. and, but, so
understands and uses pronouns in place of nouns (beginning stage
Uses phrases including adjectives and adverbs
Uses rhyme, alliteration, onomatopoeia and simile e.g. cat, fat hat; Peter, Piper picked a peck of pickled peppers; The bees buzzed around the yellow flower; Outside it was as cold as ice.

Content: Generates own writing

shares ideas and/or draws pictures, which facilitate writing
generates own writing (e.g. from stories told, from drawings)
includes content that shows connection to the topic or main idea
Writes a short narrative about two or more sequenced events - what, where and a sense of closure
Writes a series of sentences, including the main idea and some related details with an opinion with a reason (e.g. My cat is soft and fluffy. She is super to cuddle).
Create a writing goal and work towards it with teacher guidance (e.g. I am going to check that I have put capital letters in the right place).
Writes short series of related sentences each day
Adds or removes words to clarify meaning with teacher guidance.
Makes simple edits to draft sentences with the teacher
Identifies audience and purpose of writing and a plan for their thoughts e.g. Mother’s Day card

Language: Writes words drawn from own oral language

writes words drawn from own oral language (e.g. from stories, the teacher, peers)
uses resources to assist in writing such as shared key words, wall charts
Plans a short series of sentences through talk with class and teacher.

Structure: Writes using simple structure, e.g. conjunctions

uses simple conjunctions/connectives (and, then) in such a way that ideas are connected sensibly
writes varied sentence beginnings (beginning stage)

Reading

Concepts of print: Begins to use language that relates to parts of texts (e.g. title)

recognizes that print can carry a variety of messages

Concepts of sounds: Phonological-awareness - applies knowledge of letter–sound relationships to accurately decode unfamiliar words

recognises diagraphs (e.g. sh, th, ch, ng) «
recognises short and long vowel sounds ( e.g. e, a, i, o, u, ee, igh, ow) «
recognises common chunks of words (e.g.unk, art, ist) «
recognises common suffixes (e.g. ed, ing, es, ly) «
names beginning blends and produces an associated sound for the blend «
segments (e.g.. man is m/a/n and to blend s/ea/t is seat) «
pronounces phoneme for common vowel teams (e.g., ai - rain, a - e bake, igh sigh), diphthongs (e.g., ay - day, oy - boy).
decodes common words with long-vowel patterns, some diphthongs, in written texts using their phonics knowledge
decodes words with some common prefixes (re - return, un - under) and suffixes (er - baker, ly - gladly) using their phonics knowledge

Decoding: Begins to use simple strategies to decode texts

Uses knowledge of phoneme/grapheme relationships to decode words «
Uses high frequency and basic sight words
Recognises and understands the meaning of some basic punctuation (e.g. capital letters, full stops, commas, question marks, exclamation marks)
identifies and explains the purpose of basic punctuation such as speech marks, commas, exclamation marks, and question marks
decodes two and three syllable words with taught correspondences using phonics and morpheme knowledge (e.g., costume and lightning)
adjusts their decoding attempts by varying pronunciation, making use of different phonemes represented by graphemes and confirming oral vocabulary

Comprehension: Understands the meaning of what has been read

responds to texts that include generally familiar contexts and settings
notices some errors in their reading and take action to self-correct «
uses illustrations to support and extend the meaning
uses pictures and context to make simple predictions about story content
reads and understands what they have written «
offers opinions or thoughts about what they have read
identifies connections between the ideas expressed in texts and their own knowledge of topics and other texts, their experiences, and their knowledge of the world.
responds to texts by sharing opinions and personal feelings about the ideas in the texts
monitors their understanding of texts and attempts to repair meaning by rereading, drawing on their prior knowledge and knowledge of words and asking questions (e.g., what, how or why)
identifies the key message or idea from a teacher, reads text or tells a story and retells the key details of this in response to sequence questions (e.g., what happened? When did it happen? Who did it happen to? What happened next?) Comprehension
uses what is stated in a text, along with prior knowledge to to predict what might happen next
draws inferences, using visual images in the text to check and support those inferences
identifies and discusses the purpose, some characteristics of different types of texts that inform, including from their own or others’ cultures
identifies and discusses text features and their purpose and how the author uses language purposefully
identifies the use of story grammar from their own or others’ cultures
uses context clues and knowledge to determine meaning of unknown words and phrases in texts that are read to them
uses knowledge from other Class 2 learning areas and topics to determine the meaning of words and phrases in a text.

Class
3

English Class 3

The oratory and formal language of both the whakapapa pūrākau of Tangata Whenua Māori and the creation stories of the Ancient Hebrews and their foundational imagery can help the children to orient themselves during the often unsettled time of the “Rubicon experience”.

Speaking remains an important part of the day, as the children build their vocabulary and cultivate accurate, clear speech in relevant contexts. The children will now expand their ability to describe phenomena and express feelings, with increasingly precise and detailed vocabulary.

The nine-year-old needs to feel secure in their surroundings, they wish to take hold of the world and understand it; analysing language in the first grammar Main Lessons will meet this wish and encourage them in their language and communication skills.

Now that their self-consciousness is developing, the time has also come for an instructional reading programme which serves to solidly ground the children in the world of reading. Where this proves difficult, children must at this time be supported by differentiated approaches that allow them to find ground in their own progression.

Humour is a valuable tool in Class 3. The average nine-year old will enjoy sharing simple jokes and word plays. This is something that can also be shared back and forth with whānau.

By the end of the year most children will be at a comparable level to their state-school counterparts by the end of the year.

Lessons

Speaking, Writing, Reading –Learning Experiences Throughout the Curriculum

Learning by heart the opening verses of ngā whakapapa pūrākau and / or Genesis. Special care should be given to the pronunciation and sounds of the spoken word.
Learning poems in the Morning Circle. These can be humorous, related to the current Main Lesson, seasonal, related to a festival, or as needed during a given period.
Re-telling stories, reading stories they have recounted in writing
Spelling programme; also consider a programme such as “Alpha to Omega” - Structured Literacy Programme for own school).
Writing reports of farm visits and other practical class experiences; composing “Thank you” letters; recounting stories. Collaborative composition and modelling of sentence structure are still a part of this process. However, children should by now be writing with increasing independence, and be given frequent opportunities to do so.
Writing descriptions and instructions as part of the measurement lessons
Visual language: learning about layout when presenting e.g., measurement activity results. Illustrating written stories, or drawing aspects of a story.
Writing fluently: consolidating printed letters
Writing beautifully: learning cursive writing. The children could be motivated by looking at a beautiful edition of the Old Testament, a Quran or Torah and learning about the devotional aspect of beautiful writing.

Grammar Main Lessons

These first grammar Main Lessons are not meant to introduce the formal terminology but to develop a feeling for grammatical qualities and elements. The children will experience grammar as something that puts them in relationship with the world. These Main Lessons are best planned for the second half of the school year, when most children will have made the developmental shift which allows them to consciously work with language and grammar. It is important that for the introduction of sentences and the parts of speech examples from the childrenʼs own experience or from current main lesson e.g. Hebrew stories, are chosen.

Types of Sentences

The children can experience, characterize, differentiate and learn to name the different kinds of sentences. Using more child-friendly terminology, for example describing sentence, instruction, question and feeling or emotion sentence will allow the children to become interested through personal connection. They can become aware of intonation, emphasis and melody of the respective sentences.

Parts of Speech

After an introduction with examples from the childrenʼs own experience, the nature of the words can be deepened through the context of creation stories. The children will experience that through the nouns (e.g., “naming words”) we meet the world, that we characterize it more closely with the adjective (e.g., “describing words”) and that we enter into an active relationship with through the verbs (e.g., “action words”).

An artistic connection may be made through associating the words with corresponding colours, e.g., nouns with the quiet, formed blue, verbs with the more active red and adjectives with the vibrant, expressive green.

“It has been realized that when the old method of teaching languages, especially Latin and Greek, is based entirely on grammar and rules of syntax, the lessons tend to become mechanical and abstract. And so exactly the opposite principle has been introduced simply because people cannot think consistently. They see that something is wrong and fall into the other extreme, imagining that this will put it right. The consequence is that they now work on the principle of teaching no grammar at all. This again is irrational, for it means nothing else than that in some particular branch of knowledge the human being is left at the stage of mere consciousness and not allowed to advance to self-consciousness. Between the ninth and tenth years the child passes from the stage of consciousness to that of self-consciousness. He distinguishes himself from the world.

This is the age when we can begin gradually of course to teach the rules of grammar and syntax, for the child is now reaching a point where he thinks not only about the world, but about himself as well. To think about oneself means, so far as speech is concerned, to be able not merely to speak instinctively, but to apply rational rules in speech. It is nonsense, therefore, to teach languages without grammar of any kind. If we avoid all rules, we cannot impart to the child the requisite inner firmness for his tasks in life. But it is all-important to bear in mind that the child only begins to pass from consciousness to self-consciousness between the ages of nine and ten. To teach grammar before this age, therefore, is absolutely irrational.

We must know when the change occurs between the ninth and tenth years in order to lead over gradually from an instinctive acquiring of language to the rational element of grammar. This applies to the mother-tongue as well. Real injury is done to the child's soul if he is crammed with rules of grammar or syntax before this eventful moment in his life. Previously the teaching must appeal to instinct and habit through his faculty of imitation. It is the task of speech to inaugurate self-consciousness between the ninth and tenth years and generally speaking the principle of self-consciousness comes to light in grammar and syntax.”

(Steiner, Education: Lecture X, 1923)

Reading

By the end of this year, most children should be reading at a nine-year-old level, or above. They will now have the opportunity to retell extracts from their own reading, both verbally and written. The teacher will listen to each child regularly, check scanning and comprehension skills, and keep detailed records of each child's progress. Groups of children could work together to add an untold part to a story or to predict the next chapter of a story. The class could share these created stories and, in the case of predictions, hear the chapter read out by the teacher or by a child. Whānau help with reading groups, 'buddy systems' with an older class and peer reading groups are all options that can be put in place to ensure there are at least twenty minutes of 'eyes on printʼ for every child, every day.

Waldorf Achievement Objectives

Soul and Emotional Development:

The children will be led towards an experience of

The beauty and gravitas of language found in ancient and sacred texts
Their ownership of and responsibility for what has been given a name
Making some personal connections with words and texts which resonates with the self.

The Integrated Curriculum – Listening, Speaking, Writing and Reading in the Other Learning Areas

Kaupapa Māori: Pakiwaitara; pūrākau; ngā Atua and their journey from a time of darkness into “Te Ao Marama”
Form Drawing: Following sequenced instructions; describing given and created forms using accurate language
Mathematics: Listening, speaking; Main Lesson Books (e.g., writing titles)

Science/Technology: Within the Main Lesson context, writing descriptions or reflections; speaking and writing poems; simple subject-specific vocabulary
Art: Main Lesson Book, acting out stories; acting, illustrating parts of speech; exploring language in song and poetry
Eurythmy: Speech and sound gestures – quality, sequence
Handwork: Fine-motor skills; hand-eye co-ordination; listening to instructions; using appropriate language to ask questions
Languages: Listening to and speaking verses and rhymes (rhythm of speech and structure of poems etc.; conscious shaping of speech)

Within the expected range of Class 3, the children will be able to:

Writing

Concepts of print

Writes legibly and fluently with well-formed, even letters

• writes legibly and fluently with well-formed, even letters

• writes in cursive script (beginning to)

print all letters and numerals correctly and legibly, attending to size, placement, spacing, and slope with ease and automaticity
consistently practise good posture and a comfortable grip when writing across the curriculum

Spelling and encoding

Spells known and unknown words with growing independence and confidence

• uses knowledge of phoneme-grapheme relationships to encode unknown words

• writes the sounds, in unknown multi-syllabic words, in the correct order (e.g. ‘e/le/phant’ as ‘e/lu/fint’; ‘ca/ter/pil/lar’ as ‘ca/tu/pil/ler” )

• spells correctly words with vowel digraphs (e.g. tree, boat, blow, play, beat)

• spells words correctly using the ‘soft c’ and ‘soft g’ rules (e.g. face, rice, huge, page)

• applies knowledge of spelling rules (e.g. ride / riding; rid / ridding; fox /foxes; baby / babies) and some spelling conventions

• uses personal vocabulary and high-frequency words (NZ Spelling Lists 1-3), in writing

orally segment multi-syllable words into syllables, then segment syllables into phonemes for spelling.
spell words with the vowel patterns: <oo> as in ‘good’; <oy> and <oi> as in ‘coin’ and ‘toy’; <ee>, <ea> representing /long e/ <oa>; <ow> representing /long o/
add less-common suffixes (-er, -ly) and apply simple spelling conventions (e.g., taking away e from a split-vowel digraph before adding a vowel suffix (hope ➝ hoping)
spell words with r-controlled vowels represented by <ar>, <or>, <er>, <ir>, and <ur>

Punctuation

Uses basic punctuation with increasing accuracy

• uses basic punctuation features (full stops and capitals to begin sentences, capital letters for proper nouns) correctly

use capital letters, full stops, question marks, and exclamation marks correctly
use commas for lists

Grammar

Writes simple and some compound sentences that are grammatically correct

• writes simple sentences that are grammatically correct

• writes compound sentences

• writes some complex sentences

• names, understands and uses nouns, adjectives, verbs

• uses pronouns with increasing understanding and effect

use complex sentences using subordinating conjunctions (e.g., although, because, though) in writing.

Content

Generates content that is relevant to the topic or task

• verbally expresses and shares ideas and information with peers or teacher, in preparation for writing

• uses content and ideas that are drawn from own experience and from curriculum-based knowledge

write a narrative in which they recount a well-elaborated event or short sequence of events, including details to describe setting, actions, thoughts, and feelings, and provide a sense of closure.
write a paragraph about a topic that includes a topic sentence, supporting details, and a concluding sentence
write a paragraph that states an opinion about a topic, give some supporting reasons for their opinion, and provide a concluding statement

Language

Uses increasingly precise and detailed vocabulary

• uses precise vocabulary (i.e. using more specific adjectives, nouns and verbs) that lend detail and depth to the text

• uses resources such as simple spelling dictionaries, wall charts, shared key words, books, etc. - to assist in writing

identify the audience and purpose for a text, then plan and write for the intended audience and purpose
choose an appropriate language register, such as formal or informal language.
select and use words and phrases, including adjectives and adverbs, that are increasingly precise in expressing the intended meaning.
identify and use language features to enhance effects in writing, and describe how they can communicate meaning figuratively
select and use words and phrases, including adjectives and adverbs, that are increasingly precise in expressing the intended meaning and grammatical
identify and use language features to enhance effects in writing, and describe how they can communicate meaning figuratively

Structure

Is beginning to organise groups of ideas

• writes sentences that have a variety of beginnings

• writes using a text structure / form that is appropriate to the task e.g. letter-writing has its own format; poetic writing is different to prose or story-writing (e.g. recipes, instructions)

use simple organisers (e.g., graphic organisers or mnemonics) to plan single paragraph texts
use simple word connections in their planning e.g. cat - fluffy; tail - striped, long; claws - sharp, scratches etc.
identify and work towards a specific writing goal based on a revision and edit made to previous writing
write single-paragraph texts that follow from their planning
begin at the margin and leave appropriately sized spaces between words
reread to check each sentence and make corrections when something does not make sense or is ungrammatical
add, delete, or substitute words to clarify meaning
improve sentence construction by separating run-on sentences and/ or combining consecutive sentences
make simple edits to draft sentences using known spelling patterns and punctuation.

Reading

Decoding

Develops and uses a range of effective decoding strategies

• uses visual and contextual cues when encountering unknown words (phoneme-grapheme awareness)

• draws on knowledge of spelling patterns to decode unknown text including multi-syllabic words

• uses knowledge of morphology to decipher text and chunks (e.g. suffixes, prefixes, word endings -s, -ing, and -ed)

Begin to decode words with less-common graphemes, noting the phoneme-grapheme correspondences
decode words with less common spellings, using their phonics knowledge.

decode words with a some prefixes (in-, dis-) and suffixes (-less, -ful), using their phonics and morpheme knowledge.
decode multisyllabic words, including words with unstressed syllables, using their syllable, morpheme, and word knowledge.
use their phonics and morpheme knowledge to read words that are not entirely regular, including high-frequency words.
adjust their decoding attempts by applying the variety of phonemes that graphemes can represent, including the schwa sound in unstressed syllables, and confirming with oral vocabulary
identify and explain the purpose of punctuation features such as speech marks, commas, exclamation marks, question marks, and parentheses, and print features such as bold print and italics.

Fluency

Reads with increasing independence and fluency

• uses a variety of strategies to monitor their reading and self-corrects when necessary (e.g. adjusting reading pace, re-reading, reading on or checking other sources of information, using what they know about words)

• reads with increasing independence and fluency

• recognises high frequency (NZCER List 1, 2, 3, 4, 5) and topic words automatically

• indicates through variations in tone or expression when reading aloud that they have noticed text structure such as commas, full stops, question marks, exclamation marks etc.

Comprehension

Develops and uses a variety of reading skills to interpret and understand text

• uses illustrations to support their understanding and make predictions

• makes predictions about story content

• builds on discussion during the reading to deepen understanding

• finds information that is explicit in the text

• answers questions about facts, using information from the text

• makes simple inferences

• responds to ideas and characters

Teaching and Learning Research Skills

Research Skills

As soon as the teacher places children into groups and asks them to work together to create something, the children begin to put into practice abilities that will eventually enable them to research, compose and present a project.

From the time the children are put into small groups to compose their version of a told story and begin to grapple with the tasks of ordering events and choosing words to describe those events, they have begun the journey in research skills. As early as Class 2 the children will have had experience of group and cooperative strategies that begin to practice basic research skills. Perhaps they may have described an event in 'The King of Ireland's Son', together agreed on the right words to describe the event and then had an attempt at spelling those words in order for their story to be read out. These skills are necessary and must have been practiced in order for them to feel confidence in attempting a project.

Most children love to do projects. In the Waldorf school, this skill is slowly and carefully built up over a period of three to four years.

The first formal project opportunities present themselves in Class 4. In the Human and Animal Main Lesson there is the chance to ask the children to investigate, prepare and present a project on an animal preferably one that is common and which they can observe. This will have enormous benefit as an instructional tool if it is undertaken as teacher-directed cooperative learning groups. The rules for working together should be clear and simple and the teacher should ensure they are heard and understood by everyone.

Each child in each group should have a given task, be it research, designing a cover page, drawing pictures, writing the essay, choosing the poem etc. All children should be asked to observe and to share those observations with the other members of their group. A working ethos is built up which allows the children to encourage each other in their tasks and time should be given within the groups for the children to share what they are doing. Information should be shared among all members of the group and can be shared with other groups if they are researching the same subject. The children will be encouraged to discuss what the researcher has found out and to put what they have learned into writing in their own words.

In these first projects, the teacher would carefully select the children in each group for ability, pairing able learners with slower learners. This will allow the dreamier child to be led through the process by the more capable child.

At first, the choleric child may well take over and do most, if not all, of the project. However, simply by being a part of the group, the dreamier child will be learning what is required in compiling a project and will have contributed something towards the finished product. The choleric is learning how to share information and how to encourage others to take part.

The teacher should keep a close eye on all groups and ensure that the social aspects of group work are being adhered to.

A simple presentation of the project can be done with all members of the group taking part.

Individual research skills may begin with the children practicing observation skills perhaps a pet for the Human and Animal Main Lesson or conducting a simple interview process with a relative for the Local History Main Lesson perhaps answering the question: What is my whakapapa - where did my family originate?

The processes are necessarily simple as new skills are being practiced, but most children will enter such exercises with enthusiasm. Opportunities to share their discoveries must be given, as must a chance to practice formal presentations, either verbally or as written reports in their Main Lesson books.

In Class 5 the teacher will ensure there are further opportunities for the children to work as part of a group to consolidate research skills, and to work individually. The social interactions required to complete a group model or wall chart are full of learning experiences for all children. Apart from the social aspect, the other important skill learned during group research is that of having to share the information that has been discovered. The children should be asked to ensure they understand what they have researched; it should be put into their own words, translated to their level of understanding and applicable to the subject as the teacher has initially presented it.

The teacher could have a list of questions for the children to research, especially when geography is the subject (also see “Inquiry-Based Learning” below). Today we need to ensure that the children are becoming familiar with the customs, beliefs and lifestyles of the world's people, as well as the topography and economics of the land. Finding out about a country's mythology, creation stories and folk tales can set the tone. Researching the stories of the people's religion and choosing a favourite one to retell along with a picture of how the people traditionally worship will begin to bridge the gaps between cultures. Songs, dances and music can also be investigated. Traditional crafts that use natural materials should be investigated and where possible a handson experience may be included by teacher, student or visitor.

The teacher must be aware that facts copied from an encyclopaedia or the internet are not evidence of learning - they are simply evidence that a child can copy. It is better if the children are asked to find a biography from a children’s book or novel and to retell it, than to simply copy pages of intellectual facts from another book (which may also be labelled ‘plagiarism', especially if it is passed off as their own work). At the very least, sharing their findings, in their own words, with their peer research group, will assist the children in making their findings their own.

An individual project may be given at another time to encourage selfreliance and full practice of skills that have been learned as part of a group.

The teacher will monitor the use and practice of the learned skills in further project work and reflect back to the children their progress in all areas.

During the Class 5 year especially, the teacher will ensure the children become thoroughly familiar with methods of library research. The function and use of the library should be investigated and exercises undertaken that require the children to find a source, or sources, of information, how to identify what is relevant information, how to 'translate' the information into their own language and how to order the information that is accrued. Language practice lessons may be used to help the children become familiar and comfortable with the art of ordering information, deciding on which information to include in their work and then making it their own.

In any research project, it may be considered that the children could draw up a list of relevant questions to ask at home, encouraging the art of conversation and interview, and then review and compare their findings in school the next day.

Children can demonstrate their understanding of the subject in many different ways. The teacher must consider different aspects of the language curriculum: oral and visual as well as written. Wall charts, models, drama, and practical presentations can be done as well as, or in place of, book presentations.

Attention must be given to those children who do not learn very well via teacher presentation and book work. Waldorf schools have traditionally worked in this way for many years and, as a result, many children have been disadvantaged in their learning. It is timely to remember that the good Waldorf teacher seeks to educate the will, and the act of 'doing' is the greatest teacher of all.

The nonacademic, or practically based child may learn as much as the academic child but is unable to successfully present what is learnt through the creation of a book. However, these children may shine in oral presentations or practical examples that fully demonstrate the extent of their learning. The teacher must be aware of learning styles and allow a variation of presentations to be made, keeping in mind which skill is primarily being practiced, for instance, is it geographical knowledge or essay writing skills?

The challenge then is that all teachers must encourage as many differing forms of responses as possible. We must be mindful that while written projects and beautiful books are one way in which children may experience success in their school lives, there are other avenues that may offer success to other children, and all children benefit from having different experiences of presentation.

Inquiry-based Learning

Ensuring that the skills and techniques necessary to research, share, discuss and weigh relevance of material and then to have experience of different modes of presentation will ensure that all children gain valuable skills that will empower them to continue learning, even after school.

From Class 5 onward, and once basic research frameworks and processes have been learned, inquiry-based learning will be introduced formally.

Class Teachers may collaborate with Specialist Teachers and/or whānau to facilitate authentic inquiry processes. By Class 7 the children will be independent within the chosen inquiry framework.

Class
4

English Class 4

Statement of Intent

The English Language Curriculum in Class 4 aims to assist the children in beginning to find and express their identity and place in the world.

With the crossing of the “Rubicon” they now begin to experience themselves in space and time. This process is supported by the exploration of the tenses and of prepositions.

Observing the transformation of the verb in the tenses will create opportunities for the children to reflect on their own transformation in time. When the children think back to the beginning of their lives, they will find that someone else has to tell them of it, for they do not remember, yet at some point they will find that the nearer past moment can be easily recalled. The children will have the opportunity to research their whakapapa; this will support their developing sense of identity: our tūpuna are part of us, they tell us about ourselves, just as we will one day tell our tuhanga who they are and where they have come from.

The prepositions serve to bring detail to orientation in space and time. They can be explored for example in the context of the local geography and local history lessons. Their manifold use can stimulate the children’s interest in language that can be precise and also help them to express their ideas with increasing detail.

Practicing letter writing will encourage the children to become conscious of the differences between oral and written speech and will familiarize them with protocols of letter writing.

Speaking is focused on alliteration. The peculiar rhythm has the potential to strengthen the will, and reciting parts of the Edda, for example, is a valuable foundation for oratory and can support conscious speech as is required in, for example, presentations of whakapapa or projects.

Much of the language learning in Class 4 can be integrated in the Main Lessons that are taught throughout the year.

The end of Class 4 is generally considered to be a good time to introduce ink and fountain pen to the children.

Through practical exploration of writing materials, the children are led to an appreciation of the development of the art of writing through history. Writing as communication of the mundane as well as sacred is brought to the children within practical, and authentic contexts.

As their sense of individuality and identity develops, there also arises in the children a soul wish to leave their “mark”.

Eng Class 4 Tenses

History and art of writing

Lessons

Grammar, Spelling, Punctuation – Possible Learning Experiences Throughout the Curriculum

Prepositions, pronouns and conjunctions are introduced e.g. through stories, poems, movement. Children learn to identify the parts of speech and their respective contributions to interesting, well-written narratives, reports, letters etc.
Punctuation is expanded and practiced, e.g. in general writing, through “punctuation-less” texts prepared by the teacher, movement exercises or dramatic illustration, shared reading etc.
Weekly spelling list and -practice; continued work with a spelling programme such as “Alpha to Omega”; discovering and analysing compound words
Proofreading own texts, and possibly, after much practice, those of others

Writing - Possible Learning Experiences Throughout the Curriculum

The children are now expanding their range of writing purposes and are beginning to write across the curriculum; the story curriculum as well as the history, geography and science Main Lessons can all provide contexts or prompts.

Homonyms and homophones, synonyms and antonyms can now be introduced
Narrative, recount, e.g. based on stories from the Norse Myths: the children can learn about and practice sequence, sentence beginnings, paragraphs etc. They can develop their ability to purposefully use descriptive language (e.g. prepositions, adjectives, adverbs). The children could also write an untold part of the story, or a “spinoff” for a favourite character in a told story.
Descriptions of people, places, events. This could also be in the form of letters or newspaper reports (e.g. local history).

Report writing, e.g. “Human and Animal” project
Writing instructions, e.g., Fractions Main Lesson, “History of Writing” Main Lesson
Learning editing skills: proof reading, making useful changes to draft texts etc. Can also be done with peers.

Letter Writing

“A letter home” as part of the local history lesson
Informal / personal letters, e.g. pen pal correspondence. “Thank you” letters.

Reading

Reading practice will continue, with graded readers in the classroom and a regular library time in the timetable. Fluency, expression and comprehension now become a focus.

Some children may enjoy talking about the book they are reading; keeping a reading diary can support “mileage”.

The Tenses Main Lesson

The tenses can be introduced through the story of the Three Norns from the Norse Myths. An introduction that inspires the children’s feeling life and brings pictures that they can relate to may be followed by concentrated practice which will help advance their understanding of, and ability to use, the tenses correctly in oral and written form.

The class may research aspects of their own biographies to enliven the study and bring relevance to the work. Looking back to the past perhaps hearing a story of their babyhood, or perhaps their first memory, involves the past tense: “I was.” Next the children would examine the now moment, fleeting and ephemeral as it is and experience some of the fun of capturing it in written form as the present tense: “I am.” And finally, looking ahead to that which has yet to be – “What might I be when I grow up?” brings the future tense: “I will.”

When all three tenses have been covered the children will be encouraged to find and use the correct forms that denote past, present and future and to practise by using them consistently in oral and written work.

History and Art of Writing

Through gaining an understanding of the originally sacred and perhaps elitist nature of writing they will be able to appreciate the importance of careful penmanship, the care for their tools and the accuracy required to produce legible writing.

Possible Lesson Content

Perhaps beginning with the discovery of cave paintings or rock drawings, or the Nordic runes, the children will be given an overview of the development of writing, with the focus on the materials and technology rather than historical epochs and civilizations.

Following a discussion of the desired properties of ink the children can make their own inks. Comparing results and discussing necessary improvements will allow them to deepen their understanding of technological practice and knowledge.

Similarly, they will have opportunity to craft a feather quill and a nib for a bamboo pen. While the basic technologies are well defined, the children should be given opportunities to experiment with functional aspects.

As they are beginning to understand themselves as individuals in space and time, the children will enjoy being able to design their own signatures and alphabets or fonts. Proper study of calligraphy, however, is best kept for the context of the middle ages in Class 6/7.

The teacher may wish to include milestones in this Main Lesson which lead to the issuing of a “license” to possess a contemporary, “real” fountain pen ready for the work in Class 5.

Typically, children need to prove themselves to be responsible caretakers of materials and writing implements, with a sense of the importance of writing to communicate all that is sacred, good and creative, beyond the limits of physical proximity and time.

Waldorf Achievement Objectives

Soul and Emotional Development:

The children will be led towards an experience of

Inner expansion through articulate expression
Who they are in time and space

Within the expected range of Class 4, the children will be able to progress within SEANZ Learning Steps and Signposts Framework (Literacy: Writing and Reading).

The Integrated Curriculum – English Language in the Other Learning Areas

Kaupapa Māori: “Maui-Tikitiki-a-Taranga” pūrākau; local myths and legends
Form Drawing: Following sequenced instructions; describing given and created forms using accurate language

Mathematics: Listening, speaking; describing fractions processes (also recipes for pizza and cakes)
Social Studies: Story, history and geography – narrative, recount and description
Science/Technology: Within the Main Lesson context, writing descriptions or reflections; speaking and writing poems; subject-specific vocabulary
Art: Main Lesson Book, acting out stories; acting, illustrating parts of speech, grammar, punctuation or tenses; exploring language in song and poetry
Eurythmy: Speech and sound gestures – quality, sequence

Handwork: Fine-motor skills; hand-eye co-ordination; listening to instructions; using appropriate language to ask questions
Languages: Listening to and speaking verses and rhymes (rhythm of speech and structure of poems etc.; conscious shaping of speech)

Class
5

English Class 5

Statement of Intent

At the time when development of soul and body achieve a state of harmony, children can be curious and enjoy learning. They often come with an expectant mood when meeting new stories and ideas, yet also still have a child-like gracefulness and capacity for devotion. This developmental stage is met by stories, texts and poems that combine a sophisticated artistic, rhythmic quality with high human ideals.

Suitable texts can range from classic poems to the texts from the early cultural epochs (e.g., Bhagavad-Gita, Mahabharata, the Gilgamesh epic, Egyptian hymns).

During this period of inner and outer agility a certain joy in language often arises. When grammar lessons arise from the children’s experiences, they are increasingly able, and interested in, discovering grammar’s many secrets. As the children learn to uncover them and are given tools to understand how language works between people and on the page, they have the opportunity to deepen and extend their ability to express themselves.

Through exploring the qualities of active and passive voice as well as direct and indirect speech, the children are consciously developing the ability to see things from another’s point of view, and to speak another’s point of view without prejudice or judgment.

Much of the language learning in Class 5 can be integrated in the Main Lessons that are taught throughout the year. The history and geography Main Lessons are particularly suited to a central language focus.

The expectation that all written work is properly punctuated, correctly spelled and interesting to read should be cultivated. Quality of expression and language should be striven for in all work produced by the children, with the high quality of chosen stories and poems serving as inspiration.

Habitual use of dictionaries to check spellings and the Thesaurus for synonyms and antonyms should be in practice now. Note-taking, selfediting and research skills are introduced throughout the year. Formal letter writing as another authentic experience with high-quality written language should be introduced, perhaps ahead of a class camp or excursion.

5ENG Speech

5ENG active and passive voice

Lessons

Grammar

The first Main Lesson should concentrate on full punctuation skills, including the art of paragraphing. Ample time must be given for the children to selfcheck their work, including checking for correct spellings and using the dictionary. The teacher could consider issuing the challenge that all work handed in for review or assessment is properly spelt and punctuated with accuracy.

The children will deepen their understanding of the use and character of the parts of speech: nouns, verbs, adjectives, adverbs, prepositions, articles, conjunctions and interjections. With this as a solid foundation, they will be able to explore the parts of a sentence and discover that a sentence has to have at least two elements: subject and predicate. They can then expand a sentence with objects and other elements (place, time etc.). The study of syntax will be continued and deepened in Class 6.

Direct & Indirect Speech

While continuing to practice those skills learned in the first Main Lesson, the children will now be introduced to one of the arts of creative writing: how to construct direct or indirect speech and how to use it for effect in their writing. An important aspect of this work is concerned with reporting the viewpoints of others without colouring the report with one’s own, subjective viewpoint.

Introducing this lesson through drama, acting out various incidents or parts of stories, including having some children more informed than others, will encourage the children to observe carefully and through sharing their observations, to become aware of the differences of views and opinions between people. Children could work in small groups or pairs to decide how to construct a story making good use of the device. They should also work orally, listening to another person's story and then reporting on it to their peers. Understanding the difference between direct speech (quotes) and reported speech should be encouraged in all aspects of this work. The children should also be made aware of the difference between what they think another meant, or their reasons for saying or doing something (premature conclusions), and what was actually said, done or observed.

Practising offering nonjudgmental, objective opinions can be a challenge, and writing these scenes and views will extend the children’s understanding of, and feeling for, the art of creative writing. Once again the history curriculum content could be used as a basis for this Main Lesson. Telling a story from the viewpoint of different characters will flow, as a skill, into the social realm where the children must become aware of others’ needs in any situation.

The Active and Passive Voice

Once the subject has been discovered as an essential element of a sentence, the children can experience how it is transformed through the use of active or passive voice. While a subject remains the subject in the passive voice, it is now actioned from the outside. The verb, too, is transformed, and it is a good challenge for the children to learn to use these forms accurately.

The subtleties of the English language can be intriguing for the Class 5 child, and the challenge of presenting a picture in a way that makes a person, place or incident come alive for the reader or listener can be taken up with interesting results. Allowing the children to work in small groups or pairs and giving time to share the work with the class will enhance the experience.

Waldorf Achievement Objectives

Soul and Emotional Development:

The children will be led towards an experience of

The diversity of viewpoints in any situation
Engaging with another’s viewpoint

The importance of having all the available information before making a decision or judgement

Within the expected range of Class 5, the children will be able to: Progress within the SEANZ Learning Steps and Signposts Framework (Literacy: Writing and Reading).

The Integrated Curriculum – English Language in the Other Learning Areas

Kaupapa Māori: Point of view – the arrival of Pakeha as context/illustration
Form Drawing: Metamorphosis, transformation exercises

Mathematics: Listening, speaking; Main Lesson Books (e.g., writing titles); commutative properties and reversibility
Social Studies: Study of Ancient civilisations and geography – narrative, recount, description
Science/Technology: Within the Main Lesson context, writing descriptions or reflections; speaking and writing poems; subject-specific vocabulary
Art: Main Lesson Book, acting out stories; acting, illustrating parts of speech, grammar or tenses; exploring language in song and poetry
Eurythmy: Movement of inner and outer; transformation

Handwork/Woodwork/Gardening/Cooking: Listening to sequenced instructions; using appropriate language to ask questions; reading and following a pattern; describing technological/agricultural processes; writing recipes
Languages: Listening to and speaking verses and rhymes (rhythm of speech and structure of poems etc.; conscious shaping of speech)

Class
6

English Class 6

Statement of Intent

In Class 6 the children explore the structural and functional complexities of language, while also experiencing its beauty in different ways.

As the 12-year-olds connect much more strongly with their growing physicality, the study of the ‘bones’ or structure of language appeals to logical thought and increases interest in analytical processes, which arise at the same time. Understanding the uses of the subjunctive mood is a counterpoint to their as-yet unrefined logical thinking and can help them to appreciate nuances in experience, expression and communication.

At this time questions about connection and causality become more conscious. Work with ballads allows the children to experience the art of describing aspects of the human condition in a dramatic interplay of tension and resolution.

Learning to write accurate, objective descriptions and reports further supports the balancing of powerful emotional states that can arise with the birth of judgement and logical faculties and the beginning of puberty.

The study of poetic meters and their different moods can also support this developmental stage when an experiential context is created for the expression of thoughts and feelings within a given frame.

Lessons

Grammar

Building on the concepts introduced in Classes 4 and 5, the children will now explore the ‘bones’ of language by consolidating their understanding of the parts of syntax: subject, object, predicate, indirect object and adverbial phrase. The children will enjoy learning to construct sentence diagrams.

Main clauses and subordinate clauses can also be introduced at this time.

Verb forms and tenses will be studied further. The children learn about the properties of transitive and intransitive verbs as well as infinite forms. Understanding the present perfect tense which allows to describe something that began in the past, continues in the present and may last into the future will enable the children to express themselves in ever more precise ways, inwardly and outwardly.

Through the study of the subjunctive mood the children can develop a feeling for what can be stated in the indicative and what should be expressed in a more qualified manner in the subjunctive: Do I really know that happened / she or he said that, or do I think it did / she or he said that?

Poetry

Poetry has a special capacity to capture thought and feeling in beautiful ways.

The children experience and study elements of poetry which contribute to expression and effect: form, meter, rhyme. The children can work with iambus, trochee, anapaest and dactyl. Forms such as onomatopoeia and haiku can be explored.

Speaking

Practicing speaking one's thoughts and meaning clearly, practice in creative listening, and learning to reflect back what has been heard in a careful way, are further social arts that can be incorporated into the English lessons and worked with now. Ideally, the children would have the opportunity to practice this skill in connection with their own social interactions and as a problem-solving tool. The teacher must be alert and aware of the social dynamics in order to use this appropriately and gently.

Speaking ballads, chorally. Focus on clear speech, appropriate tone and emphasis.
Introduction to Roman oratory. Can be complemented by Māori oratory.
Making presentations without the use of colloquialisms, hesitations and incomplete sentences

Writing

Factual descriptions of experiments in the science lessons
Appropriately structured narratives, e.g. re-telling of stories in history or geography lessons
Creative writing in the context of the grammar Main Lesson
Descriptions and reports, e.g. as part of research projects or in the science lesson

Research

Research skills are introduced within the context of various Main Lessons. However, its importance must not be overlooked so it is included here for the teacher to extrapolate the progress of the skills and their practice. Some aspects will have been covered in projects set in earlier classes and some children will be more able than others at this task. Groups can be formed that include all abilities, especially at the beginning of the lesson or process.

The children will be set tasks that require them to find information, using the school library, the public library and their home resources; they will have practice in using the library cataloguing system and in brainstorming the different categories that might be consulted when researching a given subject. They will be asked to work both in groups and individually to interpret meanings, assess importance of information, sequence information and prepare a presentation of their findings. The opportunity to use memory cards, wall charts and other visual aids will be given, and the research should be finally presented as a publication (as stipulated or agreed) which is error-free and illustrated to the highest standard.

The children will be encouraged to be creative in their presentation models, constructions, paintings, plays, poems and songs are just some of the responses that can accompany the written work. The children should be able to prepare, present and discuss with their peers and teacher their findings. The teacher must take care that the given subject is not too broad, and that the interest areas of the children are included. Giving different areas to different groups and encouraging the sharing of information is beneficial at this time. Children who have difficulty in this aspect of work will benefit from being part of a group that researches a particular subject. Including them in a group as well as giving them an individual research project to present may extend capable children.

All project writing should be presented in the children’s own words. They should only include those points that they understand, and which can be presented in their own language to their peers.

It is appropriate to structure research projects as inquiries.

Depending on the school’s kaupapa, research using digital sources may be introduced at this time.

Waldorf Achievement Objectives

Soul and Emotional Development: The children will be led towards

Developing confidence to present to peers, and trusting in a supportive reception
Developing precise listening skills
A deepening understanding of cause and effect, and consequence

An experience of the many possible outcomes of one situation
An appreciation of the expressive potential of precise language

Within the expected range of Class 6, the children will be able to:

Progress within the SEANZ Learning Steps and Signposts Framework (Literacy: Writing and Reading).

The Integrated Curriculum – English Language in the Other Learning Areas

Kaupapa Māori: Māori literature, poetry, short stories, as prompt and example; the art of oratory
Mathematics: Listening, speaking; Main Lesson Books (e.g., writing titles); creating and solving word problems (if – then)
Social Studies: Research projects/Inquiry
Science/Technology: Within the Main Lesson context, writing descriptions or reflections; speaking and writing poems; subject-specific vocabulary

Art: Main Lesson Book, acting out stories; acting, illustrating; exploring language in song and poetry
Eurythmy: Movement of poetic rhythms and metres
Handwork/Woodwork/Gardening/Cooking: Listening to sequenced instructions; using appropriate language to ask questions; reading and following a pattern; describing technological/agricultural processes; writing recipes
Languages: Listening to and speaking verses and rhymes (rhythm of speech and structure of poems etc.; conscious shaping of speech)

Class
7

English Class 7

Statement of Intent

With the strengthening sense of self arises a growing interest in the world. Stories and poetry that portray the profound transformation of the human consciousness at the beginning of modern times mirror the sense of discovery during this time of soul-spiritual upheaval.

While biographies open spaces for re-orientation, descriptions of other countries and peoples stimulate appreciation for that which is different and enable new impulses for self-awareness.

Being able to safely express their deeper, more private feelings, and encouraged to find the words to do so, will enhance the children’s esteem for self and peers and enable them to look into the world and feel that they can make a difference. The ability to think is awoken through the use of language, as is inner activity through expressing wish, wonder and surprise.

Comprehensive knowledge of suitable descriptive language, synonyms, similes and metaphors, along with understanding of grammatical functions and growing creative writing skills all enable the children to make difficult inner and outer connections tangible and communicate them.

Lessons

Wish, Wonder and Surprise

Bringing to consciousness much of what has been learnt in previous years, the children will initially recall poems and speech exercises that express the forms and feeling connected with the character of the different emotions of wish, wonder and surprise. The language used to convey expressions of desire, amazement and surprise in all its myriad forms will be investigated and utilised. The children will be able to live into the differing emotions and, through both the spoken and written word, practice conveying their thoughts on teacher-introduced aspects of the subjects.

Wishing for things for oneself may lead to making wishes for others and for the world. Recalling the feeling of wonder one felt as a young child will lead into looking anew at the phenomena of a sunset or sunrise. Describing the colour, movement and feeling attached to viewing a spectacular natural event will pave the way for expressing other moments of wonder. Looking at a grey stone, then turning it over to see the hidden mineral will induce a feeling of surprise that can lead into further personal expressions. Writing a class poem on a teacherintroduced subject is another way of experiencing wonder and surprise. Write a line, fold the paper down and pass it on. Later groups may take a poem and edit, rework and revise it. A class painting can be done in a similar way apply a colour and move on. The children may be challenged to allow someone else to work on something they have begun, but the end result may be very pleasing.

Visual language should also be explored in this lesson, with the children seeking out existing visual forms that portray an emotion as well as producing personal artistic assignments. Comparisons between something that is wished for and something that is admired, for instance, should be undertaken, with attention given to the appropriate language to convey depth of feeling and thought. Care must be taken that the children are led from the microcosm to the macrocosm, from a wish for oneself to a wish for others, or even the world.

Expressive Language

Finding the right words and the right style of expressing one’s thoughts and feelings, both spoken and written, will be ongoing work in this year and will be woven throughout all lessons. The children should have opportunities to practice working with all styles that contribute to effective writing: narrative, recount, description, explanation, persuasion. They will practice using first-person and lyrical prose words that induce an atmosphere. Further work with similes will lead into metaphor and the children will be given creative opportunities to express someone or something as a metaphor, perhaps with the other children then trying to guess who or what is hidden in the description. The children should also be capable of using effective punctuation to add rhythm, drama and depth of meaning to their creative writing.

The history curriculum can be a rich source of writing that can be used to model how a mood compatible with the subject matter can be created.

The children can work in small groups composing oral presentations on given subjects and then individually giving oral presentations to their peers, with the aim of imparting a full and moving 'picture painted with words' and of being completely understood. They will also practice using the written word artistically in essays and poems; they could compose music and lyrics and use paint, clay and other artistic media to further express themselves.

Waldorf Achievement Objectives

Soul and Emotional Development: The children will be led towards an experience of

Expressing their own inner feelings about the beauty of the world
Expressing creatively their wishes for the good of the world
Expressing creatively their sense of wonder in the world
Expressing creatively a sense of discovery about the world
Expressing creatively their growing sense of purpose in the world

Within the expected range of Class 7, the children will be able to:

Progress within the SEANZ Learning Steps and Signposts Framework (Literacy: Writing and Reading).

The Integrated Curriculum – English Language in the Other Learning Areas

Kaupapa Māori: Māori literature, poetry, short stories, as prompt and example
Mathematics: Listening, speaking; Main Lesson Books (e.g., writing titles); creating and solving word problems
Social Studies: Research projects/Inquiry

Science/Technology: Within the Main Lesson context, writing descriptions or reflections; speaking and writing poems; subject-specific vocabulary
Art: Main Lesson Book, acting out stories; acting, illustrating; exploring language in song and poetry; drawing; painting; sculpting
Eurythmy: Expressive movement
Handwork/Woodwork/Gardening/Cooking: Listening to sequenced instructions; using appropriate language to ask questions; reading and following a pattern; describing technological/agricultural processes; writing recipes; creative response
Languages: Listening to and speaking poetry; simile and metaphor

Languages: Listening to and speaking verses and rhymes (rhythm of speech and structure of poems etc.; conscious shaping of speech)