High School

CLASS 8: SOUL QUESTION. Where?

THEME: Transition

This year is seen as a transition year into the high school with the culmination (or coming together) of the Primary School curriculum. It is the aim of the Class 8 educators to bring the learner "up to date" as regards world history, the progress of science, the development of literature and the foundations of our modern mathematics. The question of where they are placed in their immediate surrounds (the high school) and the wider world are answered through activities and content that consolidates ideas and brings stability and a sense of safety.
Once learners have been satisfied to know how it is, they wish to know how we know "how it is". In other words they seek not only information but insight. Thus behind every question of what, is the questions of how, of origins. How have things come to be as they are? Above all the learners want to know how facts relate to them personally. Classes 9 and 10 address these questions in turn.

CLASS 9: SOUL QUESTION: What?

THEME: Polarities

Ninth graders think in polarities; the world is black or white. Contrasts interest them and they seek to define, summarise and form opinions about the here and now of the modern world. They are fascinated with power and beauty, especially in their thinking.

CLASS 10: SOUL QUESTION: How?

THEME: Balance, process, comparisons

Tenth graders' thinking capacities begin to loosen and become more flexible. They gain the ability to compare and find similarities where once they saw only differences. They grasp the process of transformation, and wonder how the world around them - language, laws, culture, the earth itself, and even their own capacity to think - developed into what they experience today.

CLASS 11: SOUL QUESTION: Why?

THEME: Cultivate powers of analysis and focus on identity

By the eleventh grade the learners are fully developed thinkers - quick to analyse and synthesize information and to utilize their power to reason. Eleventh graders want to know how things are. They need to know the intentions that lie behind the world in order to define themselves, their opinions and ideals. They are ready to think about what is invisible to the eye and transparent to thinking. They also begin to take responsibility for themselves, to explore and find their identities as individuals.

CLASS 12:  SOUL QUESTION: Who?

THEME: Ultimate powers of synthesis and focus on world consciousness

Twelfth graders gain perception in their thinking. From their new-found sense of individuality they are capable of finding their place within the community. Their consciousness of self expands into a world consciousness. They are able to use their powerful thinking to see the world from many vantage points and, at the same time, to recognise their own. As they begin to understand the complexity of the world, they seek to understand the individuals who are responsible for working with society's issues. In this way the learners will define their own points of view, make judgements, and define their ideals.
The culmination of the Waldorf Curriculum is the Class 12 Play and then the Class 12 Project. Both of these are major undertakings and occupy the first 9 months of the year.

CLASS13: MATRIC

The last quarter of the twelfth year and whole thirteenth year is then devoted to obtaining a Matric. Roseway is registered with the KZN Department of Education and Culture. Seven subjects are chosen from 19 subjects offered at Roseway: English, Afrikaans, isiZulu Mathematics or Mathematics Literacy, Life Orientation, Physical Science, Life Science, Geography, History, Accountancy, Business Studies, Economics, Hospitality, Tourism, Religious Studies, Technical Drawing, Visual Art, Music and Speech and Drama.

Education has become a central issue in S.A. today. The well being of our children and the health of our society are greatly influenced by our schools. A child's development must be carefully and lovingly guided if he/she is to make a responsible contribution to society.
Emotional stability, intellectual flexibility, sound judgement and genuine independence will be qualities vital for their future.

Rudolf Steiner's insight and research into human nature enabled him to indicate ways in which Steiner Waldorf Schools can work effectively to develop such qualities.