CLASS FIVE
Typically the child in Class Five is experiencing a warm loving and balanced time. This is truly the heart of childhood. The growing child who at first is strongly directed by adults (educators and parents in the partnership of education) is slowly becoming more independent.
Eleven year-olds are now more conscious of themselves as individuals and learning more and more to cope with the material world. In Class Five, the curriculum mirrors this dawning consciousness of the child through the mythologies of ancient civilizations, from Ancient India, Persia, Mesopotamia and Egypt to Greece at the beginning of Class 6. The children are beginning to be interested in and fascinated by the causes of phenomena. The form and nature of a plant which grows here in South Africa, in the sub-tropics, will be very different from one growing in a cold climate. Plants growing at the coast will differ from those in the Drakensberg. The progression of Natural History Studies from humans, through animals to plants will lead on to geological studies in the Minerals of the Earth in Class Six.
Last modified on Thursday, 27 October 2011 08:33
Class Four
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The theme-story of the Class Four year is Norse Mythology. These stories, that are always so well received by successive Class Fours contain within them the very things children are grappling with at this stage - the battle between light and darkness, extremes of cold and heat, how to meet challenges and preserve what is beautiful and good.
Class Five
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Typically the child in Class Five is experiencing a warm loving and balanced time. This is truly the heart of childhood. The growing child who at first is strongly directed by adults (educators and parents in the partnership of education) is slowly becoming more independent.
Class Six
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The Class Six child is approaching twelve years of age. Physically this stage is characterized by a period of growth, and they become awkward and heavy as their limbs begin the lengthening process. There is a more consciously thoughtful involvement with both their inner and outer world, and opportunities for discussion often arise as they query and challenge. The time is now ripe for ordering and formalizing, for the imaginative solving of real problems and for establishing a balance between aesthetic appreciation and technical, scientific precision.
Class Seven
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In Class Seven the children have come to their final year in primary school and also their final year with their class teacher. The learners are approaching an important crossroad: the end of childhood and the beginning of adolescence. They have spent six years developing and structuring their inner faculties: they have practiced clear thinking, worked creatively, and learnt to acknowledge and express their feelings and to care for and communicate with one another.