CLASS SIX
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.
The core themes of the year attempt to meet this developing consciousness of the children. The highly disciplined military organization of the Romans with their efficient communication and transport systems, and the development of a sophisticated system of government and law becomes a vital theme of Class Six. The topography, climate, rainfall, temperatures, vegetation and animals of Africa are presented in various ways: from a sociological study (the traditional way of life of the peoples of the continent) or from a topographical study (forming a large scale three dimensional map of the continent). Variety that presents scientifically accessible information holds sway in Class Six.
Last modified on Thursday, 27 October 2011 08:39
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.