The Sun with Loving Light,
Makes bright for me each day.
The soul with spirit power,
Gives strength unto my limbs.
In sunlight shining clear,
I reverence oh God.
The strength of human kind,
Which thou so graciously,
Hast planted in my soul.
That I with all my might,
May love to work and learn.
From thee comes light and strength,
To thee rise love and thanks.
Morning Tea Verse
Before the flour, the mill,
Before the mill, the grain,
Before the grain, the sun, the earth the rain,
The beauty of our will.
Earth who gives to us this food
Sun that makes it ripe and good
Dearest earth, dearest sun
Thanks to you we give each one
Blessings on our lunch.
Guarded from harm
Cared for by angels
Here we stand loving and strong
Truthful and good.
TERM 1 Overview (From ASCF – Class 4 Curriculum)
Confidence in Their New Relationship to the World
A new confidence in their ability to meet the world characterises this age. Children have boundless energy and an eagerness to look at the world and learn. They are more interested in external perception.
This new confidence is met with a year-long theme of the myths of Northern Europe: the stories told by the Vikings and other northern peoples express a robust and resilient confidence in the face of overwhelming challenges.
Poems and verses of local geography and history as well as the animal kingdom are important.
This energy and confidence is met in through longer excursions, hikes and camps into the local environment as well as stories of the Vikings who were a courageous sea-faring culture. The Norse myths reveal a cultural view of the creation of the physical world. The children find their way into the world. They extend their practical skills with measurement, bushwalks and picture representation to mapping the local area. The world of geometry opens further to freehand forms based on the circle and related to creative geometric patterning.
Connection to Place
The children find their way into the space round them more consciously. Not through play nor through physical work but through a sense of place this is now possible. The children should form a sense of where they are in relation to their environment, both in a social and geographical sense. This connection to place can be expressed in learning the literature of early times in the local surroundings, in pioneer literature and in the indigenous stories of Australia. In written expression at the level of the sentence in grammatical work there is work with prepositions and prepositional phrases (indicating directionality) used in descriptions. Children are able to map the local area and its landscape, flora and fauna, starting from their immediate surroundings. This connection to place is reflected in grammatical work with prepositions and prepositional phrases used in descriptions. Their previous skills with measurement are now fully applied to a larger space. Their previous skills with measurement are now fully applied to a larger area. The ability to take a bird’s eye view emerges and they have a sense of scale, direction and features by grid reference.
As the cognitive capacities unfold, the abilities to hold elements of classification into comparison and of physical space into relationship are possible. The integration of various thoughts becomes a focus as the linked economics, history and geography of the local environment are understood. The skill of mapping, requiring aerial perspective is developed. They have the confidence to encompass the pictorial and concrete world of fractions- the whole number is broken apart just as they have lost the wholeness of earlier childhood. They can explore long multiplication and division as they stand on the boundary between the pictorial representation and the technical procedures of the later years.
Rhythm and Memory
Rhythmic review of work continues in a 3 day rhythm which utilises the sleep time in which memory is imprinted through into the conscious awareness, habits and physical skills. Narrative has a strong descriptive element which creates pictures of form and of environment which are integrated with practical experience. The rhythm concludes with a more conscious representation in writing which comes to comparative concepts. Narrative has a strong descriptive element which creates pictures of the landscape and culture, and these are integrated with practical experience. The rhythm concludes with a more conscious representation in writing, which integrates concepts, eg relationships between historical development and the availability of resources, such as the need for water supply. The students are still able to experience number identity and relationship in rhythm and movement.
The 2 or 3 day rhythm deepens learning.
Arts-based Multi-modal Imprinting
Knowledge, understanding and skills are more deeply integrated into the body when they are done in many different modalities. While story is still used to bring initial pictures, the arts of drawing, drama, poetry and song continue to provide other pathways to deepen learning. While story is still used to bring initial pictures, the arts of recitation, drawing and drama help to integrate the study of place in the local area for the children as well as supporting the perspective of Aboriginal and Torres Strait Islander peoples. Physical experience through the senses deepens the relationship and ability to map the local environment. Physical experience through the senses deepens the work with fractions and mapping of the local environment. They still use artistic and concrete representation of new concepts and processes as well as movement and recitation to experience and imprint mathematical understanding.
The self-activity of the child brings about a harmonising of the relationship of the breathing to the blood circulation. (Rawson and Richter, The Educational Tasks and Content of the Steiner Waldorf Curriculum 2000 p40) A new strength emerges that expresses a sense of confidence in the physical body’s ability to meet the challenges of life. This harmony brings a quality of constant renewal. The children can now physically explore the whole local region and go on longer hikes and camp expeditions to encounter the surroundings. Exploration and representation of the wider physical environment is made possible by the physical skill to explore greater distances. Rhythmic number movement is supported by the physical harmony of the body.