For Choice in Education

Class Ten

The Year of Discovery of Transitions and Metamorphosis

The pupils are developing better reasoning skills, as their ability to hold back judgment, listen and observe more carefully grows.

Class Ten - Towards Balance

Thematically, Class Ten is the year of discovery of transitions and metamorphosis. After experiencing the extremes and polarities of Class Nine, students are prepared to recognize that unity between opposites can be realized if one is conscious of the points of transition. This recognition is made possible by the growing intellect and it is a skill that serves academic and social growth.

The pupils are developing better reasoning skills, as their ability to hold back judgment, listen and observe more carefully grows. Where a Class Nine pupil may cling to unsupported biases and be prone to snap judgments that are hard to shake, the Class Ten pupil thinking is becoming more focused and reflective. This new intellectual power helps them to find balance in the unstable emotional realm of sympathies and antipathies and better able to use logic to analyze that which can be understood through thought.

In Class Ten the pupils are able to compare, contrast information and are often eager to take up philosophical questions about the human soul and the nature of life itself. Initially, they lack the ability to maintain extended periods of concentration, but their zest for challenging authority and social norms gives them plenty of opportunities to test their budding ability to reason. Though they are able to think in abstractions and generalisations, they lack wisdom and experience that would give them the perspective needed to use these new intellectual forces in productive and transformative ways. However, over the year, as new experiences are acquired and old prejudices challenged, pupils broaden their worldview and step towards an ability to be more objective in their thoughts than ever before.

It is crucial that as thought consciousness develops the adolescents work on their thinking out of a feeling for the subject. Thinking must be kept alive by maintaining a sense of wonder, awe, and respect for the material studied. When educational material is brought in a way that appeals to the teen’s inner sense of goodness, beauty and truth, the school provides them opportunities to hone their moral sensibilities. Working artistically within the curriculum improves the adolescent’s capacity for observation, memory and imaginative thinking.

Further, artistic work allows the teen to experience freedom in the realm of feelings through which the will is connected to the intellect. The maturing Class Ten pupils are then able to direct the intellect according to their own inner thought process, bringing their enthusiasm and feeling for a subject into balance with objectivity. This is the budding of free thought.

Class Ten Course Guide

Main Lessons

English - Poetry

In this Main Lesson we consider the nature and craft of poetry and the ways and means by which language becomes an art form; studying rhythm, metre, rhyme and various poetic devices. Throughout the three weeks of this lesson, the work is balanced between structured exercises and the opportunity to read and write freely; here the emphasis is very much on an exploration of various poetic forms and sincere attempts to create original poems.

English - Myth to Literature

In this Main Lesson we look at the way literature evolved from the earliest stories: those now known as myths. With particular focus on the myths of creation as told by many different ancient cultures, the students seek to find the patterns and underlying truths in these ancient tales. The class then study The Odyssey, taking on the challenge of reading this Classical epic and discussing it in some depth. The historical, social and personal significance of the work was examined, together with the changing role and nature of the Epic Hero.

Drama - The Class Ten Play

Mathematics - Trigonometry

Humanities - Art History

The Renaissance & the Baroque

This Unit intends to be an introduction to the Renaissance, one of the few truly revolutionary cultural periods, when the human being awakens to new capacities, especially to the appreciation of the ability of the Individual and it tries to trace the change through artistic achievements. It focuses on European art, between the period of Early Renaissance (14th century) to the Baroque (17th century). A trip to the National Gallery finishes this Main Lesson.

Natural Sciences - Neurology

A study of the brain and the human brain in particular but linked to the evolution of the structure of the central and peripheral nervous system. Included the cognitive and sensory integration functions of the brain and how this relates to perception of our environment which led to experimental development and work by the students on this topic. We touch on neural biochemistry with a brief overview of the neural impulse, neurotransmitters and the pharmacological action of various substances.

Natural Sciences - Physics

Natural Sciences - Chemistry

The study of inorganic chemistry. In this Main Lesson, topics covered included; the development, structure and use of the periodic table, the use of Avogadro's constant, mols and molar concentrations, the history and nature of acids and bases, the nature of water as a molecule, the pH scale as relating to the molar concentration of hydrogen ions in a solution, , salts and metals, covalent, ionic and hydrogen bonding,. As part of the exploration of science, researching, objective evaluation of information and presentation, this main-lesson included an assignment to present a Devil's advocate argument on any topic.

Natural Sciences - Weather and Climate

This Main Lesson gives the pupils the opportunity to look at observable weather phenomena around the world and recognise that there are natural laws governing weather and climate patterns. They will then be able to understand and explain why certain weather patterns, events, climates and biomes occur where they do on our planet. The students will also see that man’s activity on the earth can and is having an effect on these phenomena. Each student will produce and hand in a Main Lesson book of diagrams and explanations showing an understanding of each of the topics.

Social Sciences - Ancient Civilisations

In the Ancient History Main Lesson, Class 10 consider the Beginning of Things – from the arrival of the first humans, through their spread across the Earth, the development of ancient technologies and agriculture, and the rise of the cities until the Bronze Age Collapse. The focus is on the River Valley Civilisations of Mesopotamia, across a vast time span, touching on key points in human history and looking at the evolution of human consciousness from a social and geographical perspective, and through ancient stories such as the Epic of Gilgamesh and the Old Testament.

*A Main Lesson lasts 2 hours and focuses for up to four weeks on one core subject drawn from the broad curriculum. The specialist teacher in the Upper School endeavours to integrate a range of artistic activities, techniques, delivery methods, learning styles and resources to encourage the pupil’s enthusiastic immersion in the subject.

The Class Ten Trip

Another significant event in the journey through the Upper School is the Wilderness Trip in Class 10. This year, as for many years before, the students visited the Dalarna region in Sweden. Carrying their own equipment, they camping for several nights in the forest sleeping at different locations. During this special event, with the expert guidance of Peter Friebel, the students can enhance their nature-awareness and experience the natural world in its unspoiled state.

Work Experience Weeks

The Class 10 Work Experience Weeks It is a part of the intention in Waldorf schools to encourage pupils to gain some first hand knowledge of the reality of work. Therefore we support pupils to find a work placement for up to 2 weeks, experiencing different industries, to work alongside experts of their trades. The following is an extract from the reports they received after successfully completing this challenge.

Subject Lessons

Art

The art lesson this year encourages pupils to practice visual art conventions, like linear perspective; work with different genres (landscape, portraiture, still life) and processes (printing, collage, photography); and urge them to experiment with materials, drawing and painting techniques (charcoal, pen, egg tempera, oil, acrylic). The course allows for working to the individual’s pace and caters for the discovery and deepening of personal taste. Quantity, variety of media, conventions, techniques, processes and experimentation are the desired objectives of the year.

Choir

The main aim for Upper School Choir is to instil a sense of enjoyment and light-heartedness with regards to singing in a large group whilst also providing a challenge in the longer pieces we prepare for performances. For those who are confident with reading music, the three or four part scores help them to see the overview of the piece we are learning. For those who struggle with singing, we endeavour to provide alternatives such as percussive accompaniment where appropriate.

English - GCSE

Class 10 continues to explore the wide range of reading and writing skills including technique analysis and creative writing but now become more specific into the study of the mark schemes and syllabus requirements to pass the iGCSE English Language B. A more in depth focus on punctuation and editing skills is included as well as more detailed understanding of the differences in style of writing to discuss, entertain and describe as well as writing specific styles such as letters, articles and speeches.

Foreign Languages - German

The main objective of German in the Upper School (class 9 and 10) is to get a deeper insight into learning a foreign language (strategies, learning styles, false friends, etc.), to explore different traditions, to gain self-confidence in communicating with others in a foreign language (different ways of communication) and to see the importance of learning a foreign language not just as an individual but as a member of society as well. Grammatical structures are revisited or newly acquired through self analysis and guided and freer practices whilst covering a range of topics. Individual learning plans enable every single pupil to move forward and progress. Class 11 and 12 will guide the pupils towards discussion and debating skills, analysing films or literature covering all 4 language skills (reading, writing, speaking and listening).

Mathematics - GCSE

Class 10 continues with the two year GCSE course which covers the geometry of angles, congruent and similar shapes, loci and constructions, Pythagoras, surface area and volume and the arcs, segments and sectors of circles. They also practise algebraic manipulation, the solving of inequalities, direct and inverse proportion, curved graphs and graphical solutions of equations. In a further geometry module they will consider transformations, vectors and circle theorems. In a final algebra push, they tackle the rules of indices, quadratic equations, and the transformation of curves. Data handling and probability are dealt with in evening classes.

Media and Technology

In Class 10, the Media & IT lessons covered digital presentation skills and coding with a Google-provided learning platform.

The Class works on self-chosen materials to present on Google Slides; they work either in groups or individually on their schemes. The coding/animation project introduces coding fundamentals to the Class using online resources.

Other assignments facilitate the pupils' adventure into stop-motion animation. Either using a story of their choosing or by scripting it themselves, the Class has begin to make images move, experiencing the complexities of movie-making.

Movement - Eurythmy

In Class 10, the curriculum presents students with material whereby they work towards establishing objectivity through overview both in speech and tone eurythmy. The exercises practised and increasingly brought to awareness are now taken up and shaped anew through knowledge. Texts and musical pieces are freely choreographed or worked on by applying the laws that apply to the movements. The aim is twofold. On the one hand movement is to be schooled and expression through movement practised; on the other hand the pupils are to learn to carry out and experience eurythmy as an expressionistic art. Both viewpoints are intimately related.

Students engage through working on individually devised choreography, as well as choreography devised by fellow students, class ensembles, the teacher, and Rudolf Steiner. Style specific elements of choreography are explored and students use these form elements when choreographing. Students improve their ability to perform specialised movements, such as gesture or tone combinations formed through intended tension and release, while also developing their understanding of the principles of space, time and flow, dynamics, movement communication and relationship.

In both tone and speech eurythmy, the emphasis is on the extension of knowledge and skills through complex sequencing and a study of choreographic techniques in relation to form principles and inner experience. Increased exactitude and the development of refined body and spatial awareness becomes a focus as students aim to become an instrument through which the artistic material can be made visible. Students also view and engage with styles of artistic movement created within diverse cultural contexts and periods.

Music - The Upper School Ensemble

The Upper School Ensemble offers a practical space for an hour each Friday in which musicians can meet, share ideas and co-create music in a relaxed atmosphere. This session is designed for students of all abilities who play an instrument, share a love of music and wish to play with others. All music is specifically arranged by the music teacher, in collaboration with the students, taking into consideration the combined wish of content, compatibility and style. If there is a festival approaching, consideration is also given to preparing and sharing a performance piece with the wider community. As this is an optional lesson, the constellation of the group changes each term, with visiting students from overseas frequently joining. Soloists are also encouraged to perform whenever possible and pianists and harpists of grade six and above often accompany lower school choirs and festivals.

Science

In Class 10 the aim of the subject science lessons is to provide the students with more hands-on, practical based science work amongst their peers and the opportunity to develop more technical methodologies. Also there is more opportunity to 'blur' the lines between subjects so scientific principles can be noted and used in other subjects in particular the crafts. This is a way of drawing the sciences into a more personal context for the students while allowing the chance for them to learn techniques that require the student to be more individually active.

Key moments in the year include:

The "murder of Kevin": The class recall activities from class 9 to build a scientifically viable scenario of a murder mystery (that is then solved by class 9). This helps students understand how science and scientific investigation can be used to 'tell a story' and how conclusions must be based on factual results.

Egg-plane challenge: The class work in groups to create a plane that can carry a number of eggs safely.

Psychology experiment: The class work in groups to develop their own psychology/sociology based question and then a methodology to obtain and process the results to a degree that answers their question.

Energy and thermodynamics: The class begins study in the field of energy and thermodynamics.

*Subject Lessons are timetabled weekly.

Craft Workshops

Blacksmithing

Objectives: How to use the necessary tools and equipment required in making basic implements from black mild steel; A range of fabrication skills including drawing down, bending, cutting, upsetting, twisting and ornamental scrolling.; How to use and maintain a standard basic forge and to understand and experience the most efficient use of fuel and air to maintain best conditions for forging steel; To be familiar with the necessary health and safety procedure associated with these activities.

Tailoring & Dressmaking

In Upper School Tailoring & Dressmaking, Handwork skills learnt between class 1 and 8 are being brought together, implemented and significantly broadened. The students undertake the process of producing a complex piece of clothing from scratch. They develop a design according to a given theme, take measurements, customise a basic pattern according to their design, choose the appropriate material and manufacture the piece. Textiles in Upper School are linked with other subjects like science (e.g., the resistance of fabrics against chemicals get tested in the laboratory) or drama (costume making for a class play) This allows the students to experience the interconnectedness of different subjects and how these inform one another. The students experience the complexity of the production of a fabricated piece of textile in a preindustrial manner, as well as the connection between textile production and the environment. Tailoring makes high demands on hand eye coordination and develops good taste and quality. Following through a lengthy process step by step builds perseverance, pride and self esteem.

Printmaking

History of Art Renaissance and Baroque Painting

This Main Lesson intends to be an introduction to the Renaissance, one of the few truly revolutionary cultural periods, when the human being awakens to new capacities, especially to the appreciation of the ability of the Individual - the lesson traces the change through artistic achievements. It focuses on European art, between the period of early Renaissance (14th century) to the Baroque (17th century) and includes a trip to the National Gallery in London.

The VaraVild Trips, Sweden

Another significant event in the journey through the Upper School is the Wilderness Trip in Class Ten. For many years the pupils visited the Dalarna region in Sweden; carrying their equipment, they camped for seven nights in the forest, sleeping at different locations. During this special event, with the expert guidance of Peter Friebel, the pupils could enhance their nature awareness and experience the natural world in its unspoiled state.

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