For Choice in Education
Class Nine
Exploration of Polarities
The individual is undergoing tremendous changes, physically, emotionally, intellectually, and existentially. Extreme moods are common.
Class Nine - The Year of Extremes
The Class Nine pupil is embarking on the third seven-year phase of human development. Rudolf Steiner once described the feeling life of the teenager at this stage as being “akin to having been ‘spat out’ of the spiritual world.” The emotional life can be in turmoil at this age. The individual is undergoing tremendous changes, physically, emotionally, intellectually, and existentially. Extreme moods are common. Discrepancies between intellectual ability and emotional stability can be experienced. Likewise discrepancies between ideals and action often arise. The Waldorf curriculum seeks to nurture the balanced development of the pupil by meeting the inner soul needs of the individual. Emphasis is placed on the physical aspects of the world.
The Class Nine pupil is encouraged to explore polarities: in Physics the duality of hot and cold is investigated; and the Comedy and Tragedy block is another opportunity to live into polarities. In Black and White Drawing the students practice finding the balance between the dark and the light.
Class Nine Course Guide
Main Lessons
In the Narrative Main Lesson, Class IX is introduced to the history of oral culture, and looks at story telling from a historical, cultural and imaginative perspective. Narrative forms studied included folk-tales, riddles and ballads. Throughout the Main Lesson the students practise writing in selected narrative forms, both individually and collaboratively, and learned about storytelling techniques and practice.
From the Ancient Greek Dionysian Rite through to Shakespeare, this Main Lesson covers the development of the Dramatic Arts in the West: Greek and Roman Drama, Mediæval Drama, Renaissance Theatre, and the Theatre of Elizabethan England were considered. It is Greek tragedy that holds much of the attention, however, with a close look at the form and purpose of this; the first true theatre in the West. This culminates in a dramatic presentation of a choral piece from drama by Aeschylus. The objective of this Main Lesson is to gain an understanding of this development, to observe the role that Theatre has played in society, and to demonstrate that understanding both in the lessons and in a Main Lesson book.
The mathematical aim of the algebra Main Lesson is for pupils to learn the basic rules and techniques of algebra culminating in being able to solve quadratic equations. A wider and more beneficial aim is to introduce pupils to the concept of a growth mind-set which would encourage them to engage with the tasks knowing that through mistakes and struggle they would increase the number of neural connections in the brain. Three “struggle” pages of mathematical puzzles, including the impossible Konigsberg Bridge puzzle are included to allow students to experience and deal with perceived “failure”.
The emphasis in this Main Lesson is on engagement with the material rather than right answers. A brief biography of Al Khwarizmi (the “father of algebra”) and the other mathematicians across the years is expected. The topics of function machines, BIDMAS, algebraic notation, collecting like terms, forming, simplifying and solving equations, substitution, rearranging, inequalities, expanding, factorising, coordinates, graphing equations, simultaneous equations and quadratic equations are explored.
The Conic Sections Main Lesson in Class 9 builds on the Geometry learnt in Classes 7 and 8, in Perspective Drawing and the Platonic Solids, and from the algebra Main Lesson. The Main Lesson begins with an in depth understanding of mathematical construction including loci, construction, plans, elevations and nets as well as the beginning of connectivity between angles, sides, area and volume at different scales. We then continue with a general understanding of conic sections and where you find these concepts in everyday life and then continue with a brief history of the development of this type of geometry from Greek times to the present day. The pupils then proceed to make their own cones and sliced them in order to demonstrate the various conic sections of: circle, ellipse, parabola and hyperbola. This continue with a more detailed look at each one, with accurate algebraic graphical representations and proof. Everyday uses and applications of these forms are demonstrated and discussed and pupils then plan and create their own structures involving two conic sections.
The Prehistoric, Ancient and Mediaeval World; The Era of Statues
This Main Lesson intends to examine the known beginnings of Art and trace its development to mediaeval Europe, focussing on the grand era of the statue. In their studies pupils have the opportunity to reflect on artworks from ancient Mesopotamia, Egypt and Greece by creating a series of statues to reveal the changes humanity experienced during these civilisations. They are also introduced to the beginnings of Christian art, work with mosaics and visit to the Ashmolean Museum in Oxford.
An exploration of the links between the environment and those within it. From the establishment of environments and the diversity of life within them, through Darwin's observations of natural selection, Mendel's early experiments on heredity and Fisher's link between variation and genetics; the Main Lesson works towards Commoner's Laws and finally Lovelock's Gaia hypothesis. Competition, food chains and webs, trophic levels, adaptation and variance are all covered. While based on biological systems, the aim of the Main Lesson is to broaden the concept of environment, adaptation and characteristics to fit it and identify how principles described in biology can be applied to non-biological systems.
Engines
This Main Lesson is a study of the various combustion engines that dominate and have revolutionised our lives. From the 'animal engine' through early steam engines to the principles of the various internal combustion piston engines; the jet and rocket engines and what lies beyond as we move towards a greener, cleaner future. This Main Lesson aims to provide an overview of all engines and place them into context for the students rather than attempt to provide an engine mechanics course.
The study of Carbon-based chemistry and carbon as an element. Elements, atoms, atomic nature and basic structure including nucleus, electron configurations, protons, neutrons and covalent bonding. The carbon-cycle and photosynthetic-cycle. Students provide, short individual presentations with the common theme of 'a cycle’.
The scientific study of geology from the formation of the Earth provides an opportunity to explore the role and nature of evidence in interpretation of the fossil and geological records and raises questions about how we can know things that we do not witness. By the use of case studies, the pupils examine how the human effects of catastrophic geological events are dependent on a nation’s state of economic development. They are also given the opportunity to develop their research and critical skills in an extended essay on plate tectonics and to demonstrate their learning in a summary test.
Modern (European) History; A Struggle for Rights
This Main Lesson examines the development of Human Rights through European history from the Renaissance to the 21st century. Objectives: to identify the major events leading to the Declaration of Human Rights in 1948; to able to state the consequences of early European expansion and the Europeanisation of the world; to identify the importance of Renaissance Humanism, the Reformation, the French Revolution, the Declaration of Independence (USA) on route to the Declaration of Human Rights in 1948; to describe the religious wars in Europe leading to acceptance of the different Christian denominations; to describe the development of European nationhood in the eighteenth and nineteenth centuries; to define causes and consequence of the First World War and WW2; to recall the outcome of the surrender of the Fascist powers in 1945; to outline the political situation after World War Two and the emergence of east/west polarities and the Cold War.
*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.
Subject Lessons
The aim of the Art Lessons in Class Nine is to explore the realm of tones, to kindle appreciation for the line and to enable the development of observational skill. This happens through studies of natural forms, aerial or air perspective exercises and different line drawings. Class Nine also introduces new wet and dry techniques and processes and develops acquired ones. The students are asked to deepen their experience with the above by creating as many artworks as they are able.
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.
The key focus of the workshops that accompanied the History of Theatre Main Lesson is the performance of a chorus of a Greek tragedy by Aeschylus, the Oresteia.
The pupils of class 9 continue to work on developing their reading and writing skills in preparation for the GCSE syllabus. They delve into language analysis by considering the different word classes, connotations of words and developing analytical explanations before using this knowledge to begin to craft more inventive answers themselves by spotting and using a range of literary devices. This is rounded off with an understanding of structural features such as order, tone and mise en scene. We then move onto a few exam specific skills of understanding the questions of the iGCSE English Language B to incorporate a mini exam. We then progress on to writing skills: story writing, argumentative writing and descriptive writing. We finish with a study of Shakespeare' play to develop linguistic skills within a broader context and incorporating the skills of essay writing, creative writing and poetic grandeur.
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).
The content of the Class 9 maths subject lessons is governed by the requirements of the two year GCSE course they are embarking on. This covers place value, arithmetic without a calculator, the properties of numbers, fractions, decimals and percentages, estimating, ratio and proportion, negative numbers, standard form, substitution into formulae, measurements and bounds. It continues with basic algebra, linear equations, iterative processes, sequences, linear graphs, real life graphs and simultaneous equations.
The main objective of the Media lessons is to enable our pupils to gain digital competency. The curriculum offers them the necessary experiences to be confident in working in the environment of information technology. Beyond the entertainment value of technology, pupils have a chance to see other aspects of the digital world, making it a formidable tool in the hands of the skilled.
The emphasis is on getting familiar with Google's Suite for Education; working with text editing programmes, slideshows and presentation skills.
Another chief aspect of their learning addresses internet behaviour: they complete a Level 2 online safety course provided by Educare.
For Class 9 the approach is for the pupils to observe what we have to express ourselves and what we experience from our environment. This includes the relationship of the physical body to the space around one.
The pupils build on knowledge and skills developed during the previous years and participate in making and responding with increased awareness and greater aptitude. Their capacity for intellectual thought is coming to the fore and they engage more searchingly with the content of their learning.
We can build up a consciousness for the laws of space, weight and levity, light and darkness, contraction and expansion, joy and sadness and so on. All lessons are structured through the use of strong contrasts e.g. use of major and minor keys, harmony and dissonance. Moving in space is now transformed from strictly geometrical forms to ones that are more free and artistic. Advanced free-flowing, dramatic choreography allows students to give movement expression to their feelings. Rather than copying what the teacher does, the pupils will increasingly be expected to apply their own inner motivation and ability to make forms. They learn to make use of the different elements in an alert and independent manner.
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.
In Class 9 the aim of the subject science lessons is primarily to allow students the opportunity to familiarise themselves with the laboratory environment and experience how answers can be derived from practical scientific work and thought. Key to this is a focus on safety and cooperative experiments both of which link to the consideration of the laboratory environment and those within it. This also draws the emphasis away from 'teacher-led' demonstrations but maintains a classroom atmosphere as students work more with their peers. The spirit of exploration within the sciences must be maintained. We can have wonder in science without it becoming a magic show. The beginnings of cross-curricular science.
Key moments in the year include:
The role of forensic science. The class explore various experimental methods as used in forensics. This is an opportunity to learn various scientific approaches (such as data recording, planning an experiment) setting and basic laboratory procedures (such as setting up microscopes and Bunsen burners).
Ecological studies. The class explore more indirect methods for obtaining data such as might be found in the counting methodologies used during an environmental study and the importance of clear parameters and definitions for obtaining information. They start to see how data can build on other data as they compare their work to previous years.
*Subject Lessons are timetabled weekly.
Craft Workshops
Making a Copper Bowl In order to achieve the desired outcome pupils carried out the following techniques, processes and procedures: Marking out and cutting a disc from copper sheet; Annealing: A method of softening the copper by heating and cooling; Hollowing: A shaping process that stretches the disc into a hemispherical hollowing block by hammering; Planishing; A hammering process that smoothes out the surface of the bowl requiring care, concentration, hand-eye coordination and dexterity; Polishing
During the sessions, the pupils are shown and experiment with a range of pot making techniques including thumb pots, coil pots, slab building techniques and use of the potter’s wheel. Pupils are set a making brief once they had explored the potential of each process. Each week the pots are biscuit fired and students are then shown glazing techniques and encouraged to glaze their own pots.
Over a five-day period of craft-based learning, pupils are asked to make a handled woven willow basket with a simple foot border. The baskets are constructed of brown willow (from a traditional basketry variety known as Black Maul). Pupils are introduced to basketry as a practical skill, as well as being given an overview of the socio-economic history of basketry. They are shown a variety of baskets intended for various uses, and given a series of demonstrations at each stage of their own basket making process.