For Choice in Education
The Upper School Curriculum
The Growing Sense of Self
As adolescents refine and strengthen their self-confidence, they gain control over their impulses and are better able to direct their will and find balance in their emotional life.
The Upper School Curriculum and Year Guide
The educational material is brought in a way that students feel challenged intellectually, their feelings are touched, and they have the opportunity to form their own relationship to the content. Through creative work in the physical realm, adolescents can experience a deep and free relationship to their education and individual development over a lifetime.
Class Nine
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.
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.
RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:
Families; Respectful relationships, including friendships; Online and media; Being safe; Intimate and sexual relationships, including sexual health;LGBTIA+; Consent; Rape, including sexual harassment; Pregnancy choices; Grooming and sexual exploitation.
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.
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.
Trips and Work Experience
John Muir Award
Camping and ecological exploration of the New Forest.
Class Ten
Main Lessons
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.
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.
The Class 10 Play with all its challenges, rewards and fulfilment, the Class 10 play has become a significant event in the journey through the Upper School.
The history and development of the branch of mathematics called trigonometry traces the history of humanity’s relationship with space and time. The understanding of the relationship between the trigonometric functions, circles and triangles will be explored as well as the ability to apply these functions to practical applications including architecture and surveying.
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.
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.
Mechanical Physics
The study of Mechanical Physics as relating to the Laws of Motion, principles of vector and scalar measurements and how they apply to simple machines already encountered by the class such as the lever and inclined plane.
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.
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.
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.
Subject Lessons
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.
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.
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.
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).
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.
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.
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.
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.
RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:
Families; Respectful relationships, including friendships; Online and media; Being safe; Intimate and sexual relationships, including sexual health;LGBTIA+; Consent; Rape, including sexual harassment; Pregnancy choices; Grooming and sexual exploitation.
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.
Craft Workshops
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.
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.
An introduction to linocutting, one of the relief printing techniques. Exploring the principles of printing, encountering its challenges. The process incorporated artistic ideas of the positive, negative form and space, design, composition, and mastering the tools and techniques
Trips and Work Experience
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.
It is 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.
Class Eleven
Main Lessons
In this Main Lesson, Class 11 explore the work and ideas of extraordinary writers such as Blake, Wordsworth, Coleridge, Keats, Shelley and Byron, who asserted their radical vision against the prevailing materialism of the eighteenth and nineteenth centuries, to show that writers are often the ‘Unacknowledged legislators of the world’. In addition to studying the biographies and major works of these poets, students learn about the ideals and themes of Romanticism, and the social and political upheavals that led artists and intellectuals to reject the values of the Age of Enlightenment.
Parzival is a vast, complex tale of adventure and romance written in the early thirteenth century by Wolfram von Eschenbach, a minnesinger who claimed – perhaps facetiously – to be illiterate. It tells of Parzival’s journey from clownish ignorance, through sorrow and doubt to become a Knight of the Round Table and Lord of the Grail. In addition to the challenging reading, the class made notes addressing themes of the work, developed artistic responses to the story, and wrote a final essay.
The Arts from the 18th Century to Modernism
This Main Lesson is an introduction to the prominent art movements from the beginning of the French Revolution to the Second World War. The pupils are asked to deepen their experience with one of the many artistic styles prevailing in the specified period. Their work means to reflect their abilities to research, analyse and reflect on artworks and artists of an avant-garde movement. There is a trip to Tate Britain and Tate Modern during this Main Lesson.
In these sessions we explore a variety of different moments in musical history. Moments which were powerfully important to music, art and society itself. This include exploring leaps forward in technology, cultural changes, the arrival of new genres or significant cultural experiences. We jump from modern day grime music, to ancient religious music, from the beat poets to the birth of humanity. All with the intention of grasping what can cause, and what effects, artistic musical change, essentially ethnomusicology. Each session culminates with a practical musical experiment based on the days session, for example creating a rap based on personal observations after learning about beat poets and rhyme in music. Throughout the sessions students are invited to relate what they had learned to their own musical history. The Main Lesson series concludes with a presentation on an element of their own musical history as well as a recording session of several of the practical musical examples.
The Main Lesson explores the development of projective geometry and relationships between planes lines and points, the infinite plane, the infinitely distant point and parallel lines. The idea of Duality is illustrated through the Theorems of Pappus and Desargues. Pascal’s and Brionchon’s Theorems are used to prove conic curves and to further develop the idea of duality. To demonstrate transformation of form nets of hexagons, nets of quadrangles and sequences of perspective triangles are constructed and Ellipses are constructed from pentagons, pentagrams and triangles. Fundamental to all of the constructions are the theorems of Pappus and Desargues.
Functions are defined and their properties explored. The gradient of straight lines leads to an investigation of the gradient of curves from which the first derivative of the function was defined and shown to give the gradient equation of the curve. Maximum and minimum points and points of inflection were defined. Graphs are plotted using first differentials to determine the coordinates of maximum and minimum points and second differentials to distinguish between them and rates of change were investigated. From the investigation of the gradient function of families of curves the integral is defined. The definite integral is used to calculate the area under a curve and the area between two curves and solids of revolution.
The scientific study of the material universe outside Earth’s atmosphere provides an opportunity to examine the evidence for phenomena that are not amenable to experiment. Beginning with the results of objective observation of the night sky, we trace the development of astronomical and cosmological ideas from the Classical Greek period through to the present day.
Topics include the evidence for a heliocentric solar system; the scale of the solar system, our galaxy, and the universe; the evolution of stars and the Hertzsprung-Russell diagram; classes of deep space object; relativity, dark matter and dark energy; processing and interpreting data obtained by RBV- filtered imaging with research-grade telescopes; estimating the age of the universe using Type 1a Supernovae data.
Defining 'botany' as 'the study of plants' this Main Lesson explores the many ways in which we define and understand the plant kingdom. Starting from first principle observations of plant structures, cell structures and biochemical actions of plants, the Main Lesson progresses into a reductionist approach of defining key features to the point where the scientific definition of 'plant' becomes entirely abstract in relation to our understanding of 'plant'. The juxtaposition of what we know intrinsically and what we know scientifically to be a plant and the paradox of the 'strengths' and 'weaknesses' of scientific attempts to unify these understandings are experienced and explored.
Quantum mechanics provides a means of bringing ambiguity back in the sciences and allows students to consider how equations and models describe (or fair to describe) the universe. The students are encouraged to voice their thought and consider how it is possible to draw multiple conclusions from a single result or observation. This principle is extended into the wider world and its relevance considered. The students are asked to produce a 'Devil's advocate' presentation arguing a case against something they feel strongly about to test their presentational and research skills and ability to construct an objective argument.
The study of the principle biochemical molecules relating to our understanding of 'life'; namely DNA and RNA. The investigation of biochemistry in this context is an investigation into the definition of 'life' in relation to the biochemical paradox, an ambiguous line that manages to divide the realms of chemistry and biology. Life at the cellular level and the various cell structures, the structures, roles and means of manipulations of DNA and RNA and the implications that arise from the 'no-man's-land' that exists between the two disciplines such as the debate surrounding the right to life, to the genetic manipulation of plants and animals to serve our ends and the application of such methods and thinking to our own genetics.
In the first half of this Main Lesson block we focus on a cartographic project. The pupils make imaginary islands out of clay, mapped their coastlines and then sliced them up to create a contour map. Working to the highest cartographic standard that they manage to colour the maps according to cartographic convention, work out horizontal and vertical scales and add a full key. Learning about latitude and longitude via a series of atlas exercises we position the islands somewhere in the world that took our fancy and record their precise coordinates. Then, using our theoretical knowledge from last year’s climate Main Lesson and some personal research in the atlases and online, they develop an idea of the island’s climate and vegetation and write a descriptive geographical profile of the island.
In the second part of the Main Lesson we look at the concepts of ecosystems and biomes and their distribution in relation to world climate; human population size and distribution in relation to climate and natural resources; recent historical population growth and the factors that drove this; the categories, availability and use of natural resources; our ability to meet the resource needs of a rapidly increasing human population; the concept of sustainable resource usage and the disparities in living standards between the rich, developed nations (MEDC’s) and the poor, less developed nations (LEDC’s). To support our understanding of some of these issues we watch a couple of short videos by the Swedish social geographer Hans Rosling.
This Main Lesson is an introduction to early medieval Europe. It combines studies of theology, philosophy, politics and law during late antiquity and at the birth of the Western culture. The lessons elaborates on how the society of medieval Europe emerged as a result of the fusion of the customs of the southward migrating barbaric Germanic tribes and the civilising potency of the Roman Catholic Church - between the fall of Rome and the uniting forces of the Frankish king Charlemagne in the 8th century. During this period, not only did the Church become Europe's spiritual authority but also obtained substantial political power.
Subject Lessons
On a journey to discover, analyse and work with the principles of colour. They met the ideas Goethe formulated about colours. The exercises encouraged the pupils to identify relationships between hues and to articulate their characteristics. During the year, they have the task to express their personal experience with the phenomenon of colour. To recognise its complexities and to experiment with its many qualities.
During the clay busts sessions, the pupils have the opportunity to use this somehow familiar material in a new context. The exploration of the anatomy of the human head; its adherence to universal forms, grasping its eternal arrangements and how it facilitates the manifestation of the unique, individual and temporary. The study of physiognomy in space, the observation of human expressions, characteristics and appearance as encountered by investigating our fellow pupils' features.
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 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).
Class 11 looks at matrix arithmetic, logarithms and solving exponential equations, coordinate geometry including equations of normals and tangents to circles, further trigonometry and finding the definition of any angle using degrees and radians, and sequences and series including the sums of infinite and converging series. The lessons are based on the A level but is by no means a full course.
This year the pupils have the chance to work with digital design and film.
In Class 11, 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.
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 11 the aim of the science subject lessons is to focus more on the cross curricular aspects of science. Longer term experiments and extension of the sciences into the wider world and community that require the students to both plan and communicate their ideas more effectively. Data research and referencing becomes more important as do project proposals. Linked to previous years, this is again part of the movement of the sciences and is when students can begin to take far more personal ownership of their research and scientific studies as well as demonstrate a degree of specialisation if they wish. A research project for example.
Craft Workshops
The students experience the art of woodcarving. This we do by first forming an idea of a project mainly by inspiration. They then put their ideas down on paper. As we already knew the size of our material, a scale drawing is made. The pattern is then transferred on to the wood. The students have to maintain a discipline in their work in order for the pattern to work on the overall picture frame. This they do with full understanding. Wood Carving requires an eye to hand coordination. The eyes are used extensively for measuring. We use a number of different sized and shaped carving tools, starting with the largest shaped one, thereby avoiding the temptation to go into fine detail too quickly. The students then experience the meaning of “it's not what you take away, it's what you leave behind”.
In this block the students are introduced to several kinds of bookbinding methods with the kind help of the Wessex Guild of Bookbinders. They create an A4 notebook by using conventional binding practice finished off with a marble papered hardcover; an A6 wrap around leather journal which is initialled using gold foil and hand tools; a cross structure bound small journal, and various other small books including Japanese stab bound books.
In this Jewellery module the students are introduced to working with precious metals and intricate designs. Jewellery is different to most other craft disciplines as it has no other function than to be beautiful and therefore requires a higher level of discipline and finish. The design and fine motor skills required to successfully finish a piece of jewellery is a natural progression from all the art and crafts that the students will have done up until this point.
Trips and Work Experience
The Waldorf curriculum brings the learning and the student into the world. In Class Eleven the curriculum includes an appropriate community service experience to encourage students to develop an understanding toward and willingness to help those who are considered disadvantaged in society (special needs, elderly, homeless, refugees). Pupils usually participate in a three-week-long service, where they continued to grow the love of serving others.
Class Twelve
Main Lessons
This challenging Main Lesson offers an introduction not only to this monumental tragedy, but also to the life and work of one of the most prolific thinkers of the post-Renaissance era. Johann Wolfgang von Goethe spent nearly his entire adult life working on Faust. In it he describes the learned one who has thorough knowledge of all scientific areas but is distraught because he is not a master of what is essential. In order to find his way out of this inner crisis, Faust makes a choice to cooperate with Mephistopheles. In the hopes of gaining Faust’s soul, Mephistopheles offers different forms of pleasure. Though it is set in Medieval Europe, the themes are becoming ever more pertinent and a thorough understanding of Faust gives ways of understanding current events with greater awareness. In studying Faust, the class examined Goethe’s unique treatment of the themes of knowledge and evil, which run throughout the play, and related the contents of Faust to contemporary issues.
The Philosophy Main Lesson provides a forum for the active sharpening and exercising of the intellect. Through the consideration of the work of diverse philosophers, Class XII began to seek answers to three fundamental questions: What is the human being? What is the world? What is the human-being-in-the-world? During this Main Lesson, the study of Logic, Epistemology, Metaphysics and Ethics began to lead to some possible answers; as the students considered key theories, analysed and reproduced arguments, developed their own arguments and classified concepts, they learned to become philosophers themselves and to handle ideas with skill.
The unit intends to explore and develop an understanding for the development of human housing and settlement from prehistoric times to present. Overall intended objectives of the unit: 1. to understand and recognise the the various architectural styles and their development over time. Hereby we look at the outer appearance: shape and form, technical construction and the space generated by the buildings and their users. Another aspect is the social function and the use of the buildings. 2. to understand the political and social context and how that influences and affects the development and production of architecture and space. 3. to understand how the evolution of architecture mirrors the evolution of human consciousness 4. to gain access to the reflection on and experience of architecture through personal engagement with architecture and built space (through exercises with "studium and punctum")
The Main Lesson this year takes the students through developments and changes in artistic attitudes after WW2. Through practical application they have the opportunity to experience the diversity of ideas present in the creative approaches of Abstract Expressionism, Pop, Land, Conceptual, Performance or Body art and the Neo Expressionists. They meet the individualism of artists like Francis Bacon, Judy Chicago and Joseph Beuys and attention is drawn to feminism and artists of colour in art. The lesson includes a visit to the Tate Modern and a social art action involving the school community.
A study of key biochemical molecules and their polymer and chemical behaviour. Sugars, amino acids and proteins and lipids.
This Main Lesson is an exploration of the evolution of science itself from early concepts and attempts to explain the nature of the universe through our relationship with it, through to the division from science and religion to the deductive reasoning and aims of the ancient Greeks, the Novum Organum and rationalisation to the development of 'Big science', 'Popular science' and the leaps of science fiction into the unknown future.
This Main Lesson focuses on the story of animal evolution on Earth with the particular aim of exploring the shared ancestry and morphological commonality between the animal kingdom. Starting with the potential of cell formation and looking at early cell colonies as the beginnings of multicellular life, the subject progressed through the various branches of animal evolution including sponges, various worms, molluscs, arthropods and finally the vertebrates, from lancelets and sea-squirts to the mammals.
Politics and Economics
This Main Lesson takes the form of a wide-ranging introduction to contemporary political and economic issues and their underlying causes. We consider the important role of the media in forming public opinion in a democracy and go on to consider the economic systems of capitalism, communism and socialism, with emphasis on contemporary capitalism. This gives rise to many questions which are explored as time allowed. We also consider the structure and purpose of government in different types of democracy and international issues of conflict from the Cold War through the demise of the USSR to the so-called War on Terror, including issues of the Middle East, South Africa and recently Ukraine. All of these studies are placed in the context of the idea of the threefold cultural, political and economic nature of human society.
This Main Lesson intends to open a route into the sphere of politics by studying the book Who Rules the World? by Noam Chomsky. By focussing on parts of the book, it allows the class to have discussions about what principles exercise control over government decision-making and how such actions are influenced by the “masters of mankind.”
The Main Lesson includes a research project which enables students to carry out an in-depth investigation about a chosen period of history or a specific event.
To understand the significance of the questions around gender, race and class, the differences, generally, underlying the value systems of western thought, we study chapters of Gerda Lerner’s “Creation of Patriarchy”. Her argument for Women’s History in our investigation brings to consciousness the central position of women’s subordination over millennia in the making of history, namely and mainly the exclusion of the female experience.
Arising from the reasoning that differences offer the foundation to hierarchical value systems and embed customs in societies elevated to natural status, the exploration afford the pupils to evaluate the position of African Americans through slavery and racial discrimination; to gain insight into the origins of gender and its codification and legitimisation into tradition and the law systems of western states and to question the validity of any racially induced grading of peoples.
Subject Lessons
The Art Lessons ask the pupils to work around a self-determined theme. The theme serves as a starting point with the possibility to venture afield and even to metamorphose into something new. It provides the opportunity to create a related series of works to show decisions and development, building on pictorial, technical and/or conceptual ideas.
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 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).
We cover exponential functions and natural logarithms and their derivatives, differentiating using standard derivatives, finding tangents and normals to curves, the use of the product, quotient and chain rules, the derivation of the trigonometric identities and the derivatives of trig functions.
Website Design
Class 12 Media lessons aim to advance digital media competencies in the field of design and website development by using industry-standard software. WordPress provides the platform for producing and generating websites; in the process, the pupils become familiar with web hosting, domain names, plugins and search engine optimisation. The project outcome is to publish individual webpages in support of their Class 12 Project.
In Class 12, 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.
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 12 the aim is to allow the students to put their scientific training into further practice and explore the wider implications of science in other subjects. Students draw on current events in science such as recent scientific research or important subjects facing the science such as the consideration of misinformation in science, the rise (and fall) of the ‘expert’ and the role of popular media in science. Students also consider planning, conducting and organising experiments on a practical level considering aspects such as risk assessment and mitigation, design and structuring and good laboratory practice and identify further cross-curricular skills.
Craft Workshops
Class 12 learns to make a stained glass panel. We use pre coloured glass and fixed the pieces in place with lead came. We begin by designing a cartoon, the pattern from which they create the panel. At this stage we needed to consider where the lead lines would go and the colour of glass to represent each section of the design. From here, the students master the art of scoring and breaking the glass and using the grinder to make each piece fit. The panel is built on a board and held in place with horse shoe nails. Each joint in the lead came is soldered and the panel is made watertight with lead light putty. The final stage is to polish with black grate polish.
The students are given the task of making a design of their own choice. They make a scale drawing to fit the size of the available material and transfer that to the stone. They use a point tool to do the roughing out followed by the fine claw tool to refine the form, a flat chisel was then used to do the finishing work.
The students experience the order of the process; one stage has to be done before the other can begin. They are able to use their imagination in design and use their hand-eye coordination to meet the resistance of the material.
Design – from 2D to 3D
Tools- 3 types of stone carving tools and mallet
Materials- Purbeck stone quarried from the Jurassic coast of Dorset
Graduation Events
In order to graduate the students undertake an extensive self-directed project in Class Twelve. The projects range from something practical to an academic research paper. This experience intends to challenge the individual by encouraging the students to discover new perspectives through their passion.
They are required to accomplish this assignment in the last year of their education; relying on their resources, working independently. The work involves a practical element, an extensive written report and a presentation to the school community, exercising their public speaking skills.
The Class Twelve Play intends to be the culmination of much of the work in the Upper School. It calls upon all the creative, expressive and social skills of the pupils; both individually and as a group.
It is a tradition in Waldorf schools in Class Twelve to end their education with a trip, known as The Cultural Trip. It takes graduating pupils to influential cultural centres in Europe. Italy being the foremost destination, especially areas making an outstanding contribution to the social and artistic revolution known as the Renaissance. The ten-day-long trip includes visits to Ravenna, Assisi, Florence, Sansepolcro, Cortona and Rome. The artwork we observe ranges from Roman and early Christian art to Caravaggio’s and Bernini’s Baroque in Rome. They encounter numerous works of innovative Renaissance masters (Giotto, Masaccio, Piero della Francesca, Fra Angelico, Botticelli) and the art of High Renaissance artists like Michelangelo, Leonardo and Raphael.
*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 are timetabled weekly as well as craft blocks.