GRADE

THEME

QUESTION

HOW THESE QUESTIONS ARE MET?
Main Lessons



Arts & Humanities

Sciences

Nine

Polarity

What?
(facts)

English *Govt exam results*
Comedy and Tragedy
The Story of the Story
Drama
Humanities
History of Art
Canadian History and Geography

Mathematics
Trigonometry & Euclidian Geometry
Combinations & Permutations
Sciences
Organic Chemistry
Physics: Heat and Cold
Human Anatomy

Ten

Balance

How?

English
Epic and Romance
Flowering of the English Language
Drama
Humanities
Ancient History
Canadian History

Mathematics
Pi and Trigonometry
Progressions and Logarithms
Sciences
Inorganic Chemistry: Acids, Bases and Salts
Physics: Mechanics
Human Physiology

Eleven

The Quest

Why?

English
The Romantics
Parzival
Drama
Humanities
Mediaeval History
Canadian History

Mathematics
Projective Geometry
Celestial Navigation
Introduction to Calculus
Sciences
Chemistry: The Elements
Physics: Atomic Theory
Microbiology
Botany

Twelve

Unity /
Wholeness

Who?

English
Creative Writing
Twentieth Century Literature
Drama
Humanities
History of Architecture
Modern History
Canada and the World

Mathematics
Calculus
Sciences
Physics: Electricity and Magnetism
Biology

Subject Lessons for all Classes
(Some lessons may not be offered every year)

Languages:

Life Skills:

Performing and Visual Arts and Crafts:

Physical Education:

German

Leadership Training, Keyboarding, Computer Technology, Gardening

Acting, Play Production, Painting, Drawing, Sculpture, Book-Binding, Environmental Art, Band, Choir, Woodwork, Screen Printing, Mosaic Art

Outdoor Education, Camping, Sports and Games

This chart is an attempt to make visible the developmental aspect of the Waldorf High School Curriculum as it is expressed in the Main Lessons, the heart of the curriculum. It moves from a strictly formal process of observation of the phenomena in Grade 9, to an increasingly abstract, complex, and inter-related world view by Grade 12. It is based on an understanding of the developmental stages of the human being which goes beyond Piaget, to include the spiritual as well as intellectual faculties. The intention is primarily one of opening doors, of developing faculties rather than imparting information. It is based on an underlying premise that education is life-long, and will take myriad individual forms (most suited to the individual), if it is broadly based and as open as possible during the formative years of adolescence. It is not a curriculum of specialisation. In so far as possible, all students take all classes.

Page last updated Jan 19 2008

 

revised Nov 23, 2007