While education is a continuous process through life that never ends, it is grounded in the experiences of childhood and a child’s experiences at school. At AHWS we strive to inspire our students to evolve into creative thinkers who are personally centered and strongly connected to humanity and the environment.

Our curriculum is specifically designed to achieve these goals by:

• integrating subject matter with developmentally appropriate themes and pedagogical approaches, which appeal to the deepest interests of your child.
• integrating academics, arts, movement and culture to appeal to diverse learning styles and cultivate the growth of intellectual as well as social-emotional capacities in your child.
• providing extensive opportunities for children to be creative based on learning through designing, problem solving and developing strong capacities for analytical and creative thinking.

This combination of integration and hands on experience creates the optimum opportunity for healthy cognitive and emotional growth, and for building a foundation for success in Junior/Middle School, High School and beyond.

Overview of Curriculum:

Language Arts: Stories are a fundamental part of the Language Arts program throughout the Grade School, from creation to mythologies and legends of ancient cultures, progressing to stories of historical events. These are the contexts in which grammar and spelling are learned, further enriched by the student’s artwork, glowing on the pages of the main lesson books. Poetry, creative writing, drama, research skills and selected children’s literature are also components of the rich Language Arts program, reinforced through regular skills lessons. From the early grades, each class generally performs a full-length play each year, culminating in a major production in Grade Eight.

Mathematics: Stories also lead the students into the world of mathematics, along with songs, circle games, balls and beanbags, clapping and artistic activity. The Mathematics main lesson books are infused with artistic work throughout the grades. The four functions are all introduced in Grade One, and are later used to explore a variety of practical activities, such as weights and measurement, money, and business math. Ratios, fractions, decimals, interest and percentage, geometry and algebra are introduced sequentially. Regular skills lessons review, reinforce and apply the concepts introduced experientially during the main lesson.

Sciences: Developing an understanding and appreciation of living things forms the basis of science in the lower grades. Animals and their relationships to humans are studied. Botany involves observations of plants. The skill of observation is being keenly developed for further application in the higher grades where there is a strong science component. Main lesson blocks include physics, geology, astronomy, chemistry, physiology and meteorology. Sciences are taught through direct experience. The teacher sets up an experiment, calls upon the students to observe carefully, and then helps them to discover the conclusion or principle for themselves. The goal of this approach is to develop precise observation skills, accurate reporting, independent thinking and sound judgment, and to make science a relevant part of the student’s everyday life.

Foreign Language: French is introduced in Grade One, through story, songs, rhyme, games and movement. Writing, reading, grammar and translation are gradually introduced. Waldorf schools generally offer two foreign languages in order to broaden the students appreciation for different cultures, as well as to increase linguistic flexibility. At our school, German, chosen for its clarity of structure and sound, is taught from Grade two. Asian Studies are introduced in grade six. This year, an emphasis is placed on not just only on pronunciation and tone but learn more words for interpretive communication in Mandarin. The lessons begin with rhythmic counting with movement and/or basic Gong-Fu. Rhythms or poems are introduced to students. Then the students reviews what they have learned during last lessons. New words and simple dialogue are introduced through games, translation, play, and writing in class. Handouts and homework are assigned for practice in class and at home. In addition, the teacher will celebrate the important Chinese festivals (e.g. Moon Festival, Chinese New Year, Mother’s Day, and Dragon Boat Festival) with the students in class . Through the festival celebration, the students learn language and culture.

History: The study of history takes students through the significant stages of development of our culture, beginning with the Greeks and Romans, and journeying through medieval Europe, the Renaissance and Reformation, the Age of Discovery, and the Age of Revolutions. The history curriculum exemplifies the Waldorf principle of harmonizing curriculum with the students development. Study of the Renaissance coincides with the awakening of analytical and critical thinking. The rebellion and growing independence of puberty involves students in the French, Russian and American Revolutions. History, more than a collection of dates and events, provides insight into the processes that shape the destiny of humanity.

Geography: Students begin a study of local geography in Grade Four and North American geography in Grade Five. South and Central America, Europe and Asia are covered through independent study units in Grades Six, Seven and Eight. The students engage in research and give presentations to their class.

Music: Music is an integral part of the child’s experience at the Waldorf School. As a separate lesson, music begins in Grade One with singing and gradually introduces the pentatonic flute. Recorder playing begins in Grade Three; choir begins in Grade Four and continues through Grade Eight. A supplementary strings program supports the school orchestra. A music presentation evening is held each spring.

Art: Art in its many forms is integrated into most aspects of the academic curriculum. Artistic activity fully engages the feelings of the child, and brings interest and involvement to the process of learning. The creation of main lesson books is an ongoing artistic activity for all children at the school. Music and movement are a part of every day, and drama activities are highlights of each year.

Watercolour painting is an integral part of the weekly rhythm from Nursery through Grade Five. Drawing and clay modeling can be part of a main lesson block. Art is a specialty subject on its own beginning in Grade Six.

Eurythmy: Students in all grades, including Kindergarten, learn Eurythmy, an art of movement through music and speech developed by Rudolf Steiner. Eurythmy serves to develop co-ordination and strengthen social awareness through artistic and rhythmical movement.

Handwork and Woodwork: Beginning in Grade One, all students learn to knit, crochet, cross-stitch and sew. Knitting is a practical skill that supports learning in many other areas, such as Mathematics. It also strengthens concentration and hand-eye co-ordination. Woodwork begins in Grade Five and continues through Grade Eight with increasingly challenging projects.

Physical Education: Children need and love games and sports. Co-educational games and sports in regular organized physical education classes, as well as daily recess periods stress teamwork and social awareness. Competition is brought into the higher grades, and students in Grade Six and up may join school teams that compete in a league of independent schools.

Outdoor Education: Class trips are an important part of the school year, whether it’s a day trip to the Island, a bicycle ride through Toronto ravines or an overnight camping trip. For Grade Six, Seven and Eight the school year begins and ends with a camping trip. The graduating Grade Eight class plans and works towards a very special end-of-year trip, typically lasting a week or more.

Festivals:

Therapeutic and Remedial Programs:

Students at AHWS have a unique opportunity to participate in the Therapeutic/Remedial Program. Three practitioners trained for working with children in Waldorf schools are available to involve students in programme. The programs enhance the capabilities of the children so they may become even more capable as they mature. In addition, an Occupational Therapist works with some students as she involves parent(s).

The Therapeutic/Remedial teacher is a member of the Ontario College of Teachers, has a Diploma in Remediation from the Rudolf Steiner College, Sacramento and works therapeutically and remedially based on exercises from The Extra Lesson. She assists the Grade One children with the transition into Grade One providing learning support to enable them to be ready to begin academic work. Students throughout the school are supported by the opportunity to practice sequences of various movement exercises. The programme can include working with balance, coordination, eye tracking, hand-eye coordination, integrating three of the Infantile Reflexes, dominance, and fine and gross motor control.

The Therapeutic Eurythmist works in the school two days a week. Exercises consisting of different sound sequences t may be selected through collaborative conversation with a wholistic anthroposophical doctor (M.D.) who is working with the child. The effects of eurythmy can include improved metabolism, digestion, relief from asthma, bedwetting, insomnia, anxiety, teeth problems, scoliosis, headaches, and speech difficulties. The sessions are seven weeks in duration.

The Therapeutic Art teacher has completed a three-year training program with Arscura that included one year of study at the Tobias School of Art Therapy, England. The students work one-on-one with flowing wet-on-wet watercolour paint. It is a guided creative process that invites an aspect of inherent healing which may improve communication skills and resolve personal conflicts and confusion. The student comes for painting once a week for a six, eight or ten week period.

A licensed Occupational Therapist supports children with sensory integration as well as gross and fine motor development. Parents may apply to Community Care Access Center through the school or arrange private finances.

The teacher/therapists have the opportunity to share information when permitted to enrich understanding and programme. Children joyfully enter the activities. Health is strengthened, academic accomplishment is supported and achieved with greater ease and the ability to communicate is improved. The children are calmer and supported in their development. Parents have a profound appreciation of the programs with a greater understanding of learning – including any obstacles as well as abilities. The community has taken a deep breath and relaxed into these programmes which contribute to the well-being of the child.