The Story of the Grades…

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Mountain Oak School Preschool offers wonderful adventures as children and teachers explore new territories. In early childhood (until about age 7), children are deeply affected and shaped by impressions of the people and environment around them, and learn primarily through imitation. Our teachers provide their students with examples of goodness that are worthy of imitation, in a warm, protected and beautiful setting.

They encourage play as the natural mode of learning. This fosters physical coordination, imaginative thinking, and important social skills. In addition, a rhythm of practical activities strengthens the will and meets the very young child’s fundamental impulse to learn imitatively through doing. Legs itching to move find balance beams, logs, and secret forest paths; ready hands find nuts to chop, cheese to grate, and wood to sand. Eager minds investigate bugs, leaves, flowers, and stones. While young hearts are fed stories, songs, and puppet plays, hungry tummies find warm snacks and hot tea for nourishment. Of course, there are new friends and lots of time to play, as the children learn about social relationships.

A Day in the Life of Merry Gold Kindergarten

The Waldorf Kindergarten program provides the foundation for a life-long love of learning where our goal is to nurture a sense of wonder and curiosity in the young child, while encouraging reverence for the goodness of life.

Play is the heart of the Waldorf Kindergarten program and through the child’s own free, imaginative play, a broad range of cognitive, social, and linguistic skills are developed. Natural, simple materials such as pieces of tree branches, seashells, beeswax, and handcrafted puppets encourage children to create their own games and stories during play.

Every day begins with a short brisk walk around the block. The children talk, laugh, sing and arrive back at the Kindergarten with red rosy cheeks. Once inside the classroom, we gather together for a brief greeting time and a few lively songs and finger-plays. It is then time for our planned activity of the day: Mondays we paint, Tuesdays we model with beeswax, Wednesdays we make bread and soup, Thursdays we draw with our beeswax crayons, and Fridays we clean and tidy our room.

When the children have finished their daily planned activity, they are then free to play. The room is equipped with many beautiful natural toys and objects that are used for all kinds of imaginative play. In one corner the children might set up a restaurant, in another area several children might construct an airplane from wooden planks. There is no limit to the children's imaginations. Through this play, the children act out the world around them.

After about 45 minutes of creative play-time, we all work together to make our room tidy again. We then wash our hands, sit down at the table, say a verse and eat our snack. The children participate in preparing our snack and setting our table. After snack we gather together again for a circle time of seasonal songs, verses, and rhythmic movement. We sing good morning to the birds and the bees, the flowers and the trees. The children form a relationship with the world of nature through this activity.

It is then time to go outside to play in the yard. The children dig in the sand, climb, swing, work in the garden, play games, and look for bugs. After about 45 minutes outside, we go inside again and gather together for story-time. A song is sung that takes us to the land of the fairytale. Fairytales are chosen for the season and to meet the needs of the group of children. After the tale is told we sing goodbye to our friends, and the children join their parents for the journey home.

In the loving and creative atmosphere of the kindergarten, young children acquire the confidence and discipline they will need for the challenging academic work of grade school.

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First Grade

Developmental Profile of a Grade 1 Child*

The seven-year-old child continues to develop independent and pictorial thinking. The child is eager to bring focused concentration to learning settings. Much learning is orchestrated through rich, imaginative pictures, activities, and imitations which lay the groundwork for future critical and conceptual thinking.

Educational Experience

First grade is marked by children's new interest in learning, inspired by the awakening abilities of memory and thinking. Mountain Oak School meets the student's innate curiosity and desire to grow with a rich multisensory experience. Students sculpt, draw, move, listen, imagine and sound out—all ways to engage different learning styles—to stimulate the young mind so that the students become motivated eager learners. Students establish good habits of classroom life and work that will form the basis for all subsequent learning at school. The students and teacher build the foundation for an ever-deepening relationship while forming a socially cohesive group during this special year of "beginnings."

History/Social Studies	Introduction to the Spanish cultures of languages studied.
Literature	Fairy tales, rhythmic poems, folk tales from around the world.
English and Grammar	Capital letters, phonetics, short plays.
Foreign Language	Spanish (and, if possible, an additional language) songs, games and poems.
Geography	The wonder of nature through observation.
Sciences	Nature studies from stories in an imaginative manner.
Mathematics	Whole numbers, four processes, counting, Roman numerals, patterns, skip counting.
Music	Pentatonic flute, pentatonic scale, beat rhythms, seasonal songs.
Drawing	Curves, straight lines, patterns, letters of the alphabet.
Painting	Wet on wet painting using the three primary colors.
Handwork	Knitting using two needles.
Modeling	Beeswax: scenes from fairy tales, simple figures.
Eurythmy	Pentatonic scale; vowels & consonants; rhythms; forms.
Physical Education	Circle games, singing games.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Second Grade

Developmental Profile of a Second Grade Child*

The eight year old child continues to reside in a largely self-created psychological landscape. The events and experiences of the outside world are filtered through the child's imagination and rearranged to accord with the child's homogenous world-picture.

Cognitively, the child continues to be at home in an environment where content is presented in a richly pictorial way. Concepts are best understood when they are mobile and organic in quality.

Educational Experience

This year, children continue to familiarize themselves with the fundamentals of arithmetic and literacy, further developing a repertoire of skills that were initially introduced in grade 1. The curriculum content for this age serves to cultivate a sense of breadth and richness of the language of the feelings and emotions. Teachers continue to use movement, rhythm and rhyme as a key instructional tool.

History/Social Studies	Native American legends as part of American History.
Literature	Legends and animal fables and Native American legends.
English and Grammar	Small letters, reading, plays, speech work, spelling, punctuation, grammar.
Foreign Language	Counting, names of animals, family members, parts of the body, foods, etc.
Geography	The environment through observation.
Sciences	Nature studies from stories in an imaginative manner.
Mathematics	Times tables, time, money, situation problems, geometric shapes, number sequences.
Music	Pentatonic flute, folk songs.
Drawing	Symmetry, mirror drawing, form drawing.
Painting	Introduction of secondary colors; animal forms.
Handwork	Knitting and purling; knitted animals.
Modeling	Beeswax: scenes from legends, fables, etc.
Eurythmy	Pentatonic pitch, rhythm & tones; geometric forms.
Physical Education	Jump rope, hop scotch, rhythmic games.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Third Grade

Developmental Profile of a Third Grade Child*

Noticeable physiological, psychological and cognitive changes take place in the child this year. The nine/ten year threshold represents a very significant step in self-awareness. Children realize they are separate from their surroundings and meet the world as individuals, often resulting in increased questions, self-doubt and wonder.

A process begins to unfold through which the child experiences, with increasing strength, a sense of objectivity alongside growing subjectivity. Subjective inner experiences and objective world reality stand at odds within the child's soul. Questioning, doubt, aloneness and a dawning tendency to criticize are emergent feature in the child's psychological landscape.

Educational Experience

In this period the child empathizes with ancient Hebrew stories of the Old Testament, the fall from Eden and man's first struggles to live in social groups on the earth. At this age, children are very interested in the origin of things.

They want to discover new ways of doing things in the world and imagine themselves in very primitive conditions. The practical life is taken up in studies of house building, farming, gardening, cooking and finding out about the jobs people do.

History/Social Studies	Ancient Hebrew stories as part of ancient history and Native American.
Literature	Multi-cultural creation stories, poetry, Native American stories.
English and Grammar	Simple grammar and writing; phonetic reading skills, short compositions.
Foreign Language	Seasons, colors, months, etc.
Geography	House building, farming, clothing.
Sciences	Building Materials, farm life, food production.
Mathematics	Measurement, carrying and borrowing, primes, multiplication, division, telling time, fractions, money, basic geometric relationships.
Music	The octave in song and recorder; notation; lyre.
Drawing	Form drawing.
Painting	Luster colors; interaction of color.
Handwork	Crochet.
Modeling	Beeswax: scenes from main lesson work.
Eurythmy	Social exercises; C major scale; poems; major and minor.
Physical Education	Ring games, line games, work games and songs; dodge ball.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Fourth Grade

Developmental Profile of a Fourth Grade Child*

In grades 4 and 5, when the child reaches 10-11, the transition from early childhood is complete and the transition towards puberty has not yet begun. This second seven-year period is referred to in Steiner Waldorf pedagogy as the "heart of childhood."

In fourth grade the child feels very much separate from any of the security and comforts that previously were supportive. This is a time to look around and see how one stands in relationship to that which is near and to find security and uprightness through that relationship. Four is a sign of stability and strength and balance: the four winds, the four seasons, the four elements. Four represents a sense of steadiness and completion. It is this sense of four, in the midst of separateness and defiance that is at the very heart of the fourth grade curriculum.

Educational Experience

The fourth grade student is eager to learn more about their world close to home. Through imaginatively presented lessons, the teacher meets the growing interest of the children in more concrete areas of knowledge and provides them with opportunities for more independence in their work. The curriculum helps the children form a sense of their relationship to their environment, in both a social and geographical sense.

As the children become more aware of the world, the challenges of life may seem overwhelming. The Norse stories give the children the strength to face these challenges.

History/Social Studies	Local history, early settlers in our area.
Literature	Norse sagas, poetry, alliteration.
English and Grammar	Parts of speech, grammatical rules, letters, stories, plays, dictionary work, alphabetical order, syllabication, library trips.
Foreign Language	As above; grammar begins, written work, dictation.
Geography	Map making; classroom, home, county, state, region.
Sciences	Zoology: descriptive study of animals.
Mathematics	Word problems, averages, long division, factoring, proofs, fractions, Celsius and Fahrenheit, 2D & 3D geometric shapes.
Music	Time values, harmony, major and minor third, rounds; strings.
Drawing	Geometric drawing, interlocking forms.
Painting	Painting becomes more expressive and defined.
Handwork	Cross stitch, embroidery.
Modeling	Clay modeling: animals, geometric shapes, etc.
Eurythmy	Alliteration; contrast & concentration.
Physical Education	Running, jumping, and throwing games.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Fifth Grade

Developmental Profile of a Fifth Grade Child*

This age marks the pivotal point between childhood and puberty and the child attains a certain ease and grace of movement intrinsic to the age. Movement that is coordinated, balanced and harmonious is a key-note of the developmental stage. Cognitively, the children are more able to understand questions and phenomena in a realistic and reasoning manner.

Out of the growing memory powers, a sense for time has developed. Memory allows for looking back and planning for the future and, combined with deepening feeling, for the emergence of conscience and responsibility.

Educational Experience

The children now feel secure enough in their sense of self to begin the exploration of the world in ever-widening circles of time and space. In geography, they study the United States and its neighboring North American nations. In history, they meet the ancient civilizations of India, Persia, Mesopotamia, Egypt and Greece through the study of mythology and culture.

Plant life is the focus of science, and decimals are introduced in the mathematical lessons. Instrumental music, singing and artistic studies continue.

History/Social Studies	India, Persia, Mesopotamia, Egypt, and Greece.
Literature	Greek mythology; biographies of great people, fiction & nonfiction.
English and Grammar	Active and passive, subject and predicate, syntax, writing, paragraph organization, essays, composition, spelling.
Foreign Language	Simple text, syntax, short descriptions; Greek.
Geography	Geography of the United States.
Sciences	Zoology: lesser known animals; botany.
Mathematics	Decimals, fractions, mixed numbers, reciprocals, ratio & proportion, Pythagorean theorem, graphs & tables, measurement.
Music	Major and minor scales; strings and winds.
Drawing	Free geometric drawing, dynamic drawing.
Painting	Work from darkness into light.
Handwork	Four needle knitting: socks, mittens, etc.
Woodwork	Whittle simple animal forms.
Modeling	Clay modeling: clay tablets, Greek vases.
Eurythmy	Rod exercises; geometric forms; beat, rhythm, & pitch.
Physical Education	Greek sports: javelin, discus, shot put, long jump, etc.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Sixth Grade

Developmental Profile of a Sixth Grade Child*

In the sixth grade, the harmony and balance often experienced in the previous year fades, and pre-adolescent struggles begin to appear. Physically, the child's limbs are suddenly growing. Emotionally, the child is at times feeling critical, uncomfortable and longs to be part of a group. The 12-year-old witnesses what may be described as the loss of childhood and the birth pangs of the individual.

At this age, the teacher aims to work with the children's growing orientation towards the outer world. As new capacities for thinking emerge,  the children can be led to understand causal relationships at work in the world. The students can be challenged and are capable of high standards in their school work.

Educational Experience

Sixth grade is the gateway to preadolescence and idealism. The curriculum serves to ground the students, to inspire them to venture out toward the unknown and to offer an introduction to their quest in life. This year is both an ending and a beginning.

History/Social Studies	From Ancient Rome through the Middle Ages.
Literature	Tales of chivalry, poetry, ballads.
English and Grammar	Grammar, descriptive/expository writing, business letters, debates.
Foreign Language	Reading texts, humorous stories, free translation; Latin.
Geography	North and South America; the Earth’s configuration.
Sciences	Physics; geology and mineralogy.
Mathematics	Percentage, money interest, ration, proportion, decimals, tables & charts, geometric drawing algebraic formula.
Music	Descant, alto, and tenor recorders; strings & winds.
Drawing	Exact geometric drawing, black and white drawing.
Painting	Landscapes, color contrasts, triads, spectrum.
Handwork	Sewing: stuffed animals, pattern making.
Woodwork	Begin using saws, rasps, gouges, etc. to shape wood.
Modeling	Bas-relief in Roman style.
Eurythmy	Tone intervals; bass & treble voices; poems; musical forms.
Physical Education	Circus Arts; Medieval Games.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Seventh Grade

Developmental Profile of a Seventh Grade Child*

In grade 7, the pupils turn 13, become teenagers and enter puberty. The visible physiological changes and rapid growth are accompanied by psychological upheaval at least as disorienting and often more so. In both realms, the child loses whatever balance and tranquility they have acquired in the heart of childhood.

Teachers and parents come up against the limit of their abilities to directly influence the children. Much of what has been adopted in terms of behavior, attitudes or habits is lost or becomes ambivalent.

Educational Experience

Through the exploration of an unknown world, the seventh grade curriculum challenges the thought processes of the young adolescent, leading him/her to discovery, understanding and discernment. They learn, as the Explorers did, that going one's own way means leaving behind the familiar territory of security and stability.

History/Social Studies	1400-1700: Age of Exploration, the Reformation, the Renaissance.
Literature	Arthurian legends, historical novels, poetry.
English and Grammar	Creative writing; research papers, oral & written book reports , character analysis, poetry, grammar & punctuation.
Foreign Language	Reading and conversation, grammar and structure.
Geography	Africa and Europe; tides, map reading, weather.
Sciences	Chemistry; physiology, nutrition, first aid; physics.
Mathematics	Business math, graphs, algebra, perimeters, areas, powers, roots, fractions, decimals, square root, geometry.
Music	Boys / girls choir; junior high orchestra.
Drawing	Perspective drawing, platonic solids.
Painting	Wet and dry transparent colors.
Handwork	Sewing and embroidery; piecing a quilt.
Woodwork	Mallets, gouges, chisels to shape bowls and carve a box.
Modeling	The human hand, foot, bones, etc. in clay.
Eurythmy	Contrast moods; minor scales; melodies; improvisation.
Physical Education	Tumbling and free gymnastics; team games and sports.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher

Eighth Grade

Developmental Profile of an Eighth Grade Child*

At 14, the pupils are "into" adolescence: bodily and psychological changes are well under way, so that in general, the young person seems more robust and the tenderness of the previous two years has lessened somewhat. Growth in height and sexual development are clearly established, with the onset of voice change in boys and the establishing of the menstrual cycle in girls. At this age, the world of ideas begins to take on meaning for the young adolescent and the critical faculties of the 14 year old are noticeably sharper and parts of the accepted framework—particular rules for example—are subject to questioning scrutiny. Counter balancing this critical tendency is the emergence of reasoning or a "reasonable" side in the child.

Educational Experience

A Waldorf eighth grader experiences a gradual but significant shift from the presentation of a subject solely from the teacher to the class, to the mutual consideration of a subject by teacher and class together. A sense of community develops, in which speaking becomes more thoughtful, listening more attentive. The result is a greater sense of self. The students expand their sense of place in the world. More importantly, they leave with compelling questions that will continue to fuel their love of learning in the years ahead.

History/Social Studies	1700-present; American history.
Literature	Shakespeare, epic and dramatic poetry.
English and Grammar	Grammar, composition, business and practical writing, debate.
Foreign Language	Emphasis on vocabulary building and dialogues.
Geography	Asia, Australia and Antarctica; global contrasts.
Sciences	Chemistry, physiology, physics.
Mathematics	Practical mathematics, percent, equations, algebra, ratios, geometric calculations.
Music	Boys / girls choir; junior high orchestra.
Drawing	3-dimensional drawing, volumes.
Painting	Discover space in color.
Handwork	Use of sewing machine.
Woodwork	Continue from 7th grade; simple movable toys; stool.
Modeling	The human head in clay.
Eurythmy	Improvisation, production & performance.
Physical Education	Gymnastics with equipment; team games and sports.

* The Educational Tasks and Content of the Steiner Waldorf Curriculum, Edited by Martyn Rawson and Tobias Ritcher