SECTION ONE 1.0 The Imponderables 1.1 Readiness for Class One 1.2 Checklist: Class One Readiness 1.3 Starting Out -- Class One 1.4 Recording and Self-evaluation 1.5 Checklists for Classes One--Three 1.5.1 Numeracy 1.5.2 Form Drawing 1.5.3 Literacy 1.5.4 Other Skills 1.6 About Imitation 1.7 ...and Circle Time 1.8 Movement Skills for Classes One--Four 1.8.1 Class One Movement Skills Checklist 1.8.2 Class Two Movement Skills Checklist 1.8.3 Classes Three and Four Movement Skills Checklist 1.8.4 Classes Four and Five Checklist 1.9 Classes Four and Five Skills Checklist 1.9.1 Numeracy 1.9.2 Literacy 1.9.3 Other skills 1.10 Classes Six and Seven Checklist 1.10.1 Numeracy 1.10.2 Geometry 1.10.3 Literacy 1.10.4 Other skills 1.10.5 Movement skills SECTION TWO 2.0 Planning Ahead 2.1 Preparation 2.2 Readiness 2.3 Review 2.4 Rehearse 2.5 And the Fourth "R"! 2.6 The Curriculum 2.7 Curriculum and Basic Skills 2.8 Class One 2.8.1 Morning Lesson: Form Drawing 2.8.2 Morning Lesson: Stories/Literacy 2.8.3 Morning Lesson: Understanding the Natural Environment 2.8.4 Morning Lesson: Number 2.8.5 Non-Morning Lesson 2.9 Class Two 2.9.1 Morning Lesson: Form Drawing 2.9.2 Morning Lesson: Literature and Language 2.9.3 Morning Lesson: Arithmetic 2.9.4 Non-Morning Lesson 2.10 Class Three 2.10.1 Form Drawing 2.10.2 Morning Lesson: Literature and Literacy 2.10.3 Morning Lesson: Practical Activities 2.10.4 Morning Lesson: Mathematics 2.10.5 Non-Morning Lesson Subjects 2.11 A Selection of Lessons from the Curriculum for Classes Four-Eight 2.11.1 Morning Lesson: Arithmetic -- Class Four Fractions (two Morning Lessons are envisaged -- possibly three) 2.11.2 Morning Lesson: Human and Animal -- Classes Four and Five Zoology, Botany in Class Six 2.11.3 Morning Lesson: History -- Class Five 2.11.4 Morning Lesson: Physics -- Classes Six and Seven 2.11.5 Morning Lesson: English -- Class Seven 2.11.6 Morning Lesson: The Human Body -- Anatomy and Development -- Class Eight 36 2.12 Morning Lessons 2.12.1 Shaping the Morning Lesson 2.12.2 Elaboration of These Points 2.12.3 The 'Problem' of Transitions 2.12.4 Some Ideas for 'Circles' 2.12.5 Recall: Why and Some Alternative 'Hows' 2.13 Parent and Teacher -- Enthusiasm for Education! 2.13.1 Suggestions for Class Evenings 2.14 Of Meetings and Learnings 2.14.1 Guidelines for Child Study APPENDICES Appendix A Movement Skills Appendix B Checklist: Indicators of Possible Special Learning Needs Appendix C An Interpretive Device Appendix D A Possible Foundation Script Appendix E Number Orientation -- to help your children face number symbols correctly Appendix F Self-evaluation Appendix G Planners and Record Sheets Appendix H Record Keeping -- for individual children Appendix I When Nothing Seems to be Working Appendix J Your Most Precious Resource -- care for your voice! Appendix K How Are Your Children Sitting? Appendix L An Aid to Note Taking
Kevin Avison has been a teacher in both state and Steiner schools. He is an executive officer to the Steiner Waldorf Schools Fellowship. He lives in Stourbridge, England and has two grown up children who were educated in Waldorf schools.