First graders come to school with a sense of wonder and a longing for something more. Now the world of literacy beckons and formal teaching begins. Gradually thefirst grader moves away from the dreamy days of kindergarten. The child still perceives themself as one with the surrounding world. First grade teaching preserves that unity by moving gently from the whole to the parts.

Much of what is done in the second grade year builds upon the groundwork laid in the first grade, increasing the repertoire of knowledge and skills developed in the previous year. The second grader’s learning through imitation is still prevalent and their thinking is still very pictorial. Thus the teacher continues to present lessons through story, images, and activity. However, a new element in the second grader’s awareness comes forth; their experience of the world as aparadisal wholeness gives way to an inner awareness of duality in the world.

Third graders love to work! Their self-esteem grows with accomplishment and the mastery of wonderful challenges. In this year the curriculum explores the practical aspects of life on earth:the cultivation of food, the building of shelters, and the manufacture of garments. Class activities are enhanced by gardening and building projects outside the classroom. Mathematics studies serve practical needs with the study of measurements (time and distance) and money, while continuing practice in the four operations.

As fourth graders emerge from the “nine-year change” they are sturdy, self-confident, and robust. One can picture each student standing at the crossing point of two universal coordinates. From this vantage point the study of geography begins looking outward in ever widening circles. Every possible opportunity is given to meet these oppositions in quite unexpected ways, ways in which the child can have the experience of crossing, and at the same time be led towards a wholesome resolution.

Fifth graders arrive at a balance in the middle years of childhood. Development of the individual as separate from the world is acknowledged and celebrated. Now it is possible to direct the gaze outward into the world while becoming ever more conscious of the world within. In this year the students transition from myth to history and discover its emphasis on the individual. the children develop a greater consciousness of the interrelatedness of life and environment – particularly in the study of botany and geography.

Sixth grade is a year of transition from childhood towards adolescence. The sixth grade curriculum offers students the opportunity to use their developing understanding of causal relationships and to sharpen skills already developed in previous grades. Experiments provide students with a direct experience of the phenomena studied. The sixth graders are then challenged to exercise objectivity in recording their observations. They discover for themselves the natural laws underlying their observations.