Curriculum Chart

Many Nursery children (age 3) are developing confidence and independence away from parents and home.  They learn through their own experiences and imitation of role models, the teachers; their play is self-directed within the structure of a strong daily rhythm.

Kindergarten-age children learn through movement and activity; play is their work.  They live in the moment, learning as they ‘do’, typically through physical movement.  They experience the world through their senses and develop and learn from these experiences.  The Kindergarten environment (the classroom, activities and interactions) is crafted to present the right opportunities for each child’s learning at his own pace. 

Grade 1 is ... joining ‘the grades’; climbing the stairs to class each day; a new social group and the reverent Rose Ceremony. Students learn through listening to stories and working with the imaginations they each create. Together these lead to letters and numbers, the basic concepts of language, writing and arithmetic.

The theme of creative thinking is supported by specialty lessons in French, German, Music, Handwork and Eurythmy.

Learning through movement and memory continues to be very important in Grade 1.  

Grade 2 is a year in which students begin to learn and experience through contrast. Stories and fables of animals provide a contrast to the lofty ideals of the saints. Both appeal to the Grade 2 class, academically and socially. Movement, artistic activities and music are used throughout the curriculum to support language arts and math. Building imaginative capacity remains important.  

Experiencing the ‘Nine Year Change’, Grade 3 students receive strong support to move securely through this transition.  Stories from the Old Testament present a metaphor for the children’s inner experiences while offering images of strong guidance in the Hebrew laws.  The child at this age is ready to learn and experience themes related to caring for oneself and living on the earth: food, shelter and clothing. Highlight activities include a construction project on the TWS campus, creating their own garden in the school farm from which they will harvest and prepare a meal in Grade 4, and often taking an overnight trip to a working farm.

Stories from the Norse Myths and the Kalevala form the backbone of the Grade 4 curriculum, presenting images of strong-willed individuals who contribute to their societies.  The curriculum presents increasing objectivity including a scientific study of animals through observation, in contrast to human beings.  Key events include leading the Mayfest celebrations and a week "in residence" at the Black Creek Pioneer Village school, complete with period costumes.

Grade 5 studies focus on the ancient civilizations of India, Persia, Mesopotamia, Egypt and Greece, offering students the opportunity to experience the contributions each made to our modern understanding of the world. Botany, North American geography and learning to work with decimals are important aspects of learning to understand the world around them.  A key event is the gathering of Grade 5 students from various Waldorf schools to reenact the Greek Pentathlon in its glory, demonstrating both skill and grace.  

On the cusp of adolescence, these students benefit from Main Lessons that help them feel grounded, such as the study of ancient Roman culture.  The objectivity of the sciences helps to counteract the emotional and physical upheaval of this age. The Medieval Games and Feast Day is a highlight of the year.

Grade 7 students are entering their ‘Age of Discovery’ and are met with a study of Early Exploration and the Renaissance.  As they experience new frontiers of their own, physically, emotionally and academically, they study biographies of those who also reached beyond familiar boundaries.

Grade 8s are Lower School Seniors preparing for High School; this is their last year with the Class Teacher and the culmination of their Lower School years.  Many rites of passage mark this year, from individual research projects, to the Grade 8 trip, to a major play production, to June graduation.  Studies concentrate around the Age of Revolution and in-depth science study (Physics, Organic Chemistry, Human Anatomy and Meteorology).  Students want to discover, know and find relevance in their studies by finding connections with the outside world; the curriculum is designed to inspire passion and highlight the incredible potential of the human mind and soul. 

Grade 9 students enter a new community, the TWS High School.  They find their places in this community, helped by the High School camping trip in September and responsibility for the Hallowe’en dance.  In High School there are Class Advisors and a wider range of Specialist Teachers.  Throughout the curriculum polarities and contrasts are highlighted, reflecting the students’ developmental perspectives.  A Learning Strategies course is offered to help establish strong, independent learning habits.  The year wraps up with a three week Farm Practicum and a class trip, typically a wilderness flat-water canoe trip.

Grade 10 students have established their places in the High School community and are looking outward to the wider world.  The curriculum helps them see their places through studies of Geography, Human Geography, Cultural Studies and Mapmaking.  They may choose the optional Learning Strategies course, and must write the Ontario Literacy Test.  Key events include the High School Initiation trip, the business or trades work practicum and the end-of-year class trip at the Madawaska Kanu Centre.

Grade 11 is the “Parzival” year, a year of reflection and analysis.  The curriculum leads the students on journeys to discover ‘why’ and develop their analytical and judgement skills. This is balanced with significant practical projects in drama, woodwork, metalwork etc.  The rhythm of the High School year continues with the Initiation trip in the fall, the spring practicum (in social service) and the end-of-year class trip, typically a whitewater canoeing trip.

Grade 12, the pinnacle year of a Waldorf education, is a bittersweet year for students who may have attended school together for as many as 12-15 years.  The rhythm of the school year has many special highlights for the Grade 12 student, including the full-length play production.  Studies focus on synthesis and building the capacity for analysis and judgement.  The year culminates with a service-oriented trip, the last trip the class will take together as Waldorf students.

Mathematics in the Nursery is learned implicitly through physical experiences.  These early experiences lead children to begin to recognize patterns and sequences.  

Mathematics in the Kindergarten is learned implicitly through physical experiences.  A typical child's experiences demonstrate pattern recognition, sequencing, numbers, counting and rhythm; all form the basis of future mathematical concepts.

Grade 1 math introduces the concepts of number value, addition, subtraction, multiplication and division through the use of stories, movement, recitation and art.

Listening to stories, primarily fairy tales, enables the students to take in the broad concepts as images drawn from the story.  As their capacity to focus grows, their learning styles will evolve as well.

Beginning with a review of Grade 1 math, Grade 2 continues with a multi-sensory approach.  Students learn to read, write and order numbers to 1000, add and subtract to 18, ‘carry and borrow’, document in pictures and numbers the processes of addition, subtraction and multiplication. Multiplication tables (facts) are practised in numerous ways.  Form drawing supports math and other subject areas.

Math study is rooted in the experiences of people through the ages, as is the study of shelter and farming.  Measurement through the ages draws upon the cycles of nature, the human form and invented devices such as sundials, to measure time and distance.  Time is also studied using current tools such as calendars and clocks.  Skill building with underlying arithmetic continues with regrouping in subtraction and addition and long division with remainders. Intensive work learning the multiplication tables is a hallmark of Grade 3, continuing the multi-sensory approach established in earlier years.

Grade 4 math introduces fractions in all four operations using story problems, manipulatives and illustration.  All previous arithmetic work is deepened and strengthened.

Grade 5 Math focuses on consolidation of previous skills and additional work with fractions, decimals and freehand geometry. By the end of Grade 5 all students should know the times tables, both in and out of order, and be able to use these number facts for mental arithmetic.

Consolidation of previously acquired skills continues, along with the introduction of Business Math, precise geometric drawing using classical tools and simple algebraic manipulation.

Grade 7 brings a study of Algebra as well as a deeper study of Geometry to the students.  There is much practice in problem solving and arithmetic applied to practical life situations this year.

Grade 8 Math deepens work in Geometry and Algebra. Geometric proofs, working with bases, exponents and roots and the graphing of linear equations in the Cartesian coordinate system are all studied in Grade 8.

Grade 9 Math builds upon the students’ experience of contrasts and polarities, and approaches the study phenomenonologically.  Practical work with geometry enables students to investigate and make their own geometric discoveries.   Concepts introduced in Lower School are consolidated and extended, including algebra, geometry through investigation, analytic geometry, effective use of technology and abstract reasoning. Almost all Grade 9 students work toward an academic level math credit.

Grade 10 Math helps to build the students’ capacities for logical thinking and abstract reasoning.  They study Similarity and its broad applications in industry and science. They build on this with a study of properties and applications of right-triangle trigonometry, including the laws of sines and cosines.  Most students will work toward an academic level math credit.  An optional Computer Studies course is also offered.

Grade 11 Math capitalizes on students’ idealism and engagement with ‘why’ and ‘how’.  The study of Projective Geometry delves more deeply into abstract systems.  Students choose a math course according to their interests and abilities; courses offered will vary from year to year, depending on the needs of the class.  

Typically all Grade 12 students are developmentally ready for some exposure to calculus; this is achieved through a compulsory Main Lesson that explores fundamental calculus concepts and the evolutionary development of human thought, as reflected in the history of math.  In addition, students choose one or more math courses based on their interests and ability; course availability may vary depending on the needs of the class.

The science program in the Nursery is focused on encounter and observation, in an unconscious way for the young child.  Explicit science studies in future years will draw on the observations of the natural world and its changes in these early years.

Science study is phenomenological; the focus is on encounter and observation.  These observations, particularly of the natural world, form the basis of a rich resource of observation and perceptions which will inform future explicit science study in Lower School.

Grade 1 Science focuses on nature, life and environmental sciences through story, walks and other movement and class games and activities.  Rather than a separate study on its own, the nature and animal themes run though stories, art and other classroom activities.  The goal is to help the child feel connected to the natural world around him.

Grade 2 Science continues the focus on nature, life and environmental sciences though poems, stories, song, movement and class activities.  A rich trove of observation of phenomena is being built which will inform future explicit science studies in higher grades.

Grade 3 Science is a practical study of issues in daily living, with a focus on food, farming and gardening.  The TWS farm and gardens provide a rich, hands-on opportunity, supported by responsibility for the school-wide composting program.  

These first overt science lessons of Lower School are of animals in contrast to human beings.  Animal classification and habits are explored via writing, illustrating and modelling animals and their habitats.

The Grade 5 Science study is botany, approached through observing and journaling to note changes in the form and structure of plants observed throughout the school year.  Students learn about the parts of a plant, the various plant kingdoms and document the life cycle of a plant.

Grade 6 Science expands beyond botany including Main Lesson blocks on geology and mineralogy, physics and astronomy.

Grade 7 Science study expands further, including Main Lessons on inorganic chemistry, physics, astronomy and physiology.  Studies build upon earlier work in Grade 6 and incorporate both observation of and measurement of results.

Grade 8 Science includes studies of meteorology, physics, organic chemistry and human anatomy.  The chemistry and anatomy sections are taught in conjunction with health and hygiene lessons as they deal with nutrition, the senses, human physical growth and development.  Physics lessons build on the history study of the Industrial Revolution.   Biographies of scientists are studied in the physics or history lessons. The overall aim is to inspire an interest in the world and how it ‘works’.

Grade 9 Science is a required course composed of 4 main topics:  Human Anatomy, Thermodynamics (Physics), Organic Chemistry and Earth Science.  Students conduct regular experiments and hone their powers of observation.

The required Grade 10 science course encompasses human physiology, organic chemistry, mechanics and optics and investigates the interrelationships among science, technology, society and the environment.   

Three optional science courses are offered in Grade 11:  Biology, Physics and Chemistry.  In each the students formulate and solve their own questions, exploring the interplay between theory and practical applications.  Some content is presented in the Main Lesson format, for which participation is mandatory for all students.

Grade 12 students continue to deepen their scientific knowledge and consider it in the broader context of their understanding of the world around them.  All students study Science and Society, an interdisciplinary course; further studies in chemistry, physics and/or biology are available at the 4U (university entrance) level.

The geography of Toronto Waldorf School offers many opportunities to observe the natural world and its seasonal changes.  Walks through forest, meadow and farm/garden provide first-hand opportunities to see how the child’s world differs from place to place, and how it changes over time, through the seasons.

The varied geography of the TWS campus offers rich opportunities to observe the natural world and its seasonal changes.  Walks through forest, meadow and farm/garden provide first-hand opportunities to see how the child’s world changes over time.

The geography curriculum coincides with the science curriculum in Grade 1 - the study of the natural world and environment of the surrounding lands.  

Students are also working on building social skills, individually and as a class.  The teacher actively works to lead the children to becoming a socially cohesive group of children who care for and listen to each other.  

The geography and science curricula overlap in Grade 2, comprising the study of the natural world and the lands surrounding TWS.  The social development of the class continues to be important, particularly as students this age begin to perceive and focus on their differences.

Practical studies of housing around the world and through the ages, gardening and farming, food preparation and clothing are the focus of Grade 3 Social Sciences.  History begins to evolve through the Old Testament stories of the Israelites.

Local history, geography and map-making form the cornerstone of the Social Science curriculum.  The perspective begins with the individual student and spreads out in space and time from there.  This year marks the first overt study of history and map-making.

Grade 5 studies include mythology and its interface with history through studies of ancient civilizations in India, Mesopotamia, Persia, Egypt and Greece.  Geography studies touch on these civilizations, but focus primarily on Canada and North America, including physical, political and cultural geography.  Studies of Indigenous Peoples and explorers who mapped parts of North America round out the curriculum.

Grade 6 History includes studies of the Roman Empire and Middle Ages, including the rise of Christianity and Islam.  Geography studies branch out beyond Canada and North America.

Grade 7 History and Geography include studies of the Ages of Exploration and The Renaissance, paralleling the developing student’s experience of ‘moving into new territory’, both physical and intellectual.

Grade 8 History focuses on revolutions (French, American and Industrial) and colonization of North America.  Biographies and study of specific events inform the understanding of the flow of history to the modern day. Geography completes the study of the broader world, filling in the areas not studied earlier in Grades 6 and 7.  

Grade 9 Canadian History focuses on aboriginal cultures and the birth of modern Canada, using a symptomatological approach.  The History of Art study helps students understand the evolving consciousness of mankind.  Students also investigate Civics, exploring what it means to be informed, participating citizens in a democratic society.

In Grade 10 Geography students investigate interconnections among landforms, climate, soils, plants, animals and human activities in Canadian ecozones to better understand Canada’s diversity and its role in the world.

The Career Studies stream builds practical skills and encourages exploration of careers to match the student’s interests, skills and values.

History studies are furthered by an investigation of the evolution of the English language from Anglo-Saxon times through Elizabethan England.

Grade 11 History reprises studies from Lower School, focusing on more complex relationships and patterns of causality.  Studies include Ancient History, the Middle Ages, the Medieval World and the History of Music.

In addition, an optional Entrepreneurship course may be selected.

The Social Sciences curriculum is crowned in Grade 12 with TWS’ self-developed, accredited, interdisciplinary course. Using an interdisciplinary approach (philosophy, psychology, sociology, politics, literature, wisdom, traditions and the arts) students critically examine humanity’s development of consciousness, creative possibilities and potential through inquiry into historical and contemporary social/cultural/intellectual movements.

Beginning in Grade 1, students learn oral French and German in addition to developing skills in reading, speaking and writing English.  The intention is to give students a different way of looking at things, of describing them and seeing the world in ways beyond those commonly found in English.

Students continue to study both oral French and German through verses, songs, movement, recitation and plays. Written language study begins in later years.

Grade 3 is the last year in which the language study is predominantly oral.  Vocabulary and language for daily living are taught through games, songs, activities and recitation.  The shift toward speaking individually begins in Grade 3 with more focus on questions and answers.

Grade 4 Languages mark the transition to the written word, as well as continuing to develop oral French and German.  Familiar verses, songs and vocabulary are written in workbooks to introduce written language with familiar material.

French and German classes continue in Grade 5, with both oral and written content.  Grammar, reading and writing are becoming more prominent in the lessons, but at this level the emphasis is still on oral language. Stories, poetry, songs, reading, writing and grammar fill the lessons.

Studies of French and German continue in Grade 6, with increasing emphasis on reading, writing, grammar and spelling.  Homework is assigned in both French and German classes.  

Grammar and pronunciation are prominent themes in both German and French studies in Grade 7.

French studies in Grade 8 tend to the practical and objective; Marie Curie and poetry by Jacques Prevert are studied this year.  German studies include literature and music as well as discussion skills.

French and German courses are offered through the High School years.  In Grade 9 all students study French to meet the requirements of the Ontario Secondary School Diploma.  German studies are optional.  Students wishing to participate in French or German language exchanges must take language classes; many students begin to explore possible exchanges in Grade 9 to take place in Grade 10.

Grade 10 studies of French and German are optional.  Students pursuing language studies have the option of participating in a cultural exchange with a native speaker of French or German.

Grade 11 studies of French and German are optional, building upon Grade 10 language studies.  Students pursuing language studies have the option of participating in an extended cultural exchange with a native speaker of French or German.  All students in the class benefit from the presence of the International students in the class.

Optional Grade 12 French and German prepare students for university language studies.  Literature analysis, oral fluency in discussion and appropriate language conventions are hallmarks of study at this advanced level.

In Nursery the focus on ‘English’ is on the acquisition and use of language skills.  Stories, songs, puppet plays and rhymes all support the development of English language skills, providing models for the student to follow unconsciously.   Future literacy will build upon these language skills.

The foundation of English study is laid through the use of stories, songs, puppet plays and rhymes. Teachers model appropriate language to support development of the children’s language skills.  By hearing and listening the students intuitively build the underlying language and communication capacity that lays the foundation for future literacy skills.

English skills in Grade 1 encompass listening, speaking, writing and reading skills.  Content is presented through stories (fairy tales, nature stories, verses, folk tales), movement and artistic activities.  The students internalize the learning through movement, writing, recitation (choral speaking), recall and drawing.  Students come to reading at their own pace as they master the underlying skills.

The core stories of Grade 2 are legends, stories of heroes and saints and animal fables which present moral tales from the individual’s perspective, mirroring the children’s experiences of their own individuality.  Writing development continues as students compose sentences as a class, then copy them from the board into their own self-written readers.  Phonics work deepens, supported by tongue twisters, games, verses and songs.  Recitation work will result in students memorizing hundreds of lines over the course of the year.  

The core stories of Grade 3 are Hebrew stories of the Old Testament.  Studies of grammar (nouns, verbs, adverbs and adjectives), punctuation, writing and reading are furthered through these stories.  Cursive writing is developed using fountain pens, supported by form drawing.  Recitation of verses continues regularly.

Norse Myths and the Kalevala provide the core of Grade 4 English studies.  Skills build from previous years, including language, grammar, spelling, writing, reading and form drawing.  Independent reading is encouraged; students present their first book report in Grade 4.

Grade 5 English is based on the study of the Ancient Civilizations of India, Mesopotamia, Persia, Egypt and Greece.  Using this material students further develop reading, composition, spelling, grammar, punctuation and speaking skills. Dictionary use is encouraged; weekly spelling tests continue.

Grade 6 English draws on the study of Roman and early Medieval times for story themes, while continuing work on grammar, spelling, composition, reading fluency and comprehension.  

Grade 7 English includes creative writing, often with a Main Lesson entitled Wish, Wonder, and Surprise.  Novel studies supplement this block, along with the continuing study of grammar, composition and book reports.

Literature studies are drawn from the biography and historical fiction work of influential authors.  English practice continues through all Main Lessons in various writing styles: lab reports; narrative, descriptive and expository notes; poetry; and journal entries.

Grade 9 English opens with a study of polarities, the contrasting moods of comedy and tragedy, and the History of Drama. The novel in English literature is studied, and English reading, writing, listening and speaking skills are developed.  This course is presented through both Main Lessons and skills lessons.

Grade 10 English includes a study entitled Epic to Romance.  The history and development of English is studied from Anglo-Saxon times through Elizabethan England.  Current English language and themes are considered.  English skill building continues through reading, writing, listening and speaking. This course is presented through both Main Lessons and skills lessons.  The EQAO OSSLT is written in Grade 10 each year.

The “Parzival year” in Grade 11 explores the themes of the quest and the inner journey.  English studies support this through an extensive study of von Eschenbach’s Parzival, Romantic poets, Hamlet versus MacBeth, The Divine Comedy, Frankenstein and Of Mice and Men.  Work continues to develop improved writing mechanics and styles, including essay composition.

Grade 12 English students analyse various media, developing critical thinking skills, aesthetic and ethical judgment and improved skills in viewing, representing, listening, speaking, reading and writing.   They develop a critical awareness of societal structures and the role of the individual within society in the Self and Society stream.

A second English course, Studies in Literature, uses literature to explore many of the profound changes that shaped the twentieth century.

Music in the Nursery includes singing and listening to recorder or lyre playing, which can accompany an activity or is part of circle time.  The benefits of singing and live music are significant in promoting healthy physical development.

Music in the Kindergarten includes singing and hearing lyre playing, often as part of circle time or to gently accompany an activity.  The benefits of music and rhythm are significant in promoting healthy physical development.

Music and drama are woven throughout the curriculum, not taught as separate subjects. Music is used to teach content throughout the curriculum; the children sing daily and over the course of the year they learn many songs by heart.  Small plays and recorder playing are added once the children are settled into the rhythm of the class.

Singing and recorder playing continue in Grade 2, expanding repertoire and working on the ability to play together as a class.  Recorder playing broadens to include notes involving both hands.  Drama presentations include participation in the Michalemas play and presentation of the entire Martinmas play and lantern walk.

A play with individual and ensemble work is performed in Grade 3, in addition to the Michaelmas play.  Music includes singing, music theory (treble staff), solfege and hand symbols and recorder studies.  Two, three and four part rounds are introduced and practised.

Music classes continue in Grade 4 with singing and recorder playing.  Scandinavian songs are introduced to support the study of the Norse Myths.  Rounds are both sung and played; music notation studies deepen. Typically the students perform a play taken from the Norse myths.

Music classes expand to both orchestra and music lessons in Grade 5; private music lessons continue outside of school.  An annual play production is staged from the core curriculum, Ancient Civilizations.

Music classes continue with singing and recorder playing. Orchestra classes take the form of string and wind ensembles in a mixed group of Grade 6, 7 and 8 students. The class prepares and presents a play from the curriculum of Roman to Medieval times.  

Classes include wind and string ensembles as well as two choir classes weekly.  Participation in the Select Orchestra is by audition.  Each class produces a play taken from themes of the year, The Renaissance or the Age of Exploration.

The Grade 8 play is a significant production for the school community as well as for the individual class presenting it; parental support makes a substantial contribution to creating a successful experience for the students.  Choir and orchestra classes continue in Grade 8 in the same manner as Grade 7.

Music and drama permeate education at TWS, continuing into High School.  Students can choose from classes in choir, small ensemble singing, orchestra (winds or strings), stage design or drama.  

Music and drama options continue in Grade 10 as in Grade 9; students deepen and enrich their studies as they progress in each discipline.

Grade 11 continues to offer vocal, instrumental and drama courses; students deepen and enrich their studies as they progress in each discipline.  

All courses offer performance opportunities; the drama course leads to production of the very popular spring arts evening at TWS.

In Grade 12 all students participate in a significant drama production chosen by the class.  Optional drama, vocal and instrumental courses are also offered, each with performance opportunities.  

Colouring and wet-on-wet watercolour painting offer opportunities for the child to experience the interplay of colours. Lessons are experiential rather than directive.  

Colouring, wet-on-wet watercolour painting and beeswax modelling offer opportunities for the child to learn how materials interact and to respond to them.  The lessons are experiential rather than directive.

There is a wide range of arts activities in the Grade 1 curriculum:  wet-on-wet watercolour painting; drawing; beeswax modelling; finger knitting; and knitting. Knitting is likely to be a new activity for most students, while others, especially those from a Waldorf Kindergarten, have some prior experience with the other arts.  

Grade 2 continues with activities from Grade 1, adding crochet to the Handwork lesson taught by the Specialist teacher.  Crochet develops the ability for the two hands to engage in different tasks; its nature provides an opportunity for an exploration of both form and colour.

Drawing, watercolour painting, beeswax and clay modelling, knitting and crocheting comprise the Grade 3 visual arts curriculum.  Highlights of the year include the first day each student wears his own colourful, wool, hand-knit hat topped with big, round pompom!

Drawing, watercolour painting, form drawing and handwork (embroidery and hand sewing) comprise the Grade 4 visual arts curriculum. 

The Grade 5 Visual Arts curriculum includes painting, woodwork and handwork and a range of projects from a whittled mouse to a hand-knit pair of socks, knit “in the round” using 5 double pointed needles. The Botany, History and Geography curricula offer many rich visual images for painting.

The Grade 6 class studies Woodwork, Handwork and Art (veil painting, wet-on-wet watercolour, drawing and symbolism) for a widely varied Visual Arts experience.  The classes focus is on learning technique and completing individual projects.

Art, Woodwork and Handwork classes continue in Grade 7, including studies of perspective and light and shadow, carving a clock face and designing and making beaded moccasins.

Grade 8 projects increase in challenge and complexity.  Handwork projects require sewing machines; the woodwork project is a hand-made stool, from tree to finished project.  Art classes further develop observation, drawing and painting skills.

Visual Arts study continues in Grade 9 with classes in drawing, sculpture with clay, stone or metal, woodwork (a project requiring joinery) and handwork (basketry).  A Main Lesson in History through Art is taught in Grade 9.

Grade 10 Visual Arts is comprised of 4 streams:  Woodwork, Off-loom Weaving, Painting and Bookbinding, in addition to Main Lesson enhancement activities.  Grade 10 is the final year in which Handwork is taught.

The mandatory Grade 11 Visual Arts stream includes Painting and Metal Sculpture for all students.  Students choose an additional studio class in Painting or Woodwork (or Drama) as one of their optional courses.  Main Lesson Enhancement Activities continue, many focussed on arts activities.

All Grade 12 students study the Main Lesson: History through Architecture and produce individual model reproductions of a structure.  Each student’s Grade 12 Project will have an artistic component appropriate to the theme.  In addition, optional courses include Visual Arts, Non-Traditional Arts and Woodworking. Main Lesson Enhancement Activities continue, many focussed on arts activities.

The Nursery child’s primary task is to build a healthy physical body; the Nursery curriculum provides extensive opportunity for movement to support healthy physical development.

The Kindergarten child is largely engaged in physical development which is actively supported by the many movement opportunities.  The class is structured to provide rich opportunities for fine and gross motor movement; learning at this stage is implicit and experiential rather than explicit skill development.

Physical Education is often characterized as movement at a Waldorf school, particularly in the lower grades.  In Grade 1 each day is full of movement activities, many accompanied by songs, rhymes and chants.  A Specialist teacher also leads classes in Eurythmy to help students to experience their bodies in a harmonious way.

Movement activities (small and large motor) continue throughout the curriculum in all classes.  There are no dedicated Physical Education classes in Grade 2.  There are lessons dedicated to Eurythmy, taught by a Specialist Eurythmy teacher; material for these lessons comes from the same themes as the rest of the Grade 2 curriculum.

In Grade 3 movement studies continue throughout the curriculum, supplemented by one Physical Education class a week with a Specialist Teacher.  Eurythmy studies continue with a Specialist Teacher.

Dedicated Physical Education classes increase to twice a week in Grade 4, in addition to dedicated Eurythmy classes and daily movement activities in Main Lesson and other lessons.  Activities support development of the students’ abilities to stand on their own as individuals, as well as participating in the supportive dynamic of the group. Performing the Maypole dance is a highlight for many Grade 4 students.

The Physical Education curriculum dovetails with the study of the classical Greeks, incorporating work with the pentathlon events: discus, javelin, running long jump, wrestling and running.  The Eurythmy curriculum draws upon the Greek and other ancient civilizations as well.

Grade 6 Physical Education classes take place 3 times a week, in addition to weekly Eurythmy classes.  Games are taught where students work with skills, rules and strategy.  Circus Arts are studied including juggling, tumbling and balancing arts.  The curriculum rounds out with outdoor activities such as camping, canoeing and rock climbing.  Eurythmy focuses on building precision in group movement forms.

Grade 7 has 3 Physical Education classes weekly, in addition to weekly Eurythmy classes. Many games are played, and the students learn skills, rules and strategy. Circus Arts include juggling, tumbling and balancing arts. Outdoor activities such as camping, canoeing and rock climbing round out the curriculum. Eurythmy focuses on interpretation and precision in group movement forms.

Physical Education and Eurythmy classes continue in a similar vein in Grade 7.  The Grade 8 class trip is a highlight of the year, unique to each class; some classes choose to do a professionally-guided whitewater canoe trip.

Grade 9 Physical Education includes mandatory Physical Education class (3x per week) with an outdoor ed component and options including competitive sports teams, dance, eurythmy, Spacial Dynamics^®  and circus arts.  Phys Ed class focuses on building good fitness and health habits to last a lifetime and encompasses sports, games and health topics.  The year culminates in June with a mandatory 5-day flat-water canoe trip.

Grade 10 Physical Education includes a mandatory Physical Education/Health course (including outdoor education, 3x per week) and optional eurythmy, circus arts and competitive sports teams. The Physical Education course focuses on building good fitness and health habits to last a lifetime and encompasses sports, games and health/nutrition topics.  The year wraps up in June with outdoor education, a white-water river course at the Madawaska Kanu Centre.

Grade 11 Physical Education encompasses an optional, but recommended, course in Healthy Active Living Education with an outdoor education component.  The Healthy Active Living Education Program aims to improve the physical, mental and social health of students and thereby develop well-rounded, well-adjusted, responsible and healthy individuals.  The outdoor ed component is a 5-day white-water canoe trip, mandatory for all students in the Healthy Active Living Education course.

In addition, there are optional courses in eurythmy and circus arts and participation on competitive sports teams.

Physical Education in Grade 12 consists of optional courses in eurythmy and circus arts and playing on competitive sports teams.  TWS does not offer a Grade 12 course in conventional Physical Education.