Original Application

Original Application
Anchorage Public
Waldorf School
Charter Application
Anchorage Public Waldo$ School
l%e designated contact person for our group is:
Melissa Janigo, 1126 F. Street Anchorage, AK 99501 (907) 258-3142 [email protected]
Academic Policy Committee
The Academic Policy Committee and their contact informution
Marya Pillifant, 637 W. 15th Ave. Anchorage, AK 99501 (907) 272-0974
[email protected]
Nancy Simpson Martin, 2700 Kobuk Ct. Anchorage, Ak 99508 (907) 274-1064
[email protected]
Melissa Janigo, 1126 F. Street Anchorage, AK 99501 (907) 258-3142 [email protected]
Erin F. Herzog, 1326 F. Street Anchorage, AK 99501 (907) 278-6672 [email protected]
Structure of the committee
Interim Academic Policy Committee
The founding families met together for the purpose of starting a Waldorf methods charter school.
This interim group will evolve into the Academic Policy Committee which will supervise the
academic operation of the charter school and ensure the fulfillment of the mission. The APC will
consist of an administrator, teachers, and parents.
In order to set the governance in place for the opening of the Anchorage Public Waldorf School,
the interim APC, consisting of the parents of the founding families will be the Governing Body of
the APWS. The interim APC shall hire the Administrator. Once hired, the Administrator will
assist the interim APC with faculty hiring, hiring the Administrative Assistant, and all other
APWS staff, as necessary.
Academic policy committee
The APWS Academic policy committee is responsible for the educational outcomes and to ensure
that the overall educational practices and quality of participation is consistent with the vision of
the school.
For the first 5 years the Academic policy committee will consist of the interim APC, the
Administrator, and two teachers.
The school will be governed by a Academic policy committee whose major roles and
responsibilities will include but not be limited to: establishing and approving all major educational
and operational policies, approving all major contracts, approving the schools fiscal affairs, and
selecting and evaluating the administrative staff.
Nominations for AJ?C members will be called for in May of each year. Current APC members
will nominate and vote in new members.
How the APC will facilitate their relationship with the ASD
The Principal of Anchorage Public Waldorf School will be the liaison between the Academic
policy committee and the ASD.
Description of Educational Program
Anchorage Public Waldorf School will provide an innovative, standards based education,
enhancing the growth of student creativity and imagination through the arts. Our aim is to
provide a holistic learning environment and demonstrate that all children are natural and inspired
learners who can achieve. To do this, we will use the Whole Child Curriculum, based on the
Waldorf educational philosophy. Our mission is to nurture and promote the development of
healthy, responsible and creative human beings. We aim to enliven and support families in our
local community. Specially trained teachers will use developmentally attuned approaches and the
arts to encourage academic achievement and creativity, social intelligence and ecological
awareness. The Whole Child Curriculum, with its emphasis on developing an ecological
perspective in an urban environment and encouraging social responsibility, will enable students to
develop a sense of connectedness to the world around them and will incline them to treat the
world with sensitivity, respect and compassion. Our goal is students who will grow up to shape the
culture, instead of being mere reflection of it.
Program Philosophy
At the heart of the Waldorf-based Whole Child Curriculum is the recognition of how much
children change from year to year. Our lesson plan places pivotal importance on the mental,
emotional and physical nature of each grade level. The curriculum ensures that the material
presented - and how it is presented - is developmentally attuned to the appropriate age at every
grade level. This model values the stages of childhood development, greater interaction between
child and teacher, and the integration of the arts into a rigorous academic program.
The Whole Child Curriculum based on the Waldorf educational approach at Anchorage Public
Waldorf School is child-centric. It includes 14 learning strategies that attune what is taught, when
it is taught, and how it is taught to the cognitive, psycho-social, and kinesthetic phases of child
(I) Community Lcaming and Teaching
APWS will use the classic "class teacher" model in which one teacher "loops" together with his or
her class from grade to grade. This structure of continuity helps create a gradual transition from
home to the school community. APWS class teachers will make a commitment to remain with
their class through Grade Five. Some master teachers stay with their class through 8th grade. The
class teacher welcomes each child individually with a handshake and brief check-in at the
beginning of each day and then teaches the academic "main lesson" which comprises the first two
hours and usually some other lessons later in the day. H e or she ends the pupil's day with another
handshake and check-in. This daily bonding and oversight ritual is the foundation of what is
possible for individual students at APWS. The class teacher is not the only teacher the pupils see
each day. Specialist teachers teach foreign languages, music, games and movement, handwork.
Interesting guests will be integrated into the life of the school. Besides their parents or guardians,
teachers are the most consistent relationships children have. APWS teachers will endeavor to work
together as a group to support each other's individual work. Because formal education takes place
in a community setting, it is essential for teachers to work collab~rativel~
with each other and the
parents out of an understanding of how they are shaping pupils' relationship to learning. This is a
solemn public responsibility that requires mutual collegial support.
APWS will work outside the classroom to build our larger pupillparentlteacher community
through the use of regular seasonal festivals. These festivals provide an opportunity for the larger
community to come together as a whole around a central seasonal theme. The centerpiece of these
events is usually the presentation of student work be it music, drama or dance.
(2) Focused concentration:
The structure of the school day at APWS is attuned to pupil's inherent biorhythms. The most
intense and focused learning happens at the beginning of the day when the students are most
receptive. Each day begins with a two-hour period known as the "main lesson". This teaching unit
is integrated and cross-curricular and includes activities to awaken and focus attention. 40-45
minute subject lessons follow the main lesson. Academic subjects take priority in the morning.
The afternoons are usually used for arts and crafts, outdoor activities, sport and practical work.
Subjects such as music, movement, and foreign languages, which benefit from regular practice, are
evenly spaced throughout the middle of the day whenever possible.
(3) Thematic Learning:
Teachers present each subject in 'blocks' of time lasting several weeks. Teachers use the main
lesson format to address a progressive range of competencies in mathematics, language arts,
science, and humanities. [email protected] connections link subject areas and previous and future mainlessons - even main lessons years ahead or long in the past. The main lessons are part of a black
scheduling system of themed learning that centers the schedule and organization of the day from
1st to 8th Grade. Within the requirements of the curriculum, class teachers choose the material,
presentation, and activities to suit the needs of the specific class. They aim to make each lesson an
interesting and artistic whole that has rhythm, structure and purpose. Main lesson activities and
content meets pupils' cognitive, affective, and practical modes of learning.
(4) A str'mulating karning envimnmcnt:
A regular change of activities stimulates student's interest. Like any living system, APWS will
create a rhythmically structured school day, week, and year with a built-in pressure-release system
that keeps everything lively and avoids boring day to day routines. Teachers will balance
concentration and relaxation, mental and practical work, movement, listening and participating,
observing and doing. Each lesson will balance cognitive, emotionallsocial, and active learning.
Teachers will plan activities to suit the attention span of a given class and pay attention to the
rhythm of the week.
(5) Deq learning:
A rhythmic approach to teaching enhances learning and memory. Information that is not
immediately 'regurgitated' can be absorbed and later 'remembered' within a wider context that
includes the pupil's own experiences. Teachers introduce new experiences allowing time for pupils
to assimilate previously taught material. Teachers distinguish between subjects that need regular
practice (foreign languages, music, spelling etc.) and subjects focusing on new content. Topics are
dropped following a period of concentration, say 3-4 weeks. This allows for information to settle,
and time for data and information to become knowledge and eventually understanding.
(6)Tbe Whoh Claxr Dynamic:
Teachers focus on the class as a dynamic whole. Teachers constantly work to shift and reintegrate
smaller groups - such as ability groups for math and reading - back into the whole class. A class of
mixed ability children is a model of community. Pupils learn from each other. The whole-class
dynamic celebrates differences. Teachers avoid giving rewards for being first or best. Teachers are
aware that rewards and prizes make pupils compete for prizes rather than working from inherent
motivation. Teachers aim for a creative balance between cooperation and competition among
pupils, aiming for them to be enlightened and inspired by each other as well as the teacher.
(7) Teaching T h g b Narrative:
The use of narrative gives pupils a conceptual framework within which they can orientate
themselves and understand their experiences. Younger pupils listen to stories told by a teacher in
histher own words, not read from a book. Teachers inspire pupils to identify with characters in
stories and develop linguistic and listening skills. Teachers use story as a classroom management
tool with younger pupils. Inspirational or thought-provoking stories take the place of moralizing or
lecturing older pupils.
History is taught initially through narrative and stories from a wide range of sources: fairy and
folk tale, legend, fable, parables, mythology, and literature and then moves on to recorded history
and historical fact. Teachers share content in oral form, not through written textbooks, especially
in the earlier grades. Teachers use biography to strengthen pupil identification with people who
made a difference. Communicating, exchanging viewpoints, dialogue and debate are part of
lessons. The goundwork for such abilities is laid down in the younger classes. Teachers cultivate
the quality of listening and speaking in class.
(8) Thc Use of Imrysny:
The use of imaginative imagery "mental pictures" is an essential element of the Whole Child
Curriculum. When presenting factual information Teachers will strive to present information with
both a pictorial and emotional element. Teachers avoid abstract concepts throughout the primary
years (ages 6- 12) and stress the pictorial element which grows with pupils' changing
understanding of the world. Teachers use imagery that evokes strong sensory impressions and
stimulates the imagination wherever appropriate in speaking to the children up to the ages of 8 or
Teachers transition to more abstract intellectual processes after the age of 10 when the ability to
think in abstract and causal terms begins to emerge. From 10 until puberty, teachers adopt
metaphor, simile, and comparison to create mental images. In adolescence, teachers construct
imagery from history and current events.
(9)A "Living*C b o m :
Teachers use a wide variety of materials and resources including prepared worksheets, texts,
vocabulary lists, maps, diagrams, and multimedia. Pupils are not taught by mass-produced
textbooks but by live teachers. Teachers and pupils together develop the main lesson from a
variety of sources. Pupils use blank journals to write and illustrate what they have learned and
observed into their main lesson books. As a matter of course, books such as dictionaries, atlases
and other reference material are an integral part of the classroom. Assignments and projects arising
out of the lesson theme require that the pupils develop competence in a range of informationretrieval skills by the time they reach age 12.
(10) Learning ko Lead
The personal behavior of adults and teachers at APWS will be an example to the pupils. In
addition, pupils will learn about how to be a leader in different ways at different stages of their
o Kindergarten teachers will endeavor to be a model of kindness, strength, and daily rhythm to
the pupils, knowing that children at this age imitate adult behavior on their path towards
becoming their own individual.
o Class teacher of grades one to five will endeavor to set clear guidance and boundaries for the
class as a whole, knowing that children at this age re4 on guidance and boundaries to
continue developing their individuality.
o Class teachers of grades six to eight will endeavor to be experts in their subjects knowing that
at this age pupils want to be led by teachers they respect as experts to develop themselves
into enthusiastic lifelong learners.
(1 1) Rcspecr, tolerance, and undmtanding:
Each individual class within the school will be a multicultural, mixed ability educational
environment with equal chances for all. Each class, moving through the years together, will be a
learning community for respect and understanding of different individual academic and social
gifts and challenges as well as for varied social and cultural backgrounds. The class - which
includes the parents as an inextricable part of the whole - will develop principles that will enable
the class to carry and deal with the kind of crises that occur as part of normal development.
Kindness, sharing and the ability to listen to others will be actively encouraged.
Pupils are inspired to take pride in their work and to achieve the highest standards they are
personally capable of. Teachers will work to balance an atmosphere of positive competition and
collaboration. Pupils will evaluate their fellow pupils' achievements in an objective, though positive
and constructive way. Team work and problem solving will be practiced and the school
community as a whole will work to reflect these principles.
(12) The Continuous Learning Cbmmunity:
Anchorage Public Waldorf School is designed to function as a living system that balances initiative
and accountability. All teachers, st&, and participants will be asked to make a commitment to
develop him or herself along with the pupils. Our fundamental assumption is that there is always
room for improvement. We will endeavor to make planning, review, and ongoing educational
research a creative, fruitful and
effective process.
13) Living Systnnr Learning:
At APWS it is our intention to educate the whole child to see him or herself as living within the
context of a whole environment. Developing the capacity to think ecologically is not just a matter
of teaching about the importance of recycling or our reliance on fossil fuels. We intend to teach
pupils to become aware of the inherent ecology of life and as something that is connected to
everything we do, from a baby's exhale to the ozone, from a lit match to an exploding volcano. In
the same way that each child must be taught as a whole human being, so the multidimensional,
complex issue that is our world ecology must first be seen as a single unit with many
interconnected parts. From there, specific aspects of ecology are woven into our curriculum, our
building site and our world view so that the chiid will fully understand the individual and
collective relationship that child and every other person has with the planet.
14) Cmmuni9 Service:
One of our goals at Anchorage Public Waldorf School is to educate chiidren in such a way that
they are able to envision and create a peaceful world as adults. Doing things for others contributes
to a sense of self-sufficiency, self esteem, and accomplishment, as well as strengthen qualities of
self-discipline, perseverance, patience, and imagination. Community service is an intrinsic part of
that goal. Bringing children into contact with those less fortunate than themselves and caring for
the environment helps broaden their understanding of the realities of our society. It helps them
develop compassion and empathy for others as well as a desire and will to help. A service project
for a class also helps build a spirit of community within the class. Working together towards a
common goal helps develop skills in cooperation and working together. This is one reason why
service projects are important even in the early grades. The children learn to work together and to
trust one another.
The need for an effective, truly human education has never been greater than it is today. Our
times call out for individuals who can recognize needs and bring right initiatives to the world. To
achieve this, children need schools in which childhood is appreciated and allowed to unfold, and
where capacities of imagination and intelligence, of courage and fortitude, of practicality and skill
are gradually awakened, nurtured and strengthened.
We have scheduled the first family information night at The Old Anchorage Pioneer Schoolhouse
at 3rd and Eagle streets for November 3, 2004 to determine community interest.
To provide the option of a Waldorf methods K-8 in the Anchorage area,
See attachment
Scheduling Requirements
Anchorage Public Waldorf School proposes that the day begin at 8:30 am and end at 3:00. The
school calendar will follow that of the ASD. School emergency closures will also follow those of
the ASD.
SpeciJc Levels of Achievement for the Educational Program
How the curriculum is adtped to metawable outcomes and assessments,
Feasurable outcomes
4ssessment tools
English &
Language Arts
Students are literate and articulate. They can clearly
demonstrate reading, writing, listening and speaking
skills. Students can communicate clearly to others,
both orally and in writing. Students can comprehend
and interpret a variety of forms of written expression.
State mandated test
reacher assessment
(students can reason logically and understand and
apply mathematical processes, concepts, and
techniques. The four basic processes, Fractions,
Decimals, Geometry, Percent, Interest, Algebra, Areas
Solid Geometry.
State mandated test
reacher assessment
understand general principles of the scientific
method and can apply these to several branches of
science including Life Sciences, Physical Sciences,
and Earth Sciences.
State mandated test
reacher assessment
Pupils learn lessons about sustainable human
Teacher assessment
community from natural ecosystems. Pupils
understand the circle of life and the seasons, know
how to plant and garden, compost, and recycle.
Anchorage Public Waldorf School may implement
The Edible Schoolyard a model to create and sustain
an organic garden and landscape which is wholly
integrated into the school lunch program for schools
and communities
G W ~ ~ P ~ Y
Social studies; Continuity, change and belief systems
in different cultures. Students possess knowledge and
understanding of a variety of cultures around the
world, including their history and geography, food,
music, and games.
World Language
Students speak, understand, and have writing skills in Teacher assessment
two languages in addition to their native language.
State mandated test
Teacher assessment
EIandwork and
P'ractical Skills
PLrt Visual Arts:
I'hysical Education
amd Movement
Students can knit, crochet, sew, make patterns, cross- ~eacherassessment
!stitch, weave, make toys, and do woodwork. Bricks & Portfolio
Imortar, tents, teepees, dwellings, basic word
Iprocessing and computer skills beginning in 6th Grade.
Teacher assessment
Visual Arts: Students draw, model in beeswax and
Iclay, sculpt in stone, do watercolor, form drawing,
and perspective drawing.
Music: Students learn to play the recorder, a string
instrument, and a wind instrument. They learn how ta Concerts
read music. Singing is taught as a subject and
incorporated in other subjects. Brass and percussion is
Visual and Performine Arts: Presentations (e.g.. Class
Plays, Art Exhibitions, Concerts, and Recitals) related
to the curriculum, presented over the course of the
Gymnastics, group games, and, in older grades,
appropriate organized sports. Dance and, when
possible, eurythmy.
Teacher assessment
Sttldent Assessment
A comprehensive assessment will be prepared a n d provided to parents a t the e n d of each school
year for each child. This will include a n overview of the course work for the year, and a discussion
of the child's achievement, performance, and growth in each of the various curriculum blocks, the
specialty subjects (languages, handwork, recorder, movement), as well as social skills a n d work
habits. Report cards, as such, will not be given.
Parent Conjbences
Parent Conferences will occur twice a year or more, if dictated by individual circumstances.
Parents, teachers, or students may request additional conferences.
Comprehensive student portfolios will include samples such as main lesson books, practice papers,
written work and reports, artwork etc.
Teucber Observation
A record of teacher observations of each child will be maintained. These will include a record of
individual growth and achievement in all three main areas of concern (intellectual, physical and
OraZ Recitations
Oral recitations, presentations, reports, performances, and demonstrations will occur regularly, by
both individuals and groups.
An open house will be planned at least once a year, during which student work will be exhibited
and samples of the class work will be demonstrated.
Completed student projects/artwork, both individual and group, will be used in public
School-wide assemblies will be planned monthly or bimonthly as a showcase of each grades'
classroom work (recitations, songs, poems) starting at first grade. This will give parents,
administrators and board members a glimpse of the students work throughout the year.
Gade Level Benchmark Ski&
Students will also demonstrated their overall progress toward graduation readiness through a
series of standardized tests to be given per Anchorage School Districts testing schedule starting in
third grade.
Eightb Grade ErZt Olltcomes
1 . Demonstrate literacy in reading writing, speaking, and listening
2. Construct meaning from a variety of text using comprehension strategies, prior knowledge
and personal experience.
3. Initiate reading opportunities and reading independently;
4. Write with fluency in a variety of genres for a variety of audiences, i.e. Reflective journal,
persuasive essay, report, science observation, personal letter, business letter, creative story,
and poem.
5. Speaking skills to present information, narrative, and response to literature.
6. Apply presentation strategies effectively
7. Have knowledge of physical, life and earth science and demonstrate skills of observation,
classification, predicting, measuring, questioning, inferring and recording.
8. Have knowledge of history, geography, economics, government, and society and demonstrate
skills of critical thinking, social interaction, reflection and research.
9. Attain fluency in mathematical concepts, mathematical reasoning, and basic computational
skills and communicate and apply these skills in various semngs.
10. Be motivated, self-confident, sensitive, responsive and respectful to adults and peers.
11. Make responsible choices regarding health, hygiene, safety and the resolution of conflict.
12. Creative expression through various art forms: visual, music, drama, and movement. Use the
arts to make connections, express ideas and emotions and problem solve.
13. Demonstrate how resources such as books, library references, and technology and research
techniques are applied appropriately in the learning process.
How we will help studma not meeting the outcomes
Anchorage Public Waldorf School will use an individualized action plan to help improve the
performance of low achieving students. We are especially committed to working with such
students because we are committed to keeping all students together with their peers of the same
age group. The Waldorf based Whole Child Curriculum approach avoids retention or skipping a
grade except in the rarest of circumstances.
In addition to the regular parent conferences, these are the steps we will take when a pupil is
achieving poorly:
Faculty or members of the faculty will initiate a 'child study', part of the regular weekly &culty
meeting, to discuss the individual child's situation. The impressions of several teachers who know
the child will be sought. Groups of pupils with a similar achievement pattern will be discussed
together. The faculty then will come up with an individualiied intervention plan for the pupil(s).
This can involve receiving supplemental support services, tutoring, alternative instructional
materials, or a remediition program. The school will make every effort to get expert and lay
volunteers to help as appropriate. Parents will be informed of the team's recommendations and
kept apprised of intervention implementation. Their advice and insight regarding the issue will
also be sought.
Role of Ac&ic
Policy Committee and Anchorage School
District for improvement of s c h o o l p ~ o t m a n c e
The Anchorage Public Waldorf School's Board of Trustees is responsible for the educational
outcomes and to ensure the overall educational practices and quality of participation is consistent
with the vision of the school. One of the 5 standing committees of this board is the Legal
Compliance Committee. This committee will be responsible for tracking overall school
performance as it pertains to ASD standards. If school academic performance is in need of
improvement, this committee will work with ASD in a plan of improvement. This plan will
undergo approval by both ASD and the Board of Trustees.
Admission Policy and Procedure
C a h d a r and dates
Anchorage Public Waldorf School will use the same calendar of registration that alternative
programs use in the ASD.
eligibility criteria
Anchorage Public Waldorf School student body will represent the diverse population of the
Anchorage area.
Enrollment policies, access to curriculum, services and activities of the program are
nondiscriminatory with regard to religion, language, physical handicap, or national origin of
children and their parents.
For the first year only, children of the originators of the school and those who have actively
participated in its initiation and organization will have a priority for enrollment.
The application procedure and timelines for admission will be the same as that of alternative
programs in the ASD.
Admissions will be on a first come, first served basis. If the number of students applying for
admission exceeds the openings available, entrance, except for the existing students of Anchorage
Public Waldorf School and the understated preferences, shall be determined by ASD lottery
process. The following will be given preference for admission to the school:
- Children of the school's development team and/or governing board.
- Children of school staff.
Siblings of students currently enrolled in the school.
The minimum age of the children entering the school will be:
Kindergarten: Age 5 112 by September 1st.
First Grade: Age 6 112 by September 1st.
This age policy continues in this manner through all grades. Exceptions may be made by consent
of the class teacher and will be on a trial basis.
Upon acceptance to Anchorage Public Waldorf School, parents will be asked to read the parent
handbook and agree to the terms that are identified in the handbook Anchorage Public Waldorf
School will request support of the following, as well as other requirements:
o Encourage active support of the school through volunteering their time and/or other
o Commitment to provide a home environment that is conducive to learning. In particular, this
will mean agreeing to limit children's exposure to electronic media influences such as
television, movies, video games, etc.
o Adherence to a dress code.
o The willingness of the parent to gain understanding of the Whole Child Curriculum and the
Waldorf Educational approach and willingness of the parent to support the education in the
During the admissions process, parents will be asked to become familiar with these obligations
through written material andlor informational meetings. Families may be asked to take a tour of
the school, fill out an application, and then, after the child is enrolled in the school, schedule a
family interview. Prior to the interview, any existing school record or IEP for the child(ren) must
be provided for confidential review by the Anchorage Public Waldorf School staff. During the
interview, the family commitments listed above will be discussed. A family must complete this
process and also actively demonstrate their level of commitment to the school and its philosophy.
Administrative Policies
Administrative policies
Anchorage Public Waldorf School will adopt the ASD administrative policies and regulations,
with the knowledge that once the school is underway, amendments may be necessary.
None requested at this time.
Funding Alhcation and Budget
See attachment
Accounts and Receipts for Expenditures
Anchorage Public Waldorf School will be in compliance with AS 14.17.190 Restrictions
Governing Receipt and expenditure of public money from public school Foundation Account.
The charter school will account for receipts and expenditures by using and complying with district
accounting, audit and fiscal procedures. Anchorage Public Waldorf School will allow district
personnel or district auditors access to financial information to perform the annual or special audit
and accounting information. Anchorage Public Waldorf School shall cooperate with the School
Board and the Department of Education in complying with the requirements of AS 14.17.190
Location and Description of Facility
Anchorage Public Waldorf School is aggressively persuing a property near the Delaney Parkstrip.
Teackers and Adminhtrutors in the Charter School
The Academic Policy Committee will select a part time principal. The principal will possess a
current Alaska Type B Administrative Certificate and be either am existing principal in the ASD,
be on the district's Eligible for Hire list for administrators, or be a retired administrator in good
standing with the ASD. Additionally, the principal will be selected based on experience, vision,
and commitment to the principles of Waldorf education.
The Academic Policy Committee will select all teachers. The teachers will be chosen from those
currently employed by the ASD or on the ASD's Eligible for Hire list. Additionally, teachers will
be selected based on experience and commitment to the principles of Waldorf education.
Waldorf teacher training will be provided prior to the start of classes for those teachers who do
not possess a teaching certificate from a recognized Waldorf teacher training college or institute.
Funding for this training will be paid for using state implementation grant funding.
Evduution Statea5zrd.s
The evaluation standards shall be identical to those used by the district. The evaluation will
include an assessment of the commitment to the mission, program philosophy and goals of the
Anchorage Public Waldorf School.
0 t h stat
Other st& of the Anchorage Public Waldorf School will include teachers in the subjects of
language, music, art, handwork and movement. Additionally, the school will ernpky substitute
teachers and teacher's assistants as needed, a full time administrative assistant to the principal and
a custodian.
Pilpil Teacher Ratio
Anchorage Public Waldorf School's proposed PTR is 20
Number of Students Served
We propose to begin our charter with two Kindergartens (am and pm), two 1st grade classes, two
2nd grade classes, one 3rd and one 4th, and one combined 516 class, serving 180 students. (the
full time equivalent number of students would be 160)
Parents and guardians of students at Anchorage Public Waldorf School shall be responsible for
their students" transportation.
Food Service
Students will bring their own lunches
Twm of Contract
The initial term of contract shall be the maximum allowed by the ASD.
Termination Clause
This contract may be terminated by the School Board for the failure of the charter school to meet
standards, or for other good cause. The
educational achievement goals or f ~ c a management
School Board shall provide written notice to the charter school no later than February 1 of a given
school year of its intent to terminate this contract at fiscal yearend, and the reasons therefore, If
the charter school provides remedial action prior to the end of the school year that is acceptable to
the School Board, the School Board may rescind its notice of cancellation.
The charter school may also terminate the contract on an annual basis. In such event, the charter
school must notify the District by February 1 of a given school year of its intent to cease
operations prior to the following school year. This date may be waived under extreme
circumstances by action of the School Board upon a recommendation of the Superintendent.
Certt'j9c'cation of Compliance for Receipt of Public Money
Anchorage Public Waldorf School certifies that it will comply
- - with all local, state and federal
requirements for the receipt and use of public money.
Other Reqz&ements or Exenptions
Anchorage Public Waldorf School would like to begin operating the first year as a K through 6,
growing organically into a K through 8 over the following two years.
Risk-~ a n a ~ e m e n t
Anchorage Public Waldorf School shall adequately protect against liability and risk through an
active risk management program.
The risk management program shall include purchase of general liability insurance coverage as
required by ASD. Anchorage Public Waldorf School shall operate in such a manner as to
minimize the risk of injury or harm to students, employees, and others. School operations and
activities shall be reviewed by the Anchorage School District Risk Manager for compliance with
appropriate local, state and federal safety practices/codes and School Board policies. Copies of all
pertinent documents shall be on file at the Risk Management oace.
Breach of Contract
Failure to co&ply with the provisions of the contract between Anchorage Public Waldorf School
and the local School Board is considered a breach of contract and may result in termination of the
charter school. It is understood that compliance will be reviewed by the School Board annually,
and that any allegations of noncompliance at any time will be investigated by the School Board
through the Superintendent or designee. It is further understood that any legal costs incurred as a
result of an investigation would be borne by the charter school if noncompliance is verified. Prior
to canceling the charter school contract, the School Board and the charter school shall attempt to
remedy any violations of the contract.
AcknowEedgemmt of Resposibilities
We acknowledge our resposibiiities toward the development and operation of the Anchorage
Erin F. Herzog
Anchorage Public Waldorf School's Kindergarten is designed to lay a strong foundation for the
formal academic curriculum of the later grades. The language arts component focuses on oral
story telling, helping pupils acquire the listening and speaking skills crucial to the reading and
writing success. Music, games, and finger plays develop rhythm and counting skills. Hands-on
activities such as gardening and cooking introduce science, math, and geography skills, concepts,
and vocabulary. Weekly walks and a nature table develop and encourage a sense of understanding
and appreciation for the natural world. At this developmental stage, the children require a
program that allows for play, movement, and social interaction. APWS will cultivate creativity,
imagination, and initiative through the serious and vital activity of play. Kindergartners learn good
habits of memory, attentiveness, and orderliness through daily, weekly, and yearly activity
rhythms such as circle time (which includes storytelling, songs, reenacting stories, etc.), free play,
cooking, cleaning, carpentry, arts, beeswax modeling, drawing, and watercolor painting. Meals
are rituals of care and attention to food and ambiance. Allowing children's imagination to develop
in kindergarten prepares them for the high level of cognitive thinking required in the higher
grades. Our intention at the Anchorage Public Waldorf School is to keep the kindergarten a playbased environment.
1n Grade:
Language Arts continues in first grade with a pictorial and phonetic introduction to letters.
Initially the aim is to lead the children to experience the qualities of the spoken sounds and
sentence melody, while the shape, name and meaning of the capital letters are taught. By allowing
the shape of a letter to emerge from a picture that stands for the character of the sound, the
children can develop their own relationship to the individual letters and later to the whole activity
of writing. The children create their own illustrated books as each letter is presented. Consonants
are evolved out of pictograms, vowels out of interjections and expressions of feeling. This process
is accompanied by much phonetic work in songs, poems and games that help establish a joyful
and living experience of language.
Oral work plays an important role in the class with equal emphasis on both speaking and listening.
Good skills at both are prerequisites for the development of literacy skills. As well as the daily
recitation of poetry and verses, many of which are designed as speech exercises to strengthen
pronunciation and articulation, the children are encouraged to describe their experiences and recall
the stories they have heard. speaking and listening. Good skills at both are prerequisites for the
development of literacy skills. As well as the daily recitation of poetry and verses, many of which
are designed as speech exercises to strengthen pronunciation and articulation, the children are
encouraged to describe their experiences and recall the stories they have heard.
The children learn to recognize and memorize symbols with lots of practice
involving movement, versus, drawing, and writing. During the first year the class acquires the
good habits of classroom l i e and work which will form the basis of their time together in the early
grades and indeed for all subsequent learning at school. The teachers aim to lead the children into
becoming a socially cohesive group who care for and listen to each other.
When the children have mastered the sounds of the letters and can name and write them, they are
ready for their first reading experience. An integrated combination of whole word, phonic and
contextual methods is used to develop reading, though with an emphasis on whole
sentences/whole phrases. Comprehension will be emphasized from the beginning. Words will not
be presented in isolation, but integrated into sentences and stories that are [email protected] to the
child. The episodes of a story are illustrated by a series of pictures drawn on the blackboard by the
teacher and in notebooks by the children. The class composes short descriptive sentences to
accompany each picture. The wording is then copied from the teacher's model. Through these
activities the children learn word and sentence structure without conscious effort and from their
own writing, they learn to read.
We draw on the strong need of the first grader to move, and we accompany the
speaking of poems and verses with steps and meaningfd gestures. Literature,
poetry, and oral storytelling, integrated into the curriculum, will present plants,
animals, the seasons and the elements in an imaginative context. This provides a
stimulating segue into later, more advanced investigations of the natural and
physical sciences and also provides a rich medium for the students development in
the art of listening, speaking and writing.
Formal reading instruction will begii in First Grade. Anchorage Public Waldorf School is in
agreement with many educators that find that reading problems can be created by forced early
instruction. The best reading programs are those that emphasize all aspects of language, including
phonics, vocabulary development and oral language (poetry, song, and storytelling).
Comprehension will be emphasized from the beginning. Words will not be presented in isolation,
but integrated into sentences and stories that are [email protected] to the child. APWS will use poems,
verses, and songs that the children have recited and memorized as their first "readers". It is
APWS's contention that good reading involves more than learning to "decoden words, and that a
broad base of mental growth is necessary to take reading beyond a hollow exercise. First
experiences in reading will also be accompanied by exposing the class to rich and complex oral
language structures. As the children hear narrated stories, their power to form internal mental
pictures and images provides the basis for their later ability to read with comprehension. This
ability to form visual imagery while listening to a story constitutes an important visual and verbal
linkage. imagery while listening to a story constitutes an important visual and verbal linkage.
By the end of First Grade, students:
Recite in chorus, in contexts including short plays, simple speech exercises
and tongue misters, short verses, and multiplication tables. Some may recite
individually-as in 'birthday verses'.
Retell scenes and events from stories told by the teacher.
Share experiences with the class.
Follow verbal instructions given by the teacher.
Draw, paint, model, or otherwise artistically represent the content of stories
they've heard in class.
Understand that writing is a symbol for speech
Recognize sounds, shapes, and names of all vowels and consonants in
capital letters and most of the lower case letters
Distinguish vowels from consonants
Recognize initial sounds and become familiar with digraphs 'th,' 'ch,' and
Become familiar with common word families
o Read familiar words and sentences out loud from the board or Main Lesson
o Spell a few very familiar words
o Copy words and sentences correctly from the board
o Know that writing moves from left to right and from top to bottom
o Understand and use spacing to separate words
o Understand and use periods at the end of a sentence and capitalization at the
o Write a few simple things independently
2nd Grade:
The second grade builds upon the foundations laid in the first grade. Whiie much of the same
approach is still followed, learning with movement, imagination, and color, additional themes are
woven into this year. Poems are recited in chorus as well as spoken solo in front of the class. Short
poems are enacted or accompanied by gesture. The pupils retell stories they have heard and the
experiences they have had. Speech and articulation exercises such as tongue twisters are practiced.
Fables, legends of saints and heroes, local folklore and stories concerned mainly with animals and
the local environment are the story material. In their content these reveal a broad scale of human
activity and relate to the natural world. The stories are told and listened to several times before
the class engages in conversation several days later. Whiie fables satisfy the children's deep interest
in the animal kingdom, legends highlight the noblest human qualities. These fables and legends
form the basis of the classes' reading and writing.
The pupils continue to practice reading with texts they have written themselves. A differentiated
approach is used including whole class reading, child to adult, child to child and solo reading.
There is regular practice in the recognition of auditory, visual and kinesthetic patterns through
teacher led exercises. Spelling is based on a whole language approach reinforced by contextual and
kinesthetic exercises with an emphasis on phonics. Word games and simple readers are also
introduced in grade 2.
The transition to lower case cursive script is prepared by suitable form drawing exercises. The
content of written work is related to the main lesson themes and the pupil's own experiences.
About a third of the writing is composed by the pupil and the other two thirds comprising texts
prepared by the teacher and copied horn the board or dictated by the teacher. The children learn
cursive writing by joining up the printed letters of last year.
Grammar is introduced kinesthetically by acting out stories in which the children can experience
the contrast between doing words (verbs), naming words (nouns) and describing words (adjectives
and adverbs). Punctuation is taught on the basis of the spoken rhythms which indicate when the
sentence starts, fmishes, or pauses.
By the end of second grade, pupils:
o Recognize, write and read printed letters and cursive script
o Have fkniliarity and practice with word families
o Learn to read and spell letter combinations in common words including: sh,
th, ch, wh, ph, gh, wr, kn ee, 00, ei, ea, ai, igh, oa, ui, ow
o Work with word endings, such as ly, ing, er, able, ed, est, ness
o Work with word beginnings, such as un, in, ex, re
o Read, write, and spell days of the week, months, numbers, and other
commonly used words such as was, were, are, said, theirlthere, have.
o Have increased skills in word recognition and sounding out
o Use of context clues to guide understanding
o Read out loud, in chorus, and individually
o Read with developing enthusiasm, read teacher-created books and their own
books with basic skills in comprehension, fluency, and expression
o Read simple stories on their own for pleasure
Writing Skills
o Spell using 3 letter blends
o Students help compose a class summary of a story they've heard
o Begin composing little summaries of things they have done as a class
o Students write short descriptive or narrative accounts, based on stories
they've heard or recent experiences.
o Create own books with stories or poems copied from the teacher (E)
o Use initial capitalization, periods, and question marks GO, (E), (L)
In Grade 3 reading expands to a differentiation of reading material and reading for different
purposes i.e. to understand tasks, to find information and to read timetables. Children are
encouraged to use reference material and regular reading lessons are introduced. Children are
directed to a wide range of reading material according to ability. Reading aloud is practiced with
an awareness of content and punctuation. As in grade 2, a range of reading techniques is used
including whole class reading, group reading, individual reading, and paired reading In Grade 3
reading expands to a differentiation of reading material and reading for different purposes i.e. to
understand tasks, to find information and to read timetables. Children are encouraged to use
reference material and regular reading lessons are introduced. Children are directed to a wide
range of reading material according to ability. Reading aloud is practiced with an awareness
of content and punctuation. As in grade 2, a range of reading techniques is used including whole
class reading, group reading, individual reading, and paired reading (child to child, child to
adult). The emphasis is on 'real' books and quality literature.
Oral work plays an important role throughout the classes with equal emphasis on both speaking
and listening. Good skills at both are prerequisites for the development of all literacy skills. As well
as the daily recitation of poeuy and verses, many of which are designed as speech exercises to
strengthen pronunciation and articulation, the children are encouraged to describe their
experiences and recall the stories they have heard. The teacher's own language serves as a model
for the use and form of spoken language. This emphasis on oral work provides a basis for
structures and punctuation. It is important that the
the subsequent understanding of
child experience how the printed word arises out of the spoken word and becomes alive again
through reading.
The work on writing, reading and speaking and listening in the first two grades provides a basis
for introducing children to a systematic exploration of grammatical qualities in grade 3, starting
with nouns, verbs, adjectives and adverbs. Grammar awakens living rational thought, the awareness
of a qualitative difference between words that are 'naming', those that are 'doing', and those that
are 'describing1.
W ~ t hthe introduction of cursive script, the children's writing begins to become more individual.
Emphasis is placed on well-formed, legible writing. The child has the task of making sure that
what is written looks beautiful. The reason for writing beautifully is to express respect for the
person who will be expected to read it by presenting him or her with clear, well formed letters and
word-shapes. The children are encouraged to write longer, more complex compositions based on
main-lesson themes and their own experience. Out of the emergent writing of the children the
teacher takes up the issues of grammar and correct usage, sentence structure, punctuation, spelling,
etc., and provides instruction and guidance as opportunity presents itself.
We will encourage pupils to read aloud and clear speaking is important for good spelling. Pupils
will practice spelling systematically through guided word recognition, word families, similarities
and letter combinations. By the end of Third Grade, most children of normal ability range will be
able to:
Integrate Reading Skih
o Read out loud, at times together, at times individually, with expression, from
class readers
o Progress fiom reading texts aloud to reading silently on their own
o Demonstrate understanding of what they have read through oral, written, and
artistic responses.
Develop vocabulary (synonyms and antonyms, homonyms, compound words)
o Form simple sentences from the content of their main lesson themes
o Recognize and characterize correct parts of speech (verbs, nouns, adjectives,
o Show that they understand and recognize basic sentence structure (subject, verb,
and object)
Wiz'ting Skik
o ~earGto write and read in cursive
o Write short descriptive or narrative accounts of stories or recent events.
o Write short informative accounts based on oral presentations of a hctual nature
(such as those related to firming, house building, etc.)
o Keep a journal
o Write poetry
o Write summaries of stories or continue a story which the teacher has begun for
o Write social or practical letters, such as thank you letters.
o Use punctuation -capital letters, end punctuation, commas, apostrophes for
possessives and contractions, quote marks.
o Indent paragraphs
o Write in well-formed cursive script
o Spell vowel and consonant digraphs and simple compound words
o Practice spelling with words arising from lessons and review or expand lessons
in word-formation as needed
Speaking and Listening
o Recite longer poems, both individually and in chorus, and perform in short
playso Retell longer, more complex stories and tell about their own experiences in and
out of school
o Participate in class discussions of topics drawn from the curriculum
o Give an explanation of what they are doing to an inquirer.
o Draw, paint, model or otherwise artistically represent content presented orally
from across the curriculum
As more time is devoted to literacy skills, it is important to maintain the cultivation of spoken
language through recitation and speech exercises, reporting and describing, discussing and
listening. Class readers may be used but these are supplemented by access to a wide range of
literamre in the classroom and in the library. By the end of fourth grade, most children will be
able to:
Speaking and Listening
o Perform in a play before the school community, speaking both in chorus and
several lines individually
o Recite poetry and prose passages, both individually and in chorus.
o Give short talks on topics drawn from the curriculum.
o Recall and talk about the main events, characters, and significant details of
stories, myths and other presentations of a factual nature.
o Give oral book reports
o Write narratives based on stories they have heard and experiences they have
had in school and in daily life
o Write formal letters.
o Write informative reports or summaries based on what they've heard
or read.
o Copy important texts such as sayings and quotations, poems and the
texts of songs
o Know irregular plurals
o Know remaining vowel and vowel/consonant digraphs
o Write with an ink pen
o Demonstrate increasing fluency in reading from class readers, supplemented
by a wide range of literature.
o Show their understanding of a variety or reading materials, including
literature and nonfiction, through oral, written, and artistic responses.
o Know how to use a dictionary
o Make a reasonable guess at unknown words in a text
o Read confidently and independently
o Identify and characterize the parts of speech, including nouns, verbs,
adjectives, adverbs, prepositions, articles, and conjunctions.
o Use the comma and exclamation and question marks
o Show mastery of past, present, and future tenses.
o Identify the main clause in a sentence and distinguish between the four types
of sentences: statement, question, exclamation, and command.
o Learn to spell groups of related words and common, but difficult, words
such as beautifid, experience, create.
o Know more irregular h i l i e s of spellings
o Guess the pronunciation and spelling of unfamiliar words.
5rb Grade:
Reading Goals
o Read and analyze a wide variety of age appropriate genres, biographies,
Ancient Greek and other Ancient Mythologies, literature and poetry
o Distinguish between ones own voice and that of others
Grammar and Essay Writing
o Understand how verb tenses express time in language
o to relate how various parts of speech express different qualities to their own
increasing variety of inner experience
o to understand declension, sentence structure, punctuation, prepositions, etc.
o to articulate different standpoints and varying relationships, and to
distinguish between direct and indirect speech or active and passive modes
defining the speaker's own position
o to write clear, focused essays using the multi paragraph essay structure,
incorporating introduction, supporting evidence and conclusion
o introduce and develop skills of drafting, conferencing, revising, rewriting
and editing
Pupils recite more complicated texts from their history lessons: early oriental works such as the
Bhagavad-Gita, the Mahabharata, the Vedas or Sumerian, Akkadian, Egyptian or Ancient Grecian
texts or poems. Such literature coming from so far away both in time and place astonishes the
pupils and helps prepare the students to be open to other cultures and to respect and appreciate
Language Arts Assessment
o Perform in a play and speak numerous lines individually
o read confidently and independently
o read aloud fluently with awareness of punctuation inchding direct speech
o take down a dictation on a known subject with reasonable accuracy
o use a dictionary to find unfamiliar words for both spelling and meaning
o use a thesaurus
o use common suffixes and prefixes
o use quotation marks in direct speech, colon and semicolon, and appropriate
use of paragraphs
o know use and character of all major parts of speech; nouns, verbs,
adjectives, adverbs, repositions (time and space) the articles, conjunctions,
o use simple and continuous verb forms in all tenses, including present perfect
and forms of the future, in questions and negatives and active and passive
6th G&
Speaking and Listening
o The students should experience the strength of language in all its forms.
o Recitation of ballads and nature poems
o Public speaking and elementary rhetoric can be taught through the
presentation of short talks as well as through preparing and delivering
exhortations, commands and directives (related to their Roman studies)
o Oral presentations associated with the study of geography
o Read books in a range of styles and give a verbal summary of the main
o Write clear and concise business letters using topics directly relating to the
classroom experience, i.e. when a new building is being built, inquiries to a
museum or campground regarding a class trip, or ordering musical
instruments. (this is also duplicated in their foreign language studies)
o Speak in chorus and individually (continue to practice regularly)
o Read in a variety of genres
o Perform individually in the class play
o The subjunctive mood, sentence structure, kinds of sentences, i.e.
interrogative, declarative, imperative (command) and exclamatory,
metaphor and metaphorical exchange all make up the typical Grade Six
grammar lessons.
o Further parts of speech learned at this time include: subject (simple and
compound), predicate, clauses (i.e. dependent, independent, adjective,
adverbial), and three compliments (direct object, predicate adjective, and
predicate nominative.)
Essay Wdting
o Students write descriptions in connection with nature studies, history and
geography. Spelling continues to be practiced.
Speaking and Listening:
Lyric poetry - spoken aloud, with especial attention to pieces teacher and pupils personally like.
Narrative Content:
Historical novels, adventure stories centering on the Arthurian legends and voyages of discovery.
Continuing work on biographies, creative writing, research papers, early play writing, and forms of
poetry. W ~ d ereading, fiction and nonfiction. Short book summaries and verbal reports.
Sentence structure. Writing exercises that express a wish or something the pupils admire, or
something they are surprised about. Getting punctuation right is important.
Essay WtJting:
Essays exploring subjects from opposite viewpoints are assigned in quick succession. Pupils need to
weigh kcts from various angles. Use their own mistakes to show them how to do it correctly.
Students explore metaphor and imagery. They learn the craft of letter writing for different
purposes - bank managers, eyewitness accounts, factual summaries, commentaries, notes, e-mail,
8a Grade
Shakespeare, epic and dramatic poetry, continue literature, grammar, spelling, essay
writing, business and practical writing, write skits and short plays.
Speaking and Listening
o Students perform in a major play or dramatic presentation before the school
o Students speak on prepared topics, including more formal oral presentations
based on their own research.
o Students recite, individually, and with expression, epic and dramatic poetry and
prose pieces.
o Students participate in class discussion and dialope, including expressing an opinion or point of
view and explaining the reasons or experiences that led to that viewpoint.
o Students read a wide range of classical and modern literature, including at least one book per
month during the school year.
o Students demonstrated understanding of a variety of literature, including novels, poetry, short
story, and drama, through oral, written, and artistic responses to the ideas and themes presented.
o Students read a variety of nonfiction, for information and to discover new ideas, making
effective use of reference materials to develop and support their own research projects and
classroom work
o Students write informative essays on topics drawn from the curriculum and reports based on
their own reading and research.
o Students compose original pieces of creative writing, which may include poems in various forms,
short stories, or dramatic dialogues.
o Students write narratives, which may include historical accounts, biographies, journals, stories
and accounts of their own experiences.
o Students proofread, edit, and revise their own drafts.
o Students show their knowledge of the grammar taught in previous years,
including sentence structure, punctuation, compound and complex sentences,
Learning Expectations in the Language Arts:
o Students perform in a major play or dramatic presentation.
o Students speak on prepared topics, including formal oral presentations based on their own
o Organize the presentation with a clear purpose or main idea
o Effective use of research materials to support and develop their topic, providing
appropriate documentation.
o Speak clearly and effectively, showing through their diction, pacing, use of eye contact,
expression, etc. that they're aware of the needs of the audience
o Effectively explain and illustrate the ideas presented, through the use of examples, visual
illustrations, demonstrations, or other aids to effective communication
Examphs of S t u a h t Assipments:
o Students may prepare individual oral reports on topics from the curriculum, including
biographies of historical figures, authors, poets, or inventors, or particular events from history.
Preparation typically includes research into source materials at the school or local library and/or
articles obtained through computer research. Oral presentations are usually accompanied by a
written summary or outline, with a bibliography of sources used.
o Students in the 8th grade traditionally prepare a longer and more in-depth report for
presentation to the wider school community. They choose their own topics for the "8th Grade
Project." and present them to the teacher for approval. Many teachers ask students to present a
rationale hr their proposed topic, explaining why they wish to research this topic and what
interest or value it might
- have for a broader audience. Part of the challenge for students in this
assignment, however, is that they are given the freedom and responsibiliG to develop the project
out of their own interests. The 8th Grade Project usually includes a written report, an oral
presentation, and an artistic or hands-on presentation. Some examples of topics 8th grade students
have researched and presented: Feng Shui, Karate, Biofeedback, Black and White Photography,
The Samurai Code of Honor, W~ccan,Japanese Internment Camps, Hybrid (p-electric) Cars,
Major Naval Battles of World War Two, The Hidden World of Ballet (pressures on young
dancers), Pollution of the Oceans, The Construction of a Guitar, Children in Nazi Concentration
Camps, Gettysburg, J.R.R.Tolkien, The History of the Comic Book, The Magic of Cats, The
Art of Vincent Van Gogh.
Criteriafor &mining Student P+mances and Products:
o Perform a speaking role in the play or presentation
o Deliver their lines clearly and audibly, from memory
o Show they have developed an understanding of the character portrayed, through their spoken
expression, gestures, posture, costume design, etc.
o Show their understanding of and support for the presentation as a whole, through their
interaction with other actors and through their participation in the design and construction of
sets, costumes, sound or light effects, posters, etc.
Examples of Plays and Mwicalsp+rmed
by 8th Grade clrwes:
Much Ado About Nothing, Twelfth Night, A Midsummer; Night's Dream, The Merchant of
Venice; Romeo and Juliet, The Hobbit (musical adaptation), Alice in Wonderland (musical
adaptation), Cheaper By the Dozen, The Mouse That Roared, Our Town, Steal Away Home
(musical), You Can't Take it with You, A Servant of Two Masters.
1, Grade..
In Mathematics, the first graders first encounter numbers through stories, clapping, musical
rhythms, and other artistic activities. In this way, they are guided from their sensory experiences
to the beginnings of abstract reasoning.
Students begin with the Roman numerals, which is less abstract than the Arabic. Whole numbers
are introduced with emphasis on their archetypal character- 1 means unity, 2 is a duality, and so
on, using pictures h i l i a r to the child's world (the sun, parts of the body, petals of flowers, etc.).
Then students learn the four basic arithmetical opirations and their different qualities. Students
begii the actual figuring with something concrete and visible, stones, shells or other natural
objects, always proceeding from wholes to parts. (20 is 10+10). Only afier considerable practical
experience in adding, subtracting, multiplying and dividing are the written symbols for these
operations introduced in a pictorial way. Rhythrmcal counting, recitation of the times tables,
number riddles, number bonds up to twenty, and mental arithmetic are all practiced intensively in
the early years. This gives the children an experience of movement in mental activity, which
compliments the way the letters of the alphabet are introduced.
Form Drawing:
Forms are experienced initially though movement. At first the forms are simple, but become more
complex as the child progresses. In the first 4 to G weeks of school the first graders learn the form
elements of the straight and curved line, elements that are encountered again in the writing block
as the Latin printed letters. They later go onto angles, triangles, rectangles and star forms and then
semicircles, circles, spirals and ellipses, setting the stage for the study of Geometry in later years.
By the end of First Grade the students will be able to:
o Understand Roman numerals 1-Vand Arabic numerals 1- 110
o Count fiom 1-110
o Have working knowledge of the 4 processes and their symbols.
2d Grade:
The children carry out more complicated operations with the four processes. Imaginative stories
still form the basis of these problems. Through rhythmic counting accompanied by accented
clapping and movement of the whole body, they learn to count by two's, three's, four's and five's,
and begin learning the multiplication tables. Tossing a beanbag to each other, chanting 4 is 2x2, G
is 2x3 etc., the children are engaged and enthusiastic. They then learn to process through mental
arithmetic and are taught carrying and borrowing. Years, months, days of the week, and time of
day are also introduced at this time.
Form Drawing
Symmetry exercises with emphasis on an axis, mirroring exercises with emphasis on the above11
below relationship, and four sided symmetries with rounded forms and their metamorphosis into
angular forms.
By the end of second grade the children should be able to:
o Practice of the 4 rules using numbers up to 100
o Practice in combined calculation
o Up to 12 times tables by heart
o Representation of tables in drawing
o Further practice in mental math
3rd Grade:
Mathematics in grade three should remain connected to the practical things of life. The main
lesson themes of house building and prdening in grade three are an excellent source for
arithmetic problems. It immediately becomes clear that such problems require measurements. In
grade three measurement moves from the oral realm, which is comparative, qualitative and
contextual (his is bigger, there are more here, etc.) to the use of formal units. The measurement
of length is made an wen greater experience for the children by beginning with the old
measurements which were based on human body proportions (yard, foot, span, and hand and
finger width). Moving on from the traditional measures, children are then introduced to the
standard measurements of length, liquid, weight, time, money, and music in use today. The
children themselves should measure and weigh many things.
By the end of third grade, most children of normal ability range will be proficient
in: 19
o Long multiplication and long division
o Remainders of division
o Checking answers by doing reverse process
o Estimating answers to the nearest hundred or thousand
o Regular practice in oral and written arithmetic to firm up knowledge in basic addition and
subtraction facts, and the times tables
o The recognition of number patterns in various multiplication tables, up to the 12 times tables.
o Telling the time on docks (both analog and digital)
o Measurement of time, liquid capacity, length, rectangular area, weights, money, and all
measurements connected with practical manual work (gardening, cooking, and building)
o Problems about measures written in words and sentences
o Shopping lists and money calculations; obtaining the correct change
o Freehand drawing of line symmetries and rotational symmetries.
19 Patrick McMahon Third Grade Mathematics Goals (2002-2003)
o Mirror picture exercises.
o Awareness of perpendicularity
o Experience of directions; north, south, east, west
o Prime numbers
o Place Value
F o m Drawing:
o Rather than painting it is usually form drawing that begins things. Form drawing becomes the
focus throughout a series of main lesson block.
o A fitting preparation is made for writing by working with lines that do not illustrate an object
but which meet the impulse for movement in the chid, that train his feeling for form and
develop his manual dexterity
o Exercises with asymmetric symmetries are now added to the preceding one. We are concerned
here with lines that develop from a point in the center out towards threes side. The child is to
find supplemental forms that lead back inside in order to restore equilibrium and harmony. This
requires a great deal of independence and mobility in being able to imagine. Such exercises are a
significant preparation for the geometry of later grades in which construction with the compass
and ruler begins.
4th Grade:
In 4th Grade the students begin to work with fractions. Fractions will be introduced graphically.
The teacher will introduce interesting and significant teaching ideas by drawing from the
historical development of fraction calculations in Egypt. In order to do general justice to the
subject of fiactions it is recommended to use the following three methods as an introduction: T o
proceed from the whole to the parts, from the parts to the whole, and to establish the principle of
equivalence. Afier this the four rules are practiced with fractions, the same with simplifying,
expansion and division of the denominator into prime factors. Afier this, decimal fractions follow
as a practical application.
Form drawing leads into elementary geometry. In order that the pupils get as intensive an image
as possible of these forms, it is recommended that they do not initially use compasses and ruler,
but draw freehand. The Pythagorean rope is presented as a first introduction to Pythagoras'
Theorem. By the end of fourth grade, most children will be able to:
o Carry out all four number processes confidently
o Read and understand numbers up to six figures
o Know the multiplication tables up to 12 out of sequence
o Do bng multiplication with numbers up to 122 as multiplier
o Find factors of a given number
o Identify prime numbers less than 100
o Answer more complex mental arithmetic questions involving a mix of processes (e.g. I doubled a
number and added 8 and got 32, what was the number?)
o Do long division including making use of remainder and estimating approximate answers.
approximate answers.
o Find Lowest Common Multiple or Highest Common Factors
o Create a 'book of rules' introduced in the course of the fraction work.
o Record information such as height, weight, volume, etc.
5th Grade:
o Constant practice in mental arithmetic.
o Combinations of the four rules
o Calculations with fiactions and mixed numbers: expansion and reduction of equivalents
(division into prime factors)
o Illustration and comparison of fractions. Introduce calculation with decimals.
o Work with table of place values, rhythmically, through movement, and qualitatively introduced
o Introduce of the relationship of decimals to place values
o Measurements using decimals
o Recognition of connections between decimal numbers and decimal fractions
o Answer more complex mental arithmetic questions involving a mix of processes (e.g. The 12:38
train to Santa Barbara takes 118 minutes but left 29 minutes late. When did it arrive?)
o Do long division including making use of remainder and estimating approximate answers
o Find lowest cormon multiple or highest common factors
o Use all four processes with fractions including mixed numbers and improper fractions
o Understand how to use decimal notation, decimal fractions and interchange of decimal with
common fractions
o Carry out four processes with decimals
o Use long division and multiplication using the decimal point
o Work with aspects of time including 24 hour clock
o Calculate average speeds
o Starting with the circle, discovery of the main geometrical figures
o Construction of different triangles; equilateral, isosceles, scalene, right angled
o The Various angles; acute, obtuse, reflex.
o Circles touching a triangle; inside and Pythagorean Theorem; visually using knotted string (did
Egyptians used this to construct their pyramids?)
o Introduce and work with metric measurement including estimation
o Draw freehand archetypal geometric shapes: diffkrent kinds of triangle, rectangle, quadrilaterals,
polygons and circles
o Divide circles into 2,3, 4, 6 and multiples of these, deriving regular figures like square, triangle
and hexagon
& Grade:
In 6th Grade students can increasingly create order out of what has been gained with
the strength of their ability to experience internal logic. As they become confident
and secure with mathematical laws, they learn self-confidence.
o Continue mental arithmetic exercises
o Calculation with natural numbers, fractions and decimals
o Introduce ratio and proponion, with direct and inverse proportion
o Percentages
o Convert percentages and decimal numbers to fractions and vice versa
o Estimate results by rounding off number prior to accurate calculation
o Application of percentages to business: simple interest and discount
o Block graphs, pie charts, bar charts, linear graphs
o Make time and speed calculations
o Tessellation (tiling) involving accurate construction of parallel lines
o Exact construction of pentagonlpentagram
Geometry is taught in a separate main lesson.
o Geometrical proof of sums of angles of triangle: using cut outs, protractors
o Proof of above using calculations
o Accurate construct of angles using compasses, bisecting angles
o Construction of triangles from description
o Congruent triangles; the four principle cases for congruency
o Movement properties of triangles and quadrilaterals, triangles in the same segment of a circle
7th Grade:
Beginning in 7rh Grade and continuing into 8th Grade, pupils create order with the
strength of their new ability to experience internal logic. This is exemplified in
o Continuing practice with mental arithmetic
o Revision; the four rules in natural and positive numbers
o Basic bookkeeping
o Inuo to negative integers through debt calculation
o The four rules with negative numkrs
o Extension to cover all radicals
o The four rules with rationals and their connections
o Intro of brackets
o Recurring decimals, value of !
o Compound interest
o Statistical data
o Graphing, business math
o Simple equations
o Formulas
o Powers and roots of numbers
o Ratio and proportion
o Areas
o Simple set theory
o Areas - construction, calculation
o Circle
o Pythagorean theorem
o Tangents
o Perspective drawing - linked to modern history lessons.
o Know power of numbers
o Work out ratio and scale
o Use algebra as a general solution to specific problems
o Use negative and positive integers
8th Grade:
8th Graders continue with the above and will know:
o Know how to work with square roots
o Calculate compound interest, mortgage rates, income tax
o Make time and speed calculations
o Calculate mechanical advantage in simple machines l i e pulleys, levers
o Present information graphically - pie charts, bar graphs
o Foreign currency exchange
o Algebraic graphs
o Precise use of a compass, ruler, set squares to draw constructions of major geometric figures
o Make use of freehand perspective
o Use a protractor
o Draw translations, reflections, rotations
o Know Pythagorean theorem and its applications
o Use instruments to draw linear perspective
o Know properties of triangles, parallel lines, and intersecting lines
o Know and apply formulas for area of regular geometric forms
o Calculate areas of irregular forms (See also "John Morse Waldorf Methods Magnet School" Sacramento Unified School District APPENDDCG )
Students learn to see nature as a complete whole comprised of any interlocking
parts. The children are encouraged to reflect on things through stories, through
looking at nature, following the seasonal changes and through descriptions of
experiences which emphasize what is special about what they see.
2nd G
d :
Nature study continues in connection with poeuy, legends and imaginative
descriptions of natural processes. Students now experience how human beings are
linked to nature. The "outdoor classroomn will be experienced in all seasons through
regular walks and field trips.
3rd Grade:
Environmental Studies
Third Graders study the ways that indigenous peoples and cultures lived in harmony with their
environments--how their shelters were built, how they clothed themselves, what foods they ate
and how it was acquired. It can be shown, using the Native American people, how the Woodland
Indians of the Northeast were dependent on the plants and trees, which predominated in their
environment. They provided t h e i with their food, shelter, clothing, and means of transponation.
The Plains Indians were indebted to the buffalo, which were revered and looked upon with
deepest gratitude. The Pueblo Indians of the Southwest, living in the barren and dry deserts,
depended on the earth, which they used for their shelters and ceramics. A large part of our
environmental studies will be spent studying the many Alaska Native culturesk811 it's forms, for
their shelter and transportation and for the animals that lived in it and for their clothing and
food. 16
The study of shelters and housing can progresses through pioneer days and the building of log
cabins in the forests, and sod houses on the prairies, right up through the present day into the
building of contemporary dwellings. Visits to building sites are important, and the class learns
about the many stages and the specialties involved in' the planning and building of a modem
house. Practical experience is important for the third grader and the class undertakes its own
building project, perhaps as a gift to the school or wider community.
Farming and gudening are also very important elements of the third grade
sciencelenvironmental curriculum. The class starts and maintains its own organic
prden. This active prdening curriculum continues all through the following grades.
dh Grade:
o Stories about: (a) different animals describing their physiology, morphology, and habitat;
(b) people with a special relationship to an animal; (c) anirnais and other living things that cause
beneficial or detrimental change to the environment (i.e. beaver).
o Observation of wild and classroom animals
o Animal reports, including drawing, writing, and painting
o Animal verse and songs
o Animal charades, improvisation, role-playing
o Animal modeling
o Collages, murals, models and displays of food webs and cycles and of different environmental
o Dramatization and games depicting food webs, chains and cycles, and various animal
5a Grade:
American regional and physical geography related to vegetation, animals and agriculture are
studied. The children should develop a greater consciousness of the interrelatedness of life and
environment - particularly through the study of botany and zoology. Practical work with plant
and animal life includes lab work and field work to bring a direct environmental and ecological
emphasis to the l i e science curriculum.
Earth Science, Geology and Astronomy.
Through the presentation of lively pictures, students consider how the earth was created years ago
and how various forces have caused the formation of mountains, oceans, lakes and other
geographical features. Emphasis is placed on how the earth is changing constantly and what is
causing this change. Comparisons are made between granite and limestone and between various
types of rocks-metamorphic, sedimentary and igneous.
The study of geology is connected to geography (actual earth forms), and particularly local
geography, whenever possible. The study moves from the "whole" to the "part." For example,
only when a lively image of a granite mountain range as contrasted to a limestone landscape has
been given are actual samples of the respective rocks presented.
Astronomy includes the study of the movements of the sun, moon, planets and constellations, and
emphasis is placed on observations with the naked eye.
In the Physical Sciences, the Sixth graders are given a picture of what we can experience when
observing the inanimate world and the opportunity to observe phenomena with a l l their senses.
Sound, light, heat, magnetism and static electricity are introduced. Similarities and differences are
elucidated. (For example, the ways that sound, light and heat travel are compared. These forces
can also be obstructed, deflected, reflected or absorbed.)
The teaching is based mostly on observation so that true and sound conclusions can be drawn.
Students are engaged in exploring the "mysteriesn of nature rather than being given instant
conclusions. In this process they experience a i d realize that the path to knowledge is at times
difficult and different from the stores of information with which we are inundated. Experiments
start with what is familiar and known. Students carefully write up their observations and
artistically illustrate their notebook pages.
The geologylmineralogy main lesson block includes study of limestone, silica, chalk, and coal,
Acoustics, optics, the relationship and colors of light and shadow, heat, magnetism and static
electricity are studied.
In the 7th Grade, the physical science curriculum continues with the study of LightlOptics,
AcousiticslSound, Heat, Magnetism and Electricity. The 7th Grader, in addition to experiencing
phenomena and then reflecting on the experience, also asks "how." "How has the phenomena
arisen and how does it work?" The demonstrations, activities and investigations now refine the
student's capacities for observation, for drawing conclusions and forming judgments. They call
upon the student to compare what they are experiencing with what they know. Students learn to
understand the gramophone, the pin-hole camera, the camera obscura, thermometers, electrical
appliances, and so on.
Through the process of quantifying and measuring, students begin to objectify their experience.
They begin to delineate specific forces and explore their interactions. For instance, students
experienced the pitches of different sounds in 7th Grade; now they discover how the relationships
between pitches correspond to mathematical formulas.
Students study Mechanics and again the children observe, experiment and discover the laws
themselves. Student study levers, digital balance, the inclined plane, the winch, pulleys-block and
tackle, wedge, screw, and gear.
Work with Inorganic Chemistry begins at this grade. Moving out from the familiar process of
Combustion, students learn elementary ideas and concepts of Chemistry. Acids are introduced as
another form of fire and how, together with bases, salts are formed. Water and various gases
(hydrogen, oxygen, and carbon diox- ide) can be studied along with the principal metals.
Students are approached with the scientific, cultural, artistic and practical sides of chemistry and
how it relates to industrial and economic life. They are asked to respond through observations,
reports and illustrations.
The Life Science curriculum includes Physiology. The main systems of the body are studied:
respiratory, circulatory, digestive, and reproductive. These are presented to the students in an
artistic and positive way. Health, Nutrition and Hygiene are brought so that these systems have
meaning and relevance to the students. Discussions include responsibility for oneself and respect
for others, the responsibilities involved in sexual relationships and parenthood, contraception and
love, the media and teen magazines, and larger issues of freedom, instinct, and human nature.
Throughout the science blocks accurately written descriptions and drawings are integral. Reports
on the applied aspects of these subjects are done as well.
The 7th Grade Science curriculum includes a block on Astronomy and one on Computer Science.
Students learn the biographies of great scientists to show how science is set in a historical context
and how determined individuals pursued their fascination with phenomena.
The technical applications (welding, smelting, and fire extinpishers) are taught inside of a wider
social and environmental context.
8th Grade:
If the key question in 7th Grade was "How," the questions in 8rh Grade are "Why" "Where" and
"Who." Why does this process occur? Where in the world does it happen? Who found a way to
apply it?
In Physics, Acoustics, Optics, Heat and Electromagnetism are pursued further and are taken up
through their practical application as founded in the industrial and technological revolutions.
Studies in Hydraulics, Hydrostatics, Meteorology and Aeromechanics are introduced. Work in
the Lie Sciences, or Physiology, continues with a study of the skeletal and muscular systems
(particularly the form and function of the spinal column and its relationship to uprightness), as
well as the inner working of the eye and ear. The nervous and reproductive systems are also
Finally, using simple chemical concepts extended from the 7th Grade curriculum, a link is
developed with substances which build up the human organism, such as starch, sugar, protein and
fat. This block deepens the understanding of health and nutrition studied in 7th Grade. The
general theme is how metabolism and the food chain relate to the natural world and the seasons.
Pickling, storage, cheese making and food production and cooking are examined along with issues
of health and diet.
8th Grade students learn to build a simple computer and continue their undersranding of the basic
science of computing.
K-8 SUPPLEMENTAL SUBJECTS: Learning Expectations
In Alaska our close proximity to wetlands, ocean, mountains and forests, &rds our students the
opportunity to explore dramatically diverse environments almost daily. Rather than taught as
separate subjects, environmental studies and eco-literacy are thoroughly integrated into all aspects
of the curriculum.
Celebrating seasonal festivals makes the pupils aware of the yearly rhythms of nature and the
interconnectedness of nature and people, even in an urban environment. Time spent in creative
play - working with wood, wool, water, sand - gives pupils sensory experiences that evolve into a
keen sense of the world around them. Orderliness and an attractive classroom environment
mirrors the orderliness and beauty of nature. Stories, poeuy, songs and artistic activities develop
the imaginative faculties (a sense of wonder and the search for answers) which are the foundation
of the scientific method of inquiry.
1st & 2nd G&
Stories with themes of transformation teach the concept of evolution in an imaginative way setting
the stage for a more rigorous analysis in the later grades. Stories and fibles lay a metaphorical
foundation for the forces of nature that will be studied scientifically later.
3rd Grade:
Creation myths from different cultures about the origins of the earth and human beings prime the
mind of the children to think of the whole world as a single holistic environment. Stories of
individuals, the Rev. Martin Luther King, Jr., Henry David Thoreau, St. Francis of Assisi, or Jane
Goodall teach students about their uniqGe place in the ecosystem and their personal ability t i
affect change. The 3rd gade gardening and farming curriculum reinforces lessons about nature
and the seasons. In the early years, the APWS curriculum emphasizes through story and activity,
that ecology begins with a sense of personal responsibility.
Local geography is an important aspect of environmental studies. Students will learn and describe
the many unique aspects of their local environment. A special emphasis of the 4th Grade year is the
human interaction with the animal kingdom. Observation of wild and classroom animals. Animal
reports, including drawing, writing, and painting. Animal verse and songs. Animal charades,
improvisation, role-playing. Animal modeling. Collages, murals, models and displays of h o d
webs and cycles and of different environmental ecosystems. Dramatization and games depicting
food webs, chains and cycles, and various animal movement.
5a Grade:
American regional and physical geography related to vegetation, animals and agriculture are
studied. The children will develop a greater consciousness of the interrelatedness of life and
environment - particularly through the study of botany and zoology. Practical work with plant
and animal life includes lab work and field work to bring a direct environmental and ecological
emphasis to the life science curriculum. As an example of the integration of all the subjects, when
fifth graders learn about the birch tree of Alaska, with its unique characteristics and
gestures, rhey learn through lively description of its historical use and cultural importance,
painting and poeuy. This leads the students to an understanding that does not just place it in the
category of 'deciduous' and then go on to the next type of tree, but teaches them the place of the
birch tree in the culture, the environment and the world.
Students continue their communal work in the school garden. Emphasis is on the care of the soil
and the tending and harvesting of flowers and vegetables. Students study the importance of
biological diversity, composting, natural pest management. They may assess the schools current
landscaping and then evaluate its present health and environmental impact. Sort and analyze
school garbage to identify recyclable and compost-able materials. Form a plan to reduce
consumption and waste at school and at home.
Interview grandparentslolder neighbors about how the landscape of the area has changed over the
years. Students ask how the town or city developed, where roads were built, what was once forest
or farmland. In class discussion, the look of the land today with what it once was is compared.
Students do research about public parks and gardens in their community .Students gather
information by writing letters to local parks dept., environmental groups or state dept. of natural
resources or local garden dubs. Students create a pie graph showing the % of space in the
city limits devoted to parks and public gardens. Ways in which the amount of space devoted to
parks and public gardens can be increased are discussed.
7th Grade: Focus is on food choices and nutrition. Students investigate the effects of food
production, diet, and nutrition on human health and the environment. The link between
agriculture and the manufacturing industry is explored as well as the impact of manufacturing on
air quality, soil, and water. Continue with organic gardening and composting.
8th Grade: Students explore the sources, production, uses, and environmental effects of energy.
They may examine how energy is used, how it is measured and how it can be conserved. Create
charts to show how energy is used in the school and at home and apply their learning by
examining ways to improve the energy efficiency of their school and homes. Field trips and field
study will be a large part of the learning. Continue with organic gardening and composting.
Kindetpatten to 3nl Grade:
Pupils get to know and feel connected to their physical surroundings and to the work that human
beings do.
The immediate surroundings of the school, the locality, the town or city are shown to the children
in their geographical and historical development up to the present. Through these studies, their
more generalized relationship with the world can be transformed into a sense of belonging, both
socially and spatially. The students recite poems relating to the main-lesson topics, such as the
study of animals, local geography and history. Map-making (draw 2-dimensional and construct 3D topo): (a) map of pupil's bedroom; (b) student's route to school (c) map of school (d) map of
Alaska. Make basic geographical land forms out of clay or paper mache. Field trips locally and
throughout Alaska habitats. Role play, dramatize earth changes. Create small examples and
models of earth changes. Observe using five senses: (a) describe observations orally, in writing, and
artistically. Develop questions of what, where, and why.
Contrast life by diierent ecosystems (the sea, in the mountains, forest, etc.). Discussion of
industrial growth and its effect on the environment. Continuation of map drawing, wall maps,
using an atlas, economic interdependence and geographic linkages, regional geography of US and
North America.
6rh Gradc:
Main lesson on United States & Global Overview - polarities of water, light, soils, landscape,
economy. The earth as a whole - shape and distribution of oceans and continents, dependence on
vegetation, seasons in relations to earths' orbit, old and young parts of the earth - major
mountains, valleys, rainforests, deserts, outbacks; see the globe as a whole, not just US-centric
view. Forest clearing, dustbowls, mineral deposits and trade relations, opening of transport routes.
7th Grade:
Africa and Asia: climactic, topographical, plant zones, diierent ways of life and traditions,
developing nations and economic relationship to developed world. Famine and civil war, future of
Pacific Rim in relations to global economy, issues around rainforest exploitation.
8th Grade:
North and South America - structure of double continent, diverse social and ethnic groups,
demographic issues in US, cloud formations observed and painted, meteorological reading,
rainfall, etc. Mediterranean lifestyle and climate, desert, arctic. A geographic and economic
comparison between Africa and Europe or Europe and Asia, etc.
1st- 3rdGradt:
In the first three years at APWS, pupils will learn 'history' in a non-chronological way through
myth and legend that provide them with an understanding of narrative, the primary mode of
historical documentation. Many main lessons contain stories of human challenges and quests while
familiarizing them with older cultures. (see also the language arts curnmculum,)
Pupils get their first sense of historical time from their studies of local geography and environment
5th Grade:
Initial introduction to: Ancient Civilizations: Asian and Middle Eastern peoples, i.e. the culture
and religions of Ancient India, China, Ancient Persia, Mesopotamia, Egypt lead up to studying
the myths and history of Ancient Greece from Homer's time up to its encounter with oriental
culture at the time of Alexander's campaigns. Contrast how ancient life is affected by
environment, climate, food, clothing, beliefs and religion. The economic and geographic links
between the home and neighboring countries, stressing mutual interdependence. Study of how
our culture today is founded on the achievements of past ages. This gives the pupils an early
appreciation that the different flowers of human civilization unfolded in the many peoples of the
earth, and that every culture has its own essence. This lays a foundation of understanding of how
culture belongs to humanity as a whole.
Grade six encompasses an entire cultural epoch, approximately 2100 years, from the eighth
century B.C. to the fifteenth century AD. The founding of the Republic of Rome, cultural
achievements of the Romans in the area of building and architecture, sewer system, aqueducts,
military roads and the invention of the rounded arch are covered. The migrations of the peoples
of Europe after the decline of Rome, the origin and expansion of Islam lead to cultural changes in
the Middle Ages, what changes were brought about for Europe through contact with Islam. Here
the aspect of causality is taken into account as Europe lagged far behind the Orient. Then with
contact with Islam and the East new technological and industrial progress developed in European
towns, particularly Italy. The monastic settlements and the growth of urban cultures as well as the
early influence of technology such as water wheels, building techniques, advancements in
navigation and shipbuilding and inventions such as gunpowder, telescope, clock, paper and the art
of printing are important themes.
History from 1400 to Renaissance, biographies, African and European geography. History of
European Explorations, invention of printing, the Renaissance, birth of modern science, Joan of
Arc, Marrin Luther, de Medicis, Thirty Years' war, the Plague.
8th Gade:
1700's to present, biographies, American history, Geography of Asia, Australia and Antarctica.
Pilgrims, the Constitution, Civil war, Gandhi, Nightingale, Red Cloud, Wounded Knee,
Industrial Age, child labor, newer technologies, WWI.
First graders will be introduced to two foreign languages through the immersion method. Songs
and stories from the country, counting and games are all incorporated. Colors, parts of the body,
days of week and seasons, and numbers are taught.
Activities from first grade to be continued and enlarged upon: poems, songs etc. Recitation of
numbers. Vocabulary of nature, articles of clothing, daily routine activities. Listening to simple
3rd Grade:
Continue with six lessons per week, 2 per foreign language. Immerse the children totally in a
foreign language and allow them to experience its genius. The chid can obtain a good
pronunciation unconsciously and not through correction which only increases his inhibitions.
4th Grade:
Focus on writing and reading in the foreign language. Expand vocabulary. Continue writing the
language lesson ("textbook), to include numbered pages and table of contents. Include grammar
and poetry in the language lesson book
5th Grade:
Practice reading using a reader, be able to respond to simple questions to a text, be able to retell
small portions of a story freely, be able to use and identlfy present, past, and future tense of verbs
learned, be aware of different sentence structures.
Speak more freely about self and environment, understand grammatical terminology, have a good
imaginative picture of country where language is spoken.
7th & 8th Grade:
Understand and use cases. Grasp sentence structure, express clearly in range of everyday
The hand informs the brain. Developing coordination and fine motor skills inform overall
intellectual, cognitive, and creative ability, a precursor for formal education.
Music permeates d l areas of the student's life in and out of the classroom. A part of this is the
constant expansion of the repertoire of songs. Seasonal songs, songs about the rhythm of
the day and multicultural songs. First graders learn to play the flute in the pentatonic
scale.(DEGAB) In this scale all the notes have an harmonious sound in any order they are played.
The songs often come out of seasonal moods. Aside from a rich musical experience, playing the
pentatonic flute develops finger coordination, concentration and breath control. Music periods
are devoted to singing and playing the pentatonic flute, which also helps develop finger dexterity.
2d Grade:
New songs are introduced, including some for different times of day, seasonal songs, traditional
folk songs and some have a latent element of a keynote EIG. Singing melodies within the range of
up to an octave. Continuation of the pentatonic flute.
3rd Grade:
In class three the transition is made to music that relates to a keynote or diatonic perspective,
when the children meet with an early 'grammar' or 'spelling' (notation) of music. The recorder is
an instrument that shapes and differentiates the stream of the breath. Bowed instruments bring in
a new important element. Sing in music for several voices in arrangements of rounds. Begin
instruction in the Recorder. Begin string instrument work in groups.
4th Grade:
Central to music in the 4th year is the connection with fractions, the fixing of rhythmical note
value. Recorders and string instruments accompany the singing and thus form a musical
5dl G&
Music lessons now also involve the 'grammar of music'. Linked to arithmetic lessons in which
fractions are studied, note lengths and time value are now added. Instruction in recorder and
string instruments are continued.
6th Grade
Folksongs in several voices and ballads, orchestral wind instruments, music theory, inventing
melodies, improvising, music as art - how different motifs belong to different epochs of
history, etc.
Question and answer ballads, duets, world music, guitar, music theory, rhythmical improvisation,
musical pieces with spoken text, biographies of composers.
8th Grade:
Songs in 2 to 4 voices, a-capella, songs about death, songs criticizing contemporary life, songs with
strong rhythms, humorous pieces, music composed for class plays, romantic orchestral works - i.e.
Swan Lake, theory of melody, continue of composer biographies. Every student now has
experience with string, wind, and percussion instruments and can read music
la Grade:
Knitting is an indispensable la Grade activity as there exists a close relationship between finger
movement, speech and thinking. Working through a difficult task enables them to manage
practical everyday problems with ability and confidence, and it promotes cognitive development.
The body and mind are intricately related: just as crawling and walking at the right ages develop
the baby's and toddler's nervous systems, so knitting in Grade One promotes logical thinking.
Understanding the origins of the materials that are used helps to develop appreciation for the
trees, plants, and animals whose wood, fibers and fleece have provided them with the tools for
their work. The pupils learn how to distinguish between different types of fibers, wind balls of
yarn, finger knit, measure, make their own knitting needles, and knit. Cotton washcloths and
wool recorder cases are examples of two projects.
2nd Grade:
In the second gade, knitting is continued so that the children become more skillful and are able
to complete many diverse projects, such as rabbits, cats, multicolored balls, dolls and hats.
311d G&
Continue crocheting and the knitting. Begin crocheting clothes (e.g. a cap), Create a hand puppet
using a diversity of materials.
dh Grade:
Learn Cross-stitch- through this an ability to concentrate is developed; Learn how to sew "neatly.
Practice use of scissors, pins and sewing needles, and thimble. Practice different stitches.
5th Grade
Form drawing now gains a strongly constructive component in intertwining, interlacing ribbon
motifs, particularly in Celtic knot-work and patterns. Beauty now combines with accuracy.
Chiaroscuro is introduced. Wet on wet water color painting continues. Clay work and shaded
drawing is integrated with other subjects.
Gch Grade:
Soft handwork is now joined by "hard' crafnvork Working with wood, the skills of sawing,
carving, rasping and filing are practiced.
7th Grade:
Leather, slippers, shoes, weaving, carve a bowl, make a wooden, toy, boxes with lids.
8th Grade:
Sewing machine, costumes for ~lays,build a clay bread oven, build a teepee, make a picture
frame, design and build a skateboard ramp.
Painting, Drawing, and Modeling:
Pupils from l a -8th grade illustrate their main lesson books every day. ALI children paint, sculpt,
draw, and make music.
1, Grade:
Pupils experience working with color rather than attempting to create formed 'pictures'. We will
work with watercolors using the wet on wet technique. Primary colors are discovered as well as the
quality and mood of the color. The children's feelings for form are encouraged through beeswax
2nd G&
Continuation of wet on wet technique using watercolor. Exercises in complimentary colors.
Beeswax modeling from stories told.
Color exercises. Color tales in which the child experiences the events of a story in colors.
In fourth grade, the children begin to join pure color with form. The starting point is an artistic
point of view. Painting inspired by nature studies about animals, plants, and stones. Myths also
provide new themes.
5h Grade:
Form drawing now gains a strongly constructive component in intertwining, interlacing ribbon
motifs, particularly in Celtic knot work and patterns. Beauty now combines with accuracy.
Chiaroscuro is introduced.
Art work complements the physics lessons on light. Veil painting is introduced. Layer after layer
of color are added to create the final result. Chiaroscuro work is continued. Model geographic
forms - mountains, etc. - as part of geography lessons.
Perspective drawing, ink brush and pen, continue with veil painting. Free drawing. Sphere, cone,
etc. drawn as spatial solids.
8th Grade:
Black and white drawing, continue with painting. Detailed copies. Sculpt figures with dramatic
V d and Perfbrming A m
Presentations related to curriculum, plays and musical performances are presented over the course
of each year to the students, parents, and community.
7th Grade:
Computer as a tool, word processing.
8th Grade:
Building a computer and basic computer science.
Kinderpen to 2d Grade:
Outdoor games, jump-rope, etc.
3rd Grade:
Make a connection to the themes that are taken up in main lesson. Apparatus work and games.
Surmounting obstacles helps pupils confront their environment and find their way in it.
Gymnastics began on a meadow where trees, fallen tree stumps, ditches and so on served as
obstacles. This natural gym equipment should come alive again to some degree for the
imagination of the children. Thus the space benveen two benches becomes a river, a balance bean a
narrow footbridge over an abyss, the wall-bars a steep mountain. Suitable games are those that
begin with a circle, for example a cat and mouse game, and all sorts of catching games. Every
attempt will be made to use Bothmer gymnastics, a gradual training to build awareness of body
Continue obstacle course exercises, but in a more demanding way. Give some subtle stimulation
for achievement, for example, by counting how many children in one group manage the jump
over a "ditch" or obstacle. Competitive games should still be avoided and instead, those games
promoted where the children can experience "what I do has its effect on the group", such as "hot
potato" and the various types of ball dodging games.
5th Grade:
Olympic sports - running, jumping, discus, javelin, wrestling - culminating in an inter-school
6th Grade
Handstands, work on bars, rings, health and safety awareness, outdoor athletics, team sports,
being a winner and a loser, outwitting opponents, keeping score, dodge ball, net games.
7th& 8rh Grade:
Somersault, Wing, vaults, handsprings, experiencing your bodily weight through pushups etc.,
various wrestling styles, basketball, hockey, softball, tennis, crosscountry, orienteering using maps
and marked courses. Playing with other schools.
OL1.5 Student will identify beginning,
middle and end sounds in words.
W 1.1 Write to communicate ideas.
OL1.5 Meets standards except: beginning
sounds in first grade, but middle and end
sounds identified in second grade.
Meets most of standard in first
grade except for: use knowledge of lettersound relationships to write unknown
words (2"d), use complete sentences with
subject and predicate in final copies (3rd),
will understand capitalization and use of
periods and question marks (1"), but not
use them until 2nd, will write for a variety
of purposes such as pen pals, notes, lists,
letters, e t ~ . ( 2 and
" ~ beyond).
Meets most of standard in first
R1.2 Demonstrate a working knowledge R1.2
of skills and strategies while reading.
syllabication (2"4
R1.3 Demonstrate understanding and
confirm the meaning of the text by utilizing
the three cueing. svstems.
OL2.3 Continue to expand listening and
speaking vocabularies.
R1.3 Meets standard in second grade.
OL2.4 Use oral communication skills.
OL2.4 Meets second grade standards but
for using oral language to inform,
persuade, entertain and explain (3rd)and
share stories/experiences orally with an
W2.1 Demonstrates the use of writing
strategies and processes when beginning
W2.1 Meets all of standard except using a
variety of complete sentences with subject
OL2.3 Meets most of standard in 2nd,
excluding the ability to identify and use
synonyms and antonyms in oral
I writing stories (narratives) and retellings.
and predicate will be focused on in 3".
R2.1 Demonstrate a working knowledge
of print by comprehending complex text
R2.1 Meets most of standard except:
student will match noun to pronoun (3rd),
read to identify story elements (3rd),read to
identify story elements (3rd).
R2.3 Demonstrate knowledge and
understanding of decoding skills while
reading for meaning.
R2.3 Meets standard except for: student
will use contractions and compound words
R2.4 Demonstrate knowledge of phonics
and spelling patterns and will build on prior
knowledge of these skills while
constructing meaning from print.
R2.4 Meets standard gradually between
the second and fourth grades (i.e. vowel
diphthongs and digraphs, controlled "r"
sound and silent "ex.)
R2.5 Demonstrate positive attitudes
toward print.
W3.2 Write descriptive paragraphs.
R2.5 Meets standard but will use and
index. and nlossarv in 3rd.
W3.3 Uses conventions in print.
W3.3 Meets standard although editing and
revising work in 5', use of dictionary in
W3.2 Meets all of standard, but will
address revising student's own work in 5th.
R3.1 Demonstrate comprehension of text
with increasing proficiency and confidence
while reading age appropriate materials
R3.1 Meets most of standard in third
grade, however distinguishing fact from
opinion, point of view and comparing and
contrasting to be addressed in 5th.
OL4.2 Use effective oral communications
skills in a variety of settings.
OL4.2 Meets standard with the exception
of using evidence to support opinions (5th).
W4.1 Demonstrates the use of writing
strategies and processes when writing
narratives, retellings, explanations and
short reports across all content areas.
W4.1 Meets all of standard excluding the
utilization of elements of style (word
choice, tone, voice and sentence variation)
which are addressed in 5th.
W4.2 Demonstrate use of conventions of
W4.2 Student will write le~iblvin 3rd.will
R4.1 Demonstrate a worlung knowledge
of print by comprehending text with
increased proficiencies and with
R4.2 Demonstrate proficiencies of a
strategic reader who integrates knowledge
of related skills while gaining meaning
from print.
W5.4 Gather and use information for
research purposes.
R4.1 Student will use expository writing
elements in 5th. Much of this standard in
met in 4thand some in 5th.
R4.2 Much of this standard is met in 4th,
while figurative language is addressed in
W5.4 This standard in addressed in 6th
and 7th.
Meets standards.
The Waldorf curriculum meets the performance standard in math in the same grade with
the exception of the items in the right column:
Meets standards.
Number Sense
1.2 Write #'e to 100, skip count by 2's,
count backward from 25, identify place
value in two digit # by 2ndand use a variety
of coins to show ways to make dollar (3rd.)
1.3 Memorize doubles to sum of 20,
memorize addition and subtraction facts to
sum of 10 (2nd).
1.6 Demonstrate linear movement with
non-standard units (3'4, identify
temperature by estimating in
1.7 Graphs, charts (6th)
1.7 Statistics
2.2 Number Sense.
2.2 Read and write #'s to 1000, compare
and order #'s to 500(3'~), read and write
place value in 3-digit #,
iecimal place value less than 1, model
:oin/dollar equivalencies, count and sort
bills to $50 (3rd).
( 2.5 Geometry
2.5 Demonstrate linear feet with inches,
feet, yards, meters, centimeters, categorize
measures as distance, weight or volume,
identify temp in Fahrenheit. (3rd)
1 2.7
3.2 Number Sense
/ 3.4
3.6 Measurement
3.7 Statistics
4.4 Computation
3.2 Compare and order fractions that have
the same numerators/denominators (4th),
identify place value in 6-digit #, decimal
notation for monetary values, place value
concepts using models, pictures, words
3.4 Addlsubtract fractions with like
denominators (4th).
3.6 Compute areafperimeter of squares &
rectangles using manipulatives or grids, use
manipulatives or grids to find perimeter of
irregularly shaped figures (5").
4.4 Use a calculator (beyond 8 ~ )
4.5 Geometry
4.5 Geometry emerging in 4thand
continues in 5th.
4.6 Measurement
4.6 Approximate the area of an irregular
polygon, find perimeter and area of a
region represented by a scale drawing, find
area and perimeter of rectangle (5th)
5.4 Computation
5.4 Memorize multiplication tables and
division facts to product of at least 100 (4th)
5.6 Measurement
5.6 Use a protractor to draw and measure
5.7 Statistics
5.7 Describe and explain data from tables,
charts, graphs; and use the data to predict
an outcome (6th)
6.4 Computation
6.4 Find sums and differences of negative
numbers (7")
6.5 Geometry
6.5 Construct a circle with a given
diameter or radius (7th)
6.7 Statistics
6.7 Evaluate data to determine
reasonableness, validity, propaganda and
prejudice (7'")
6.10 Algebra
FY2005 Executive Budget Summary
Anchorage Public Waldorf School
Revenue and Support:
ASD Funds (160 Students x $6,150):
Start-up Grant for Equipment & Training:
Materials Fees (180 Students x $200):
Salary & Benefits:
Grade 1:
Grade 1:
Grade 2:
Grade 2:
Grade 3 :
Grade 4:
Grade 516:
Special Ed.:
Special Activity Agr.
Teacher Asst.:
Admin Asst.:
Personal Service K:
Nurse Assistant:
(As Needed)
($24,2 16)
Grant Funds
Rent ($25,000 per mo. x12):
Grant Funds
Grant Funds
Classroom Materials
Office Materials
Building RepairMaintenance:
Equipment Repairmaintenance:
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF