australian steiner curriculum framework · rudolf steiner shared the viewpoint of 18th and 19th...

© SEA:ASCF CURRICULUM: GEOGRAPHY www.steinereducation.edu.auVersion: November 2014 / September 2014

Steiner Education Australia

AUSTRALIAN STEINER CURRICULUM

FRAMEWORK

HUMANITIES and SOCIAL SCIENCES

INTRODUCTION

Draft for Recognition 2017

AUSTRALIAN STEINER CURRICULUM FRAMEWORK

© SEA:ASCF CURRICULUM: HaSS INTRODUCTION of 41

www.steinereducation.edu.au Version: November 2017

Humanities and Social Sciences

Key Ideas, Values and Ideals

The key ideas are the focus of the Humanities and Social Sciences Curriculum of the Australian Steiner Curriculum Framework. Through study of History, Geography, Civics and Citizenship and Economics and Business, students explore and learn about background knowledge and understanding and develop skills.

Equality of all Human Beings All human beings are equal in their rights to life, justice, cultural freedom and economic cooperation. All humanity belongs to a world community and as such each person is recognised for their universal humanity before their differences in religion, nationality, age, gender, language or educational status. Individuality of all Human Beings Although each individual has a shared humanity in common with all people and a background connected to traditions of family, culture, place, time, spiritual connection and gender, they are uniquely individual. Community is necessary to Human Life and Development Without others with whom we live in community we cannot develop in our full capacities as human beings. Communities develop in relation to Place Humanity has a connection to place which is an authentic presence in our lives. Communities develop over Time There are throughout history cycles of human social and spiritual development.




Inquiry and Skills K-10 Kindergarten- Class 2 Play-Explore- Enact-Communicate At this age children explore the world through their own play in the environment (connected to Geography), interactions with their friends and class community (Civics and Citizenship) and the stories of people and places before their time e.g. older children and grandparents or characters in stories (History). They explore these through concrete play in the garden, co-operative play, role play and communication. They use trial and error and conversation to actively ask questions of themselves and others, enact these experiences and freely communicate their thoughts, feelings and actions in response. In Class 1 and 2 their explorations and responses to narrative experiences are also expressed artistically in drawing and painting and their questions are explored in story recall and dramatic re-enactment as well as conversation. Class 3-6 Children work in the practical realm of researching class projects in the local environment and the school community e.g. gardens, camps, history of the local area, gathering information and planning to implement projects which are part of their lives. They speak with local people of different cultures and celebrate and lead festivals within the school and parent community working out of their background inquiries. In class 5-6 they read novels and diaries of people from other times and places and present plays from ancient cultures of other lands, creating staging and costumes and props informed by their reading. Civics and Citizenship Inquiry and Skills in Years 7-10 Experience, Reflection, Inquiry, Discernment, Ideals and Action

1. Experience - Explicit teaching brings experiences through e.g. narrative engagement, activities in the school or wider national and international community, shared cultural histories or project development in which active thinking is required.

2. Reflection- Students recall, note down and illustrate the experience from their own memory and reflection.

3. Inquiry and Discernment- Students create meaning from their experience as they ask – what is the truth, pattern, insight or answer that arises and what discernment has been gained from the information they have reviewed.

4. Students bring new ideals to birth and create action plans and projects for their delivery in the world.





GEOGRAPHY

Introduction

INTRODUCTION: Geography has been recognised as an independent and significant discipline in Steiner Schools since Rudolf Steiner introduced the subject into the first Waldorf Curriculum in Stuttgart in September 1919. Rudolf Steiner shared the viewpoint of 18th and 19th century geographers such as Alexander von Humboldt, Carl Ritter and George Forster who diverged from the thinking of the day that defined Geography in terms of factual knowledge and political boundaries rather than natural regions. They regarded the world in its totality and in terms of divisions of nature to show that “comparative geography attains thoroughness only when the whole mass of facts that have been gathered from various zones is comprehended in one view, is placed at the disposal of the integrating intelligence”1. Such transference in methodology supported the development of Geography as an independent science based on observation, comparison and differentiation. Supporting the shift in method was work introduced by educational reformers, humanists and scientists of the time. Kant emphasised that Geography was not simply an aggregation of phenomenon but rather an interrelated whole. Pestallozi introduced into German schools the significance of human relationship to the natural world. And Goethe, among others, espoused the ‘aesthetic-geographic character of the landscape’2 recognising the role that capacities of perception and imagination would have in enabling the landscape to influence the beholder to inspire and enlighten thinking. RATIONALE: A key focus of the Geography curriculum in Steiner schools is the Earth’s surface, the realm of life and the home of humanity. It is a spatial methodology arising out of the ‘spirit of place’ enabling the ‘spirit of place’ to be communicated. Essential to the teaching of Geography is the artistic sensitivity of the teacher “to imbue everything with life and transform everything into living substance.” 3 In this manner a feeling of reverence, wonder and gratitude for all that the Earth offers is nurtured in the children. The significant method in the teaching of Geography in Steiner schools is to begin with the unified whole and then progress to the interrelated parts. The spatial study of Geography enables students to come to an understanding of the universal and varied character of the world as an entity, yet also of the uniqueness, shared qualities and differences of given areas on the Earth’s surface. Such a discipline explores, at a range of scales, the interrelationship and dynamic interplay of locations, processes, activities and events that shape and determine its parts and its totality. Fundamental to this geographical concept is an emphasis on the Earth as the home to human beings. Landscapes provide the dynamic and biodiverse backdrop to people’s lives and reflect the living synthesis of people and place. Students of Geography not only recognise how human activity shapes the Earth, but also develop the realisation that human beings, as part of the physical and bio-physical realms, are influenced in their human growth, development and activity by the characteristics of the region in which they live. Representations of landscape become the outward expression of human perception, a cultural image. Therefore geographical conceptions can be observed to identify how powerfully landscape has influenced a region’s people, even actuated the cultural and moral nature of its inhabitants.

1 Brierly David “In the Sea of Life Enisled” Anthropos Forlag, Oslo, Norway, 1998. P. 12 2 Brierly David “In the Sea of Life Enisled” Anthropos Forlag, Oslo, Norway, 1998. P. 10 3 RS ‘Lectures to Teachers’ Dornach, 23Dec. 1921 - , 7 January 1922, lecture 10)




Intrinsic to the study of Geography is the relationship between observer and environment. Although the physical world is the geographical field of study, it must be grasped not by perception alone but also by the imagination. This supports students, as observers of the environment, to be able to ‘walk’ in the landscape, both literally and figuratively. This also supports students to form a loving connection to the animal, marine, insect and bird life of a region. A more personal involvement is fostered as they study the detail and develop the capacity to hold an aerial view, to appreciate general characteristics and arrangements. As individuals move out over the environment they “form a unique world image as a part of achieving a singular identity. This is humankind’s yearning and capacity for individualisation. Every child must integrate a world image with a corporeal awareness, in order to know where he is and who he is. “4 The human element is of great significance in the study of Geography. Rudolf Steiner saw Geography as an integrating subject. “Like mathematics it accompanies the other subjects in constant transformation and intensification: it is supported and illuminated by the other subjects and it again also supports their progress”.5 Geography in the Steiner curriculum reinforces and enlightens the epoch development in the History curriculum; goes hand in hand with mathematical, scientific and technological discovery which enables humankind to expand their horizons; informs and is informed by artistic and literary endeavour as recognition of the relationship between landscape, culture and the human condition deepens. Geography focuses on 2 key areas:

1. Physical or Natural Geography – The phenomena of the earth’s interior, surface, atmosphere and the earth’s relationship to the celestial bodies; the abundance and diversity of the realm of life characterized by unique ecosystems and biospheres.

2. Human Geography

a. Environmental – humanity’s connection to the natural world, the plant and animal realms. b. Social / cultural – the human influence on environment, economic development, connection between geographic characteristics and social and cultural development c. Inner or spiritual connection to places of special significance

What is brought to the children at any given age considers their developmental stage involving a threefold pedagogical process:

1. The creation of personal worlds as the young child experiences the local landscape, embedded in the rich world of nature stories, fairy tales and the imagination which reinforce the relationship between the child, the plant and animal realm, and the land on which they live.6 The child’s natural sense of curiosity and wonder is nurtured and gratitude is fostered for everything the Earth gives so abundantly. With a growing attachment to the immediate environment of home, garden, street, kindergarten, such stories and experiences enable young children to ‘breathe in’ the Earth’s (geo – gaia) script (graphia) learning to decipher its ‘letters’ in an experiential, sensory manner. They learn of the beauty of the world. Foundations are laid. “What the child learns now, with love and interest, he will understand later.”7

2. As children’s consciousness expands, so too does the world view presented to them, bringing about a gradual awakening to the world around them, from the centre to the periphery, to the ever-expanding horizon. Geography therefore becomes the conceptual link between home, school and the world beyond. Progressively the aesthetic, subjective landscapes conjured as mental images out of oral descriptions by the teacher and the narratives of others, begins to be shaped by a deeper form of cognition as students explore less familiar territories. Such a methodology supports the child as they move towards adolescence and increasingly wish to

4 Brierly David “In the Sea of Life Enisled” Anthropos Forlag, Oslo, Norway, 1998. p 61 5 Stockmeyer Karl A Rudolf Steiner's Curriculum for the Waldorf Schools2nd edition 1965, p. 110) 6 Querido, Rene. “Creativity in education – The Waldorf Approach” H.S Dakin Company July 1984,p 42 7 Wilkinson, Roy “Teaching Geography’ Roy Wilkinson, Forest Row, 1973 p 4.




take leave of the secure and encounter “the interplay between me and the world...”8, both imaginatively and perceptively.

3. The third stage in this pedagogical process supports the senior students to work out of a more

quantitative approach, to see from the viewpoint of others as independent research, synthesis and analysis is undertaken. Rudolf Steiner pointed out “The capacity for independent judgement which blossoms at this age needs to be directed towards considering how many different aspects of the world interrelate.”9 Increasingly students explore the people who inhabit a region, their relationship to the environment and the cultural overlay of human presence. From studies of the physical environment to resource availability and development, climatic and agricultural variation, and population and settlement distribution, students examine the responsibility of the human community to uphold the natural environment, and cultural world, to ensure freedom in the cultural sphere, equality in the sphere of rights and cooperation in the economic sphere.

Geography is rich in material that relates to international understanding, multicultural concerns and environmental education. It leads to awareness that we as human beings are responsible for the Earth that sustains us and stimulates a greater social awareness and sense of responsibility in the developing child. Indeed nature herself, in her wondrous manifestations seems to call on human beings to develop a deeper sense of cooperation and brotherhood and increasing sense of responsibility towards life. AIMS OF GEOGRAPHY: 1. To foster and nurture a sense of curiosity, reverence and wonder for the natural world 2. To foster and nurture a sense of interest in and gratitude for human endeavour upon the earth. 3. To develop an understanding of the processes, formative and dynamic, that have contributed to the

landscape as it is encountered over time 4. To develop empathy and respect for national, cultural and racial difference in the world 5. To develop a love and appreciation for the evolution of the world so that each child is empowered

to recognise their future capacities and contributions to a sustainable world. 6. To develop a sense of moral, social and environmental responsibility for the human and natural

environments 7. To develop the capacity to represent ‘geographically’ observations and understandings of the world. 8. To develop the capacity to skilfully use geographic inquiry, analysis and evaluation methods. STAGES The child slowly takes hold of the world. At first this happens through the activity of the senses, by which means the child distinguishes the physical body from the outer world and is then able to impress its will activity on its surroundings by directing its movements in space (Early Years to Foundation). Then the child meets and interiorises the outer world through creating imaginative pictures, interwoven with their own personal feeling relationship to the world (Stage 1and 2). Eventually through thinking the world is interiorised by the human capacity to form concepts, which may transcend feelings and enter the realm of universals (Stage 3 and 4). The quality of thinking changes as the child develops. Pictorial thinking is transformed into conceptual thought but remains the imaginative source of our ideas.

8 Rawson, M and Richter, T. “The Educational Tasks and Content of the Steiner Waldorf Curriculum.2000. reprinted 2001 p. 151 9 RS lecture June 21st 1922 English edition “Adolescence: Ripe for What?”




Stage 1 Kindergarten to Class 3 In the Kindergarten or Foundation year the child’s experiences are bound closely to the surrounding earth – a highly localised, purely sentient experience of space where relationship to the physical world is formed by direct sense and feeling experience. Through the senses they perceive a totality with which they are unified. In Class 1 and 2 thoughts about the wider environment come as picture activity – intense feelings of place, of sympathy/antipathy interwoven with the rhythms of nature resonating through the child. The teacher unfolds the curriculum through narrative, creating a deepening awareness of the landscape, visible sky phenomena as well as vegetation around the child through detailed and lively stories. These give the gestures and rhythms of the plants, landscape features, weather, sun, moon and stars, animals and human interaction around the child. To what has just been described must be added what can stimulate the child to reflection; you explain to him what lies near at hand … plants, animals, configuration of the land, mountains and rivers … the point is that we bring about a certain soul-awakening in the child just in this very first year of his school life, an awakening as regards his environment, so that he learns to connect himself with it. - Rudolf Steiner : Three Lectures on the Curriculum Stuttgart September 1919 Steiner Schools Fellowship ` In Class 3 the doors to this participatory consciousness close. The children begin to increasingly identify with the physical earth. Inspiration to engage in practical work within the landscape and harness its forces is brought through the experiences of extended Farming and Building Topics. Work on the land and with its produce is undertaken- e.g. house design, mud brick-making, woodwork or thatching; tilling the soil, planting, butter churning, cooking and wool crafts and sewing. Stag 2 Class 4-6 In the Steiner Geography Curriculum the aim is for all lessons to meet and flow together. In Class 4 the connection to the local environment meets with mapping, the introduction to economics and the understanding of the link between human activity and the landscape. In Class 5 this extends out from the known environment to wider regions of Australia and links with early Australian History and Botany. In Class 6 Astronomy and Mineralogy can be combined in a narrative way, combined with direct observation, be woven into the Geography of Australia and beyond into the world. … it is important particularly in geography that we should start with whatever the children already know about the face of the earth and about what takes place on the face of the earth. We endeavour in an artistic way to give the children a kind of picture of the hills and rivers and other features of their immediate surroundings … We try to teach the children what it means when you change your point of view from being within a neighbourhood to seeing it from the outside, from the air; we go through the process with them of transforming a landscape into a map, taking at first the landscape they know ... we add to the map the other things that are linked to the way people live. We put in all the configurations of the district … here is the part where the fruit trees are planted … and so we bring the map to life for the children. From this map they gain some sort of an overall view of the economic foundations of the neighbourhood. We also start pointing out to them that there are all sorts of things like coal and ore inside the hills. We show them how the rivers are used to transport things that grow or are made at one place to another place. We unfold for them much of what is connected with this economic structure of the district ... we next put in the villages and towns that belong to the district … why it appears at a particular place and how it is connected … In short, by using the map we endeavour to waken in the children some idea of the economic links that exist between the natural formation of the land and the conditions of human life … different between town and country life … Finally we show how the human being with his industry meets the conditions nature offers him … that human beings make artificial rivers known as canals, that they build railways … we should continue as effectively and intensively as possible to develop the themes of the economic links between the human being and his natural environment. - Rudolf Steiner: Practical Advice to Teachers September 1919




Stage 3 Year 7 – 8 Between Year 7 and the completion of Year 8 students have begun to seek a more individual and independent relationship to the world. Their horizons have broadened and a world wide perspective is developing. Students in Year 7 and 8 are supported in their expanding world view to journey into landscapes beyond what is known and to encounter unfamiliar cultures and environments. At this age the student’s will is engaged to venture out and ‘conquer’ new environments and people with their understanding. Such an encounter occurs with the movement of the crusaders, navigators and explorers on the great journeys of discovery, and with the meeting of new indigenous cultures and ways of being within the natural environment. With strengthening conceptual thinking, increased powers of objective observation and perception develop. New knowledge accompanies such perceptions, and the ability to develop structured records and detailed measurements. Mapping skills are strengthened, time zones introduced, astronomical and climatic observations recorded, independent research begins. A geographical imagination is further nurtured as students develop a sense for the interconnectedness and interrelationship that exists between the environment and the cultural life of past and present diverse world communities. The dynamic thinking of the 13-14 year old begins to recognise the causal connections between landform and human activity. Understanding of and empathy with the other is fostered, a deeper sense of social responsibility is encouraged. Stage 4 Year 9-10 Geography in Year 9 and 10 now re-examines in a deeper, more thorough manner, the broad curriculum presented from years 1 - 8. It begins with a study of the structure of the earth and the processes that underlie this solid, more rigid part of the world. Students are introduced to the enormous diversity of the earth’s surface, the realm of life, and the rocks and minerals which form the background to the dynamic layers of the earth. Such a study examines the processes of mountain building, earthquakes and volcanism, and leads on to a study of the diverse ecosystems and habitats that are created in different regions of the world. Consequently students are more able to consider human kind’s relationship to the environment and the influence of the cultural overlay of human presence in diverse regions of the world. Teaching methods examine polarities that are increasingly conceptual and support cognitive development by nurturing the transition into independent judgement. In Year 10, students explore the more dynamic and rhythmic forces and processes of atmospheric and oceanic circulation and currents, and include phenomena such as extreme weather events and global warming. An understanding of physical processes supports students to orientate themselves in the world at a time when life can seem insecure. Students of this age are developing intellectual and emotional maturity that will enable them to increasingly reflect upon their own personal existence and challenges they face. They can also recognise the challenges others face. Compassion, concern and interest in others are fostered in Geography when the human condition is explored. Together they examine what supports human freedom by researching current global events which impact on human freedom. Students are challenged to form objective perspectives when they encounter issues which evoke strong reactive responses. Self determination is nurtured as they explore ways individuals, communities and nations contribute and bring about change.




CONTENT STRAND DESCRIPTORS STRAND 1. Geographical Knowledge and Understanding: Strand 1 can be explored from the viewpoint of both:

1. Physical Geography – the phenomena of the earth’s interior, surface features, atmosphere, processes and events.

2. Human Geography

a. Environmental - humanity’s connection to the natural world, the plant and animal realms. b. Social / cultural – the human influence on environment, economic development, connection

between geographical characteristics and social and cultural development c. Inner or spiritual connection to places of special significance

Strand 1: Supports the student’s development in recognition of the physical, cultural aspects and the spirit of place – the unique and shared physical characteristics of diverse regions of the world, their social and cultural diversity and development, and the relationship and interconnection between landscape and people. In Kindergarten/Foundation to Class 6 there are Key themes or Experiences for each year. The content is then found within 4 main integrated curriculum areas and 3 Overarching Themes as represented in the Stage 1 and 2 Scope and Sequence. Core Geography Content- integrated with Science Topics Aboriginal and Torres Strait Islander Place and Culture- integrated with English, History Connection to Other Cultures – integrated with the English/History/Science Topics Representation of Spaces Connection to Place: Festivals Environmental Features and Uses: Outdoor Play, Bushwalk and Practical Garden and Home Activities Environment as the Source of Material Goods: Traditional Handcrafts In Years 7-10 Geographic knowledge and understanding develops out of an expanding world view from a connection with a familiar agrarian village community to broader explorations into unknown culturally and environmentally diverse regions. As part of a holistic curriculum, Geography informs and is informed by historical, mathematical, scientific and artistic content. Historic descriptive narrative and biographies initially support students to see the world from diverse perspectives and out of this inner geographic imagination more conceptual thinking arises. In years 9 and 10 such capacities enable students to analyse and evaluate current social, political, economic and environmental issues and challenges out of their geographic knowledge and understanding. Such knowledge and understanding deepens and is enriched as students undertake research into a broad range of topics such as:

1. The earth’s relationship to celestial bodies 2. The earth’s structure, form and surface characteristics and, the dynamic forces, elements and

processes that influence earth’s surface 3. The inter-relationship between place, phenomenon and processes and the distribution of

physical and bio-physical features and phenomenon at the local, regional and global scale 4. The influence of human activity on regional locations with their uniqueness, shared

characteristics and differences 5. The influence of the natural environment, including flora and fauna, on human activity, social

interaction and cultural development over time 6. Social organisation in the cultural, rights and economic spheres, the role of the human

community in social and environmental guardianship




STRAND 2: Geographical inquiry and skills K-10 Strand 2 recognises the importance of the development of the personal, imaginative capacity throughout the geography curriculum. It also recognises that the focus of inquiry and skills varies greatly at each stage of the student’s development. As the child moves through the classes the development of geographic perception, and the use of geographic conventions and skills to express such perception, will expand and intensify. The structure to identify the path of inquiry and the need for organisation to communicate geographic information will be play based in the first years and then teacher initiated. Experience through observation and artistic recording will provide the foundation for a deepening of geographic inquiry and skill development. Geographical inquiry and skills are developed in conjunction with geographical knowledge and understanding and include: • Accurate use of geographical skills, techniques and conventions:

Resources/Data use and analysis to include reference to: Creation of maps, tables, graphs, annotation, field sketches, flow charts, photographs to identify, describe and explain geographic characteristics and phenomenon Interpretation of the above to identify, describe and explain key geographic characteristics and phenomenon.

• Vocabulary and communication: Development of and use of the language of Geography (terminology) to enable the identification, description and explanation of key geographic characteristics and phenomenon, and the clear and effective communication of the key characteristics and phenomenon.

Research: Collection and use of primary and secondary sources of information Observing / experiential Questioning / surveys Recording Analysing and evaluating

• Discussions – Interpretation: exploration and identification of the spatial distribution and changes over time of phenomena and features locally, regionally and globally

• Human involvement and responses to issues arising

See scope and sequence documents for the way that this strand is developed in each year.




Geography PRIMARY: K- Class 3 Revisions in this document: addition of Related Topics 1.8and 3.1

YEAR LEVEL CORE GEOGRAPHY TOPICS RELATED TOPICS Significant Geography included

Kindergarten / Foundation

K4 The Living World of Garden, Bush & Farm

K1 Story-time, Puppet Story

K5 The Elements of the World K2 Morning Circle

K6 Rhythms of Sun, Moon, Earth & Cosmos

K7 Creative Structures

CLASS 1 1.6 Local Surrounds 1: The World of Nature 1

1.4 Stories from The Dreaming

1.7 Local Surrounds 2: The World of Nature 2

1.5 1.8

Ancient World Tales Maths: Number

CLASS 2 2.5 Local Surrounds 3: The World Around Us 1

2.4 World Legends

2.6 Local Surrounds 4: The World Around Us 2

CLASS 3 3.5 Farming & Gardening 3.1 Literature of Creation and Tradition 3.6 Building

CLASS 4 4.5 Local area: mapping 4.2 Art, Science & History of Writing Pen /Ink

4.6 The Local Region 4.4 Spirituality of The Dreaming CLASS 5 5.4 Indigenous Life/

History / Geography of the Region & State

5.1 A-C

Ancient Cultures: Ancient India, Persia & Babylon, Egypt

5.5 Botany 5.2 Ancient Cultures: Greece

CLASS 6 6.5A Geology 6.1 Ancient Cultures: The History of Rome 6.5B Gardening / Horticulture 6.4 Australian History 6.6 Astronomy 6.12 Australia and the World Beyond

Overarching Themes

A. Stage 1 - Festivals, Celebrations and Rhythms of Time Classes K-3 Stage 2 – Festivals, Celebrations and Rhythms of time class 4-6

B. Outdoor Play, Bushwalk and Practical Garden and Home Activities C. Handcrafts of the Traditional World D. Morning Circle/Rhythmic Work




GEOGRAPHY TOPICS LIST - HIGH SCHOOL YEARS 7-10 CORE TOPICS

YEAR LEVEL PHYSICAL GEOGRAPHY HUMAN/SOCIAL GEOGRAPHY

YEAR 7 7.1 Voyages Of Discovery: Encountering The Landscape of the Newly Discovered World

7.2 Indigenous Societies and Civilisations

YEAR 8 8.1 The Earth: Origins, Processes and Landforms [Has some common content with Science 8.1]

8.2 Geographical Regions: Cultural Contrasts

YEAR 9 9.1 The Forces That Shape the Earth [Has some common content with Science 9.6]

9.2 Ecosystems And Human Culture

YEAR 10 10.1 The Earth In Motion [Has some common content with Science 10.6]

10.2 The Human Community

RELATED TOPICS

YEAR LEVEL PHYSICAL GEOGRAPHY

YEAR 7 7.3 Gardening / Horticulture [Integrated Topic - Science 7.6]







Australian Steiner Curriculum Framework HISTORY

General Introduction

This History Curriculum Framework is based on the extensive indications given by Rudolf Steiner and curriculum resource materials developed by teachers in Steiner schools both in Australia and Internationally. It is being prepared in collaboration with Steiner Schools in Australia through a process of consultation with learning area consultants and the advisory panel as well as opportunities for individual school and teacher response. This Curriculum Learning Area should be read in conjunction with the Educational Foundations and Academic Alignment Paper, the Position Papers on Kindergarten, Stage 1 and 2 (Primary) as well as Stage 3 and 4 (High School). Introduction - Educational Rationale for the Subject This History Curriculum is designed to be used by both new and experienced teachers to support and supplement their research, planning, teaching and assessment. It is informed by International and Australian Steiner Education Research and Curriculum Publications as well as broader recent science education research. History is the story of the development of humanity. Humanity’s story needs to be represented by excerpts from each time and in each place in building a picture of its biography. A civilisation may grow and then decline but the ongoing development of humanity is visible in the thread of world cultural history. Placing the student into this stream of time knowing the triumphs and pitfalls of the past prepares them to take their place in the present with insight, connection and a sense of purpose toward creating a positive future. In history we witness also the power of the one and of the many. The strength and presence of mind, the calm focus and the release of the personal life for a higher purpose embodied in the hero propels humankind forward. But it is also the story of the contribution of every human being in a community as a parent, worker, artist or philosopher. Historical biographies provide a view of significant and representational lives, and pictures of personal and moral dilemmas, triumphs and sufferings and provide the student with a context for future ethical considerations. The mythological roots arise in a different consciousness. Here we find the story of the evolution of the human spirit as it moves from a focus on the spiritual world known with a picture consciousness to an increasing awareness of self as an autonomous individual. The history curriculum is built on a sequence of narrative history which moves from the home and family and local surroundings of the child to mythological and then episodic or biographical history before the conceptual, the study of cause and effect and the symptomatic reflections begin. Kieran Egani notes that in our cultural history rationality did not displace myth but grew out of it and suggests that if we wish to develop a later rich rationality we should attend to this historical development in individual development. Steiner education has followed this developmental picture for many decades and teacher research upholds his insights. .. curriculum then might be characterized as constituted of the great stories of the world. The world they are to make sense of has a vivid and dramatic history, and I think we can relatively easily reconceive our primary curriculum in terms of telling children the story of science and technology, the story of mathematics, the story of history, the story of art, and the stories of all our ways of sense-making. This requires our reconceiving these areas of sense-making in terms of those oral capacities children have already most highly developed-rather than, as we tend to do, in some logical scheme beginning with what seems to us the simplest logical components and working "up" from there. Third, we reconceive teachers, not as increasingly de-skilled purveyors of prepared texts, worksheets, and tests, but rather as our culture's story-tellers. Kieran Egan ii




These stories and studies need, in our multicultural world, to encompass more than the western perspective but also the world of Asia, the Pacific, the Americas, Africa and the Middle and Near East. History is interwoven with the geography of cultures, their needs for physical survival, food and water, their openness to the world or their remoteness and their climate of warmth or bitter cold. The various cultures and faiths, ways of understanding the world in different contexts or places, need to meet each student and integrate the past of all our diverse human experiences. History can help us discover ultimately where we stand now. History reveals the potential for growth and reconciliation that exists in each conflict or crisis. It shows the paths that allow apparent extremes to meet to work toward a path of balance. It also shows the hidden wisdom of the blows of destiny that are not visible in the present but are revealed much later. Through the High School history curriculum the students, with their personal struggles for freedom and individuality, frequently find reflections in pivotal events of history. They come to an understanding of the universality of human experience of challenge and change. In the study of history an integrated and rich curriculum is necessary. Music, folk dance, festivals and learning languages other than English contribute to the development of a global historical understanding. A threefold approach is apparent as in all subject areas. With cognitive skills, the students gain an understanding of people, culture, historical times and societies. In the affective/feeling realm, the curriculum works to develop healthy attitudes and values – of tolerance, empathy and initiative. In working with the need for initiative, the curriculum develops their ability to communicate with each other and with others of different cultural backgrounds to create a positive future out of the present challenges. Aims of the History Curriculum The Australian Steiner Curriculum History K-10 aims to develop in each student:

• Moral and ethical thinking through exploring the challenges and outcomes of past human endeavour.

• A sense of being in the stream of time as the student recapitulates the path of humanity which evolves towards greater conscious individual awareness, autonomy and discernment.

• The ability to sense the stream of future possibilities coming toward them, intersecting with the effects of the

past, and to find true human freedom in the creative decisions of the present. • A sense of being inspired with confidence and empowerment through the understanding that out of

challenge the human spirit rises, finds voice and courage for the deed and new possibilities emerge for both the individual and the community.

• Empathy with the individual human being and with other cultures from a historical and global perspective and thus a feeling of kinship with the universal human journey in all its places and times, leading therefore to the possibility to experience the other human being in encounter beyond stereotype and thus the ability to view themselves and others with equal measure of compassion and objectivity

• Clear, informed and heart-felt thinking and the discernment to perceive the diverse threads that weave through history.

• The ability to read from the sources of history their authenticity, potency of meaning and their contribution to the journey of humanity.

• The ability to appreciate perspectives of people in different circumstances and times • A sense of the history that brought them to their own time and place – foundation for considering how future

may unfold and a belief in themselves and the courage to act upon their ideals. The Steiner History curriculum does, in this process, aim to develop in each student (from the ACARA History Draft Curriculum Version 1): iii

• Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be active and informed citizens.

• Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian Society.

• Understanding and use of historical concepts, including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability.

• Capacity to undertake historical inquiry, including skills in the analysis and use of sources, communication and explanation.




Content Strand Descriptors The Australian Steiner Curriculum History is organised into two interrelated strands: firstly Historical Engagement and Understanding, and secondly Historical Skills. Historical Engagement and Understanding This strand moves from personal, family, local to state or territory, national, regional and world history. There is a progression from the ancient times to the present which begins with mythological and narrative history, moves to biographical and episodic before leading to the consideration of historical motive and the broad development of human consciousness. In addition, in this holistic curriculum there are content elaborations in other learning Areas such as English, Mathematics and Science which form part of the overall approach to History and are noted in the Curriculum Content by Year and the convergence charts. The study of History in the High School is strongly interconnected with studies in music, literature, geography, art and the sciences. An enrichment of this strand occurs through the Festivals and Seasons and the Languages Other than English component. The seasonal festivals connect students to the cyclic stream of time of the world in relation to the larger universe. The cultural festivals bring experience, and later awareness, of historical and cultural pivot points that connect us to our heritage. Steiner curriculum begins the study of foreign languages from year one. The experience of foreign language is seen to bring a cultural dimension through literature, folk tales, songs and crafts as well as later formal historical studies. Whenever feasible the studies are enriched by excursion, exploration and opportunities for practical application of the concepts studied. Historical Skills In alignment with our Educational Foundations the development of skills moves from comprehension and communication through narrative recall and artistic/dramatic interpretation in Stage 1 to written narratives and descriptions in Stage 2 and evidence based descriptions, explanations and discussions in Stage 3. In the High School active thinking and clear expression is encouraged through discussion and critical analysis. Students develop skills in research, synthesis and analysis. Students are encouraged to examine events and issues from a number of perspectives. From Stage 1 immersion in historical narrative there is increasing use of sources and changing perspectives in Stage 2 and then deepening research, analysis of sources and interpretation in Stage 3 and 4.




Curriculum Organisation STAGES Stage I K-Class 3 K-Class 2 Children slowly come to an understanding of the concepts of history and the past, through an experience of time, as they are immersed in daily and weekly school and home rhythms and seasonal and yearly celebrations. Home and Family themes speak of the time of the past, of grandparents and community heritage. Folk and Fairy Tales and Legends told during this stage provide a rich tapestry of historical and cultural understanding from many countries. These tales are retold, enacted, rewritten and illustrated. Indigenous Stories from the Dreaming are interwoven. In Class 2 the stories of inspirational lives such as those of the Saints are added to in depth studies such as the Celtic World. In Class 3 the students are told stories of the Ancient Worlds, often the Ancient Hebrew world, which are rich with images of the individual responding to guidance, forming rules and a sense of community with their fellow human beings. The curriculum is immersed in the folk culture including song, dance, prose, stories, food and celebrations. In further integrated curriculum studies they experience stories and practical work in house building, its history and cultural diversity including that of indigenous peoples. They also learn about the historical development of farming in their local region and the development of tools and farming practices of indigenous cultures and colonial settlers. In mathematics they learn of the history of measurement and investigate cultures from which weights and measures originated. They also make devices used in the past to measure time in various cultures e.g. a sundial. Stage 2 Class 4-6 In Class 4 the curriculum focuses on the local area and through this the Aboriginal life including the Dreaming stories, spiritual ceremonies, food gathering, shelter, care of the land and social gatherings and involves students in historical inquiry and crafts. Further studies of Ancient cultures are continued eg the Ancient Nordic World, the times of the Kalevala or of Beowulf. They learn about the culture and mythology as well as crafts. In a study of Writing, students are involved in making pen, paper and ink according to skills of past cultures. In Class 5 The Ancient Times and Cultures of India, Persia, Babylon and Egypt are reviewed before a major study of Ancient Greece brings children on a journey from mythological history to narrative and episodic. They explore the development of democracy in ancient Greece from city state to a central government and re-enact the ancient Olympic Games. In Class 5 the curriculum also brings to the children the journeys and biographies of the people who explored their region and state during, and following, the early colonisation. Indigenous life is also presented in this context. In following these significant explorations, not only does the human story unfold, but an integrated sense of the geographical landscape also begins to emerge. In Class 6 The study of the history of Ancient Greece and Alexander the Great leads on to the development of democracy in Ancient Rome. The study of Australia, including the unfolding of colonial life in relation to the geographical features and resources, forms another Main Lesson which also considers the Indigenous peoples at this time. The work on explorers extends to the whole continent. The birth of Christianity, Buddhism and Islam up to the Medieval World conclude this Stage. . Stage 3 In Class 7 The study of the medieval world continues with King Arthur and his Knights and the study of chivalry, ideals, truth and honour. The themes of expansion and individualisation inform the studies in this year. With the Age of Exploration the boundaries of the known world expand; new countries and new cultures are discovered, and with that expanded world comes a lack of certainty. The Geography curriculum includes the great voyages and voyagers – and the impact these had on the indigenous peoples of ‘discovered’ lands. The Renaissance is the leitmotif for work in Class 7. It marks the birth of modern history and individual consciousness and parallels the birth of new capacities in the students. Studies span the late Middle Ages to the twilight of the Renaissance.




In Class 8 Class 8 looks at revolution, change and transitions. Studies include examination of the social and political upheavals surrounding the French and American, Revolutions, the Industrial Revolution and the transition from an agricultural economy to that of present day. A biographical focus on the actions and experiences of key figures creates a human picture and the groundwork for the more analytical examination of forces of change and historical causality that forms a basis of Class 9 studies. Stage 4 In Class 9 The students study major turning points in world history from the beginning of the 19th Century to the present. Historical factors in current affairs are considered with an emphasis on the consideration of causality and motive. Students examine the unfolding of historical themes in Australia and the Asia-Pacific region in the context of world events. They study the political, social and cultural history of Australia up to modern times incorporating multiple perspectives and experiences. In Class 10 Historical studies include a panoramic view of human history from the migrations of early nomadic communities to the Agricultural Revolution and the rise of the great ancient civilizations. Students examine and compare characteristics of nomadic hunter-gatherer societies and the expansion of human occupation to all continents. The depth study of early history of Australian Aboriginal peoples constitutes a major element of the first unit. The evolution of human culture and society is examined, from the life of the hunter-gatherer to the sophisticated and complex societies including those of Sumer, the Tigris Euphrates River Valley, the Indus Valley and the Yellow River Valley in China, and the Americas. An important theme is the inter-relationship between human societies and their environments. Students use and evaluate evidence from the disciplines of archaeology and anthropology in examining the evolutionary past and influences on culture and social structure. As the student matures generalisations about inner experience are less useful and true. They become less impressionable as group and work on increasingly independent, individualised study projects. Although the present project extends only up to Class 10, brief overviews of Major Topics in Class 11 and 12 are included below. Class 11 Medieval History: from the fall of Rome and rise of Christianity and Islamic Civilisation, The Renaissance to Age of Enlightenment. History through music. Class 12 World History – Modern History: perspectives, inner questions, challenges This includes the Global economy and the third World. History through Architecture. Australian History – cultural identities.





Civics and Citizenship Introduction

Rationale Integrated Curriculum

Civics and Citizenship and Economics and Business are integrated in the Australian Steiner Curriculum Kindergarten to Class 8. In Years 9-10 the study of Civics and Citizenship has a focus connected to the study of Australian History to the Modern Era: B Civics and Citizenship in Australia. Economics and Business also has a subject specific focus in the topic: The Human Community: B The Economic Sphere of Life.

These two areas of the Humanities and Social Sciences are closely linked. If humanity

is to create viable futures for life then there is a need for people who are motivated to support their own community and to contribute from a sense of shared humanity, altruistically to the world’s future in sustainable ways. This contribution needs to encompass the cultural and economic spheres and be supportive of the human rights and needs of all people. Knowledge and skills are needed for this and in the later years these areas must be understood conceptually and in complex applications within regional and global contexts. The preparation for this, the experiential basis and the knowledge and skills that arise are both cumulative as they grow; and spiral in that they have ever increasing new levels of experience, insight and wisdom.

Each topic taught in the integrated curriculum and e.g. each class drama performance or camp, gardening experience, handcrafts lesson or community service project bring a cohesive and authentic experience of creative use of available goods, contribution to the class, school or global community, importance of cooperation, the place of rules as well as the sustainable use of natural resources of the community. Areas of Experience and Application

The knowledge and skills of each area also needs planned development. The experience and application of the knowledge and skills grows from-

Experience and application in the family and class community- Kindergarten à Experience and application in the school community- Class 1 à Experience and application in the wider local area Class 4 à Experience and application in the state and national communities Class 5à Experience and application in world communities Class 6à

Civics and Citizenship

Aims The Australian Steiner Curriculum: Civics and Citizenship encompasses the aims of the Australian Curriculum as outlined below as well as highlighting the following:

1. To develop a deep understanding of and commitment to the equality of all people of the earth and the will to stand for the rights of others.




2. To appreciate the history of the world which has developed through many different social forms to models which support rights and responsibilities of communities of people and to feel themselves connected to communities on local, regional, national and global scales through their own active participation.

3. To understand their own sense of identity as a member of a family, community, nation or world citizen and as connected to a religion, social or cultural group and to understand the other’s sense of identity in these realms yet still see the universal humanity in each person. ******************* From the Australian Curriculum: Civics and Citizenship -

4. To develop the knowledge, understanding and skills that will facilitate the development of the attitudes, values and dispositions students need to fully participate in civic life as active citizens in their communities, the nation, regionally and globally

5. To develop knowledge and understanding of Australia's liberal, representative democracy, legal system and civic life, including reference to Australia’s democratic heritage

6. To develop a critical appreciation of the rights and responsibilities of citizenship and civic life nationally and globally, including the capacity to act as informed and responsible citizens and to critically examine values and principles that underpin Australia’s liberal democracy

7. To build an understanding and critical appreciation of Australia as a multicultural and multi-faith society and a commitment to human rights and intercultural understandings, with particular consideration of Aboriginal Peoples’ and Torres Strait Islander Peoples’ experience of, participation in and contribution to Australian civic identity and society.

Structure Civics and Citizenship Civics and Citizenship is fully integrated from Year 3 until Year 8. Foundation- Class 2 Preparation School Community Children experience a stable class community with a teacher who stays with them from Class 1 –Class 6. The teachers form a strongly visible community through a shared pedagogy which the children perceive in their dedication and support of each other and the school. The school celebrates festivals as a whole community, including parents, which gives a sense of belonging and identity. Foreign languages of the wider community are taught from Class 1, initially orally, which builds a skill in non-semantic perception and empathy for the other in the community. From Kindergarten the children have responsibilities for their surroundings, garden, animals and food preparation. They experience the co-working which is the basis of community. Children experience community before they learn about explicitly. Lesson Content The story curriculum is carefully chosen to bring pictures of the highest striving of each person for the good of the whole of humanity, whether it be from folk tales, indigenous stories or teacher created healing stories for the class. Handcrafts made by the children in their lessons, such as floor mats, festival items and crayon bags, create the items used by the group and parents are encouraged to participate in preparing the environment for the whole class as well.




Class 3 In the farming and building main lesson topics the children experience and contribute to the work of a farming/gardening community and building projects. They rely on each other, parent helpers and the teacher to work together to maintain the garden and build e.g. a cubby, pizza oven or garden shed on the school grounds. In house building and farming studies they learn about all the different trades and how they are also interdependent in a town, village or farming community. After the folk tales of Class 1 and Celtic stories of Class 2, Class 3 now looks at an ancient culture such as that connected to the Hebrew stories which have clear pictures of communities and rules for citizens. The rules of the class become more explicit now and they understand the reasons for them. Class 4 By Class 4 camps have begun and children plan, prepare and co-operate in forming a supportive community for their time away camping and hiking. Cultural and literature studies focus on Northern mythologies, where again heroes lead communities and the path of individual development is portrayed. Local area studies look at the landscape, history and indigenous community of their school surroundings and give pictures of sustainable community over long stretches of time. Class 5 The study of the children’s wider region and the history of the state are brought through story and biography. The indigenous people are considered in their social organisation and sense of identity and their challenges when colonisation began to form new communities. As well in Class 5 the communities of Ancient India, Persia, Egypt and Greece are studied through myths, literature and cultural stories. The different communities and roles of citizens develop over time. The ancient Indian caste system, the ancient Persian development of stable farming communities and the Egyptian development of community roles of pharaohs, priests and judges are examples. The role of the individual in the community, the characteristics of the community and its leadership change over these vast expanses of time and in Class 5 culminate with review of the Greek civilisation with its development of philosophy, the arts and ideals of human freedom. In the shared activity of a Greek Olympics between schools they experience the historical ideals of excellence in representing their region yet united in honour and valour. Class 6 The Class 6 child brings the study of civilisations up to Ancient Rome, with the birth of democracy and then the development toward the Middle Ages. Through the study of Roman history the ideals of the citizen and democracy are experienced and their struggles for a new form of community. The law becomes connected to the rights of citizens. At the same time the children study the history of Australia to the birth of Federation and our parliamentary structures and laws. The children are supported to create their own sporting and games rules and to discuss rules and laws around social interactions and cyber safety. Their sense of identity in larger community groups, as an Australian citizen and a part of the whole world extends at this time. In World Geography the greater interplay between trade, landscape, weather, economy and communities is explored across many lands. Class 7 In the Year 7 topic Voyages of Discovery topic students study the life and social structures of medieval agrarian society with both feudal law and monastic systems. The rights of the individual arise for consideration in these former times. Then as the topic Geography 7.2 Indigenous Societies and Civilisations content descriptor states the students,




Examine the perspectives, cultural traditions, religions, beliefs and lifestyles of different indigenous groups and societies and their influence on the social cohesion of the group, sense of identity and the perception of living in a particular place held by individuals within indigenous communities.

In the Year 7 study of the Middle Ages students examine the law and order of the time as well as crime and punishment. Through reflecting on their English studies and drama performances they develop a stronger sense of identity in relation to diverse historical and social communities and roles.

Year 8

In Year 8 in the topic Geographical Regions: Cultural Contrasts students investigate diverse cultures in different parts of the globe and the way communities form and change and the varied roles of governments.

Examine changes that have taken place in a region’s development (comparing Australia Europe) e.g. urbanisation and what influences change and its consequences.

Integrated with History 8.1 The Age of Revolutions topic is the consideration of the development of the individual rights of freedom of speech and association and assembly as well as freedom in other cultures such as the American War of Independence and the French Revolution.

Year 9

In History 9.1 students study the evolution of personal freedom as part of the social and political change since the industrial revolution. They reflect on freedoms, rights and independence movements as part of the changes since the industrial revolution.

In Australian History to the Modern Era the strong focus is on Federation, parliamentary systems, Australia’s identity and demographic. The Civics and Citizenship section Part B develops the groundwork in Years 7 and 8 to make explicit the content in this subject area.

In Geography 9.2 Ecosystems and Human Culture the impact of the environment and changes in environment on human identity and social structures.

Year 10 In Year 10 the Development of Human Communities topic brings the broad sweep of human history as students study the changing communities, identities, religions and rulership of societies from the ancient past. The topic that follows History 10.2 Ancient Cultures looks at political and social structures in Ancient China, Japan and Africa as well as the Americas.




CIVICS AND CITIZENSHIP TOPICS LIST Year Topic Kindergarten

K.1 Story-time, Puppet Story K.2 Morning Circle K.3 Self-Directed Creative Play K.7 Creative structures

Class 1 1.2 English-Letters 1.3 English-Letters to Texts 1.4 Stories from the Dreaming 1.5 Ancient World Tales OT A, OT C

Class 2 2.1 Celtic Tales 2.2 Animal Fables 2.3 Saintly Lives 2.4 World Legends 2.5 The World Around Us OT A, OT C

Class 3 3.2 Authority and Rulership 3.3 Farming 3.4 Building OT A, OT C

Class 4 4.1 Myths of Northern Europe 4.4 Spirituality of the Dreaming 4.6 The Local Region 4.7 Human being and the Animal Kingdom OT A, OT C

Class 5 5.1 ABC Ancient India, Persia, Egypt 5.2 Ancient Greece 5.3 English Language and Literacy 5.4 The Local Region and State OT A, OT C

Class 6 6.1 History of Ancient Rome 6.2 The Wisdom and Wonder of Words 6.3 English Language and Literacy 6.12 Australia and the World Beyond OT A, OT C





Civics and Citizenship Introduction

Rationale

Citizens of the World

The international Steiner/Waldorf Education curriculum is one which is adapted to time and place in the world in each country and each school in which it is taught.

The importance of the awakening of the students to their universal humanity is seen as paramount to our global future and their individual development. This awakening comes through a deeply experienced review of world cultures throughout history and a geographical study of the world which seeks to awaken a deep interest and understanding of its diverse communities and landscapes. This world perception is supported by global co-working among educators, world exchange opportunities for students, foreign languages taught from Year 1, school and class-based fund-raising for world communities in crisis and international tours of student arts-based performing groups.

As noted in the ASCF Educational Foundations Paper10 (2012)

As the ASCF curriculum places focal importance on universal human qualities, international and global perspectives are embedded in the content: the central main lesson curriculum for each year encompasses material from the major cultural periods that encompasses a rich study of the myths and legends of many countries (ages 6-11), a geographical survey and an historical review of cultural world history (ages 11- 16). Other multicultural elements include the study of foreign languages (from age 6) and the celebration of diverse community festivals. The global nature of the Steiner education community means that the curriculum is adaptable to widely differing cultural contexts. Strong research networks support the international sharing of evidence based educational research. The first international refereed academic journal ̳RoSE: Research on Steiner Education‟ was launched in April 2010. Student development assistance projects, visits to countries like India, Borneo and East Timor, and exchange programs in 66 countries further facilitate cultural exchanges.

World Projects for all Students

The Australian Steiner Education Curriculum Framework balances the importance of and the essential need for, a sense of world citizenship with the need for diverse cultures in Australia to find their connection to the community of their home country, their national identity and social and cultural connections on a regional and local level. Each country needs a national government, laws and responsibilities to administer economic, political and cultural life. However national identity alone without world citizenship and appreciation of diversity may limit global cooperation. Each person within a country needs also to recognise that without all

10 ASCF website ……..




people having a sense of world citizenship, truly cooperative global futures are more difficult to create.

Environmental concerns in each nation are no longer the concern of that country alone- they are of global concern. Global warming, the effects of mining on the water table, challenges faced by the bee populations and the effect on food production are global issues. The world must cooperate, feeling itself one world not as negotiators on behalf of countries in competition.

An example of world identity is fostered through the world movement of Steiner/Waldorf schools which has current world projects involving students in all schools of the world. As seen in the website - Waldorf 100- Learn to Change the World.

One of the lead projects is to have the world’s native bee populations fostered by hives at each Steiner/Waldorf school in the world. This global initiative will help support the challenge to the future of the natural world, human food supply and agriculture.

But bees are dying all over the world. We want to step up and do something about it. We want to keep bees at all our Steiner/Waldorf facilities, and have pupils of all ages participate intensively in the health of bees, from the lower to the upper grades, from harvesting honey to pursuing complex research projects. The earth should once again become a place where bees can thrive.

Be part of it and take care of colonizing bees at your school or kindergarten.11

Students also participate in local projects which support regional community environmental and social initiatives.

Creating Communities

Healthy community is created by the higher gifts of each individual being active within that community; their insights, ethics, creative contributions and work. The life of each individual is enhanced by the insights and deeds of all others being available to their life and inner reflections.

What potential does an individual have and what can be developed in him or her? When this is taken into account each new generation can bring forces of continuous renewal to the social order. In this social order there will then live all that the fully mature human beings in it cause it to be. 12

The first step is building of connection. Steiner schools connect to local, national and international survival needs, cultural groups and arts projects,

As part of the Waldorf 100 project above, there is a world postcard interchange among the 1,000+ Steiner schools, with all postcards illustrated by students sent to every other school and placed on large scale world maps in school halls as well as a project to make handcrafted dolls for children in crisis.13

11 Waldorf 100 Learn to Change the World- http://www.waldorf-100.org/en/project/the-return-of-the-bees/

12 Steiner 1909/1969 p250.

13 http://www.waldorf-100.org/en/project/postcard-exchange/




The aim of Steiner education will always be to develop the ability to take responsibility, to experience the inter-relationships of actions, to turn to the needs of the world and of the people around us. All these activities grow out of abilities that have been acquired in artistic work and in practice of crafts and technologies. The young adult can leave the school with a clear perception of what is around him or her, with enthusiasm…and with the will to work in the world to answer its needs. Walter Hiller 1994 UNSECO

Steiner Education and Positive Global Futures The curriculum aims to develop an ethos in graduates of Steiner education such that they believe in positive futures and greatly value ̳social equality, diversity, tolerance and community‘, a ̳peaceful communicative world‘; and see ̳their own development as being central to creating better futures‘ (Gidley, 2002; Glasby, 2005; Dahlin, 2007). As stated in the ASCF Foundations paper14

Research of Steiner students’future visions reflects the high regard placed on: less homelessness, hunger and poverty; equity (no divisions of race/class/gender/culture); democracy (political freedom/land rights for indigenous peoples); a reduction in health problems and social pressures (Gidley, 2002; Dahlin, 2007).

The holistic nature of the pedagogical approach emphasises the importance of the whole field; the local and global situations are understood to be closely interrelated and strategies are designed with this goal in mind. Underpinning Steiner education‘s orientation towards the global future are the pedagogies of ̳love, life, wisdom and voice‘ (Gidley, 2009) which are included as key elements of the curriculum design and the templates for content elaboration. Research reports identify that students educated in Steiner high schools have a ̳strong sense of responsibility and engagement in relation to issues of global and local concern to them as citizens‘ (Gidley and Hampson, 2005; Dahlin, 2007).

Integrated, Sequential Curriculum Moving from Experience and Immersion to Complex Conceptual Understanding and Ideals Civics and Citizenship is integrated in the Australian Steiner Curriculum in Kindergarten to Class 10. History, Geography, Literature studies, camping programs co-working with indigenous communities, festival development and community outreach are all essential.

Each topic taught in the integrated curriculum and e.g. each class drama performance or camp, gardening experience, handcrafts lesson or community service project brings a cohesive and authentic experience of contribution to the class, school or global community, importance of cooperation, the place of rules and the structures that support communities.

14 Australian Steiner Curriculum Framework Foundations Paper




If humanity is to create viable futures for life then there is a need for people who are motivated to support their own community and to contribute from a sense of shared humanity, altruistically to the world’s future in sustainable ways. This contribution needs to encompass the cultural life and be supportive of the human rights and needs of all people. Knowledge and skills are needed for this and in the later years these areas must be understood conceptually and in complex applications and regional and global contexts. The preparation for this, the experiential basis and the knowledge and skills that arise are both cumulative as they grow; and also spiral in that they have ever increasing new levels of experience, insight and wisdom. Areas of Experience and Application

While the orientation is experiential, integrated, global in scope and immersed in community projects the knowledge and skills of each area also needs planned, sequential development which grows increasingly in complexity and scope in the world.

Experience and application in the family and class community- Kindergarten à Experience and application in the school community- Class 1 à Experience and application in the wider local area Class 4 à Experience and application in the state and national communities Class 5à Experience and application in world communities Class 6à Knowledge, reflection, research and application through ideals in Years 7-10




CIVICS AND CITIZENSHIP

Overview of PART A

Meta- Content Descriptors- Students learn to:

Elaborations

CC.K-6.01 Feel and value a connection to people from all parts of their region, nation and world through narrative inspired learning about their history, literature, arts, spirituality, landscape and social and community lives.

K-3 Hear, recall, enact and represent artistically -Indigenous stories, World tales. Celtic stories, Creation stories and Hebrew tales. Classes 4-6 Hear, recall, enact and represent artistically – aspects of the literature, culture, spirituality and daily lives of the societies that produced the Northern mythologies, ancient Indian, Persian, Egyptian, Greek and Roman stories. Years 7-10- Read, review, illustrate, research and represent knowledge, understanding and connections to the universally human qualities of diverse peoples around the world from the Middle Ages until the present times. Classes 5-10 To examine the development over time of new capacities and challenges facing humanity. K-10 Celebrate seasonal, cultural and spiritual festivals gaining insight and connection to world communities. Classes 1-10 study foreign languages from diverse regions, gaining perspectives, cultural understanding and nuanced insights and expressive qualities.

CC.K-6.02 Recognise the strengths, inner qualities and vulnerabilities of their own universal humanity and that of others, the essentially human beyond gender, religion, culture or language and develop a sense of empowerment that positive global futures can be created.

Classes 3-10 Grammar (passive voice, subjunctive mood) and syntax studies, literature and artistic exercises deepen qualities of empathy, mercy, conscience and altruism and Experience heights of human striving and inner qualities in historical biographies, contemporary literature, media studies and artistic performances e.g. of excellence, virtue, benevolence, steadfastness, commitment and courage that can change the world.

CC.K-6.03 Contribution Develop empathy and social conscience, leading to altruistic deeds of service for places and peoples in crisis in their school, local, national and international community

K-10 – participate in class and school fundraising and gathering/ making of goods for local, national and international issues of sustainability, human rights and crisis management e.g. Classes K-3 from making food for an aged care facility or family in need, clothes for a new baby, growing vegetables to share with a local soup kitchen; Classes 4-6 making or gathering and sending books and clothes to an overseas aid programs, sponsoring an animal at risk of extinction, regenerating a bushland area near their school. Classes 7-10 Participating in camps in indigenous communities building connection and helping with housing and education, going on service trips overseas to schools, orphanages and environmental




Civics and Citizenship

Aims The Australian Steiner Curriculum: Civics and Citizenship encompasses the aims of the Australian Curriculum as outlined below* as well as highlighting the following:

8. To develop a deep understanding of and commitment to the equity of all people of the earth and the will to stand for the rights of others.

9. To care for the welfare of each individual upon the earth such that they feel deeply the responsibility to work toward the betterment of the earth as long as others suffer from hardship.

10. To have a perspective of the many generations that have inhabited the earth and of the many who still could live upon this world for many centuries to come, if humanity takes a long term view of their custodianship of the earth as indigenous cultures have continued to do for tens of thousands of years.

11. To appreciate the history of the world which has developed through many different social forms to models which support rights and responsibilities of communities of people and to feel themselves connected to communities on local, regional, national and global scales through their own active participation.

12. To experience and learn foreign languages from diverse regions and cultures, to value another culture from within the experience of its linguistic heritage and to also study the cultural aspects, literature, festivals, geography and history and participate through student exchange and cross-cultural world projects .

13. To understand their own sense of identity as a member of a family, community, nation and as a world citizen and as connected to a religion, social or cultural group and to understand the other’s sense of identity in these realms yet still see the universal humanity in each person. ******************* *From the Australian Curriculum: Civics and Citizenship -

14. To develop the knowledge, understanding and skills that will facilitate the development of the attitudes, values and dispositions students need to fully participate in civic life as active citizens in their communities, the nation, regionally and globally

15. To develop knowledge and understanding of Australia's liberal, representative democracy, legal system and civic life, including reference to Australia’s democratic heritage

CC.K-6.04 Develop understanding of social ethics within their class, school, national and global community and develop strength of voice to speak up for truth and fairness.

K-10 Develop strength of speech through daily work with literary sources of verses and poems of meaningful content. K-10 speak with strength and clarity and perform in plays, assemblies and community events. Classes 8-10 Develop dramatic presentations based on issues of social, cultural, ethical and environmental issues. Classes 5-10 present projects, research reports, and action plans on issues of social, environmental and cultural significance.




16. To develop a critical appreciation of the rights and responsibilities of citizenship and civic life nationally and globally, including the capacity to act as informed and responsible citizens and to critically examine values and principles that underpin Australia’s liberal democracy

17. To build an understanding and critical appreciation of Australia as a multicultural and multi-faith society and a commitment to human rights and intercultural understandings, with particular consideration of Aboriginal Peoples’ and Torres Strait Islander Peoples’ experience of, participation in and contribution to Australian civic identity and society.

Structure Civics and Citizenship Civics and Citizenship is part of an integrated curriculum from Kindergarten until Year 10. PART A highlights the stand alone content descriptors which relate to our Steiner Education content, values and ethos which are not explicit in the content integrated in Part B in relation to government, legal systems and inquiry skills. The elaborations below show at which stage and in which learning activities these additional descriptors are taught. While the related Topics or Units of Work may illustrate this, they are detail which may be considered as teaching resources and support documents in their level of detail. The overview table below is to illustrate structure and is given in more detail in the K-6 and 7-10 curriculum documents. The content descriptors could be considered as stand-alone for the recognition process but backed up by the Topics listed. Stages Stage 1 Classes F-3 Foundation- Class 2 Preparation School Community Children experience a stable class community with a teacher who stays with them from Class 1 –Class 6. The teachers form a strongly visible community through a shared pedagogy which the children perceive in their dedication and support of each other and the school. The school celebrates festivals as a whole community, including parents, which gives a sense of belonging and identity. Foreign languages of the wider community are taught from Class 1, initially orally, which builds a skill in non-semantic perception and empathy for the other in the community. From Kindergarten the children have responsibilities for their surroundings, garden, animals and food preparation. They experience the co-working which is the basis of community. Children experience community before they learn about explicitly. Lesson Content The story curriculum is carefully chosen to bring pictures of the highest striving of each person for the good of the whole of humanity, whether it be from folk tales, indigenous stories or teacher created healing stories for the class. Handcrafts made by the children in their lessons, such as floor mats, festival items and crayon bags, create the items used by the group and




parents are encouraged to participate in preparing the environment for the whole class as well. Class 3- Further Unfoldment In the farming and building main lesson topics the children experience and contribute to the work of a farming/gardening community and building projects. They rely on each other, parent helpers and the teacher to work together to maintain the garden and build e.g. a cubby, pizza oven or garden shed on the school grounds. In house building and farming studies they learn about all the different trades and how they are also interdependent in a town, village or farming community. After the folk tales of Class 1 and Celtic stories of Class 2, Class 3 now looks at an ancient culture such as that connected to the Hebrew stories which have clear pictures of communities and rules for citizens. The rules of the class become more explicit now and they understand the reasons for them. Stage 2 Classes 4-6 Class 4 By Class 4 camps have begun and children plan, prepare and co-operate in forming a supportive community for their time away camping and hiking. Cultural and literature studies focus on Northern mythologies, where again heroes lead communities and the path of individual development is portrayed. Local area studies look at the landscape, history and indigenous community of their school surroundings and give pictures of sustainable community over long stretches of time. Class 5 The study of the children’s wider region and the history of the state are brought through story and biography. The indigenous people are considered in their social organisation and sense of identity and their challenges when colonisation began to form new communities. As well in Class 5 the communities of Ancient India, Persia, Egypt and Greece are studied through myths, literature and cultural stories. The different communities and roles of citizens develop over time. The ancient Indian caste system, the ancient Persian development of stable farming communities and the Egyptian development of community roles of pharaohs, priests and judges are examples. The role of the individual in the community, the characteristics of the community and its leadership change over these vast expanses of time and in Class 5 culminate with review of the Greek civilisation with its development of philosophy, the arts and ideals of human freedom. In the shared activity of a Greek Olympics between schools they experience the historical ideals of excellence in representing their region yet united in honour and valour. Class 6 The Class 6 child brings the study of civilisations up to Ancient Rome, with the birth of democracy and then the development toward the Middle Ages. Through the study of Roman history the ideals of the citizen and democracy are experienced and their struggles for a new form of community. The law becomes connected to the rights of citizens. At the same time the children study the history of Australia to the birth of Federation and our parliamentary structures and laws. The children are supported to create their own sporting and games rules and to discuss rules and laws around social interactions and cyber safety. Their sense of identity in larger community groups, as an Australian citizen and a part of the whole world extends at this time. In World Geography the greater interplay between trade, landscape, weather, economy and communities is explored across many lands.




Stage 3 Years 7-8 National and Global Historical Review and Current Study In the Year 7 topic Voyages of Discovery topic students study the life and social structures of medieval agrarian society with both feudal law and monastic systems. The rights of the individual arise for consideration in these former times when power lay with the church, monarchy or feudal . Then as the topic Geography 7.2 Indigenous Societies and Civilisations content descriptor states the students,

Examine the perspectives, cultural traditions, religions, beliefs and lifestyles of different indigenous groups and societies and their influence on the social cohesion of the group, sense of identity and the perception of living in a particular place held by individuals within indigenous communities.

In the Year 7 study of the Middle Ages students examine the law and order of the time as well as crime and punishment. These historical perspectives inform their later appreciation of Through reflecting on their English studies and drama performances they develop a stronger sense of identity in relation to diverse historical and social communities and roles.

Year 8

In Year 8 in the topic Geographical Regions: Cultural Contrasts students investigate diverse cultures in different parts of the globe and the way communities form and change and the varied roles of governments.

Examine changes that have taken place in a region’s development (comparing Australia Europe) e.g. urbanisation and what influences change and its consequences.

Integrated with History 8.1 The Age of Revolutions topic is the consideration of the development of the individual rights of freedom of speech and association and assembly as well as freedom in other cultures such as the American War of Independence and the French Revolution.

Stage 4 Years 9-10

Year 9

In History 9.1 students study the evolution of personal freedom as part of the social and political change since the industrial revolution. They reflect on freedoms, rights and independence movements as part of the changes since the industrial revolution.

In Australian History to the Modern Era the strong focus is on Federation, parliamentary systems, Australia’s identity and demographic. The Civics and Citizenship integrated content develops further form the groundwork in Years 7 and 8 to make explicit the content in this subject area.

In Geography 9.2 Ecosystems and Human Culture the impact of the environment and changes in environment on human identity and social structures.

Year 10 In Year 10 the Development of Human Communities topic brings the broad sweep of

human history as students study the changing communities, identities, religions and rulership of societies from the ancient past. The topic that follows History 10.2 Ancient Cultures looks at political and social structures in Ancient China, Japan and Africa as well as the Americas Aims




The Australian Steiner Curriculum Economics and Business encompasses the aims of the Australian Curriculum as outlined below as well as highlighting the following:

1. To develop experiences for students within the class and school community which model and allow them to experience and contribute to economic cooperation, shared vision and sustainable use of resources for the whole community.

2. To facilitate students to participate in a feeling of brotherhood to support the economic needs of all humanity through developing and supporting humanitarian projects on a national and global scale.

3. To develop news models of economic cooperation and community development of resources for the future.

4. To understand that humanity has a responsibility towards the safeguarding of the earth’s resources and limiting their own wants to levels that are sustainable. ****************** From the Australian Curriculum-

5. To develop the knowledge, understanding and skills that will enable students to actively and ethically participate in the local, national, regional and global economy as business and financially literate citizens.

6. Develop knowledge and understanding of the nature of economics and business decision-making and its role in creating a prosperous, sustainable and equitable Australian economy.

7. Make sense of the world through investigating and developing an understanding of the work and business environments within the Australian economy and its interactions and relationships with the global economy, in particular with the Asia region.

8. To develop an understanding of the role, rights and responsibilities of consumers, goods and service providers, savers, investors, workers and the role that government and other policy-making institutions, including the legal environment, play in influencing individuals, households, businesses and the economy.

9. To develop enterprising behaviours and capabilities that can be transferable into life, work and business opportunities Structure Economics and Business Kindergarten- Class 4 The children in these classes experience the class community as one that works together and uses resources in ways that are sustainable and for the benefit of all. In Class 3 the children share, barter and sell their garden produce for which they have planned and worked. As Martyn Rawson states There are important social dimensions to the blocks involving farming work, skills and house building, especially regarding the basic principles of economics, namely mutuality, the meeting of needs and the transformation of raw materials into useful commodities. 15 The Main Lesson Topic on Money looks at the history of economic life in communities from barter to simple systems of money. In Class 4 the sustainable connection to place and the earth’s resources as lived by indigenous people is encountered. 15 Rawson, M. and Richter, T. (2000) The Educational Tasks and Content of the Steiner Waldorf Curriculum. Steiner Schools Fellowship.




When looking at the local area and its history the interdependence of geographical features of a place, history of settlement and economic development emerge. The interrelated placement of a town at the mouth of a river for trade, the orchard on the northern hillside, the work of people and the transport roads out to the farms are understood through historical narrative of their immediate region. Class 5 The Class 5 topics of Ancient India, Persia, Egypt and Greece show development of new social and economic forms within communities e.g. of farming and animal husbandry in Persia and the economic life of the Nile Delta in ancient times with use of water resources in sustainable ways for community prosperity. In the study of the The Local Region/State the economy of the Australian Aboriginal and Torres Strait Islander people is explored and their sustainable use of resources and their role as caretakers of the earth. This is contrasted with the development of the first businesses in the new colony and production of food and building resources. Class 6 In Class 6 there is a clear focus on business across integrated subjects. In mathematics, there is a topic on Business maths which looks at financial competencies in loans, interest, business plans and banking. Business and banking terminology is used and profit and loss in an accounting system. Students develop a practical project to practice their business skills. In English the students write business reports, letters and use business abbreviations and symbols. In Roman history and the voyages of Alexander the Great they look at what allows nations to grow and expand such as the rise of technology, trade and political organisation. In Australia and the World Beyond the students link physical geography and climate - including the impact of flood, vegetation and natural resources and recognise their connection to the historical development of economics, infrastructure and human society. They consider an example of the distribution of major natural resources and relation to regional or world trade, considering ethical development and sharing of resources. This development of a sense of connections between geology, geography, climate, astronomy, botany, human endeavour, economics and history and personal relationships to places is crucial to an integrated approach to world economic sustainability. The Australian Curriculum Class 7-10 Economics and Business is met individually by Steiner schools in Australia. There is no separate ASCF 7-10 Economics and Business curriculum recognised.




The Australian Steiner Curriculum Framework: HaSS works with the General Capabilities, Cross Curriculum Priorities and Links to other Learning Areas as outlined in The Shape of the Australian Curriculum: Civics and Citizenship and The Shape of The Australian Curriculum: Economics and Business.

STUDENT DIVERSITY

The Australian Steiner Curriculum Framework is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Australian students.

Teachers, who have an ongoing teaching connection to students over several years of the Class Teacher period or High School, are deeply aware of their students’ current levels of learning, strengths, goals, challenges, disabilities and interests and provide a multi-layered, arts integrated, narrative based curriculum with a strong experiential learning component. Students with disability As stated in the Australian Curriculum document, “the Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability … and necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their learning…teachers can draw from content at different levels along the Kindergarten/Foundation to Year 10 sequence. Teachers can also use the extended general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need”.




English as an additional language or dialect The Australian Steiner Curriculum Framework HaSS implementation may require extra support for students for whom English is an additional language or dialect (EAL/D) enter Australian schools at different ages and at different stages of English language learning and have various educational backgrounds in their first languages. These students may require extra time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need extra time and support in order to acquire skills for effective learning in formal settings and schools will access relevant resources to support these situations. Gifted and talented students Teachers can use the Australian Steiner Curriculum Framework: HaSS flexibly to meet the individual learning needs of gifted and talented students. While teachers can enrich learning by providing students with opportunities to work with learning area content in more depth or breadth, there are also possibilities to work with arts-based enrichment, open-ended extension research/practical projects, social and personal skills through peer mentoring and community service projects which all support the implementation of the Melbourne Declaration on Educational Goals for Young Australians.

GENERAL CAPABILITIES

In the Australian Steiner Curriculum Framework, the general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.

The seven general capabilities:

1. Literacy 2. Numeracy 3. Information and communication technology (ICT) capability 4. Critical and creative thinking 5. Personal and social capability 6. Ethical understanding 7. Intercultural understanding.

are identified and applications for HaSS outlined at the end of each Year’s Content.

CROSS-CURRICULUM PRIORITIES

The Australian Steiner Curriculum Framework is designed to meet the three key areas identified by the Melbourne Declaration on Educational Goals for Young Australians, developing knowledge, understanding and skills relating to

1. Histories and cultures of Aboriginal and Torres Strait Island peoples 2. Asia and Australia’s engagement with Asia, and 3. Sustainability.

Cross-curriculum priorities are addressed through learning areas and are identified at the end of each year’s Content Topics. They will have a strong but varying presence depending on their relevance to the learning area.




The Australian Steiner Curriculum Framework strongly supports the statement below of the Australian Curriculum: Geography with regard to Aboriginal and Torres Strait Islander histories and cultures

Across the Australian Curriculum, the priority given to the histories and cultures of Aboriginal and Torres Strait Islander peoples provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander Communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positively in the ongoing development of Australia.

The Australian Curriculum: Geography values Aboriginal and Torres Strait Islander histories, cultures and perspectives.

The Australian Curriculum: Geography emphasises the relationships people have with place and their interconnection with the environments in which they live. The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for students to develop a deeper understanding of these concepts by investigating the thousands of years of Aboriginal and Torres Strait Islander connection to land, water and sky and the knowledge and practices that developed as a result of these experiences. Students will examine the effects of European colonisation on people and environments. The Aboriginal and Torres Strait Islander histories and cultures priority also contributes to an understanding of spatial inequalities in human welfare, sustainable development and human rights.

The Australian Curriculum: Geography curriculum also enables students to learn that there are different ways of thinking about and interacting with the environment. It integrates Aboriginal and Torres Strait Islander Peoples' use of the land, governed by a holistic, spiritually-based connection to Country and Place, with the continuing influence of Aboriginal and Torres Strait Islander peoples on Australian places, and in environmental management and regional economies.

In including Aboriginal and Torres Strait Islander knowledge and practices, and engaging with communities and local and regional environments, students develop a wide range of critical and creative thinking skills. Students explore ways of experiencing landscapes by conducting fieldwork with Aboriginal and Torres Strait Islander Peoples and reading, listening to, or performing Aboriginal and Torres Strait Islander Peoples’ explanations of the origins of particular landforms.

The Australian Steiner Curriculum Framework also values the focus given to Asia and Australia’s engagement with Asia as outlined below.

Across the Australian curriculum, this priority will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.

In the Australian Curriculum: Geography, students are provided with rich contexts to investigate the interrelationships between diverse places, environments and peoples in the Asia region.

The Australian Curriculum: Geography also enables students to study Asia as an important region of the world. Students can explore groups of countries, individual countries, or specific regions and locations within countries. In doing so, they develop knowledge and skills that help foster intercultural understanding as they come to appreciate the diversity that exists between and within the countries of Asia, and how this diversity influences the way people perceive and interact with places and environments.

Students also learn about the ways in which Australia and Asia are interconnected, both environmentally and socially, and how transnational collaboration supports the notion of shared and sustainable futures within the Asia region.




Sustainability is a high level priority for the Australian Steiner Curriculum Framework and it supports the statement below.

Across the Australian Curriculum, sustainability will allow all young Australians to develop the knowledge, skills, values and world views necessary for them to act in ways that contribute to more sustainable patterns of living. It will enable individuals and communities to reflect on ways of interpreting and engaging with the world. The Sustainability priority is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.

In the Australian Curriculum: Geography, this priority is strengthened through the geographical concept of sustainability. Together, the sustainability priority and concept afford rich and engaging learning opportunities and purposeful contexts through which students can develop and apply geographical understanding. It supports an integrated approach to human and environmental geography and furthers the development of inquiry skills through examination of a range of contemporary issues related to sustainability. Geography enables students to develop a holistic understanding of human dependence on the environment. It provides opportunities for students to integrate their study of biophysical processes with investigations of the attitudinal, demographic, social, economic and political influences on human use and management of the environment. It enables students to explore how worldviews influence these relationships and interactions with the environment.

In Geography, students examine the effects of human activities on environments, including how human usage of resources affects ecosystems, and how challenges to sustainability, and strategies to address these, vary from place to place. Students evaluate these strategies to determine their effects on environments, economies and societies and how they contribute to actions that support more sustainable patterns of living.

IMPLICATIONS FOR TEACHING, ASSESSMENT AND REPORTING

The Australian Steiner Curriculum Framework outlines methodologies which are experiential, narrative based and arts integrated. Assessment and reporting should reflect the importance of these modalities and acknowledge multiple ways of knowing or intelligences. Especially in K-3, conceptual learning and assessment are not seen as optimal or as good indicators of achievement.

• Qualities such as awe and wonder, gratitude and connection are part of the learning throughout the Hass curriculum, but particularly in Kindergarten/Foundation-Class 3. They are qualities that can be observed in children and are important indicators of successful teaching and learning.

• Learning Experiences in K-6 will include teacher created narratives which connect the children to their local environment and community.

• In 7-10 the teacher still tells rich introductory descriptive stories of e.g. histories, events, biographies, landscapes, weather phenomena, global incidents and social challenges to form an introductory connection and stimulus.

• Project work, student-led questioning, investigation and research tasks become increasingly important in the later stages of schooling and form part of the development of higher order thinking, initiative and ideals.

• Extended field trips and longer camps are a priority of an experiential curriculum. From Class 4 onward camps are able to provide experiences in the natural environment often camping in the wilderness, island regions, desert or mountains so that a sense of space and place is potent. Camps are integrated with the curriculum content and where possible in Years 7-10 also have a community service theme: helping sustainability projects, surveying remote areas or supporting disadvantaged communities.

• Students’ enthusiasm for learning is increased when Hass content is integrated with all areas interwoven ie geography, economics, history, Civics and citizenship questions, literary descriptions of places and communities as well as with speaking with experts or traditional holders of wisdom.




• It is acknowledged that learning activities should also emphasise the ability to understand, explain, appreciate and use knowledge, rather than simply reproduce it. The learning of skills should be made meaningful by using them to answer questions or communicate information.

• In the Australian Steiner Curriculum Framework: the teacher is aware of the connections, origins and local environment of the class community. In early primary school the places studied should begin with the local area that students belong to, radiating outward into the local region and state. When world communities are studied an appreciation of the unique richness of the people, its history and land is cultivated to develop a connection and experience of world community.




i Kieran Egan Teaching as Storytelling, IERG, 2001 Supplement ii Kieran Egan Teaching as Storytelling, IERG, 2001 Supplement p 26 iii ACARA History Curriculum 2011

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