High School – Robyn

It has been a great start to the year to re-engage with the Class 8 students and welcome our Class 7 students into High School. Each year in my journey as a Steiner teacher I feel truly blessed to learn each new curriculum and am in awe of Rudolf Steiner and his insight of meeting students with their endeavours and challenges. Who knew in 1919 that the Steiner/Waldorf curriculum would be so pertinent for our adolescents in the 21^st Century?

My role along with Sam and Jiffy is to bring the many enriching main lessons to the students and I feel fortunate to be team-teaching with such thoughtful and creative teachers. Class 7 and 8 receive separate main lessons, however, to begin we came together for the introduction of Shakespeare which will conclude with our Class play next term.

We first became acquainted with the Elizabethan times and the many twists and turns of Henry Xlll and his many wives. This led to much deceit, treachery, adultery and the laws of succession. A role play activity acted out the colourful journey of King Henry as we became immersed in what life was like during his reign and subsequently Queen Elizabeth.

William Shakespeare lived during Elizabeth’s reign and from this came his famous plays full of tragedy, history, and comedy. We studied the Taming of the Shrew and watched the modern-day visual adaptation culminating in an analytical comparative piece of writing. This followed with the tragedies of Macbeth, Romeo and Juliet and of course, Hamlet. At present the students are becoming acquainted with their scripts as we will begin play rehearsals in earnest next term in preparation for our Class 7 and 8 production. Stay tuned…..

Class 8 then delved into the Industrial Revolution, perfectly placed to meet the students with such change and direction as they meet in their 14^th year. We began in a small village in Lancashire with John and Jenny Hargreaves and the family spinning wheel. An accidental discovery led to the mass production of cotton, hydro-powered mills and the rest is, let’s say…..history!

We looked closely at why the revolution took place in England and discovered that as a small country geographically, the proximity and abundance of fossil fuels enabled the revolution to take place. From mere accidental discoveries to engineering and mining feats brought the cycle of change and progress. A topic of discussion came about whether much sudden progress brings about a regression in humanity. It was wonderful to have such robust and insightful discussions with the students and I have been most impressed with their learnt knowledge and ability to relate the industrial revolution to today’s society. Our adolescents are very much aware of the internet and the progress of technology, but all feel the regression of human connection. As part of their bookwork and independent writing they have produced wonderful summaries of the Industrial age, including links with the Americas, culminating in exportation and importation.

Charles Dickens was introduced through his written text of ‘Hard Times’, where we heard of the hardships for families caught up in the so-called progressive cycle and what this meant for children. The students wrote wonderful fictional pieces depicting what life would be like using the observations and works of Dickens. The main lesson has been a wonderful flow on from the Class 7 studies in Medieval History, Age of Discovery and the Renaissance. Earlier in the term the students also studied the Heat, Steam and Electricity main lesson with Jiffy, giving the students information and scientific practice regarding steam engine power and our first wired communication in Morse Code. Whilst we all benefit from the technological and telegraphic inspirations, it has been humbling when the students remind me of the importance of interaction and the value of connection. In the essence of our curriculum lies the relationship between teacher and student which underpins all that we do.

Robyn