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The task of the High School Faculty is not to produce adults who emulate us in the way they think, view the world and plan for the future.  Rather we must allow the young people in our care to develop as fully as possible – uniquely – so that each can bring a new response to the problems of our world and the courage to follow his/her own unique destiny.

The Waldorf Curriculum is unique.  It meets the inner expectations, dreams and frustrations of the adolescent and emerging adult on the deepest level. Through Classes 8 to 12 pupils are given the opportunity to experience all the subjects without having to specialise too soon. Pupils are furthermore not given options and therefore experience  many crafts and artistic activities with which they might themselves not normally engage.  Visual  Art. Drama, Music and Design are complemented by Gardening, Ceramics, Leatherwork and Bookbinding.  Physical education and sport take place within the school day, with extra-mural sport offered to those who wish. Eurythmy is unique to Waldorf Schools.

All pupils engage with this special form of movement which brings music and words (poetry or plays) to life.  English, Afrikaans and Mathematics are taught and practised several times per week, as are Art, Drama, Design and Music.  The special Main Lessons cover all other topics – History, Natural Science, Physical Science, Chemistry, Life Science and specific branches of Mathematics, English, Drama, Music and Art.  In Class 12 Architecture and Philosophy are included. The Waldorf Curriculum is completed by July of the Class 12 year. There is a formal closure of Waldorf education at a special ceremony. The pupils are now ready to engage with the challenging National Senior Certificate (otherwise known as “Matric”). Each year of the High School has its specific theme.

Class 8 must make the transition from Primary to High School.  Therefore the topics are about the human being finding his/her place on the earth. Form and structure are needed. Class 8 Curriculum.

Class 9 is the age of pushing boundaries.  So much of the work deals with polarities.  This is the year of the study and performance of a Shakespeare play, where the entire class must play a part. Class 9 Curriculum.

The Class 10 pupil inwardly seeks direction in life.  A land –surveying camp enables the pupils to experience the practical value of Trigonometry, using theodolites, each making his/her own map of the area surveyed.  A “World of Work” experience for two weeks in a factory or similar environment follows the same theme. Class 10 Curriculum.

Class 11’s study the epic journey of Parzival in the story by Wolfram von Eshenbaum.   Here a young man takes a journey to find his way in life.  His outer experience mirrors the inner journey of the 17-year-old as each young person begins to explore the questions “Who am I?” and “What is my task in life?”  In this year the “Social Practical” is undertaken – three weeks spent assisting the disadvantaged. Class 11 Curriculum.

Class 12 brings the culmination of the Waldorf Curriculum.  Each pupil undertakes an individual project which must be researched , documented and presented at a public event in July of that year.  Many pupils choose to make something, the range being infinitely wide.   In this year the class members must also collaborate to perform one or more modern plays.  As far as possible the pupils direct the plays themselves, with the guidance of the Drama teachers. Class 12 Curriculum.

By now the Class 12’s will have selected their subjects for the NSC and will already have begun the practical components of the Visual Art, Drama, Design and Music subjects.  By the time they write the final examinations in October/November of their Class 13 year they are more than well-prepared for the challenge, having followed a rigorous assessment and test program.

During the HS years our rich curriculum and innovative teaching methods address the whole human being, working to develop clarity in thought, balance in feeling and conscience and initiative in action.

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