In 2017-18 we will be working over 3 modules, each of which will have a specific theme and deal with a specific period in childhood. However, all modules will run into each other seamlessly.

Module 1 For Kindergarten, Grades 1 And 2: 3rd July, 2017 to 28 July, 2017 plus September 22-26 (Special workshop by Christof Wiechert*)
Module 2 For Grades 3, 4 And 5: 21 August, 2017 to 19 September, 2017 plus September 22-26 (Special workshop by Christof Wiechert*)
Module 3 For Grades 6 And 7: October 3 to November 3, 2017 plus September 22-26 (Special workshop by Christof Wiechert*)

In each module, the participants will have classes/talks related to the philosophy of Rudolf Steiner and learn about the design and content of the curriculum in the classes related to the module. The afternoons after lunch will be spent in pursuing artistic activities like craft, painting, clay work, wood craft etc. At the end of the module participants can sit in various Grades in the school and observe.



  • The 12 Senses – While popular and conventional science maintains that human beings have 5 senses, Rudolf Steiner proposed that we have 12 senses. This impacts teaching, for the focus then shifts to different senses that a teacher needs to concentrate on at various stages of the child’s growth. This allows the child to grow into a well-rounded physical, emotional, cognitive and spiritual being.
  • Rhythms & Blocks – What is rhythm? How do rhythms impact a child’s well-being? What kind of rhythms should be maintained by the significant adults in a child’s life?

How is the curriculum in grade school divided into ‘Blocks’ of subjects? What happens in each block taught?

  • Storytelling up to Grade 2 – What is the purpose of Storytelling? What kinds of stories are appropriate for children of Kindergarten, Grades 1 and 2? How should the story be narrated? How are the stories recalled the next day?
  • Morning Play to Main Lesson – What is the aim of ‘Morning Play’ and ‘Finger Play’? What is ‘Main Lesson’? How are the mornings in each class structured? How does the Morning play of the kindergarten transition into the Main lesson in Grade School?
  • Circle Time to Math and Language– Why do Steiner schools have morning ‘Circle Time’? What is rhythmic movement? How to create a circle time that has a good breathing rhythm and which leads smoothly into the Main Lesson
  • Handwork, Art & Craft – appropriate for kindergarten, Grades 1 & 2 eg. Knitting weaving, toy-making etc.



  • The 4 temperaments – According to Rudolf Steiner all human beings can be looked at from the point of view of 4 predominant temperaments. How do the temperaments impact teaching and learning?
  • Storytelling up to Grade 8 – How are the stories told in upper grades different from those told in lower grades? How does the stories, narration and language change as children move into the upper grades?
  • Economy in teaching through Rhythm– How can a teacher bring about an economy in teaching in the grades school? How can we connect the various subjects to enrich the children’s knowledge and understanding?
  • Creating a reader – A reader is a storybook created by the children after their first step into the world of literacy. It is used by all the children for language appreciation and enrichment.
  • Poetry Writing & Appreciation – What constitutes a good poem. What are the opportunities for children to write poetry in Grade school. What kind of poem can we teach the younger children.
  • Handwork, Art & Craft – Cross Stitch and Doll Making



  • Child study– Observation of a child who needs special guidance. What are the modalities involved in Child Study?
  • Goethean Observation-Johann Wolfgang van Goethe was a German writer, philosopher, scientist and dramatist. His writings and observations made a great impression on many scientists and educationists including Rudolf Steiner. What were Goethe’s unique contributions to scientific and spiritual thoughts? How do we use his practice of observation in Steiner schools.
  • Biography & Portrait (Humanities) – Grade 7 begins to study biographies while Grade 8 does pastel portraits. Why is biography study important and why is it introduced then? How is the portrait drawing of Grade 8 significant for the 14 year old?
  • Water & Metal (Sciences) – As we work with Sciences, what are the polarities that we see. How do the two elements of Water and Metal play into the Science Curriculum and how do we explore them in Physics, Chemistry and Biology?
  • Earth & Sky (Art of Science) – Why is Astronomy and Mineralogy introduced in Grade 6? How is this study continued in higher grades? How do we study the Earth and the Skies?
  • Craft – Metal work & Painting

*All participants will be given the opportunity to attend the Conference led by Christof Wiechert at Sloka – the Hyderabad Waldorf School, India from September 22-26, 2017. Christof Wiechert is former leader of the Pedagogical Section(related to curriculum in Waldorf schools across the world) at the Goetheanum, Dornach, Switzerland. He was also a Waldorf class teacher for around thirty years in the Netherlands. Christof’s latest gem of a book is ‘Teaching: The Joy of Profession’. It was recently translated by Dorit Winter and is available from the bookstore at Rudolf Steiner College.