The Waldorf Grades curriculum has been likened to an ascending spiral: subjects are revisited several times, and each new exposure affords greater depth and new insights into the subject at hand.

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The low-tech approach to learning

Waldorf teachers appreciate that technology must assume a role in education, but at the appropriate developmental stage, when a young person has reached the intellectual maturity to reason abstractly and process concretely on his or her own, ​which is at around the age of 14.

At MWS, screen-free learning envelops our classrooms full of beautiful chalkboard drawings and resonates with the sounds of beautiful folk stories from around the world, told from the heart.

Technology is a tool that students are taught to use only when they have gained confidence in their critical thinking skills through our digital citizenship program.

First Grade
First grade marks a time when a child has developed the new capacities needed for learning and absorbing knowledge and for seeking out friends with whom they can develop deeper, more long-lasting relationships.

  • Each day begins with Main Lesson. The main subjects, such as history, language arts, science and mathematics are taught in blocks of 2 hours per day, with each block lasting from 3 to 6 or even 8 weeks long.

    For the first grader, the Main lesson begins with 20–30 minutes of circle time, a time of movement filled with songs, rhymes, mental math and other exercises to prepare the child for the Main Lesson work.

    Next the children come to their seats, ready for the day’s lesson. It is here that several important activities take place. The children will hear stories that will make up the content of our work. The children discuss and find meaning in these stories and are also led more deeply into their learning through expression in their writing and drawings. Care and discipline develop through techniques of drawing, form drawing and writing, ever seeking quality and beauty as they learn and practice these skills.

    After Main Lesson the children have a hearty snack (brought from home) and time to play outdoors.

    The afternoon consists of subject classes including handwork, movement, french, music and art, as well as lunch (brought from home) and more time to play outdoors.

  • In mathematics the goals are recognition of number qualities, flexibility, an understanding of the four processes (addition, subtraction, multiplication and division), the understanding of basic facts and initial steps towards their memorization, noting patterns in the verbal and written form of basic facts, and an approach to the concept of place value experienced through comparison of Roman and Arabic numerals. There is much activity in the lesson and in the circle that involves counting and counting games, identification of numerals, and the writing of numbers.

    Images from nature and practical situations provide the basis for active practice with the four processes. These stories serve as the introduction to the processes and as a place to find inspiration for story problems. With story problems the children are engaged in the imaginative activity of carrying out the process, at first with manipulatives and then in drawings. These story problems are connected with the rhythmical number work of the circle and the written numbers and symbols for the four processes.

  • Reading
    The formal introduction of reading begins in first grade when the teacher draws on the archetypal moral images of the fairy tales to illustrate the consonants. For example, the king steps forward, brandishing his sword, and we recognize the letter K. Vowels are related to soul gestures and are also expressed in pictures. 

    We engage the child in movement: walking, tracing the letters on backs, in the air, with our feet, etc. Writing precedes reading, which is a far more abstract activity. The children learn to read by reading chorally and later individually what they have written or what the teacher has written on the board. The content is familiar and meaningful. Several methods of reading education are integrated: phonics, whole word recognition (sight words) and contextual clues. The children master the alphabetical order of letters.

    Writing
    In first grade, drawing precedes writing as writing precedes reading. Through form drawing the children experience the use and expression of the straight line and the curve out of which all letters are formed. Once this has been established, then the actual forms of the letters are derived out of story-based, orally presented world imaginations; thus the children experience them as being part of the world, not as mere abstractions. The teaching method is from whole to part. Thus from story image, to alliterative verse, to specific image word, to abstracted representative letter, the child is led to a comprehension of the word and the alphabet. Typically, the printed capital letters are introduced first and later the minuscules at the end of the year or the beginning of the next. The children write through imitation of the teacher’s writing. Verses as well as story summaries involving their active participation are written into morning lesson books. Formal grammar is not taught but is experienced through the articulate speech of the teacher and the retelling of stories by the children. Both vocal and consonantal sounds and blends, and their representative letters are worked with in alliterative speech exercises, body gestures and movements, and drama. Emphasis is placed on posture, pencil-grip and neat letter formation.

  • Reading, writing and mathematics are the primary subjects of the first grade.

    During first and second grade the children are told a series of detailed nature stories that embody the science that they will later be directly exposed to. These nature stories are vivid, illustrative pictures of the processes of plants, animals and the natural world.

    In kindergarten and the early grades, geography comes in the form of exploration and discovery of the world of nature, earth, water, air, seasons and natural processes. These processes are not named or brought to the child in an abstract or intellectual way but rather through nature stories and tales. The water cycle and the ecology of the earth are experienced through characterization of sprites, nymphs and gnomes and the elements of the natural world that express their nature through songs, poems and games.

    Also integral to the first grade experience are the arts of painting and music. Painting is a weekly activity. Painting with the liquid color brings much to the children. Through the work with this technique, a range of growing skills is developed that become the core of individual expression.

    As part of everyday trips through the hall, in circle, and with blessings, the children sing. Singing songs together as part of daily and seasonal rituals continues that element established in the kindergarten. The playing of pentatonic flutes becomes increasingly a part of the day—not for proficiency, but for the social aspect of making music together.

    The first grade presents a class play toward the end of the school year. The play is developed through the morning circle work and is often presented to parents in a circle format rather than a traditional staged play format. Parents are invited to the performance, but it is not performed for the school.

Fourth Grade
Having crossed the metaphoric Rubicon in third grade, the ten-year-old child stands in a different relationship to the world.

  • Each day begins with Main Lesson. The main subjects, such as history, language arts, science and mathematics are taught in blocks of 2 hours per day, with each block lasting from 3 to 6 or even 8 weeks long.

    For the fourth grader, the Main Lesson may or may not begin with a formal circle. However, movement is still an integral part of the day’s beginning. Body geography, remedial exercises, jumping rope, practicing times tables with bean bags and games, moving as various animals, walking a long-short-short rhythm to Nordic verses—the list of activities is long and varied and serves to wake up the children for the lesson to come, as well as address areas of need.

    After Main Lesson the children have a hearty snack (brought from home) and time to play outdoors.

    The afternoon consists of subject classes including handwork, movement, french, music and art, as well as lunch (brought from home) and more time to play outdoors.

  • In the fourth grade the study of fractions begins. In this year the children will learn the concepts behind fractions and learn to work with these in the four processes—addition, subtraction, multiplication, and division.

  • Painting
    A double period weekly or every other week is devoted to painting with liquid or solid watercolors. Color stories and color harmonies ideally give way to form now. Norse mythology, animal studies and seasonal moods provide inspiration. The goal is to depict the essence of a subject figuratively by allowing form to be found in the play of colors. Children work in various other media as well, drawing from the curriculum: clay, plasticine, beeswax, drawing (almost daily) and crafts such as candle dipping, origami, Martinmas lanterns, etc. Form drawing becomes more complex with the introduction of Celtic knots. These intertwining ribbon motifs require attentiveness and alertness. Here a feeling of separateness comes in handy in order to keep track of the interweaving. Other forms require the children to complete them, invert them, reverse them or transform them.

    Music
    Music is a wonderfully harmonizing force and helps the children to find their rightful spot in the class each morning. Fourth grade is full of rounds of various types, inspired by the season or the curriculum. The children learn to play flats and sharps on their diatonic flutes. Daily choral and individual recitation focuses on alliteration, a style that engages the will of the human being. Sources are the Kalevala and Norse myths. Animal poems and tongue twisters are also practiced.

    Drama
    A class play is performed at some point in the school year, its theme often one of the Norse myths. The children are involved in every aspect of the production, and the sets and costumes are kept simple. More informal skits in the classroom pepper the year and serve to stimulate and integrate the children’s learning.

  • Two blocks are normally devoted to the Human Being and Animal. We emphasize how the animal is anatomically specialized, whereas the three-fold human being is balanced and a generalist, capable of creating tools to serve their needs. The children learn about animals grouped by their chief characteristics, such as those with powerful metabolic systems (ungulates, herbivores), those that hunt and use their claws and teeth (carnivores), animals with highly developed visual abilities (birds of prey), etc. General ecological concepts such as habitat, adaptation, food chains and webs are introduced. Children often choose a particular animal to study and report on.

    The study of geography and history become more formal this year with the exploration of the development of the Twin Cities and the state of Minnesota as a whole. Placing the children in time and space helps to orient them and connect them to the outer world. How the land, rivers, resources and climate determine the industries, activities and lifestyles of the people through the centuries is an important theme. The Mississippi River is a focal point. Exploring the life of the local tribes of Ojibwa and Dakotas reveals the intimate relationship between land and people. The lives of the voyageurs, early explorers and settlers weave a rich tapestry. The children learn to make the transition from pictorial drawing to symbolic representation in map-making. They orient themselves to the four compass directions and draw local and state maps.

  • Class trips are an important part of the fourth-grade curriculum. Many options exist for the local history and geography block: Fort Snelling, Gibbs Farm, Heritage Days, Mille Lacs Indian Museum, etc. Often the class takes a three-day camping trip to Lake Itasca, the headwaters of the Mississippi, at the end of the year. Of course, the Minnesota Zoo and Como Zoo offer unique opportunities to enrich our Human Being and Animal blocks.

Second Grade
The children make a great leap from first to second grade—perhaps one of the biggest leaps in their school career.

  • Each day begins with Main Lesson. The main subjects, such as history, language arts, science and mathematics are taught in blocks of 2 hours per day, with each block lasting from 3 to 6 or even 8 weeks long.

    For the second grader, approximately one-third of the morning lesson time is used in movement, flute, speech and singing work; all four interwoven into the morning circle time. Movements can include rhythmic arithmetic patterns stepped, stomped or clapped; hand clapping games; dances; rope jumping and memory concentration exercises. These movements help bring balance into the morning and work with integrating developmental movements into the children’s day. Usually there is at least one piece that is being used as a recitation piece in the morning circle. These are sometimes used for basic pronunciation skills or are related to the seasons.

    After Main Lesson the children have a hearty snack (brought from home) and time to play outdoors.

    The afternoon consists of subject classes including handwork, movement, french, music and art, as well as lunch (brought from home) and more time to play outdoors.

  • Arithmetic in second grade begins with a recapitulation of first-grade material including the quality of numbers, basic number relationships and introductory math facts. This includes a full review of the four basic processes: addition, subtraction, multiplication and division. Material is presented with story, imagination, manipulatives and concretely through movement. The reciprocal nature of addition and subtraction are generally introduced first followed by multiplication and division. This work can move into carrying and borrowing with addition and subtraction. Long multiplication and division may be hinted at but are not formally worked within this grade. Place value, mental math, and the quality of the times tables through 12 x 12 are introduced.

  • Reading

    Reading moves forward again from the first-grade curriculum beginning with reading from what is written. The children learn to read from their own handwriting and the teacher’s. Sight words are introduced, and there is a special emphasis on the nature and quality of vowel sounds as well as phonics, blends and diphthongs. There is an emphasis on choral reading. Reading progresses initially from reading poems, verses and songs that have been learned by rote. Words and short stories are introduced, allowing the children to begin decoding the English language. As the children are always making their own lesson books, there is a consistent reinforcement of the connection between the written and the spoken word. Often there are reading groups during the year. These can be led by volunteers or by older students working with one or two other children.

    Writing

    Writing, as is described in the previous paragraph, is a component of all of the morning lesson blocks. Printed lowercase letters are introduced. Spelling is based upon word families, sight words and words derived from the morning lesson. Initially, most of the work in the morning lesson books is composed by the teacher, but as the year progresses it is possible to introduce independent composition based upon the lessons of the week. Writing is also integrated into the other main lesson blocks.

  • During first and second grade the children are told a series of detailed nature stories that embody the science that they will later be directly exposed to. These nature stories are vivid, illustrative pictures of the processes of plants, animals and the natural world. Science in the second grade is based primarily upon observation of nature. The students are encouraged to notice the change in the seasons, in the earth, plants and the weather.

    History in second grade is qualitative in that the references in the Saint stories imply a historical time period, but there is no formal history introduced. The celebration of festivals and cycles of seasons lays the groundwork for anticipation of future, and appreciation for past events.

    The second graders use pentatonic flutes. After the basic technique is mastered, the songs played can be songs that are currently being sung in the daily morning circle. The songs played and sung are often seasonal songs that relate to festivals and holidays. Usually there is at least one piece that is being used as a recitation piece in the morning circle.

    One day a week is a designated double period for painting. Painting employs a wet-on-wet watercolor technique. This creates a medium for discovering the qualities of the primary colors. The nature of the movement of colors is found experientially. The secondary colors are derived by this technique. The students are introduced to various techniques, compositions and themes based upon morning lesson work or color studies. Each painting is introduced with a color story, which takes the students through an imaginative journey in preparation for their painting. Form is derived secondarily from the color work. This work is preparing them for one aspect of physics when the nature of light and color are formally introduced, as they will have already had a direct experience with these qualities since first or second grade. All aspects of the curriculum and subject classes are imbued with art. There is an artistic element in all of the lesson books. This can include borders, layout, illustrations and lettering. Although there is not a formal “drawing” class, art is an integral part of the overall teaching, and it allows the students to express the formal lessons in an artistic and creative manner.

    Form drawing is an integral part of the second grade. Form drawing can be taught in a block and/or as an ongoing class throughout the year. Basic forms are mirror, running, transforming and completion forms. Each of these forms has a distinct challenge that helps in the integration of the students in their development.

    Second grade has one major play that is performed for the parents and sometimes for the school. The play is written or chosen by the teacher and is related to the stories of the year. Many of the teachers pick a Saint story for their play, although fables or other stories can be used at the class teacher’s discretion. The plays are learned orally by the whole class and generally are performed choral style.

Fifth Grade
The fifth-grade year is often spoken of as ‘the golden year’.

  • Each day begins with Main Lesson. The main subjects, such as history, language arts, science and mathematics are taught in blocks of 2 hours per day, with each block lasting from 3 to 6 or even 8 weeks long.

    Depending on the teacher, the fifth grade still begins with a circle time, a time of movement filled with songs, rhymes, mental math and other exercises to prepare the child for the Main Lesson work.

    After Main Lesson the children have a hearty snack (brought from home) and time to play outdoors.

    The afternoon consists of subject classes including handwork, movement, french, music and art, as well as lunch (brought from home) and more time to play outdoors.

  • The fifth-grade study of mathematics has two aspects—a continuation of fractions into decimal fractions and percent, and the introduction of geometry. Fractions are developed into decimal fractions and decimal numbers. All four operations—addition, subtraction, multiplication, and division—with decimals are introduced. Percentages are then introduced and elementary work with them completed. Fifth-grade geometry is freehand geometric drawing. The relationships between expansion and contraction and within points, lines and shapes are examined. We divide the circle into its 360 degrees and draw and examine triangles, hexagons and circles. Tools such as compasses may be introduced. The mathematical work is concluded with an introduction to area. Throughout the year there are regular practice lessons and assignments to continue to strengthen mathematical lessons from earlier years—including metric measurement, averages, means, ranges and estimation skills.

  • Reading
    The stories of fifth grade center around five ancient cultures. Areas of study include Ancient India, Persia, Mesopotamia, Egypt and Greece. During the year the story curriculum moves from a content based on the mythic heritage of each of these great cultures to the historical stories of Greece. This study is brought to a conclusion by spring participation in the pentathlon. This event is attended by ten midwestern schools and provides an experience of truth and beauty in athletic competition.

    The fifth-grade reading curriculum is really a process of deepening and developing their already existing reading skills. Throughout the year the children are slowly called on to use their reading skills to support their learning in other areas such as ancient cultures or science. The way that each teacher works with the reading curriculum is an individual decision based on his or her knowledge of the class but may include oral reading, group reading, reading quizzes and book reports.

    Writing
    Writing continues to develop during fifth grade with more focus on formal writing such as report writing. Teachers work individually to develop more knowledge of, and attention to, grammatical standards, spelling, writing flow and imaginative depiction.

  • As with the earlier grades, the fifth graders continue with their work in flute, singing, speech and movement each morning. Flute work in the fifth grade usually includes part playing using the diatonic c-flute the children have had since third grade. The difficulty of the singing pieces also increases with a focus on harmony and part-singing. Speech work continues to develop as does the complexity and challenge of the morning movement work.

    Painting and other artistic activities continue during the fifth-grade year. Painting moves into the curriculum areas of the year. Drawing includes new and more challenging techniques. Clay work begins during the fifth-grade year.

    The fifth-grade play is often a play in which children take on truly independent parts for the first time, being independently responsible for their lines and role. The topic of the play is usually centered on the story curriculum for the year.

  • In fifth grade the focus in the science block turns to botany and the world of plants. With a slightly more rigorous focus the children examine the various phyla of the plant world, learning how to identify them as well as studying their development, reproduction and role in the natural and human world. In addition, the fifth grader takes up geometric drawing with a focus on the geometric nature of the world around us.

    The study of the world around the fifth grader is deepened with an entry into the world of the plants. This builds upon the understanding of the animals that has been built up throughout fourth grade. Throughout this block a turn to a more scientific and detailed examination of the world is made, with direct observation of plants and botanical formations being made by the students. Finally, scientific terminology is also introduced for the first time in this block.

    The fifth grade geography curriculum is centered on the ancient cultures studied and North America. The study of the areas of the world inhabited by the ancient cultures is focused on developing an understanding in the children for the geographic potential and limitations of an area and the way in which this has affected the development of the cultures. The study of North America is a continuation of the local geography and history completed in fourth grade when the children studied the area of Minnesota. Native American cultures are a possible way to organize the study of the geographic world of North America. The study continues the gradual reaching out away from home and familiar ground. Although the focus of the block is on geographical features of the continent, some cultural geography is usually included. Regional music, literature, history and art are brought into the classroom to give the children a specific sense of the individual place.

  • During the fifth-grade year there are a number of good field trip opportunities, especially around the botany block, that culminate in the spring trip to the regional pentathlon competition. The pentathlon serves as the fifth-grade camping trip and as a direct connection to the study of Greece.

Third
The third grade is often called the turning point of childhood—a time when the age of dream is passing and a new age of realism is beginning to dawn.

  • Each day begins with Main Lesson. The main subjects, such as history, language arts, science and mathematics are taught in blocks of 2 hours per day, with each block lasting from 3 to 6 or even 8 weeks long.

    For the third grader, the Main Lesson begins with rhythmic movement including rhythmic reciting of song and verse, rhythmic mental math (counting out the times tables) and the rhythmic “mental gymnastics” used in solving puzzles such as “take six, add twelve, subtract nine.”

    After Main Lesson the children have a hearty snack (brought from home) and time to play outdoors.

    The afternoon consists of subject classes including handwork, movement, french, music and art, as well as lunch (brought from home) and more time to play outdoors.

  • The qualities of numbers as well as initial practice in the four basic operations of mathematics—addition, multiplication, subtraction and division—are reviewed at the beginning of the year. The rhythms inherent in numbers which give each its character and reveal inner relationships are practiced daily, either through movement exercises in a circle involving clapping and dancing pertaining to individual numbers or to times tables, etc., or sitting at desks. Mental math problems are also practiced, especially in word-problem form, so that the child can become inwardly active and flexible in translating from one language (English) into the other (math).

    The times tables and addition tables are practiced orally as in the first two grades, but now rhythmical sequence is gradually abandoned and the tables are taken out of order so that the child may recall the facts freely. Number patterns, such as the repetitive “signatures” of each number, are recalled and demonstrated in the generation of geometric forms, drawn or perhaps woven with yarn. As this is a year preeminently filled with practical experience of basic human vocations, mathematics is experienced through its everyday applications, specifically in time, linear measure, volume and weight. Thus the world is explored through mathematical eyes.

    The cycles of time involves the movements of the earth, moon and sun against the background of the constellations. The monthly calendar is studied. The reading of the clock as well as a history of time measurement through the evolution of clocks is taken up. Linear and volume measurement are related to its source in the human body, then expanding into the world through measuring with rulers, and other tools, as well as in baking using teaspoons, and measuring cups. Weight, and its measurement by hand or on scales, is also taken up. Through all, exercises in math are practiced.

  • The introduction of grammar begins in an imaginative way wherein the qualities of the various parts of speech are determined experientially prior to any abstract designation. For example, nouns are called “naming words”; verbs are called “doing words”; adjectives are called “picture or color words”; and adverbs are called “how words.” These are drawn, enacted, and recited in verse. Paragraph structure, sentence structure, and punctuation are also introduced imaginatively. The material worked within grammar arises out of the experiences of previous blocks of study; for example, out of the Old Testament stories, nature studies, farming or house building, and also field trips.

    Once the capitals and minuscule have been presented and worked with, cursive handwriting is introduced and used alongside the other forms of writing. Weekly spelling tests are given in which specific phonemes, blends, and whole-word similarities are emphasized.

    Reading practice is done with the class as a whole as well as in specific reading groups. Reading practice occurs during practice periods once or twice during the week. Extra tutoring is available as needed.

    Recitation of seasonal or occasional verses, tongue twisters, speech exercises and riddles are also employed as experiential agents of the genius of language.

  • Painting occurs in a practice period during the week, although it can be part of the morning lesson if, for instance, the Seven Days of Creation are being painted. Building upon the experience of the primary color qualities, the secondary colors are introduced. Scenes from Biblical stories or the farming life are painted as well as ones from the child’s own fantasy.

    Musically, the children begin to use the diatonic flute and also a stringed instrument. In addition to the daily flute lessons and regular weekly ensemble lessons, the children may also begin private lessons. Seasonal and occasional songs are sung daily, and rounds are introduced.

    Drama is used to embody many of the concepts inherent in the study of language and mathematics. This will take the form of short in-class skits throughout the year. Sometime during the year a class play is performed for the whole school body. The children learn the art of acting, speaking, set building and production.

  • During first and second grade the children are told a series of detailed nature stories that embody the science that they will later be directly exposed to. These nature stories are vivid, illustrative pictures of the processes of plants, animals and the natural world.

    In the third grade this process is expanded out into an exploration of the natural world of gardening and farming. The children learn to identify grains; become aware of natural cycles, especially in relation to the seasons; make compost; and plant and care for a garden. The children work with animals at a farm to discover what products they provide. Local plants and trees are identified. In addition, a central part of the third grade spring work is the creation of a building project. This project allows the children to actively engage in the work needed to create a building. In past years children have constructed walls, garden sheds, a log cabin, a hen house and a bread oven.

    Geography begins with humans on earth, relating them to their surroundings. House building is the focus of geographical study. Types of housing are studied with reference to the environment and human vocations. Construction materials are examined. The children may construct models of various domiciles of the world, and a written description of the process can be appended.

  • Field trips are taken throughout the year with reference to the particular block of study. Farms and building sites are visited, and at the end of the year a longer class trip is taken to a farm to more fully experience farm life.

    Homework usually takes the form of projects, such as the model house-building project, measuring things at home, or interviewing parents as to what their dream house might be. Weekly spelling words are studied.

Subject Classes

  • Handwork

    Children explore practical arts such as knitting, crochet, hand and machine sewing and other fiber arts throughout their time at Minnesota Waldorf School. Each grade’s handwork curriculum is designed to foster an aspect of development appropriate to the age of the child.

  • Strings Ensemble

    Throughout Waldorf education, music is woven into many subjects to make for an integrated and rich learning experience. In addition, MWS has music teachers for choir, string ensemble and recorder ensemble. Students start out singing and playing wooden flutes with their class teachers. They progress to string ensemble in third grade and formally begin choir in fourth grade. In seventh and eighth grade, they may have the experience of playing in a recorder ensemble. These give students the opportunity to work together for a common goal and express themselves creatively.

  • Movement

    The MWS Movement and Games program recognizes the importance of physical activity and its relationship to successful learning. We aim to inspire a love for physical activity through an age-appropriate curriculum for the developing child. Our expansive campus, vibrant with green space, offers ample opportunity for unstructured play as well as outdoor instruction all year round.

    Games in grades 1-4 incorporate imagery, rhythm, and imitation to help students socially and physically develop the skills necessary for a long life love of physical fitness. In grade 5, students learn the skills necessary for playing team sports and are introduced to circus arts, unicycling, juggling, tumbling, clowning, and aerial arts. The fifth-grade participates in the annual Pentathlon, an athletic event based on the ancient Greek games. Circus arts, team sports, and our after school sports program take focus in grades 6-8.

  • World Language

    All students start stretching their minds early by studying Spanish in grades 1-8. We emphasize culture alongside the mechanics and speaking of a world language.

  • Choir

  • Woodwork

Elementary Teachers

  • Conradine Sanborn

    Second Grade Teacher

  • Ann Meany

    Second Grade Teacher

  • Moriah Mahlstadt

    Third Grade Teacher

  • Caitlin Reilly

    Third Grade Teacher

  • Lara Shortridge

    Lara Shortridge