Science - introduction

Science is a way of understanding the richness and complexity of the world. Waldorf education recognises that there are different ways of understanding how we arrive at reliable knowledge, and that science, although it is not the only valid way, is one important aspect of this.
In the Lower and Middle school, science focuses on experiencing and describing phenomena. This means encountering the world, observing it, observing ourselves and what the world does to us, describing our experiences and then forming judgements about them. The Waldorf science curriculum starts holistically by being and working in the world alongside rich imaginative experiences through storytelling, so that children build their knowledge of the local natural environment and the vocabulary with which to discuss and describe it.
From class 4, there is a deepening focus on specific aspects of the life sciences, beginning with animals, then plants and eventually relating these to geology and geography. At each step we look at the particular, zoom out to set it in its context and then formulate what characterises the phenomena. As children’s ability to work scientifically is developed, observations become more systematic and analytical, and they can form and justify categories.
From class 6, physics, chemistry and biology become distinct subjects, where experiments in optics, acoustics, chemistry, electromagnetism and more bring pupils into the presence of phenomena that provide sensations that excite, move and affect them; experiences that gain meaning when pupils’ experiences are shared, discussed and documented, and will not easily be forgotten.
In the upper school students learn the specialist methods and terminology that each scientific discipline uses.

The Waldorf science approach is a process of meaning-making from experiences which develops conceptual understanding. It appreciates that we cannot always grasp the whole because of its complexity, so we take manageable parts, respectfully get to know them, then relate the part back into the wider context and its implications. Thus knowledge of the wider, greater whole grows step by step.
The Waldorf approach also shows that knowledge of the world has grown over a long time, with roots in many cultures such as the science of Islam in the Middle Ages, of Ancient India and China and the applied sciences of many peoples in African and the Americas before European colonisation. It shows us that scientists are people from all over the world who work in teams using their skills and insights who, for example, develop vaccines in incredibly short times when we need them, develop solutions to renewable energy and resources, and help us to understand the past, predict the future and help to learn about the incredible beauty and complexity of the world.

Science: Purpose of Study

Science is a way of understanding our experience of the world. The Waldorf science curriculum starts from a holistic, integrated experience of the world through focussed attention and then moves to a differentiated approach using the prism of the scientific disciplines of biology, chemistry and physics. A successful science curriculum starts with and builds on embodied experience of what is familiar to us, using observation and description of phenomena in context to generate excitement and curiosity to understand the world. Through carefully selected examples which exemplify key phenomena, pupils then build up living concepts of the natural world that are woven over time into a coherent structure of disciplinary knowledge. Throughout this process, pupils progressively learn to use and apply the scientific methods of noticing and observing; exploring, discovering and experimenting; using tools and equipment; empathic identification; understanding in context; process thinking; comparing, analysing and classifying; following processes and working systematically and rationally; recording, reporting and presenting. In the Waldorf curriculum, science also includes the study of people in different cultural and historical contexts who work/have worked systematically to understand and learn from nature (scientists). Pupils learn that scientific knowledge and progress can and should be for the benefit of humankind, and shared across countries and cultures.

Science: Aims

The Waldorf curriculum for science aims to ensure that all pupils:

• Develop the capability to generate an understanding of scientific knowledge through study in the disciplines of biology, chemistry and physics
• Can apply appropriate scientific knowledge and methods to help them to answer questions about the world around them
• Have a sound basis for making informed judgements about scientific knowledge and the impact of its application in the world

Long Term Curriculum Intents

Language and communication

• Translating sensory experiences into language and images
• Precise and accurate description
• Remembering and using technical and scientific vocabulary
• Using scientific written language conventions, e.g. writing in the 3rd person.
• Creating models and diagrams
• Understanding and interpreting data in many forms

Health and well-being

• Being confident to explore and experiment
• Using tools and equipment effectively and safely

Senses

• Multi-sensory observation that is accurate and precise, without preconception, assumed prior knowledge, expectation or explanation

Imagination and play

• Developing mental models of scientific concepts and processes
• Hypothesising - imagining solutions and consequences
• Changing perspective - seeing the world as a scientist

Empathy

• Understanding the impact of scientific discovery and progress on others

Aesthetics

• Appreciating beauty in nature and science, e.g. chemical and microscopic structures

Inquiry

• Phenomenological study
• Use of relevant or related mathematical knowledge to ask and answer questions
• Accurate and precise measurement and recording
• Understanding the histories and biographies of scientists and scientific discovery
• Retaining an inquisitive mind: asking both open and specific questions.

Democratic participation and society

• Understanding of the motivations for technological and scientific development, and reflecting on the political aspects scientific progress.

Lifelong learning

• Viewing the world scientifically
• Understanding that theories are a working model, that 'facts' are not immutable and that paradigms shift.
• Working methodically, sequentially, accurately and precisely.
• Being able to be wrong - accepting that your hypothesis was incorrect.

Future thinking

• Seeing science as a means of engaging with wicked problems
• Considering the impact of human development on local and global eco-systems.
• Anticipating the future and imagining the role of science in building sustainable futures.

Holistic thinking / Spirituality

• Understanding science in the context of social, cultural and technological development over time
• Understanding science in the context of personal lived experience
• Understanding the historical context of the relationships between people, societies, cultures, theories, beliefs and facts

Judgement

• Questioning the reliability of sources, evidence and results.
• Evaluating what is true through careful and accurate observation.
• Reflecting on the moral and ethical questions surrounding scientific progress

The Science Age-related Learning Opportunities for each Class with the Learning Descriptors are available in the Science - Waldorf Vertical Curriculum below. 

 

Technology: Introduction

Human technology is as old as humanity. We know that early human species used materials such as stone to produce a wide range of artefacts and tools that extended their possibilities of changing their environment to meet their needs. The saying “humans have what animals are” makes it clear that what animals can do in their various specialisms, people can do using tools and techniques. The earliest tools and artefacts reveal human intelligence and awareness of the properties of materials in their environment. Human culture emerged hand in hand with technology and the hand tools we use today embody a long history of practical wisdom and knowledge of the world and its rhythms.
The basic gesture of technology is the transforming of materials to meet human needs and in the process, transforming human lives and societies. Complex technologies have grown out of simpler, older technologies. We can recognise the evidence of this not only in design and in the machines themselves, but in the language we use, for example terminology in computing that originated in hand-based technologies, such as printing. Therefore, it makes sense to understand the basic principles of navigating, steering a small boat, trimming sails, using wind and currents before one drives a motorized boat or indeed flies in a space shuttle. Making things by hand is the best preparation for designing robots, just as the fine motor skills involved in cutting, slicing, sewing are a good basis for surgery.

The Waldorf technological curriculum begins with handwork and handicrafts and crafting in nature (e.g. building fires, green woodwork etc.). Knowing where materials come from, how they are processed, knowledge of the properties of materials and the uses of tools, first manual and then electric, are preconditions for understanding digital technology as a tool to be used safely and appropriately. Technology is always explored with reference to real human need and the impact of the environment of sourcing and production. Each workshop is a site of craft traditions and learning communities which embody not only the know-how/ know-what, but also the values that accompany craft work and technology. Becoming a craftsperson involves the development of ‘an ethic of excellence’ (Ron Berger, 2003).

Pupils’ introduction to digital technologies and media builds on this approach, with pupils firstly learning in a practical context – using pcs and cameras, text and image software, search engines and research. The emphasis is on safe and meaningful use, but also understanding the
cultural context of technology, including its use of raw materials and energy, its impact on the environment and approaches to sustainability. Later, in the upper school, pupils learn about hardware, programming and coding.

Technology: Purpose of Study

Steiner Waldorf education offers opportunities for pupils to learn how materials are transformed into tools and artefacts to meet human needs. A need is recognised, knowledge of tools and materials are applied to find practical solutions. Starting from a simple practical solution, products can be further developed and modified to meet other, changing or more complex needs, using feedback derived from evaluation of the products created. Technological education begins with the nature and origin of materials, and the nature and cultural origin of tools, and how tools extend human powers and multiply human effort. Knowledge of materials begins with traditional handcraft techniques (sewing, knitting, spinning, whittling) using natural, locally sourced resources. Pupils become familiar with the safe use of simple and household machines in context, e.g. a corn mill, simple woodworking tools, an apple press etc. They learn to produce useful artefacts and products such as yarn, garments, wooden utensils, apple juice, bread etc. In doing so, they learn the historical and cultural origins of these crafts, the production of materials and the ecological impact of this. As pupils progress through the school they learn to use more complex tools accurately and safely in a workshop environment, embodying the values of being a crafts-person. Through the history curriculum, pupils learn about the history, cultural significance and impact of technology from early cultures to contemporary digital society. In media education children begin by becoming literate in analogue media, followed by learning how to use modern information technology equipment safely, appropriately and responsibly. Digital technology is integrated into the curriculum as an extension of the ‘warm’ analogue technology of the lower school. Pupils are introduced to the question of human responsibility in the ethical application of technology and the benefits and risks of technology use including Artificial Intelligence.

Technology: Aims

Pupils are

• Knowledgeably skilful across a range of analogue technologies
• Technologically literate across a range of everyday mechanical and digital applications
• Responsible, competent, confident and creative users of information and communication technology
• Users and creators of technology, rather than merely consumers of it

Long Term Curriculum Intents

Language and communication

• Accessing information through and about technology in different formats and media
• Understanding and using relevant technological and disciplinary terminology and vocabulary
• Articulate experiences, ideas and solutions in the field of technology

Health and well-being

• Use both analogue and digital tools safely, appropriately and effectively
• Understand how to keep oneself safe in the virtual world
• Understand the impact of technology and its uses on health and wellbeing

Senses

• Observe and understand processes
• Experience, understand and distinguish between real sensory experience and virtual realities

Imagination and play

• Play with tools and materials in exploratory ways: tinker, make rapid prototypes
• Be creative and resourceful in planning and making
• Imagine possible solutions to problems and needs, and improvements to current solutions

Empathy

• Understand the needs of others and the world and how these might be met with technological solutions
• Imagine the effects of technologies on others and the world
• Understand how technologies have evolved and the impact they have had on people’s lives and the environment
• Imagine all possible consequences of actions using technology

Aesthetics

• Appreciate the aesthetic qualities of tools and materials including tools from different cultures and periods of history
• Understand and apply aesthetic possibilities of using tools and techniques
• Find solutions to problems which are aesthetically pleasing

Inquiry

• Investigating the needs of specific situations and possible ways of generating useful, effective and ecologically meaningful improvements or solutions
• Understanding the properties, potential, appropriate uses, risks and life cycles of different materials
• Planning, sourcing and making using appropriate technologies
• Constructing models as ways of finding solutions to questions and problems
• Understand the origins and development of key technologies and their effects on society
• Analyse situations and information and be able to understand complexity
• Recognise basic principles at work and use this knowledge to design workable systems within a given field of technology
• Identify key factors in a situation and address these in terms of effective solutions to problems
• Understand and use sequences and processes in complex operations
• Use maths effectively where needed in technological thinking and solutions
• Being able to de-bug: systematically analysing processes to find issues

Democratic participation and society

• Understand the uses and possible misuses of technology in enhancing, supporting and undermining democratic processes
• Recognise the need for democratic control of the uses of technology
• Recognise the need to ensure that all people have equal access to the benefits of technology

Lifelong learning

• Maintain an enquiring attitude and interest in technical matters and changes in technology
• Adapt to new technologies

Future thinking

• Anticipate future needs of people and the environment
• Anticipate the consequences of technologies for all, including nature
• Understand complex relationships between different needs and the effects of technology
• Recognise opportunities for self-development using technology
• Recognise the need for research and technologies that objectively address real human and ecological need rather than profit

Holistic thinking / Spirituality

• Understand technology from a holistic perspective: its processes and systems and its relationship to needs and outcomes
• Understand the purpose of technology in addressing human and ecological needs
• Make decisions about technology within the wider context
• Consider the spiritual meaning of technology and the realities it creates and enables

Judgement

• Make judgements based on knowledge, understanding and insight in relation to technology, its potential and its ethical use
• Use technology in ethical ways
• Reflect on and consider the uses and abuses of technology
• Take up founded positions in relation to technology
• Critically evaluate technological projects

The Technology Age-related Learning Opportunities for each Class with the Learning Descriptors are available in the Technology - Waldorf Vertical Curriculum below.