Class 1 Aims

Alongside an introduction to form drawing, literacy and numeracy, the central topic of Class 1 is bonding as a learning group that will stay together for up to twelve years.

The First Year – Building Social Awareness

The children have a deep need to study each other and their teachers, observing different personal styles, challenges, skills and temperaments.

Some are daring, others shy; some are lightning-quick, others placid; some are quiet, some very loud, and there is a wide range of nuance between the extremes.

To combine them all in a caring, respectful and tolerant group is the main task of Class 1.

Guided by the gentle but firm authority of the class teacher and her colleagues, this learning curve progresses naturally through ups and downs.

Beginning Class 1

The year begins with profound concepts that prepare the ground for an awareness of different qualities.

Straight line and curve are the basic components of any shape in the universe, and the vertical symmetry forms we draw connect us to our human uprightness and the body’s building plan.

Later in the year, when the invented half of a symmetry form is exchanged with a friend’s, both children complete each other’s design with ease:

Literacy and Numeracy

As stories are absorbed and illustrated, the shapes and sounds of letters are discovered in their images.

And when a letter story is acted out in unison the next morning, the experience of each discovered sound is deepened alongside the story’s moral content.

Letters, and numbers as well, are thus given meaning beyond their abstract cipher to strengthen the soul forces of empathy and memory.

Class 1 Assessment

No emphasis is placed on goals and achievements, there are no tests and marks and no homework.

Praise for success is purely descriptive and failure not penalised.

Slow learners do not repeat the year but stay with their group of mixed abilities.

If something wasn’t fully grasped today, it may well be understood tomorrow – or else next year.

Individual speed of learning is regarded as the norm.

The teacher’s focus is not on ‘who can and who can’t do it’, though she knows, but on presenting content in such a way that it is accessible to all.

Differentiation and Inclusion

Encouraging engagement with each task in turn, everything is done as a group and every child can participate with joyful interest.

Repeated opportunities and plenty of time are given to overcome challenges and develop skills.

And as a non-verbal attitude of “Look what we can do!” develops within the group, it builds a sense of security.

The children, feeling included and their contributions valued, respond eagerly to the teacher’s expectation that they try to do their best for their own development and satisfaction.

Achieving the Goal

The greatest achievement in Class 1 is the unplanned occurrence of a first class conversation.

One child contributes to the topic of the moment while the others listen.

Without raising a hand, another member of the class adds something relevant, then a third child takes over … and no one interrupts.

All notice that this feels very good.

They are aware of each other, accept the established rules, know their place, are confident of being listened to and able to let others enjoy the group’s attention in turn.

This would not have been possible at the beginning of the year and is a sign that the goal of bonding as a learning group has been achieved.