Most Class 1 children still have a certain dream-like perception of the world. Their connections, though, especially to the natural world, are increasing. Learning by doing becomes a key part of their education, as well as learning by imitation. This is combined with an approach that allows children to learn through emotional response prompted by mental images.

This means lessons are brought artistically to children, with extensive use of story, song, verse and visual art. Folk and fairy tales are used in the introduction of letters, numbers, and writing.

By the time they reach Class 2, children are confident in the rhythms and routines of their school days. This confidence, combined with longer concentration spans and increasing skills, makes them keen for challenge and adventure.

In the curriculum, children are challenged by stories that highlight individual differences and strong human qualities. These stories are found in animal fables, tales of saints, and the Celtic myths and legends.

The Class 3 child crosses what is called the ‘nine-year-old threshold’. This is a significant change in a child’s perception of the world. There’s a developing sense of self, not just as an individual, but as being separate from other people.

This can prompt many emotions and behaviours such as self-assertion, questioning, insecurity, greater interest in others, formation of new friendships, and a boundless curiosity.

The curriculum meets the needs for order, security and authority through Hebrew stories, creation stories, grammar, farming, gardening, cooking, building, crafts, writing and reading music, German, and Japanese.

Children between the ages of nine and 10 experience significant changes. Thinking and reasoning become more active, leading to new skills in objectivity. Instead of being immersed in the world, they look at the world as a separate individual.

There is a growing curiosity about the world, along with a questioning of what they experience and discover. Stirring tales of strength, courage, and determination are introduced through Norse myths. A growing interest in the world is nurtured through studies of local geography, humans and animals, grammar, history, writing, and fractions.

German and Japanese continue as well as craft, singing, recorder, and the introduction of string instrumentation.

Many children at this age find themselves between the ups and downs of childhood and the onset of puberty. Meanwhile, their sense of self grows stronger, as well as their awareness of others. Physically, their coordination, balance, and energy reach new levels of harmony.

Children are now ready for increased intellectual, moral, and physical challenges. Indian, Persian, and Greek stories are introduced to meet this stage of child’s development. Main lessons include the study of plants in relation to the human being and geometry whilst specialist subjects continue – craft, painting, singing, strings, PE, German, and Japanese.

In this period, children go through great changes physically, emotionally, and cognitively. They become more aware of themselves. An intense social curiosity, as well as questioning and judgement of the inconsistencies they discover, become their focus. These changes, linked as they are with the of puberty, can cause children to experience extremes of emotion that may be confusing for themselves and those around them.

Important lessons include the history of Rome, business maths, geology, physics, astronomy and geography and English. The arts continue with painting, craft, PE, German and Japanese, music, singing and the introduction of woodwork.