Ninth Grade

The character of the content and “gesture” of teaching in each of the high school years is different and is designed to meet developmental needs. Ninth grade offerings are characterized by seeking the answer to the question “What?” “What is the world like?” As the ninth graders begin to experience their own thinking and individuality, and as their former certainties are called into question by the powerful chaotic buffeting of puberty, they need to have confidence in the physical ground of their existence. In this year, we find courses such as the study of revolutions, of thermodynamics and of human anatomy. Through observing Egyptian, Greek, Roman, Medieval and Renaissance Art, ninth graders become grounded in evolving architecture, evolving depictions of nature, and evolving portrayals of the human form.

Tenth Grade

By tenth grade a more harmonious inner situation is reached that is appropriate to the question “How?” "How do the processes of the world bring contrasts into balance?" The tenth graders study mechanics, with its lawfulness of balanced forces and motions. Students study the elements of poetry as they evolve historically in the English language, becoming conscious of how music and image bear meaning in poetry. Historically, tenth graders turn their attention back to ancient culture, culminating in ancient Greece, the epitome of harmony and form.

Eleventh Grade

Between tenth and eleventh grade an important change occurs. The student turns inward to his or her own world within. This is again a time of turmoil. The central question that informs the course offerings in this year is that of “Why?” In a sense the student embarks on a lifelong quest for knowledge of self and others. In this year the student encounters the Parsival story and that of Hamlet. In the sciences the physics of electromagnetic fields is studied as an outer example of the possibility of knowing that which is not directly sense-perceptible.

Twelfth Grade

Finally, in the twelfth grade the characterizing question is that of “Who?”, “Who am I?” and “Who are you?” Seniors explore a range of ontological concerns through such disparate sources as American Transcendentalism, Russian Literature, evolutionary theory and modern history. Optional internships and independent senior projects reflect the emerging individuality.

 High School Profile

Green Meadow Waldorf School is accredited by the New York State Association of Independent Schools, registered by the  Board of Regents of New York State, and is a member of the  Association of Waldorf Schools of North America.  Because our high school curriculum is reading and writing enriched, and substantially meets the state requirements, the New York State Department of Education has granted Green Meadow a variance from the Regents Action Plan, exempted us from state testing, and allowed us to issue our own diplomas.  Our students must achieve a minimum SAT score as a graduation requirement.  The following is a distribution of required credits for graduation: