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CAMPHILL SPECIAL SCHOOL



Camphill School of Curative Education
Year One

• Organization Directory Page
  (titles of all evaluated learning experiences, organization description, and source of official student records)

• Titles of all evaluated learning experiences in Year One

• Descriptions and credit recommendations

Titles, descriptions, and credit recommendations for all learning experiences recommended for college credit within Year One section can be found below. To locate information on additional learning experiences, which have also been recommended for college credit, use the Organization Directory Page link above for a complete list of titles for all learning experiences or use the following links to go directly to other sections: 

Camphill School of Curative Education - Year Two
Camphill School of Curative Education - Year Three
Camphill School of Curative Education - Year Four

Descriptions and credit recommendations

Anthroposophical Study
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: Describe the concept of the fourfold human being, explaining the manifestations of physical existence, life, astrality, and egohood in the human being; describe the content of the sevenfold human being, demonstrating an understanding of the transformation of the physical body, life body, and astral body to the spirit self, life spirit, and spirit body; explain the relationship between contemplative practices and an awareness of the transformative processes that occur in the sevenfold human being; discuss the philosophical basis for the concepts of human destiny and reincarnation; describe the conceptual basis for the discussion of the worlds of matter, soul, and spirit, and the interconnection of these three worlds.
Instruction: This course provides an orientation to anthroposophical concepts of individual human existence. It provides a basic framework upon which contemplative, pedagogical, therapeutic, and diagnostic concepts of curative education are built. This course is accompanied by a year-long introduction to human biographies, curative education, and the human being, which further develop the basic themes presented. Topics covered include: the bodily nature, the soul nature, and the spirit nature of the human being; the philosophy of human destiny; the philosophical underpinnings of human reincarnation; the mineral world; the soul world; the spiritual world; the nature of being; overview of basic contemplative exercises, including the six fold path, the eightfold path, and self-observation.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 2 semester hours in Curative Education, Philosophy, Cognitive Studies, Consciousness Study, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/05).

Education Practicum I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Minimum 150 hours of supervised practicum and 16 hours of mentor meetings (30 weeks).
Dates: September 2004 - Present.
Objectives: Discuss the role and responsibilities of an instructional assistant as a member of the instructional team under the guidance of the lead teacher; give one-on-one support to individual students with direct supervision by the lead teacher or other experienced instructional staff; assist in group activities under the direct supervision of the lead teacher or other more experienced instructional staff; show basic safety awareness; interact with students in a respectful and age-appropriate manner. Assist in general classroom management, physical care and supervision of students under the direct supervision by the lead teacher or other more experienced instructional staff; respond appropriately to behavioral issues; show interest in the students, their individual needs and the nature of educational and therapeutic programs; recognize one’s own limitations and ask for support when necessary.
Instruction: This experience is a ten-month hands-on practicum in the education of children with special needs. Students serve as assistants in the kindergarten, lower/middle school, high school classroom and/or in the transition education program developing positive attitudes and fundamental practices in the context of a curative school. Under the instruction and direct supervision of a mentor/lead teacher, students develop first-hand experience in on-on-one and small group instruction. As assistants to the lead teacher, students are also involved in various aspects of physical care, classroom maintenance and management, and supervision of students with special needs. The principal method of instruction is supervised practice, supported by active mentoring. A written learning agreement is made between student, mentor, and the course coordinator, which specifies the respective roles and responsibilities of student and mentor in relation to the pursuit of the course objectives. In addition to ongoing task-oriented instruction and advice, students are provided with weekly mentoring sessions, mid-year review, and end-of-year review.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 3 semester hours as an education practicum in Curative Education, Education, Special Education, Waldorf Education, and any discipline which could benefit from such a complementary learning experience (9/05).

Home Life and Care Practicum I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Minimum 600 hours of guided practicum (30 weeks), 15 hours of mentor meetings, and 30 hours of house team meetings.
Dates: September 2004 - Present.
Objectives: Provide appropriate support in personal care; address and relate to children in a respectful way; show interest in children and their lives; recognize learning opportunities for children with special needs and begin to work with them in daily life; report health concerns promptly; participate in and support common celebration and ceremony; take initiative in hosting a celebration; show openness and interest in the role of religious elements in the life of the house community; carry responsibilities for specific tasks; socially integrate into an extended family-type house community; show openness to suggestions and guidance from house parents; perform basic home management tasks; recognize the home in its potential as a healing environment; appreciate the economic foundations of household management; show basic safety awareness;
Instruction: This experience is a ten-month hands-on practicum in life sharing with children with developmental disabilities. Students become members of a house community and are assigned specific responsibilities in relation to course aims and objectives. Students are supported and supervised by their mentor and other senior staff. The practicum provides an opportunity and challenge to recognize that the ability to share a home and take responsibility for the well-being of a house community requires conscious and deliberate attention. A written learning agreement is made between student, mentor, and the course coordinator, which specifies the respective roles and responsibilities of student and mentor in relation to the pursuit of the course objectives. In addition to ongoing task-oriented instruction and advice, students are provided with weekly mentoring sessions, weekly home team meetings, mid-year review, and end-of-year review.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 3 semester hours as Guided Practice in Curative Education, Residential Care and Management, Human Services, Social Work, and any discipline which could benefit from such a complementary learning experience (9/05).

1. The Human Being I
2. Clay Modeling
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 1.  34 hours (across several weeks - varies). 2.  8 hours (across several weeks - varies).
Dates: Courses 1 or 2: September 2004 - Present.
Objectives: : Course 1: Describe an individual human being accurately and imaginatively; distinguish perceptions from thoughts or ideas, use specific observation exercises and methods to enhance observational capacities, use artistic processes to support accurate observation and imaginative description. Course 2: Prepare clay and appropriate tools; build a model of a human figure; model a human head; observe more acutely; guide children working with clay.
Instruction: Course 1: This course addresses a phenomenological process to finding the appropriate pedagogical and therapeutic approach to working with children. This approach embraces the subtleties and complexities of the individual situation in arriving at insights that are specific rather than general and serve as a helpful guide to the curative educator. Developing refined observational capacities and the ability to recognize the essential gesture of observed phenomena helps the curative educator achieve a particular sense for the processes of metamorphosis that unfold over time. Through various exercises and activities, this course aims to develop the ability to perceive and describe natural phenomena and the human being. Participants become aware of the principles and ideas behind the phenomena. By working with the principle of metamorphosis as the basis of all development and transformation, participants move from static concepts to a dynamic thinking in process.  Course 2: The student of curative education must enhance his or her power of observation and to acquire the resources for classroom application. The work with clay specifically aims to further the understanding of three-dimensional transformations in natural processes, and thereby cultivate awareness and faculties of observation, which can be applied as tools in educational and therapeutic work.
Credit recommendation: Courses 1 or 2: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 3 semester hours as Introduction to Phenomenological Research or Preparation for Field Observation in Curative Education, Social Science, Human Studies, and any discipline which could benefit from such a complementary learning experience (9/05). NOTE: Courses 1 and 2 must both be completed to receive credit.

Human Development I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: Give an overview of human development in the first three years with special emphasis on development of movement, speech and language, and development of senses; explain basis attitudes and approaches in infant care in relation to developmental needs in the first three years of life; describe the idea of the four-fold human being as it emerges in the development towards adulthood; distinguish different aspects of bodily development and how these are promoted or thwarted in the first 21 years of life; recognize how the individual learns to take responsibility for their life and what questions typically arise in the learning process as the I meets the world; describe the stages of adult life and the implications for living and working with adults; define the virtues of creativity, morality, and wisdom as they can blossom as the spirit comes to expression in the last phases of life; describe the challenges and opportunities of old age and attitudes for accompanying individuals across the threshold of death.
Instruction: This course introduces the student to typical developmental life phases as they can be recognized in the human biography. By using the general milestones in the development of body, soul, and spirit, an understanding of what is typical and appropriate begins to emerge, as well as a sense for what is unique in any given phase of a biography. The course also includes an overview of the early development of movement, language, and perception, as well as a consideration of death and dying as a biographical event.
Credit recommendation: In the lower division baccalaureate/associate degree category, 1.5 semester hours in Curative Education, Social Science, Human Studies, Human Growth and Development, Education, Social Work, and any discipline which could benefit from such a complementary learning experience (9/05). NOTE: This course when combined with Human Development II in Year Two is comparable to a semester-length 3-semester hour course. Both courses must be completed to receive credit.

Introduction to Curative Education
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 50 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: Gve an overview of the history of the Camphill Movement; describe basic attitudes of care; describe the role and task of the educator with special emphasis on home life and direct care; demonstrate exercises to promote sensory integration and explain their function; explain the role of rhythms in promoting health and well-being; demonstrate techniques for painting with children and explain how this promotes sensory development; explain the difference between empiricist and phenomenological diagnostic approaches; give a phenomenological account of some common syndromes and pathologies; describe therapeutic attitudes and gestures towards specific syndromes and pathologies; describe the major temperaments and use these descriptions to reflect on one’s own tendencies and predispositions; reflect on the role of inner development and contemplative practice in curative education.
Instruction: This is a yearlong course covering a broad range of topics fundamental to working with children with special needs. The course aims to equip students with practical tools and encourages them to adopt a reflective attitude towards their work and recognize the scope, attitude, and context of curative educational practice. It is taught by a team of instructors, who cover such topics as overview of the history of the Camphill Movement, attitudes of care, sensory integration, the importance of rhythm in health and well-being, social games and activities, syndromes and pathologies, and an understanding of temperaments as a tool for education and self-education.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 3 semester hours in Curative Education, Education, Special Education, Educational Psychology, Waldorf Education, Social Work, Human Services, Social Science, and any discipline which could benefit from such a complementary learning experience (9/05).

Movement and Performing Arts
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 50 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: : Spatial dynamics: Perform movement exercises; teach a variety of exercises to children; adapt exercises to the needs and limitations of these children. Folk dancing: Guide children in simple dances; select dances according to the age and/or maturity of children; simplify steps and dance patterns for children with movement difficulties. Music: Participate in simple choir pieces; play a range of instruments used in music therapy and lessons with children with developmental disabilities, such as percussion, hand bells, chimes, chime bars, etc.; lead simple musical activities with children. Drama: Appreciate the discipline of artistic gesture; express dramatic gesture in improvisation. Speech: Demonstrate basic speech exercises; recite a piece of text, showing awareness of the dynamics of speech. Eurythmy: Appreciate the experience of space and ensouled movement.
Instruction: Spatial dynamics: This segment provides an introduction to the main elements of Bothmer gymnastics and spatial dynamics. The emphasis is on a variety of exercises for movement integration that can be used as developmental exercises and adapted for the work with children with developmental disabilities. Folk dancing: This segment teaches the skills necessary to lead simple dances with children. Participants develop the skill to overcome, compensate, or work around movement deficiencies in children in order to engage them in the activity. Music: This introduction to singing and instrumental music allows inexperienced musicians to make a first acquaintance with music practice and experienced musicians to explore simple music activities that can be adapted for use with children with developmental disabilities. Drama: This segment provides an introduction to the basic principles of movement, gesture, and improvisation. Speech: This segment provides an introduction to the basic elements of speech formation. It is intended to raise awareness of the importance of cultivating speech and the possibilities of speech as a tool in education and therapy. Eurythmy: This segment introduces students to eurythmy as an art of movement through social and hygienic exercises.
Credit recommendation: In the lower division baccalaureate/associate degree category, 3 semester hours in Curative Education, Education, Special Education, Waldorf Education, Performing Arts, and any discipline which could benefit from such a complementary learning experience (9/05).

Portfolio I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Independent Study
Dates: September 2004 - Present.
Objectives: Document and reflect on one’s engagement and initiative in community life; engage in self-assessment of the learning process that has occurred during the year.
Instruction: Students compile a series of documents, which may include written reflections or journals, artistic work, projects, etc., which allow them to reflect on their participation in community life throughout the year, connecting the experiences to the coursework and guided mentor sessions. Areas of community life that students may draw upon in the completion of their portfolios are a relationship with a child or adolescent, the house community or school community, the village community, the international Camphill Movement and community, and the Anthroposophical Society and the School of Spiritual Science.
Credit recommendation: In the lower division baccalaureate/associate degree category, 1 semester hour in Curative Education, Education, Special Education, Waldorf Education, Social Work, Human Services, and any discipline which could benefit from such a complementary learning experience (9/05).

Retreat I: Inner Work in Anthroposophy
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (3 days).
Dates: January 2005 - Present.
Objectives: Cognitively understand and articulate the importance of contemplative spiritual practice and other’s spiritual orientation; discuss some of the conditions for esoteric training; describe the basic inner exercises and possible ways of working with them.
Instruction: This retreat explores the theme of inner work and spiritual practice through study, conversation, and artistic activity, using one or more techniques.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 1 semester hour in Curative Education, Philosophy, Cognitive Studies, Consciousness Study, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/05).

Updated 1/8/08

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