Fourth graders transition into a new phase of childhood where they gain a sense of comfort in themselves and their surroundings after undergoing considerable physiological change in Grade 3. They are prepared to embrace challenges, make more thoughtful decisions, and tackle increased academic demands. Their developmental stage aligns with the narratives found in Norse mythology and the Finnish Kalevala, which they engage with to refine their writing and composition skills. 

Students read more complex texts, including classical literature, myths, and legends from various cultures. This helps deepen comprehension and introduces different writing styles.

Emphasis is placed on developing writing skills through narrative and descriptive writing, as well as creative writing projects. Students write reports or summaries of their reading. More advanced grammar concepts are introduced such as sentence structure and punctuation. Spelling and vocabulary development are key components. Many teachers introduce formal weekly spelling tests, while recitation continues and students delve deeper into complex language through drama and poetry.

Grade 4 students continue work with multiplication and division, including long division and multi-digit calculations, and are introduced to more complex topics such as factors, multiples, and basic geometry. Study of fractions is central, including how to add, subtract, multiply, and divide them. Practical applications of these concepts are explored through hands-on activities such as measuring lengths, volumes, and weights.

In Grade 4, students begin a more formal study of science, looking at connections between the human and the animal kingdoms. The students undertake their first in-depth, individual project in the block entitled Human and Animal. While natural science has been taught through story since Grade 1, Grade 4 marks a shift to a more structured science curriculum. The natural science block focuses on comparative zoology, highlighting the unique adaptability of humans compared to animals, which are tailored to specific habitats. As students explore a range of animals visually, they are encouraged to contemplate the fascinating diversity of the animal kingdom and reflect on their own nature in relation to it.

Grade 4 marks the beginning of a focused study of geography, as students naturally become more keenly aware of where they are in relation to their home, city, country, and globe. We begin with the physical geography of the local surroundings – rivers, ravines, hills, and lakes – and from this, gain an understanding of the economic foundations of the areas such as how rivers are used for transport and the building of canals and railroads. We also study the indigenous culture in the area and how they used the land. Finally, we build on these concepts to understand the links between human beings and their natural environment. Map-making begins as the children draw diagrams of their bedroom, classroom and their route from home to school.

In Grade 4, students are introduced to reading and writing in French. The students practice oral skills in French through sketches, vocabulary games, and short presentations. They may practice discussing topics such as how much something costs, going shopping, vacations sports, and dialogues such as asking for permission, accepting, refusing, introducing oneself, and expressing likes/dislikes). Students may construct a collective book about, for instance,  “L’ours qui rêve”. 

Students have an art class once per week with their class teacher doing wet-on-wet painting reflecting the subject matter of the central lesson. They are introduced to shading and continue with illustration and creative documentation in their educational  journals. 

From finger knitting to crochet, cross-stitch to leatherwork, handwork develops fine motor skills, creativity, and right-brain-left-brain coordination. Students also develop confidence that they can be adaptive self-sufficient, thereby gaining a sense of agency to carry through life. Grade 4 students specifically focus on cross stitch to develop precision, concentration and dexterity, create patterns and intricate woven forms, and recognize symmetry and balance. As with other creative initiatives, handwork provides a quiet and peaceful time during an otherwise active day. 

Music is integral to the Waldorf curriculum. Song is part of almost every class, and teachers and students often sing through transitions from one activity to another. In Grade 4, students usually learn to read music, and add further instruments to their repertoire (e.g., xylophone and ukulele), to their ongoing recorder work. Students often participate in Junior Choir along with students in Grade 5. 

Opportunities abound for Grade 4 students to participate in plays and dramatizations, enhancing their ability to interpret and express stories. This helps with public speaking and creative expression. Stories from various cultures are used to teach moral lessons, historical perspectives, and cultural values.

Activities and games are chosen that strengthen the students' sense of movement in space, balance and awareness of others around them. Consideration is given to activities that engage their gross motor muscles in a coordinated way, and balancing games that improve fine motor movements. Each class consists of bean bag or ball work, a running/tag game, a group/circle game, and skipping. Activities focus on developing coordination and physical skills, and emphasis is on learning to work as a team.

Students have multiple recesses and daily field trips to local parks to energize their bodies and activate their minds in social play, group dynamics, and exploration of the physical environment. They also go on a weekly nature walk to continue their natural comfort outdoors, to learn more about the environment, and to begin a lifelong sense of stewardship. Time outdoors and in nature is essential to the Waldorf ethos, and correlates with better mental health and academic success. 

Field trips usually involve local nature centres, parks, museums and art galleries, specifically relating to the curriculum content. Plays and festivals include: two annual Rose Ceremonies; the Michaelmas pageant to summon inner courage; the Lantern Walk to mark the need for light during the winter months; the Winter Fair to celebrate community; Mayfair to usher in Spring, the class play, and a camping trip. Some teachers take their class to Saint Marie Among the Hurons to explore our local geography and history.