For the first two hours of every day, the class immerses itself into a single core curriculum subject— for example Science, English, or History/Social Studies. At Waldorf schools, this two-hour period is referred to as the Main Lesson, and each becomes the focal point for 3-6 weeks. Main lesson subjects are rotated, so that each has a chance to "sleep" temporarily as another subject is awakened. Waldorf education is revolutionary in applying the recognition that learning also occurs at levels of understanding that lay beneath consciousness. By combining focused application with a period of rest for each subject, the student optimizes his or her learning potential.

A three-day learning rhythm that moves through several layers of understanding echoes the larger rhythms of the Main Lesson Blocks. The first day, students observe or do (physical learning), then they reflect (heart learning), and finally they consolidate their knowledge with the intellectual task of writing (head learning). In between, students "sleep on it". We believe that concepts take time to develop if they are going to become something more than quickly-forgotten superficial knowledge. Aside from the subject, what we are teaching is an advanced capacity to learn—a skill that will serve the student far into the future.

At Island Oak one size does not fit all. Learning is never arbitrary or formulaic. Some subjects, such as mathematics and foreign languages, are approached as an ongoing practice rather than a rotating Main Lesson, because they are mastered best through repetition.

Island Oak enhances the holistic nature of Waldorf education; our small school size means that teachers are in constant communication with one another throughout the day, so that students are served with seamlessly integrated classes. At many high schools, students move from one subject to another and their day shatters into topics that seem divorced from one another. At Island Oak, we connect each subject to the others, and everything back to the student, so that the student rarely needs to ask, "Why are we learning this?" When material is in context and is relevant to the student's own life, it is meaningful and memorable.

Island Oak students appreciate the warm, supportive family atmosphere here. New students are surprised how quickly they become part of the school community. Students say that there is a degree of acceptance and respect for the individual here that is unusual to find in a high school. At larger schools, students usually spend their free time with a small group of friends. At little Island Oak—perhaps ironically—students have a larger social sphere because their social group is the entire population of the school (usually around 40 students); there are no hard social boundaries between grade levels.

Island Oak students acquire work experience as part of our graduation transitions program. In grade nine, students work in farming and gardening; in grade 10 students work in public service or business. Grade 11 students may work in the community or engage in a training program related to a field of work.

Our high school program fulfills the British Columbia graduation requirements. Students write all provincial exams, and each year Island Oak scores are equal to—or in several subjects higher than—all the other private and public high schools in the Cowichan Valley. Our students earn 30% more high school credits than are called for by the Ministry of Education, and all Island Oak students are enrolled in the highest academic math, because we want them to be able to go to the university and program of their choice. Individualized attention is available for each student to support him or her through all courses. As a result of these standards, Island Oak provides an excellent basis for entry into university or for other life choices.

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