Mansfield Rudolf Steiner School

[EduCativ]

The Mansfield Steiner School began in 1986 with a small group of children in a parent-built mudbrick room in Maindample. This venture came about due to the vision and dedication of two local teachers who wanted to provide their children with a Steiner education in a country environment.
In the early days, the parents carried the enormous task of building, developing, maintaining, and running the school without government support or funding. Later, the school received formal registration and some government funding, although voluntary labor and fundraising continued to be vital to the school’sschool’s ongoing success as it is today.
By 1996 the school had outgrown the Maindample site, and with a successful application for capital funding, the decision was made to move into Mansfield. Over the years, a series of building programs have helped build and develop the beautiful and well-resourced school we have today.
Our program aims to foster imagination and a sense of wonder through stories, songs, creative play, interaction with nature, and involvement in everyday tasks. At Mansfield Steiner School’sSchool’s Playgroup, Kindergarten, and in the Prep year, your child will learn through imitation, sensorimotor play, and creative experiences. We hope they will feel at home in our warm, nurturing environment filled with beautiful, natural, open-ended play materials.
At Mansfield Steiner School, the class teacher moves up through the primary grades with the children. This affords a sense of security and continuity of teaching for a child, parent, and teacher. Classroom work is carefully structured with a rhythmic balance of activity, which helps keep the children fresh and receptive throughout the day. The first part of the morning focuses on ‘‘Main Lesson’Lesson’ work in which a subject, such as maths or literacy, is concentrated on for several weeks. This allows in-depth studying of the new subject matter.
The Main Lesson is followed by ‘‘practice sessions’’ in which the previous main lesson content is revised and developed. The afternoons comprise a range of artistic and practical activities such as craft, music, cooking, sport, gardening, art, and drama. Steiner education’seducation’s unique aspect is the sequence of ‘‘Epoch stories’’ that feature at each level from Class One to Class Eight. Rudolf Steiner suggested that the myths and legends that arose during each epoch of civilization were an appropriate foundation for story-telling, literature, drama, and thematic class work when matched with the corresponding stage of development in children aged between seven to fourteen years of age.
Class teachers can attest to the validity of this direction. They witness how easily and enthusiastically the children relate to the sequence of the stories brought to them. The groundwork is laid to study moral development, history, geography, and sciences through the story.
The Secondary School curriculum is designed to encourage the emergence of global citizens. The Main Lesson Structure established in the Primary School years is preserved throughout the Secondary School. Students continue to explore a full range of academic subjects in an integrated and creative way. The work of the Secondary School teacher is to present Main Lessons that are thematic, exploratory, and which develop judgment and independent, lively, and creative thinking within the scope of the subject.
After the Main Lesson, the rest of the day is dedicated to practicing lessons. These lessons include Mathematics English, chemistry and biology visual, art and design, dramatic, choir, musical and movement arts, French sport, and physical education.

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