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The school opened in 1988 due to the initiative of a small group of enthusiastic and dedicated parents, with an initial enrollment of only 22. Since that time, the school has grown steadily, with approximately 185 children enrolled at present and significant waiting lists in most classes. Mumbulla School for Rudolf Steiner Education offers an education with a strong philosophical foundation developed out of a spiritual understanding of the human being. We offer a rich and varied curriculum and a caring and personal approach to each child's teaching. All families are encouraged to share in the school's rich cultural life through festivals, markets, celebrations, concerts, working bees, camps, excursions, and P&F. Mumbulla School is based on the philosophy of Rudolf Steiner, which acknowledges the spiritual nature of human beings. The School community, through the encouragement and co-operation of individuals, sets out to create a harmonious school environment that fosters the balanced development of children, preparing them to act in freedom, with intelligence, creativity, and purpose in a changing world. The goal of Steiner schooling is "to produce individuals who are able, in and of themselves, to impart meaning to their lives." We aim to educate the whole child, their "head, heart, and hands." The curriculum places specific emphasis on the need to balance academic subjects with artistic and practical activities. The use of artistic activities within the syllabus supports children's well being and engagement with their work. Some distinctive features of Steiner education include: An emphasis on imaginative play in the early years of schooling The curriculum content, cognitive development, and skill-building are approached in a pictorial, imaginative way, emphasizing experiential learning. Teachers use narrative, creative writing, visual arts, music, drama, and movement to foster the students' feeling of life, allowing them to engage fully in academic content. Class teachers stay with their students throughout the primary years from Class 1 to Class 6 Certain activities which are considered extras at mainstream schools are central to Steiner schools: Visual Arts, singing, Music, drama, dance, gardening, and foreign language learning (French at Mumbulla School), to name a few All children learn practical Craft skills, including knitting, sewing, crocheting, copper work, and woodwork. Steiner Schools usually have a strong Music program. Children play the recorder from Class 2 and learn violin or cello from Class 3. Students are taught the Main Lesson, an integrated, thematic block of work taking up the morning lesson of each day for a 2-4 week period. The Main Lesson allows children to study a subject in-depth and provides a fresh start several times a term. All children have Main Lesson books, which become their workbooks during each Main Lesson. The children essentially produce their textbooks, which record their experiences and what they have learned in class. The use of electronic media by younger children is strongly discouraged. The focus in a Steiner School is on direct experience and the transmission of knowledge from one human being to another. Parents at Steiner schools may be asked to limit their children's screen time. There is an emphasis on beautiful surroundings at Steiner Schools, which is believed to enrich the children's experience and support their learning. Landscaped and ecologically sustainable gardens, the rich cultural and aesthetic nature of the built environment, and the natural fibers and handmade toys in the Kindergarten are all reflections of what is embedded within the education system. Additionally, at Mumbulla School, we: See learning as a non-competitive activity. There are no grades given in the younger years, but the teachers write detailed Semester Reports for each child from Kindergarten to Class 6 Have a strong Music program which includes ensemble work from Class 4, the option for children to play brass, woodwind, or percussion in Classes 5 & 6 or to continue with their stringed instrument (violin, viola, or cello). Weekly Music lessons with a strong emphasis on rhythm from Class 1 Use commercially produced textbooks for Maths (Class 2-6) and Spelling (Classes 4-6) to supplement their Main Lesson work Ask that parents limit their children's screen time during their time at Mumbulla School. View full school

Our Mission To provide a nurturing, creative, and academic education inspired by the indications of Rudolf Steiner for a healthy social life and the developing human being. Our Vision To enable each individual to realize their potential to be self-aware, resourceful, and resilient, with the empathy, skills, and initiative to make a positive contribution to the world. The Class Three children have been busy building a beautiful little shop outside their classroom. This project has been a delight to watch over the last few weeks. I am looking forward to seeing some excellent trading happening once the shop is up and running. The food gardens across the school are looking fabulous. Between Evan in the primary school and Pete Palmer in the High School, our students are wonderfully supported as they develop the gardens, tend the plants, and harvest the produce. Class 5 and 6 have been hard at work on the beautiful mosaic project down in the amphitheater. The wall is filling with beautiful plants and animals, and the project is progressing beautifully with the skillful guidance of Tanja Nelson and a small team of dedicated parents. In both the Primary and High Schools, our learning support teachers (Marlis and Gael) have been doing some excellent work with students, teachers, and families to ensure our students have the best possible opportunity to learn and develop right across the learning spectrum. Meanwhile, in Admin, Yvette, our Enrolments Officer, has just started the enrolment process for Kindergarten in 2019. This is never an easy task as we know we will not offer places to everyone who wants to come. Yvette works hard to ensure our process is straightforward, fair, and transparent to all involved. From the ‘little things’ to the enormous thing happening in our school at the moment……. our building is tracking well to be finished and open early next term. Our architect, Michael Leung and his team, and builder, Glen Field, are doing an excellent job, and we are excited about welcoming our community into the new building soon. A huge thank you to those who have donated to our building fund so far. As you are undoubtedly aware, we are fundraising to build a covered walkway into the school between the new building and the performance hall. We desperately need a sheltered space at the school entrance, which will fill that need. Thus far, we have fundraised about half of the money needed – we are still approximately $15,000 short of the total needed to complete the project. Donations to our building fund are tax-deductible, and you can find the link to donate later in this bulletin. Please help us to complete this vital project – any donation at all is very much appreciated. View full school

The Melbourne Rudolf Steiner School is an independent, co-educational, non-denominational school that accepts students independent of their cultural background. We welcome students of any race, ethnic, or religious background. The school has a student population of about 500- a single stream primary and a double stream secondary school in a combined campus. The Melbourne Rudolf Steiner School is separate and independent from other Steiner schools. It is an equal opportunity school and does not reject or displace students based on perceived academic potential. At the Melbourne Rudolf Steiner School, we foster artistic endeavors and academic excellence while honoring the child's inner life. We recognize that the school journey is as important as the destination. We offer a broad, inclusive curriculum designed to meet the stage of life and the particular qualities of the student. The academic subject matter is presented to engage and support the developmental phases of childhood and adolescence to provide sensory, social, and intellectual nourishment. Imagination is an integral part of the learning process and is harnessed in every age group as a learning tool. A deep respect for self and others is a natural by-product of our inclusive curriculum. Engagement with the natural world is encouraged, as is the acquisition of real-life skills – with expert mentors. Our work lies in assisting children in cultivating clarity of thought, breadth, and balance of feelings, and conscience, and initiative in actions. Emphasis is placed on happy social interactions and strong, dynamic relationships. These all contribute to well-rounded human beings who can capably solve problems and exhibit resilience, responsibility, self-direction, respect, and integrity. In 2012 our school turned 40. Established in 1972, the Melbourne Rudolf Steiner School was the first Steiner school in Melbourne and began life with a kindergarten class of eleven children. By 1984 we had grown to a full stream, kindergarten to class twelve, school and now continue to offer enrollment to 500 students. These intentions permeate every aspect of school life – from the buildings and teaching methodology to curriculum content, decision-making, and interactions between people. Our students are introduced to new ideas or knowledge in various ways – aesthetically, intellectually, and experimentally. Steiner or Waldorf pedagogy nurtures healthy emotional development in children. By allowing the feeling of life to develop and flourish through experiential and academic learning, children will cultivate their impulses of action and initiative. View full school

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. View full school

There is a paradox. As children, most of us think we are highly creative. As adults, many of us think we are not. What changes as children grow up? Organizations across the globe are competing in a world that is changing faster than ever. They say they need people who can think creatively, who are flexible and quick to adapt, yet most of the time, they say they cannot find them. Most schools offer an education system that was designed for 19th Century industrialism. It was not designed to develop everyone's talents but to promote those with specific abilities, in the interests of the industrial economies they served. Our children's future, both economically and culturally, lies in a different direction. To succeed in the 21st century, we will need to provide them with an education that prepares them to be creative, flexible, and innovative adults. Kamilaroi Steiner School offers a unique education that is based on a balanced approach to learning. Alongside a very high standard of academic education, our curriculum places great importance on imagination and creativity and fully engages feelings, will, and intellect. It is designed to instill self-confidence and provide a sense of social and environmental responsibility. Based on the Steiner principles, we offer a nurturing environment to address children's changing needs and capabilities at each stage of their development. Our methods of teaching ensure deep and rounded learning. Our mission, and its underpinning values Connection, Initiative, and Imagination, influence everything we do at Kamaroi School. Most importantly, they are brought to life in a curriculum that integrates the arts, practical experiences, and narrative-based learning, alongside strong academic teaching. This results in fully rounded individuals with a solid academic education and self-confidence, resilience, and capacity to impart purpose and direction to their lives. Kamilaroi School and its community offer a vibrant and happy place to be. We look forward to welcoming you. Imagination bringing thinking to life through imaginative teaching and learning within a culturally rich, integrated curriculum that balances academic, artistic, and practical learning experiences. Connection developing a love of and engagement in learning within a supportive learning community that focuses on connection with self, each other, and the world, thus nurturing in the child confidence and a positive attitude towards others and the future. Initiative the development of responsible, flexible, and resilient individuals who impart purpose and direction to their lives. Kamilaroi was formed from the merger of two schools. The first, known as Peninsula Rudolf Steiner School, began in a rented Newport house in 1985, with just 13 students and two teachers. It was set up in partnership with Glenaeon High School, to which it would become a feeder school, thereby allowing the High School to expand and offer a broader range of subjects. View full school

Glenaeon Rudolf Steiner School is an independent, co-educational school catering to children from Preschool through to Year 12. We are situated on three campuses in Sydney's lower north shore. Our main campus at Middle Cove is located in beautiful bushland grounds reaching down into Middle Harbour. Glenaeon embraces Steiner (Waldorf) Education, derived from the insights of Austrian-born philosopher, scientist, artist, and educator Rudolf Steiner. We strive to develop the physical, emotional, and intellectual capabilities of the developing child through an age-appropriate curriculum that integrates the disciplines of movement, fine arts, and practical arts into the study of humanities, science, mathematics, and technology. Through these capacities, we strive to educate the child in a healthy and balanced manner. Glenaeon seamlessly integrates the local NSW Educational Standards Authority (NESA) curriculum with the international Steiner (Waldorf) curriculum, allowing our students to receive a well-rounded, holistic education. F you are looking for a fulfilling, academically challenging, culturally enriched, warm, and humane school, then you are looking in the right place. Whether a student or a parent looking on behalf of a student, I can assure you of a friendly school where teachers teach to the highest standard, are caring, and will support you on your journey to a fulfilled and prosperous future. Glenaeon has always been ahead of its time. When the school began in 1957, we talked about the importance of imagination and the arts, about emotional growth, about looking for the positive in every student, school as a community, and building a sustainable relationship with the natural environment. Our Vision of education is a blend of the best of tradition and an innovative future. Our Vision stems from the classical tradition of the Greeks and their values (Goodness, Beauty, Truth), refashioned in the European Renaissance through the Humanist tradition of the balanced human being and reformulated as an education for the future Dr. Rudolf Steiner at the beginning of the 20th century. What does your Glenaeon journey look like? You will grow through a series of developmental stages. It starts in what Dr. Steiner called the Kingdom of Childhood in Kindergarten. Here lie the roots of creativity and imagination. At Glenaeon, we work hard to honor the traditions of childhood, ensuring that you can look back on a joyful, nourishing, and imaginatively rich foundation to your life. The primary years are a time of journey in a secure relationship with your Class Teacher, enjoying the human story's creative unfolding. In our Middle and Senior School, you will be academically challenged to perform at your absolute best and infuse your learning with a rich cultural aesthetic. The 21st century asks for new qualities in you: a blend of professional rigor with creativity, imagination, emotional intelligence, and a human sense of what it is to be human in this increasingly digital age. Please look at our alumni page and see what some of our students have gone on to achieve on the world stage. We want you to be well educated to find out who you are so that when you step into the world, you will be equipped to find your meaning and purpose and add something of value to the great human story. We are not a cookie-cutter school: we are a school producing individuals who can think creatively, act ethically, and express themselves culturally. Our task as a school is to give you a rich and nourishing environment that will inspire you to be your individual best. Our Vision is to realize a contemporary understanding of the wisdom of Dr. Rudolf Steiner that will prepare students to take their place as young men and women of distinction in Australian and world society. The premise of Steiner education is that teachers help children and adolescents become independent thinkers and creative individuals. As guides, mentors, and figures of authority, teachers at our school address each student's highest potential, enabling them to find their life's purpose and meaning. Our motto is 'unfolding individual journeys,' and our method allows students to engage with the curriculum on many levels. Lessons balance cognitive and emotional intelligence and physical activity, integrating academic work with fine arts and practical arts. In our Early Childhood program, children learn through creative play and activities that prepare them for the academic, artistic, social, and active curricula to follow. View full school

We are an independent, co-educational and non-denominational Steiner Waldorf Early Years Centre located in Hornsey/Crouch End in North London, an area with wonderful parks and woodlands such as Highgate and Queen’s Woods. Our school, in common with other Steiner Waldorf settings, takes the educational writings of Rudolf Steiner as its starting point. Our work also entails positive dialogue with other early years’ practitioners, school inspectors, and the relevant authorities or institutions. The North London Rudolf Steiner School is a Steiner Waldorf Early Childhood setting, which provides experiential, play-based education as a basis for effective lifelong learning for young children from 0 to 7 years. We aim to provide a caring, supportive and creative community, which nurtures all aspects of child development as a foundation for healthy, confident, well-balanced adults. The North London Rudolf Steiner School opened its doors to some fifty children in September 1985, with two Kindergartens and Class 1 and 2 (7 and 8-year-olds), after work by many people that began in the 1970s. Since this time, the school has gone through several changes of which the most significant was to concentrate on early years education. The school currently comprises three Kindergartens, one Playgroup, and four Parent & Child groups. In our school, children find time and space for an unhurried, playful childhood. They unfold as individuals and develop without pressure in a warm and nourishing environment. Secure in the home-like setting and reassuring rhythms of the day, they are free to explore the world around them. Free play with simple natural materials brings the joy of discovery and the flowering of the imagination. With plenty of time for play, children can engage deeply and creatively in it, building up physical abilities, concentration, and problem-solving skills. Children of different ages play together, learning from each other and discovering how to balance the needs of the individual and the group. Alongside the play, the classrooms and garden are full of real work and artistic activity, following the seasonal rhythms of the year. Imitation, the young child’s natural way of learning, flourishes as the adults purposefully work and make things around them. Children thrive as they help make bread, wash dolls’ clothes, push heavy barrows in the garden or prepare the snack for sharing later. The North London Rudolf Steiner School is a full member of the Steiner Waldorf Schools’ Fellowship (SWSF) and a recognized SWSF Early Years’ provider. Steiner Waldorf education is a unique and distinctive approach to educating children. Steiner Waldorf education is a unique and distinctive approach to educating children. Steiner Education respects the essential nature of childhood and enables each child to develop the abilities and confidence needed for life. This is achieved through an integrated curriculum, which is responsive to the developmental phases in childhood. Subjects are introduced at age-appropriate stages and formal learning does not begin until age 6/7. Our methods emphasize the whole development of the child, including the child’s spiritual, physical, and moral well-being as well as academic progress and education for ‘Head, Hands and Heart’, which nurtures children in becoming balanced, well rounded, confident individuals. Steiner schools are always co-educational and welcome children from all cultures and faiths. Rudolf Steiner’s philosophical ideas, known as Anthroposophy, are not taught at Steiner schools but form part of the teachers’ training. The ‘Juniper, Rosehip & Rowan’ Kindergartens function as mixed age groups for pre-school children between the ages of three to six or rising seven years. The purpose of a mixed age group is to provide a traditional large family atmosphere, helping children to acquire social skills through experience and imitation. The first 7 years of childhood is the period of greatest physical growth and a time when the structures in the brain are still being formed and refined. In Kindergarten we recognize that the young child’s primary modes of learning are moving, doing, experiencing, and imitating. We provide nourishing opportunities for children to learn experientially and feel the joy of discovery. The young child’s natural creativity, curiosity, and sense of wonder, qualities essential for life-long learning, are fostered through a curriculum rich in natural, imaginative content. The range of activities offered promotes exploration of the world, concentration, perseverance, dexterity, strength, coordination, and creativity as well as cognitive and language development. The listening skills, attention, mathematical awareness, and language skills which form the foundations for literacy and numeracy are developed through stories, songs, and rhymes and age-appropriate domestic work and craft projects. These also facilitate the development of large and small motor skills. Our emphasis on free play develops self-confidence and life-long social skills and the flexibility which will enable them to meet life's challenges with confidence. The oldest Kindergarten children have special projects and drawing books, as well as privileges, responsibilities, and expectations of behavior, all of which help to prepare them for more formal schooling at age 6+. Children in our school thrive on daily outdoor experiences in all weathers. The garden area encompasses a purpose-built outdoor classroom that can be used for woodwork and other such tasks. It also houses an earth oven where the children bake bread. The rhythms of each season in nature are very much a part of the life of our school. The school has a sheltered outdoor area for play and work where the children can climb, hide in bushes, sit in a quiet den, play in the sand or dig in the digging area. There are composting areas, water butts, and vegetable and herb beds. The outside area also includes a purpose-built outside classroom which can be used for woodwork and other such tasks. It houses an earth oven where the children bake bread. View full school

The first phase (the willing phase) from birth to age 7, sees the formation of the child’s physical body and the development of the will are paramount. This is the stage at which children live through their hands and the Kindergarten child learns by doing. The children learn about themselves, each other, and the world around them by engaging in creative play, music, dance, art craft, and domestic crafts such as baking and cleaning. The routine and repetition help the children to develop self-discipline in a nurturing environment. Soft colors and natural materials surround the children with beauty and inspire their creativity.The second phase (the feeling phase) 7-14 years is when the heart and lungs harmonize. The rhythmic system is developing in conjunction with the feeling of life. Subjects are delivered in a creative and integrated way through the teacher's imaginative life. The children develop a sense of everything being connected to the whole. A belief in truth, beauty, and goodness, and a connection to the world is paramount. The third phase (the thinking phase) from adolescence to adulthood, sees the young person developing their intellect. The emphasis is now on developing powers of reasoning and judgment. The focus lies with developing their abstract thinking and artistic sensitivity. At the core of Steiner’s principles is the belief that true education must encompass the whole child within the context of human development. It is aimed at their spiritual, emotional, intellectual, and physical development in a harmonious and balanced way. View full school