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The Yallingup Steiner School is nestled in the Wildwood Valley of the rich Margaret River region three hours south of Perth in Western Australia. Families are attracted to the South West with its magnificent coastal and rural environment and choose our rich, holistic education for their children. Yallingup Steiner School follows the Australian Steiner Curriculum Framework, recognized by the Federal and State Governments. Students enter one of the many high schools of their choice in the region from our broad foundations. Currently, we have over 130 children at our school, drawing from the Busselton, Margaret River, Dunsborough, and Yallingup areas. A long-standing relationship between the school community and the local Wardandi people is held dear by our school. The blessing of the Kindergarten as "Coorlingamia" (meaning 'children's house') by the elders of the Wardandi at the beginning of our journey is in recognition of this relationship. This rich collaborative cultural exchange continues to this day. Yallingup Steiner School began its journey from a parent group that shared a shared vision to educate their children more creatively. In 1986 a group of people from the Yallingup area, interested in natural childbirth, joined together with the regional midwife to begin ante-natal classes. As time went on, it became clear that these same people shared a common interest in exploring an innovative and holistic approach to their children's early education. One of the members was involved in using Rudolf Steiner's biodynamic farming methods and was aware of the worldwide network of schools following Steiner's education principles. Through these informal gatherings and after much research into different schooling methodology, the Waldorf Education system was decided upon. In this system, it was felt that the children would receive an education designed to enrich their spiritual and physical being, thereby giving each child in the school's care the self-esteem, confidence, and freedom to enter the world as a complete human being. A Steiner Playgroup was opened in 1989 with the Perth Waldorf School assisting, ensuring its development was consistent with Steiner principles. In the ensuing two years, the group progressed from meeting at the house of one of its members to occupying Millbrook premises and finally to its present premises.

Established in 2013, Wild Cherry School offers holistic education from Prep through to Class 6 based on the Australian Steiner Curriculum Framework. The school is situated in Bairnsdale, the commercial capital of East Gippsland and gateway to the Gippsland Lakes, in a beautiful iconic building surrounded by established gardens. Wild Cherry School also offers weekly Playgroup sessions and an affiliated 3-year-old and 4-year-old Kindergarten managed through Uniting Gippsland. Our Prep Transition Program is designed to assist you and your child with starting school. The program offers children and families an authentic experience of the school day with two Come and Play sessions and four Transition Days for building a sense of familiarity to help children feel confident and happy in readiness for their learning journey. The tone of Wild Cherry Playgroup is one of joyful activity enfolded in a calm and rhythmic atmosphere. Children and their parents/carers are gently guided through the morning by our playgroup leader, helping develop confidence, trust, and a sense of well-being. At Wild Cherry Kindergarten, the children are encouraged to follow their interests and learn through imaginative play. The challenges of learning through imaginative play strengthen problem-solving, language, cognitive, social, gross, and fine motor skills. The play also allows the children to learn about their interests and talents and provides opportunities for the positive growth of social graces in leadership and sharing. The teachers provide regular activities such as crafts, gardening, painting, and cooking. Children help with daily duties, such as cutting up fruit for morning tea, setting the table, and packing away before lunch and at the end of the day. These practical activities are continually building the foundation of numeracy skills. Singing seasonal songs and the recitation of poetry and verse is part of the daily rhythm. The teachers model the beauty of speech, and stories are told and some dramatized by the children. This emphasis on oral and aural practice forms a strong foundation for the later development of literacy skills.

Welcome to West Coast Steiner School, Nollamara. We are an independent primary school in Perth's northern suburbs and ten minutes from the Indian Ocean. We offer education from Playgroup to Class 6. Working from the indications of Rudolf Steiner, we strive to educate the whole being of each child in head, heart, and hands. We envision this holistic education set within a community guided by goodness, beauty, and truth. Further, we seek to plant the seeds for our students to enter the changing world with purpose, as self-directed adults, with a lifelong love of learning, intellectually and spiritually free, socially responsible, and emotionally balanced. Our vision highlights our purpose to provide a meaningful education that engages your child's "head, heart, and hands" within a robust and vibrant school community: Creating a warm, welcoming learning environment. Holistic learning, engaging the head, heart, and hands. Nurturing respect for self, others, and nature. Building confidence through a growth mindset. Developing the ability to persist and complete tasks. Dynamic and artistic teaching of academic content: math, literacy, languages, history, and earth sciences. Learning through the senses: strings program, fine handwork, drawing, painting, sculpture, and woodwork. Specialist movement programs: Bothmer and Eurythmy. West Coast Steiner School is committed to being a Child Safe Organisation, taking a preventative and participatory stance on child protection issues and promoting a child-safe environment. At West Coast Steiner School, we believe that the Steiner educational philosophy helps guide children towards finding their authentic voice, developing their moral capacities, and nurturing their potential. We are committed to educating children and parents alike so that together we can build the next generation of balanced, creative, and socially responsible adults equipped with purpose and meaning in their lives. Just over two decades ago, the West Coast Steiner School was established by a group of parents with a shared belief in the Steiner philosophy and the importance of holistic education for their children. We are celebrating more than 20 years of independent schooling and now provide a complete and authentic Steiner educational experience to children from Playgroup to Class 6. Assisting our students to establish for themselves "a life of learning" is a philosophy that represents our purpose as a school, the promise to our students, and the desire of their parents. Our curriculum is holistic, formative, and relevant while also being practical and 'life' based. Its impact is not isolated to the short segment of life that students spend at our school. We believe that its value is much greater than that. We strive to give our students the skills, knowledge, and awareness to thrive as free-thinking, socially committed adults who aspire to become the most accurate possible version of themselves.

The great thing is to enable the human being to find his place in the world with due confidence in his power of judgment." Rudolf Steiner. Learning in a Steiner School is a non-competitive activity. This encourages children to do their best using their unique talents. It engenders pride, high self-esteem, and emulation of admirable characteristics, whereas competition can lead to egotism. Each child's learning rate is honored, and preferred learning styles are addressed in all teaching through movement, rhythm, art, pattern, and story-telling. The emphasis on learning is through imitation and creative play until age seven, when academic subjects are interwoven with art, craft, and music. This engenders sound developmental growth, a sense of wonder throughout life, a zest for learning, initiative, and balance of the whole individual. Each of the main subject areas, English, Maths, Social Studies, and Science, are taught in the main lesson blocks of 3-5 weeks duration. This allows the subject matter at hand to be explored in depth. Children produce their books to record the content of their lessons. There are no textbooks as such in the lower classes. Upper classes use textbooks to supplement their main lesson books. A tranquil learning environment is a priority. Superior concentration enhances learning, reduces stress, and supports the appreciation of nature, and promotes a sense of peace. There is a three-way responsibility for discipline Teacher: Parent: Child. Steiner Education aims for self-discipline, responsibility by example, and a fair learning environment. Art, music, gardening, and foreign languages are valued elements of Steiner Schools. There is a strong emphasis on handwork, making, and doing through craft and other activities. Beautiful, quality hand-made and natural materials are used throughout the school. There is a strong focus on seasons, festivals, and community, and the natural environment. A high standard of nutrition is actively encouraged (avoiding sweets, soft drinks, pre-packaged, and processed foods). Much of the syllabus is taught through story-telling. To support the child's imagination, television viewing and other electronic media are not recommended. Media is taught as a subject in high school only. Steiner Schools are born out of a Western Christian tradition. However, a Steiner School is non-denominational. To find their place in the complex tapestry of world spiritual life, they must learn about the various religions, past and present. The school teaches the history of Christianity, Buddhism, Islam, Hinduism, and many other elements that will undoubtedly touch their lives as they grow into a world with different religious viewpoints. The school's central aim is to prevent bigotry and intolerance by the children toward people who think, look, or believe differently from themselves. Religion today needs children who love and protect nature and have a deep sense of moral and social responsibility. Steiner Schools teach an uncompromising veneration for life and deep respect for human dignity. It is engendered by the teacher's gratitude to the world and encouraged in the child.

Alice Springs is a regional multicultural center with approximately 27,000 people, servicing stations and Aboriginal communities. The diverse community lends the town fabulous vibrancy. We are close to some of Australia's most ancient countries and cultures here, and the very landscape with it is towering mountain range cradling the town reminds you of that daily. It is a humbling and inspiring experience. Alice Springs provides a fantastic base for exploring the surrounding country, which is host to a wide range of stunning gorges, permanent waterholes, walking tracks, and National Parks. The majority of these magnificent places lie in an area from ten minutes to an hour or two from town, and most are accessible by regular 2WD car, or some even by bicycle. The great weather, relentless beauty, and ease of access to the country make 'Going Bush' an option almost anytime, whether for a quick walk with the kids and dogs or to spend a few nights swagging it under the stars. The town is a community rich with the ancient culture and language of the region's traditional indigenous owners. There are many work opportunities, community events, sporting opportunities, children's activities and opportunities to experience a unique part of Australia. Alice Springs is home to a thriving theatre and gallery cultural precinct that regularly hosts nationally acclaimed touring presentations in visual art, dance, theatre, opera, music, and film. There is a lively arts scene with something for everyone on the local level, no matter your skill or interest level. Territory Craft, the NT Writers' Centre, Watch this Space (artist-run gallery initiative), Film NT, Imparja, Red Dust Theatre, and Music NT are just a few of the organizations with offices in town committed to providing support, workshops, opportunities, and activity for the many residents. Do not miss out on the Alice Desert Festival held every September. The Alice Springs Steiner School commits to these values: Keeping the child at the heart of all we do Educating the evolving child through love and protecting the integrity of childhood To maintain transparency in all we do Fostering a love of learning and the pursuit of truth. Striving toward a collaborative relationship between home and school that supports the child's development. To be accountable and use evidence-based approaches A comprehensive curriculum develops the physical, emotional, intellectual, and spiritual potential of each child. Maintaining a distinct curriculum that reflects the major developmental stages of children Fostering respect and care for one another and the environment. Striving to overcome racial, sexual, and other forms of prejudice and working positively in the community both socially and in the natural world. Meeting teachers' needs for professional and personal development. Making teachers part of a responsible, accountable, and collaborative management system. To promote sustainability To celebrate what makes our approach to education and life unique To remain authentic to our beliefs and approach

Tarrah Steiner School was initially founded in South Hobart in 1988. After several years the school moved to a new site at Huntingfield, which offered plentiful space, views of both the mountain and the river, and access to a small creek and bush reserve. The school has grown organically from a cluster of small, purpose-built cottages to include state-of-the-art, architecturally designed high school buildings and a multi-purpose Hall and commercial kitchen. The school now offers Steiner education for children from 3-16 years of age. Fantail and Pipit mixed-age kindergartens for children aged 3-6. Primary school classes 1 to 5 with the same Class Teacher for five years, including specialist teachers for languages, physical education, music, craft, and gardening. Secondary school classes 6 to 10 with several subject specialists including maths, English, drama, health, outdoor education, physical education, history, science, and woodwork. Learning Support is available for individual students or small groups who need some additional teaching time. At Tarremah, the unique spirit of each child is recognized and respected. Teachers study and work with the indications given by educational philosopher Rudolf Steiner, guided by the nationally accredited Australian Steiner Curriculum framework. Teachers work with a broad curriculum to create an environment that addresses the growing individual's developmental changes. Each child's inner life of imagination and creativity is cultivated, along with enthusiasm for academic challenge and enjoyment of the physical activity. Teachers strive for the balanced development of thinking, feeling, and doing. The innate creativity and joyfulness of healthy children are encouraged through an artistic approach to all learning. Every child is encouraged to excel within a rich social and intellectual environment that promotes attributes such as self-confidence, resilience, resourcefulness, initiative, and social consciousness. Steiner schools strive towards delivering the educational philosophies of Rudolf Steiner while developing their pedagogy. The Australian Steiner Curriculum Framework guides teachers. The framework has been approved by the Australian Curriculum and Reporting Authority (ACARA), which recognizes that all content from the Australian National Curriculum is delivered. However, Steiner schools often introduce concepts in different years, in line with Steiner's indications of the child's developmental needs. Children are taught in a creative and lively way allowing children to connect with subject matter whatever their learning style. Concepts are taught through 'Main Lessons,' which allows children a deep immersion in the topic for several weeks. Specialist subjects enhance the primary curriculum. Steiner schools value painting, form drawing, craft, woodwork, gardening, singing and recorder, physical education, German and Japanese. Many of these subjects are taught by specialist teachers. Tarrah is very well regarded for its Outdoor Program, which builds each year from informal bushwalks in kindergarten and early childhood to week-long walks in the Tasmanian wilderness.

To know the world is to know ourselves. The highest endeavor of education is to help children to grow and develop as balanced individuals who will become able, out of their initiative, to impart purpose and direction into their lives. Our task as educators at Tallowood is to provide the right environment for children to think creatively, feel profoundly and perceptively, and act morally and with a sense of responsibility toward themselves, towards others, and our planet. Tallowood Steiner School has its primary aim to provide a unique, high-quality primary school education based on Rudolf Steiner’s philosophy of education and child development. The Steiner curriculum at Tallowood is responsive to a small country school with mixed aged classes. Our rich and multi-layered curriculum has two branches, one that allows for a two teacher composite and caters for a three teacher composite arrangement, depending on enrollment number and staffing expertise. Tallowood offers a human-centered approach to teaching and learning, and our curriculum includes a balance of academic, practical, and artistic experiences. The curriculum has been developed to ensure compliance with all Board of Studies requirements. Tallowood offers an affordable Steiner education, which is accessible to everyone regardless of income. Our parent commitment to working bees, fundraising, and other community activities make this possible. A robust and involved parent body is an enduring aspect of Steiner Schools worldwide.

Sophia Mundi is an independent, non-denominational, and co-educational inner-city Melbourne Steiner school that offers an enriching, holistic educational pathway from Early Childhood to Senior Secondary. Next door to the Collingwood Children's Farm, we are located in the Abbotsford Convent's beautiful grounds. We are a not-for-profit organization, a member of Steiner Education Australia, and an IB World School. We are the only Steiner school in Australia to combine Steiner education's creative and academic richness (to grade 10) with the academic rigor of the International Baccalaureate (grades 11 & 12). Sophia Mundi is, above all else, a community of students, staff, and parents. We welcome newcomers as part of our community. Steiner education is not exclusive. On the contrary, our curriculum and methods are highly inclusive and open to students with very different needs and cultural backgrounds. The school is supported by parents and friends who believe in sharing in the education of their children. The nourishing food and supportive home environments that parents provide are fundamental building blocks in the educational picture we are striving for. Steiner education is an excellent opportunity for parents to become involved more deeply in their child's education. In today's world, parents are faced with an ever-increasing number of choices and concerns about the education of their child. It is a part of living in the 21st century. More than ever before, we have easy access to different information, research findings, and points of view on education. How do we make the right choice for our child amid this web of information? And how do we know that a school's stated educational goals will be consistently upheld as fundamentals in our child's education? At Sophia Mundi, we place the consistency and integrity of educational values at our practice's core. We have strongly defined educational ideals, and they remain fundamental to our educational practice from pre-school to grade 12. Founded by Dr. Rudolf Steiner in 1918, Steiner (or Waldorf) education was from its beginning a conscious decision to create an education for the whole human being. In a Steiner school, we place central importance on the student growing in their way, understanding their way, and feeling loved for who they are. Over the years, this consistent sense of love and self-respect lays the foundation for a keen and creative work sense. We believe the resistance to work is overcome when a young person feels a loving, creative relationship with their work and the world. At Sophia Mundi, we are committed to the principle that nurturing a child's creativity is the best basis for their intellectual learning and ethical decision making in later life. Most progressive educational philosophies now agree with this principle, though none have been as developed or as internationally successful as Steiner education. The curriculum we use is deeply connected with the age and development of each class of students. The different subject areas are integrated for each class. Language lessons, Mathematics, Science, Visual Arts, Theatre, Woodwork, Music, Outdoor Education, and other lessons are woven into a whole picture of learning for the student, providing a stable and reassuring sense of consistency (of teachers, of lessons, of environments) that makes a more profound and more lasting form of learning possible.

Since the inception of the Waldorf School in Stuttgart in 1919, Steiner Schools have earned an enviable reputation throughout the world as successful educators of creative, socially aware, and clear-minded individuals keen to take their place in, and contribute to, their community. Consequently, the Steiner School movement has become the fastest-growing independent school initiative globally, with some 800 educational establishments found throughout Europe, North America, Asia, and Australia. Steiner inspired education is based on three perennially supportive principles. veneration for the child's past, protection for its present, and optimism for its future This approach strives to recognize each child's individuality and aims to create a physical, social, and spiritual environment in which that individuality can unfold with confidence. It also seeks to develop inner mobility and subtlety in children to help them deal with the challenges of rapidly changing social structures and technology. Steiner education offers a broadly based learning program balancing artistic, practical, and academic activities to meet these aims. Teachers are dedicated to generating a genuine inner enthusiasm for learning in every child through the powerful, imaginative, and dynamic presentation, designed to make even dry and prosaic subjects exciting and relevant. This method removes the pressure for competitive testing, placing, and rewards as motivation are encouraged to come from within. The perceived changes in the child's development and the crucial changes in student/teacher relationships determine the lesson content and teaching process. The school's founders envisioned a holistic place of learning from the outset, supporting humanity throughout its journey, from birthing center and family support to playgroup and preschool. Children would then travel from kindergarten, via primary school to the high school, the more traditional learning institutions which will be flanked by a biodynamic farm, a theatre and performance space for Wearable Arts, Eurythmy, Drama and Music, a recording and film-editing studio, a unique space for overseas students, and tertiary, trade training and adult courses in a separate facility. On the outskirts of our school campus, they envisioned overseas student lodging facilities, a diversity of centers of expertise (Design & Manufacturing, Sustainable Business, Hospitality, Farming, Marine Biology), and the creation of an eco-village, all supported by community banking and founded on a community title. Shearwater's annual Wearable Arts Performance has become the highlight of the School year. The event draws together hundreds of artists, performers, and entertainment industry professionals and runs over three nights. Performances sell out, and it pays to book well in advance. Wearable Arts blends theatrics and choreography, seeking through the magic of dance, music, drama, lighting, costume, and pageantry to focus on the performer – the human being as a measure of all things. Add to these the craft arts of fabric design, felting, weaving, printing, jewelry making, body decoration… and you will possibly agree that this event is a synthesizing of all the arts. An independent panel of judges award donated the prize money to category winners and an overall grand winner.

The first impulse for a Steiner School in Queensland arose in the late 1970s when Anthroposophical study groups' activities inspired the seed thought of such an endeavor. In the early 1980's several workshops were organized, and speakers engaged in promoting the idea and ideals of Steiner Education. The first workshop was in October 1982 with Miss Sylvia Brose, of the Glenaeon Steiner School in Sydney. This workshop attracted many people and generated much public interest. After this workshop with Miss Brose, a study group began, which focused explicitly on Waldorf education's nature. From this, the Rudolf Steiner Education Group Brisbane, the school's governing body, was formed as a steering committee to coordinate the work towards establishing a school. There were many years of hard work and strong foundations before Samford Valley Steiner School commenced with a playgroup of eight children in 1987. In 1988, this group had grown to about 15 children, and the first Class 1 of 9 children began in 1989, initially meeting in the homes of the students, then at a temporary site on Winn Road, Mt Samson. OUR VISION Advancing social and cultural renewal through the sound anthroposophical application. Our intention at Samford Valley Steiner School is to be true to the spirit and intentions of the educational impulses and anthroposophical insights offered by Rudolf Steiner. We are continually striving to provide and develop a curriculum and learning program inspired by a deep understanding of human development, embraces and reflects the universal values of freedom, equality, peace, and democracy, and values diversity and individual worth. All curriculum content and experiences offered to young people during their schooling are purposefully and consciously considered in light of how and when the activity or knowledge will best support their natural development. Our teachers create a school where goodness, beauty, and truth permeate the pedagogical, physical, and social fabrics. OUR MISSION is The Board of the Rudolf Steiner Education Group Brisbane (the association that established the school) and the College of Teachers (CoT) of Samford Valley Steiner School together developed the school's vision from their respective mission statements.

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.

By balancing social, intellectual, emotional, and ecological needs, we provide stress-free yet rigorous learning. We have fostered an approach based on respect and responsibility, and all our students are given room to grow and flourish naturally. Our highest endeavor is to develop free human beings who are able of themselves to impart purpose and direction in their lives.” Rudolf Steiner. Learning in our school relates to the child’s chronological, intellectual, cognitive, and social development through the three early phases of life. Our preschool creates a wonderfully nurturing environment. That philosophy continues into primary school, where the emphasis is on relationship building. The Class teacher conducts the main lessons and is assisted by specialists in some subjects. Children start to learn to read, write, and do arithmetic from Class One in an artistic stress-free manner. Steiner believed the young child was not ready for intense academic work. More recent studies indicate that premature intellectual activity hinders children from reaching their full potential. Their brains have to adapt to work because part of the brain is best suited for it. Computers are introduced in High School, and there is no use of television within the curriculum. Families are discouraged from using computers, playing video games, or watching television at home. A healthy body of evidence links attention, learning, and behavioral problems in children to screen-based entertainment. The curriculum respectfully deals with all the major religious and cultural traditions. We celebrate the season changes with festivals designed to appreciate the universal aspects of human experience rather than something narrowly defined by one of the faiths. We should not ask, ‘What does a person need to know or be able to do to fit into the existing social order?’ Instead, we should ask, ‘What lives in each person and what can be developed in him or her?’ Only then will it be possible to direct the new qualities of each emerging generation into society. Society will then become what young people, as whole human beings, make out of the existing social conditions. The next generation should not just be made to become what the present society wants it to become.

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.

Milkwood Steiner School is a non-denominational, independent school offering a primary level education from Kindergarten to Class 6 based upon the educational philosophy of Rudolf Steiner. Our school delivers a nationally accredited Steiner Curriculum, an alternative to the Australian and Northern Territory Curriculum Framework. Our school is a fully accredited and registered educational institution and is a proud member of Steiner Education Australia and AISNT. We acknowledge the traditional owners of this land, the Larrakia people, who share with us the land they have cared for and handed down for many thousands of years. Upon this land, we built a school blessed with community, culture, story, and song. The ethos of Milkwood Steiner School is the strength of the school. It reflects the curriculum and delivery of education within the school. The virtues of love, reverence, and selflessness bring wisdom to work and grow together. The ethos of Milkwood encompasses the following: The principles of Anthroposophy. Community development. Respect for all Best practice schooling The consensus within decision-making processes Collaboration Fairness and due process The Member Code of Conduct requires that all MSSA members must agree to abide by the following in the course of their engagement with the association. Behave honestly and with integrity Act with care and diligence Treat everyone with respect and courtesy, and without harassment Comply with all Australian laws Maintain appropriate confidentiality about Milkwood Steiner School’s business Disclose and take reasonable steps to avoid any conflict of interest (real or apparent) in connection with their engagement Use the school’s resources in an appropriate and proper manner At all times, behave in a way that upholds the values, integrity, and good reputation of Milkwood Steiner School. Since 1996, Steiner-inspired playgroups for young children and families have operated in Darwin and Litchfield. The response to playgroups was robust, with over 40 families participating in 1999, several playgroup families formed and incorporated the Darwin Steiner Association (DSA) to enable Steiner Kindergarten and school development. The DSA grew into a diverse, enterprising, and highly motivated group of around 60 members. The primary focus of the DSA was the development of Milkwood Steiner School. The DSA published regular newsletters, created a library, supported craft and study groups (Waldorf Learning Group), held public and private seminars, fundraising events, founded the Milkwood Nightcliff market stall, and supported seasonal and cultural festivals as well as Steiner-inspired playgroups. Before the school opening, the DSA changed its name to MSSA. Some of the initiatives continue, but several activities are not part of the school calendar or MSSA activity, including some playgroups and seasonal festivals.

Birla is very fortunate to have Chris Jack, formerly an educational administrator at Samford Valley Steiner school, as our young school leader. Chris provided guidance and support to the founders since the school's inception and has now stepped in to continue to guide and direct Birali to fulfill the founding vision in his role as Principal.

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.

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.

Little Yarra Steiner School is co-educational and based on Christian spiritual principles as given by the Austrian philosopher and educationalist Dr. Rudolf Steiner. By these principles teachers strive in freedom to create the physical and educational environment that can best help the incarnating child to develop such qualities of will, feeling, and thought as will lead them to fulfill their earthly destiny with dignity and confidence. The location for Little Yarra Steiner School began with a gift: in 1986, while the school’s first Kindergarten and Prep group were getting underway in temporary premises in Wesburn, local farmer, Alan Earle, agreed to have the school built on his property along the Little Yarra River. When Alan’s land proved too flood-prone for major building development, he gave his land to be sold so that a more suitable property could be bought for the school. Alan’s gift enabled the purchase of the current property and the school in 1989 was able to move from a small Public Hall to its new home, a beautiful 60-acre block, also along the Little Yarra River, two kilometers south of the center of Yarra Junction. The beauty, central location, and generous size of the property, which was more than what was needed for the school, gave rise to an initial broader long term vision which included a bio-dynamic farm and other cultural initiatives such as a performing arts center, recording studio, artisans workshops, adult education facilities and similar ventures complementary to the school and forming part of a larger spiritually and culturally inspired center arising over time within a supportive community. Since moving to Little Yarra Road with a handful of children in 1989, the school has grown to over 300 students, ranging from Kindergarten through to class 12. With the inception of the first class 12 in 2004, the school has been able to offer an exciting program that embraces Steiner’s indications within the framework of the VCE, as well as an optional Class 12 project successfully pioneered within the Steiner School movement overseas and in Australia. With the consolidation of the primary and completion of the secondary school, the magnitude of Alan Earle’s generous gift can now be seen and appreciated as it continues to bear fruit.

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.

Golden Hill offers your child a wonderful place to learn and grow. Whether considering Playgroup, Kindergarten, or Primary School options, you will find the environment, curriculum, and community of our school welcoming and enriching. We offer an approach to education that seeks to nourish your child physically, intellectually, and spiritually. Our school resides in the beautiful coastal town of Denmark, WA. We welcome you to come and visit our fantastic school with warm hearts and let us share with you all we learn and do. Discover a holistic approach to education based on a child-centered learning pathway through heart, head, and hands. Golden Hill Primary School offers a holistic learning program, which integrates academic, artistic, social, and spiritual aspects into an educational pathway designed to foster. Individual capability Confident participation A life-long love of learning We are a non-denominational school, guided and supported by the Steiner Education of Australia (SEA) network, to create a child-orientated and developmentally appropriate approach to curriculum, resources, and teaching practice. We work from a longstanding commitment to values and practices that promote each child's physical and spiritual health and well-being. We work as a community to seek kindness, joy, reflective practices, and cooperation, promoting sustainable harmony and developing capabilities within each individual to prosper and thrive. Our school staff body draws strongly on the insights of Rudolf Steiner and the Steiner Waldorf Educational Philosophy, which is based on an ideological framework that also extends into health, agriculture, therapy, and the arts. The breadth and depth of Steiner's theory of human nature and social renewal are too vast and complex to summarize quickly. However, on this page, the Educational Philosophy Overview attempts to provide a gateway of understanding into the Steiner approach to education and its realization in the classroom at Golden Hill. At the foundation of Steiner's philosophy is a search for resilience against dogma. Steiner believed in the importance of an individual's discovery and self-discovery journey, which leads to conscious and responsible individual development and community participation. Each family at Golden Hill explores and expresses the Steiner philosophy according to their particular wishes and preferences. The school provides resources and workshop opportunities to assist each parent with their exploration of the philosophy. The Australian Curriculum, Assessment and Reporting Authority (ACARA) recognizes the Australian Steiner Curriculum Framework as an alternative curriculum that offers equivalent educational outcomes in English, Math's, History, and Science, to the mainstream system. The Steiner Curriculum offers a unique educational journey based on a holistic approach and quality content. Steiner education's central aim is to develop and integrate the faculties of thought, feeling, and willingness in the child often referred to as Heart, Head, and Hands. This holistic approach creates a beautiful foundation for your child's initiative and moral strength in adult life. Steiner Education has as its core purpose the aim to meet the child's needs in a developmentally appropriate way. This allows the child to shine. The curriculum endeavors to meet the children's inner needs at different stages of their development, not only with a change in style and method of teaching but also with careful choice of teaching materials. The child's development grows from an early sense of wonder to intellectual awakening and a thirst for knowledge. As the child moves from Kindergarten through the Primary years, the curriculum is designed to present one subject at a time and in a way that will best awaken the child's powers. The teacher shapes the subject matter to suit the class's experience, abilities, and individual qualities. As in any school, the children face increasing difficulty as they grow from year to year. In Steiner schools, the children also meet particular subjects, topics, and cultures according to the development of their thought and being. After their schooling, the children will have studied many East and West cultures, both ancient and modern. Our curriculum satisfies all the WA Department of Education curriculum outcomes in all the key learning areas. The following overview will give a general picture of the main themes (main lessons) covered in the preceding years. This is not a comprehensive curriculum guide. It does not cover specialist subjects or other subjects, which are not delivered through main lessons such as social development, physical education, or visual arts.

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.

Playgroups are held each week and provide a warm and welcoming space for carers and children. Two playgroups are offered and cater to children from birth to pre-kindergarten. Both playgroups flow to a gentle rhythm that incorporates kneading dough for honey buns, craft, indoor and outdoor free-play, singing, storytelling and fingerplays, and a shared morning tea and lunch (depending on the length of the session).'Stepping Stones' (for 3+yo) offers a longer session and is run as a Rostered Playgroup, enabling parents to leave their child if they are ready, in the care of Playgroup Leader Kelli and rostered parents. This provides an opportunity for the child to experience more independence in a nurturing environment, in preparation for kindergarten. Of course, parents may stay with their children for the duration of the session if they wish. Freshwater Creek Steiner School is an independent non-denominational Primary School, Kindergarten, and Playgroup. We are a small, rural school situated on 12 acres within a farming community close to the tiny township of Freshwater Creek and surf coast beaches. The purpose of Freshwater Creek Steiner School (FCSS) is to provide high-quality child-centered education in the light of the College of Teachers' interpretation of Rudolf Steiner's philosophy of pedagogy. In essence, Rudolf Steiner's education recognizes the soul faculties of the human being which emerge and develop during childhood. Our education is based on engaging the whole child working with the “head”, “heart”, and “hands”. Our curriculum and methodology use these faculties in the teaching of each subject area. In doing so, the faculties themselves are strengthened. Here at Freshwater Creek Steiner School, we aim to provide an education of the highest quality so that our students become balanced adult individuals, having developed a clarity of thinking, the sensitivity of feeling, and strength of will to enable children to participate fully and constructively in contemporary Australian society. Our Mission Inspire within the children a love of learning, a morality that strives for goodness, an appreciation of beauty, and a pursuit of truth. Inspire a sense of wonder and a healthy positive connection to the world, arising from a knowledge of and responsibility toward the individuality of themselves and each other. Inspire a sense of the spiritual dimension for life as well as a healthy respect for the physical. Provide an education of the highest quality so that our students become balanced adult individuals, having developed a clarity of thinking, the sensitivity of feeling, and strength of will. Provide our students with the knowledge, skills and values, and strength which will enable them to work competently in the world and to participate fully and constructively in the society contemporary Australia. Develop in our students a desire to extend learning throughout their lives and values which will enable them to find a path in life.

The school is founded on the educational philosophy of Rudolf Steiner (1861 – 1925) and his picture of human growth and development. From childhood onwards, Rudolf Steiner knew both spiritual and natural worlds. His search to integrate these led him to recognize the significance of thinking for spiritual and natural scientific research. Steiner was a philosopher, artist, and scientist whose visions and depth of understanding continue to significantly impact many practical fields in areas such as education, medicine, agriculture, architecture, and the therapeutic arts. Dandenong Ranges Steiner School is part of a worldwide educational movement that draws its inspiration from Rudolf Steiner's lectures to the first Waldorf/Steiner School teachers. The Steiner school's curriculum and structure are similar in schools both within Australia and around the world. In Victoria Australia, Dandenong Ranges Steiner School works within the parameters of the Victorian Essential Learning Standards and according to the Victorian Registration and Qualifications Authority requirements. We also implement the Steiner curriculum to integrate the school within its community and the particular features of our school. These features derive from the character of our school community and the school's physical location. They include the school's semi-rural aspect and the interests of the founding families, enabling us to have a healthy Farming and Gardening Program. The school community has many people professionally involved in the Arts. Many school community members come to us as part of a commitment to holistic living in a broad sense, manifested in natural foods and clothing, and a commitment to organic/biodynamic/natural food. A number of our main lesson topics incorporate the history and geography of the local area. In his many lectures on education, Rudolf Steiner delivered a method that helps the child develop faculties that unfold at specific times. For example, during the kindergarten years, it is active play engaging the limbs, which is paramount. At the primary school level, children learn through the imagination as feelings manifest. Here there is a need for rhythm, which is expressed in music, poetry, the rhythm of the day, etc. The secondary school years bring clarity of thinking and a capacity for judgment as the intellect develops. Our endeavor at the Dandenong Ranges Steiner School provides a comprehensive, in-depth education of all aspects of growing children. All cultural development areas are essential to us, academic, physical, social, moral, artistic, and spiritual. The school curriculum is a response to the inner and outer development characteristic of each year of childhood and adolescence. Every subject can have direct and intimate relevance to these subtle processes of growth. In particular, there is an emphasis on the healthy development of individuality within a social context and nurturing the students' capacity to discern and take responsibility for their conduct and work. Behind all the teaching is recognizing the spiritual in each human being and throughout the natural world. This elevates every subject from training in skills and gathering information to becoming a medium for individual deepening and maturation. All aspects of the curriculum are considered essential for healthy, rounded development. The Strands, domains, and progression points of the AusVELS and the Rudolf Steiner curriculum are interpreted by the teachers and applied within the structure of the subjects offered. The integration of the two curricula occurs, with each approach being entirely complementary. When reviewing and developing our curriculum, the Curriculum Manager with the College of Teachers strives to balance academic, artistic, and practical activities. Overall, DRSS strives for a curriculum responsive to the developmental phases in childhood to young adulthood and nurturing children's imaginations accountable to the broader community through compliance with the standards set for education in Victoria, Australia. We encourage our students to strive for excellence, respect, find their place in the world, and care for others, thereby becoming motivated, balanced, and responsible citizens. For Prep, the curriculum is delivered through a structured play-based program. For classes 1-6, each day begins with two hours known as the Main Lesson. This teaching unit is integrated and cross-curricular and includes activities to awaken and focus the children's attention, oral and written practice of necessary skills, mental arithmetic, music and drawing, presentation of new material, recall and discussion of the previous day's (or earlier) work, individual working, conversation, narrative and practical work. This introductory lesson period includes a "morning circle" where the children are awakened to work with the song, maths drill, instrument practice, literacy games, recitation, and movement activities. A particular subject is studied for 3-4 weeks to allow for a deep and enriching learning experience. Through the use of a wide range of strategies, the Main Lesson endeavors to unite all the powers of the soul by engaging the child's thinking, feeling, and willing.

Our endeavor at Chrysalis is to provide a comprehensive, in-depth education while developing the potential in children. The areas of development that are important to us include the curriculum's academic, physical, social, moral, artistic, and spiritual aspects. The Primary Years at Chrysalis include Class 1 through Class 5 (with Class 6 joining the Middle School). Children move into the second phase of childhood at age six or seven. Just as the Kindergarten children learn through imitation, Primary aged children learn best through imagination. This change is marked by a new readiness for formal learning when the child enters Class 1. It is essential to nurture the new intellectual abilities while fostering the life of imagination as the child moves through the primary years. Unique to Steiner schools in the Class Teacher's role guides their class through several years, not only as a teacher but also as a guardian and mentor. The continuity of this personal relationship provides security for the children, which will mature to confidence in their judgment and action in later years. At Chrysalis, we believe the child should leave school with a craving to learn and an insatiable appetite for everything going on around them. This phase of school coincides with the onset of puberty – a time of significant change. As in the younger classes, the Middle School continues to cultivate the thinking, feeling, and willing through a balance of academic studies, artistic activities, and practical experiences. However, the emphasis at this stage is on assisting young people in integrating these activities with the emerging ego's help. The students begin to acquire an intense curiosity and a growing capacity for higher-order analysis and reflection. They are also moving towards more rational decision making and a better understanding of the consequences of behavior. As their interest in ethical and moral questions develops, they are keen to explore real-world social issues. Many want to make the world a better place as active, emerging young citizens within our Australian society and global community, meeting the world truthfully and creatively.

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.