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About Me

  1. We aim to be true to the spirit and intentions of the educational impulses and insights offered by Rudolf Steiner. We aim to support each child as they strive to reach their full potential. We encourage each child’s unique gifts and potential to unfold in a creative, nurturing, peaceful and respectful environment. We strive to develop equally the faculties of thinking, feeling, and willing – head, heart, and hands – within each child, so strong foundations are laid for initiative and moral strength in adult life. We aim to create a place where goodness, beauty, and truth permeate the pedagogical, physical, and social fabrics. We intend to be aware of and responsive to the unique learning opportunities provided by our local natural environment. We are continually striving to provide and develop a curriculum and learning program inspired by a deep understanding of human development. A curriculum that embraces and reflects the universal values of freedom, equality, peace, and democracy, and that values diversity and individual worth. A curriculum that enables children to develop into productive and moral adults, who are, in and of themselves, able to impart meaning to their lives. We view ourselves as a community of learners – teachers, parents, and students – striving to achieve individual, communal and global growth and understanding. Early childhood at Cairns Hinterland Steiner School commences with a structured playgroup for 2 & 3 years old’s from Monday to Friday. The kindergarten for four-year-olds operates three days a week, and the kindergarten for five years old’s operates four days a week. Our prep program operates five days a week. In the kindergarten and prep years, we seek to foster an environment that is more like a home than a classroom. A warm, secure, and calm atmosphere is created surrounded by beauty; the young child’s imagination and creativity can unfurl within their play and work. Every feature of the kinder and prep, from colors to the play equipment offered, has been chosen carefully to provide the optimum environment for the young child to unfold. The children are not introduced to an academic program. They are allowed to be children. A great deal of what they need to learn at this age can be achieved through their own rich and rewarding world of self-directed play. The teacher maintains an unobtrusive, but loving and watchful presence. The children are free to join the teachers in a range of wholesome, home-based activities, crafts, and artistic pursuits. They may be involved in baking bread for morning tea, working in the garden to grow veggies that we can make into soup for lunch, growing flowers for flower garlands or fairy rings, sweeping and mopping, washing dolls clothes and hanging them out to dry, building cubbies, weaving or sewing, painting, drawing, clay work, woodwork, singing, and ring-dancing. Each day the children and the teachers come together for circle time, sing songs, recite verses and poems, and participate in ring dances and fingerplays. Later in the day, they all meet again for storytime, where they are exposed to traditional folk and fairy tales and simple nature stories. The teacher provides the children with rich and beautiful oral language experiences, which provide an excellent foundation for the language work that comes later in their educational journey. Similarly, we are building foundations for the other areas of learning: developing body geography through guided movement, which helps with reading, developing the foundations for math work through rhythmical and counting activities, daily exposure to the world of nature and a focus on seasonal elements lays the foundations for science work, etc. The children enter Class One in the year they turn seven. All academic work is taught artistically and holistically. In Class One, for example, the children learn the alphabet through the images that arise from traditional fairytales. The story is told, the images are drawn out of the story, and the children discover in the images the letters of the alphabet. For example, a mountain will unfold into the letter M, or through the image of a valley, they discover the letter V. They paint the letters or draw them, model, or sew them. In Class Five, the children experience through drama, what it was like to be a citizen of Athens debating in the forum. Academic learning is productive and never dry or abstract; instead, it is a living, evolving, creative process. The children are also given a grounding in practical skills. They are involved in gardening and cooking, furniture making and building, farming, looking after animals, and maintaining the school grounds. In craft lessons, they make things they need to use in their daily school life, like recorder bags, book bags, and pencil cases. We undertake these activities to produce well-rounded, capable, and practical adults. During Class Eight, students undertake a year-long ‘Project’ and present their findings to their peers. Aimed at expanding their horizons, students must work with a mentor to develop a new skill. Students get to choose their topic with past years’ projects have included building a boat, writing and publishing a novel, building a harp, restoring an old car. He Cairns Hinterland Steiner School Big Picture program for Class 9 & 10 will focus on excursions to explore different interest-areas in the world connecting community, projects, and curriculum and working through a dynamic Personal Learning Plan with each student. Students will learn how to develop learning goals and projects that meet essential requirements, link their learning across curriculum areas, and work together to impact their community positively. As students learn more about their areas of interest, they will connect with experts in the community to see where they may take them in the world. Throughout this process, students develop ‘real-life’ skills such as planning, time-management, speaking-confidence, reporting, and reflection. Perhaps most importantly, students will be able to take these experiences into their future lives and feel confident to ‘learn from life.’ There are four main areas of learning and assessment – the Individual Project/s, the Community Project/s, the Curriculum Learning Tasks, and Learning Through Internship. These are managed by the teacher and student, in collaboration with parents. As the year progresses, students develop mentoring relationships through their internship opportunities, and these mentors may also contribute to the overall learning program, or an individual student’s Personal Learning Plan. View full school
  2. Each part of our school is independent, but we provide a combined impulse to provide an authentic and comprehensive Steiner education for children aged from 0 to 12 years in the Blue Mountains. We are a member school of Steiner Education Australia and teach according to the Australian Steiner Curriculum Framework, which has gained recognition as an alternative curriculum framework to the Australian Curriculum. We are registered with BOSTES and meet and exceed the standards required by all NSW and Federal educational regulatory bodies. Your school was founded in 1983 when a group of parents, teachers, and professionals talked about creating the first Steiner School in the Blue Mountains. All were deeply committed to Steiner education and wanted to build a school from the ground up, surrounded by the Blue Mountains wilderness, and uphold the values of Steiner Education. The group quickly settled into a core team with diverse backgrounds, including teaching, project management, social work, and legal. Throughout the foundation year, the core group of six families met regularly and began to search for the right property, eventually finding our current site at 83 Clearview Parade. They decided to fund the purchase of the property together by acting as co-guarantors, and the first-class began in 1983 with seven children. We aim to receive our students in warmth, understand, and respect them and prepare them for their future. We strive to assist them in developing skills necessary for a harmonious social life, so their social relationships flourish. We aspire to provide a learning experience that is informed, sequential, appropriate, whole, and inspiring. In order to achieve this, our approach is to work creatively to provide a balance between thinking, feeling, and willing. We believe that the life-extended learning of all members of the school is to be fostered. We recognize the importance of all staff member’s ongoing professional development. We recognize and welcome parents as an integral part of the school community and aim to provide opportunities for them to learn and share their gifts. We strive for a working environment that is healthy, sustainable, and educational, where the school’s Steiner ethos and Curriculum are upheld and respected. We recognize the importance of a good working relationship with relevant Government bodies. We aim to ensure that our students are provided with the best teaching practice and high educational standards to meet or exceed the Board of Studies requirements. The school’s executive team, comprising of the Principal and the School Council, aims to work co-operatively to ensure that the school is a well managed educational organization where leadership is highly respected and serves the school pedagogically, financially, and spiritually. Our environment is filled with rich experiences that focus on imaginative, creative, and organically driven play. Our learning environments are a unique combination of balanced open-ended child-led play experiences and intentional teaching experiences that are thoughtful and deliberate to meet all children's individual needs. Children’s development is enriched through imaginative and creative play, bush exploration, artistic activities, crafts, verses and songs, puppetry, and fairy tales. Our days are filled with outdoor nature play, circle time, meal times, indoor play, craft, rest, storytelling, music, and movement. The week has its rhythms and seasonal activities. These include gathering autumn leaves and planting seeds to deepen the child’s awareness and understanding of the natural world around them and the cycle of the seasons. In the natural, rhythmical and creative environment of our Early Learning programs, children are given the freedom, confidence, independence, and security to prepare for the next phase of their school life. View full school
  3. 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
  4. The St Michael Steiner School was founded in 2001 by teachers who have many years of experience of living and working in London. Our guiding vision was, and remains, a modern, urban Steiner school that addresses the needs of children who are growing up in this city. We want our children to feel part of the community, not that they are living in a sheltered oasis. The cosmopolitan nature of life in London brings the children into daily contact with people from many different backgrounds so that the need for interest in and understanding for others is not just taught but experienced. By nurturing in the children a deep respect for all human beings and an enthusiastic and active interest in the world, we aim to help them orientate themselves towards whatever comes to meet them in life, while they are growing and when they are adults. Our school is a mainstream Steiner Waldorf school, distinct from Rudolf Steiner Special schools. We recognize that all children have individual needs and admit children with ‘Special Educational Needs’ wherever possible, given the nature of the building we occupy, the make-up of the group that the particular child would enter, and the availability of additional classroom support if needed. Children with SEN are fully integrated into their classes and we watch their development carefully and try to give them all the support they need to develop and balance the abilities they have brought into the world. Parents of children with SEN must understand that we will work with their children in a way that is significantly different from that used in other schools and that they can support us. We believe that the child is aware of the trust and confidence that parents have (or don’t have) in their teachers. In regular meetings with parents, we listen to concerns and try to find the best ways to help the children. All discussions at these meetings are confidential and records are kept. There are important aspects of Steiner Waldorf education that have a positive effect on all children but which are indispensable for children with SEN. In addition to the benefits of the Class Teacher system and Main Lesson blocks described earlier, teaching through stories, descriptive language and mental images involve the child’s imagination and feeling of life. The child becomes immersed in what he is learning, subjects are related to one another and are understood more deeply. This in turn means that he can remember what he has learned because the world he is learning about is not composed of many isolated bits of information that have to be remembered individually, but is experienced as a cohesive whole of which he is part. We do not use textbooks in the Lower or Middle School in the High School the students have access to textbooks for research, but teachers still present their lessons verbally. This means that children who cannot read can access their lessons and can join in with discussions and ask questions. Recitation of poetry and prose is a daily part of the curriculum. The children learn poems and speeches by heart. Clear enunciation and voice quality are stressed and we use tongue twisters and other vocal exercises. This helps with vocabulary, grammar but also with spelling as, if words are spoken clearly, it is easier to hear how they are constructed. Skills such as drawing, painting, and craftwork are valued as highly as academic ones and are part of every subject. This gives every child an opportunity to shine and builds confidence and self-esteem. In Steiner Waldorf schools we work with Child Study, a concentrated study of one child at a time, undertaken by all the teachers in the school. During this time, the teachers observe the chosen child, meet together to discuss what they have noticed, consult parents, look at the child’s work and study his/her background and early life. Every child in the school is studied in turn. This means that all the teachers know all the children well and are more able to notice when a child needs support. We offer differentiated learning opportunities to help each child to develop at his/her pace e.g.taking into account learning English as a second or third language (seen as an obvious advantage, rather than necessarily a learning difficulty), and also those who may have particular learning difficulties. It is not assumed that all children will progress at the same rate or reach the same level, but that all will progress. View full school
  5. 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. View full school
  6. 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. View full school
  7. 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
  8. 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. View full school
  9. 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. View full school
  10. We are committed to developing an educational journey based on the principles of Rudolf Steiner, which will further the growth and nourishment of students and our entire community. Our Mission & Essential Purpose. To educate our children to: Nurture and encourage a strong sense of self and sense of responsibility towards the world Please give them the foundation to realize their destiny Be the best adults they can be and do what they need to meet the challenges of the future. To provide for: Social, academic, emotional, and physical education of the children Rounded holistic development of the children – our basis for this is the picture of development given to us by Rudolf Steiner and elaborated in Steiner schools around the world since his time Foster a life-long love of and a learning capacity. Our purpose is to: Provide education of the whole child Support development of healthy, individual, imaginative, creative, and socially responsible children and adults Nurture families and community. Values are the core of the school's being. They tell the "how" of what we do and underpin our policies, processes, and vision for the future. Our values also determine how we interact with each other and the broader community and environment. We value the developmental picture of human consciousness given as a basis for this education by Rudolf Steiner. We believe children need to play, be part of nature, and enjoy a time free from childhood's early commercialization. We understand that a healthy childhood provides the foundation for ongoing well being in later life. Steiner Playgroups aim to develop a sanctuary for safe play for children and an oasis of peace, friendship, and healthy parents' activity. Our playgroup sessions are filled with music, movement, verse, and song. Playgroup is essentially a family experience. It provides an opportunity for parents to meet and for children to play alongside and experience being in other children's presence. The environment is prepared to meet the child's nature and needs. We offer various playgroup sessions: usually, they are in the morning between 9:30 am, and 11:30 am. Our Playgroup offers songs, stories, natural materials, and simple toys to encourage the child's imagination. The rhythm of active and quiet play is carefully planned to create a safe and joyous environment that is enriching and nourishing. "Our highest endeavor must be to develop free humans beings, who are able of themselves to impart purpose and direction to their lives." Rudolph Steiner In the "heart of childhood" years, each child develops his life of feelings. For this stage, Rudolf Steiner asked teachers above all to work as artists not to teach art as a subject, but to bring into the classroom all the living imagery, color, and poetry they are capable of. Classroom practice, too, should have a living organic balance between listening, speaking, and doing, between humor and seriousness, impulse and patience, taking in, transforming, and giving out. One of the most notable ways in which the Steiner school approach to education differs from others is the response of the Curriculum to the various phases in child development. Preceding years at the Ballarat Steiner School focus on delivering high quality and rich educational experience to children. We provide a hands-on artistic approach in the teaching of literacy and numeracy. In the preceding years, developing imaginative capacities enables us to engage with academic material and forms the foundation for future creativity, problem-solving, and innovation. The timing of curriculum content and lessons is carefully matched to the children's developmental and emotional needs. The capacity to appreciate the beauty in the world is developed. The Curriculum is designed to harmonize with the particular stage of development that the child has reached while affording a rich context to work on practical and academic skills. In this way, the development of the life of feeling is not divorced from practical learning, and the Curriculum is both integrated and genuinely child-centered. Historically the human being drew pictures before reading and before the use of abstract symbols. There is a pictorial introduction to the alphabet, writing, reading, spelling, poetry, and drama in classes one to three. Speech is a crucial element and precedes writing as a foundation for reading. Many aspects of schooling – form drawing, craft, foreign language, eurythmy, etc. help foster children's development for reading. The children learn the letterforms through stories and pictures given by their teachers. In our foundation years, speech and language are developed extensively through many mediums. This begins in Playgroup where they learn short poems and rhymes, listen to short stories and continue in Kindergarten and Prep, where they experience more prolonged and more complicated rhymes, songs, and stories. All this builds the foundations for reading and writing. By the time the children are in Class One, they are more than ready to explore the world of reading and writing, and all the foundation stones have been set. In the Curriculum, writing precedes reading and is developed out of the creative experience of drawing or painting letters. The children write words and read their writing before working with printed literature. We aim through the classes to share the finest literature with the students, appropriate to their age. Stories are told to each class, and the children are also read to. Our reading approach, which includes daily individual reading, is full of imagery, content, and the richness of language, which develops an appreciation of literature in the students. The children's imaginative life and grasp of the language are nourished by hearing and re-telling, acting, and illustrating stories. For the 6-7-year-olds, the teacher may draw mainly on fairy tales, moving on at eight years old to fables and legends, to Old Testament stories at nine years old. The Norse stories and sagas follow at 10, Greek myths and legends at 11, and the Roman and Indian Empires at 12. In using a sequence of this kind through different qualities of imaginative experience, the teacher prepares the way for history. Mathematics is experiential and creative. An understanding of numbers is built based on concrete, real-life tasks. Learning the concepts of fractions, for example, through the dividing of a cake to share - estimating and measuring. Counting aloud, chanting tables, musical rhythms, and skipping games all enhance and deepen the child's understanding and knowledge of numbers and systems. The four processes are introduced through stories and explored through art in such a way as to stimulate imagination and creativity as well as understanding. Preceding years at Ballarat Steiner School concentrate on a hands-on approach to life. In modeling, painting, cooking, woodwork, gardening, or drawing, the children are happily and earnestly engaged in a rich life experience. Children nourished with fantasy and opportunity for artistic expression will have the capacities needed to meet their day's technological and social challenges. The Australian Steiner Curriculum framework was developed in response to the Federal Government's proposal to create a mandatory Australian Curriculum for all schools. As Steiner education is internationally recognized, Steiner Education Australia was allowed to put forward an alternative curriculum framework for recognition to protect the integrity of Steiner education philosophy and pedagogy. The documents were developed from Steiner's indications to support schools and teachers and for submission to government authorities, highlighting the mandatory content, knowledge, and skills of the Australian Curriculum in a Steiner rich context. The Curriculum that is adhered to in our school was developed by Steiner Education Australia and accepted and recognized by ACARA (Australian Curriculum and Regulation Authority). It aligns with the National Curriculum and provides compliance with the VRQA (Victorian Regulatory and Qualifications Authority) requirements. The primary lesson approach begins in Class One and extends through all classes until the school's end. It takes place first thing in the morning for 1-2hours, while the children are fresh. In it, such subjects as mathematics, English, geography, science, and history are presented imaginatively to engage the students' whole-hearted participation: physically, cognitively, and emotionally, incorporating movement, music, modeling, painting, and drawing, along with traditional skills. Each main lesson usually lasts three weeks and then is left to rest. This alternation of subject matter provides for maximum variety, concentration, and understanding. The breathing space in between-the forgetting-is part of the "digestion" of education. The class teacher taught the main lesson, who leads the students, one year after another, building on past lessons and laying the foundation for future studies. Following the main lesson, and throughout the day, subjects such as French, music, craft, painting, eurythmy, form drawing, and ongoing mathematics, reading, and grammar are provided. View full school
  11. The southern highlands association for Steiner education (shase) was formed to cultivate, nourish, and promote Steiner education in the southern highlands. The Association is established for the object of operating a Rudolf Steiner co-educational Primary school for children, irrespective of their social, religious, or cultural background, which: provides a living, inspired learning environment, which strives to foster the qualities of goodness, beauty, and truth through the research and implementation of the principles in the educational approach of Rudolf Steiner develops progressive social and cultural forms through nourishing the physical, soul, and spiritual aspects of the community life of the school strives for a respectful, safe, and loving environment between all who work and learn at the school. As one of over 1000 Steiner/Waldorf schools throughout the world, Aurora is a small school offering a big-hearted education full of nourishment for the whole child. Our approach, inspired by the indications of Dr. Rudolf Steiner, actively engages the senses with real-life experience, learning through the head, heart, and hands. We are a school that upholds respect and reverence for the natural world. We celebrate the Australian seasons, grow food in our garden, and explore our local area's beauty. We are a school of spirit, welcoming families into our community with open arms and open hearts. We value kindness and compassion, and we seek to create an environment that fosters healthy social relationships. An education at Aurora builds a strong academic foundation. We provide a rich, engaging environment where students learn concepts and skills at a developmentally appropriate time. The attributes of curiosity, creativity, and capacity are nurtured, ensuring our children are equipped for today's world as morally responsible global citizens. Aurora offers an integrated, interdisciplinary curriculum for Primary school. Our academically rigorous curriculum is integrated with creative arts and personal development. This means academic subjects are presented imaginatively to engage the students' whole-hearted participation: physically, cognitively, and emotionally. Each lesson incorporates movement, supported by music, poetry, visual arts, traditional writing, reading, and mathematics skills. Your child will learn literacy, mathematics, music, speech and drama, languages, physical education, visual arts, eurythmy, artisan handicraft, and social and emotional skills in any week. The class teacher is a trained Steiner teacher as well as a State qualified teacher. A deep and caring relationship and understanding are fostered between the child, the teacher, and the class as a whole. The teacher brings each part of the curriculum at the right stage in the children's development to meet and satisfy their inner needs. The teacher's task is to bring the child all the subjects in a living way, involving the whole child in the learning process. The educational aim is to stimulate students' curiosity, imagination, and interest in the world to foster a balanced feeling for life, to develop a sense of morality, service, and strength of will. This encourages each child to grow in confidence, imagination, and initiative. Each day begins with the Main Lesson, a two-hour period when a core subject is taught, experienced, and worked with for a block of time, usually three to four weeks. Our Kindergarten lays the foundations for learning and life. In an atmosphere of love and warmth, children are encouraged to learn through a sense of wonder, imagination, and exploration. The Kindergarten day is purposefully based around a natural rhythm, including free play, structured activities such as arts, crafts, food preparation, ring-time and story-time, and outside time to climb, run, and experience the changing season's elements. With its kitchen garden and space to run and climb in our country campus, your child's school day is filled with play and adventure. Children engage in real-life experiences, learning through active involvement. They climb trees, go for bushwalks, bake bread, grow and cook vegetables, play instruments, dance, make crafts, organize festivals – all as part of their day's learning. Aurora caters to Pre-kindergarten and Kindergarten aged children in a combined class. This 'family' group of mixed age allows older children to care for and lead the younger children and allows them to engage socially with older children and learn with them. View full school
  12. 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. View full school
  13. 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. View full school
  14. 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
  15. 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
  16. 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
  17. 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. View full school
  18. 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
  19. 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. View full school
  20. 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. View full school
  21. From humble beginnings, the Central Coast Rudolf Steiner School began its journey in 1995. A mudbrick cottage housed a kindergarten of eight children and Patricia Dodman, a dedicated Steiner teacher with a dream to bring Rudolf Steiner education to the NSW Central Coast. A challenging journey has seen the school move from that house in Holgate to the Ourimbah campus of Newcastle University and then onto a vacant block at North Gosford. Finally, in 2006, we moved with 163 students into our permanent home– seven acres of rural land with a brick house and a big green shed in Fountaindale. The years since have seen significant changes to that open pasture we settled into. The building of Steiner early childhood rooms, a high school visual arts classroom and science lab conversion of the house into high school classrooms, the shed into offices and a music room and the garage into a woodwork room building of a new library, toilet block and impressive performance and sports facilities. Gardens flourish, and a nature-based playground is added every year. We now have over 270 students. Behind the physical changes are years of tireless effort from an evolving community of dedicated staff members and committed parents, always working to build on that original vision of bringing Rudolf Steiner education to the NSW Central Coast. Our vision is a school that provides a contemporary education, empowering students to meet their future with clarity, courage, compassion, and creativity. 'Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives.'- Steiner. Our mission is to provide an educational pathway, which inspires an intrinsic love of learning and a capacity for imagination. In protecting the beauty of childhood, we provide a healthy foundation for the unfolding of individual potential. We cultivate resilience, confidence, and creative thinking in our students. We aim to develop robust, articulate, and empathetic individuals capable of changing the world for the better. Reverence for the human being underpins all that we do at Central Coast Rudolf Steiner School. We show respectful kindness to others and take pride in both the quality and purpose of our work. We believe that a learning environment imbued with care, beauty, and goodness helps students to flourish. In enrolling a child at Central Coast Rudolf Steiner School, parents and guardians enter into a partnership with the school based on mutual respect and responsibility. Parents and guardians at the Central Coast Rudolf Steiner School are expected to commit to upholding our ethos. The Central Coast Steiner Early Kindergarten offers a three-day program that gently introduces the child to a calm, unhurried learning approach. Our beautiful, home-like environment is a place where each individual is lovingly nurtured. At this stage, what the child learns is mainly imparted through example, and the day is about doing everyday tasks together- such as baking the bread for morning tea. Artistic activities, such as painting, drawing, craft, puppetry, and storytelling, foster the child's imagination. A deep love of Mother Nature is awakened as the changing seasons are observed and celebrated. The program gives ample opportunities for free imaginative play. Play is not only a child's real work in life. It is the foundation of creativity yet to come. We also work very strongly with rhythm and repetition to help the children feel safe and at home in their new environment. Gradually this daily and weekly rhythm strengthens a feeling of security and belonging. All is well with the world. The Central Coast Steiner Kindergarten offers a play-based curriculum that fosters the child's physical, social, emotional, and cognitive development. The kindergarten is orderly, beautiful, and calm, inviting the child to learn in a secure, creative, and inspiring environment. Our play materials are natural and open-ended- allowing the child's imagination to come alive. Through active investigation of the natural environment in our beautiful gardens and beyond, the child's innate sense of wonder is kept alive. A reverence for the rhythm of the seasons and our world's beauty lays the basis for future environmental stewardship. Building strong foundations for literacy, we develop a genuine love of language through verse, song, rhythms, rhymes, and stories. The child experiences a wide variety of oral language activities. These are accompanied by movement so that the child's fine and gross motor skills are developed. Foundations for numeracy are laid by understanding numbers, developing through play, verses, stories, craft, and daily activities. Our arts and craft activities- such as beeswax modeling, finger knitting, weaving, sewing, and painting- develop dexterity and an appreciation of beauty and craftsmanship. Healthy social relationships are nurtured through a balance of free play and structured activities. Children in the Central Coast Rudolf Steiner Kindergarten learn to share, take turns, and listen to one another in a caring way. They engage in practical activities such as cooking and gardening. The child's desire to learn by doing is fulfilled. A sense of clear, unpressured achievement strengthens the child's will and self-esteem. It is not only the "what" that is important, but the "how." We actively develop good learning habits and a sense of gratitude. We want to establish an environment that is considerate and respectful to become a unique, valued place. Our kindergarten year is attuned to the developmental needs of the child. It is a time when healthy foundations for formal academic learning are laid. 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  22. Casuarina School's vision is to develop creative young people with a passion for life-long learning, an understanding of the unique contribution they can make to the world, and a holistic sense of care for the environment and people. Casuarina School is committed to nurturing the children in the spiritual, artistic, and intellectual environment of Steiner Education. We engage children through educating the head, heart, and hands so that harmony in all three may be achieved as the foundation for balanced, responsible, and free human beings. We enable children to be innovative and guide them towards self-responsibility while being mindful of others' rights. Casuarina Steiner School began life as the Casuarina Community School, operating out of the Sawtell Reserve Hall in 1986. A small group of parents started a playgroup a year or so earlier with the idea of starting up a community school. A conference on educational philosophies in Coffs Harbour that year and Alan Whitehead, author and Steiner Education expert, spoke about the Steiner Education approach. This conference, and particularly Alan's talk, prompted this small group of parents to base their community school on the educational philosophies of Rudolf Steiner. Kindergarten is offered at Casuarina for children in the year they turn six years old. Once children enter Kindergarten, they are on the threshold of formal education. In Kindergarten, the homelike environment of warmth and security continues so that children may gain the confidence to pass on to school and the world beyond happily. From the developing picture given by Dr. Steiner and other educators, we are aware that children of this age learn by doing and imitation, that there is 'participatory knowing.' This participatory or facet knowing needs to be grounded in lived experience in order for abstract concept building to emerge in later years. Through physical sensory and motor activity, through imitation and play, the young child comes to know and make the world his or her own. Within the world of the Casuarina, Kindergarten play remains the child's work. Living in a world of fairytale and imagination, they learn artistic and musical activity. He or she will paint, color, draw, model with bees-wax, bake and experience other handcraft activities. Stories, songs, poems, and rhymes, often colored by the seasons and sometimes acted out, are an essential part of each day. Time is given to forms of free play that positively encourage imaginative responses. The toys provided are made of natural materials—wood and fabrics—or maybe natural objects such as pine cones or seashells that the children may have collected on their walks. View full school
  23. Out of love and hope for the future of the earth and all life upon it, we strive to, Develop the unique capacities of all within our care. To ennoble the mind, Fire the imagination, Fortify the will, and Quicken the initiative for life. In 1987, a shared vision was brought to fruition to establish a Steiner school in the Castlemaine area and begin with a kindergarten – indeed a 'children's garden,' which would be the school's gateway. The Castlemaine Steiner Kindergarten then began life in 1988 as 'White Gums' in White Gum Road, Barkers Creek, in a studio on one of the children's property. Later, the school moved to The Penny School (a National Trust classified, an old school building in Maldon) and again in 1996 to its current location on Castlemaine's outskirts. The current site was purchased in 1995 as eighteen acres of flat grazing land, undernourished by its use as a sheep paddock. There were a few mature trees and one salt-affected dam. With Permaculture design from David Holmgren (one of our past parents), sound bio-dynamic methods, and generous input from parents and friends, the land transformation has been miraculous. More than 2000 trees have been planted, and tree-planting continues to be an integral part of our grounds' development. The school itself is architect-designed by Des Cullen, an ex-parent of the school, and the classrooms and the Multi-Purpose room are beautifully constructed of rammed earth. The parent community built the Kindergarten space, and this distinctive building was designed by Bow Thompson, a parent at the school. It has its own beautiful children's garden and play area, including a sandpit, mud pit, hill, flow-form, and chooks. In 2005 the school extended to Class 8, and in 2006, Castlemaine Secondary College commenced a Years 9 and 10 Steiner Stream. Students make a very successful transition to any local secondary schools, as they are well motivated and healthy students across all curriculum disciplines. View full school
  24. 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
  25. Cardiff Steiner School is a non-selective, independent school in Cardiff for boys and girls aged 3 to 18. Our small, caring, and supportive school offers an inspiring and nurturing education based on the needs of the ‘whole child's – academic, physical, emotional, and spiritual. We currently have provision for children aged 3 to 15 (age 3 to 14 by 1st September 2017) with the School growing with them, up to age 18 by 2020. With the Steiner Waldorf curriculum, we draw on a 90-year-old teaching tradition – integrating arts and academics into a rich, balanced education that ignites a passion for learning. We focus not simply on the college your child will attend, but rather the person your child will become: a curious, compassionate, critical thinker ready to meet the challenges of our changing world. We are set in a beautiful Victorian building in north Cardiff – the capital city of Wales, UK. With over 1,000 Steiner Schools in 60 different countries and 37 in the UK alone, Cardiff Steiner School is part of the largest and fastest-growing independent school system in the world. From age 6 the children study a rich and balanced range of subjects including all recognized subjects of the national curriculum as well as those specific to the Steiner curriculum. Steiner education uniquely meets the needs of each child at distinct stages of their development – cultivating self-motivated, creative, critical thinkers who can adapt to the challenging and changing circumstances of the 21st century. By modeling and fostering cooperation and community, children develop a deep sense of social responsibility and connection with each other, the School, and the world around them. We have two mixed-age kindergartens for 3 to 6-year-olds, Lower School for children aged 6 to 14 years and our new Upper School for children age 14 to 18 years (now enrolling children who are 13 or 14 by 1st September 2017, with the School growing with them up to age 18 by 2020). We also run four Parent and Toddler groups for over 100 children aged 0 to 3 in local communities around Cardiff. We are an Associate School of the Steiner Waldorf Schools Fellowship, the member association of all Steiner Schools in the UK, and are registered with the Welsh Government as an independent day school, inspected by Estyn. Founded in 1997 by a dedicated group of parents who sought a child-centered education for their children, we have grown and matured into the established school you see today. We opened our classes for children age 6 upwards in September 2012, building on the firm foundations of 15 years as a successful and thriving Kindergarten. We have a team of 25 dedicated and experienced staff providing Steiner Waldorf Education to children from Cardiff and the surrounding areas. We are an English-medium school, though children experience Welsh through songs and stories. Our holistic and organic approach promotes a healthy, ethical childhood – these are all ideas that remain with the children through to adult life. We try to be ethical in everything that we do from homemade organic snacks and recycling to ethical banking with the Co-op.
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