Search the Community

We offer a beautiful haven for children to develop their inner potential and their unique capacities. As a Waldorf School, our approach to education is based on and appropriate for each developmental phase of childhood and encourages the child’s sense of truth, beauty, and goodness. We aim to inspire a lifelong love of learning in our children and a secure sense of their place in our community. We have an experienced committed teachers’ body that is dedicated to our children - working towards creating an inner enthusiasm for learning and encouraging motivation to naturally arise from within. Our teachers realize the importance of recognizing that a child is essentially a spiritual being consisting of the three faculties of willing, feeling, and thinking. Our teachers strive to acknowledge and nurture every aspect of the child through a methodology and curriculum infused with artistic activities. In the Waldorf classroom subject matter is introduced to children through stories and the arts. Through music drama, drawing, and painting, otherwise dry information becomes alive and is experienced deeply by the child. As a result, Waldorf students develop a lifelong love for learning. Waldorf teachers strive to transform education into an art that educates the whole child. Three levels of learning take place during a lesson. First, there is the cognitive level at which creative, critical and independent thinking is developed in a manner in harmony with the developmental phases of the learners. Secondly, the affective level at which more subjective, feeling-based learning is possible allowing the student to relate to the subject and others through sensitive interaction. Thirdly the student is engaged on a motivational/psycho-motor level at which the active, engaging will of the learner is stimulated and developed. This approach results in students developing the necessary capacities in their thinking, feeling, and willingness to take their place as fully functional adults in this world and to lead a life that is deeply meaningful and fulfilling. The young child learns through absorbing what is around him or her and imitating what he or she sees. The pre-school teacher strives to create a welcoming, harmonious environment in which the child can safely discover the world. As children learn through unconscious imitation, the teacher strives to permeate all her actions seen by the child with logic and kindness. The pre-school child lives easily in the imagination, making this a good place from which to start learning. Free play gives the child an opportunity to develop social skills and act out fundamental life tasks. Here the teacher can step in and direct play to create healthy interaction as needed. Creative play is considered the best preparation for self-realizing adult life. During the child’s first seven years, a lot of energy is spent physically growing. Co-ordination and well-developed senses are the foundation for intellectual development. Children love to explore what their bodies are capable of: balancing on thin pieces of wood, swinging in a tree, playing with a beanbag, etc. The morning circle gives children the opportunity to act out stories and rhymes and to improve their language. The activities of the pre-school follow a strong daily and weekly rhythm. Hands are kept busy and sense nurtured through water-color painting, drawing, doing simple crafts and modeling with beeswax, baking, and walking in the beautiful nature that surrounds our school. The natural rhythm of the year, the seasons, influence all our activities and help to create wonder in the child for the mysteries of the world… which in turn helps to inspire a life-long love of learning. In Waldorf schools, primary education may begin when the child is nearing or already seven years of age. The primary school centers around a multi-disciplinary arts-based curriculum that includes visual arts, drama, vocal and instrumental music, crafts, and when possible, artistic movement (eurhythmy). Throughout the primary years, concepts are first introduced through stories and images, and academic instruction is integrated with the visual and plastic arts (using materials that can be molded in some way, usually beeswax), music, and movement. There is little reliance on standardized textbooks instead, each child creates his or her own illustrated summary of coursework in book form. The school day generally starts with a two-hour academic lesson that focuses on a single theme throughout about a month and generally begins with an introduction that may include singing, instrumental music, recitations of poetry, including a verse written by Steiner for the start of a school day, and practice in mathematics and language arts. An objective of most Waldorf schools is to have a single teacher remain with a class throughout the primary school years, teaching at least the principal academic lessons Waldorf teachers have been cited for their level of personal commitment to their pupils. Waldorf teachers use the concept of the four temperaments to help interpret, understand and relate to the behavior and personalities of children under their tutelage. The temperaments, choleric, phlegmatic, melancholic, and sanguine, are thought to express four basic personality types, each possessing its fundamental way of regarding and interacting with the world. View full school

Rudolf Steiner’s indications for educational renewal are part of a general ‘cultural evolution. They provide the impulse upon which the school is based. Interpreting our times, our geographical location, and the individualities of our students is an ongoing process. It is a continually evolving union of our various cultural heritages with the elemental and natural forces of our place on the continent. It is a search for true identity as local, national, and global citizens. Fundamentally, all our educational practices are directed towards this end. The Newcastle Waldorf School strives to be true to the human condition and archetypes represented in the natural world, whilst consciously marrying this with the demands of our modern society. In 1980 the school registered with the N.S.W. Education Department as Newcastle Rudolf Steiner School and opened its doors for eighteen pupils and two teachers in rented premises at Adamstown. When a child is ready to move on from Kindergarten they begin their primary journey with their Class Teacher. This dedicated person guides them through their main lessons through the next 7 years of their education. The Class Teacher takes two-year groups together (Class 1 & 2 who are then Class 2 & 3 the following year, and so on) through until they reach high school. As they approach high school the influences widen to include a little more time with other teachers in the subjects of Music, Art, and Woodwork. In high school itself they will have a broad range of specialist teachers while still being guided by their Class Guardian (often, but not always, the same person as their Class Teacher). This gradual widening of influences is, ideally, providing the child with a gentle awakening into adulthood and society. Before the age of six or seven, education proceeds by example and imitation. The kindergarten teacher acts and the children naturally and spontaneously imitate – all activities ideally derive from this source, which is the primal will and sympathy of the small child with the moral guidance of the teacher. From the magic of nature’s household, the rhythm of the day, and the great cycles of the moon and sun, arise impressions which transmute into the story, song, poetry, play-acting, creative movement, drawing, painting, craft, and play. Flowing into these impressions, merges the great stream of myth and fairy-tale, our original cultural heritage. The child is encouraged to participate in the great world which is at once good, natural, cosmic, and human. The ‘golden years of childhood extend from around the age of seven to about thirteen. Ideally, these are the years of ‘picture consciousness’, in which the beauty and wisdom of the world can be grasped through the most powerful of human emotions: respect for authority, and reverence for the great powers of the Universe. The class teacher becomes a spokesperson for the mighty powers of Nature and an advocate for the great deeds of humanity. In the lessons, nature and identification with the land provide the impressions or backdrop for the play of life, which is the transition from myth and legend to history, from the distant past to the present. All subjects partake of this whole. English evolves the wisdom of speech and image from story to creative expression, literary appreciation, and cultural awareness. History, concentrating on significant biographies, is in these years, essentially the story of humanity. Science and Geography classes give a truly sympathetic understanding of mankind and the earth. Number and Mathematics, in the lessons, describe the rigor and order of the world and the ever-changing parts of the whole they are the most important training in disciplined thought which is a necessary human resource in this modern world. Artistic and cultural activities - singing, recorder, and lyre playing, individual instrument lessons, languages, painting, drawing, modeling, form drawing, drama, eurythmy, sewing, knitting, woodwork, and crafts, evolve and develop throughout the primary years, yet are inseparable from the universal theme: Nature and humankind. From the age of fourteen or fifteen to about seventeen, the first flowering and fruition of thought arise from the careful nurturing and guidance of the previous period. What was subconsciously grasped as picture consciousness, through the faculty of respect, now miraculously metamorphoses, through sexual maturity and the birth of the individual spirit, into the freedom of creative expression and self-motivated curiosity about the secrets of the world. The teacher has now more of a specialist role, from subject to subject, to encourage and inspire this awakening. From this period onwards evolves the quest for universal wisdom. The overriding theme of Nature and humankind is unaltered but the pupils emerge increasingly as free-thinking, discerning and responsible individuals in relationship to the Universe, of which Earth and its history is the focus. View full school

Our unique college preparatory program integrates creative exploration with experiential learning, engaging students and preparing them for challenges of their time. San Francisco Waldorf High is located in the West Portal neighborhood, near Stern Grove. The state-of-the-art urban school sits amid an oasis of green and is the first school in San Francisco to receive the prestigious LEED Gold certification from the U.S. Green Building Council. The campus is alive with activity, morning to evening, and classes take advantage of the City's vast cultural, natural, and human resources for learning. Distinguished faculty help students pursue their passions and lead lives of purpose and excellence. They are experts in their fields, many with advanced degrees, who also complete an internationally recognized teacher training program. Teachers work together to implement the school’s educational vision and work with students in an environment of intellectual inquiry and mutual respect. The realization of responsible human freedom is the foundational tenet of Waldorf education and San Francisco Waldorf High School. We strive to help students become free, resilient, creative human beings who lead lives of purpose and direction. Waldorf education fosters students’ intellectual, social, and emotional growth as they pass through distinct stages of development, from childhood to adulthood. In high school, students learn best from experts in their fields, faculty who encourage independent thought and the pursuit of truth. Through challenging intellectual engagement, students begin to master a wide range of subjects as they come to understand themselves and their places in the world. Our dedicated faculty and staff support students’ sense of self-reliance, social responsibility, and moral purpose. Our diverse community is a source of invaluable human experience from which students learn and grow. Our school encourages young people to develop the highest human capacities and become citizens of the world. we strive to nourish the unique capacities of every student, that in each may awaken the critical and creative intelligence to envision the future, the compassion and commitment to understanding others, and the courage to be a free and active participant in our common human experience We strive to sustain a community that reflects the great diversity of the Bay Area. We seek to establish an inclusive learning environment in which differences are understood and celebrated. We recognize that the range of ethnicities, nationalities, languages, socio-economic backgrounds, sexual orientation, learning differences, and life experiences within our community enhance the school’s rich and diverse curriculum. We acknowledge that multiculturalism and inclusion touch every part of the school growth is an ongoing process that calls on the qualities of commitment, cooperation, and respect that are at the heart of our school community. At San Francisco Waldorf High School, students discover a dynamic and challenging college preparatory program grounded in the classics and engaged in the modern world. Students are energized by learning and become creative thinkers who can take on the complex questions of today’s interconnected world. What sets our classes parts? Courses engage students at their stage of adolescent development. Integration of the arts and academics inspires student learning. Direct source material often replaces textbooks. Dedicated teachers lead small, seminar-style classes that foster dialogue, debate, and oratory. Even the structure of the day, a morning period of intensive academic study called Main Lesson followed by track classes, helps students gain depth and breadth of understanding. The Main Lesson is two hours spanning several weeks. Students immerse themselves in a subject such as Trigonometry or Latin America and really “learn how to learn.” Track classes are year-long courses in the humanities, mathematics, world languages, and music. Students choose a course of study Spanish or Mandarin, and many participate in a unique exchange program at Waldorf high schools abroad. All students take four years of music and art. Overall, the curriculum exceeds University of California admissions standards. All students study physics and calculus, for example, with additional honors classes offered. Graduates excel at a variety of academic institutions in a wide range of subject matter, becoming young adults who make a difference in the world. San Francisco Waldorf High School integrates outdoor education into the curriculum in innovative and exceptional ways, taking advantage of the region's rich biodiversity, natural wonders, and human resources for student learning and growth. Science students explore geologic formations in local parks humanities students write poetry on the beach architecture students tour City structures that are on the cutting-edge of sustainable design. Over the years, teachers take advantage of local resources to inspire student engagement, creativity, and learning. The school is known for its overnight, curriculum-based outdoor education trips. Classes hike, kayak, camp, and explore California wilderness areas while studying astronomy, geology, and botany. Students have opportunities to challenge themselves in the outdoors and develop lasting connections to the natural world. View full school

Prerana Waldorf School was founded in the year 2008. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3630109 and has a General affiliation which is valid up to 31/3/2021. It lies in the Rangareddy district of Telangana and is currently being managed by the Prerana Educational Society, Telangana. It is presently under the principal -administration of Mrs.INDIRA VARMA. There are a total of 43 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is Hyderabad and it is 15 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Hyderabad Distance in KM 15 Nearest Police Station HyderabadRaidurgam Distance in KM 3 Nearest Nationalised Bank Allahbad Bank Distance in KM 2 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 43 4 1 2 6 35 8094 8000 Physical Size Area of Campus (in sq. Mtrs.) 8093.7128 (in Acres.) 2 Built up Area in (in sq. Mtrs.) 1387 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 4086 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 14 No. of Urinals/Lavatories Separately for Girls 14 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 950 Periodicals 5 Dailies 2 Reference Books 50 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

Each Waldorf school shares a unique approach. It is our experience that the majority of our graduates are accepted into a university or other post-secondary program of their choice. Learn about our successful curricula below. Education from a deeper perspective™ is the core approach of Toronto Waldorf School. Its depth and complexity are reflected by the following foundations. At TWS we plan every learning activity attending to its impact on mind, body, and spirit. We understand each one affects the others and all engage in the learning process. Our lessons integrate listening, doing, thinking, and speaking to deepen the learning for every student. Our teachers bring our curriculum to life, connecting numerous academic disciplines with hands-on experience to engage your child’s mind and heart in profound ways. Integration of subjects and methodologies and relevance to the real world are fundamental to our approach to building academic excellence. It is our experience that nearly 100% of TWS graduates get into a university or other post-secondary program of their choice. At TWS, we recognize and build upon the physiological, emotional, and intellectual changes as the students develop. Our specially-trained teachers present material when the class is ready and able and work with it, whether it’s the fundamentals of reading or arithmetic, the structure of an essay, or grappling with atomic theory. Teaching approaches and learning tools vary widely, matched to students’ needs and capacities at every age and stage of development. At TWS we foster a climate where students are accepted and valued by their teachers and peers for their unique talents and potential. Since every child learns differently, our teachers tailor lessons to meet a variety of learning styles and provide individual support to meet each child’s needs. All children are given concrete feedback and progress is monitored against their unfolding capacities, rather than against other students. This allows students to develop skills and capacities with confidence. Every week our faculties meet to discuss individual students and create opportunities to enhance student learning. At TWS, children are supported to develop a sense of wonder and appreciation for the richness of the world on our unique 20-acre campus. In our Farming and Gardening program, students care for the environment and its inhabitants as they collect compost, tend our organic farm, and nurture seedlings in our greenhouse. Through the grades, our field trips have strong connections to natural settings, including camping and canoeing trips in the wilderness. A deeper understanding of the importance of sustainability and our connection to our global and local communities is a cornerstone of our education. More than the simple acquisition of information, Waldorf education is a journey of discovery. Our unique curriculum, designed to bring the right subject at the right developmental moment, is complemented by teachers who create opportunities for students to experience deeply what they are learning. Our students encounter subject matter experientially, through the story, movement, drawing, painting, writing, speaking, inventing, acting, sculpting, etc. they live the subject. This approach gives the student a profound experience of the subject matter that, for many, lasts a lifetime. The experiences extend beyond the classroom and school a Grade 12 class studying international issues helped plan and implement a community service trip to Cuba. The students participated in a community-building project and provided medical supplies to local doctors. Turning ideas into action is a hallmark of our educational approach, and imparts both a wealth of experience and knowledge to our students that they take with them into their personal and professional lives. View full school

At the Vancouver Waldorf School, students learn from an early age to engage in their learning process. The imaginative play and grace of the Kindergarten years evolve into an experience of meeting the beauty and complexity of the world with sensitivity and hope. This foundation leads to a rich academic high school experience that supports young men and women in realizing their full potential as students, as people, as members of the human community. In addition to imparting knowledge, the school intends to foster in children a sense of reverence and respect for life. The close relationships between students and teachers enhance learning and the ability to explore new interests and take on new challenges. Students are engaged in a learning experience both artistic and academically challenging. After over forty years of existence, we are very pleased to host our programs for young children in our Early Childhood Centre, erected in 2004 to serve the needs of young children. Our center was designed and built following principles of healthy and sustainable living, including non-toxic Vancouver Waldorf School | Early Childhoodpaint and non-off gassing cabinets to reduce toxic compounds and improve indoor air quality, energy-efficient lighting design and natural daylight scheme, energy star rated appliances for reduced use of natural resources, and recycled wood flooring and high use of local and regional material. Our landscaping offers ample opportunities for age-appropriate exploration, providing scented flowerbeds, gardens for planting and digging and plenty of space for crawling, running and climbing. The Vancouver Waldorf School Early Childhood Center has fully licensed our staff to meet all licensing requirements and is experienced child-care providers with Waldorf training. The Vancouver Waldorf High School offers an alternative to high-pressure education. Our classes are small and personal with a focus on supporting the development of confident and creative thinkers. Our unique curriculum integrates the beauty of the arts into rigorous academics and experiential learning. At the Vancouver Waldorf School, we prepare students for more than just university or college. Adolescents long to know the truths of the world, and they rightfully question everything and everyone. Waldorf teachers recognize that behind their questions stands Vancouver Waldorf School | High School's inner quest for meaning and self-knowledge. The interdisciplinary curriculum in a Waldorf High School provides a unique framework to meet this quest. For example, students extend their understanding of scientific concepts through drawing, modeling, or poetry, they discover the evolving relationships of science, art, and religion in their study of history, and reading and discussing the medieval legend of Parzival, they engage in an examination of the roots of core cultural values. At the heart of the Waldorf approach is the recognition of the physical and emotional changes that occur as a child matures. In grade school, our teachers take care to introduce skills, subjects, and concepts at a time that is appropriate to the child’s physiological, emotional, and spiritual development. We use a multi-sensory approach, integrating the arts into each subject to engage the whole child in the learning process rather than simply imparting intellectual information. From their lessons, the students develop their own “Main Lesson” books, filled with rich self-expression and academic content. In grade school, the students are given a classical education in reading, writing, mathematics, literature, and the sciences. The class teacher stays with a class to teach the core curriculum from first grade to eighth grade, allowing the children to grow in confidence and security as their teacher’s understanding of them deepens. Specialty teachers provide instruction in areas such as music, French, physical education and movement, and handwork. The Grade school key: We do not teach students “a set of facts” they will need for high school. We help each child to develop a set of skills learned in relationship to that child’s individual experience. Anything learned purely through memorization is not enough. Real learning and understanding occur when you have internalized the experience and made it your own. We strive to support our grade school students in the unfolding of their emotional lives by nurturing their growing sensitivities and feelings through every step of our curriculum. View full school

Sloka The Hyderabad Waldorf School was established in the year 1997. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3630077 and has a General affiliation which is valid up to 31/3/2019. It is located in the Rangareddy district of Telangana and is currently being managed by the The Education Renaissance Trust, Telangana. It is presently under the principal -administration of RADHIKA. The nearest railway station is Nampally and it is 22 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Nampally Distance in KM 22 Nearest Police Station NampallyMoinabad Distance in KM 4 Nearest Nationalised Bank State Bank of Hyderabad Distance in KM 6 Physical Size Area of Campus (in sq. Mtrs.) 14163.9974 (in Acres.) 3.5 Built up Area in (in sq. Mtrs.) 2500 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 2000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 8 No. of Urinals/Lavatories Separately for Girls 8 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 3000 Periodicals 10 Dailies 2 Reference Books 1600 Magazine 4 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

Waldorf University is a friendly, private liberal arts school located centrally in beautiful Forest City, Iowa. For more than 100 years, Waldorf has been the cornerstone in the lives of thousands, setting the solid foundation for success among students, their families, and the community. Since its beginning in 1903, Waldorf has been at the forefront of academic innovation, trailblazing a path for future generations. Offering a litany of the certificate, associate, bachelor’s, and master’s degree programs, Waldorf has an opportunity for anyone who wants to improve their life academically, personally, or professionally. At Waldorf, we believe that a genuinely well-rounded education involves academic studies and participation in the arts, physical education, and more. Our vibrant campus is teeming with students from all across the world who have chosen Waldorf to help them achieve their educational goals. Our faculty and staff work one-on-one with students to ensure they are confident and capable of reaching their full potential, encouraging each step of the way. Whether you prefer learning in a traditional classroom setting or the flexibility of earning your degree online, we commend you on your decision to advance your life through education. These four pillars describe the Waldorf University experience: Tradition, Passion, Community, and Success. They are foundational to Waldorf’s history, reflective of Waldorf’s present, and aspirational to Waldorf’s future. Founded in 1903, Waldorf University’s core strengths are its history and a healthy value system. Our founders valued service to the community—and that has not changed. Our longevity is due to academic excellence, solid traditions in fine arts, and a broad athletics program. But most importantly, we understand this experience as a gift from God that comes with a responsibility to serve the world. Past and present, our students make Waldorf University what it is today and what it will be in the future. With students from every state and many countries on campus, Waldorf University appreciates the diversity our students bring to our learning community and the enrichment it brings to us all. We encourage our residential students to pursue all of their passions—extracurricular, faith-based, academics-focused, or otherwise—because we know that well-rounded people excel. Many of our online students know this to be accurate, as they already juggle family, work, and now their passion for attaining their educational goals. Our faculty and staff take great pride in teaching and serving our students. They carry and instill the values, traditions, and mission of Waldorf University. In or out of the classroom, on-campus or online, we take great pride in helping our students pursue their passions, reach their educational goals, and leave Waldorf with a solid foundation to begin their careers. Located in the heart of Forest City, Iowa, the Waldorf University campus is the foundation of our Warrior Nation. With a global reach beyond the campus, our community embraces unity and fellowship. From the first step onto campus or speaking with a staff member on the phone, students instantly encounter something special: the Waldorf community. By building shared memories and knowledge, we develop a unique loyalty to the purple and the gold. Leading the charge for change since its inception, Waldorf University has always had educational innovation at its core. Our approach couples the traditional classroom setting with the latest online courses, providing all of our students—whether they are in Forest City or not—with an academic experience that fits their needs. Our students are Warriors in every respect. We define success as the triumph of the human spirit—and we use our successes to serve others. Waldorf University seeks to be an engaging community of learning and faith where relationships are formed, and opportunities for learning and service abound. Our mission is to educate the whole person emphasizing integrity and equipping students to succeed and serve the communities where they live and work. Waldorf University faculty are dedicated to the goals and tenets of liberal arts education. The development of an appreciation of “a life of the mind” ought to begin in the home and school, be further nurtured at Waldorf, continue in studies at Waldorf, and become a lifelong process. Whether as future business leaders, teachers, professors, scientists, entrepreneurs, ordained clergy, psychologists, or musicians—it is hoped that Waldorf graduates will aspire to lives of service. The “core” of the liberal arts program has as its goals that students: Learn to think, write, and speak clearly. Begin the process of developing a mature and inquiring mind, with the ability to formulate questions, solve problems, and make both intellectual and value judgments. Engage in and appreciate the arts. Acquire an understanding of our historical and scientific heritage. Begin to develop an appreciation of other cultures and their ways of knowing. And consider their religious commitments for their meaning in life and the world they live and serve. View full university

Willunga Waldorf School is a thriving, contemporary, independent, K to 12 schools nestled in the beautiful Southern Vales of South Australia, close to magnificent coastline and surrounded by vines and almond groves. It is situated on the edge of Willunga's rural township; fifty minutes drive from the city of Adelaide. Students can commence their learning journey in playgroup and continue a full Steiner curriculum through to Year 12. One that is rich with discovery, imagination, and deep engagement can learn, grow, and develop a sense of purpose and direction, both as individuals and as part of a community. Here you will find an educational community where each one's potential is supported through the strength of many. The magnificent grounds and architecture are an integral part of the education, with each learning space designed to reflect the curriculum themes explored within. Willunga Waldorf School first opened its doors to a group of eight children on March 15th, 1989. Founding teacher Marita Huxholl pictured a flourishing K to 12 schools at the first story candle's lighting on that day. On March 15th, 2019, Willunga Waldorf School celebrates 30 years of rich learning success. Simultaneously in September 2019, Waldorf Education worldwide celebrates 100 years since the first school opening in Stuttgart in 1919. Our Vision is to educate and enable individuals to become socially responsible contributors to the community's ongoing health. The mission is the Willunga Waldorf School provides education, from Early Childhood to Year 12, derived from a deep understanding and respect for the developing and unfolding human being, inspired by the work of Rudolf Steiner. Values at Willunga Waldorf School we value: A culture of ongoing learning, reflection, and self-development. Understanding and respecting the developing, unfolding human being, which guides our education and interpersonal relationships. Collaboration, trust, and support in professional relationships. Connectedness and partnership with parents, caregivers, and the wider community. Responsible stewardship of our social and physical environment. View full school

If a child has been able in his play to give up his whole living being to the world around him, he will be able, in the serious tasks of later life, to devote himself with confidence and power to the service of the world. Each Waldorf School, while sharing a joint philosophical base and methodology with other Waldorf schools, has a unique character. In the broadest sense, Waldorf education aims to: Awaken and preserve the child's innate sense of wonder, awe, and reverence for life. Restore vitality to childhood by infusing the learning process with love and enthusiasm. Cultivate the child's capacity for clear thinking. The school's objective is to: Help each child blossom into young adulthood with a balanced capacity for both feeling and thinking to prepare, with self-confidence and inner resources to accept responsibility and take their places as creative, self-directed members of society. The Waldorf School curriculum has been developed and refined over the past 80 years and is designed as a unity. Its subjects are introduced and developed in a sequence that mirrors the pupil's inner development as they grow. Incoming students at every grade level easily adjust to the natural progression of the curriculum. The school does not seek any specific type of student. A broad spectrum of styles and abilities within each class is essential for creating a healthy environment. Our students all acquire knowledge and information in a curriculum approved by the W.A. Office of Non-Government Education. We may be sure about the future; we do not know what it holds in store. One of the prime reasons parents give for choosing Waldorf Education for their children is that it keeps the pupil inwardly supple and mobile, nearly for the technical adaptability and social flexibility invariably demanded in our fast-changing world. Former pupils of other Waldorf Schools are people with a broad range of disciplines and interests. They maintain within the framework of specialized work, a wealth of inner resourcefulness and initiative, and an outlook on life that is always ready to face challenges or initiate the next quest. Their education and the fact that schools make it their policy to attract a spectrum drawn from diverse backgrounds ensure that they cannot only function well in teams but are at home in different social settings – extremely important in today's multicultural, multi-disciplined world. As they do, all walks of life take with them all the above qualities in entering. One of the most controversial issues facing parents interested in Waldorf Education is the policy on television and other media forms, including radio and computer. Why is it in our modern age, where virtually every home and office is filled with electronic gadgets, computers, and television, that Waldorf teachers so passionately voice concerns over the effects these technologies have on children's development and education? The following information is given, not to discredit or deny positive aspects of the media, but as a guide to deciding at what age and what extent use of media is appropriate. Most people are aware of research indicating a relationship between what children view and their behavior afterward. However, are you aware of the following? When children are passively watching T.V., their cardiovascular system is working at its peak. Muscles are in a state of tension. The media requires the brain to form 625 lines composed of over 800 dots appearing 25 times per second – into meaningful images. This strain, combined with a lack of eye movement, can produce sleeplessness, anxiety, nightmares, headaches, perceptual disorders, low concentration, and blunted senses. Rapid visual image and content changes allow no time for reflecting and questioning. This inhibits the assimilation of the material and interferes with the brain's ability for concentrated thought. T.V. watching may be linked with hyperactivity. Artificial light and radiation? Research is inconclusive. Young children cannot discriminate between reality and make-believe; hence the news, drama, and commercials live in them indiscriminately. For this reason, media (movies, DVD's, videos, T.V., and magazines) can encourage false values, stereotypes, and deceptive thinking. The interpretation of techniques such as close-ups, flashbacks, shoulder shots, and reverse shots requires analyzing, symbolizing, and abstract. These abilities should only be appealed to and developed after year 9. Every early development of slumbering capabilities weakens those capabilities and results in a disharmony of the total organism. In the first seven years, children are real sense organs, building into themselves everything they hear, see, taste, and touch outwardly and the inner quality and atmosphere of that which surrounds them. Children imitate this in the minutest detail. Therefore, children must be given models of behavior worthy of imitation, which leads them to experience and express goodness and trust. Seeing it on T.V. is not the same as walking in the wilderness, listening to a concert in the park, or watching artists at their craft. It is not a substitute for reality. Television children lose or do not develop initiative and become almost dependent on outside stimulation to learn, think, create, and even play. Studies have shown that creativity, originality, and imaginativeness are diminished by television watching. Waldorf Education aims to educate the child artistically and holistically. For teachers to succeed in their task, they must know at what time and how to introduce subjects to them. On a spiritual level, they must be aware of the hindrances and impediments that work against each child's healthy development. The supportive partnership between teacher and parent for the child's love and nurturing is essential for this goal to be realized. These children have been entrusted to our care, and it is "our" responsibility to be awake to potential dangers to their health and well-being. View full school

Waldorf/Steiner Schools offer an education that is alive, full of wonder, and strives to awaken the young person's inner life. It develops the student's capacity to learn, be open to life, and develop a sense of meaning and purpose. Mount Barker Waldorf School is one of the leading Steiner schools in Australia and offers a full Waldorf curriculum from Kindergarten to Year 12. We are situated on expansive grounds in a peaceful, semi-rural environment on the outskirts of the Mt Barker township in the Adelaide Hills, just over half an hour's drive from the city. Mt Barker Waldorf School has its primary aim to provide an outstanding education based on Rudolf Steiner's pedagogy philosophy. We consider that the tasks of education can be best accomplished in a community that: fosters healthy development in each child. Awakens' social awareness and respect for humanity help students develop their skills and values to fulfill their unique destiny and find their place in the world. At Mt Barker Waldorf School, we aim to: provide an education of the highest quality so that our students become balanced adult individuals, having developed a clarity of thinking, sensitivity of feeling, and strength of will inspire within the students a love of learning, a morality which strives for goodness, an appreciation of beauty, and a pursuit of truth inspire in our students a sense of wonder at and a healthy, positive connection to the world, arising from a knowledge of and responsibility toward themselves and each other provide our students with values which will enable them to find meaning and purpose in their life provide our students with the knowledge, skills, and means to work competently in the world inspire a sense of the spiritual dimension of life as well as a healthy respect for the physical dimension In 1919 Emil Molt, owner of the Waldorf Astoria factory, invited Rudolf Steiner to help establish a school in Stuttgart, Germany, for his employees' children. Steiner took this opportunity to demonstrate how a curriculum and teaching methods could address the growing child's needs. Such was the success of this venture that his ideas spread rapidly throughout Europe and have since radiated across the world. There are now over 900 Waldorf schools in more than 45 countries, and the number continues to grow. More than ever, education faces the challenge of preparing young people for life in a complex and continually changing world. Waldorf Schools take up this challenge by offering an education that is alive and full of wonder and strives to awaken the young person's inner life. It develops the student's capacity to learn, be open to life, and develop a sense of meaning and purpose. A non-competitive environment allows children to learn and develop at the pace they need and protects them from the pressure to enter the adult world too quickly. Being part of a class community that journey together through the school awakens individual capacities and social awareness. So not only is the individual's development fostered, but students are also encouraged to develop genuine regard and respect for humanity and service to others. View full school

The Armidale Waldorf School is an independent school offering children from birth until 14 years of age. Our approved NESA curriculum provides children with a high standard of academic education in a beautiful natural setting. It balances their intellectual, moral, and artistic development. It is based on the teachings of Rudolf Steiner, whose philosophy emphasizes the importance of educating the whole person – head, heart, and hands. A dedicated language teacher teaches children from Kindergarten to Class 8 French. Music and art form a significant part of the regular curriculum, and children also attend additional classes with specialized art and music teachers. Our highest endeavor must be to develop free human beings who can impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility—these three forces are the very nerve of education. The Armidale Waldorf School is an independent, co-educational school that teaches under the educational philosophy of Rudolf Steiner. The school was founded in 1985 by Kit Wyndham, a visionary and inspired woman who led the school's growth for 20 years. Our school is one of 1050 Steiner schools in 60 countries around the world. The school is incorporated as a non-profit company with limited liability. Our Constitution can be found here – Endorsed TAWS constitution. It is funded by fees and grants on a per capita basis from the State and Commonwealth Governments. Memberships and registrations include the Association Independent Schools NSW, The NSW Educational Standards Authority, and Steiner Education Australia. The Armidale Waldorf School follows the Australian Steiner Curriculum Framework, which is recognized as an alternative curriculum by the Australian Curriculum Assessment Reporting Authority. The Armidale Waldorf School provides a comprehensive education for preschool through to secondary that works clearly out of anthroposophy, providing children with a foundation for life and inspiring them to fulfill their destiny. It is a school where students are educated to take their place in the world in a meaningful way for humanity, secure in their earthly existence, their souls nourished, and their creative spirits liberated. This living approach to education permeates throughout every aspect of school life, with students, teachers, parents, and friends recognized and valued as the unique spiritual beings they are. All that is happening in the whole school community nourishes and supports this vision. The school has clear structures and processes to facilitate trust, objectivity, and communication. We empower each other to take responsibility for the tasks identified and work together with an attitude of openness, honesty, and trust. The school community of students, teachers, parents, and friends, interact with the world with courage and love; truth, beauty, and goodness stand as an inspiration for all. We strive to create a place of beauty to nurture the children, with our buildings designed from Steiner's architectural indications surrounded by acres of native gardens. A healthy indoor environment free from pollutants for children and adults alike is a priority. We use quality art and craft supplies in lessons. Our furnishings are naturally beautiful, simple, and practical. The school values the natural environment and strives to operate in an environmentally conscious and sustainable way. We clean with cloths and water alone in most cases, and where a cleaning product is required, we use a researched product with the least harm to the cleaner and the environment. We garden organically and biodynamically, compost all possible waste, and reuse or recycle mulch our gardens to reduce our water needs, harvest rainwater for our drinking and garden needs, and manage our waste with an innovative reed bed system. View full school