Characteristics of Steiner Waldorf Education
Steiner Waldorf education
Steiner Waldorf education emphasizes the role of imagination in learning and integrates the intellectual, practical, and artistic development of pupils holistically. The Steiner Waldorf curriculum is non-prescriptive, in accord with developmental needs of the child and avoids an undue early specialisation or inappropriate academic pressure. The Steiner core curriculum is taught in bloc lessons. A class teacher accompanies children from school entry age for several years in succession. Our schools are co-educational, and usually both comprehensive and integrated from the age of 6/7 to 18/19. Most schools are run co-operatively by a College of Teachers using a flat management system.
- Our schools have a legal Council of Management and there is active parent participation in all areas of school life.
- All pupils share the broad, internationally recognised Waldorf curriculum, which is non-prescriptive and proven over 80 years.
- Schools are extended learning environments for parents and teachers to work co-operatively in support of children’s education.
- Formative assessment is the preferred practice in the school.
- An early years approach that provides time and space for development of key skills is a basis for later literacy, numeracy, social and emotional competence.
- Schools work with the ideal that such education should be accessible to all, regardless of ethnicity, creed or financial circumstances.
- Two modern languages taught from the age of 6.
- Whole class teaching in aesthetically pleasing and secure learning environment where qualities of childhood are nurtured and respected.
- Children based in their own home classroom except for specialist areas.
- All-age schools with mixed ability classes according to the age of the child and not streamed by achievement.
- Science and technology taught throughout in age appropriate form.
- Key skills such as numeracy and literacy presented in an imaginative and creative manner.
- Enhanced mobility and international school exchanges because of common ethos and related core curriculum.
- Children being well grounded in their cultural environment and also conscious of being world citizens.