Our Approach
Our Approach
First Septenium
Waldorf Pedagogy: an educational approach adapted to the mental, physical and emotional development of each stage of child development.
«The child must be received with respect, educated with love and placed in life in freedom.» – Rudolf Steiner –
What is Steiner Waldorf Education?
- The phase of early childhood encompasses birth to seven years.
- Formal learning does not start in Steiner Waldorf Schools until a child enters Class 1 at age 6.
- Instead the Early Childhood curriculum prepares children for formal learning by first providing time and opportunity to develop socially, emotionally and physically in a creative, secure, enabling and harmonious environment.
1. Creativity
The use of drawing, painting, music, movement, poetry, modelling and drama enhances the learning experience in all subjects. A high value is placed on play in the early years, imagination in the middle school and creative thinking at secondary level. This encourages a strong sense for the artistic and cultural life and is supported by an aesthetic teaching environment.
2. Continuity
In most cases the children are with the same teacher from age 1 to 5. The rhythms of the day, week, month and year give a context that is enhanced by seasonal celebrations.
3. Activity
There is a central place for structured movement, the out-door environment and learning through doing across the entire age-range. The school timetable may include traditional games, sports, eurythmy, gymnastics, fairy tales and an extensive programme of hand crafts and the development of manual skills.
4. The Individual and Society
Social and emotional skills are fostered in a variety of ways: by by the recognition of childhood as a time of wonder, by the family-like environment of the extended Early Years, by the provision of clear adult authority and guidance and by the exploration of global and social perspectives at secondary level.
5. Inclusion and Differentiation
Whole class teaching is combined with individualised and differentiated learning. Imaginative engagement with the lesson material allows all lchildren, regardless of strengths, weaknesses and learning styles, to work at different levels within their class group.
6. The Spoken Word
The oral and narrative tradition is brought to life though small theater, and an extensive use of rhymes, stories and fairy tales myths and legends from all cultures, often told rather than read.
7. Age-appropriate
Not too soon, not too late. The lesson content and its method of presentation are linked to the children’s emotional, social, physical and intellectual development. Formal education, which begins at age six, is introduced in a way and at a pace that respects the child’s developmental journey.
8. Assessment
The unique qualities of each child can be observed and described, but not always measured. The development of every chldren is closely monitored, mainly through ongoing formative assessment and in-depth study.
9. Excellence
Every pupil is expected to give of their best across all disciplines, thus avoiding one-sidedness and early specialisation. Hard-work, determination and good teaching can always build on innate ability.
10. Context
Steiner schools form the largest group of independent, non-denominational schools in the world. The first school was opened in 1919. There are currently over 1,000 Steiner schools worldwide. There are over 2,000 Early Years settings in a total of 64 different countries.
- The warmth, the movement, the upbringing, the narration and the puppet theater, the dream and the care, the senses, the study and the self-reflection of the child, the buildings, the toys and the belongings in our little school.
- Our deepest respect for the individuality of each child and of the moment of the evolutionary process they undergo.
- The will with which each child is born, understanding that it is seed of his future reality and expression of the forces of sympathy of the future man.