About Rudolf Steiner
Rudolf Steiner (1861-1925) was an Austrian philosopher, literary scholar, architect, playwright, educator and social thinker. He is the founder of Anthroposophy, a movement based on the knowledge that there is a spiritual world accessible to pure thought through a path of self-
development. Its practical applications include Waldorf Education, biodynamic agriculture, anthroposophical medicine, architecture, and new artistic impulses, especially eurythmy.
About Waldorf Schools
What characterises our School as a Waldorf School?
development. Its practical applications include Waldorf Education, biodynamic agriculture, anthroposophical medicine, architecture, and new artistic impulses, especially eurythmy.
About Waldorf Schools
What characterises our School as a Waldorf School?
- HOLISTIC CURRICULUM - We work with a holistic curriculum and healthy timetable. Learning activities have structured rhythms which align with the growing child’s stage of development as indicated by Rudolf Steiner. Main lessons create an atmosphere of connectedness with all spheres of life – spiritual, cultural, emotional, and practical - to foster Social Renewal.
- CREATIVE TEACHING - We have a commitment to introducing experiential learning, intellectual focus, and technologies in an age-appropriate manner with an understanding for the creative impulse that guides teachers.
- INDIVIDUAL POTENTIAL - We use Steiner’s indications to educate through images of the Good, the Beautiful, and the True, to nurture imaginative consciousness and support the development of individual potential, resilience, inner moral strength, and respect for diversity.
- CREATIVITY - We aim for a strong creative and inclusive culture of music, design, the visual arts, drama, movement, practical creativity, imaginative play, and reverence for nature.
- RESPECT FOR THE ENVIRONMENT - We foster positive interactions between the students and the natural world through encouraging the use of natural and sustainable materials, regular explorations of the surrounding environment on excursions, and engaging with the wisdom of Indigenous cultures.
- COMMUNITY - We aspire to retain the freshness of human relationships and be available to parents, carers, and families.
Philosophy of Steiner Education
“The prime need of a teacher is not knowledge but the understanding of man.”
Rudolf Steiner
Steiner education and teaching is based on the understanding of the human being comprised of body, soul and spirit. The whole of the human being is taken into consideration and education is thus viewed as an ‘art’. The spiritual should not be neglected for the physical nor the physical neglected for the spiritual. The practices are based on reality and life: the whole child (thinking, feeling, and willing) discovers truth, beauty and goodness by making use of everything that is pictorial and tangible. This transpires naturally through the child’s innate devotion and reverence of nature and the cosmos and comes into expression through art, music, language, fairy tales, poems and games.
The kindergarten years correspond to the period of intense physical growth, muscle and organ development. This is supported through imitation and ‘good’ will activities in a rhythmically structured day. The class teacher is able to nurture the primary years, where the child’s emotions, imagination and feelings are emerging, through focusing on ‘beauty’ in artistic learning. In the high school, the students’ minds are sensitively opening to their world and their lessons involve greater thinking responsibilities and discoveries of the ‘truth’.
The curriculum based on Steiner’s indications is responsive to the needs of the developmental phases of a child’s life, giving particular emphasis to creating healthy foundations which support all the aspects of the growing child. The curriculum strives to develop individuals who are able to feel, think and act out of their own initiative so that they fulfil their potential in whatever purpose and direction they choose in life.
Rudolf Steiner
Steiner education and teaching is based on the understanding of the human being comprised of body, soul and spirit. The whole of the human being is taken into consideration and education is thus viewed as an ‘art’. The spiritual should not be neglected for the physical nor the physical neglected for the spiritual. The practices are based on reality and life: the whole child (thinking, feeling, and willing) discovers truth, beauty and goodness by making use of everything that is pictorial and tangible. This transpires naturally through the child’s innate devotion and reverence of nature and the cosmos and comes into expression through art, music, language, fairy tales, poems and games.
The kindergarten years correspond to the period of intense physical growth, muscle and organ development. This is supported through imitation and ‘good’ will activities in a rhythmically structured day. The class teacher is able to nurture the primary years, where the child’s emotions, imagination and feelings are emerging, through focusing on ‘beauty’ in artistic learning. In the high school, the students’ minds are sensitively opening to their world and their lessons involve greater thinking responsibilities and discoveries of the ‘truth’.
The curriculum based on Steiner’s indications is responsive to the needs of the developmental phases of a child’s life, giving particular emphasis to creating healthy foundations which support all the aspects of the growing child. The curriculum strives to develop individuals who are able to feel, think and act out of their own initiative so that they fulfil their potential in whatever purpose and direction they choose in life.
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Year Nine Portraits
Year 10 Oil Paintings and Year 8 b/w
