Newcastle Waldorf School Core Principles
(based on Steiner Education Australia Core Principles - Reviewed by College February 2024)
1. EDUCATIONAL INSIGHTS
Steiner education seeks to enliven the physical, social, artistic, conceptual, and spiritual capacities of our young people. Our school engages with contemporary insights emerging from Rudolf Steiner’s indications about the unfolding human individuality.
2. EDUCATION FOR AN ETHICAL AND INCLUSIVE WORLD FUTURE
Steiner education is a world movement which promotes a spirit of universal endeavour and cooperation among diverse cultures and identity groups. We strive to develop each individual’s potential as a resilient, ethical, inclusive human being who cares for the people and environment with a reverence for all life.
3. ASPECTS OF WALDORF METHODOLOGY
Our staff creatively strive towards ongoing deepening of Steiner pedagogy
Our kindergarten enacts play-based learning
Our primary class teachers extend learning artistically and imaginatively through storytelling, music, and the arts. Each new topic begins with a holistic overview which gives a context for the various details.
Our specialist secondary teachers cultivate aesthetic and ethical discernment and 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.
Throughout the curriculum images of Goodness, Beauty, and Truth nurture and support the development of individual potential, imagination, resilience, inner moral strength, and respect for diversity.
The rhythm created by focusing on subjects over three-weeks facilitates deep learning and supports healthy life habits.
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.
We encourage learning for its own sake rather than as a form of competition.
4. TEACHING CREATIVELY
Our college of teachers works collaboratively, perceptively and creatively with the curriculum, pedagogy, and assessment to meet the needs of each student and each class.
5. COMMUNITY
Waldorf education prioritises building relationships between students and teachers and among the students themselves. The teachers encourage inclusivity and foster fresh perspectives with each student and school community member.
6. STAFF DEVELOPMENT
Our staff are supported to cultivate their professional learning (truthful integrity), inner development (warm compassion), and responsibility (to the mutual future) as Waldorf teachers.
7. SHARED RESPONSIBILITIES
Our educational program meets NESA outcomes and is adapted from the Australian Steiner Curriculum Framework (and other Waldorf sources) by the college of teachers to meet the needs of our school community. Our auxiliary staff assist in the quality resourcing of our school. Our Board of Directors has a guardianship role to support the mission and vision of the school to enable the school’s legal and financial health. The teachers co-create the emergent future as revealed in their classes.
Core School Values
Our school aspires to help young individuals reach their full human potential, preparing them for their future with confidence through age-appropriate learning activities.
We deeply value reverence and wonder for individuals, nature, and community in all its diversity, and strive to contribute to healing and sharing in the evolving world.
Newcastle Waldorf School Vision:
Newcastle Waldorf School's vision, also shared by many passionate Steiner schools worldwide, is to embrace the Steiner methodology. We aim to develop a fuller understanding of the positive effects of using the Steiner methodology as an art of educating. We aspire to help young individuals reach their full potential, preparing them for their future with confidence. We wish to deepen our understanding of First Nations culture and our Australian context. We deeply value humanity, nature, and community in all its diversity, and strive to contribute to healing and sharing in the evolving world.
In addition to sustaining a meaningful curriculum tailored to each student cohort, we have plans to enhance our learning spaces and playgrounds in the coming years. This way, we will continue to provide a high-quality environment for our growing school community.
Newcastle Waldorf School Core Principles 2023 version
(based on Steiner Education Australia Core Principles)
1. EDUCATIONAL INSIGHTS
Steiner education seeks to enliven the physical, social, artistic, conceptual, and spiritual capacities of our young people. Our school engages with contemporary insights emerging from Rudolf Steiner’s indications about the unfolding human individuality.
2. EDUCATION FOR AN ETHICAL AND INCLUSIVE WORLD FUTURE
Steiner education is a world movement which promotes a spirit of universal endeavour and cooperation among diverse cultures and identity groups. We strive to develop each individual’s potential as a resilient, ethical, inclusive human being who cares for the people and environment with a reverence for all life.
3. ASPECTS OF WALDORF METHODOLOGY
Our staff creatively strive towards ongoing deepening of Steiner pedagogy
Our kindergarten enacts play-based learning
Our primary class teachers extend learning artistically and imaginatively through storytelling, music, and the arts. New learning begins with an overview of the whole, then move to the parts.
Our specialist secondary teachers cultivate aesthetic and ethical discernment and 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.
Throughout the curriculum images of Goodness, Beauty, and Truth nurture imaginative consciousness and support the development of individual potential, resilience, inner moral strength, and respect for diversity.
Block lesson rhythms facilitate deep learning and support healthy life habits.
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.
We encourage learning for its own sake rather than as a form of competition.
4. TEACHING CREATIVELY
Our college of teachers works collaboratively on the delivery of the educational program to share insights and support each student. Teachers work perceptively and creatively with curriculum, pedagogy, and assessment to meet the needs of their class.
5. COMMUNITY
Understanding and building relationships between students and teachers and among the students themselves are at the heart of Waldorf education. The teachers aim to share inclusivity and fresh perspectives with each student and school community member.
6. STAFF DEVELOPMENT
Our staff are supported to cultivate their professional learning (truthful integrity), inner development (warm compassion), and responsibility (to the mutual future) as Waldorf teachers.
7. SHARED RESPONSIBILITIES
Our educational program meets NESA outcomes and is adapted from the Australian Steiner Curriculum Framework (and other Waldorf sources) by the college of teachers to meet the needs of our school community. Our administrative staff maintain the effective delivery of our educational program. Our Board of Directors has a guardianship role to support the mission and vision of the school to enable the school’s legal and financial health. The teachers co-create the emergent future as revealed in their classes.
(based on Steiner Education Australia Core Principles - Reviewed by College February 2024)
1. EDUCATIONAL INSIGHTS
Steiner education seeks to enliven the physical, social, artistic, conceptual, and spiritual capacities of our young people. Our school engages with contemporary insights emerging from Rudolf Steiner’s indications about the unfolding human individuality.
2. EDUCATION FOR AN ETHICAL AND INCLUSIVE WORLD FUTURE
Steiner education is a world movement which promotes a spirit of universal endeavour and cooperation among diverse cultures and identity groups. We strive to develop each individual’s potential as a resilient, ethical, inclusive human being who cares for the people and environment with a reverence for all life.
3. ASPECTS OF WALDORF METHODOLOGY
Our staff creatively strive towards ongoing deepening of Steiner pedagogy
Our kindergarten enacts play-based learning
Our primary class teachers extend learning artistically and imaginatively through storytelling, music, and the arts. Each new topic begins with a holistic overview which gives a context for the various details.
Our specialist secondary teachers cultivate aesthetic and ethical discernment and 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.
Throughout the curriculum images of Goodness, Beauty, and Truth nurture and support the development of individual potential, imagination, resilience, inner moral strength, and respect for diversity.
The rhythm created by focusing on subjects over three-weeks facilitates deep learning and supports healthy life habits.
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.
We encourage learning for its own sake rather than as a form of competition.
4. TEACHING CREATIVELY
Our college of teachers works collaboratively, perceptively and creatively with the curriculum, pedagogy, and assessment to meet the needs of each student and each class.
5. COMMUNITY
Waldorf education prioritises building relationships between students and teachers and among the students themselves. The teachers encourage inclusivity and foster fresh perspectives with each student and school community member.
6. STAFF DEVELOPMENT
Our staff are supported to cultivate their professional learning (truthful integrity), inner development (warm compassion), and responsibility (to the mutual future) as Waldorf teachers.
7. SHARED RESPONSIBILITIES
Our educational program meets NESA outcomes and is adapted from the Australian Steiner Curriculum Framework (and other Waldorf sources) by the college of teachers to meet the needs of our school community. Our auxiliary staff assist in the quality resourcing of our school. Our Board of Directors has a guardianship role to support the mission and vision of the school to enable the school’s legal and financial health. The teachers co-create the emergent future as revealed in their classes.
Core School Values
Our school aspires to help young individuals reach their full human potential, preparing them for their future with confidence through age-appropriate learning activities.
We deeply value reverence and wonder for individuals, nature, and community in all its diversity, and strive to contribute to healing and sharing in the evolving world.
Newcastle Waldorf School Vision:
Newcastle Waldorf School's vision, also shared by many passionate Steiner schools worldwide, is to embrace the Steiner methodology. We aim to develop a fuller understanding of the positive effects of using the Steiner methodology as an art of educating. We aspire to help young individuals reach their full potential, preparing them for their future with confidence. We wish to deepen our understanding of First Nations culture and our Australian context. We deeply value humanity, nature, and community in all its diversity, and strive to contribute to healing and sharing in the evolving world.
In addition to sustaining a meaningful curriculum tailored to each student cohort, we have plans to enhance our learning spaces and playgrounds in the coming years. This way, we will continue to provide a high-quality environment for our growing school community.
Newcastle Waldorf School Core Principles 2023 version
(based on Steiner Education Australia Core Principles)
1. EDUCATIONAL INSIGHTS
Steiner education seeks to enliven the physical, social, artistic, conceptual, and spiritual capacities of our young people. Our school engages with contemporary insights emerging from Rudolf Steiner’s indications about the unfolding human individuality.
2. EDUCATION FOR AN ETHICAL AND INCLUSIVE WORLD FUTURE
Steiner education is a world movement which promotes a spirit of universal endeavour and cooperation among diverse cultures and identity groups. We strive to develop each individual’s potential as a resilient, ethical, inclusive human being who cares for the people and environment with a reverence for all life.
3. ASPECTS OF WALDORF METHODOLOGY
Our staff creatively strive towards ongoing deepening of Steiner pedagogy
Our kindergarten enacts play-based learning
Our primary class teachers extend learning artistically and imaginatively through storytelling, music, and the arts. New learning begins with an overview of the whole, then move to the parts.
Our specialist secondary teachers cultivate aesthetic and ethical discernment and 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.
Throughout the curriculum images of Goodness, Beauty, and Truth nurture imaginative consciousness and support the development of individual potential, resilience, inner moral strength, and respect for diversity.
Block lesson rhythms facilitate deep learning and support healthy life habits.
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.
We encourage learning for its own sake rather than as a form of competition.
4. TEACHING CREATIVELY
Our college of teachers works collaboratively on the delivery of the educational program to share insights and support each student. Teachers work perceptively and creatively with curriculum, pedagogy, and assessment to meet the needs of their class.
5. COMMUNITY
Understanding and building relationships between students and teachers and among the students themselves are at the heart of Waldorf education. The teachers aim to share inclusivity and fresh perspectives with each student and school community member.
6. STAFF DEVELOPMENT
Our staff are supported to cultivate their professional learning (truthful integrity), inner development (warm compassion), and responsibility (to the mutual future) as Waldorf teachers.
7. SHARED RESPONSIBILITIES
Our educational program meets NESA outcomes and is adapted from the Australian Steiner Curriculum Framework (and other Waldorf sources) by the college of teachers to meet the needs of our school community. Our administrative staff maintain the effective delivery of our educational program. Our Board of Directors has a guardianship role to support the mission and vision of the school to enable the school’s legal and financial health. The teachers co-create the emergent future as revealed in their classes.
Core Principles - S.E.A. (for Australian Steiner Schools)
This is a living set of principles arising out of a national collaboration of Steiner/Waldorf schools.
1. THE RECOGNITION OF THE UNFOLDING SPIRIT OF EACH INDIVIDUAL INFORMS ALL ASPECTS OF THE SCHOOL.
Steiner/Waldorf schools engage with contemporary insights emerging from Rudolf Steiner’s indications about the unfolding human individuality.
One core insight is that the individual is a threefold being of body, soul, and spirit.
Steiner education seeks to enliven the life of feeling and thinking as well as physical, social, artistic, and spiritual capacities.
As the individual evolves, they are able to impart meaning and purpose to their lives and creatively fulfil their unique potential.
2. STEINER/WALDORF EDUCATION FOSTERS SOCIAL RENEWAL BY CULTIVATING INDIVIDUALS WHO SERVE AN ETHICAL WORLD FUTURE.
Steiner education is a world movement which promotes a spirit of universal endeavour and cooperation among all nations, cultures and identity groups.
The schools strive to develop each individual’s potential as a resilient, ethical human being who cares for the environment and has reverence for all life.
Students learn from life and are enabled to contribute towards a world ethos upholding cultural diversity, equality of rights and economic sustainability.
3. ANTHROPOSOPHICAL INSIGHTS INTO CHILD DEVELOPMENT GUIDE THE EDUCATIONAL PROGRAM AND PRACTICE.
Steiner/Waldorf schools work with three developmental phases during which the physical, soul and spiritual aspects progressively integrate.
Each phase has characteristic physical dimensions as well as a metamorphosis of capacities of will, feeling and thinking.
The educational program is inspired by this living understanding and the collegial commitment to the role of teaching as an art in itself.
Aspects of Core Methodology
The collegiate of teachers works collaboratively to develop, refine, and review the delivery of the educational program as the insights of the pedagogy are purposefully adapted to time and place.
Individual teachers work perceptively and creatively with curriculum, pedagogy, and assessment.
The teachers’ spiritually reflective freedom guides their responsibility to each student, the class as a whole, and the school community.
5. THE CONSCIOUS ESTABLISHMENT OF HUMAN RELATIONSHIPS FOSTERS INDIVIDUAL AND COMMUNITY HEALTH.
The teacher’s task is to develop a deep interest in the children, their colleagues, the school community and the world.
Enduring relationships between students and teachers and among the students themselves are at the heart of Steiner/Waldorf education.
The teacher’s task is to strive with openness and fresh perspectives with each student and school community member.
These relationships deepen and stabilise when they are cultivated over multiple years.
Healthy relationships and communication with parents and colleagues, local communities and Indigenous cultures are encouraged for the well-being of the school.
6. SPIRITUAL DEVELOPMENT FOR SUSTAINING PROFESSIONAL GROWTH IS AN ONGOING ACTIVITY FOR THE COLLEGIATE OF TEACHERS AND STAFF AND IS SUPPORTED BY THE BOARD.
School staff cultivate their professional learning, including inner personal and spiritual development, drawing on anthroposophical and other relevant contemporary study and research.
The shared agreements within the faculty around educational study, artistic activity, mentoring, research and reflective practice, are a source of insight and renewal which further personal and professional growth in service to the students.
This collaboration extends to professional sharing among teachers and staff from all schools.
The Board supports the provision of professional learning for staff. The Board also undertakes its own professional learning to maintain its alignment with the school ethos and vision.
7. COLLABORATION AND SHARED RESPONSIBILITY PROVIDE THE FOUNDATIONS OF SCHOOL LEADERSHIP AND GOVERNANCE.
While Australian Steiner/Waldorf schools are linked through an association of schools and their recognised Steiner Curriculum Framework, the governance, administration and decision-making processes of each school are independent.
Schools cultivate a shared anthroposophical understanding of organisational principles for guiding the school in the following areas:
1. THE RECOGNITION OF THE UNFOLDING SPIRIT OF EACH INDIVIDUAL INFORMS ALL ASPECTS OF THE SCHOOL.
Steiner/Waldorf schools engage with contemporary insights emerging from Rudolf Steiner’s indications about the unfolding human individuality.
One core insight is that the individual is a threefold being of body, soul, and spirit.
Steiner education seeks to enliven the life of feeling and thinking as well as physical, social, artistic, and spiritual capacities.
As the individual evolves, they are able to impart meaning and purpose to their lives and creatively fulfil their unique potential.
2. STEINER/WALDORF EDUCATION FOSTERS SOCIAL RENEWAL BY CULTIVATING INDIVIDUALS WHO SERVE AN ETHICAL WORLD FUTURE.
Steiner education is a world movement which promotes a spirit of universal endeavour and cooperation among all nations, cultures and identity groups.
The schools strive to develop each individual’s potential as a resilient, ethical human being who cares for the environment and has reverence for all life.
Students learn from life and are enabled to contribute towards a world ethos upholding cultural diversity, equality of rights and economic sustainability.
3. ANTHROPOSOPHICAL INSIGHTS INTO CHILD DEVELOPMENT GUIDE THE EDUCATIONAL PROGRAM AND PRACTICE.
Steiner/Waldorf schools work with three developmental phases during which the physical, soul and spiritual aspects progressively integrate.
Each phase has characteristic physical dimensions as well as a metamorphosis of capacities of will, feeling and thinking.
The educational program is inspired by this living understanding and the collegial commitment to the role of teaching as an art in itself.
Aspects of Core Methodology
- Direct experience informs the development of living concepts, particularly as part of the phenomenological approach to scientific study.
- Teachers give an overview of the whole, then move to the parts.
- Early childhood teachers enact play-based learning, the class teachers extend learning artistically and imaginatively and the secondary teachers cultivate aesthetic and ethical discernment.
- Goodness, Beauty and Truth are ideals that are embedded within the education.
- Imagination and creativity are nurtured through music, the arts and storytelling.
- Rhythm and repetition applied within the day, week and year are enhanced by a creative breathing dynamic within lessons.
- A focus on development of healthy life habits
- Main lesson structure is employed over several weeks to facilitate deep learning.
- Observation is a key foundation for assessment.
- Individual ‘Child Study’ is a collegiate form of supporting each student.
- Being in Nature and using natural materials are valued experiences.
- Staff creatively strive towards ongoing deepening of Steiner pedagogy
The collegiate of teachers works collaboratively to develop, refine, and review the delivery of the educational program as the insights of the pedagogy are purposefully adapted to time and place.
Individual teachers work perceptively and creatively with curriculum, pedagogy, and assessment.
The teachers’ spiritually reflective freedom guides their responsibility to each student, the class as a whole, and the school community.
5. THE CONSCIOUS ESTABLISHMENT OF HUMAN RELATIONSHIPS FOSTERS INDIVIDUAL AND COMMUNITY HEALTH.
The teacher’s task is to develop a deep interest in the children, their colleagues, the school community and the world.
Enduring relationships between students and teachers and among the students themselves are at the heart of Steiner/Waldorf education.
The teacher’s task is to strive with openness and fresh perspectives with each student and school community member.
These relationships deepen and stabilise when they are cultivated over multiple years.
Healthy relationships and communication with parents and colleagues, local communities and Indigenous cultures are encouraged for the well-being of the school.
6. SPIRITUAL DEVELOPMENT FOR SUSTAINING PROFESSIONAL GROWTH IS AN ONGOING ACTIVITY FOR THE COLLEGIATE OF TEACHERS AND STAFF AND IS SUPPORTED BY THE BOARD.
School staff cultivate their professional learning, including inner personal and spiritual development, drawing on anthroposophical and other relevant contemporary study and research.
The shared agreements within the faculty around educational study, artistic activity, mentoring, research and reflective practice, are a source of insight and renewal which further personal and professional growth in service to the students.
This collaboration extends to professional sharing among teachers and staff from all schools.
The Board supports the provision of professional learning for staff. The Board also undertakes its own professional learning to maintain its alignment with the school ethos and vision.
7. COLLABORATION AND SHARED RESPONSIBILITY PROVIDE THE FOUNDATIONS OF SCHOOL LEADERSHIP AND GOVERNANCE.
While Australian Steiner/Waldorf schools are linked through an association of schools and their recognised Steiner Curriculum Framework, the governance, administration and decision-making processes of each school are independent.
Schools cultivate a shared anthroposophical understanding of organisational principles for guiding the school in the following areas:
- The educational program is adapted by the collegiate of teachers to meet the needs of their school community in consultation with the pedagogical leadership of the school.
- Administrative activities serve the educational program and its delivery.
- The Board has a guardianship role to support the mission and vision of the school, working strategically to enable the school’s legal and financial health. Well-informed and effective governance is structured and implemented in a manner that cultivates collaboration among the organisational functions and groups.
NWS Core Principles of Assessment (Based on the agreed Core Principles of Assessment for Steiner Education in Australia)
Reviewed in College 29th February 2024
The progress Steiner Schools value deeply are the hardest to assess: a love of the world, a sense of human freedom, and emerging individuality. Studies of Steiner graduates are able to assess elements that may appear in later life, such as commitment to world development, sense of agency and finding a meaningful direction in life.
Preamble:
Definition:Assessment should provide the parent, student, and teacher with understanding of the students’ individual development and ability and a measure of the success in the learning we hoped they would experience.
Context:
In Steiner education the teachers accompany the children for several years and come through observation and cycles of reflection to know them and their learning capacities deeply.
Child study within the faculty is an important vehicle for this understanding and support of the students.
Formal assessment is confidential between the teacher and the individual student’s family, rather than being public amongst the class or school community. Aggregate results only are provided to regulatory authorities.
The teaching and delivery of the curriculum is guided by the teacher’s perception of students and insights based on child development principles. Care is taken so that lifelong learning is sustained and test results do not become a driver of how the curriculum is delivered.
Draft Core Principles of Assessment:
Formal Aspects of Assessment
1. Assessments developed are linked to each subject scope and sequence of the Australian Steiner Curriculum Framework, its content descriptors and achievement standards as well as NESA requirements. Assessment and reporting on a five-point scale for each subject is a state and federal compliance and reporting obligation.
2. Throughout the years of formal learning, it is important for teachers to give clear feedback as part of assessment in order for students to be aware that they know a skill or content. Rubrics give detailed steps of the learning process and how evidence of achievement is gathered. In the high school years, students may be involved in self- and peer-assessment in which the students contribute to development of the formal assessment task and criteria or rubrics.
3. Assessment moderation takes time and resources but has value for developing consistency and objectivity.
4. Thorough observation is necessary to inform a teacher’s understanding of the child by providing all-rounded insights to accompany assessment results which measure narrow criteria such as test scores.
5. Depth of observation as a formative assessment method is key to classroom teaching i.e. observations lead to adjustment of lesson presentation as a continuous cycle in daily teaching. The teacher senses how the material presented is being received by the class and can bring further questions and insights to create more clarity during the lesson.
Methodology of Assessment in Steiner Schools
6. Assessment is not comparative between children but rather fosters the importance of a deep understanding of the child and their learning.
7. Assessments are developmentally appropriate to the teaching methodology for the year and the students’ age-related forms of communication and expression. Diverse learners including those with additional needs may need special assessment conditions.
8. Assessment parameters are sought to find each child’s strengths in order to harness the distinctive signature in the learning process and to recognise what is still emergent.
9. Holistic profiles based on observation and reflection are written and included with the more formal report to parents which is done twice yearly and informal communication with parents which takes place as needed. Concerns about student progress are shared in a timely way with parents.
10. Assessment in the younger years is subtle, discrete, and as non-invasive as possible so that it does not increase student anxiety. It is sensitive, reverent to the classroom mood, dynamic and uses materials that match the usual lesson situations.
11. Another focus of assessment, especially in the younger years (K-3), includes diagnostic assessment of the healthy developmental paradigms and sensory functioning so that students are more fully supported in their learning.
Assessment and Teacher Practice
12. Assessment informs the teacher about how to improve their own teaching practice for both the individual child and class.
13. Assessment is used formatively, to inform future learning and to establish the place of the student on an individual learning continuum to ascertain what is needed before the next step can occur. This aspect of the teacher’s work connects to an understanding of readiness, capabilities and competencies of the student.
14. Schools may informally benchmark class progress from upper primary onwards to provide an additional perspective for lesson planning.
Reviewed in College 29th February 2024
The progress Steiner Schools value deeply are the hardest to assess: a love of the world, a sense of human freedom, and emerging individuality. Studies of Steiner graduates are able to assess elements that may appear in later life, such as commitment to world development, sense of agency and finding a meaningful direction in life.
Preamble:
Definition:Assessment should provide the parent, student, and teacher with understanding of the students’ individual development and ability and a measure of the success in the learning we hoped they would experience.
Context:
In Steiner education the teachers accompany the children for several years and come through observation and cycles of reflection to know them and their learning capacities deeply.
Child study within the faculty is an important vehicle for this understanding and support of the students.
Formal assessment is confidential between the teacher and the individual student’s family, rather than being public amongst the class or school community. Aggregate results only are provided to regulatory authorities.
The teaching and delivery of the curriculum is guided by the teacher’s perception of students and insights based on child development principles. Care is taken so that lifelong learning is sustained and test results do not become a driver of how the curriculum is delivered.
Draft Core Principles of Assessment:
Formal Aspects of Assessment
1. Assessments developed are linked to each subject scope and sequence of the Australian Steiner Curriculum Framework, its content descriptors and achievement standards as well as NESA requirements. Assessment and reporting on a five-point scale for each subject is a state and federal compliance and reporting obligation.
2. Throughout the years of formal learning, it is important for teachers to give clear feedback as part of assessment in order for students to be aware that they know a skill or content. Rubrics give detailed steps of the learning process and how evidence of achievement is gathered. In the high school years, students may be involved in self- and peer-assessment in which the students contribute to development of the formal assessment task and criteria or rubrics.
3. Assessment moderation takes time and resources but has value for developing consistency and objectivity.
4. Thorough observation is necessary to inform a teacher’s understanding of the child by providing all-rounded insights to accompany assessment results which measure narrow criteria such as test scores.
5. Depth of observation as a formative assessment method is key to classroom teaching i.e. observations lead to adjustment of lesson presentation as a continuous cycle in daily teaching. The teacher senses how the material presented is being received by the class and can bring further questions and insights to create more clarity during the lesson.
Methodology of Assessment in Steiner Schools
6. Assessment is not comparative between children but rather fosters the importance of a deep understanding of the child and their learning.
7. Assessments are developmentally appropriate to the teaching methodology for the year and the students’ age-related forms of communication and expression. Diverse learners including those with additional needs may need special assessment conditions.
8. Assessment parameters are sought to find each child’s strengths in order to harness the distinctive signature in the learning process and to recognise what is still emergent.
9. Holistic profiles based on observation and reflection are written and included with the more formal report to parents which is done twice yearly and informal communication with parents which takes place as needed. Concerns about student progress are shared in a timely way with parents.
10. Assessment in the younger years is subtle, discrete, and as non-invasive as possible so that it does not increase student anxiety. It is sensitive, reverent to the classroom mood, dynamic and uses materials that match the usual lesson situations.
11. Another focus of assessment, especially in the younger years (K-3), includes diagnostic assessment of the healthy developmental paradigms and sensory functioning so that students are more fully supported in their learning.
Assessment and Teacher Practice
12. Assessment informs the teacher about how to improve their own teaching practice for both the individual child and class.
13. Assessment is used formatively, to inform future learning and to establish the place of the student on an individual learning continuum to ascertain what is needed before the next step can occur. This aspect of the teacher’s work connects to an understanding of readiness, capabilities and competencies of the student.
14. Schools may informally benchmark class progress from upper primary onwards to provide an additional perspective for lesson planning.
Life, Love, Wisdom, Voice
The evolving child and young person is here depicted in the educational journey. The unfolding, interweaving substance of life, love, wisdom and voice flows through Steiner teaching each day, between teacher and child and through the world. We just need to be awake to perceive it.
To be alive in learning requires the power of embodied experience, joyful engagement and initiative on the part of students.
Love is nurtured when the world is revealed as a creation of wonder that warms the heart of every child and young person.
Wisdom arises when students are able to experience the world and reflect on its meaning in dynamic thought. that develops true insight and builds visions of a new future.
Voice is strengthened when all these three are active together. Initiative, love of the world and true knowing give the voice authenticity and potential to bring change to the world.
In the words of the artist, Sophia Montefiore, Newcastle Waldorf School….
Life
Planting a seed – It is almost as if the child can hear the future calling.
Will activities are creating healthy foundations, the roots that will nourish ongoing development and a close connection to the earth.
Love
Blossoming – Artistic activity, awe and reverence for the beauty of the world and its unfolding over time is portrayed in this golden age of childhood where all things are achievable.
Wisdom
Fruits – The ability to look at the world from new perspectives is nourished by the fruits of a nurtured active childhood. This now grows into deep perception of multiple aspects of truth and its potential expression in the world.
Voice
New seeds – Here is found the ability both to express the wisdom that has been discovered and to share and nurture this through seeding new ideas into the world.
To be alive in learning requires the power of embodied experience, joyful engagement and initiative on the part of students.
Love is nurtured when the world is revealed as a creation of wonder that warms the heart of every child and young person.
Wisdom arises when students are able to experience the world and reflect on its meaning in dynamic thought. that develops true insight and builds visions of a new future.
Voice is strengthened when all these three are active together. Initiative, love of the world and true knowing give the voice authenticity and potential to bring change to the world.
In the words of the artist, Sophia Montefiore, Newcastle Waldorf School….
Life
Planting a seed – It is almost as if the child can hear the future calling.
Will activities are creating healthy foundations, the roots that will nourish ongoing development and a close connection to the earth.
Love
Blossoming – Artistic activity, awe and reverence for the beauty of the world and its unfolding over time is portrayed in this golden age of childhood where all things are achievable.
Wisdom
Fruits – The ability to look at the world from new perspectives is nourished by the fruits of a nurtured active childhood. This now grows into deep perception of multiple aspects of truth and its potential expression in the world.
Voice
New seeds – Here is found the ability both to express the wisdom that has been discovered and to share and nurture this through seeding new ideas into the world.
Diversity Statement
The Newcastle Waldorf School welcomes students, parents, carers, staff and visitors from all races, religions and cultural backgrounds. We welcome people of all genders and sexualities, and we model and teach inclusivity in age-appropriate ways across the school. We highly value the richness that comes from diversity and the opportunities for learning and understanding that diversity brings to us. Above all, we strive to create a loving space that allows each and every child to grow and flourish unimpeded by discrimination of any kind. We make adjustments to be inclusive while respecting the privacy of the individual, fostering a safe environment where each individual has the opportunity to learn and grow towards their potential.