The Education
The Steiner curriculum gives equal importance to nurturing the physical, emotional and intellectual aspects of the child, requiring different learning experiences to be brought to students at specific ages and times and in certain ways. Steiner Waldorf education aims to support the development of the whole child and this principle guides teaching and learning in every class. The study and observation of children is at the heart of teacher development and is, therefore, at the heart of curriculum development and delivery.
Special Character is not confined to any single aspect of a school’s activity1. It is expressed in educational aims, curriculum content and delivery, teaching methods and organisational structures, as well as in the social and physical environment of the school. It is essentially an integrated approach with all aspects interconnected in a mutually supportive way. The education is open to all faiths or none, free of dogma or sectarianism and includes the celebration of Christian, seasonal and relevant cultural festivals. Steiner Waldorf pedagogy is informed by anthroposophy in that it holds at its centre the question of what it means to be human and strives out of this understanding to honour the unique developmental pathway of each child. The insights and ethos of anthroposophy inform the curriculum
For further information please see the Steiner Waldorf Curriculum Guidelines..
High value is placed on teaching and learning through the arts and movement, not only as stand-alone subjects but also as an integral part of all learning experiences. These activities activate the will and feeling life of the child and support the development of flexible and creative thinking. As far as possible, all subjects are brought in an artistic way or through practical experience where doing precedes understanding. Wherever possible, practical activity paves the way for discovery and enquiry, which in turn leads to the formation of concepts.
As of 2015, there are 11 Steiner schools which are members of the Federation of Steiner Waldorf Schools; eight of these are integrated, three are independent and one caters for children with special needs. New Zealand Steiner Waldorf schools are part of a global education movement. There are currently over 1,000 Steiner Waldorf schools and several thousand kindergartens in more than 60 countries worldwide. The principles that are fundamental to Steiner Waldorf education are accessible to and are able to be adapted to, the needs of different ethnicities, cultures and religions. Curriculum content allows for the exploration of a wide variety of cultural traditions and world views.
Each school is autonomous and reflects the unique qualities of the culture and place in which it has developed. Steiner Waldorf Schools in Aotearoa New Zealand strive to imbue their curricula with the unique spirit and history of this land and its peoples.
Special Character is not confined to any single aspect of a school’s activity1. It is expressed in educational aims, curriculum content and delivery, teaching methods and organisational structures, as well as in the social and physical environment of the school. It is essentially an integrated approach with all aspects interconnected in a mutually supportive way. The education is open to all faiths or none, free of dogma or sectarianism and includes the celebration of Christian, seasonal and relevant cultural festivals. Steiner Waldorf pedagogy is informed by anthroposophy in that it holds at its centre the question of what it means to be human and strives out of this understanding to honour the unique developmental pathway of each child. The insights and ethos of anthroposophy inform the curriculum
For further information please see the Steiner Waldorf Curriculum Guidelines..
High value is placed on teaching and learning through the arts and movement, not only as stand-alone subjects but also as an integral part of all learning experiences. These activities activate the will and feeling life of the child and support the development of flexible and creative thinking. As far as possible, all subjects are brought in an artistic way or through practical experience where doing precedes understanding. Wherever possible, practical activity paves the way for discovery and enquiry, which in turn leads to the formation of concepts.
As of 2015, there are 11 Steiner schools which are members of the Federation of Steiner Waldorf Schools; eight of these are integrated, three are independent and one caters for children with special needs. New Zealand Steiner Waldorf schools are part of a global education movement. There are currently over 1,000 Steiner Waldorf schools and several thousand kindergartens in more than 60 countries worldwide. The principles that are fundamental to Steiner Waldorf education are accessible to and are able to be adapted to, the needs of different ethnicities, cultures and religions. Curriculum content allows for the exploration of a wide variety of cultural traditions and world views.
Each school is autonomous and reflects the unique qualities of the culture and place in which it has developed. Steiner Waldorf Schools in Aotearoa New Zealand strive to imbue their curricula with the unique spirit and history of this land and its peoples.
The Vision
The vision of Steiner Waldorf education is to enable young people to go into the world secure in their identity. Our students will be able to find direction and purpose in their lives and contribute to society as world citizens, respectful of the diverse nature of humanity. Our young people will be:
Confident
Connected
Actively involved
Lifelong learners
Confident
- well-balanced individuals (head, heart and hands)
- secure in their own identity
- strong in their sense of moral integrity and personal values
- able to meet and work through challenges
- courageous, resourceful and resilient
- enterprising and enthusiastic
- able to use initiative
- independent thinkers
Connected
- interested, respectful and caring for the concerns, views and feelings of others
- effective communicators
- reverent and understanding of the spiritual nature of humankind and of the natural world
- willing to take up their roles as world citizens
Actively involved
- responsive to and sharing responsibility for the well-being of the environment and of local and world communities
- able to discuss principles that underpin our society, such as democracy, fairness, equity and justice and to relate them to their own lives
- actively and purposefully engaged with issues and activities they regard as important
Lifelong learners
- open, with a sense of wonder that develops towards enquiry
- confident in their ability to learn
- willing to try new things
- able to explore creative strategies in problem-solving
- willing to learn through experiences and from people
- active in seeking, using and creating knowledge
- able to discriminate between truth and opinion and between the essential and the non- essential
- active in social and cultural life