FAQ - Frequently Asked Questions about Rudolf Steiner Education
What is a Rudolf Steiner School?
Rudolf Steiner education is a unique and distinctive approach to educating children that is practised in Steiner, or Waldorf, schools world wide. Steiner schools collectively form the largest, and quite possibly the fastest growing, group of independent private schools in the world. There is no centralised administrative structure governing all the Steiner schools in Australia; each is administratively independent. However, there is an association (Rudolf Steiner Schools of Australia, an Association) established in Australia which provides support, resources, sponsorship for conferences and promotion of the movement in Government circles; most Steiner schools join this association. Similar associations are also operating overseas.
What is unique about Steiner Education?
Steiner education strives "to educate individuals who are able, in and of themselves, to impart meaning to their lives and make positive contributions to the society."
The Cape Byron Steiner School nurtures the whole child - head, heart and hands. The curriculum balances academic learning with artistic and practical activities. The teachers in Steiner schools are dedicated to creating a genuine love of learning within each child. Students are nurtured in the early years and empowered to self motivate and engage in learning by strongly connecting with the curriculum content and creatively expressing their work in an artistic way. Parents are warmly invited to participate in supporting their child's education at many levels
Some Distinctive features of Steiner Schools include the following:
There is a healthy cultivation of pre-academic and social skills learning through work and play in Rudolf Steiner kindergartens and the formal teaching of academic content begins in class 1. At our school pre-reading skills, phonics and reading from the blackboard and from main lesson books are taught in class 1. In class 2, term 2, a formal reading program is introduced. In classes 1, 2 and 3 letters, words and sentences are worked with as are word families, simple punctuation and grammar.
At our school, during the primary school years (classes 1 to 6) the students may have a class teacher who may stay with the same class for the six years of primary school.
Art, music, gardening, practical activities and foreign languages are central to learning in Steiner schools. In the younger classes all subjects are introduced through the use of artistic mediums because the children respond in a lively manner to this approach. All children learn to play the recorder, knit, crochet in the early classes and in C3 join the strings program to learn the violin or cello.
At our school, all students have "main lesson" books in which they record their individual work for each main lesson. They essentially create their own text records of their experiences and what they have learnt. Upper primary and high school classes may also use commercial textbooks to supplement and to practise content from main lesson work, particularly to gain confidence in numeracy and literacy skills.
Learning in a school for Rudolf Steiner education is a non-competitive activity. Parents are encouraged to take an interest in their child's education and seek an interview with their child's teacher to discuss educational matters of concern. In the primary school, individual student progress reports are issued each term and in the high school student reports are offered each semester.
The School has an excellent Learning Support Team and a Student Services Coordinator is available for consultation with students and/or their parents.
In compliance with the Government funding requirements the School offers parents the opportunity for their child to sit for the Lanna basic skills test in years 3, 5 & 7. In the High School years, the students may sit for the School Certificate in year 10 and the Higher School Certificate in year 12.
The teachers encourage parents to be mindful of how children learn and they request that parents restrict the access of young children to the use of electronic media including television as research and experience has shown that it has detrimental effects on children's behaviour and ability to concentrate. At our school electronic media e.g. computers are introduced from class 5 up and our high school curriculum computer program is endorsed by the Board of Studies.
Steiner schools discourage television in the early years and this has as much to so with the physical effects of the medium on the developing child as with the questionable content of the programs. Electronic media are thought to seriously hamper the development of the child's imagination - a faculty which is believed to be central to the healthy development of the individual. Computer use by young children is also discouraged. Steiner teachers are not alone in this belief. Several books have been written in recent years expressing concern with the effects of television on young children. For example, "Endangered Minds" by Jane Healy, "Four Arguments for the Elimination of Television" by Jerry Mander and "The Plug in Drug" by Marie Winn are a few books that are available on this subject. These are available in the School library.
What is the attitude towards 8, 9, 10 year old computer literate students?
The school invites the students to enter the world of computing in an introductory way towards the end of their Primary school years (C5-6). If children are already computer literate we attempt to broaden their understanding of the computer as a tool for creative endeavour. The whole emphasis of the Primary school years is about nurturing the doing, feeling and thinking of the child through imaginative story, artistic endeavour, music, dance and drama, as well as providing the necessary academic skills that they will need to progress in their further education. The opportunity to be and to interact cooperatively with peers is particularly important at this stage in the child's life. This is enhanced by the strong relationships developed with the teacher and with peers. The computer and its screen do not offer the same sort of human interactive opportunities. The development of fine motor skills is an important aspect of the child's growth and the many forms of craft offered in our curriculum ensure the necessary nimbleness that translates later into academic achievement. This compares somewhat differently with the quite limited and repetitive movements a computer allows. This is not to negate the obvious usefulness of computers. Our students are introduced at a later stage in their school life to this intricate and intriguing medium. As Steiner suggested in all areas of education, we encourage students to have a working understanding of computers so that technology becomes the useful servant rather than our unconscious master. It is our experience that students are not disadvantaged by this delay in exposure and find that acquisition of skills does not follow the tenet that the sooner the students are introduced to computing the better. At the same time we are aware that some students work at home with computers, and as parents you are absolutely empowered to make that decision for your child and we do not presume to pass judgement on the exercise of your parental power.
How is reading taught in a Steiner School?
Rudolf Steiner education is deeply bound up with the oral tradition, typically beginning with the teacher telling the children fairy tales or stories throughout Kindergarten and class 1. The oral approach is used all through Steiner education: mastery of oral communication is seen as being integral to all learning.
During the first year when writing is taught the children experience how our alphabet came about, discovering, as the ancients did, how each letter's form evolved out of a pictograph. Writing evolves out of the children's artistic representations of the letters derived from the pictures that are given. The sounds and the names of the letters are introduced to the students who then have a picture link to each of the letters. Through combining the letters and sounds, words arise and from reading their own writing, students begin on a journey of spiralling literary discovery.
Often children come to our school already reading to some extent. When formal reading and writing begins in Class 1 these children are present when all the creative content is delivered. Some children may come to reading much more quickly than others and this is definitely not discouraged. These children are given more challenging extension work and may be asked to help their classmates – this is a helpful tool for both the helper and those needing help. All classes are taught age appropriately so that programs are aimed at the age for a particular class level – turning 7 in Class 1; 8 in Class 2 etc.
However each class has 3 'windows':
Children who need supported activities
Average class level
Children who need extension work
This happens in many subjects not just literacy, and helps meet the needs of all the children.
The school follows a reading and writing curriculum with clear goals set out for each year level. The formal reading program, using graded readers and daily reading practice at school and at home, begins in term 2 of Class 2 and continues into Class 3.
Weekly library classes begin in class 2 and in class 3 the children have the opportunity to borrow their own choice of books as they complete the requirements of the reading program. They are regularly observed and assessed and a child having difficulties will receive extra tuition with the learning support teacher. The aim of this is to support the child and build their confidence and to not allow them to fall behind or to develop low self-esteem. At the same time children are encouraged to work at their own pace and not to feel competitive with peers.
Writing begins with capital letters in Class 1 term 1, lower case letters in Class 1 term 2 and cursive script is introduced late in Class 3. Regular practice sessions every week ensure that the skills involved in handwriting are acquired. Children who require extra support with this will work with the learning support teacher.
What does the curriculum of a Steiner School look like?
The Rudolf Steiner curriculum is designed to be responsive to the various phases of a child's development. The relationship between student and teacher is, likewise, recognised to be both crucial and changing throughout the course of childhood and early adolescence.
Main lessons evolve from the strands of the following key learning areas: English, Mathematics, Science/Technology, History/Geography/or Human Society and its Environment, and Personal Development Health and Physical Education (PDHPE). These subjects are usually taught in main lesson blocks of 11/2 - two hours each morning lasting for two to four weeks. The breadth of the curriculum in a Rudolf Steiner school has been likened to an ascending spiral: subjects are revisited several times, but each new exposure affords greater depth and new insights into the subject at hand.
Special subjects taught at other parts of the day include:
Creative Arts, Technology and Practical Activities:
Knitting, crochet, sewing, cross stitch, basic weaving, toy making, woodwork, basket weaving, leatherwork, cooking, gardening and much, much more.
Music:
Singing, recorder – starting with pentatonic, diatonic through to treble, music theory, stringed instruments program and through to ensemble (Yr 6-12).
Foreign language:
At our school French is taught throughout the classes
Art:
Wet-on-wet water colour painting, form drawing, beeswax and clay modelling, perspective drawing.
Movement:
Eurythmy, group games, sport
Library:
each class spends time with the librarian learning to love the library and all the books it holds.
Typical examples from the lower primary curriculum could be:
Primary Classes from 1 - 3
pictorial introduction to the alphabet, writing, reading, spelling, poetry and drama
fables, legends and folk stories
numbers, mathematical processes of addition, subtraction, multiplication and division introduced through problem solving in relation to teacher created stories
nature stories, house building and gardening
Primary Classes from 4 - 6
writing, reading, spelling, grammar, poetry and drama in context with the story themes for the main lessons
Norse myths, stories of ancient civilisations, history /geography
review of the four maths processes, fractions, decimals, percentages and geometry related to practical application to the world in which they live.
local and world geography, comparative zoology, botany and elementary physics
Classes from 7 - 8
creative writing, reading, spelling, grammar, poetry and drama
medieval history, world exploration, American history and biology
geography, physics, basic chemistry, astronomy, geology and computing
Classes 9 -12: refer to the High School Handbook
What kind of High School Experience does Cape Byron Rudolf Steiner School offer?
High School education is regulated much more than education in the primary years. The NSW Board of Studies prescribes a Syllabus for each subject and mandatory hours of teaching for it. A Syllabus lists the content of lessons and our school, as a Rudolf Steiner School does not have any conflict with the prescribed content. The fact that we teach the content in the required hours is the basis for Government funding.
How is our School different?
Firstly the prescribed content and additional content is taught within a wider context which allows each student to see and experience the whole of human experience beyond the particular view taken in each subject. The main tool for this is the Main Lesson approach, which is also used in the primary school years. Core subjects such as English, Mathematics, Science, History, Geography, Art History, Design and Technology, and Music are not only taught twice a week, but at least once a year in main lesson blocks of 3 or 4 weeks length - at the beginning of every day of the week.
This was suggested by Rudolf Steiner and has proven to be a very effective method to teach, learn and retain substantial skills and knowledge. At the end of Year 10 all of our students sit the external exams of the School Certificate. Currently students in years 11 and 12 in our school have the choice of doing 6 HSC courses from a list of about 15 courses taught by our teachers. Additionally they can choose TAFE or Distance Education courses in subjects that our school can not offer. At the end of year 12 all of our students sit for the external HSC exams. The exams are conducted in our school, but not by teachers of our school. For more details about subjects, courses etc see our HS Parent Handbook.
How do Steiner graduates get places at Universities and how well do they fit in?
Anecdotal evidence from past students of Cape Byron clearly demonstrates that the Steiner education process as presented by dedicated and caring teachers provides an excellent foundation upon which future studies may be built. All students of our school gained entrance to their preferred university course in the past. Some choose not to study and follow different paths such as travel, raising families – of these,most have taken up further education in their middle twenties.
The Mt Barker Waldorf School in Adelaide has had tremendous success with the placement of students who want to go onto university. In fact, the universities are so impressed with these students they accept them on the basis of their year 12 final projects and the teacher's recommendation. Some Mt Barker students have also gained university places in other states. The feedback from universities suggests that the Steiner students have a joy and enthusiasm for learning compared to other students and makes the transition to tertiary studies more readily.
Glenaeon Rudolf Steiner School, the oldest Steiner school in Australia, in Sydney offers the Higher School Certificate and is ranked in the top 40 private schools in NSW. Their graduates have gone onto many varied fields of tertiary study.
Who was Rudolf Steiner?
Dr Steiner was a highly respected and well-published scientific, literary and philosophical scholar who was particularly well known for his work on Goethe's scientific writings. He later came to incorporate his scientific investigations with his interest in spiritual development. He became a forerunner in the field of spiritual-scientific investigations for the modern 20th century individual. It is a deeply insightful application of learning based on the study of humanity with developing consciousness of self and the surrounding world.
In 1919, Rudolf Steiner, the Austrian philosopher, scientist and artist, was invited to give a series of lectures to the workers of the Waldorf-Astoria cigarette factory in Stuttgart, Germany. As a result, the factory's owner, Emil Molt asked Dr Steiner to establish and lead a school for the children of the factory's employees. Steiner agreed to do so on four conditions: the school should be open to all children; it should be co-educational; it should be a unified twelve year school; and that the teachers, those who would be working directly with the children, should take the leading role in running the school, with a minimum of interference from the government or economic concerns. Molt agreed to the conditions and, after a training period for the prospective teachers, die Waldorfschule (the Free Waldorf School) was opened on 7 September 1919.
Consistent with his philosophy called Anthroposophy, Steiner designed a curriculum responsive to the developmental phases of childhood and nurturing of the child's imagination. He thought that schools should cater to the needs of children rather than the demands of the government or economic forces so he developed schools that encourage creativity and free-thinking.
The term "Anthroposophy" comes from the Greek "anthropos-sophia" or "human wisdom". Steiner expanded an exacting scientific method by which one could do research for her/himself into the spiritual worlds. The investigations, known as Spiritual Science, are an obvious complement to the Natural Sciences we have come to accept. Through study and practised observations, one awakens to his/her own inner nature and the spiritual realities of outer nature and the cosmos. The awareness of those relationships brings a greater reverence for all of life.
Steiner and many individuals since, who share his basic views have applied this knowledge in various practical and cultural ways in communities around the world. Most notably, the schools have made a significant impact on the world. Curative education for mentally and emotionally handicapped adults and children, has established a deep understanding and work with people who have this difficult destiny. Biodynamic farming and gardening greatly expand the range of techniques available to organic agriculture. Anthroposophical medicine and pharmacy, although less widely known, are subjects growing in interest. It should be noted that while Anthroposophy forms the theoretical basis to the teaching methods used in Steiner schools, it is not taught to students.
Why are festivals and cermonies important in Steiner Schools?
Seasonal festivals serve to connect humanity with the rhythms of nature and the cosmos. The festivals originated in ancient cultures but have been adapted over time. To join the seasonal moods of the year in a festival way, benefits the inner life of the soul. Celebrating is an art. There is joy in the anticipation, preparation, the celebration itself and the ceremonies. The four seasonal festivals are Michaelmas (spring), Christmas (summer), Easter (autumn) and St John (winter).
Are Steiner Schools religious?
In the sense of prescribing to the beliefs of a particular religious denomination or sect, no they are not. Steiner schools are spiritually oriented and are generally based on an approach that acknowledges the historical religious roots in their social environment; e.g. Christianity in 'western' society, Islam in Middle Eastern countries and Buddhism and Hinduism in many Asian countries. The historical festivals of Christianity and other major religions may be observed in the class rooms, school assemblies and festivals. Classes in religious history are part of some Steiner schools and children of all religious backgrounds attend Steiner schools. Spiritual guidance is aimed at awakening the child's natural reverence for the wonder and beauty of life.
Does the School celebrate the change of seasons?
Yes. The whole school celebrates spring each year with a wonderful Spring Fair organised by Class 3 parents. All parents, teachers and children are involved in some way: performing, helping on stalls, making craft and much, much more. Winter is celebrated with our Mid Winter Festival – a whole school event to which parents are invited. Autumn is celebrated with the whole school coming together to sing, perform and give back to the local community in the form of giving local produce to needy organisations. The summer festival is celebrated to a lesser or greater degree depending on the age of the children but they are certainly noted in our assemblies and in our classes through stories, songs, poems and dances.
Why do teachers ideally stay with the one class for six or seven or eight years in Rudolf Steiner Schools throughout the world?
Between the ages of seven to fourteen the child learns best through acceptance and emulation of authority, just as in their early years they learned through imitation. In primary school, particularly in the lower classes, the child is just beginning to expand his or her experience beyond family or home. The class becomes a type of "family" as well, with its own authority figure - the teacher - in a role analogous to parent.
With this approach the students and teachers come to know each other very well and the teachers are able to find over the years the best ways of helping individual children in their schooling.
What kind of training do Steiner teachers have?
Requirements for individual schools vary and mandatory state qualifications do apply in NSW. Teachers will have a degree in education or other tertiary qualifications and will have completed a teacher training course. There are several accredited teacher training courses in Australia and the University of New England offers some Steiner units in their Bachelor of Education course. Some schools also offer in-house teacher training courses that help to give prospective teachers an idea of what is involved before they take on a with a class.
In a lecture Dr Steiner gave in 1922, he defined "three golden rules" for teachers: "to receive the child in gratitude from the world it comes from, to educate the child with love, and to lead the child into the true freedom which belongs to man".
What is eurythmy?
Put simply, eurythmy is a dance-like art form in which music or speech is expressed in bodily movement; specific movements correspond to particular notes or sounds. It has been called "visible speech" or "visible song". Eurythmy is part of the curriculum of all Steiner schools and while it often puzzles parents new to the school, children respond to its simple rhythms and exercises which help them strengthen and harmonise their body and life forces. Later the older students work out elaborate eurythmy presentations of poetry, drama and music, thereby gaining a deeper perception of the compositions and writings. Eurythmy enhances co-ordination and strengthens the ability to listen. When children experience themselves like an orchestra and have to keep a clear relationship in space with each other, a social strengthening also results.
Describe the positive benefits that eurythmy gives to children?
The life force or life energy which makes a plant grow is the medium through which Eurythmy functions. Look at a healthy child – rosy cheeks, radiant energy, clear eyes and good muscle tone. Eurythmy fosters and maintains this healthiness. Specific movement sequences are introduced with imagery, which is in itself life-giving – e.g. Rather than being instructed to move in a straight line and then a curve, the teacher might say "let's walk across a narrow bridge to a sandy island in the middle of a lily pond and then run around the shore on a white pebble path". Eurythmy strengthens and renews this life force that is so often depleted through our hectic lifestyle.
We have been created and born with the help of spiritual forces that stand behind what we call the 12 zodiac signs and the 7 planets. The sound of each consonant and each vowel rings from one of these cosmic forces. Each has created a part of our body or maintains the functioning of an organ. The 'music of the spheres or the LIVING WORD is reflected in the healthy functioning of the child's body. The spiritual energy, life force, etheric force or chi behind the physical movement of the arms for each consonant and each vowel maintains and strengthens this connection between the macro cosmos and the micro cosmos (the child). A beautifully spoken poem or verse where these consonants and vowels sound together in harmony, moved with the arms or the whole body, alone or in a group with others in the room on different forms, strengthens and balances the whole being of the child – body, soul and spirit.
The spiritual essence that, which the child calls "I", gives and maintains its uprightness. It takes hold of the baby when it stands upright for the first time.
A strong calling of the name of a child who is dreaming away calls on this "I" or self. You often see it become more upright in its posture when called consciously. Rhythmic activities with copper rods strengthen this uprightness or presence of self and improve the posture. The metal copper has a stimulating effect on the blood circulation, which is the physiological carrier of this I AM, force. Rhythm carries life! The name Eurythmy means beautiful rhythm or pleasant flow.
All movements in Eurythmy are rhythmic or life-filled. This strengthens the life forces that maintain the health of the body and brings harmony into chaotic forces redness and a deepening concentration (finding the centre or SELF). We can all experience how effective it is doing the same thing at the same time each day.
The LIFE BODY, the organism that maintains our physical body, is also the carrier of thought (intelligence). The brain itself is more a reflector than a computer. Through moving in a eurythmic way where every movement is filled with meaning and where the feeling life of the child is also engaged, we foster intelligence through will activity.
Better concentration, co-ordination, better posture, better spatial awareness and social relations are the result. Dyslexia has been successfully treated with special eurythmic movements.
There is a whole field called Curative Eurythmy that works through life movement directly into the physical body. The Anthroposophical doctor who has knowledge of Eurythmy and its effects on the child prescribes the specific exercises.
Listening and speaking: The heard, understood and spoken word is what makes us truly human. In Eurythmy the child's etheric or life body listens or speaks – makes the word visible. You can sense corresponding movement in and around the larynx when someone speaks beautifully. This region also cringes or contracts when it vibrates to the horrible screaming of a furniture seller on TV. We love to listen to a well-modulated voice and we dislike stridency. The life body of the child engages the physical body to make the corresponding movements to what it "hears". The child's arms move and it becomes as it were a gigantic larynx through which the spiritual world "resounds".
It is important that the content of the poem or the piece of music is beautiful and has a deeper meaning behind it. That engages the child's feelings as well as its thinking and when children move beautifully – eurythmically – to a well spoken poem they make the flesh become WORD just as so many years ago the WORD became FLESH.
What are some problems that may arise with the same class teacher for a number of years?
As with any system there are a number of problems that may arise. One of these is a perceived personality clash between a child and a teacher. If this occurs the teacher may discuss this with the child and the child's parents. As well, information can be gathered from the other teachers who teach that child or the teacher may ask for a child study to be done by the faculty to enable strategies to be developed to assist in the resolution of any difficulties. If the situation is not resolved the College of Teachers would be informed and more formal procedures put into place to resolve the situation.
In a small school it is also possible for the class to be very strongly influenced by one teacher's style and personality whether in class management and discipline, storytelling, singing or in other ways. However at Cape Byron we have many teachers with varying styles and colourful personalities who teach each class at different times providing a varied experience for the child.
Being a teacher with the same class for up to 6 years also carries a responsibility to assess the children, to be aware of their needs at different stages of development and education and to be very careful not to let anyone "slip through the cracks" from year to year. This is less likely to occur in a school such as ours where again there are a number of teachers teaching and observing classes and children. There is also a regular Teacher Evaluation process for teachers. This evaluation requires that two teachers observe the teacher at work in the classroom and in the playground, reads through class programs, children's records and much more.
Our teachers also know that change is always possible and that the behaviour a child manifests one day or for a long period of time is a symptom of underlying feelings and can change, and that the opportunity for change is apparent to the child.
Do you think that there are some children that Steiner education doesn't suit or is it more the parents?
A parent brings to a Rudolf Steiner school many expectations of their child, the teacher and the school. The child, the teacher and the school are constantly evolving, as is the parent. There is nothing intrinsic in Steiner education that does not serve the child, however the interaction and communication between the above can, in some cases, make it impossible for the child to benefit in all ways from the school.
How do children from Steiner education adapt to mainstream schools?
Students who have left our school for various reasons generally enter mainstream primary and secondary schools very positively. Some students who left our school to enter secondary school elsewhere were surprised to find that their literacy and numeric skills were above those being taught in their new school. It has been reported that the student's verbal skills, confidence with adults, assertiveness and problem solving skills are much appreciated.
There are sometimes difficulties (which would be apparent in any transfer from school to school) if a child has learning difficulties. When such a child is transferring for what ever reasons it is imperative that it be discussed with the teacher so that contact can be made teacher to teacher to enable as smooth a transition as possible for the child.
How much does the state funding influence the way and content of what is taught?
The Commonwealth has introduced new legislation, which requires that all schools receiving funding must participate in basic literacy and numeracy skills (LANNA) tests in classes 3, 5 and 7 annually.
The Board of Studies regularly inspects our school to see that we are covering all prescribed key-learning areas from Kindergarten to Class 12. These inspections have always been highly complimentary and satisfactory. Although a major part of what we teach is prescribed, the way we teach it is up to us as a school for Rudolf Steiner education.
What languages are taught here?
The language currently taught in the Primary school is French. Our native French teacher has been teaching in the school for 12 years. Our French language and culture course begins in Class 1 and continues throughout schooling to Class10.
In Class 1 the children begin to learn by introducing themselves in French. They also learn how to pronounce and sing French songs and to recite short poems. Following this introduction they are taught numbers, colours, and parts of the body and names of animals. At this point they learn to play word games that use this vocabulary. These games really stimulate progress with language learning. The children are then guided through the use of verbs, which lead to more difficult word games incorporating verbs. Classes 2 and 3 continue in this format increasing vocabulary and development of sentence structure. They also progress to singing in French at the same time as dancing. In Classes 4, 5, and 6 they study French language in association with different themes, which change with each new term. Themes include animals, food, body parts and counting.
Are there safeguards for children not slipping through the net?
The class teachers and guardians as well as specialist teachers constantly observe children's progress. The Kindergarten teacher and assistant are observant and pass any questions or concerns about particular children to the Learning Support Teacher.
Throughout Class 1 the learning support teacher visits the classroom on a regular basis to observe the class and identify children who seem to be having problems.
In the first term of Class 2 the learning support teacher makes regular visits to the classroom and helps students with their class work. Here she is able to closely observe students and to arrange to individually assess those children who seem to be having difficulties. In the last term of Class 2 the children's literacy and numeracy skills are again assessed.
Classes 3, 5, and 7 participate in the state-wide literacy and numeracy tests. Students who come to us from other schools normally undergo a quick assessment by the learning support teacher to ensure whether or not there are learning difficulties.
The School encourages parents to take their children to the 'Before School Assessment Clinics" at the Community Health Centres and for a Vision and Hearing Assessment before they enter Class 1.
What help has the Cape Byron Rudolf Steiner School (CBRSS) available in situations where a learning disability of a student suspected?
When a student is suspected of having a learning disability they are assessed by our learning support teachers. If necessary, an individual program is then drawn up to assist the student's learning. The program is implemented in the classroom through supported activities, depending on the student's needs. He/she will also work with the learning support teacher in a one-on-one situation on a weekly basis. The class teacher and learning support teacher will stay in close contact to ensure the student's learning progress. Depending on the nature or severity of the learning problem (literacy, numeracy, poor concentration etc) the student's parents might also be referred to other specialists outside the school for further assessment.
What is the spiritual content of our curriculum?
The curriculum in a Steiner school is imbued with spiritual content. We strive to treat all children as individual spiritual beings in a process of developing into conscious human beings who have come into our care. The content of the lessons attempts to meet their needs appropriately. The basic principles of respect, care, love and veneration are encouraged within the school and this helps to create a caring and supportive environment for the child. While Steiner teachers study Anthroposophy (wisdom of man), it is not taught to children but is used as a basis for our understanding of the human being and child development
Why bible stories (Christian) in Class 3?
The Steiner curriculum is designed to work with the spiritual needs of the child at each stage of their development. It is understood that children around their 9th year are awakening to the difference between self and the surrounding world. They realise they are a separate being. The way the world has previously appeared is no longer acceptable and questions about how? when? where? and why? are common. The child begins to query and criticize what until now has generally been accepted without question. Children now require guidance and authority – the authority that adults possess form their life experience rather than authority of control and domination. Bible stories are not always, and do not have to be taught in Class 3. However if teachers should choose to use them the pictures given in these stories – of 'good' and 'evil', learning from past mistakes, great faith and courage, patience, humility, forgiveness and the supreme authority of God the Creator – are very appropriate for the developing consciousness of the 8 to 9 year old child. They provide a rich source for discussion and reflection on possible ways to view the world. It becomes clear that if people are to live in harmony together some sort of rules of conduct are necessary. In the Bible stories the Ten Commandments represent these rules of conduct. These stories are also part of the spiritual and cultural history lessons that are part of the progressive Primary curriculum. Other cultures studied include Indigenous cultures, Ancient India where aspects of Buddhism and Hinduism are discussed, Ancient Persia, Egypt, Greece and Rome.
Why is violin, viola or cello compulsory in classes 3-5?
There are sound pedagogical reasons for choosing violin and cello for compulsory tuition, and detailed information on this is available at the Office. However put simply one reason is that these instruments actively encourage discernment in listening. The child creates the sounds in response to listening. As with other areas of study (maths, language etc) there is no option to be exempted from the strings program. The benefits, developmentally as well as musically, far outweigh the challenges that may arise, and all children deserve to experience these benefits.
What do we do in the Primary School and how is the "boisterous energy" boys often exhibit catered for in our primary school?
In reply we should be clear about what we mean when we speak of boisterous behaviour. All children are generally full of energy and need to be allowed to express this energy through movement, exercise and play. If by boisterous we are speaking of overly rough behaviour where children, mainly boys, like to wrestle with each otter in a very physical way, grappling and throwing etc, then some boundaries need to be set by the teacher to avoid injury to life, limb and psyche. Holding and wrestling with one another above the neck usually leads to someone being hurt so it is not permitted. Obviously throwing one another is extremely dangerous and is forbidden. There are other more focussed physical games children can play and these are encouraged. Rough play can easily cross the border into aggression, anger and then a lashing out. It can also be an arena where the potential bully may feel empowered so a wary eye must be kept on these sorts of activities. Bodies are easily bruised and quickly repaired but egos are sometimes just as easily bruised but not so easily healed if humiliation plays any part in the play.
Teachers determine the boundaries to do with physical activity on a daily and weekly basis to meet the needs of growing young bodies. Activities that utilise the different temperaments children display usually meet the needs of most children. PE and games afternoons also serve to provide an outlet for physical energy as well as teaching a spirit of co-operation and sportsmanship.
The by word for all interaction between children at Steiner school would have to be respect for their own and their peer's safety.
Do children have the opportunity to express their bounteous energy?
During break times all the children have ample opportunity to run, to climb, to play creatively, to play games or just to be. PDHPE (Personal Development, Health and Physical Education) Curriculum for the Primary School exists and is in use. All teachers refer to this when planning lessons. In Kindergarten through to Class 3 the class teacher conducts the games and skills activities lesson. Along with class games and sport lessons, the individual class teachers often involve their classes in other physical activities such as dancing, games and circus skills.
As part of the ongoing upper primary physical education the school is involved in a number of inter-school activities and sports with other schools in the area. The children benefit greatly from such activities, as does the school community as a whole.
Lunchtime in the Primary School?
In the primary school teachers sit with their class to eat at morning tea and lunch times. A grace or blessing is said before eating. Healthy eating habits are encouraged. Food is eaten together before going out to play. Children are guided to wash their hands to recycle rubbish and composting of food for the garden is encouraged, while bringing packaged food to school is discouraged.
There seems to be a social pressure on my child to have the "right" clothing etc. What is done on a day-to-day basis to help them have the inner strength to not blindly follow the mob?
There is so much outside pressure these days on children. It is a difficult area that needs parental support and vigilance as to what their child wears to school in relation to school rules. Group discussions may occur in upper Primary to alleviate the peer pressure felt by students. Some students need constant help/support with this issue and teachers attempt to make them feel comfortable and to be 'who they are' not 'what they are wearing'. Our school rules are clear on clothing and brand names. The education itself strives to develop the inner strength needed to be a strong individual.
Gender issues throughout the 7 year cycle - how does it differ between boys and girls?
Steiner schooling is a co-educational system. In a vast array of areas both genders work together i.e. main lesson activities, gardening, maths, camping, woodwork, play production. We promote the positive interaction between sexes and respect for the opposite gender. Younger children often play together without awareness of gender in a beautiful way. As they discover themselves as independent beings around age 9 to 10 there may be a more noticeable detachment with some children towards the opposite sex. Often girls show advanced maturity (6-12 months ahead) and reach puberty earlier than boys these days but one of the very positive aspects of a group being together for some years is the mixing element. Children develop friendships that carry on into high school and beyond which helps them develop respect via shared experiences that begin in primary school.
We are sure that you will have many more questions to ask us.
Please enquire further by phoning 02 66847400 or emailing office@capebyronsteiner.nsw.edu.au
Lyn McCormick and Catherine Dunham
Acting Principals 2007
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