A Different Style of Education

A Different Style of Education

Here are ten ways in which you may find the Steiner Waldorf approach is different from that of other schools:-

1. Reading, writing and arithmetic are introduced at a later stage than in other schools in the UK. This has the advantage that the children are more mature when they do start and this generally enables them to learn the basics effortlessly, without stress. Within a very short period of time they are working at the same level as their state school peers.
2. Whole class teaching is the norm and all pupils study all subjects. For example all children sing daily, learn to play musical instruments and to read music.
3. From age 7 until the age of 14 children will (ideally) have the same Class Teacher, which gives a real sense of security and continuity. From the age of 15 onwards pupils are supported by their Class Sponsor.
4. Young children are introduced to a whole day at school over several years, although most schools do offer a child-care facility for younger children who finish at lunch time.
5. From the age of 7, children receive an uninterrupted 2-hour 'Main Lesson' each day. Main Lesson topics are studied for periods of three to four weeks, allowing children to reach a real depth of understanding of the subject.
6. Between the ages of 7 and 14, children learn to prepare their own illustrated and hand-written main lesson books as they go along. In the early classes, the teacher often dictates some of the text after thorough discussion of the subject matter with the class. In later years the children start writing and drawing their own accounts of the lesson and finally even bind the books themselves. This experience lays the basis for the independent taking of notes during classes in the Upper School.
7. The Steiner curriculum is international and includes all the recognized subjects of the National Curriculum in England but differs in that children are taught according to an age-appropriate methodology.
8. Learning is not driven by testing and effective assessment of pupil progress is achieved mainly through the teacher continuously observing the physical, emotional, social and academic development of each child.
9. Teachers share responsibilities and work together in a non-hierarchical collegiate. There is no Head Teacher or Principal.
10. Steiner schools strive to be socially inclusive, although this presents challenges especially in the present economic climate and schools have to rely on financial sacrifices by parents and staff. The SWSF is committed to finding a way for Steiner schools to become State funded - like most of their counterparts in Europe. These efforts so far have led to establishing the first publicly funded Steiner school - the Steiner Academy, Hereford – where families do not have to pay for this education. Needless to say, this school is very over-subscribed.