Steiner schools Education
Denmark and Finland where school doesn’t start in earnest until about seven. In this spirit, Antony Seldon at
Wellington College has introduced a “course in well-being” and a new charity, Action for Happiness, was launched this year, by Richard Layard, programme director of the Centre for Economic Performance at the LSE, who has been advocating the new Happiness Economics, “Te core principles
they reach GCSE level. Typically, the children concentrate on five core subjects, English, Maths, History, Geography, and double Science which includes Physics, and Chemistry. Some schools have introduced languages such as French or German. On average, the students will take no more than seven subjects at GCSE level as exams and tests are considered periphery.
Many
and values of both these movements have been central to Steiner Waldorf education for almost a century,” claims Dr Mario Peters, Director of Oxford International College, who took along a group of pupils from Wynstones, a Steiner school in Gloucester. Peters went there himself until he bailed out for A levels, and went on to Oxford, where he completed a PhD. “Many countries are now adopting a more Steiner- like approach because they have been quietly producing happy children”. Te criticisms levelled at Steiner schools
countries
are now adopting a more Steiner-like
approach because they have been quietly producing happy children
Assessment is carried out by the form teacher, who stays with the children from the age of seven to 15, and who watches their academic, physical, emotional and spiritual development.
Indeed, the Government has recognised that asking Steiner schools to take the Keystage 2 examinations would be a waste of time. Tese teachers, however, are not specialists and, although in practice, they often hand over to a science or maths specialist, this and the way in which the children are taught, focusing more on how rather what, can mean that their general knowledge is poorer than most children. For many Steiner children, graduation
to university tends to come rather later than for most, who go on to university at 18 or 19. But for the bright self-motivated child the results are impressive. Although the children do start later, they catch up fast and with such a secure grounding, they go on to flourish.
are largely academic. It’s very good for the greater majority of pre-school and primary pupils, including self-motivated academically bright pupils who would do well in any system but will benefit from the additional breadth and enrichment offered by Steiner Waldorf schools,” explains Peters who has sent two out of his three children to Steiner schools. “But parents need to buy into the concept and understand that academic success is likely to only come later.” Furthermore, although it provides a
nurturing environment for those with minor learning difficulties, with a small pupil teacher ration between 8 and 9 to a teacher, it can provide a strong supportive environment for pupils who have experienced social difficulties in other schools. Peters acknowledges Steiner is not for
everyone. Te emphasis placed on the individual’s freedom of choice means that it might not be the right environment for unmotivated or lazy pupils, with aspirational parents. Unlike most mainstream independent schools, where achieving the highest academic results is a priority, Steiner schools will not push their pupils, but expect them to provide their own motivation – or not. Less motivated children could slip through the net, as could bright children whose parents did not go on to higher education and might not provide the motivation required to support them. Peters acknowledges that the problems for Steiner children tend to arise when
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The Steiner Method
l The teacher stays with their class up to 15, creating the home environment which the classroom is designed to emulate. In practice, specialist classes like science and maths are taught by a specialist as the child progresses. A classroom should be big enough to incorporate everything the children need. Computers are hidden out of the way.
l Teaching according to the principal of peak concentration times. The first lesson starts at 8.45am and lasts two hours. The routine includes a waking- up process with physical movement and song which continues until the children are settled.
l Block teaching. The children study one subject for several weeks. Craft and movement are scripted into each day.
l No text books. The children make their own. black boards are used instead of white boards.
l Steiner schools are non-selective Summer 2011 FirstEleven 15
The teaching method is different. Learning is seen in the context of the whole child. Steiner believed that the child’s emotional and spiritual development is a key component of learning.
l Teaching starts much later because it is considered so important to concentrate on their emotional development. They start learning to read and write at about seven.
l No head teacher. The school is run by a teacher democracy where all the teachers meet once a week and discuss each child in turn.
l No pressure. Steiner schools place emphasis on the child being relaxed. Schools are not exam or test focused,
l Only five to seven GCSEs are taken. Steiner schools are not concerned with sending children out into the world with a list of qualifications but as well-balanced individuals.
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