www.steiner-south-devon.org - Curriculum policy

Curriculum Policy 2007/8

The Rudolf Steiner School South Devon works with a curriculum based on the pedagogical insights of the Austrian philosopher Rudolf Steiner and on the experience of teachers who have worked with those insights in Steiner schools worldwide. There are approximately 1,000 schools globally and over 50 in the UK and Ireland. Steiner's original curriculum indications have been successfully implemented and tried and tested for over 70 years. Whilst still adhering to clear underlying fundamental principles, the curriculum and the manner of its implementation are continually adapting to meet the pupil's needs.

The key underlying principle of the curriculum is a commitment to working with Steiner's developmental insights. These are contained in a series of books and lectures which form on-going study material for the teachers in our school

These insights affirm:

That each child is a unique individuality with his or her own path in life.
That the teacher's aim is to help remove the obstacles to this path and to support the emerging individual in their all-round development.
That a threefold methodology recognising different approaches in Early Years, based on imitation, Lower and Middle School based on imagination, and Upper School based on ideals needs to be recognised.
That artistic rendering by the teacher of lesson content enables all pupils to access the subject offered with enthusiasm and understanding, regardless of ability.
That lesson content needs to mirror the pupil's developmental stage.
That lesson content needs to be related back to the human being in a moral and inspiring manner.
That pupil's motivation needs to arise from enthusiasm rather than ambition or fear.
That the education needs to address the development of thinking, feeling and the will as equal and integrated partners.
That measurement of the pupil's progress against external and objective targets must take second place to an assessment of progress that takes into account the child's qualitative experience of life, school and self.

As children have highly variable individual needs, gifts and inclinations, we offer not only a wide range of subjects but also a balance of subjects to address academic, artistic, social and moral development equally.

Differentiation is implicit in the Curriculum and the method of delivery.

The curriculum offers a varied program for different age groups, as follows:

Early Years

Up to the age of seven, teaching works with the children’s will, through activity, and through imitation. The day follows a regular rhythm of creative play, songs and counting games, little lunch, outdoor play and story time, an activity such as food preparation, bread making, painting or modelling, then ring-time including songs and counting games, morning snack, outdoor play and story time. There is a seasonal rhythm and festivals are celebrated through the year.

Lower/Middle School

Teachers work with and through the children’s imagination and their feeling life. The structure of the day now changes, pupils are in classrooms with desks and Main Lessons are taught by the class teacher: these remain the lynchpin of the teaching for much of the pupils’ time at our school. Main Lessons have a regular rhythm, including verses, movement, recall, rhythmic work, new material and written work and maths, music, singing, reading, writing, craft skills, movement, gardening and art will all be developed and woven into the topic. A foreign language (German) is introduced from Class One and worked with orally for the first three years. The option of a second language (French) is introduced in class seven.

From Class Six onwards more academic rigour is applied and expected. Woodwork is introduced for the first time. Team sports begin. In classes Seven and Eight there is increasing overlap with Upper School timetable and some subjects are taught by Upper School specialists.

Upper School

From Age 14, Class 9: The classes are passed from the class teacher to class sponsors, usually two for each upper school class. Lessons are taught by specialist subject teachers. Classroom work now has a far stronger intellectual emphasis, and in crafts more materials are used including metalwork, pottery and basketry. Machinery is used. Alongside our own curriculum GSCE courses in English Language, Literature, Maths and one foreign language are pursued.