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Understanding and nurturing the
development of the child is at the heart of
Waldorf education
The Stages of Development inform the structure of Education in Waldorf Schools from Early Years to High School
Early Childhood to Kindergarten (up to age 5)
Playgroup
Focus: Learning Through Imitation
Young children from birth to age seven learn primarily through imitation and purposeful play. Our aim is for children to work, play and learn in a sensory rich environment where educators strive to be worthy of imitation in all they do, nurturing the young child’s sense of wonder for the world. The first seven years lay a strong foundation for all further learning. We aim to provide a warm, respectful and caring Early Childhood environment where a sense of gratitude, love, reverence and a pervading mood of goodness in the work is cultivated.
The task of the educator is to create a learning space where children can fully engage in the present and enrich the possibilities of creative, imaginative, self-directed play. The Early childhood environment educates and develops the sense of touch, wellbeing, movement and balance. Once confidence in their physical capacities has been established, children are ready to commence the more formal learning of primary school.
Playgroup is a special place where mothers and children come together and share the experience of being in a community filled with the elements of joy, wonder and learning through the senses. The morning rhythm arises through the creation of a loving space where song, rhymes, stories and purposeful activities like bread-making are experienced together.
Heightened adult consciousness is encouraged enabling one to learn to read the child in their care before them. Parental support of the playgroup ‘leader’ to hold the rhythm of the morning is of value to all as this creates a living example to take home and follow through thus enabling parenting to flow through song, rhymes and stories, this way parents and children experience the joy of meaningful connections.
Children turning 6 within the calender year
Prep
Children learn through playing and doing
The purpose of Prep is to provide an all-embracing family and home-like environment, to make the bridge between home and school life a secure and happy one. In this natural, loving and creative environment, the children learn through “playing and doing”.
In Prep child’s day is filled with a range of diverse activities such as creative play, sewing, beeswax modelling, drawing, baking, painting, music, story-telling, puppet shows, gardening and building. Regular bush-walks introduce the riches of nature to the children. Literacy and numeracy skills are grounded in a rich experience of oral and practical learning experiences. Pre-numeracy skills are practiced through sorting, sharing, naming, building and arranging the natural materials in the classroom and playground. Literacy and a love of language is built through speech, drama, story-telling and song.
Purposeful Curriculum Themes
Include seasonal moods, drawing, baking, painting, modelling, craft activities, festival celebrations. Songs, nursery rhymes, stories, puppet plays and the children’s own dramatic play nourish their feeling of life, cultivate language skills and strengthen the power of imagination. Counting games, finger plays, rhythmic movement games and active physical play, help build a strong foundation for mathematics and number skills and develop co-ordination and the ability to concentrate. Natural beautiful fabrics and materials such as shells, seeds, stones, simple dolls, wooden toys, coloured cloths and play frames, encourage a rich fantasy life, creative thinking and opportunities for constructive, co-operative play.
Children are encouraged to feel at home in their body and the environment through building, swinging, climbing, balancing, digging, water play, gardening and exploring nature. In their seventh year, when the physical body has developed and strengthened, students are ready for the more formal learning of Class One.
From Class 1 to Class 6, our curriculum evolves to meet the changing needs of children. Here’s a glimpse of what each class offers:
Class 1: Children transition from prep to a more formal classroom setting. Learning through stories, songs, and activities, they develop good habits, respect for nature, and a sense of community.
Class 2: With growing awareness and dexterity, children engage in more complex tasks. Imaginative stories continue to play a crucial role in their learning, fostering a love for storytelling and creativity.
Class 3: Known as “The Crossing,” this stage marks a significant developmental shift. Children become more aware of their individuality and their place in the world. Practical activities like building and farming help them apply their learning in real-world contexts.
Class 4: At this stage, children are ready to explore and challenge themselves. They delve into subjects with a new sense of curiosity and independence, supported by stories of exploration and mythology.
Class 5: Children start connecting their learning to historical contexts, moving from mythology to history. They explore ancient cultures, developing a sense of empathy and understanding of the world’s diversity.
Class 6: As pre-adolescents, children become more introspective and reflective. They engage in logical thinking and analytical processes, preparing them for the intellectual challenges ahead.
Middle Childhood (Primary School)
Class one - Six
Focus: Imagination and Creativity
At Sophia Waldorf School, we believe in nurturing the whole child through an imaginative and artistic approach to learning, fostering a love for knowledge and creativity. As children enter primary school their imagination and creativity are at the forefront. Learning is rich through storytelling, artistic expression, and experiential activities. Through middle childhood the focus is on fostering a deep connection to the material, encouraging students to think creatively and engage fully with their learning.
Through the primary years a class group is led by a specially trained, multi-disciplinary teacher. The class teacher provides the Main Lesson and co-ordinates additional input from special subject instructors as required. The class teacher’s continuity of leadership, understanding and interaction creates an exceptionally inviting classroom context, dependability, authority, personal relationship and trust. It is an intellectually and emotionally healthy environment, matching challenge with reassurance. The benefit of this approach is the teacher’s thorough understanding of each student’s capabilities and interests, which also makes the home-school connection productive.
High School Years
Class seven - twelve
The high school years in a Steiner school are a time of rich transformation, where students are supported to explore who they are and how they relate to the world around them. Our approach is grounded in a deep understanding of adolescent development, offering a balanced curriculum that nurtures thinking, creativity, and emotional growth.
Class 7: Students begin to explore the world with greater independence. The curriculum focuses on the Age of Exploration, mechanics, human physiology, and creative writing. Artistic and practical subjects support their emerging sense of self.
Class 8: With growing awareness and capability, students study revolutions, the Industrial Age, and algebra. The Class 8 project fosters independence and initiative. Learning deepens through hands-on, creative, and reflective work.
Class 9: Adolescents are met with themes of contrast and transformation. The curriculum includes revolutions, polarities in science, and studies in literature that reflect inner questioning. Ethical reflection and responsibility are key focuses.
Class 10: Students are ready to explore deeper connections in the world. Subjects include geology, trigonometry, ancient and modern history. The curriculum encourages insight, discipline, and integrated thinking.
Class 11: This year invites deeper inquiry and self-reflection. Students explore philosophy, the history of art, and light physics. A major research project nurtures independence, curiosity, and personal expression.
Class 12: The final year focuses on synthesis and future direction. Themes include ethics, global issues, and genetics. The Class 12 creative project showcases maturity, creativity, and readiness to step into adult life.
The Waldorf Education difference
Choosing a Waldorf education means choosing an approach that honours more than the intellect but rather the whole child; their mind, body and spirit. It nurtures not only academic growth but also creativity, emotional resilience and a deep sense of connection to self, others and the natural world. With a curriculum that unfolds in harmony with each stage of a child’s development, Waldorf education inspires curiosity, imagination, and an enduring sense of wonder. Rooted in rhythm, creativity, and meaningful human relationships, it offers a rich, balanced foundation for children to grow into
confident, compassionate, and purposeful individuals.