Waldorf MTE (Ringwood)
The Art of Education
(Year 1)
Year one offers a comprehensive introduction to Waldorf education.
It is an essential first step for those who want to become teachers, but also for parents, support staff, teaching assistants and home-schoolers.
Waldorf principles and practice are explored and experienced directly. Students learn drawing and painting just as pupils do, alongside singing, movement, modelling and practical crafts.
Lectures and Seminars introduce themes such as child development, classroom management, rhythm and imagination, alongside the essential Waldorf approaches to literacy, numeracy, science and the humanities. We also explore anthroposophy, the philosophy that underpins this education.
There are regular opportunities to develop personal skills. Students will be teaching and presenting to their peers from the outset, learning how to give and receive constructive feedback, and practising the art of storytelling.
Classroom observation also forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
The Art of Teaching (Year 2)
We build on the foundations laid in Year One as the focus shifts towards the reality of modern teaching. The necessary knowledge and skills for teaching are addressed, including planning, assessment, presentation, inclusion, compliance, and collegiality.
We study Rudolf Steiner’s First Teachers Course to understand the underlying view of the human being that informs this education.
We also direct students towards the inner work and development needed for an aspiring teacher to thrive personally and professionally.
As the student moves ever closer towards the classroom, the Steiner Waldorf Teacher Standards provide an excellent structure and a valuable reference point for our work together. The guiding principles in modern education, Intention, Implementation and Impact are made explicit throughout, as we critically compare Steiner’s educational principles to those of modern theory and practice.
Teaching Placements
We work together with UK Steiner Waldorf schools to bring about quality classroom observation and teaching placements with experienced and supportive practitioners. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Ideally, students are expected to complete two 3-week classroom observation and teaching practices during the year. Any teaching practice elements not covered during the course must be completed within two years of the end of the course.
The following is offered as a guideline.
Teaching practice 1:
The student is assigned to a specific class for three weeks under the guidance of an experienced class teacher and qualified mentor. After a few days of observation and preparatory planning work, the student begins to gradually take over aspects of the main lesson or practice lesson routine, as well as assisting individual pupils or small groups. They could tell stories, lead recitation, singing or mental arithmetic practice. Gradually during the second week this expands into taking on recall and presentational elements. In the third week, if things have gone well, the student might take over delivering the whole of the morning lesson, being observed, guided and supported by the class teacher throughout. The mentoring teacher gives daily oral feedback and advice and writes a reference report at the end of the practice. The student keeps a journal documenting their experiences and writes a self-appraisal at the end of the block, both of which are submitted to the course tutors.
Teaching Practice 2:
The student is tasked with planning, preparing and delivering an entire three-or four-week block of main lesson teaching. Ideally this takes place in a setting already familiar to them so they can go straight into teaching from day 1. The mentoring host teacher is familiar with the pupils and is a regular observing and guiding presence. Part of this practice block also involves assessing pupil progress and other administrative duties of the full-time classroom teacher. Attendance at a parents evening as well as collegial meetings is advised. An enhanced DBS certificate will allow the host teacher to leave the student teacher alone with the class for increasing periods of time should the school’s protocols allow for this. At the end the host teacher writes a final report on the practice block, which is supplemented by a thorough self-appraisal of the student teacher and their reflective journal, all of which are submitted to the course tutors.
Curriculum and indicative content
Every weekend
- Singing
- Artistic Activities
- Communal meals
- Students teaching students: Peer Learning
- Anthroposophical study
- Generous break times for conversation and encounter
Embedded in the course throughout:
- Child observation and safeguarding
- Assessment for learning
- Inclusion and Diversity
- Planning, Preparation and Curriculum Design
- Movement and Conversation
Waldorf Modern Syllabus overview
Weekend Modules: 750 Minutes, 8 sessions
Residential Modules (8, 12, 20 and 24): 2400 minutes, 36 sessions
Overall directed content: 304 sessions, 24,600 minutes
The modules are arranged chronologically. It is our expectation that directed time will be broadly matched by independent engagement, addressing course assignments and independent research. We also acknowledge the essential role played by informal interaction, spontaneous peer learning and networking facilitated by WMTE’s social context: break and meal times, shared accommodation, online communication via monthly Zoom meetings and exchanges on WMTE’s Telegram groups.
Module 1: Child development in the Waldorf Context (September)
- Your own education experience
- Child development overview 6 to 14
- The vision of Waldorf Education
- The threefold human being
- Drawing and painting
- Students teaching students
Assignment 1 : Produce a map/diagram/chart/graphic/timeline which shows your understanding and knowledge of how child development proceeds from 0 to 21.
Module 2: Observation: Children, nature and myself (October)
2.1 How Children learn
2.2 Goethean Observation
2.3 Child Observation
2.4 How Children Learn: seven processes
2.5 The fourfold human being
2.6 Drawing and Painting
2.7 Students teaching students
Assignment 2 : Explain the threefold and the fourfold nature of the human being
Module 3: Numeracy and other subject threads(November)
3.1 Working with Polarities
3.2 Numeracy class 1 to class 8
3.3 The four temperaments
3.5 Drawing and Painting
3.6 Understanding Children: The Temperaments
3.7 Students teaching students
Assignment 3 : The Temperaments
Module 4: Literacy and Festivals (December)
4.1 The Advent spiral: Conscious rituals in the Waldorf Context
4.2 Literacy class 1 to class 8
4.3 The Christmas experience through Art contemplation
4.4 The Evolution of consciousness in the human soul experience
4.5 Drawing and Painting
4.6 Students teaching students
Assignment 4 : Literacy
Compare and contrast the Waldorf approach to Literacy to your own educational experience in this subject. Critically examine its main characteristics.
Module 5: Feeding the imagination: The Art of Telling Stories (January)
5.1 From image to imagination
5.2 Story telling class 1 to class 8
5.3 Creating significant images
5.4 Individuality and Freedom
5.5 Drawing and Painting
5.6 Students teaching students
Assignment 5 : A pedagogical story
Write an original story to address an educational issue, for an age group of your choice between 6 and 10.
Module 6: Music and Community (February)
6.1 Collaborative Learning
6.2 Singing and Music class 1 to class 8
6.3 The importance of rhythm
6.4 Developing Resonance and Resilience: the conscious inner path of the teacher
6.5 Drawing and Painting
6.6 Students telling stories
Assignment 6 : Collaboration Challenge.
Module 7: Movement and Creative Problem Solving (March)
7.1 Collaborative learning
7.2 Working with Movement and Games class 1 to class 8
7.3 The Moving Classroom Impulse
7.4 Resonance and Resilience
7.5 Drawing and Painting
7.6 Students telling stories
Assignment 7 : Read Rudolf Steiner’s lecture course “Kingdom of Childhood” (1924) in its entirety and be prepared to answer structured questions on it in April.
Module 8: Experiential Learning and Development (April, Spring residential)
8.1 An introduction to Eurythmy
8.2 An introduction to Bothmer Gymnastics
8.3 Singing
8.4 Geometry
8.5 Clay Modelling
8.6 Drawing the human being
8.7 Art History
8.8 Goethean communication
8.9 Students telling stories
Assignment 8 : Having read Rudolf Steiner’s final lecture cycle on education “Kingdom of Childhood”, choose two of the following five assignments:
- Using Steiner’s examples, describe how a teacher’s educational actions can either enhance or compromise a child’s healthy development.
- Describe Steiner’s advice for a meaningful relationship between teacher and child.
- Gather and organise Steiner`s concrete advice on the teaching of maths.
- Gather and organise Steiner`s concrete advice on the teaching of languages (mother and foreign).
- A new GCSE in Natural History was introduced in 2022. What might such a course look like if it were based on Steiner`s advice on how to introduce children to the natural world?
Module 9: Our place in the world: Geography and Perspective (May)
9.1 Equality and Diversity 1: conscious and unconscious bias
9.2 The safeguarding Landscape
9.3 Geography class 1 to class 8
9.4 A decolonized, diverse curriculum
9.5 Form Drawing
9.6 Resonance and Resilience
9.7 Students telling stories
Assignment 9 : Awareness of personal and cultural bias:
Choose a setting, it could be where you work now, where you have worked, or where you can imagine yourself working in the future. Conduct an audit of the geographical, historical and cultural factors you will have to take into account when teaching in such a setting.
Module 10: The outdoor classroom: A deep dive into crafting (June)
10.1 Each student to engage with one of
a) Blacksmithing
b) Green Woodwork
c) Ceramics
d) Leather work
10.2 The Hands leading the Head: the importance of crafts
Assignment 10 : Crafts: Describe how the hands can play a leading role in the educational process.
Module 11: Science and Society: the art of Finding out and Getting on (July)
11.1 PHSE and relationship education
11.2 Form Drawing
11.3 Middle School Science
11.4 Collegial Working and Leadership
11.5 Students telling stories
Assignment 11 : The four stages of science
Module 12: Experiential Learning and Development (August, Summer residential)
12.1 Land-based Science and Outdoor Education
12.2 Drama from class 1 to class 8
12.3 Eurythmy
12.4 Art
12.5 A perspective on project work (witnessing and evaluating graduation projects)
Module 13: Understanding Diverse needs: Inclusive Working (September)
13.1 Human perception: The foundation senses
13.2 Eurythmy
13.3 Inclusion and SEN
13.4 Speech and Recitation
13.5 Painting
13.6 Anthropological Foundations 1 to 5
13.7 Teaching Placement Preparation: Rhythms and Rituals
Assignment 12 : Exploring Attachment Disorder
Module 14: Nature Study and Classroom Practice (October)
14.1 Human perception: The guardian senses
14.2 Nature study: Plants and animals
14.3 Eurythmy
14.4 Planning for Learning 1
14.5 Painting to Pastels
14.6 Anthropological Foundations 6 to 9
14.7 Teaching Placement Preparation: observing children’s learning
14.8 Students introducing poems
Assignment 13 : Planning a Main Lesson Block
Module 15: Seeing the Other: Effective Communication (November)
15.1 Human perception: The communication senses
15.2 Reflection, Mentoring and Appraisal
15.3 Planning for Learning 2
15.4 Eurythmy
15.5 Blackboard Drawing
15.6 Anthropological Foundations 10 to 14
15.7 Planning a Main Lesson: A teacher presents
15.8 Students introducing poems
Assignment 14 : Consider the activity of each of the 12 senses from a pupil perspective.
Module 16: Physics and Professional Standards (December)
16.1 Steiner Waldorf Teacher Standards 1
16.2 Planning for Learning 3
16.3 Eurythmy
16.4 Charcoal Drawing
16.5 Physics class 6 to class 8
16.6 Equality and Diversity 2: Combating Racism
16.7 Classroom Practice: Assessment for Learning
16.8 Creating an Advent Celebration for Year 1 students
Assignment 15 : Science and Assessment
Module 17: Life Sciences, History and Professional Standards (January)
17.1 Steiner Waldorf Teacher Standards 2
17.2 History: A symptomatic approach
17.3 Biology in classes 7 and 8
17.4 Charcoal Drawing
17.5 Chemistry in classes 7 and 8
17.6 Planning for Learning 4
17.7 Planning A Main Lesson: A teacher presents
17.8 Students introducing poems
17.9 Independent Research Work: Introduction to Graduation Projects
Assignment 16 : Teaching History:
Plan, research and prepare a detailed presentation of a historical event, or a significant personality, for classes 6, 7 or 8.
Module 18: Literacy, Geography and Professional Standards (February)
18.1 Steiner Waldorf Teacher Standards 3
18.2 Early Literacy
18.3 Geography class 1 to class 8
18.4 Planning for Learning 5
18.5 Blackboard drawing
18.6 Students teaching students: presenting and evaluating planning assignments
18.7 Anthropological Foundations: Students Leading Study
18.8 Students introducing poems
Assignment: Prepare to present an outline of your graduation project. Work on this project will from now on replace regular assignments
Module 19: Numeracy, Projects and Professional Standards (March)
19.1 Steiner Waldorf Teacher Standards 4
19.2 Project tutorials – peer learning
19.3 Early Numeracy
19.4 Planning for Learning 6
19.5 Blackboard Drawing
19.6 School improvement: The Meta Picture
Module 20: Experiential Learning and Development (April, Spring Residential)
20.1 Eurythmy
20.2 Bothmer Gymnastics
20.3 Singing
20.4 Geometry
20.5 Clay Modelling
20.6 Drawing the human being
20.7 Practical Science
20.8 Art History
20.9 Goethean communication
Module 21: School life, Working with parents and Professional Standards (May)
21.1 Steiner Waldorf Teacher Standards 5
21.2 Working with Parents
21.3 The cultural landscape of safeguarding
21.4 School life: Role plays
21.5 Perspective Drawing
21.6 Project-based Learning
21.7 What it’s really like: ask an experienced practitioner!
21.8 Anthropological Foundations: Students Leading Study
21.9 Reflective and reflexive work
Module 22: The outdoor classroom: A deep dive into crafting (June)
22.1 Each student to engage with one of
a) Blacksmithing
b) Green Woodwork
c) Ceramics
d) Leather work
Module 23: Leadership, Colleagueship, Presentations (July)
23.1 Being Prepared for School life
23.2 Leadership and Colleagueship: understanding available models
23.3 Perspective Drawing
23.4 Graduation Projects 1
Module 24: Graduation and Project Presentation (August, Summer Residential)
24.1 Project presentation and evaluation
24.2 Working with Waldorf verses and Meditations
24.3 Understanding Soul Qualities: Community and Biography
The In-Service-Year
Completing the course and being ready to teach are two different things. In most educational contexts a probationary period is required before the teacher is considered to be ‘fully qualified’. Ideally the novice teacher will be given protected time and regular mentoring as they begin their journey.
Certificate of Completion
Having completed both practices and graduated with a Certificate of Completion, the student joins one of our partner schools as Apprentice Teacher. Depending on suitability, this can be in an assisting capacity or with increasing degrees of responsibility. While being supported by a mentoring structure involving both in-school colleagues and course tutors they would have the opportunity to observe a range of teaching styles as well as occasionally covering for absent colleagues and gaining valuable experience in “stepping in”.
Where students are already qualified teachers in active Waldorf school service their journey can be fast-tracked without the need for an apprentice year. In either case, the successfully competed course leads to a full Diploma in Steiner Waldorf Education.
Waldorf Modern REFRESH!
CPD offer 2023/24
Need modern Waldorf in your school life? Welcome to REFRESH!
We are opening our Ringwood courses to serving school staff, for attending any weekend they like. Come to the New Forest for science, art, planning, anthroposophy or any other subjects that interest you. Save money by buying vouchers!
Booking by email: info@waldorfmodern.uk
HOW IT WORKS
Your school or setting buys a number of WALDORF MODERN REFRESH! CPD vouchers (prices below).
A voucher allows up to two visiting colleagues to attend an entire Waldorf Modern weekend (Friday evening – Sunday lunch).
Every weekend offers 16 sessions in total, 8 for each of our year groups. See the appendix for a full list.
Each visiting colleague can choose which 8 sessions they attend, either with the same year group, or opting for sessions in both groups. All students and visiting colleagues will share singing, movement and meals.
No booking is required but please inform us of your attendance at least 24 hours in advance, or one week in advance if you want us to arrange accommodation.
CPD Certificates are available on request.
CLICK HERE FOR FULL DETAILS
Single weekend, max. 2 people: £200
5 weekends, max. 2 people: £ 900
8 weekends, max. 2 people: £ 1500
10 weekends, max. 2 people: for £ 1750
(Spring Residential week counts as two weekends).
Location
Waldorf MTE is hosted by Ringwood Waldorf School, situated on the edge of the new Forest in Southern England. The school has been offering Waldorf Education to children aged 3 to 18 since 1974. The educational environment and close links to practising teachers, many of whom are former graduates, are real assets to our monthly weekends.”
Time & Money
The monthly weekends run from 6.30 on Friday evening to 1 pm on Sunday.
The two intensive weeks, each of 3 full and two half days, take place in April (Easter) and August.
Each weekend begins on Friday with a communal supper at 6.30 pm, cooked and prepared for us by professionals at our host school. Afterwards there are opportunities for shaking off the week’s work and the long journeys in musical or social activities. This is followed by Engagement: an interactive session, guided by the course tutors, that sets the tone for the weekend.
At about 9.30 the students are free to retire to their accommodation or continue to meet socially in Ringwood’s pubs and restaurants.
On Saturday we begin at 9am with singing, followed by five 90-minute sessions through the day, following the pattern: Art – Seminar – Lunch – Art – Seminar – Supper – Evening Lecture or Engagement. We finish again at about 9.30.
Sundays begin again with singing, followed by philosophical study. The last session is for students teaching students: they will take it in turns to learn new skills from each other or tell prepared stories, followed by empathic, constructive and honest feedback. The weekend ends with a review at 12.30, and students are free to leave at 1pm. Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.
For the two intensive courses, one at Easter and the second in August, full attendance is necessary. In certain circumstances – for example, a sudden illness – we will accept a written notification of absence, although 80% attendance is required for completion of the course (whether online or in person). In some circumstances, where a session is missed, it may be possible to complete the equivalent weekend in a following year. This is arranged on an individual basis, at the discretion of tutors.
In order to fulfil the requirements of the course, at least 80% attendance is required.
What does it cost in 2023/24?
Annually:
- £2,490 when paid in full by 31st July 2023 (Early Bird Fee)
- £2,590 when paid in full by 31st August 2023
- £2,670 when paid in 3 instalments during the year (payments on 1st September 2023, 1st January 2024 and 1st May 2024)
- £2,690 when paid later than 31st August 2023
- These figures include an initial deposit of £300, payable at the time of being accepted onto the course. For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £790.
- This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
- In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.
Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)
Accommodation
This is at the houses of local families. Arrangements for camping or parking camper vans in the school grounds may be possible at certain times of the year.
Currently the agreed cost for private accommodation is a very friendly £ 45 for two nights bed and breakfast, payable directly to the host. Initial arrangements will be made by Sven Saar who is also the main contact for all matters relating to accommodation. There is also the possibility to sleep on a school classroom floor, in a kind of indoor camping arrangement. This incurs a small symbolic fee.
Meals
These are vegan or vegetarian and prepared for us by staff at Ringwood Waldorf School. Please advise Sven Saar of any dietary requirements in advance. The cost for Friday Supper and Saturday Lunch and Supper is £30 per student. This is payable directly to our wonderful chef Louise in advance each term, by 1st September, 1st January and 1st May respectively.
SUGGESTED READING
Waldorf Education
Christopher Clouder & Martyn Rawson, Floris Books, 1998
School as a Journey
Torin M. Finser, Anthroposophic Press, 1994
Understanding Waldorf Education: Teaching from the Inside Out
Jack Petrash, Gryphon House, 2002
The Essence of Waldorf Education
Peter Selg, Steiner Books, 2010
The Way of a Child
A. C. Harwood, Rudolf Steiner Press, 1998
The Courage to Teach
Parker Palmer, Wiley 2017
REQUIRED READING
The First Teachers Course, Rudolf Steiner, 2020 Edition, available in the UK from
sven@waldorfmodern.uk or the Rudolf Steiner House Bookshop, London
Understanding Child development
Angelika Wiehl & Wolfgang Auer, wecan books, 2020
The Kingdom of Childhood
Rudolf Steiner’s 1924 lecture course in Torquay, Anthroposophic Press, 1995
The Educational Tasks and Content of the Steiner Waldorf Curriculum, Rawson, Richter and Avison, 2014, widely available
Pathways through the Course and Certification
Waldorf Modern Teacher Education (Ringwood) offers a range of pathways and options within the course`s structure. Whilst taught sessions and assignments are the same across all pathways, the expectations around entrance requirements, attendance, assessment criteria, classroom observation and teaching practice vary. Successful completion of the chosen pathway leads to the relevant award, described below. During the first four terms the student, in consultation with their assigned tutor, may decide to switch pathways.
Preference of admission is given to students who aim to complete the course at pathway five.
Pathway One. Art of Education CPD Certificate is awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments of the initial `Art of Education` year.
The following awards assume two-year attendance.
Pathway Two. Certificate of Participation
Awarded to students who have attended a minimum of 50% of taught sessions and completed a minimum of 50% of assignments.
Pathway Three. Certificate of Attendance
Awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments.
Pathway Four. Certificate of Completion (Education Theory)
Awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments to a satisfactory (pass) level and completed a minimum of fifteen days classroom observation.
Pathway Five. Certificate of Completion (Education Theory and Practice)
Awarded to students who meet the pathway four requirements and have completed six weeks of classroom teaching.
Pathway Six. Diploma in Steiner Waldorf Education
Awarded to students who meet the pathway five requirements and have completed a full year’s successful teaching, accompanied and assessed by an agreed in-school mentor.
Pending:
Pathway Seven. SWSF Accredited Diploma in Steiner Waldorf Education
Awarded to students who satisfy the SWSF entry requirements in addition to the requirements at pathway six.
The student has met all attendance and assignment requirements and completed the two-year course plus, if applicable, the Apprentice year.
Assignments and Assessment
As in all adult education, the key ingredient for as successful outcome is personal investment. We would estimate the time spent between weekends to be roughly equivalent to the contact time.
Assessment is continuous, qualitative, and applied to many areas of activity. We will do our best to inform students in a clear and constructive way of areas of strength and make supportive suggestions for improvement.
In between weekends there are usually three tasks to complete:
- An artistic “homework” to practice a particular skill
- Preparation of an activity, story or other presentation to the other students.
- The key assignment that will be assessed more formally. (This is facilitated by a mid-month online check-in where students can meet each other and the tutors to discuss their progress.)
Some Key Task Assignments are marked and awarded to academic standards: ‘Working Towards’, ‘Pass’, ‘Merit’ or ‘Distinction’. Students are given the opportunity to improve on a piece of work where necessary. Assessment criteria are explained in the Student Handbook.
Graduation Project:
Rationale: an independent project over six months designed to demonstrate the acquired skills, interests and perspectives (SIP)
Five Requirements:
- Setting a theme into context (Research and Experience)
- Investigating a theme as to its defining characteristics (Research)
- Judging and applying its relevance in a personal and professional context (Creative and reflective work)
- Applying the acquired SIP to own practice in present and future (Creative and reflexive work)
- Confident and engaging presentation of the results to a group of peers and faculty (Creative and presentation work)
FAQs
What are the entrance requirements?
Although we have no formal entrance requirements, students are normally expected to have an all-round education to ‘A’ level standard and the equivalent of GCSE grade ‘C’ in Maths and English. We may make exceptions for applicants who show enthusiasm, commitment and the determination to tackle any areas in their own education that need further development, whilst advising students that their career progression will be seriously hampered without attaining the above `basics`.
Will this course enable me to teach in any UK Steiner school?
Most Steiner Waldorf schools will expect teachers to have completed, or in the case of experienced teachers, to be in the process of completing a specialist Waldorf teacher education course, such as ours, and for some schools it is a requirement.
What about Scotland?
The General Teaching Council of Scotland (GTCS) is the body which controls entry to the teaching profession, accredits initial training courses for teachers, and has responsibility for assessing whether probationary teachers can proceed to full registration.
Completion of a Teaching Qualification in England (even QTS, Qualified Teacher Status) does not automatically enable the holder to register with the GTCS. An English Steiner Waldorf training, on its own, would not be sufficient to teach in a Scottish Steiner Waldorf school. If this is your aspiration we advise that yu check with the school in which you aspire to trach, as these things do change.
What if I`m not artistic?
Artistry in teaching is not the same as being `good at art`. Children`s learning is the canvas on which a teacher applies their artistry. Whilst being a competent drawer, painter, singer, musician or crafts person will serve you well, those who feel themselves lacking in such skills can still `teach artistically` and create a learning environment in which children thrive. `
What about Covid and remote learning?
During the lockdowns or 2020 and `21 our tutors gained valuable experience of teaching on-line. Our course`s predecessor, WESTT (West of England Steiner Teacher Training) continued to operate remotely throughout this period. Exceptionally student are able to attend parts of the course remotely if circumstances prevent them from travelling.
Is the course of value for subject teachers?
Not everyone who want to work in Steiner-Waldorf education wants to be a class teacher. Those who choose to specialise in a particular aspect of the education, regardless of subject or school phase* will find that the course offers an in-depth experience that develops important and transferable skills. (*But be aware that those wishing to teach in Early Childhood settings will also need the appropriate accredited qualification).
What are the expectations around observing and practising in schools?
Classroom observation forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
In the second-year students are expected to complete two 3-week classroom observation and teaching practices. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Any teaching practice elements not covered during the course must be completed within two years of the end of the course.
I don`t see myself working in a Steiner school in the near future. Is the course still relevant to me?
Increasingly parents and teachers are looking for alternatives to conventional schooling. Homeschoolers find the course of great value, as do those who are working in `mainstream` settings, whether conventional schools, adult education or in any form of special education.
The Art of Education
(Year 1)
Year one offers a comprehensive introduction to Waldorf education.
It is an essential first step for those who want to become teachers, but also for parents, support staff, teaching assistants and home-schoolers.
Waldorf principles and practice are explored and experienced directly. Students learn drawing and painting just as pupils do, alongside singing, movement, modelling and practical crafts.
Lectures and Seminars introduce themes such as child development, classroom management, rhythm and imagination, alongside the essential Waldorf approaches to literacy, numeracy, science and the humanities. We also explore anthroposophy, the philosophy that underpins this education.
There are regular opportunities to develop personal skills. Students will be teaching and presenting to their peers from the outset, learning how to give and receive constructive feedback, and practising the art of storytelling.
Classroom observation also forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
The Art of Teaching (Year 2)
We build on the foundations laid in Year One as the focus shifts towards the reality of modern teaching. The necessary knowledge and skills for teaching are addressed, including planning, assessment, presentation, inclusion, compliance, and collegiality.
We study Rudolf Steiner’s First Teachers Course to understand the underlying view of the human being that informs this education. We also direct students towards the inner work and development needed for an aspiring teacher to thrive personally and professionally.
As the student moves ever closer towards the classroom, the Steiner Waldorf Teacher Standards provide an excellent structure and a valuable reference point for our work together. Another guiding motif is provided by the exploration of Intention, Implementation and Impact and the way in which these three things find their echo in Imagination, Inspiration and Intuition.
Teaching Placements
We work together with UK Steiner Waldorf schools to bring about quality classroom observation and teaching placements with experienced and supportive practitioners. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Ideally, students are expected to complete two 3-week classroom observation and teaching practices during the year. Any teaching practice elements not covered during the course must be completed within two years of the end of the course.
The following is offered as a guideline.
Teaching practice 1:
The student is assigned to a specific class for three weeks under the guidance of an experienced class teacher and qualified mentor. After a few days of observation and preparatory planning work, the student begins to gradually take over aspects of the main lesson or practice lesson routine, as well as assisting individual pupils or small groups. They could tell stories, lead recitation, singing or mental arithmetic practice. Gradually during the second week this expands into taking on recall and presentational elements. In the third week, if things have gone well, the student might take over delivering the whole of the morning lesson, being observed, guided and supported by the class teacher throughout. The mentoring teacher gives daily oral feedback and advice and writes a reference report at the end of the practice. The student keeps a journal documenting their experiences and writes a self-appraisal at the end of the block, both of which are submitted to the course tutors.
Teaching Practice 2:
The student is tasked with planning, preparing and delivering an entire three-or four-week block of main lesson teaching. Ideally this takes place in a setting already familiar to them so they can go straight into teaching from day 1. The mentoring host teacher is familiar with the pupils and is a regular observing and guiding presence. Part of this practice block also involves assessing pupil progress and other administrative duties of the full-time classroom teacher. Attendance at a parents evening as well as collegial meetings is advised. An enhanced DBS certificate will allow the host teacher to leave the student teacher alone with the class for increasing periods of time should the school’s protocols allow for this. At the end the host teacher writes a final report on the practice block, which is supplemented by a thorough self-appraisal of the student teacher and their reflective journal, all of which are submitted to the course tutors.
Every weekend
- Singing
- Artistic Activities
- Communal meals
- Students teaching students: Peer Learning
- Anthroposophical study
- Generous break times for conversation and encounter
Embedded in the course throughout
- Child observation and safeguarding
- Assessment for learning
- Inclusion and Diversity
- Planning, Preparation and Curriculum Design
- Movement and Conversation
Waldorf Modern TE Syllabus overview
Weekend Modules: 750 Minutes, 8 sessions
Residential Modules (8, 12, 20 and 24): 2400 minutes, 36 sessions
Overall directed content:
304 sessions, 24,600 minutes
The modules are arranged chronologically. It is our expectation that directed time will be broadly matched by independent engagement, addressing course assignments and independent research.
We also acknowledge the essential role played by informal interaction, spontaneous peer learning and networking facilitated by WMTE’s social context: break and meal times, shared accommodation, online communication via monthly Zoom meetings and exchanges on WMTE’s Telegram groups.
Module 1: Child development in the Waldorf Context (September)
- Your own education experience
- Child development overview 6 to 14
- The vision of Waldorf Education
- The threefold human being
- Drawing and painting
- Students teaching students
Assignment 1 : Produce a map/diagram/chart/graphic/timeline which shows your understanding and knowledge of how child development proceeds from 0 to 21.
Module 2: Observation: Children, nature and myself (October)
2.1 How Children learn
2.2 Goethean Observation
2.3 Child Observation
2.4 How Children Learn: seven processes
2.5 The fourfold human being
2.6 Drawing and Painting
2.7 Students teaching students
Assignment 2 : Explain the threefold and the fourfold nature of the human being
Module 3: Numeracy and other subject threads(November)
3.1 Working with Polarities
3.2 Numeracy class 1 to class 8
3.3 The four temperaments
3.5 Drawing and Painting
3.6 Understanding Children: The Temperaments
3.7 Students teaching students
Assignment 3 : The Temperaments
Module 4: Literacy and Festivals (December)
4.1 The Advent spiral: Conscious rituals in the Waldorf Context
4.2 Literacy class 1 to class 8
4.3 The Christmas experience through Art contemplation
4.4 The Evolution of consciousness in the human soul experience
4.5 Drawing and Painting
4.6 Students teaching students
Assignment 4 : Literacy
Compare and contrast the Waldorf approach to Literacy to your own educational experience in this subject. Critically examine its main characteristics.
Module 5: Feeding the imagination: The Art of Telling Stories (January)
5.1 From image to imagination
5.2 Story telling class 1 to class 8
5.3 Creating significant images
5.4 Individuality and Freedom
5.5 Drawing and Painting
5.6 Students teaching students
Assignment 5 : A pedagogical story
Write an original story to address an educational issue, for an age group of your choice between 6 and 10.
Module 6: Music and Community (February)
6.1 Collaborative Learning
6.2 Singing and Music class 1 to class 8
6.3 The importance of rhythm
6.4 Developing Resonance and Resilience: the conscious inner path of the teacher
6.5 Drawing and Painting
6.6 Students telling stories
Assignment 6 : Collaboration Challenge.
Module 7: Movement and Creative Problem Solving (March)
7.1 Collaborative learning
7.2 Working with Movement and Games class 1 to class 8
7.3 The Moving Classroom Impulse
7.4 Resonance and Resilience
7.5 Drawing and Painting
7.6 Students telling stories
Assignment 7 : Read Rudolf Steiner’s lecture course “Kingdom of Childhood” (1924) in its entirety and be prepared to answer structured questions on it in April.
Module 8: Experiential Learning and Development (April)
8.1 An introduction to Eurythmy
8.2 An introduction to Bothmer Gymnastics
8.3 Singing
8.4 Geometry
8.5 Clay Modelling
8.6 Drawing the human being
8.7 Art History
8.8 Goethean communication
8.9 Students telling stories
Assignment 8 : Having read Rudolf Steiner’s final lecture cycle on education “Kingdom of Childhood”, choose two of the following five assignments:
- Using Steiner’s examples, describe how a teacher’s educational actions can either enhance or compromise a child’s healthy development.
- Describe Steiner’s advice for a meaningful relationship between teacher and child.
- Gather and organise Steiner`s concrete advice on the teaching of maths.
- Gather and organise Steiner`s concrete advice on the teaching of languages (mother and foreign).
- A new GCSE in Natural History was introduced in 2022. What might such a course look like if it were based on Steiner`s advice on how to introduce children to the natural world?
Module 9: Our place in the world: Geography and Perspective (May)
9.1 Equality and Diversity 1: conscious and unconscious bias
9.2 The safeguarding Landscape
9.3 Geography class 1 to class 8
9.4 A decolonized, diverse curriculum
9.5 Form Drawing
9.6 Resonance and Resilience
9.7 Students telling stories
Assignment 9 : Awareness of personal and cultural bias:
Choose a setting, it could be where you work now, where you have worked, or where you can imagine yourself working in the future. Conduct an audit of the geographical, historical and cultural factors you will have to take into account when teaching in such a setting.
Module 10: The outdoor classroom: A deep dive into crafting (June)
10.1 Each student to engage with one of
a) Blacksmithing
b) Green Woodwork
c) Ceramics
d) Leather work
10.2 The Hands leading the Head: the importance of crafts
Assignment 10 : Crafts: Describe how the hands can play a leading role in the educational process.
Module 11: Science and Society: the art of Finding out and Getting on (July)
11.1 PHSE and relationship education
11.2 Form Drawing
11.3 Middle School Science
11.4 Collegial Working and Leadership
11.5 Students telling stories
Assignment 11 : The four stages of science
Module 12: Experiential Learning and Development (August)
12.1 Land-based Science and Outdoor Education
12.2 Drama from class 1 to class 8
12.3 Eurythmy
12.4 Art
12.4 A perspective on project work (witnessing and evaluating graduation projects)
Module 13: Understanding Diverse needs: Inclusive Working (September)
13.1 Human perception: The foundation senses
13.2 Eurythmy
13.3 Inclusion and SEN
13.4 Speech and Recitation
13.5 Painting
13.6 Anthropological Foundations 1 to 5
13.7 Teaching Placement Preparation: Rhythms and Rituals
Assignment 12 : Exploring Attachment Disorder
Module 14: Nature Study and Classroom Practice (October)
14.1 Human perception: The guardian senses
14.2 Nature study: Plants and animals
14.3 Eurythmy
14.4 Planning for Learning 1
14.5 Painting to Pastels
14.6 Anthropological Foundations 6 to 9
14.7 Teaching Placement Preparation: observing children’s learning
14.8 Students introducing poems
Assignment 13 : Planning a Main Lesson Block
Module 15: Seeing the Other: Effective Communication (November)
15.1 Human perception: The communication senses
15.2 Reflection, Mentoring and Appraisal
15.3 Planning for Learning 2
15.4 Eurythmy
15.5 Blackboard Drawing
15.6 Anthropological Foundations 10 to 14
15.7 Planning a Main Lesson: A teacher presents
15.8 Students introducing poems
Assignment 14 : Consider the activity of each of the 12 senses from a pupil perspective.
Module 16: Physics and Professional Standards (December)
16.1 Steiner Waldorf Teacher Standards 1
16.2 Planning for Learning 3
16.3 Eurythmy
16.4 Charcoal Drawing
16.5 Physics class 6 to class 8
16.6 Equality and Diversity 2: Combating Racism
16.7 Classroom Practice: Assessment for Learning
16.8 Creating an Advent Celebration for Year 1 students
Assignment 15 : Science and Assessment
Module 17: Life Sciences, History and Professional Standards (January)
17.1 Steiner Waldorf Teacher Standards 2
17.2 History: A symptomatic approach
17.3 Biology in classes 7 and 8
17.4 Charcoal Drawing
17.5 Chemistry in classes 7 and 8
17.6 Planning for Learning 4
17.7 Planning A Main Lesson: A teacher presents
17.8 Students introducing poems
17.9 Independent Research Work: Introduction to Graduation Projects
Assignment 16 : Teaching History:
Plan, research and prepare a detailed presentation of a historical event, or a significant personality, for classes 6, 7 or 8.
Module 18: Literacy, Geography and Professional Standards (February)
18.1 Steiner Waldorf Teacher Standards 3
18.2 Early Literacy
18.3 Geography class 1 to class 8
18.4 Planning for Learning 5
18.5 Blackboard drawing
18.6 Students teaching students: presenting and evaluating planning assignments
18.7 Anthropological Foundations: Students Leading Study
18.8 Students introducing poems
Assignment: Prepare to present an outline of your graduation project. Work on this project will from now on replace regular assignments
Module 19: Numeracy, Projects and Professional Standards (March)
19.1 Steiner Waldorf Teacher Standards 4
19.2 Project tutorials – peer learning
19.3 Early Numeracy
19.4 Planning for Learning 6
19.5 Blackboard Drawing
19.6 School improvement: The Meta Picture
Module 20: Experiential Learning and Development (April)
20.1 Eurythmy
20.2 Bothmer Gymnastics
20.3 Singing
20.4 Geometry
20.5 Clay Modelling
20.6 Drawing the human being
20.7 Practical Science20.8 Art History
20.9 Goethean communication
Module 21: School life, Working with parents and Professional Standards (May)
21.1 Steiner Waldorf Teacher Standards 5
21.2 Working with Parents
21.3 The cultural landscape of safeguarding
21.4 School life: Role plays
21.5 Perspective Drawing
21.6 Project-based Learning
21.7 What it’s really like: ask an experienced practitioner!
21.8 Anthropological Foundations: Students Leading Study
21.9 Reflective and reflexive work
Module 22: The outdoor classroom: A deep dive into crafting (June)
22.1 Each student to engage with one of
a) blacksmithing
b) Green Woodwork
c) Ceramics
d) Leather work
Module 23: Leadership, Colleagueship, Presentations (July)
23.1 Being Prepared for School life
23.2 Leadership and Colleagueship: understanding available models
23.3 Perspective Drawing
23.4 Graduation Projects 1
Module 24: Graduation and Project Presentation (August)
24.1 Project presentation and evaluation
24.2 Working with Waldorf verses and Meditations
24.3 Understanding Soul Qualities: Community and Biography
The In-Service year
Completing the course and being ready to teach are two different things. In most educational contexts a probationary period is required before the teacher is considered to be ‘fully qualified’. Ideally the novice teacher will be given protected time and regular mentoring as they begin their journey.
Certificate of Completion
Having completed both practices and graduated with a Certificate of Completion, the student joins one of our partner schools as Apprentice Teacher. Depending on suitability, this can be in an assisting capacity or with increasing degrees of responsibility. While being supported by a mentoring structure involving both in-school colleagues and course tutors they would have the opportunity to observe a range of teaching styles as well as occasionally covering for absent colleagues and gaining valuable experience in “stepping in”.
Where students are already qualified teachers in active Waldorf school service their journey can be fast-tracked without the need for an apprentice year. In either case, the successfully competed course leads to a full Diploma in Steiner Waldorf Education.
Waldorf Modern REFRESH!
CPD offer 2023/24
Need modern Waldorf in your school life? Welcome to REFRESH!
We are opening our Ringwood courses to serving school staff, for attending any weekend they like. Come to the New Forest for science, art, planning, anthroposophy or any other subjects that interest you. Save money by buying vouchers!
Booking by email: info@waldorfmodern.uk
HOW IT WORKS
Your school or setting buys a number of WALDORF MODERN REFRESH! CPD vouchers (prices below).
A voucher allows up to two visiting colleagues to attend an entire Waldorf Modern weekend (Friday evening – Sunday lunch).
Every weekend offers 16 sessions in total, 8 for each of our year groups. See the appendix for a full list.
Each visiting colleague can choose which 8 sessions they attend, either with the same year group, or opting for sessions in both groups. All students and visiting colleagues will share singing, movement and meals.
No booking is required but please inform us of your attendance at least 24 hours in advance, or one week in advance if you want us to arrange accommodation.
CPD Certificates are available on request.
Click here for full details!
Single weekend, max. 2 people: £200
5 weekends, max. 2 people: £ 900
8 weekends, max. 2 people: £ 1500
10 weekends, max. 2 people: for £ 1750
(Spring Residential week counts as two weekends).
Location
The Waldorf Institute is hosted by Ringwood Waldorf School, situated on the edge of the new Forest in Southern England. The school has been offering Waldorf Education to children aged 3 to 18 since 1974. The educational environment and close links to practising teachers, many of whom are former graduates, are real assets to our monthly weekends.
Time & Money
The monthly weekends run from 6.30 on Friday evening to 1 pm on Sunday.
The two intensive weeks, each of 4 days, take place in April (Easter) and August.
Each weekend begins on Friday with a communal supper at 6.30 pm, cooked and prepared for us by professionals at our host school. Afterwards there are opportunities for shaking off the week’s work and the long journeys in musical or social activities. This is followed by Engagement: an interactive session, guided by the course tutors, that sets the tone for the weekend.
At about 9.30 the students are free to retire to their accommodation or continue to meet socially in Ringwood’s pubs and restaurants.
On Saturday we begin at 9am with singing, followed by five 90-minute sessions through the day, following the pattern: Art – Seminar – Lunch – Art – Seminar – Supper – Evening Lecture or Engagement. We finish again at about 9.30.
Sundays begin again with singing, followed by philosophical study. The last session is for students teaching students: they will take it in turns to learn new skills from each other or tell prepared stories, followed by empathic, constructive and honest feedback. The weekend ends with a review at 12.30, and students are free to leave at 1pm. Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.
For the two intensive courses, one at Easter and the second in August, full attendance is necessary. In certain circumstances – for example, a sudden illness – we will accept a written notification of absence, although 80% attendance is required for completion of the course (whether online or in person). In some circumstances, where a session is missed, it may be possible to complete the equivalent weekend in a following year. This is arranged on an individual basis, at the discretion of tutors.
In order to fulfil the requirements of the course, at least 80% attendance is required.
What does it cost?
Annually:
- £2,490 when paid in full by 31st July 2022 (Early Bird Fee)
- £2,590 when paid in full by 31st August 2022
- £2,670 when paid in 3 instalments during the year (payments on 1st September 2022, 1st January 2023 and 1st May 2023)
- £2,690 when paid later than 31st August 2022
- These figures include an initial deposit of £300, payable at the time of being accepted onto the course. For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £790.
- This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
- In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.
Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)
Accommodation
This is at the houses of local families. Arrangements for camping or parking camper vans in the school grounds may be possible at certain times of the year. The agreed cost for private accommodation is £ 45 for two nights bed and breakfast, payable directly to the host. Initial arrangements will be made by Sven Saar who is also the main contact for all matters relating to accommodation.
Meals
These are vegan or vegetarian and prepared for us by staff at Ringwood Waldorf School. Please advise Sven Saar of any dietary requirements in advance. The cost for Friday Supper and Saturday Lunch and Supper is £25 per student. This is payable in advance each term, by 1st September, 1st January and 1st May respectively.
SUGGESTED READING
Waldorf Education
Christopher Clouder & Martyn Rawson, Floris Books, 1998
School as a Journey
Torin M. Finser, Anthroposophic Press, 1994
Understanding Waldorf Education: Teaching from the Inside Out
Jack Petrash, Gryphon House, 2002
The Essence of Waldorf Education
Peter Selg, Steiner Books, 2010
The Way of a Child
A. C. Harwood, Rudolf Steiner Press, 1998
The Courage to Teach
Parker Palmer, Wiley 2017
REQUIRED READING
The First Teachers Course, Rudolf Steiner, 2020 Edition, available in the UK from sven.saar@aswte.org.uk or the Rudolf Steiner House Bookshop, London
Understanding Child development
Angelika Wiehl & Wolfgang Auer, wecan books, 2020
The Kingdom of Childhood
Rudolf Steiner’s 1924 lecture course in Torquay, Anthroposophic Press, 1995
The Educational Tasks and Content of the Steiner Waldorf Curriculum, Rawson, Richter and Avison, 2014, widely available
Pathways through the course and Certification
Waldorf Modern Teacher Education (Ringwood) offers a range of pathways and options within the course`s structure. Whilst taught sessions and assignments are the same across all pathways, the expectations around entrance requirements, attendance, assessment criteria, classroom observation and teaching practice vary. Successful completion of the chosen pathway leads to the relevant award, described below. During the first four terms the student, in consultation with their assigned tutor, may decide to switch pathways.
Preference of admission is given to students who aim to complete the course at pathway five.
Pathway One. Art of Education CPD Certificate is awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments of the initial `Art of Education` year.
The following awards assume two-year attendance.
Pathway Two. Certificate of Participation
Awarded to students who have attended a minimum of 50% of taught sessions and completed a minimum of 50% of assignments.
Pathway Three. Certificate of Attendance
Awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments.
Pathway Four. Certificate of Completion (Education Theory)
Awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments to a satisfactory (pass) level and completed a minimum of fifteen days classroom observation.
Pathway Five. Certificate of Completion (Education Theory and Practice)
Awarded to students who meet the pathway four requirements and have completed six weeks of classroom teaching.
Pathway Six. Diploma in Steiner Waldorf Education
Awarded to students who meet the pathway five requirements and have completed a full year’s successful teaching, accompanied and assessed by an agreed in-school mentor.
Pending:
Pathway Seven. SWSF Accredited Diploma in Steiner Waldorf Education
Awarded to students who satisfy the SWSF entry requirements in addition to the requirements at pathway six.
Assignments and Assessment
As in all adult education, the key ingredient for as successful outcome is personal investment. We would estimate the time spent between weekends to be roughly equivalent to the contact time.
Assessment is continuous, qualitative, and applied to many areas of activity. We will do our best to inform students in a clear and constructive way of areas of strength and weakness.
In between each weekend there are usually two tasks to complete and sometimes three:
- An artistic “homework” to practice a particular skill
- Preparation of an activity, story or other presentation to the other students.
- The key assignment that will be assessed more formally. (This is facilitated by a mid-month online check-in where students can meet each other and the tutors to discuss their progress.)
Some Key Task Assignments are marked and awarded to academic standards: ‘Working Towards’, ‘Pass’, ‘Merit’ or ‘Distinction’. Students are given the opportunity to improve on a piece of work where necessary. Assessment criteria are explained in the Student Handbook.
FAQs
What are the entrance requirements?
Although we have no formal entrance requirements, students are normally expected to have an all-round education to ‘A’ level standard and the equivalent of GCSE grade ‘C’ in Maths and English. We may make exceptions for applicants who show enthusiasm, commitment and the determination to tackle any areas in their own education that need further development, whilst advising students that their career progression will be seriously hampered without attaining the above `basics`.
Will this course enable me to teach in any UK Steiner school?
Most Steiner Waldorf schools will expect teachers to have completed, or in the case of experienced teachers, to be in the process of completing a specialist Waldorf teacher education course, such as ours, and for some schools it is a requirement.
What about Scotland?
The General Teaching Council of Scotland (GTCS) is the body which controls entry to the teaching profession, accredits initial training courses for teachers, and has responsibility for assessing whether probationary teachers can proceed to full registration.
Completion of a Teaching Qualification in England (even QTS, Qualified Teacher Status) does not automatically enable the holder to register with the GTCS. An English Steiner Waldorf training, on its own, would not be sufficient to teach in a Scottish Steiner Waldorf school. If this is your aspiration we advise that you check with the school in which you aspire to trach, as these things do change.
What if I`m not artistic?
Artistry in teaching is not the same as being `good at art`. Children`s learning is the canvas on which a teacher applies their artistry. Whilst being a competent drawer, painter, singer, musician or crafts person will serve you well, those who feel themselves lacking in such skills can still `teach artistically` and create a learning environment in which children thrive. `
What about Covid and remote learning?
During the lockdowns or 2020 and `21 our tutors gained valuable experience of teaching on-line. Our course`s predecessor, WESTT (West of England Steiner Teacher Training) continued to operate remotely throughout this period. Exceptionally student are able to attend parts of the course remotely if circumstances prevent them from travelling.
Is the course of value for subject teachers?
Not everyone who want to work in Steiner-Waldorf education wants to be a class teacher. Those who choose to specialise in a particular aspect of the education, regardless of subject or school phase* will find that the course offers an in-depth experience that develops important and transferable skills. (*But be aware that those wishing to teach in Early Childhood settings will also need the appropriate accredited qualification).
What are the expectations around observing and practising in schools?
Classroom observation forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
In the second-year students are expected to complete two 3-week classroom observation and teaching practices. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Any teaching practice elements not covered during the course must be completed within two years of the end of the course.
I don`t see myself working in a Steiner school in the near future. Is the course still relevant to me?
Increasingly parents and teachers are looking for alternatives to conventional schooling. Homeschoolers find the course of great value, as do those who are working in `mainstream` settings, whether conventional schools, adult education or in any form of special education.
