HIGH SCHOOL UPDATE

Our new Science Building. Landscaping is now under way. Next comes the new Tech studies building!

Registration approved for Years 11 & 12!

"A breath  of fresh air" is how our curriculum was described by a member of the Non Government Schools Registration Board.

Registration for Years 11 & 12 has been approved to include our alternative curriculum and assessment procedures for university entrance. 

BACKGROUND TO THE HIGH SCHOOL DEVELOPMENT.

For a number of years many parents expressed their desire for their children to continue with a Waldorf curriculum at Willunga Waldorf School from K-12.  In such a small independent school, with small class sizes, a modest fee paying schedule, restricted possibilities for developments on the current site and limited resources, this goal presented challenges. However:

• In 2002, the proposal was seriously considered and planning began.

• In 2003 a staff position was created which included the coordination and development of the high school and an application was lodged to extend into class 8, 9 and 10 from 2005.

• In 2004 the adjoining almond orchard comprising 11 acres was purchased, the development of a master plan was begun, the curriculum was written, the first two transportable classrooms were ordered and teachers recruited.

• In 2004 registration was approved for years 8 - 10

• In 2005 our first Year 8 began with 18 students.

• In 2006 we added Year 9.

• In December 2006 council development approval was granted which allows us to develop on the adjoining orchard block.

• In 2007 we have expanded to Years 8, 9 & 10.

• In March 2007 we were granted approval by the Non Government School Planning Committee to extend to years 11 & 12.

• In June 2007 we were granted Registration for Years 11 & 12.

• In 2008 we have our first Year 11.

WHAT OUR SCHOOL OFFERS THE HIGH SCHOOL STUDENT

Our school offers a broad based Waldorf Curriculum, formed out of a profound understanding of the developing adolescent. Waldorf pedagogy in the high school years aims to develop the capacity for critical judgment and discernment, the basis for inner freedom in the search for truth and understanding. With this foundation the emerging adult can step out into the world with a sense of inner confidence and freedom to follow his/her destiny.

We will provide a healthy balance in academic studies, performing and visual arts – art, dance, drama and music; the practical arts – horticulture, tech. studies and vocational education training in collaboration with external bodies. Our school will also offer a safe and familiar educational and social environment that nurtures close, collaborative and mutually supportive relationships amongst the class members. Teachers and students in Waldorf schools have consistently identified these relationships as a highly valued aspect of their high school years.

Our aim is to be able to offer the continuity of the curriculum through to the end of class 12, with an internal school based assessment, complete with a student research project as an option to the SACE examination system in year 12. This year is regarded as the crowning year for a Waldorf school student – to have the opportunity to pursue and develop a year-long process of research and activity with individual initiative and creativity, resulting in a public presentation.

THE SCHOOL ENVIRONMENT

We will provide an environment of vitality and beauty in the buildings and natural environment that encourages and supports the development of education and the sense of well being for all involved.  Our new four-stage Master Plan forms the basis of a development which was recently approved by the Onkaparinga Council and physically develops and extends the high school into the orchard.  First up in 2007 will be the construction of a Science building with two classrooms. A new Technical Studies building is planned for 2008.

The horticultural curriculum forms a central part of our development plan. By developing the horticultural program for the school, Nature's life forces can support the learning environment. An inspiring curriculum and plan for the 11-acre almond orchard has been developed in association with Tim Marshall, a well-qualified and highly respected consultant in Organic Agriculture, the Rare Fruits Society and other local advisors. 

We will continue to offer a challenging and fulfilling School Camps Program, in addition to a work experience program and student exchanges.

THE CURRICULUM

All the subjects are taught in the context of a curriculum which is integrated from Class 1 to Class 12. Each subject is presented in a way which meets the developmental needs of the students in the school. These developmental needs are recognized and integrated in the cognitive, emotional and practical emphasis of our teaching.

As a result a comprehensive curriculum is covered with a balance of science, arts and humanities, as well as developing a variety of practical skills. These subjects are almost too numerous to mention here.

In class 12, it is anticipated that the students will undertake a major project of self-chosen study throughout the year that is included in the overall year’s assessment of work.

THE CURRICULUM TIMETABLE

The structure of the high school timetable is consistent with that of the primary school the major difference being more specialist teachers take the lessons. The Main Lesson begins each day, following a theme in the one subject for either three or four weeks. There are twelve main lessons throughout the year covering English, Mathematics, Studies of Society and Environment – SOSE, and Science. See details below.

The middle section of the day provides for the practice lessons in Maths and English and/or Science, Class Guardian or Pastoral Care time, Music and Languages Other Than English – Spanish.

The afternoons are given over to the practical subjects such as Physical Education, Technical Studies – woodwork, metalwork, traditional basket weaving and machine sewing; Horticulture – landscaping and gardening; and the Arts, which include Painting, Drawing, Sculpture, Dance and /or Drama. The class is often split in the afternoon for these activities so the teacher student ratio is excellent.

An overview of the Main Lessons for Years 8 - 10 is provided below. The order in which these Main Lessons are delivered is indicative only and may be varied. Their place in the curriculum, however, is designed to meet the developmental needs of the students.

Class 9 students undertake a year long program called The Rite Journey.  It is a course which rediscovers rites of passage for young people.  The program looks at equipping students with the social and emotional skills for adulthood whilst using ceremony to celebrate and acknowledge their transition.  Whilst the course was initially created for boys...a partner program for girls is being successfully implemented. Further information is available from the Rite Journey website: http://www.theritejourney.com.
 

THE WALDORF GRADUATE

Mt Barker Waldorf School has paved a pathway towards university entrance in South Australia, based on an internal assessment system in year 12  that has been developed in conjunction with the universities. The three universities have all accepted Waldorf graduates, the most popular one being Flinders University. Statistics supplied by the university show that the performance of the Waldorf students has been well above average. The results from Adelaide and other universities confirm this high standard of achievement is realised generally. A comparative study of performance at University by graduates from the Mount Barker Waldorf School is available here.

A recent survey of Waldorf Graduates in the United States may be downloaded from: www.waldorflibrary.org

The following comments can give an impression of how former Waldorf students may be perceived.

James Shipman, History Department, Marin Academy, San Rafael, California

•     "Indeed, this is what I find most remarkable about Waldorf kids: they have been taught to think; I think they intrinsically understand the difference between thinking about the issue and memorizing ‘the right answer’ for the test.”

•      “ What I see here is an integration of the faculties – mental, emotional, physical, and spiritual – which when coupled with the overtones of personality, unite to form unique individuals. They can converse intelligently on almost any issue, because they have been taught to examine. They can be enormously sympathetic to almost anyone’s plight because they have been taught to tolerate. They can gracefully dance or score a goal because they have been taught to move. They can circulate among the various groups on campus and engage in a variety of activities because they have been taught to harmonise.”

 Dr Warren Eickelberg, Director, premedical Curriculum, Adelphi Uni.,New York.

•     "…from time to  time there would be a unique stabilizing influence in my classes: a Waldorf School graduate. Without exception they were…caring people, creative students, individuals of identifiable values, and students who, when they spoke, made a difference.”

•     “it has been said that historians see civilization as a stream through history, and the stream is often filled with blood, loud shouts, killing and discoveries. Somehow it is the Waldorf graduate who sees the stream, but also focuses on the banks where there are people who love, raise children, build homes, write poetry, worship and carve statues.”

•     “Waldorf Graduates see behind the facts that often must be repeated or explained on examination. They are keenly interested in the macrocosm of the cell’s ultrastructure, but they know that Chemistry, Biology and Physics can’t tell them much about love. They see, in embryology, a foetus developing the mother’s response to oxyticin so that labour can begin, and they see this as a reflection of a guided universe. I feel certain that all Waldorf Graduates believe in the orderliness of our universe, and they believe the human mind can discern this order and appreciate its beauty.”

The above quotes are taken from a compilation prepared by Kimberton Waldorf School, USA. (http://www.aurorawaldorf.org/aw-res.htm)

Other websites of interest on Waldorf High School Education:

http://www.awsna.org/renlifeafter.html

http://www.waldorfschool.com/results_of_a_waldorf_education.htm

http://www.waldorfhighschool.org/home/home.asp