Assessment 

The primary purpose of assessment is to promote learning. Assessment makes valued learning visible. Assessment provides evidence of how learners are progressing according to defined standards throughout a period of learning, as well as achievement at the end of the learning period.  Quality assessment is informed, purposeful, authentic, valid and reliable. 

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Balance 

The Waldorf curriculum provides a balanced and developmental approach to teaching and learning. This includes a balance of practical, academic, creative, physical, social, and emotional learning opportunities. When Dr Steiner mentored teachers he required them to integrate the arts and sciences to reflect the needs and interests of the whole child.

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Curriculum 

"A curriculum is a mat for all to stand on." (Te Whaariki) 

In essence curriculum is everything that provides the conditions for equitable and excellent outcomes for all learners within the school setting. 

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Effective practice 

Effective teaching is the knowledge, strategies, processes and behaviours which lead to positive student outcomes. Effective teachers have a positive impact on their students and use their expertise to improve learning outcomes. 

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Etheric  

The term etheric describes life processes. These are linked to Greek perceptions of the “four elements” (fire, air, earth, water). These are the conditions required for existence.

Dr Steiner tells us that the etheric body contains a copy of the entire cosmos, in particular of the animal world, the sun, and the moon.

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Localised 

A localised curriculum is one that is  unique and responsive to the priorities, preferences, and issues of kura specific  learning communities  

The heart of local curriculum design is including what works and improving learning for all students

Māori succeeding as Māori 

"As Māori [means] being able to have access to te ao Māori, the Māori world – access to language, culture, marae… tikanga... and resources... If after twelve or so years of formal education, a Māori youth were totally unprepared to interact within te ao Māori, then, no matter what else had been learned, education would have been incomplete." 

Professor Mason Durie, (2003). Ngā Kahui Pou: Launching Māori Futures. Huia Publications. 

Evaluative processes 

Evaluation is at the core of the quality assurance and improvement process. It is conceived of as a rigorous process in which schools systematically evaluate their practice, using indicators as a framework for inquiry and employing a repertoire of analytic and formative tools. (ERO) 



Parzival  

This is a European epic poem written in the Middle Ages. This story of chivalry and love includes themes which highlight the importance of education and heroism, alongside compassion, love, and humility.

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Rhythm 

The Three Day Rhythm 

The three day rhythm in primary school is a certain rhythm in Waldorf education that is followed in teaching new content to children and is spread over three days. An important aspect of the three day rhythm is that it incorporates the element of sleep as a teaching tool. It also aims to develop memory and incorporates intellectual activities with repetitive artistic expression and physical movements in order to develop willing, feeling and thinking at the same time. 

The three day rhythm works as follows: On day one, new content will be presented to children. It can be a mathematical story introducing one of the four processes in foundation phase, it can be science experiment in the later grades or it can be a fairy tale in grade one. It all depends on what main lesson block you are teaching. The children absorb this new information and take it home with them into their sleeping night. During sleep the body, soul and spirit of the child assimilate this new information and the next morning the child returns to school ready to give its own version and understanding of the events that took place in class yesterday. Thus on the second day, the content is reviewed and the students are encouraged to share their understanding and conclusions. The teacher then delves deeper into the subject matter and presents new material that needs to be remembered and reviewed the next day and so the cycle continues. On the third day the content is briefly reviewed again and then written down first in their summary work books and then beautifully in the main book with a picture to illustrate. What happens in real life though is that often the different aspects of the main lesson moves between a two and three day rhythm. In my experience one will have a two day cycle for giving new content and review. However, book work often follows a different pattern according to children’s capabilities and work speed. The teacher must use his/her discretion when managing the balance between speed, beautiful and correct work and keeping up with the given content. One also must keep in mind that although a certain amount of content has to be covered and understood, the main aim of the lesson is not for the child to remember as many facts as possible but to develop the strength of will, feeling and thinking. More about this later in the article. 



Senses – 5 versus 12 

The 12 senses define the ways the soul (our ‘inner world’) experiences the ‘outer’ or external world. This is in contrast to the 5 senses which are considered the ‘norm’.

The 12 senses are: touch, life, self-movement, balance, smell, taste, sight, temperature and warmth, hearing, language, thought, and ego or the sense of the 'I'.

In some writings Dr Steiner links the 12 senses to the 12 zodiac signs because the sun travels across the signs over a 12-month period.

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Soul Forces

These are one of three forces: body, soul, and spirit.

Soul forces reflect our ‘inner life’ or ‘inner world’ of thinking, feeling, and willing.

Soul forces may be divided into ‘lower’ and ‘higher’ forces.

Lower forces animate our physical body and relate to the plant world, and higher forces energise our spirit and relate to the animal and sentient world.

The connection between the soul forces changes with age and should be considered in our pedagogical approaches.

 

Special Character 

When we use the term Special Character in this document we are referring to our connection to Steiner and Waldorf education, based on the ideals and practices of education described by Rudolf Steiner and the continuing research of Steiner teachers and other compatible pedagogical approaches.  This Special Character  is localised and informed by the unique context of Aotearoa, New Zealand.  

The specific definition of Special Character for each school will be referenced in their individual Integration Agreements.  

The Steiner/Waldorf curriculum recognises that children pass through distinct developmental stages at which times specific forces are at work and capacities develop. The curriculum is designed to deliver the right stimulus at the right time, thus allowing each of these developmental stages to unfold fully. (SEANZ) 



World consciousness 

The ability and willingness to consider, understand, and act upon global issues and matters beyond our own individual and immediate needs.

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