The choice of the term “capacities” rather than “competencies”, as used in the National Curriculum, is

a conscious expression of Special Character where education is seen as a process of enabling healthy

soul development.

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Competency highlights the observable and measureable.

The development of the competencies is described as both an end in itself (a goal) and the means by which other ends are achieved.

Capacity on the other hand emphasises that which has the potential for ongoing rather than “finished”

development.

 

We speak of “opening up” or “unfolding” capacities; this implies growth, receptivity,

discovery and aspiration and the possibility of always going further. By developing capacities we can

strive for and gain competency in the skills necessary for living and lifelong learning.

 

We have chosen to contextualise these capacities within the anthroposophical and Māori

understanding of the human being as a being of body, soul and spirit and of the soul faculties of

thinking, feeling and willing (Boland, 2014).

 

They are aligned closely to a picture of health and wellbeing.

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A healthy body provides home for a healthy soul life. For this reason, alongside the capacities of

thinking, using language symbols and texts, managing self and participating, contributing and relating

to others, Steiner Waldorf Schools recognise that physical capacity is fundamental to overall well-being.

Although Health and Physical Education form their own learning area in the National Curriculum, from

a Steiner Waldorf perspective they also are seen to be key enablers for all learning and an integral part

of the whole.

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A seventh capacity we have identified is that of “aesthetic sensitivity and responsiveness.” This

recognises the importance of the arts as a means of soul development and a vehicle for the human

spirit to find expression. Again, this goes beyond the learning area of the arts. Aesthetic sensitivity and

responsiveness connects the children to both the sensory and spiritual world while enlivening their

creativity (James, 2002; Richter, 1985).

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We also recognise spiritual capacity and this is described above in our values. In the diagram on the

next page we have tried to create a picture that weaves the values and capacities into an integrated

whole.

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