Linuwel School - Background
Kindergarten
Before the change of teeth, learning takes place through imitation – not only imitation of actions
but also attitudes and emotions. We endeavour to surround the Kindergarten child with a harmonious and rhythmical environment that conveys constancy and security.
In this ‘safe haven’ foundations are laid for the development of social skills through games and role play; fine motor skills through craft activities; early learning through drawing ( pre-writing & pre-number work), reverence for the world and its creatures through artistic activities, songs and stories.
The daily/weekly routine is very important, and “goodness” is a guiding concept.
Please note that the Kindergarten and surrounding garden is a Mobile Phone free area.
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Primary School
Between the change of teeth and puberty the child understands the world through the emotional life. All subjects are introduced in story form, appropriate to the child’s age, engaging the imagination and developing an understanding of the individual in the world. The authority of the teacher provides the structure within which the personality of the child can unfold in freedom. “Beauty” is a guiding concept, and the class as a whole is an important unit.
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Secondary School
In these years the students’ powers of reasoning and judgement are truly awakening and the teacher is leader and guide in the search for truth. Learning is more thought orientated and students are challenged by activities relevant to their individual growth, in preparation for their further education and life beyond school.
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The Structure of the Day
The school day addresses the thinking, feeling and willing aspects of the human being by being organized in a threefold way. The morning lesson has a more academic, thinking element while the middle lesson accommodates artistic/rhythmical activities which engage the feeling life; in the afternoon will-developing subjects like craft and sport take place.
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The School Environment
Being a small school, Linuwel provides a supportive and caring environment where the teachers are aware of each student. Combined class activities assist in extending students’ social experiences, and children are encouraged to interact with other age groups, reducing the influence of peer group pressures. The semi rural setting of the school provides an environment which is enjoyable for the child and fosters an appreciation of the natural world. We aim to provide a safe environment but not one where children are shielded from every potentially dangerous activity, such as climbing trees, on the precept that developing awareness of their physical capacities and limitations is essential to making sound decisions for their safety beyond school.
From early days, students’ schooling is linked to an expanding exploration of the world through outings and camps, where much personal growth takes place.
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Competition and Testing
A fundamental principle of the school’s educational philosophy is cooperation and not competition.
Each child’s strengths and weaknesses are acknowledged without judgement or ridicule. Competition can create stresses which work against inner happiness and social harmony and is not promoted beyond team games and occasional sporting challenges.
In the primary years formal testing can also create stress and unhappiness, working contrary to an enjoyable learning experience, and is generally not necessary as the teacher has many opportunities to assess the child’s progress and achievements. National literacy and numeracy testing is a government requirement for years 3, 5, 7, 9 and students undertake these tests each year. Students completing Year 10 receive a Year 10 Certificate as a record of their achievement for future employers or other educational institutions.
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Religion
The spiritual nature of life as described by Rudolf Steiner underlies much of what is done in the school, and while some aspects of this will at times be evident there is no attempt to promote any system of beliefs. All the major religions are studied so students develop an understanding of them and ultimately will be able to make informed decisions on religious matters for themselves.
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Homework
In the primary school homework is not set on a regular basis. In the upper primary, projects may occasionally be set or books given to read but in general for these years the time after school is free for other activities and family life.
By the Years 7-8, homework is gradually introduced for reinforcement or completion of class work. This would start at about half an hour to an hour per weeknight, rising to 1-2 hours by year 10.
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