ROSEWAY WALDORF SCHOOLPopular Featured
Do you want independent creative education for your children?
A human being is more than an academic test result on a sheet of paper. Each of us is composed of mind, body, and soul. No one of these areas has more value than either of the other two. And true, balanced maturity can only come from giving each area the nurturing it needs to grow to its full potential.
At Waldorf, teachers focus on developing in children a sense of where they fit in the world. We impart a sense of their value as contributing members of humanity and world citizens.
Waldorf graduates head into the world ready for the challenges life hands us. They are self-motivated, creative critical thinkers. They are the problem solvers, the solution finders we need.
Creative Education: Our Vision
We aim to create a healthy community where children:
- Learn with enthusiasm
- Strive to become independent and creative thinkers
- Are free to find their true destiny in life
- Work with purpose, reverence and love
- Are confident that they will make a difference
Babies from 3 months of age thrive in a warm and nurturing environment. Our Baby group, with its loving and supportive care from gentle staff, provides a haven – a home away from home.
We have a particular interest in providing a wholesome and child-focused group for our littlest Waldorf members.
Playgroup begins with children aged 2 and half years – 4 years.
Playgroup allows the children to be free and grow, all the while learning valuable skills through the great teacher that is play. In their third year of life, a child begins to say “I” and we see a marked change in their play. The wonderful force of imagination touches the child with its creative magic. This imaginative play allows the child to change a simple block of wood from one thing to another as mood and fancy take them.
We have a particular interest in establishing a family-orientated group that is well able to play and discover.
The child imitates all the movements, sounds, and activities in her/his environment and makes them her/his own by way of imaginative play. It is this vital component in the developing child that is protected, nurtured, encouraged and stimulated by the activities and routine of “Little Rosebuds”.
Under the supervision of the trained teachers, the children can enjoy activities like baking, handcrafts, drawing, gardening, picnics and walks in the country surroundings of our school. Free imaginative play remains at the center of every day. Children may attend either three or five days a week, during school terms.
Our kindergarten children’s sense of perception is nurtured. Their capacity for wonder and reverie is fostered.
Seasonal plays and festivals are shared with the community. Our activities are carefully chosen to prepare the children – both physically and cognitively – to face the exciting world of primary education. We have a particular interest in developing the hearts, hands, and minds of the children so that they are able to learn and create.
A child’s education is a foundation for life. For that foundation to be strong, education must be a partnership between parents and teachers. We therefore view parent/teacher contact as essential. The parents’ evenings which parents are expected to attend, give parents the opportunity to hear about important stages in their child’s development and voice any queries. Parents’ questions and active participation is welcomed. Young children have faith and trust in the people near to them and in their first years believe in the goodness of the world. During these years the nurturing of all the child’s senses should be cherished and protected. The child’s capacity for wonder and reverence is also fostered by the kindergarten. Stillness, peace and awareness of nature are an essential part of wonder. Children deeply experience sunlight and darkness, rain and fires, cool grass and muddy puddles!
In their 7th year, the children start Primary School. Their class teacher will follow them all the way through these foundational years – right up to Class 7 – before they begin High School.
The thrilling world of formal learning opens to the emerging seven-year-old. They now enter the second seven-year cycle of growth and development, which will take them through these primary school years.
We have a particular interest in a creative approach that allows the children to form a real relationship with formal learning. Concepts are not presented in an abstract form.
The world opens to the curious minds of Class 2 children with the adventure of reading. The fine art of writing is well established, and the concepts from Class 1 are expanded.
We have a particular interest in encouraging children to explore through comparisons, and in evoking an ever increasing sense of wonder and gratitude.
A nine-year-old child is realising their separateness from others and is defining their own individuality. They are met with activities which engage these leaps in consciousness, and which offer a more personal experience of feeling and their newly-galvanised desire to work in a real, tangible situation.
We have a particular interest in establishing a sense of security, confidence and the on-going development of capacities for work and reflections.
As their newly formed personal consciousness deepens, ten-year-olds are immersed in the theme of Norse Mythology. These fascinating tales contain pertinent moral questions, dilemmas, and extremes: light and darkness; heat and cold. We explore how to meet challenges and preserve what is beautiful and good.
At eleven years of age, children are in the heart of childhood, experiencing a warm, loving, and balanced time of growth. They are slowly establishing their independence apart from the strong adult influence of their parents and educators. The curriculum mirrors the dawning consciousness of the child through the mythologies of ancient civilizations and the introduction of Botany and Natural History studies.
As the growing child approaches twelve years of age, they enter a period of rapid growth. They become awkward and heavy as their limbs lengthen and their bodies change. They are more consciously thoughtful of both their inner and outer world – questioning and challenging as they grapple with these new concepts. The time is ripe for ordering and formalising; finding imaginative solutions to real problems; finding a balance between aesthetic appreciation and technical precision. The core themes for the year address these developing capacities.
Class 7 marks the final year with their class teacher, and of their primary school education. These important years have taught our budding adolescents how to practice clear thinking, work creatively, and how to both acknowledge and express their feelings. They have discovered how to care for and communicate with one another. And they have learned the important skill of developing and structuring their inner faculties. A new emotional intensity is evident as the young adult emerges to face the outside world. They have been challenged to expand their limits and yet recognise their boundaries. They have developed social awareness in class and group activities. Their outer body changes reflect the surge of changes within.
Once in High school the pupils are guided through their final 6 years with a Class guardian who is there to guide and assist them with the day to day class activities.
This year assists the young student to transition into High School with the culmination of the Primary School curriculum. Our educators bring the learner up to date regarding world history, science, literature, and the foundations of modern mathematics. Their expanding minds are given a sense of stability through activities and content that consolidate ideas, and that answer the fundamental question of where they are placed in the wider world.
The Class 9 curriculum supports the learners who begin to show a fascination for contrasts. They seek to define, summarise, understand, and form opinions on their modern world. They are absorbed by the concepts of power and beauty. They explore differences and seek to discover the reasons why.
As their thinking capacity begins to loosen and become more flexible, the Class 10 learners are able to compare and find similarities where once only differences existed. They grasp the process of transformation. They develop a sense of wonder at the world around them. Language, laws, culture, the very earth itself – and even their own capacity to think – further develop them into who they will become.
By the eleventh grade, learners are fully developed thinkers. These young adults are quick to analyse and synthesize information, and to utilise their power to reason. Eleventh graders want to know and understand the way things are. They need to know the intentions that lie behind the world in order to define themselves, their opinions, and ideals. They are ready to think about what is invisible to the eye and transparent to their thinking. They also begin to take responsibility for themselves, to discover and explore their identities as individuals.
Class 12 students acquire perception in their thinking. From their new-found sense of individuality, they are capable of finding their place within the community. Their consciousness of self expands into a world consciousness. They are able to use their potent reasoning skills to see the world from many vantage points and, at the same time, to recognise their own. As they begin to perceive the complexity of the world, they seek to understand the individuals who are responsible for working with society’s issues. In this way, the learners will clarify their own points of view, make judgements, and establish their ideals. The culmination of the Waldorf Curriculum is the Class 12 play, and the Class 12 project. Both of these are major undertakings and occupy the first nine months of the year.
The Waldorf Curriculum is a comprehensive and holistic approach to developing well-rounded young adults, ready to take on all the challenges life throws at them. After completing the twelve years of Waldorf education, the whole thirteenth year is then devoted to obtaining a conventional Matric. Roseway is registered with the KZN Department of Education. Learners choose seven of the 16 matric subjects offered at Roseway, namely:
English Home Language, Afrikaans FAL, IsiZulu FAL, Mathematics or Mathematical Literacy, Life Orientation, Physical Sciences, Life Sciences, Geography, History, Economics, Consumer Studies, Tourism, Religion Studies, Visual Arts, Music, and Dramatic Arts
Students participate in games or sports from Class 1 to matric. In the primary school, they have a 40-minute lesson each week. Learners in the high school have an hour’s lesson over two terms. Roseway also holds an annual Sports Day in both the Primary and High School.
Young children start with circle games and fun activities that promote participation, as well as a feeling of safety that fosters strong bonds.
After-school games for children are based on Waldorf pedagogical indications for Class 1 and 2. This means that the Waldorf philosophy of physical education is based on Rudolf Steiner’s well-researched guidelines for the learning needs of children at different ages. These games are always very well supported and enjoyed.
As the children get older, the emphasis shifts to the individual, with tag games that involve chasing and catching. When team sports are introduced, they develop sensory integration, as well as positional sense.
Older children start learning about the principles of specific games, the mechanics of team sports, and the concept of good sportsmanship. Team sports are used to help deepen social ties and commitment to the group, while challenging each student to achieve higher levels of individual skill. This emphasis is on true sportsmanship. Older students are also taught the importance of finding a balance between academic work and their sporting endeavours.
There are no tryouts in Waldorf sports: any student wanting to participate is given an opportunity to practice, play, and excel. All students get to play at matches. No-one is a bench warmer.
Every learner at Roseway Waldorf is encouraged to participate in the after-school programme.
In the primary school cricket, hockey, netball, softball, cross country and soccer are standard features in the extra-curricular programme. In the high school volleyball, netball, soccer, cricket, ultimate Frisbee, softball and archery are the standard features. Extra options arise – and over the years have included rock climbing and basketball. Students have participated in many activities outside of our programme and represented us in matches, contests and competitions varying from skateboarding to horse jumping, adventure racing to karate.
We have offered a wide variety of after school activities over the years – inter alia, Sewing Club, Cultural Cooking, Chess, Choir, Zumba fitness, Performance Eurythmy and Nature Club. We are delighted to have cultural activities form part of our after school programme. We constantly review which extra-curricular activities we could offer in any given year.