The Modern Teacher (Ringwood)
Foundation Year: The Art of Education
Over ten weekends and two residential weeks we offer a comprehensive introduction to Waldorf education. The FY is an excellent experience for anyone interested in Waldorf Education: active and future teachers, parents, support staff, teaching assistants and home-schoolers.
Waldorf principles and practice are explored and experienced directly. Students learn drawing and painting just as pupils do, alongside singing, movement, modelling and practical crafts.
Lectures and Seminars introduce themes such as child development, classroom management, rhythm and imagination, alongside the essential Waldorf approaches to literacy, numeracy, science and the humanities. We also explore anthroposophy, the philosophy that underpins this education.
There are regular opportunities to develop personal skills. Students will be teaching and presenting to their peers from the outset, learning how to give and receive constructive feedback, and practising the art of storytelling.
Classroom observation also forms an important part of the FY. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
There are no entry requirements to the FY, other than a valid DBS certificate. It is not an accredited teacher training and offers no certification. It is, however, a wonderful opportunity to get an immersive Waldorf experience for adults, and maybe to consider becoming a full teacher yourself! Is this your time? Take the first step and find out!
Senior Year: The Art of Teaching
We build on the Foundation Year experiences as the focus shifts towards the reality of modern teaching. The necessary knowledge and skills for teaching are addressed, including planning, assessment, presentation, inclusion, compliance, and collegiality.
We study Rudolf Steiner’s First Teachers Course to understand the underlying view of the human being that informs this education.
We also direct students towards the inner work and development needed for an aspiring teacher to thrive personally and professionally.
As the student moves ever closer towards the classroom, the Steiner Waldorf Teacher Standards provide an excellent structure and a valuable reference point for our work together. The guiding principles in modern education, Intention, Implementation and Impact are made explicit throughout, as we critically compare Steiner’s educational principles to those of modern theory and practice.
Teaching Placements
We work together with UK Steiner Waldorf schools to bring about quality classroom observation and teaching placements with experienced and supportive practitioners. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Students are encouraged to complete two 3-week teaching practices during the year.
The following is offered as a guideline.
Teaching practice 1:
The student is assigned to a specific class for three weeks under the guidance of an experienced class teacher and qualified mentor. After a few days of observation and preparatory planning work, the student begins to gradually take over aspects of the main lesson or practice lesson routine, as well as assisting individual pupils or small groups. They could tell stories, lead recitation, singing or mental arithmetic practice. Gradually during the second week this expands into taking on recall and presentational elements. In the third week, if things have gone well, the student might take over delivering the whole of the morning lesson, being observed, guided and supported by the class teacher throughout. The mentoring teacher gives daily oral feedback and advice and writes a reference report at the end of the practice. The student keeps a journal documenting their experiences and writes a self-appraisal at the end of the block, both of which are submitted to the course tutors.
Teaching Practice 2:
The student is tasked with planning, preparing and delivering an entire three-or four-week block of main lesson teaching. Ideally this takes place in a setting already familiar to them so they can go straight into teaching from day 1. The mentoring host teacher is familiar with the pupils and is a regular observing and guiding presence. Part of this practice block also involves assessing pupil progress and other administrative duties of the full-time classroom teacher. Attendance at a parents evening as well as collegial meetings is advised. An enhanced DBS certificate will allow the host teacher to leave the student teacher alone with the class for increasing periods of time should the school’s protocols allow for this. At the end the host teacher writes a final report on the practice block, which is supplemented by a thorough self-appraisal of the student teacher and their reflective journal, all of which are submitted to the course tutors.
Entry Requirements:
To join our senior year, you have to have a First Degree or equivalent, GSCE or equivalent in Maths, English and Science, and to have completed the MTEA Foundation Year. A valid DBS Certificate is also required.
There are currently no legally binding requirements for the hiring of teachers by independent schools. However, we recognise that this is a demanding profession and strongly advise our students to gain PGCE and QTS qualifications in the appropriate places. The national organisation Waldorf UK offers information on two such routes, involving low residence courses accredited by universities.
Following its guiding principles of Discover, Deepen, Develop, MTEA provides essential and experiential tuition in Waldorf reality. Our course enables the acquisition of embodied knowledge and skills, gained from modern professionals with vast experience of Waldorf Education at all levels. It aso creates an in-person learning experience that lays the foundation for productive collegial working practices. All graduates from The Art of Teaching will receive a certificate and a full transcript of attended courses and completed assignments and school placements.
The Modern Teacher Course curriculum
We strongly recommend that directed time will be broadly matched by self-directed engagement, addressing course assignments and independent research.
We also acknowledge the essential role played by informal interaction, spontaneous peer learning and networking facilitated by MTEA’s social context: break and mealtimes, shared accommodation, online communication via monthly Zoom meetings and exchanges on MTEA’s Telegram groups. Welcome to the Learning Community!
Foundation Year Syllabus: Education as Art
Child Development and Waldorf Curriculum
Reflections on your own education experience
Children’s Learning Processes
The four Temperaments
Conscious Rituals
The importance of Rhythm
Literacy, Numeracy, Science, Music, Movement, Geography, Outdoor work
Equality and Diversity, Social Justice
Art, Craft and Movement
Drawing with crayons and pencils
Water colour Painting
Form drawing
Life Drawing
Geometry
Clay modelling
Artisanal Crafts (iron, leather and wood)
Eurythmy
Bothmer Gymnastics and Games
Anthroposophical study
The human being: Body, Soul and Spirit
Humans and the natural realms
Individuality, Destiny and Freedom
Resonance and Resilience
Rudolf Steiner’s “Kingdom of Childhood” lectures
Skills and Imagination
Research and Presentation skills
Goethean Observation and Communication
Child Observation
Storytelling
Singing
Creative Writing
Collaborative Learning
Senior Year Syllabus: The Art of Teaching
Professional skills
Planning and Assessment for Learning
Reflection, Mentoring and Appraisal
Steiner Waldorf Teacher Standards
Curriculum Creation
Colleagueship and Leadership models
Working with Parents
The cultural landscape of Safeguarding
Inclusion and SEN
Working with Anthroposophy
Rudolf Steiner’s First Teachers Course
The 12 senses
Verses and Meditations for the Teacher
Biographical Patterns and Rhythms
Art, Craft and Movement
Life Drawing
Perspective Drawing
Watercolour Painting
Pastel Drawing
Chalkboard Drawing
Black and White Drawing
Eurythmy
Non-Competitive Games
Drama
Imagination and Teaching
Creating a Main Lesson block
Teaching students Art
Introducing Poetry
Research and presentation of an Independent Project
Early Numeracy and Literacy
Symptomatic History
Phenomenological Science
Contextualised Geography
School Placement Preparation and Reflection
The In-Service-Year
Completing the course and being ready to teach are two different things. In most educational contexts a probationary period is required before the teacher is considered to be ‘fully qualified’. Ideally the novice teacher will be given protected time and regular mentoring as they begin their journey.
Certificate of Completion, and then the real journey begins…
Having completed both practices and graduated with a Certificate of Completion, the student joins one of our partner schools as Apprentice Teacher. Depending on suitability, this can be in an assisting capacity or with increasing degrees of responsibility. While being supported by a mentoring structure involving both in-school colleagues and course tutors they would have the opportunity to observe a range of teaching styles as well as occasionally covering for absent colleagues and gaining valuable experience in “stepping in”. Our tutors will liaise regularly with the school, and offer to play a part in assessing the developmental portfolio leading to full confirmation.
The Modern Teacher REFRESH!
CPD offer 2023/24
Need modern Waldorf in your school life? Welcome to REFRESH!
We are opening our Ringwood courses to serving school staff, for attending any weekend they like. Come to the New Forest for science, art, planning, anthroposophy or any other subjects that interest you. Save money by buying vouchers!
Booking by email: info@waldorfmodern.uk
HOW IT WORKS
Your school or setting buys a number of The Modern Teacher REFRESH! CPD vouchers (prices below).
A voucher allows up to two visiting colleagues to attend an entire MTEA weekend (Friday evening – Sunday lunch).
Every weekend offers 14 sessions in total.
Each visiting colleague can choose which sessions they attend, either with the same year group, or opting for sessions in both groups. All students and visiting colleagues will share singing, movement and meals.
No booking is required but please inform us of your attendance at least 24 hours in advance, or one week in advance if you want us to arrange accommodation.
CPD Certificates are available on request.
Location
The Modern teacher: Education as Art is hosted by Ringwood Waldorf School, situated on the edge of the new Forest in Southern England. The school has been offering Waldorf Education to children aged 3 to 18 since 1974. The educational environment and close links to practising teachers, many of whom are former graduates, are real assets to our monthly weekends.”
Time & Money
Foundation Year:
The monthly weekends run from 10.30 on Saturdays to 1 pm on Sundays.
Over these two days there will be a healthy and inspiring mix of seminars, art classes, movement, lectures and performative skills practice. Examples can be found on the “Curriculum” tab.
The two intensive weeks, each of 3 full and two half days, take place in April (Easter) and July and offer an extended deep dive into arts, crafts, science and movement.
Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.
What does it cost in 2024/25?
Annually:
- £2,250 when paid in full by 31st July 2023 (Early Bird Fee)
- £2,350 when paid in full by 31st August 2024 and also when paid in 3 instalments during the year (payments on 1st September 2023, 1st January 2024 and 1st May 2024)
- £2,450 when paid later than 31st August 2023
- These figures include an initial deposit of £300, payable at the time of being accepted onto the course. For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £ 550.
- This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
- In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.
Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)
Senior Year
The monthly weekends run from 6.30 pm on Fridays until 1pm on Sundays.
As for the Foundation Year, we provide a well-balanced programme of seminars. lectures, artistic skills development and pedagogical deep dives on teacher skills such as planning, assessment, inclusion, curriculum creation.
Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.
What does it cost in 2024/25?
Annually:
- £2,490 when paid in full by 31st July 2023 (Early Bird Fee)
- £2,590 when paid in full by 31st August 2024 and also when paid in 3 instalments during the year (payments on 1st September 2023, 1st January 2024 and 1st May 2024)
- £2,690 when paid later than 31st August 2023
- These figures include an initial deposit of £300, payable at the time of being accepted onto the course. For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £ 765.
- This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
- In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.
Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)
Accommodation
This is at the houses of local families. Arrangements for camping or parking camper vans in the school grounds may be possible at certain times of the year.
Currently the agreed cost for private accommodation is a very friendly £ 45 for two nights bed and breakfast, payable directly to the host. Initial arrangements will be made by Sven Saar who is also the main contact for all matters relating to accommodation. There is also the possibility to sleep on a school classroom floor, in a kind of indoor camping arrangement. This incurs a small symbolic fee.
Meals
These are vegan or vegetarian and prepared for us by staff at Ringwood Waldorf School. Please advise Sven Saar of any dietary requirements in advance. The cost for Friday Supper and Saturday Lunch and Supper is £30 per student. This is payable directly to our wonderful chef Louise in advance each term, by 1st September, 1st January and 1st May respectively.
SUGGESTED READING
Waldorf Education
Christopher Clouder & Martyn Rawson, Floris Books, 1998
School as a Journey
Torin M. Finser, Anthroposophic Press, 1994
Understanding Waldorf Education: Teaching from the Inside Out
Jack Petrash, Gryphon House, 2002
The Essence of Waldorf Education
Peter Selg, Steiner Books, 2010
The Way of a Child
A. C. Harwood, Rudolf Steiner Press, 1998
The Courage to Teach
Parker Palmer, Wiley 2017
REQUIRED READING
The First Teachers Course, Rudolf Steiner, 2020 Edition, available in the UK from
sven@waldorfmodern.uk or the Rudolf Steiner House Bookshop, London
Understanding Child development
Angelika Wiehl & Wolfgang Auer, wecan books, 2020
The Kingdom of Childhood
Rudolf Steiner’s 1924 lecture course in Torquay, Anthroposophic Press, 1995
The Educational Tasks and Content of the Steiner Waldorf Curriculum, Rawson, Richter and Avison, 2014, widely available
Foundation Year
There are no entry requirements to the FY, other than a valid DBS certificate. It is not an accredited teacher training and offers no certification. It is, however, a wonderful opportunity to get an immersive Waldorf experience for adults, and maybe to consider becoming a full teacher yourself!
Senior Year
Entry Requirements:
To join our senior year, you have to have a First Degree or equivalent, GSCE or equivalent in Maths, English and Science, and to have completed the MTEA Foundation Year. A valid DBS Certificate is also required.
There are currently no legally binding requirements for the hiring of teachers by independent schools. However, we recognise that this is a demanding profession and strongly advise our students to gain PGCE and QTS qualifications in the appropriate places. The national organsiation Waldorf UK offers information on two such routes, involving low residence courses accredited by UK universities.
Following its guiding principles of Discover, Deepen, Develop, MTEA provides essential and experiential tuition in Waldorf reality. Our course enables the acquisition of embodied knowledge and skills, gained from modern professionals with vast experience of Waldorf Education at all levels. It aso creates an in-person learning experience that lays the foundation for productive collegial working practices. All graduates from The Art of Teaching will receive a certificate and a full transcript of attended courses and completed assignments and school placements.
Assignments and Assessment
While a course at MTEA can be a source of great joy and personal fulfilment, this is also a place for serious study. Students receive many hours of directed education during weekends and intensives, and we recommend that this time is matched by independent and assigned study and practice during the times in between.
Assignments are there to ensure continuous engagement. They may be academic, artistic or performative: we aim to create a challenging yet enjoyable balance. We carefully record submissions and offer formative and ipsative assessment and feedback.
During their senior year students of The Art of Teaching will engage in a self-chosen independent research project which will form part of their graduation portfolio.
FAQs
What are the entrance requirements?
There are no entry requirements to the Foundation Year, other than a valid DBS certificate. It is not an accredited teacher training and offers no certification. It is, however, a wonderful opportunity to get an immersive Waldorf experience for adults, and maybe to consider becoming a full teacher yourself!
To join our senior year, you have to have a First Degree or equivalent, GSCE or equivalent in Maths, English and Science, and to have completed the MTEA Foundation Year. A valid DBS Certificate is also required.
There are currently no legally binding requirements for the hiring of teachers by independent schools. However, we recognise that this is a demanding profession and strongly advise our students to gain PGCE and QTS qualifications in the appropriate places. The national organsiation Waldorf UK offers information on two such routes, involving low residence courses accredited by universities.
Does the course offer an accredited qualification?
The course is independent of external accreditation requirements. We offer a range of CPD certificates which acknowledge different levels of engagement and completion. These are accompanied by a detailed transcript which can be helpful for potential employers.
Do I need Qualified Teacher Status (QTS) in order to teach?
Currently, no. There is a strong likelihood, however, that this may become a legal requirement in the future. We strongly recommend that students who want a career in education acquire QTS. There are a variety of ways of achieving this, including the in-service apprenticeship available via LINK. Steiner schools vary in their approach to QTS. Some require this, others don`t. Some prioritize a course such as our own when employing new staff, others place more emphasis on the need for QTS.
Will this course enable me to teach in any UK Steiner school?
Most Steiner Waldorf schools will expect teachers to have completed, or in the case of experienced teachers, to be in the process of completing a specialist Waldorf teacher education course, such as ours, and for some schools it is a requirement. In addition to this many schools require a PGCE or QTS.
What about Scotland?
The General Teaching Council of Scotland (GTCS) is the body which controls entry to the teaching profession, accredits initial training courses for teachers, and has responsibility for assessing whether probationary teachers can proceed to full registration.
Completion of a Teaching Qualification in England (even QTS, Qualified Teacher Status) does not automatically enable the holder to register with the GTCS. An English Steiner Waldorf training, on its own, would not be sufficient to teach in a Scottish Steiner Waldorf school. If this is your aspiration we advise that yu check with the school in which you aspire to trach, as these things do change.
What if I`m not artistic?
Artistry in teaching is not the same as being `good at art`. Children`s learning is the canvas on which a teacher applies their artistry. Whilst being a competent drawer, painter, singer, musician or crafts person will serve you well, those who feel themselves lacking in such skills can still `teach artistically` and create a learning environment in which children thrive. `
What about remote learning?
During the lockdowns or 2020 and `21 our tutors gained valuable experience of teaching on-line. Our course`s predecessor, WESTT (West of England Steiner Teacher Training) continued to operate remotely throughout this period. Quite regularly students are able to attend parts of the course remotely if circumstances prevent them from travelling.
Is the course of value for subject teachers?
Not everyone who want to work in Steiner-Waldorf education wants to be a class teacher. Those who choose to specialise in a particular aspect of the education, regardless of subject or school phase* will find that the course offers an in-depth experience that develops important and transferable skills. (*But be aware that those wishing to teach in Early Childhood settings will also need the appropriate accredited qualification).
What are the expectations around observing and practising in schools?
Classroom observation forms an important part of the Foundation Year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
In the senior year we recommend that students complete two 3-week classroom observation and teaching practices. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
I don`t see myself working in a Steiner school in the near future. Is the course still relevant to me?
Increasingly parents and teachers are looking for alternatives to conventional schooling. Home schoolers find the course of great value, as do those who are working in `mainstream` settings, whether conventional schools, adult education or in any form of special education.
Foundation Year: The Art of Education
Over ten weekends and two residential weeks we offer a comprehensive introduction to Waldorf education. The FY is an excellent experience for anyone interested in Waldorf Education: active and future teachers, parents, support staff, teaching assistants and home-schoolers.
Waldorf principles and practice are explored and experienced directly. Students learn drawing and painting just as pupils do, alongside singing, movement, modelling and practical crafts.
Lectures and Seminars introduce themes such as child development, classroom management, rhythm and imagination, alongside the essential Waldorf approaches to literacy, numeracy, science and the humanities. We also explore anthroposophy, the philosophy that underpins this education.
There are regular opportunities to develop personal skills. Students will be teaching and presenting to their peers from the outset, learning how to give and receive constructive feedback, and practising the art of storytelling.
Classroom observation also forms an important part of the FY. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
There are no entry requirements to the FY, other than a valid DBS certificate. It is not an accredited teacher training and offers no certification. It is, however, a wonderful opportunity to get an immersive Waldorf experience for adults, and maybe to consider becoming a full teacher yourself! Is this your time? Take the first step and find out!
Senior Year: The Art of Teaching
We build on the Foundation Year experiences as the focus shifts towards the reality of modern teaching. The necessary knowledge and skills for teaching are addressed, including planning, assessment, presentation, inclusion, compliance, and collegiality.
We study Rudolf Steiner’s First Teachers Course to understand the underlying view of the human being that informs this education.
We also direct students towards the inner work and development needed for an aspiring teacher to thrive personally and professionally.
As the student moves ever closer towards the classroom, the Steiner Waldorf Teacher Standards provide an excellent structure and a valuable reference point for our work together. The guiding principles in modern education, Intention, Implementation and Impact are made explicit throughout, as we critically compare Steiner’s educational principles to those of modern theory and practice.
Teaching Placements
We work together with UK Steiner Waldorf schools to bring about quality classroom observation and teaching placements with experienced and supportive practitioners. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Students are encouraged to complete two 3-week teaching practices during the year.
The following is offered as a guideline.
Teaching practice 1:
The student is assigned to a specific class for three weeks under the guidance of an experienced class teacher and qualified mentor. After a few days of observation and preparatory planning work, the student begins to gradually take over aspects of the main lesson or practice lesson routine, as well as assisting individual pupils or small groups. They could tell stories, lead recitation, singing or mental arithmetic practice. Gradually during the second week this expands into taking on recall and presentational elements. In the third week, if things have gone well, the student might take over delivering the whole of the morning lesson, being observed, guided and supported by the class teacher throughout. The mentoring teacher gives daily oral feedback and advice and writes a reference report at the end of the practice. The student keeps a journal documenting their experiences and writes a self-appraisal at the end of the block, both of which are submitted to the course tutors.
Teaching Practice 2:
The student is tasked with planning, preparing and delivering an entire three-or four-week block of main lesson teaching. Ideally this takes place in a setting already familiar to them so they can go straight into teaching from day 1. The mentoring host teacher is familiar with the pupils and is a regular observing and guiding presence. Part of this practice block also involves assessing pupil progress and other administrative duties of the full-time classroom teacher. Attendance at a parents evening as well as collegial meetings is advised. An enhanced DBS certificate will allow the host teacher to leave the student teacher alone with the class for increasing periods of time should the school’s protocols allow for this. At the end the host teacher writes a final report on the practice block, which is supplemented by a thorough self-appraisal of the student teacher and their reflective journal, all of which are submitted to the course tutors.
Entry Requirements:
To join our senior year, you have to have a First Degree or equivalent, GSCE or equivalent in Maths, English and Science, and to have completed the MTEA Foundation Year. A valid DBS Certificate is also required.
There are currently no legally binding requirements for the hiring of teachers by independent schools. However, we recognise that this is a demanding profession and strongly advise our students to gain PGCE and QTS qualifications in the appropriate places. The national organisation Waldorf UK offers information on two such routes, involving low residence courses accredited by universities.
Following its guiding principles of Discover, Deepen, Develop, MTEA provides essential and experiential tuition in Waldorf reality. Our course enables the acquisition of embodied knowledge and skills, gained from modern professionals with vast experience of Waldorf Education at all levels. It aso creates an in-person learning experience that lays the foundation for productive collegial working practices. All graduates from The Art of Teaching will receive a certificate and a full transcript of attended courses and completed assignments and school placements.
The Modern Teacher Course Curriculum
We strongly recommend that directed time will be broadly matched by self-directed engagement, addressing course assignments and independent research.
We also acknowledge the essential role played by informal interaction, spontaneous peer learning and networking facilitated by MTEA’s social context: break and mealtimes, shared accommodation, online communication via monthly Zoom meetings and exchanges on MTEA’s Telegram groups. Welcome to the Learning Community!
Foundation Year Syllabus: Education as Art
Child Development and Waldorf Curriculum
Reflections on your own education experience
Children’s Learning Processes
The four Temperaments
Conscious Rituals
The importance of Rhythm
Literacy, Numeracy, Science, Music, Movement, Geography, Outdoor work
Equality and Diversity, Social Justice
Art, Craft and Movement
Drawing with crayons and pencils
Water colour Painting
Form drawing
Life Drawing
Geometry
Clay modelling
Artisanal Crafts (iron, leather and wood)
Eurythmy
Bothmer Gymnastics and Games
Anthroposophical study
The human being: Body, Soul and Spirit
Humans and the natural realms
Individuality, Destiny and Freedom
Resonance and Resilience
Rudolf Steiner’s “Kingdom of Childhood” lectures
Skills and Imagination
Research and Presentation skills
Goethean Observation and Communication
Child Observation
Storytelling
Singing
Creative Writing
Collaborative Learning
Senior Year Syllabus: The Art of Teaching
Professional skills
Planning and Assessment for Learning
Reflection, Mentoring and Appraisal
Steiner Waldorf Teacher Standards
Curriculum Creation
Colleagueship and Leadership models
Working with Parents
The cultural landscape of Safeguarding
Inclusion and SEN
Working with Anthroposophy
Rudolf Steiner’s First Teachers Course
The 12 senses
Verses and Meditations for the Teacher
Biographical Patterns and Rhythms
Art, Craft and Movement
Life Drawing
Perspective Drawing
Watercolour Painting
Pastel Drawing
Chalkboard Drawing
Black and White Drawing
Eurythmy
Non-Competitive Games
Drama
Imagination and Teaching
Creating a Main Lesson block
Teaching students Art
Introducing Poetry
Research and presentation of an Independent Project
Early Numeracy and Literacy
Symptomatic History
Phenomenological Science
Contextualised Geography
School Placement Preparation and Reflection
The In-Service year
Completing the course and being ready to teach are two different things. In most educational contexts a probationary period is required before the teacher is considered to be ‘fully qualified’. Ideally the novice teacher will be given protected time and regular mentoring as they begin their journey.
Certificate of Completion, and then the real journey begins…
Having completed both practices and graduated with a Certificate of Completion, the student joins one of our partner schools as Apprentice Teacher. Depending on suitability, this can be in an assisting capacity or with increasing degrees of responsibility. While being supported by a mentoring structure involving both in-school colleagues and course tutors they would have the opportunity to observe a range of teaching styles as well as occasionally covering for absent colleagues and gaining valuable experience in “stepping in”. Our tutors will liaise regularly with the school, and offer to play a part in assessing the developmental portfolio leading to full confirmation.
The Modern Teacher REFRESH!
CPD offer 2023/24
Need modern Waldorf in your school life? Welcome to REFRESH!
We are opening our Ringwood courses to serving school staff, for attending any weekend they like. Come to the New Forest for science, art, planning, anthroposophy or any other subjects that interest you. Save money by buying vouchers!
Booking by email: info@waldorfmodern.uk
HOW IT WORKS
Your school or setting buys a number of The Modern Teacher REFRESH! CPD vouchers (prices below).
A voucher allows up to two visiting colleagues to attend an entire MTEA weekend (Friday evening – Sunday lunch).
Every weekend offers 14 sessions in total.
Each visiting colleague can choose which sessions they attend, either with the same year group, or opting for sessions in both groups. All students and visiting colleagues will share singing, movement and meals.
No booking is required but please inform us of your attendance at least 24 hours in advance, or one week in advance if you want us to arrange accommodation.
CPD Certificates are available on request.
Click here for full details!
Single weekend, max. 2 people: £200
5 weekends, max. 2 people: £ 900
8 weekends, max. 2 people: £ 1500
10 weekends, max. 2 people: for £ 1750
(Spring Residential week counts as two weekends).
Location
The Modern Teacher: Education as Art is hosted by Ringwood Waldorf School, situated on the edge of the new Forest in Southern England. The school has been offering Waldorf Education to children aged 3 to 18 since 1974. The educational environment and close links to practising teachers, many of whom are former graduates, are real assets to our monthly weekends.”
Time & Money
Foundation Year:
The monthly weekends run from 10.30 on Saturdays to 1 pm on Sundays.
Over these two days there will be a healthy and inspiring mix of seminars, art classes, movement, lectures and performative skills practice. Examples can be found on the “Curriculum” tab.
The two intensive weeks, each of 3 full and two half days, take place in April (Easter) and July and offer an extended deep dive into arts, crafts, science and movement.
Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.
What does it cost in 2024/25?
Annually:
- £1,850 when paid in full by 31st July 2023 (Early Bird Fee)
- £1,950 when paid in full by 31st August 2024 and also when paid in 3 instalments during the year (payments on 1st September 2023, 1st January 2024 and 1st May 2024)
- £2,150 when paid later than 31st August 2023
- These figures include an initial deposit of £300, payable at the time of being accepted onto the course. For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £ 550.
- This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
- In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.
Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)
Senior Year
The monthly weekends run from 6.30 pm on Fridays until 1pm on Sundays.
As for the Foundation Year, we provide a well-balanced programme of seminars. lectures, artistic skills development and pedagogical deep dives on teacher skills such as planning, assessment, inclusion, curriculum creation.
Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.
What does it cost in 2024/25?
Annually:
- £2,490 when paid in full by 31st July 2023 (Early Bird Fee)
- £2,590 when paid in full by 31st August 2024 and also when paid in 3 instalments during the year (payments on 1st September 2023, 1st January 2024 and 1st May 2024)
- £2,690 when paid later than 31st August 2023
- These figures include an initial deposit of £300, payable at the time of being accepted onto the course. For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £ 765.
- This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
- In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.
Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)
Accommodation
This is at the houses of local families. Arrangements for camping or parking camper vans in the school grounds may be possible at certain times of the year. The agreed cost for private accommodation is £ 45 for two nights bed and breakfast, payable directly to the host. Initial arrangements will be made by Sven Saar who is also the main contact for all matters relating to accommodation.
Meals
These are vegan or vegetarian and prepared for us by staff at Ringwood Waldorf School. Please advise Sven Saar of any dietary requirements in advance. The cost for Friday Supper and Saturday Lunch and Supper is £25 per student. This is payable in advance each term, by 1st September, 1st January and 1st May respectively.
SUGGESTED READING
Waldorf Education
Christopher Clouder & Martyn Rawson, Floris Books, 1998
School as a Journey
Torin M. Finser, Anthroposophic Press, 1994
Understanding Waldorf Education: Teaching from the Inside Out
Jack Petrash, Gryphon House, 2002
The Essence of Waldorf Education
Peter Selg, Steiner Books, 2010
The Way of a Child
A. C. Harwood, Rudolf Steiner Press, 1998
The Courage to Teach
Parker Palmer, Wiley 2017
REQUIRED READING
The First Teachers Course, Rudolf Steiner, 2020 Edition, available in the UK from sven.saar@aswte.org.uk or the Rudolf Steiner House Bookshop, London
Understanding Child development
Angelika Wiehl & Wolfgang Auer, wecan books, 2020
The Kingdom of Childhood
Rudolf Steiner’s 1924 lecture course in Torquay, Anthroposophic Press, 1995
The Educational Tasks and Content of the Steiner Waldorf Curriculum, Rawson, Richter and Avison, 2014, widely available
Pathways through the course and Certification
Waldorf Modern Teacher Education (Ringwood) offers a range of pathways and options within the course`s structure. Whilst taught sessions and assignments are the same across all pathways, the expectations around entrance requirements, attendance, assessment criteria, classroom observation and teaching practice vary. Successful completion of the chosen pathway leads to the relevant award, described below. During the first four terms the student, in consultation with their assigned tutor, may decide to switch pathways.
Preference of admission is given to students who aim to complete the course at pathway five.
Pathway One. Art of Education CPD Certificate is awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments of the initial `Art of Education` year.
The following awards assume two-year attendance.
Pathway Two. Certificate of Participation
Awarded to students who have attended a minimum of 50% of taught sessions and completed a minimum of 50% of assignments.
Pathway Three. Certificate of Attendance
Awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments.
Pathway Four. Certificate of Completion (Education Theory)
Awarded to students who have attended more than 80% of taught sessions and completed more than 80% of assignments to a satisfactory (pass) level and completed a minimum of fifteen days classroom observation.
Pathway Five. Certificate of Completion (Education Theory and Practice)
Awarded to students who meet the pathway four requirements and have completed six weeks of classroom teaching.
Pathway Six. Diploma in Steiner Waldorf Education
Awarded to students who meet the pathway five requirements and have completed a full year’s successful teaching, accompanied and assessed by an agreed in-school mentor.
Pending:
Pathway Seven. SWSF Accredited Diploma in Steiner Waldorf Education
Awarded to students who satisfy the SWSF entry requirements in addition to the requirements at pathway six.
Assignments and Assessment
As in all adult education, the key ingredient for as successful outcome is personal investment. We would estimate the time spent between weekends to be roughly equivalent to the contact time.
Assessment is continuous, qualitative, and applied to many areas of activity. We will do our best to inform students in a clear and constructive way of areas of strength and weakness.
In between each weekend there are usually two tasks to complete and sometimes three:
- An artistic “homework” to practice a particular skill
- Preparation of an activity, story or other presentation to the other students.
- The key assignment that will be assessed more formally. (This is facilitated by a mid-month online check-in where students can meet each other and the tutors to discuss their progress.)
Some Key Task Assignments are marked and awarded to academic standards: ‘Working Towards’, ‘Pass’, ‘Merit’ or ‘Distinction’. Students are given the opportunity to improve on a piece of work where necessary. Assessment criteria are explained in the Student Handbook.
FAQs
What are the entrance requirements?
Although we have no formal entrance requirements, students are normally expected to have an all-round education to ‘A’ level standard and the equivalent of GCSE grade ‘C’ in Maths and English. We may make exceptions for applicants who show enthusiasm, commitment and the determination to tackle any areas in their own education that need further development, whilst advising students that their career progression will be seriously hampered without attaining the above `basics`.
Will this course enable me to teach in any UK Steiner school?
Most Steiner Waldorf schools will expect teachers to have completed, or in the case of experienced teachers, to be in the process of completing a specialist Waldorf teacher education course, such as ours, and for some schools it is a requirement.
What about Scotland?
The General Teaching Council of Scotland (GTCS) is the body which controls entry to the teaching profession, accredits initial training courses for teachers, and has responsibility for assessing whether probationary teachers can proceed to full registration.
Completion of a Teaching Qualification in England (even QTS, Qualified Teacher Status) does not automatically enable the holder to register with the GTCS. An English Steiner Waldorf training, on its own, would not be sufficient to teach in a Scottish Steiner Waldorf school. If this is your aspiration we advise that you check with the school in which you aspire to trach, as these things do change.
What if I`m not artistic?
Artistry in teaching is not the same as being `good at art`. Children`s learning is the canvas on which a teacher applies their artistry. Whilst being a competent drawer, painter, singer, musician or crafts person will serve you well, those who feel themselves lacking in such skills can still `teach artistically` and create a learning environment in which children thrive. `
What about Covid and remote learning?
During the lockdowns or 2020 and `21 our tutors gained valuable experience of teaching on-line. Our course`s predecessor, WESTT (West of England Steiner Teacher Training) continued to operate remotely throughout this period. Exceptionally student are able to attend parts of the course remotely if circumstances prevent them from travelling.
Is the course of value for subject teachers?
Not everyone who want to work in Steiner-Waldorf education wants to be a class teacher. Those who choose to specialise in a particular aspect of the education, regardless of subject or school phase* will find that the course offers an in-depth experience that develops important and transferable skills. (*But be aware that those wishing to teach in Early Childhood settings will also need the appropriate accredited qualification).
What are the expectations around observing and practising in schools?
Classroom observation forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.
In the second-year students are expected to complete two 3-week classroom observation and teaching practices. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.
Any teaching practice elements not covered during the course must be completed within two years of the end of the course.
I don`t see myself working in a Steiner school in the near future. Is the course still relevant to me?
Increasingly parents and teachers are looking for alternatives to conventional schooling. Homeschoolers find the course of great value, as do those who are working in `mainstream` settings, whether conventional schools, adult education or in any form of special education.