Deskrizzjoni tal-Organizzazzjoni

Our organisation is a Waldorf school supported by the government. We welcome 130 children from 2,5 to 12 years.
Our school's mission is to provide quality education based on a contemporary understanding of Waldorf education, allowing the development of the child's physical, intellectual and emotional poles.

It implies :
to educate the child as a whole: head (intellect), heart (emotional) and hands (manual);
to develop the enthusiasm and the desire to learn;
to develop curiosity and openness to others;
to cultivate a connection with nature;
to respect the child's need for movement;
to awaken capacities rather than impose intellectual contents;
to create an inspiring work environment;
to develop a deep knowledge of the child as a whole;
to allow healthy relationships between children, teachers and parents.

The school, located in the countryside, provides an ideal environment to support this in-depth pedagogy. The school plan carefully balances academic subjects with artistic teachings and practical activities and establishes a living link between these disciplines. “Learning becomes a fabulous journey to discover the world and oneself. "

Our school is partly subsidized by the Wallonia-Brussels federation. It has a set of specifications to respect with regard to the Academic Inspectorate, but retains the freedom to apply the Steiner-Waldorf education.

The Kindergarten
In Steiner education, we talk about kindergartens and not pre-elementary school. The garden metaphor emphasizes the similarity between nature and child development and gives the educator the role of gardener which consists of providing children with the right framework for the development of their potential.
Children between 2 and 6 years old play a lot in our school. Playing is closely linked to our educational goals because it helps the children to assimilate their experiences. Through play, each child develops cognitive, social and linguistic abilities.

In kindergarten, establishing rhythms is important. The rhythm structures the school experience, taking into account children's physiology. The different moments of the educational activity obey an alternation of concentration and relaxation, expansion and retraction. These rhythms are found throughout the day and the week in interaction with the celebrations of the seasons. Crafts, manual labor and games support a child's physical development. The toys (made of wood), the artistic material and the beauty of the place (natural and uncluttered) encourage the imagination of children.

Primary school
Here are some characteristics of Steiner pedagogy that you will find in our school:

Teaching by period: Teaching is given in periods of 3 to 4 weeks during which a single subject is studied by integrating elements from previous periods. This corresponds to the first two hours of a school morning. Thus, students can really immerse themselves in a discipline. When a period of teaching is completed, the processed contents will be "forgotten", they sink into the subconscious where they continue to act. With each new period, when memories return, new faculties also germinate and a new chance is born to open up to a field, to tackle a theme anew, to grasp relationships, to "embark" on it in some way.

Theory and Practice: Our primary school meets children's curiosity and interest in the outside world through a wide range of topics that are presented in imaginary ways and through direct experience. In addition, through the arts, children are encouraged to explore their inner life.

The same teacher during the course: children are accompanied by the same teacher throughout their primary school course. This helps to develop a relationship of trust, a feeling of security and self-confidence.

Art is omnipresent: various artistic activities, such as drawing, drawing shapes, painting, modeling, music and singing, eurythmy (art of movement) are part of the daily life of the pupils.

Social responsibilities: we seek to develop a social conscience in children. The children are involved in tidying up the classroom, in preparing snacks, in preparing festivities throughout the year. Thus, taking part in social projects promotes pride in children.

Environmental education: One of the key principles of our school is to develop in our children an appreciation and respect for the natural world around them. Closest to nature, children learn with the rhythm of the seasons ; they are constantly confronted with this sensory experience which takes root in them and which sets the pace for their learning. The wooden materials in the classroom, minerals for painting, wool for knitting, clay for modeling are constant reminders of our ecological approach. Then the children are introduced to composting and recycling and have the opportunity to garden, walk and play outside. It is by being in close relationship with the natural environment around them that children become aware of how to treat and respect the Earth.