Roseway Waldorf School, Hillcrest
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Location |
D435, Alverstone, Hillcrest, Natal |
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Admissions |
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Grades taught |
Grade RR to Matric (Preschool, Primary school and High school) |
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Province |
KwaZulu Natal |
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Fees |
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.
Telephone: +27 (0) 31 768 1309
Facsimile: +27 (0) 31 768 1424
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
Baby Care
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
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.
Kindergarten
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!
Class 1-3
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.
Class 1
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.
Class 2
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.
Class 3
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.
Class 4-7
Class 4
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.
Class 5
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.
Class 6
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
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.
High School
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.
Class 8
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.
Class 9
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.
Class 10
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.
Class 11
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
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.
Matric
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
Sports
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.
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