Advanced Diploma of Rudolf Steiner Education- Syllabus ...1 Education (Second Sydney Rudolf Steiner...

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Sydney Rudolf Steiner College

Advanced Diploma

of Rudolf Steiner

Education- Syllabus

(Second Semester) Course code 69801TAS

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Contents YEAR 2 Units ........................................................................................................................ 3

Professional Studies Strand........................................................................................................ 3

Contribute to Ethical Educational Management, Administration and Practice

(STEPRO601A) ..................................................................................................................... 3 Communicate and Relate Professionally (STEPRO602A) .................................................... 7 Reflect on Knowledge of Foundation Studies (STEPRO603A) .......................................... 11

Pedagogical Studies Strand ...................................................................................................... 14

Develop Philosophy of Education and Pedagogical Practice (STEPED601A) .................. 14 Apply Pedagogical Principles to Early Childhood and Kindergarten (STEPED602A) ...... 19 Apply Pedagogical Principles to High School (STEPED603A) ......................................... 23 Teach Effectively and Manage Classrooms (STEPED604A ) ........................................... 26 Teach Students with Special Educational Needs (STEPED605A) ...................................... 29

Program and Assess Curriculum (STEPED606A) .............................................................. 33 Apply Artistic Abilities to Arts-Integrated Teaching (STEPED607A) ............................... 37

Curriculum Studies Strand ....................................................................................................... 41

Teach English Literature and Language Skills (STECUR601A) ........................................ 41 Teach Mathematics (STECUR602A) .................................................................................. 46 Teach Form Drawing and Geometry (STECUR603A) ....................................................... 50

Teach Science (STECUR604A) .......................................................................................... 54 Teach Technology – Handwork and Woodwork (STECUR6O5A) .................................... 58 Teach Human Society and Environment (STECUR6O6A) ................................................ 62

Teach Music (STECUR6O7A) ............................................................................................ 66 Teach Movement to Music and Speech- Eurythmy and Dance (STECUR608A) .............. 71

Teach Speech and Drama (STECUR609A) ........................................................................ 74 Teach Visual and Plastic Arts (STECUR610A) ................................................................ 78 Teach Physical Education (STECUR611A) ....................................................................... 81

Teach Health and Personal Development (STECUR612A) ............................................... 84

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YEAR 2 Units

Professional Studies Strand

Contribute to Ethical Educational Management, Administration and Practice (STEPRO601A)

Unit Code: STEPRO601A

Unit Title: CONTRIBUTE TO ETHICAL EDUCATIONAL MANAGEMENT,

ADMINISTRATION AND PRACTICE

Recommended

Delivery Mode

20 hours face to face lectures, tutorials and workshops

Unit Descriptor This unit describes the outcomes required to make an informed contribution

to and meet their ethical and pedagogical obligations within the educational

management of the school and the administrative and teaching requirements

arising from legislative, accountability and policy implementation. The unit

focuses therefore in part on the unique structures of management in a

Steiner School and how they compare to more conventional organisation.

No licensing, legislative, regulatory or certification requirements apply to

this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The knowledge and skills of this unit may be applied to the role of the

teacher as a member of a teaching community with the responsibility for the

ethical teaching practice, administration and management of the school.

Many scenarios that are investigated give the student an opportunity to

develop skill in ethical and informed decision making. It also has a purpose

in informing the teacher of the government, legislative and OH &S

requirements and how they are met through development of policy,

procedure and proforma.

This may also prepare the teacher for later work in the educational

leadership of a school.

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UNIT CONTENT

Required Skills and

Knowledge

This describes the essential skills and knowledge and their level, required

for this unit.

Required Skills include

Ability to make ethical and informed decisions in connection to educational

practice.

Ability to access and interpret legislation

Ability to access support organisations for school management such as AIS

and Consultants.

Required knowledge includes

Professional Codes of Conduct

Professional Teaching Standards

Children‟s Rights

Privacy legislation

Child Protection legislation

Mandatory state and federal requirements and laws

Policy documents

The Threefold Social Order.

Analysis of the interplay of the cultural, social and economic aspects of a

school organisation.

Differing Models of School structures including School Council or Board,

College of Teachers, Teaching Faculty, Administration, Parents and Friends

Association, Parent Education Group, Curriculum Coordinators, Staff

Welfare Group, Student Welfare Group.

Non-hierarchical structure

Describes a community in which a collegiate assumes the spiritual

responsibility for the educational role assigned them. It may involve

mandated tasks or an executive but recognises the ideal of the healthy

contribution to a social organisation possible when the highest of each lives

in the community.

Models of School Roles and their diverse ways of meeting the increasing

complexity of government legislation and compliance include:

Management Chair, School Principal, Educational Director, Educational

Administrator, Collegiate Chair, Executive, Business Manager,

Administrator, Collegiate Member, Parent Liaison Officer, Enrolment

Officer.

School Policies: The role of school polices in meeting legislative

requirements and in making school ethos visible.

Legislative and policy guidelines and Procedures

Include Federal Funding requirements, Reporting requirements, OH&S,

Privacy Laws, Child Protection, Codes of Conduct.

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OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate

achievement of the element. Where bold text is used, further information is detailed in the

UNIT CONTENT required skills and knowledge.

1. Analyse ethical

practice in a school.

1.1 Relevant legislation and Codes of Conduct are applied to a range of ethical and moral

dilemmas.

1.2 A resolution based on the legislation and ethical decision making is suggested for

critical incidents.

2. Delineate

principles of

organisation

structure in a Steiner

school.

2.1 Knowledge of the three-fold social order is applied to school structure.

2.2 Services a school structure provides are delineated.

2.3 Benefits and challenges of a non-hierarchical structure are analysed.

2.4 The processes involved in a mandate are evaluated.

3. Analyse the various

roles in a school and

their interrelationships.

3.1 The need for clear lines of communication for all members of the community is

appreciated.

3.2 Visibility, accountability and efficiency of School Roles are analysed.

4 Identify proforma and

applications for teaching

and administration duties

in a school.

4.1 Attention to detail and careful following of legislative and policy guidelines is shown

in samples gathered.

4.2 Suitability of policies and alignment with the pedagogical ethics of the school

community is displayed.

4.3 Reporting requirements are analysed in relation to age-appropriate assessment.

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with

the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of

Evidence

In providing evidence of competency for this unit, the trainee must demonstrate:

That the relationship between spiritual ethos of the school community and developed

structures is recognised and aligned.

The connection between pedagogical principles and policies and procedures is maintained.

Methods, Conditions

and Context of

Assessment

Assessment A

Students will participate in group discussions and debate topics in tutorials based on ethical

dilemmas in teaching. Students will then chose one topic and one scenario relevant to a

Professional Teaching Experience to respond to in a written assignment outlining the

relevant legislation, policy or procedure and the suggested resolution.

Performance Criteria – All Criteria

Assessment B

Written analysis of structures of a sample school visited during practice teaching.

Performance Criteria 2.1, 2.2, 2.3, 2.4, 3.1, 3.2

Assessment C

Portfolio of all proforma, reports, schedules and policies and procedures relating to 2

chosen areas of practice.

Performance Criteria 4.1, 4.2, 4.3.

Assessment for this unit will occur

within tutorial sessions

assessment of portfolio

Resource Implications Resources required include

access to a Steiner School

copies of legislative requirements

samples of School policies and procedures

access to the Text and Recommended Reading list below.

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Consistency of

Performance

Portfolio should include samples of at least 2 main policy areas.

Participation is observed throughout the semester and based on frequency of contribution in

alignment with criteria.

Recommended Reading

A Book of Readings is provided by the tutor.

Relevant State and National Documents, including Legislation, Codes of Conduct for Teaching, Professional Teaching

Standards.

Cunningham, J & Nichols, Y (2003) Administration Handbook For Steiner Schools In Australia .RSSA.

EWING, R. & SMITH, D. (2002) Retaining Beginning Teachers In The Profession. Paper Given At European Educational

Research Conference, Portugal.

FREAKLEY, M & BURGH, G. (2000) Engaging with Ethics Katoomba, Social Science Press.

GROUNDWATER-SMITH, S., EWING, R., & LE CORNU, R. (2003) Teaching: Challenges And Dilemmas 2"D Edition.

Melbourne: Nelson.

HAYNES, F. (1998) The Ethical School. London. Routledge.

MEPHAM, T. (2001) Assessment And Learning In Steiner Waldorf Education. Steiner Waldorf Schools Fellowship.

MITCHELL, DAVID (Editor) (1992) The Art Of Administration - The Economic Committee Of The Assn Of Waldorf

Schools Of North America, Boulder, USA.

(1999) Administrative Explorations. AWSNA.

N.S.W. DET (2001) Induction Program For Beginning Teachers. Sydney:

Training And Development.

RAMSAY, G. (2000) Quality Matters: Revisiting Teaching, Critical Times, Critical Choices. Sydney; NSW DET.

STEINER, R. (2009) Towards Social Renewal.(4TH

Ed) Rudolf Steiner Press

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Communicate and Relate Professionally (STEPRO602A)


Unit Title: COMMUNICATE AND RELATE PROFESSIONALLY

Recommended

Delivery Mode

20 hours face to face lectures tutorials and workshops

Unit Aim/Purpose This unit describes the outcomes needed for the development of skills to

listen empathically, communicate openly and work through the processes

involved in conflict, negotiation and cooperation.

These skills are practised in the context of real school situations such as

meetings, interviews and collegial discussions.





Unit Description and

Application

The scope of this unit is applied to informal collegial/parent discussions

as well as formal interviews and meetings. In a Steiner School there is a

less hierarchical structure and an ethos of contribution to the overall

school pedagogical development by the whole collegiate and therefore

classroom teachers will need a strong training in this field.

It will of course be a major component of the workload of staff who take

up professional leadership or management roles or mandates within the

school. Such roles may be Collegiate Chair, Enrolments Coordinator,

Board Representative, Curriculum Coordinator, Parent and Friends

Representative and Daily Executive.

UNIT CONTENT

Required skills and

knowledge


for this unit.

Required Knowledge

The Social Ethic

Social Development work of Emerson College

Goethean Conversation Methods

Inner Development Path given by Rudolf Steiner

The Twelve Virtues

Non-violent communication

Required Skills in Ethical Practice

Goethean conversation skills include

Meditative preparation

Mood of reverence prevails

Attentive and receptive listening to life

Tolerance of silence

Intuitive perception attuned to the theme

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Fully active listeners lead by the spirit

Intelligence mediated through the heart

Intuitions break through

Schooling in self activity drawing sustenance from the spiritual world

Inner Development skills include

Control of thinking

Control of will

Equanimity of feeling life

Positivity

Openness

Integration of above

Nightly review

Creation and extinguishing of a thought or image

The Twelve Virtues includes skills in transformation of

Practice of devotion leading to sacrifice

Balance leading to progress

Perseverance leading to faithfulness

Selflessness leading to catharsis

Compassion leading to freedom

Courtesy leading to tact of heart

Contentment leading to equanimity

Patience becomes insight

Control of speech becomes feeling for the truth

Courage becomes redemptive power

Silence becomes meditative power

Magnanimity becomes love

OUTCOME PERFORMANCE CRITERIA

Performance criteria describe the required performance needed to

demonstrate achievement of the outcome. Where bold text is used, further

information is detailed in the required skills and knowledge.

Assessment of performance is to be consistent with the evidence guide.

1. Communicate using

specialised skills in

speaking and listening,

questioning and

observing.

1.1 Enhanced listening skills are demonstrated and the Goethean

conversation is practised.

1.2 Speaking skills and questioning techniques are evident in role plays of

collegial conversations, interview meetings and classroom and teaching

communication.

1.3 Contribution of Inner Development practices is incorporated.

1.4 The Twelves Virtues are practised in communication.

1.5 Elements of thinking, feeling and will are identified in

communication.

1.6. Group and individual feedback on processes is objective and

empathic

2. Communicate using

specialised knowledge

and skills in conflict

2.1 Steps of each process are followed clearly.

2.2 Communication factors which may potentially lead to difficulties or

conflicts are recognised and adjusted.

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resolution, negotiation

and cooperation.

2.3 Facilitation of processes is undertaken and analysed according to the

conflict continuum.

2.3 One‟s own contribution to a process remains conscious.

2.4 Contribution of Inner Development practices is incorporated.

2.5 The Twelves Virtues are practised in communication exercises.

2.6 Group and individual feedback on processes is objective and

empathic.

3. Reflect on

contribution of

communication and

relationship skills for

own ethical

professional practice.

3.1 Strengths and weaknesses in oneself are identified.

3.2 Growth in faculties with practice is recorded.

3.3 Importance of self-development for professional communication is

reviewed.

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in

conjunction with the performance criteria, Required Skills and

Knowledge, the Range Statement and the Assessment Guidelines for this

Training Package.

Critical Aspects of

Evidence

In providing evidence of competency for this unit, the trainee must

demonstrate competency in all Outcomes and Performance Criteria.

Methods, Conditions

and Context of

Assessment

Assessment A:

Student‟s participation in weekly communication processes and

exercises, including feedback given to fellow students, is observed and

assessed by the tutor.

Assessment Criteria 1.1, 1.22, 1.3, 1.4, 1.5, 1.6

Assessment B:

Student‟s weekly participation in conflict resolution, negotiation and

cooperation exercises including feedback given to fellow students is

observed and assessed by the tutor.

Assessment Criteria 2.1, 2.2, 2.3, 2.4, 2.5, 2.6.

Assessment C

A reflective journal is kept over the whole semester to record insights in

the students own processes and development of faculty in communication.

Assessment Criteria

3.1, 3.2, 3.3.


in peer role plays

based on journal completed in own time.

Consistency of

Performance

Weekly sessions are observed by peers and tutor, feedback is given and

reflected on by the student in the journal over the whole semester.

Resource Implications tutorial room with space for small group work.

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Set Text A Book of Readings is provided by the tutor.

Additional References

CHADWICK, R. (1998) The Encyclopaedia of Applied Ethics. San Diego. Academic Press.

FREAKLEY, M & BURGH, G. (2000) Engaging with Ethics Katoomba, Social Science Press.

SPOCK, M. The Goethean Conversation

SARDELLO, R. (2003) The Power of Soul –Living the Twelve Virtues Hampton Roads

TILLETT, G. (2001) Resolving Conflict: A Practical Approach Sydney University Press

ZIMMERMAN, H : (1996) Speaking. Listening, Understanding Lindisfarne Press, Hudson, NY,

USA.

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Reflect on Knowledge of Foundation Studies (STEPRO603A)


Unit Title: REFLECT ON KNOWLEDGE OF FOUNDATION STUDIES

Recommended

Delivery Mode

30 hours face to face lectures, tutorials and workshops.

Unit Aim/Purpose This unit describes the outcomes required to deepen reflection on the

background study of the world and the human being for teaching practice

and professional development.





Unit Description

This unit considers deeply a wide range of topics including the sciences,

humanities, world history and evolution, development of human

consciousness and cosmology to continue the life long quest for deeper

reflection on our knowledge of the world.

The outcomes of this unit may be applied to the teacher‟s preparation of

Main Lesson Curriculum Themes and subject practice lessons. As such it

allows curriculum to go beyond mere information to a meaningful and

coherent picture of the inherent form and spirit within all creation whether it

is plant forms, cosmological rhythms or human development.

The outcomes may also be applied to the methodology of teaching through

a deepened understanding of childhood consciousness, learning and

memory. Outcomes also enrich the lifelong professional development path.

UNIT CONTENT

Required Skills and

Knowledge

Knowledge reflected on includes

The cultural epochs and the evolution of human consciousness reflected in

history and in the curriculum.

Future possibilities of human development- difficulties and opportunities

Paths of inner development in esoteric Christianity.

The development of intuition, inspiration and imagination on the teacher's

path.

Teaching methods reflected on include

3 day rhythm

balance of thinking, feeling and will

artistic teaching method

dignity of the evolving human being

the role of narrative

Evolutionary phases reflected on include

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cultural epochs of Ancient India, Persia, Egypt, Greco-Roman

Skills in reflection may include

prepatory exercises

contemplation exercises

reflection on each study session

attunement to imagination, inspiration and intuition

observation of nature forms



demonstrate achievement of the outcome. Where bold text is used, further

information is detailed in the UNIT CONTENT required skills and

knowledge

1. Reflect on the

philosophical ground

of human

consciousness for

education in general

and Steiner

Education in

particular.

1.1 Set references are read and reflected on

1.2 Understanding of forms of life rhythms, consciousness, 3 and 4 fold

aspects of the human being, memory and sleep are reflected on in relation to

teaching methods.

1.3 Consideration of the spiritual life is applied to the inner meditative work

of the teacher.

1.4 The importance of the inner striving of the teacher as a human being is

discerned.

1.5 The benefits of continued reflective research are understood for the

teaching community.

2. Reflect on the

path of human

evolution. (Shifted to STECUR601A)

2.1 The evolutionary picture given by Rudolf Steiner is reflected on in light

of modern schema.

2.2 The relationship between evolutionary phases, history and curriculum

for children of different school ages is reviewed.

2.3 The role of education in the 21st century is reflected on with respect to

the strengthening of the will, capacity for imagination, inspiration and

intuition and enlivened thinking.

2.4 Paths of initiation in esoteric Christianity have been considered.

EVIDENCE GUIDE


conjunction with the performance criteria, Required Skills and Knowledge,

and the Assessment Guidelines.

Critical Aspects of

Evidence


demonstrate that they are willing to read and reflect and to journal this. The

inclusion of specific criteria and assessment tasks beyond reflection would

be counterproductive to the prime aim which is to develop enthusiasm for

self-directed study throughout life. This unit provides a counterpoint to the

other units and their assessment driven focus.

Methods, Assessment A

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Conditions and

Context of

Assessment

Participation in group reading and/or review of weekly text study

Assessment B

A reflective journal is kept.

Assessment occurs within tutorial study sessions and through journal

review.

Consistency of

Performance

Performance is assessed over weekly sessions in discussion and journal

entries/presentations over the year

Resource

Implications

tutorial room

set texts for reading

TEXTS and Supplementary Reading

A Book of Readings is provided by the tutor.

CARR, D. (2000) Making Sense of Education: An Introduction to the Philosophy and Theory of

Education and Teaching. Routledge. Framer.

LOVAT, T & SMITH, D. Curriculum :Action on Reflection (4th

Ed) Katoomba, Social Science

Press 2003

STEINER, R. (2008) Philosophy of Freedom Rudolf Steiner Press Sussex

STEINER, R.(2004) Study of Man Rudolf Steiner Press Sussex

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Pedagogical Studies Strand

Develop Philosophy of Education and Pedagogical Practice (STEPED601A)

Unit Code: STEPED601A

Unit Title: Develop Philosophy Of Education And Pedagogical Practice

Recommended

Delivery Mode

20 hours of face to face lectures, tutorials and workshops.

Unit Aim/Purpose The aim of this unit is to prepare students to teach with a deep

understanding of pedagogical principles. In creative reflection they can

develop curriculum out of a richly layered tapestry of their own philosophy

of education grounded on knowledge of the developing child and the

unfolding adult.

This unit has a connection with STEPED602A and STEPED603A in that

they together present groundwork for understanding of Child Development

throughout the years Birth to 18 and the changing needs of education during

those years.





Unit Description This unit weaves together the picture of the young child approaching school

age, the primary school child and the high school student. It covers child

development from birth through to the end of adolescence and the practice

of child observation or child study. It also looks at comparative

philosophies of education and develops the student‟s reflective process

needed to form a coherent Philosophy of Education.

The principles, practices and curriculum of Steiner Education arise out of a

deep view of the developing human being and the inner development of the

teacher and as such these are a necessary background to curriculum

development.

The scope of this unit is applied to teaching in any context of a Steiner or

non-Steiner school. As a basis of the academic, research and philosophical

underpinnings of Steiner Education it is essential for class teachers, those

involved in Educational Leadership, classroom assistants, mentors and

specialist teachers.

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UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge

Research by educators and psychologists including Piaget, Vygotsky,

Erikson and Steiner.

Child development sequences in relation to the physical, emotional,

cognitive and moral stages of unfoldment.

Child observation parameters including understanding and observing of the

senses, the constitutional aspects, temperaments and multiple intelligences

or learning styles.

Child study principles and practice involve observation of the physical

level, the level of life forces, emotional and cognitive level and that of the

higher self and indicators of health and balance in each realm.

Associated ethics and reflective practices.

Principles of Steiner Education including

1.Teaching out of Imagination, Inspiration, Intuition

2. Transforming the conceptual through artistic, concrete and imaginative

lessons.

3. Revealing the qualities of Goodness, Beauty and truth in the world.

4. Working with the support of the spiritual world.

5. Engaging the faculties of thinking, feeling and willing in the child at

different ages.

6. The dignity of the image of the human being brought to the child.

7. The changing roles of imitation, authority and respect in the teachers

relationship with the child.

8. The continued inner development of the teacher and the roles of

reflective practice.

The overview of curriculum and methodology as they unfold in practice.



demonstrate achievement of the element. Where bold italicised text is used,

further information is detailed in the required skills and knowledge.

1. Reflect on

required knowledge

of the psychological

and philosophical

rationale

underpinning

education, and in

particular Steiner

1.1 Reflection is deeply integrated so that it can be communicated orally

with clarity and confidence

1.2 Reflection compares the central principles of Steiner Education with

other educational philosophy.

1.3 Knowledge of the child development sequences are included in the

reflection on the topic chosen.

1.4 Reflection is backed by research by educators and psychologists.

1.5 Examples of application to the teaching methodology or curriculum are

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Education. given.

2. Prepare in depth

overview of child

development

sequences in relation

to the Steiner

curriculum.

2.1 Overview is organised within seven year stages.

2.2. The unfoldment of thinking, feeling and will is illustrated.

2.3 The use of imitation, authority and respect is overviewed.

2.4 Key thresholds and passages are reviewed.

2.5 Teaching methodologies and curriculum are linked to the sequence.

3. Undertake in

depth child

observation and

study

3.1 Reverence for the child, ethical practice and observation of privacy laws

are evident.

3.2 Observation is objective and insights are clearly linked to phenomena.

3.3 Inner development practices are applied.

3.4 All child observation parameters are observed and discussed.

3.5 Observation covers all child study principles and practice

ASSESSMENT

Evidence Guide


conjunction with the performance criteria, Required Skills and Knowledge


Critical Aspects of

Evidence


demonstrate:

Methods, Conditions

and Context of

Assessment

Assessment A

A 10 minute verbal presentation to the student group or a 1000 word written

outline is prepared by the student on one of the main principles of Steiner

Education and how it compares or contrasts to other educational principles.

This is referenced to the research through quotes and links to methodology

and curriculum are used.

Assessment Criteria

1.1, 1.2, 1.3, 1.4, 1.5

Assessment B

A chart or outline of child development is prepared to cover the child from

birth to age 21 years. All of the principles of Steiner Education in it are

linked to the child development sequence.

Assessment Criteria

2.1, 2.2, 2.3, 2.4, 2.5.

Assessment C

Two detailed child studies with full child observation parameters are

undertaken while on professional experience. Child study principles and

practice are developed according to the proforma and guidelines which are

clearly followed and care is taken to maintain confidentiality.

Assessment Criteria

3.1, 3.2, 3.3, 3.4, 3.5.



in peer-presentations / simulated school settings

in reflection and observation while on practice teaching

Consistency of

Performance

Two child observations develop over time of two professional experience

blocks.

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Child development overview is built up over the semester.

Presentation of rationale is prepared over the semester.

Resource

Implications

tutorial room with space for small group work.

access to professional experience placement

TEXT and ADDITIONAL REFERENCES

TEXT – The tutor will provide a set of readings of research and child observation charts and proforma

References

CHILDS, G. (2005) Steiner Education: Theory and Practice. Floris Books.

CLOUDER, CHRISTOPHER (1998) Waldorf Education Floris Books.

CUNNINGHAM, J. (2007) Working with Curriculum in Australian Steiner Schools. Rudolf

Steiner Schools of Australia.

EDMUNDS, FRANCIS (1992) Renewing Education: Selected Writings on SteinerEducation.

Hawthorn Press

FAIRMAN, E. (2000) A Path of Discovery Vols 1-8 Self Published.

FINSER, T. (1994) School as a Journey. Anthroposophic Press.

GROUNDWATER-SMITH, S. CUSWORTH, R. & DOBBINS, R. (2003) Teaching: Challenges

and Dilemmas, 2"d

Edition Melbourne: Nelson.

HARWOOD, A.C. (2001) The Recovery of Man in Childhood. Myrin Institute.

KEMMIS, S & McTAGGART, R.(1992) The Action Research Planner, Geelong: Deakin University

Press, p11-25

LISSAU, M. (2004) Awakening Intelligence. AWSNA.

LOVAT, T. & SMITH, D. (2005) Curriculum: Action on Reflection Revisited. (4`d Edition)

Katoomba: Social Science Press.

MASTERS, B. (2001) The Index. Steiner Education and Child and Man. Steiner Schools

Fellowship Publication.

MITCHELL, D. (1999) Resource Guide for Waldorf Teachers.AWSNA.

QUERIDO, RENEE (1982)Creativity in Education Rudolf Steiner College Press

RAMSAY, G, (2000) Quality Matters: Revitalising Teaching. Critical Times, Critical Choices.

Sydney: NSW DET

RAWSON, M & RICHTER (2000) The Educational Tasks and Content of the Curriculum. S.W.

Schools Fellowship

SANTROCK, J. (2009) Child Development. (12th

Ed) Boston: McGraw Hill.

SLOAN, DOUGLAS (1999) Towards Wholeness in Knowing Research Institute for Waldorf

Education

STEINER, R: (1997) The Essentials of Education, Anthroposophic Press.

(2000) Practical Advice to Teachers Anthroposophic Press.

(1995) The Kingdom of Childhood, Anthroposophic Press.

WHITE, F. HAYES, B. and LIVEESEY, D. (2005) Developmental Psychology from Infancy to

Adulthood. Frenchs Forest: Pearson Prentice Hall.

WILKINSON, R. (Revised 2000) The Curriculum of the Rudolf Steiner School, Rudolf Steiner

College Press

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum English

The Shape of the Australian Curriculum Maths

The Shape of the Australian Curriculum Science

The Shape of the Australian Curriculum History

http://www.acara.edu.au/publications.html

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Framing Paper Consultation Report English

Framing Paper Consultation Report Maths

Framing Paper Consultation Report Science

Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educationa l_Goals_for_Youn

g_Australians MCEETYA 8

th Sep 2008

http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group

www.allianceforchildhood.org.uk

Association of Waldorf Schools of North America www.awsna.org

http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Young_Australians


http://www.steinerwaldorfeurope.org.uk/

http://www.allianceforchildhood.org.uk/

http://www.awsna.org/

19

Apply Pedagogical Principles to Early Childhood and Kindergarten (STEPED602A)


Unit Title: Apply Pedagogical Principles of Early Childhood and Kindergarten

Teaching

Recommended

Delivery Mode


Unit Aim/Purpose This unit aims to give students an understanding of the realm from which

the class teacher period bridges. Child development birth to age 7, creative

play, the timetable and teaching methods are studied.





Unit Description This unit begins with a theoretical review of child development in the first

seven years of life and then moves into pictures of the principles and

practice of child care or teaching at this age. The daily and weekly

timetable, the importance of creative play, the celebration of seasonal

festivals and the immersion in nature are all areas of focus.

The unit ends with a consideration of the changes in teaching methodology

as the child moves into Class 1 and how these can be bridged gently.

The scope of this unit is applied to the Kindergarten in a Steiner School, the

development of a gentle bridge into Class 1 by the class teacher and to the

understanding of the pedagogy fostered by the first stage of childhood for

Educational Administrators and classroom assistants.

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge

Child development milestones in the areas of cognitive (thinking), affective

(feeling) and motor development (will).

The understanding of Principles of Early Childhood Development : the

participatory consciousness of the young child and the use of gesture,

imitation and will-based education.

Early Childhood Activities

The role of the teacher as fostering reverence, protecting the dream

consciousness and being worthy of imitation as she engages in authentic

home activities.

The importance of creative play and how it unfolds through imitation.

Songs and stories in early childhood from nursery rhymes to nature stories,

repetitive stories, fairytales and festival stories.

Understanding of the seasonal rhythms of the earth and the calendar of

20

Christian festivals and their celebration.

Required Skills

Beeswax modelling, watercolour painting, simple handcrafts, simple home

cooking projects.

Participation in seasonal or Christian festivals of Summer, harvest, Easter,

autumn, Michaelmas, Ascension, Whitsun, Mid-winter, Spring, Advent,

Christmas are celebrated through song, story, dance and craft.

Understanding bridging techniques between Kindergarten and Primary

School.





1. Apply

understanding of

child development to

teaching techniques

in Early Childhood

and Kindergarten.

1.1 Overview gives evidence of understanding of and meaningful links

between Child Development Milestones and Principles of Early Childhood

Development.

1.2 Understanding of a balance between discernment of authentic and

purposeful activities, incorporation of creative play and experiences of soul

nourishment are incorporated in timetable and teaching methodology.

2. Understand

bridging strategy

between

Kindergarten and the

first term of Class 1.

2.1 The bridge between gesture and speech is understood.

2.2. The continued role of imitation while authority slowly comes to the

fore is identified.

2.3 The balance between willing or doing and feeling is understood.

3. Review a seasonal

or Christian festival

held for a group of

children.

3.1 The relationship between the inner life of the child and the celebration

of the festival is outlined.

3.2 The elements of story, music, nature table, anticipation, activity and

craft in the rationale of the festival are reviewed.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate competency in all aspects of the outcomes and performance

criteria.

Methods, Conditions

and Context of

Assessment

Assessment A

Students write a rationale for Early Childhood teaching methodology which

outlines the Principles of Early Childhood Development and relates them to

formation of a timetable of balanced Early Childhood Activities. (1000

words)

Assessment Criteria

1.1, 1.2

Assessment B

Students review a bridging strategy which outlines the difference in the two

21

first seven year stages and shows how the methodology of the early Class 1

teacher can bridge the classroom management gently.

Assessment Criteria

2.1, 2.2, .23

Assessment C

Students review the celebration of a seasonal or Christian festival with all

the required elements.

Assessment Criteria

3.1, 3.2.




in assessment of work completed in own time.

Consistency of

Performance

assessment is conducted over 3 tasks and over a whole semester.

Resource Implications

tutorial room with space for small group work


Text: A Book of Readings is available form the tutor.

BALDWIN, R. (2000) You Are Your Childs First Teacher. Celestial Arts.

DAVY, G (Editor) (2006) Lifeways - Extract -A Key To The Images In The Fairy, Tales by A.

Bockemuhl. Hawthorn Press.

DOCKETT,S & FLEER,M (1999) Play and Pedagogy in Early Childhood Bending the Rules.

Marrickville: Harcourt Brace.

EDMUNDS, F. :(1992) Rudolf Steiner Education - Chapter One -The Kindergarten and Pre-school

Years.

EVANS, R (1998) Helping Children Overcome Fear: The Healing Power of Play, Hawthorn Press.

Great Britain.

GRUNELIUS, E. Early Childhood Education and the Waldorf School Plan (out of print, available in

school library)

HARWOOD, A. C. (1989) The Recovery of Man in Childhood Chapter 1 - 8

ISENBERG, J. & JALONGO, M. (2006) Understanding Children‟s Creative Thought and

Expression. In Creative Thinking and arts-based learning: Preschool through 4th

Grade (4th

Ed) New

Jersey: Pearson.

JAFFKE, F. (2003) Toymaking With Children. Floris Books Edinburgh.

PATT'ERSON,B. & BRADLEY,P (2000) Beyond the Rainbow Bridge.Floris Books. Amesbury

.USA.

STEINER, R. (2000)The Kingdom of Childhood - Lecture 1. Anthrop. Press. (1971)

(1996) Human Values in Education - Lecture 3

Festivals and Their Meaning Rudolf Steiner Press

(1994) Understanding Young Children. Waldorf Kindergarten Association of North America.

MULLER, B. (2001) Painting with Children, Floris Books.


Ed) Boston:McGraw Hill.


Adulthood. Frenchs Forest: Pearson Prentice Hall.

22

Journal

Star Weavings Australian Association for Rudolf Steiner Early Childhood Education. Melbourne

Rudolf Steiner School, Victoria

23

Apply Pedagogical Principles to High School (STEPED603A)


Unit Title: Apply Pedagogical Principles of High School Teaching

Recommended

Delivery Mode


Unit Aim/Purpose It is considered desirable that an understanding of the final four years of the

high school is given. Thus the foundations laid in the class teacher period

evolve in the third stage of child development and the evolving curriculum

and changing methodology is studied.





Unit Description This unit is applied to the necessary understanding of how Steiner

curriculum unfolds to bring the whole of human history, the natural world

and the cosmos to the child. It shows how the child develops towards

maturity and autonomy, discernment and strength of ideals. The overview

of the curriculum and methodology of each year is given as windows into

the school and students take an area for study to see how curriculum

continues to evolve and how the deeply felt inner questions of the

adolescent are met and answered.

The scope of this unit is also applied to parent meetings and interviews in

which they want to know what lies ahead in the school.

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge

Key Main Lessons in the high school linked to inner and outer years.

The key themes for each year linked to the „questions‟ asked by the child.

Metamorphosis of primary main lessons into their high school counterpart.

Knowledge of ways of integrating different curriculum requirements.





1. Integrate a broad

knowledge of the

Main Lesson

sequence in the high

school to the

understanding of

child development of

1.1 A flow chart of the Main Lesson sequence between years 9-12 is

developed.

1.2 Key themes and questions for each year are listed and linked to Main

Lessons.

24

this stage.

2. Analyse the

metamorphosis of

key themes from the

Primary School to

the High School.

2.1 The Main Lesson is related to at least two key points in the primary

years

2.2 The change in methodology from the will to feeling and then thinking is

traced.

2.3 The narrative, artistic and holistic approach is followed as it becomes

more historical or biographical, phenomenological and conscious.

2.4 The movement of time from the remote past to the modern age is traced

where appropriate.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate:

Methods, Conditions

and Context of

Assessment

Assessment

Students complete the chart in session time and focus on a High School

Main Lesson and participate in a discussion on how it meets the needs of

the questions of that age and also how it metamorphoses from primary Main

Lessons on the theme.

Assessment criteria

1.1, 1.2, 2.1, 2.2, 2.3, 2.4



Consistency of

Performance

This unit is short and forms an ancillary role as it completes the child

development picture over the year.

Resource

Implications



TEXT – A Book of Readings is available form the tutor.

GABERT, E. (1998) Educating the Adolescent, Anthroposophic Press.

PARSONS, A. (1988) Making It From 12 to 20, Watermark.


Ed) Boston:McGraw Hill.

SCHWARTZ, E. (1991) Adolescence: The Search for the Self Rudolf Steiner College Press

SLEIGH, J. (2002) Thirteen to Nineteen, Floris Books.

STALEY, B. (1988) Between Form and Freedom, Hawthorn Press

STEINER, R. (2001) Observations on Adolescence: The Third Phase of Human Development

(1993) Waldorf Education for Adolescence. Wynstones Press

STOCKMEYER, K. (1991) The Curriculum of the Waldorf School. Robinswood Press, Stourbridge,

UK.


Adulthood. Frenchs Forest:Pearson Prentice Hall.

MULTIMEDIA: http://www.acara.edu.au/publications.html


25

The Shape of the Australian Curriculum English







Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_fo r_Youn


th Sep 2008



Association of Waldorf Schools of North America





26

Teach Effectively and Manage Classrooms (STEPED604A )


Unit Title: Teach Effectively and Manage Classrooms

Recommended

Delivery Mode

30 hours plus 12 days Professional Experience

Unit Aim/Purpose This unit describes the outcomes needed to plan for effective learning

strategies and environments and management of student behaviour. All

other elements of programming, assessment and subject content studies

depend for their efficacy on the ability of the teacher to manage the

classroom.





Unit Description This unit reviews organisation of the classroom and learning environment

for effective teaching, the inner bearing, communication skills and

engagement of the teacher as well as techniques for interaction that

strengthen good behaviour and harmonise inappropriate behaviours. A

review of the research gives a knowledge base to the discussions and the

professional experience in the classroom allows for observation of good

practice and analysis of appropriate techniques as well as giving students an

opportunity to trial techniques.

The scope of this unit is applied to all learning situations including

classrooms, outdoor studies, excursions and full school events. It is applied

to individual sessions, group work and whole class lessons.

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge :

Classroom management principles and strategies (eg positive feedback,

rules, consequences) and research eg Glasser, Skinner, Rogers.

Child development and the Steiner approach.

Class 1/2 Being worthy of imitation

Class 3 Authority of the teacher strengthens

Class 4 Imaginative pictures of enthusiasm and courage

Class 5 Enrichment of the feeling life and development of empathy

Class 6 Development of Conscience

Class 7/8 Altruism and growth toward capacity of independent judgement

modes of learning

lesson planning principles

pedagogical law

interaction between temperaments

Required Skills

artistic transformation of conceptual material

27

lesson planning and pacing with in and out breathing

3 day rhythm

lesson visualisation

meditative practices and reverence for the child

expressing warmth and enthusiasm

embodying authority

making classrooms aesthetic and efficient in layout

child study

positive feedback, commending good behaviour

analysis of research





1. Analyse literature

on and applications

of classroom

management, the

way students are

guided or motivated

and effective

teaching techniques

for different ages.

1.1 Criteria of good practice are developed from the literature

1.2 Case studies of classroom scenarios are analysed with reference to the

identification of problems of classroom practice or teaching technique.

1.3 Contributing factors are analysed and related to criteria of good practice

1.4 Alternative lesson plans or teacher responses are developed to rectify

the situation.

2. Reflect on

effective lesson

planning and

delivery to

encourage student

engagement in both

oneself and

practicing teachers

2.1 Reflective journal during professional experience identifies the

classroom management plan of the supervising teacher and the use of

imitation, authority and growing self-management.

2.2.Both explicit and implicit rules are observed as well as consequences

2.3 Effective lesson planning and teaching techniques are identified.

2.4 Students own sample lesson exhibits clear planning and preparation, a

classroom management approach appropriate to the context, effective

delivery and evaluation.

3. Reflect on,

analyse and use

classroom

management

principles and

strategies in

documented teaching

experiences

3.1. Classroom management principles and strategies are age appropriate

and in context of the classroom, the lesson and the situation needing

management

3.3 The method of applying strategies is clearly described, the outcome

analysed and the event evaluated

3.4.Future recommendations are developed

4. Teach in schools 4.1 A clear potential for developing all performance criteria is shown

See performance criteria of the Professional Experience Handbook listed at

the end of the syllabus

ASSESSMENT

Evidence Guide




28

Critical Aspects of

Evidence


demonstrate:

Methods, Conditions

and Context of

Assessment

Assessment A

Students keep a portfolio of their responses to weekly review of the

literature through which they build up criteria of good classroom

management.

Students prepare written responses to classroom management scenarios.

These are handed in each week.

Performance Criteria 1.2, 1.2, 1.3, 1.4

Assessment B

Professional Experience Portfolio and Supervising Teachers Report

A review and identification of the supervising teacher‟s classroom

management plan is developed and the school‟s discipline policy.

Students develop and implement a lesson plan using both effective

strategies of delivery and of classroom management.

Students apply specific classroom management strategies to lesson events

and situations and review results.

Performance Criteria 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1


on material developed in tutorial sessions

in recording of and reflection on practice teaching tasks and contexts

Consistency of

Performance

weekly sessions are assessed by tutor.

Professional Experience Tasks are developed over the 12 days.

Resource

Implications



A Book of Readings of the literature is provided by the tutor

BRADY, L AND SCULLY, A (2005) Engagement:Inclusive Classroom Management. Frenchs

Forest: Pearson Prentice Hall.

CHILDS, G. (1996) Education and Beyond Floris Books.

CHILDS, G. (1991) Steiner Education: Theory and Practice. Floris Books.

CLOUDER, CHRISTOPHER (1998) Waldorf Education Floris Books.

EDMUNDS, FRANCIS (1992) Renewing Education: Selected Writings on Steiner Education

Hawthorn Press

EDWARDS, C (2000) Classroom Discipline & Management Toronto: WileyGroundwater- Smith,

S., et al, ch 8.

FINSER, T. (1994) School as a Journey. Anthroposophic Press

GABERT, E. ( 1998) Discipline in Education and in the Education of the Child. Developmental

Studies.

McBURNEY –FRY,G. (2002) Improving Your Practicum – A Guide to Better Teaching Practice

(2nd

Ed) Katoomba: Social Science Press.

29

Teach Students with Special Educational Needs (STEPED605A)


Unit Title: TEACH CHILDREN WITH SPECIAL EDUCATION NEEDS

Recommended

Delivery Mode

30 hours lectures, tutorials, learning support observation and participation.

12 days block teaching Professional Experience.

Unit Aim/Purpose This unit describes the outcomes needed for the role of the classroom

teacher in assessment of special needs and in program design and

implementation; as well as knowledge of the utilization of professional and

support services.





Unit Description The scope of this unit is applied to the classroom teacher screening

students for early intervention, assessing students with special needs

including gifted and talented, inclusive teaching practices, program

design, referral to support services within the schools and in the wider

Australian health and education networks and monitoring of progress.

The unit gives a balance of background knowledge of and reflection on,

research into special needs and programming as well as hands on practice

in assessment tools and strategies for development of faculty and

techniques of learning acquisition.

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge

Knowledge of students with special needs and learning difficulties

including Gifted and Talented children.

Aetiology of special needs and impact on learning and behaviour.

Indications of the need for assessment and remediation.

Resources - diagnostic & support services such as paediatricians,

developmental psychologists, school counselors, behavioural

optometrists, cranial osteopaths and Extra lesson practitioners..

Theories and research in Special Education including current research in

literacy and numeracy, direct instructional technique, development

theories, sensory integration, neurophysiological perspectives and the

Extra Lesson and allied medical programs.

Required Skills

Screening for school readiness, early intervention and preventive

programs.

Inclusive teaching methods and adjustments to the delivery of the

curriculum.

Monitoring and assessment methods.

30

Skills in assessing special needs of students including use of Standardised

and Diagnostic testing as well as those which are teacher prepared and

interpretation of results.

Designing individual programs for remediation within the classroom

context and for differing student needs with special reference to literacy

and numeracy.

Implementation, monitoring and documenting student progress,

maintaining records. Report writing, and communication with parents.



demonstrate achievement of the element. Where bold italicised text is

used, further information is detailed in the required skills and knowledge.

1. Develop a program

of direct instruction

for a hypothetical case

study of a student with

special needs.

1.1 Specialised knowledge of key issues and approaches in special needs

education is applied

1.2 An assessment task for a literacy outcome is developed.

1.3 A program of instruction for this learning outcome is developed in the

light of the hypothetical assessment results.

1.3 Modelling, guided practice and independent practice are incorporated.

1.4 Adherence to Disability Legislation and Privacy Laws is evident.

2. Outline contribution

of Professional

Support Services to

Special Needs

assessment and

Programs.

2.1 Access to, costs, theoretical base and case studies of a professional

support service are included in research.

2.2 Assessment methods are outlined.

2.3 Specific areas of special needs relevant to the support service are

identified.

3. Implement

elements of a program

for a Special Needs

profile of a

Professional

Experience Class.

3.1 Observation of 2 selected students includes a child observation.

3.2 Special Needs profile shows programs, resources, interventions and

accommodations observed in relation to 2 identified students.

3.2 Effective adjustment strategies in learning experiences are noted.

3.3 Elements are informed by current research models as well as

developmental theory.

3.4 Elements are sequentially implemented, monitored, records

maintained, progress assessed and evaluation included.

4. Teach in schools 4.1 Competency in all the Professional Experience performance criteria is

shown

See performance criteria of the Professional Experience Handbook listed

at the end of the syllabus

ASSESSMENT

Evidence Guide


conjunction with the Performance Criteria, Required Skills and

Knowledge and the Course Assessment Guidelines.

Critical Aspects of

Evidence


demonstrate all aspects of the outcomes and performance criteria.

Methods, Conditions Assessment A:

31

and Context of

Assessment

Case Study

1. Analysis of a given hypothetical study of a child with special needs is

undertaken. Design of the assessment task and analysis of hypothetical

assessment results are completed. Students develop 3 teaching and

learning experiences targeting a specific learning objective.

Assessment Criteria 1.1, 1.2, 1.3, 1.4

Assessment B:

Support Service Outline

I Individually researched study of the contribution of a type of

professional support service to development of an assessment profile and

the learning support plan.

Assessment Criteria 2.1, 2.2, 2.3

Assessment C

School Experience Portfolio

Professional Experience portfolio of class learning needs profile and

Learning log of Special Needs observations and teaching experiences.

Lesson plans with adjustments for 2 chosen individual students.

Assessment Criteria 3.1, 3.2, 3.3, 3.4


within tutorial sessions – Assessment A and B

with reference to teaching done during Professional Experience and

reflection on practice teaching contexts – Assessment C

Consistency of

Performance

Two step skills build up of work- A and C

C- completed over 3 weeks or 12 days.

Resource Implications tutorial room with space for small group work.

Professional Experience placement

TEXT /REQUIRED REFERENCES

A book of research, resources and readings is provided by the tutor on current theories and

methodologies in Special Needs Assessment and Education including Readings from

Friend,m &Bursuk, W (2002) Including Students with Special Needs :A Practical Guide for

Classroom Teachers Boston, Allyn and Bacon.

Ashman, A & Elkins, J (Eds) (2002) Educating Children with Diverse Abilities.

Sydney:Prentice Hall.

RECOMMENDED READING.

AEPPLI, W. (1955) The Care and Development of the Human Senses, Steiner Schools Fellowship,

Forest Row, Sussex.

BOTT, V (2004) An Introduction to Anthroposophical Medicine, Anthroposophic Press, NY.

BRAITHWAITE, D. S. (1996) How to Learn Faster and Easier, D. J. Braithwaite.

CHARD, D. & DICKINSON, S. (2000) Instructional and Assessment Guides. Intervention in School

and Clinic.

CLAY, M. (1993) Reading Recovery Heinemann, London.

32

DAVIS, R. (1994) The Gift of Dyslexia Souvenir Press, London.

DAWKINS, EDELMAN,and FORKIOTIS. (1990) Suddenly Successful Student, Optometric

Extension Program Foundation Inc.

G00DRICE, J. (1985) Natural Vision Improvement Vicking Oneil, South Yarra, Victoria

GLOCKLER, M. LANGHAMMER, S. WIECHERT, C. (2006) Education- Health for Life

Goetheanum Switzerland.

GLOCKLER, M. GOEBEL, W. (2005) A Guide To Child Health. Anthroposophic Press

JOHNS WOOD, L. You Can read (out of print.)

KERR S, THOMPSON AND COSSEY. Family Maths

MARGULIES, N (1992) Mapping Inner Space Hawker Brownlau Education.

MITCHELL, D. (2002) Developmental Insights- Discussions Between Doctors &Teacher

AWSNA Fair Oaks California.

PHELANG, B AND KING, J. (1992) Overcoming Learning Difficulties, Doublebay, Sydney.

McALLEN, A. (1992) The Extra Lesson. Robinswood Press, Stourbridge

MITCHELL, D. (1997) Developmental Insights. AWSNA Publications.

SOESMAN, A (1993) The Twelve Senses, Hawthorn Press

STEINER, R(1992) Curative Education, Rudolf Steiner Press..

STRAUSS, (1978) Understanding Children's Drawings, Rudolf Steiner Press, London.

TOMATIS, A.(1999 Education and Dyslexia, AIAPP Friburg.

(1991) The Conscious Ear, Station Hill Press, NY

WILLBY, M. E. (1998) Learning Difficulties. Rudolf Steiner College Press.

WRIGHT,R. (2001) Count Me In Too Project.

33

Program and Assess Curriculum (STEPED606A)


Unit Title: Develop Programs and Assessment

Recommended

Delivery Mode

30 hours lectures, tutorials, learning support observation and participation.

12 days block teaching Professional Experience.

Unit Aim/Purpose This unit describes the outcomes needed to program curriculum units and

linked assessment as well as to undertake reporting. It therefore asks

students to review the rationales for different curriculum frameworks and to

reflect on the role of assessment at different stages of child development.





Unit Description This unit reviews the rationales for arts-based curriculum, integrated

curriculum, international curriculum and child-development based

curriculum. The Professional Experience component allows the research and

review to develop into deep understanding of authentic situations and brings

opportunity for application to classroom situations as well as reflection and

evaluation of their own developing skills.

It overviews the main lesson curriculum used in Steiner Waldorf schools

from its child development base and as an example of an international,

integrated and arts-based curriculum.

The scope of this unit is applied to classroom teaching, overall curriculum

design, development of assessment and reflective educational practice in

teaching, leadership and curriculum support.

CONTENT

Required Knowledge

and Skills

Different approaches to curriculum development :

National Curriculum, School based curriculum, Integrated curriculum,

Hidden curriculum, Arts-Integrated Curriculum; Curriculum for students

with diverse needs.

Key elements of program design and assessment.

Monitoring and reporting student progress.

Evaluating Programs

Arts- integration, Multi-modal teaching -

Integrating Key Learning areas

The structure of the learning program – learning and memory-: daily

rhythms.including the research on the three day rhythm .

Steiner Curriculum- as an example of Integrated arts-based curriculum

34

Themes for each school year and the link between key points in child

development and the main lesson themes.





1. Outline

pedagogical

principles for

program design,

assessment and

evaluation based on

a teacher interview.

1.1 Questions on program development, assessment and reporting arise out

of background literature.

1.2 Investigation of the focus on the child's faculties of thinking, feeling

and willing in relation to teaching and learning activities are evident.

1.3 Elements of arts- based, multi modal learning programs for curriculum

design are investigated.

1.4 The underpinnings of mandatory State regulated and National

Curriculum are identified.

1.5 Meaningful synthesis of data and reflections on teaching practice are

evident.

2. Design an

integrated program

with 1 week of

detailed lesson

plans.

2.1. Scope and sequence of teaching and learning activities show clarity

and are appropriate to the stage and class context and the stated outcomes.

2.2 Awareness of the role of rhythm, memory and studies of learning and

sleep to program design are included.

2.2 Material is imaginatively transformed to include narrative and visual and

performing arts as a bridge between the concrete and the conceptual.

2.3 Integrated assessment and monitoring are embedded into the design of

a learning program.

3. Analyse the child

development base of

the themes of the

Steiner main lesson

curriculum.

3.1 Key points in the child's cognitive, emotional and physical development

between the ages of 5 and 14 are identified.

3.2 The connection to the major themes of the Steiner curriculum from Years

1 to 8 are linked to child development.

3.3 The essential aims and learning described are linked to the

understanding of the key experiences which the child will meet.

4. Teach in schools 4.1 A developing capacity for all performance criteria is shown

See performance criteria of the Professional Experience Handbook listed at

the end of the syllabus

ASSESSMENT

Evidence Guide




Critical Aspects of In providing evidence of competency for this unit, the trainee must

35

Evidence

demonstrate competence in all Outcomes and Performance criteria.

Methods, Conditions

and Context of

Assessment

Assessment A:

Written report of 1,000 words in relation to a teacher interview on the topic

of the processes of planning for programming, teaching and assessment.

Interview questions are developed out of the research studies and the data

gathered is reviewed to look at underpinnings of program design.


Assessment B:

An integrated program overview of 15 lessons across 4 Key Learning

Areas – English and Maths, HSIE or Science plus PDHPE and the

Creative Arts. One week with detailed lesson plans.

Assessment Criteria 2.1, 2.2., 2.3

Assessment C

A rationale of a Steiner Curriculum Integrated Main Lesson Theme and an

analysis of its placement in the curriculum in relation to the Child

Development sequence.


Assessment D

Journal of Professional Experience and Supervising Teacher‟s report,

Assessment Criteria 4.1 which covers Criteria 1-8 as per Handbook



in peer-presentations

in Professional Experience placement by supervising teacher

in reflection on practice teaching contexts

Consistency of

Performance

Programming for assessment is taken up over a whole semester and covers

15 lessons.

Other units with programming and assessment outcomes ensure consistency

over time and a wide variety of applications.

Resource

Implications

Tutorial room with space for small group work.

Professional Experience placement in a school

Access to National or State curriculum documents, an International

Curriculum and Arts-Integrated Steiner Curriculum.


A Set of Readings from a wide variety of sources will be provided by the tutor.

REFERENCES

BRADY, L & KENNEDY, K. (2007) Curriculum Construction (3rd Ed) Sydney Pearson.

CHILDS, G. Steiner Education: Theory and Practice

CLOUDER, C (1998) Waldorf Education Floris Books.

CUNNINGHAM, J. (2004) Working with Curriculum in Australian Steiner Schools. RSSA Inc

EDMUNDS, F (1992) Renewing Education: Selected Writings on Steiner Education Hawthorn

Press

HARWOOD, A. C. (1982) The Recovery of Man in Childhood Anthroposophical Press, NY.

MOSS, J et al (2004) Invitations and Inspirations:Pathways to Successful Teaching. Melbourne

36

Curriculum Corporation.

RAWSON, M (2000) The Educational Tasks and Content of the Curriculum.

SEGERS,M, DOCHY, F. &CASCALLAR, E (EDS) (2003) Optimising New Modes of

Assessment:In search of Qualities and Standards.Dordrect, Kluwer Academic.

SMITH, D and LOVAT,T.J (2003) Curriculum:Action on Reflection (4th

Ed) Tuggerah Social

Science Press.

RUDOLF STEINER: (2003) Foundations of Human Experience Anthroposophic Press

(1996) Practical Advice to Teachers Anthroposophic Press.

(1997) Discussions with Teachers Anthroposophical Press

K. STOCKMEYER: (1991) Rudolf Steiner's Curriculum for Waldorf Schools Robinswood Press

http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum English







Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Youn


th Sep 2008




37

Apply Artistic Abilities to Arts-Integrated Teaching (STEPED607A)


Unit Title: Apply Artistic Abilities to Steiner Arts-Integrated Teaching

Recommended

Delivery Mode

30 hours

Unit Aim/Purpose This unit describes the outcomes required for class teachers and specialists

in Steiner Schools to deliver an arts-integrated curriculum. The unit

develops artistic foundation skills in four Creative Arts areas: Music,

Speech and Drama, Visual / Plastic Arts and Eurythmy. It focuses on

cultivating the inner artistic abilities and practical skills of the teacher as

they form essential tools for lesson presentation and creative classroom

management in Steiner Schools.

This unit is related to each of the Curriculum-based units - Teach Music,

Teach Speech and Drama, Teach Visual and Plastic Arts, Teach Movement

to Music and Speech. Those units describe the outcomes required for direct

curriculum applications of the practical skills acquired in this unit.





Unit Description The knowledge and skills of this unit are essential for all teachers in Steiner

Schools, for class teachers as well as specialists. The cultivation of inner

artistry in a teacher is what enables him/her to perceive the unseen

capacities for growth and development lying dormant in each child and to

find ways of calling these capacities forth creatively.

The specific artistic skills developed in this unit are designed to enable the

teacher in training to communicate imaginatively, pictorially and creatively

in writing, through the spoken word, through choral and instrumental music,

and through gesture and personal presence, providing the basis for

transforming conceptual material into a holistic, living experience for

children.

Intensive instruction in Music, Speech and Drama, Eurythmy, Drawing,

Painting and Sculpting also provides a forum for developing imaginative

thinking, problem-solving skills and creative strategies for curriculum

planning and research.

38

UNIT CONTENT

Required Skills and

Knowledge

Required Integrated Knowledge and Skills

Music

Musical mood and intervals and their effect upon the soul life of the child

The enhancement of learning through music, rhythm and movement

Music and mathematics- form and rhythm

Singing as an experience of culture and history – place and time

Visual and Plastic Arts

Colour in Teaching eg grammatical work

Colour and soul moods, temperament and character in story and blackboard

drawing representations

Form, balance and proportion in aesthetics of the classroom

Skills in blackboard drawing with layering of colour

Artistry of geometrical patterns, botanical illustrations and maps

Speech and Drama

Repertoire for integrated curriculum

Dramatic presentation of lesson materials

Speech and classroom management

Eurythmy

creating appropriate forms and gestures for integrated curriculum work in

English, the Natural World, geometry, grammar.

The sense of self-movement and inner picturing of letters and geometrical

forms, metamorphosis of forms and symmetry.

OUTCOMES PERFORMANCE CRITERIA




1. Demonstrate basic

musical skills and

apply them to the

development of

creative teaching

practice

1.1 Ability to count and clap basic rhythms and to read musical notation at a

Grade 1 Musicianship level is shown.

1.2 Ability to create musical experiences for a Main Lesson and to conduct

related songs is demonstrated.

1.3 Ability to utilise music to bring an experience of different historical

times and cultures is evident.

1.4 Ability to utilise music as a sensitising and harmonising element in

classroom management is demonstrated.

2. Apply a sense for

musical rhythm to

own teaching

presence and

develop specialised

rhythmic teaching

skills

2.1 A sense of rhythm as it aids in the effective teaching of number

sequences and times tables in group settings is demonstrated.

2.2 The effective use of rhythm and its application to morning circle is

demonstrated.

2.3 Features of the effective incorporation of rhythmic work in movement is

identified, demonstrated and used in programming.

3. Demonstrate a

richness of speech

skills in a teaching

context

3.1 Ability to choose from a range of expressive styles and adapt material

and presentation to appropriate age groups is shown.

3.2 Ability to articulate clearly and audibly is demonstrated in group

presentation.

3.3 Ability to employ a rich vocabulary to build imaginative pictures in the

child is evident.

39

3.4 Specific uses of speech and conscious gesture are employed for 2 Main

Lessons.

4. Demonstrate skills

in dramatic

presentation of

lesson material

4.1 Suitable material for main lessons in each class level is identified and

adapted for dramatic portrayal.

4.2 Appropriate utilisation of movement, gesture, facial expression and

vocal intonation for creating a dramatic presentation of story are shown.

4.3 Portrayal of people, historical events and descriptions of scientific and

natural phenomena are given skilful and effective dramatic expression.

5. Utilise visual arts

skills in teaching

practice

5.1 Blackboard drawings are planned, designed and drawn as an effective

and imaginative expression of story content and form.

5.2 Main lesson book illustrations are planned, designed and executed with

creativity, beauty and harmony.

5.3 A sense of colour, harmony, form, proportion and balance is

demonstrated in the planning, design and execution of maps, geometrical

patterns and botanical illustrations.

5.4 Clay objects, sculpture, beeswax figures and other 3-D activities for 2

Main Lessons are planned, designed and modelled with a sense for form,

harmony and proportion.

6. Apply movement

principles of

Eurythmy to the

development of

creative teaching

presence

6.1 The creative, inner source from which to draw appropriate movement

and gestures for communication and classroom management is experienced,

articulated and demonstrated.

6.2 Spatial awareness skills for individual and group settings are identified,

articulated and embodied in relation to 2 Main Lessons.

6.3 Rhythmic and coordination skills for individual and group applications

are analysed and embodied in relation to developmentally-based stages.

6.4 Skills in observation and analysis of postural qualities and energetic

output in children and adults are articulated and demonstrated.

Methods, Conditions

and Context of

Assessment

Assessment A

The music tutor observes a peer presentation of music for two main lesson

themes related to different cultural times. Two songs or instrumental pieces

are presented for each.

Appropriate number work, tables and rhythmic work for a Class 1 or 2 and

a Class 3 or 4 is demonstrated.

Assessment B

The Speech and Drama tutor observes peer presentations of recitation and

story for two different classes.

Assessment C

The Practicum Coordinator and/or tutor view main lesson book illustrations,

paintings and photos of blackboard drawings from Professional Experience.

Assessment D

1. Tutor observes end of term presentations of movement skills.



in peer-presentations / simulated classroom settings


40

on work completed in own time

Consistency of

Performance

Assessment is undertaken throughout the year for this unit and is assessed

by 4 different tutors.

Resource

Implications

tutorial room and larger performance space

Art materials and workbenches

Musical equipment for singing(piano), instrumental work and percussion.

TEXT and

ADDITIONAL

REFERENCES

Please see Units of the Teach Music, Teach Speech and Drama, Teach

Visual and Plastic Arts and Teach Eurythmy.

41

Curriculum Studies Strand

Teach English Literature and Language Skills (STECUR601A)

Unit Code: STECUR601A

Unit Title: TEACH ENGLISH LITERATURE AND LANGUAGE

Recommended

Delivery Mode


Unit Aim/Purpose This unit aims to develop an understanding of the Steiner English

Curriculum Class 1 to 6 and an overview of 7 and 8 in the context of current

educational requirements and mandated State and National curriculum. It

also fosters the skills necessary to teach the language arts and to focus on

the stream of literary resources from myths, legends, fables and fairy tales

to more modern epic, lyric and dramatic sources.





Unit Description Students will explore the sequence of arts-integrated English Main Lessons

in relation to child development. These will cover literary content from the

earliest fairy tales and Celtic, Russian and Aboriginal legends to the Norse,

Indian, Persian, Egyptian and Greek and Roman myths as well as the

literature of the Middle Ages and Renaissance.

The integration of the elements of Listening, Speaking, Handwriting,

Reading, Spelling, Grammar, Creative Writing and Media Studies will

occur thematically as well as being covered in their methodologies for

sequential learning.

Students are expected to continue to develop a wide knowledge of world

literature throughout the unit and to explore the archetypal pictures of

human evolution within the stories to perceive their value and continued

relevance today.

The scope of this unit is applied to class teachers throughout the primary

school and also to those who wish to take up further training to become

library teachers.

42

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge and Skills

Understanding of the historical epochs in human development as reflected

in literature

In depth understanding of child development from the 6th

to 14th

years

Understanding of optimal sequencing and teaching method of English

language skills including Oral Expression as the beginning of Language

Enrichment, Reading through Writing, Thematic Spelling units, Creative

Writing developed out of immersion in the beauty of literature and early

factual recall.

Understanding of the relationship between quality literature, richness of

vocabulary and finely differentiated thought.

Relationship of grammar to the inner life – orientation in time and

unfoldment of destiny and the tenses; orientation in space and the

prepositions; empathy and the passive voice; the conditional and

subjunctive and the development of conscience and altruism.

Skills in integrated lesson planning with narrative focus and imaginative

teaching methods.

Understanding of representation of Archetypes within the soul/spiritual

realm of Fairy Tales and mythology





1. Apply child

development

principles to

specialized

knowledge of the

English Literature

Curriculum.

1.1 The rationale behind the sequential Literature curriculum is delineated

1.2 The value of traditional literature is identified.

1.3 The Main Lesson themes are clearly charted against the class curriculum

1.4 The integration of English with other KLA‟s and in particular HSIE is

evidenced in an integrated lesson sequence.

1.5 Artistic, multimodal and imaginative teaching methodologies are used.

2. Teach English

Language skills in

integrated

curriculum

2.1.Age appropriate language teaching topics and methodologies are used

2.2.Skill steps are built up sequentially with evidence of understanding of

the inner processes required in the child to complete these

2.3 Language activities show skilful and correct handwriting script,

appropriate colour choice for grammatical forms, clear gesture in

illustration of early letter forms and correct spelling and syntax.

2.4 Different methodologies and resources for teaching of reading, writing

and spelling are evaluated.

2.5.Appropriate age for and use of textbooks is illustrated

2.6 Creative writing lessons show understanding of the use of early directed

factual stories

3. Appreciate

children‟s literature

and chose or write

and tell appropriate

stories

3.1 Evidence of wide and rich reading is shown

3.2 A range of children‟s books is evaluated and quality literature

appropriate to the age is selected

3.3 A traditional literary source such as a fairy tale is interpreted in the light

of archetypal development and paths of initiation.

3.4.The story is told in a fluent and confident manner appropriate to the age

43

and with regard to appeal to the different temperaments

3.5 Healing stories are interpreted and own stories written are linked to

healing archetypes

4. Reflect on the

path of human

evolution. Shifted from STEPRO603A

4.1 The evolutionary picture given by Rudolf Steiner is reflected on in light

of modern schema.

4.2 The relationship between evolutionary phases, history and curriculum

for children of different school ages is reviewed.

4.3 The role of education in the 21st century is reflected on with respect to

the strengthening of the will, capacity for imagination, inspiration and

intuition and enlivened thinking.

4.4 Paths of initiation in esoteric Christianity have been considered.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate:

Methods, Conditions

and Context of

Assessment

Assessment A

A chart of Main Lesson themes and literary resources aligned with teaching

methodologies is developed and a personal statement or rationale of choice

of curriculum resources and methodologies outlined.

1.1, 1.2, 1.3

Assessment B

An integrated 3 week Main Lesson outline with 3 day rhythm is written in

which HSIE theme, literature or mythology texts and English language

skills are integrated with artistic presentation through both the visual and

performing arts.

A minimum of 4 detailed lesson plans with Main Lesson double pages are

shown with writing and illustration. A rationale outlines the class context

and the reason teaching methodologies were chosen.

Assessment Criteria

1.4, 1.5, 2.1, 2.2, .2.3, 2.4, 2.5

Assessment C

500 word interpretation, drawing sequence in colour and story rendition

A traditional story is chosen by the student and prepared for telling to the

group. An archetypal interpretation is also presented which links to the age

of the class and the pictures of the development of human consciousness in

the story. This includes a sequence of pictures that embody the path of

initiation or archetypal unfoldment.

Assessment Criteria

3.1, 3.2, 3.3, 3.4, 3.5; 4.1,4.2,4.3,4.4





on assessment prepared in own time

Consistency of assessment occurs over the whole course and through 4 sample tasks

44

Performance

Resource

Implications

tutorial room with space for small group work

blackboard and Main Lesson books for sample writing

rich library of literary resources


TEXT – A Book of Readings will be supplied by the tutor. The relevant State and /or National

Curriculum documents, units of Work, Work Samples are also required for each state of delivery

References

CAMPBELL, R. & GREEN, D (Editors)(2003) Literacies and Learners. Sydney: Prentice Hall. 2nd

Edition.

COLLERSON, J (1997), Grammar in Teaching, Sydney: PETA

CULLINAN,B.E. & PEARSON, D.G. (Eds) (2003) The Continuum Encyclopeadia of Children‟s

HARRER, D. (2007) An English Manual, Association of Waldorf Schools

JAFFKE, C (Editor)(1985) Materials For Language Teaching Bund der Freien Waldorfschule

JAFFKE, C.(1982) Rhythms, Rhymes, Games and Songs in the Lower School (1983) Tongue

Twisters and Speech Exercises.(1984) Plays for the Lower and Middle School. (1986) Poems for

the Lower and Middle School. R.S.College Press.

KORNBERGER, H (2006) n Story Medicine and How to Make It. Integral Arts Press

LYNCH-BROWN,C. & TOMLINSON, C.M. (2005) Essentailas of Children‟s Literature (5th

Ed)

Boston Pearson.

McALLEN, AUDREY: Teaching Children to Write.

MATHEWS, P (1994). Sing Me The Creation. Hawthorn

MELLON, M. (2000) Storytelling With Children. Hawthrone Press Lansdowne.

(1998) The Art of Storytelling. Element Melbourne.

MULLER, HEINZ: (1983) Healing Forces in the Word and its Rhythms. Kolisko Archive

Publications For Rudolf Steiner Schools Fellowship Publications.

STEINER, R. Creative Speech. (Out of Print- copy in library)

The Alphabet. (Out Of Print- copy in library)

(2008) Speech and Drama Anthroposophic Press

Poetry And The Art Of Speech London School Of Speech Formation.- Out of Print

THOMAS, HEATHER (1987) Journey Through Time in Verse and Rhyme - Rudolf Steiner Press.

UNSWORTH, L. (2001) Teaching Multi-literacies Across the Curriculum, Buckingham: Open

University Press

WINCH, G , JOHNSON,R , MARCH, P , LJUNDAHL, L & HOLLIDAY, M. (2006) Literacy,

Reading, Writing and Children‟s Literature., South Melbourne, Oxford University Press.

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum English

Framing Paper Consultation Report English http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Youn


th Sep 2008






45



SUPPLEMENTARY NARRATIVE SOURCES

A wide range of Australian Literature including Indigenous literature.

Ancient Mythologies- Indian, Persian, Egyptian, Greek, Roman Myths.

AESOP. Fables -Various editions

COLUM, P. (2002) The King Of Ireland‟s Son Floris Press, Edinburgh

GREEN, R. (1960) The Myths of the Norsemen Penguin Books

KNIJPENGA, S. Stories of the Saints. Floris Books

MAYO, M: (1993) The Orchard Book of Magical Tales Retold by Margaret Mayo Orchard

Books.

Saints, Birds and Beasts.

MELLON N. (1992) Storytelling and the Art of Imagination. Element Press, Rockport.

MEYER, R.(1998) The Wisdom of Fairy Tales. Floris Books, Edinburgh.

SHEDLOCK, M. (1992) Story telling and the Art of Imagination, Element

VARIOUS Russian Folk Tales -Various editions.


46

Teach Mathematics (STECUR602A)


Unit Title: Teach Mathematics

Recommended

Delivery Mode


Unit Aim/Purpose This unit aims to foster reflection on the nature and methodology of

mathematics teaching and the progression of different curriculum skills in

relation to child development. Skills for the development of teaching,

learning and assessment strategies and understanding of the interface of the

Steiner Curriculum with State/National Curriculum are also developed.




Pre-requisite Units STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit describes the outcomes required to teach mathematics as a Steiner

Class Teacher (Classes 1-8). The unit builds on the study of the nature of

the mathematical view of the world in the first year of the Advanced

Diploma and reflects on the student‟s personal connections and beliefs as

well as a review of teaching methodologies. Thus it covers the pedagogical

background to curriculum indications, child development sequences of

mathematics teaching and arts-integrated, problem-based, concrete,

experiential and narrative based teaching methods. It should be noted that

the Space and Geometry strand is covered separately in Teach Form

Drawing and Geometry.

The scope of this unit is applied to mathematics teaching in a Steiner

primary school setting although the knowledge and skills cover state

curriculum in this process. The mathematics could be applied in integrated

teaching units as well as practice lessons, meeting needs of diverse learners

and liaison with learning support.

UNIT CONTENT

Required Skills and

Knowledge

Required Skills needed to achieve the performance criteria include;

computational and algorithmic skills in mathematics to Year 6 level

Exploratory, active, imaginative, artistic lesson plans - including use of

problem-based or active learning challenges, narrative with visual images,

exploration and discovery, drawing, painting, drama, verse and song, body

percussion, rhythmic movement and craft.

Use of Practical and authentic applications - May include cooking, building,

craft and farm activities as well as mapping, graphs, timetables, budgets,

business plans and

47

Required Knowledge is required for age-appropriate lessons in the

classroom. Deep insight into the following is required:

Sequence of mathematical skills includes Mathematics Syllabus indications

and Curriculum Guidelines Classes 1-8 in Sate and Steiner Syllabus

documents

Teaching Methodologies and Child development stages Classes 1-8

Classroom management principles and practices.

OH&S Procedures

Resources overview including concrete materials, measurement tools,

student workbooks, homework books, games, maps, graphs, resource kits.

Number patterns in the natural world -This includes plant and animal

morphology, mineral and shell growth structures, forms and ratios in the

human body, cosmic time cycles, and astronomical patterns of movement.





1. Analyse how

children learn

mathematics at each

stage of child

development.

1.1Principles of child development are applied to the sequence of

mathematical skills.

1.2 The importance of teaching through the whole body and multiple

intelligences is delineated.

1.3 The importance of the narrative and pictorial basis of mathematics

teaching is outlined.

1.4 The existence of number patterns in the natural world is discovered and

understood.

1.5 Importance of a love of mathematics and connection to its wonders is

understood to overcome fears in the child.

2. Demonstrate

ability to plan and

evaluate age-

appropriate active,

exploratory, arts-

integrated lessons

and assessment.

2.1 Awareness of child development stage –related outcomes is shown.

2.2 Active, imaginative, artistic lesson plans are created.

2.3 Practical and authentic applications of mathematical skills are explored

in lessons.

2.4 Original activities and games are created.

2.5 Resources are evaluated for imaginative and artistic quality and age-

appropriateness.

3. Plan and evaluate

assessment tasks for

mathematics lessons.

3.1. Extended knowledge of age-appropriate assessment methods is

displayed.

3.2 The alignment of lesson outcomes and assessment is understood in the

context of transformation of learning over time and through different

modalities.

3.3 Lesson plans include assessment which is integrated and observation

based as well as formal and summative assessment in later stages.

3.4. Assessment is evaluated for alignment with outcomes, accuracy and

reliability as well as learning integration.

ASSESSMENT

Evidence Guide



48


Critical Aspects of

Evidence


demonstrate competency in all outcomes and performance criteria.

Methods, Conditions

and Context of

Assessment

Assessment A

Students develop two small activities for peer teaching. One is a game

which works with Stage 1 mathematical skills and the other is a problem-

based learning task for Stage 2.

Assessment B

An overview of a unit of work is created which focuses on measurement in

stage 2. Three sample lesson plans are prepared. A rational is written of the

teaching methods chosen and an overview of the experience in this strand in

Stage 1.

Assessment C

An in-class written assessment of mathematics teaching skills through

commenting on scenario- based questions from the classroom. Insight into

curriculum and teaching methods is required for analysis of teaching

situations.





Consistency of

Performance

The three assessments occur over the whole year

The final assessment reviews previous work studied

Resource

Implications


Measurement apparatus – examples of different types of scales, metre ruler,

mm & cm cubes, clocks, measurement wheels, capacity containers


TEXT – a Book of Readings is supplied by the tutor. The relevant State or National Curriculum

documents are also required.

REFERENCES

BARRAVALLE, H (1996) ) The Teaching Of Arithmetic And The Waldorf School Plan. Waldorf

School Monographs. (2001) Mathematics Lessons For Junior Grades. Waldorf School Monographs

FAIRMAN, E. A Path of Discovery. Grades 1-8. Self Published, Hobart Tasmania.

JARMAN, R (1998) Teaching Mathematics in Rudolf Steiner Schools

HOBDEN, S. (2001) In Numeracy and Beyond J. Bobis, B. Perry and M. Mitchelmore (Editors).

Proceedings of the 24th

Annual Conference of the Mathematical Educational Research Group of

Australasia Inc (op 281-288), Sydney: MERGA

KENNEDY, L. M. (1973) Games for Individualising Mathematics Learning - Charles E. Merrill.

MILES, G. Teaching Fractions the Fun and Easy Way.

NCTM (2000). Principles and Standards for School Mathematics (A Vision for School Mathematics

p. 3, 4, 8, 16-21), Reston: NCTM.

RHEYS, SUYDAM & LINDQUIST Helping Children Learn Mathematics

SCHUBERTH, E. (2002) Mathematics Lessons for the Grades. AWNSA Press.

N.S.W. Department of Education and Training Developing Efficient Numeracy Strategies. Stage I

& 2, Sydney

PAYNE, J. (1990) Mathematics for the Young Child, Preston Virginia: N.C.T.M.

RENWICK SHEEN,A. (2002) Geometry and Imagination AWSNA.

49

WILKINSON, R (1994) Teaching Mathematics. Rudolf Steiner College Press

YORK, J (2004) Making Math Meaningful , Whole Spirit Press

VARIOUS (1975) Child And Man Extracts - A collection of articles from Child and Man magazine -

Steiner Schools Fellowship,UK.(Out of print - available in library)

ZEVEN BERGEN, R, DOLE, S, WRIGHT, R. (2004) Teaching Mathematics in Primary Schools.

Sydney :Allen & Unwin.

JOURNALS

Teaching Children Mathematics (U.S.A.)

Australian Primary Mathematics Classroom (Australia)

MULTIMEDIA:




http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_

Goals_for_Young_Australians

MCEETYA 8th

Sep 2008

http:/ /www.boardofstudies.nsw.edu.au

www.steinerwaldorfeurope.org.uk

Alliance for Childhood – Academic, Research Group








50

Teach Form Drawing and Geometry (STECUR603A)


Unit Title: TEACH FORM DRAWING AND GEOMETRY

Recommended

Delivery Mode

12 hours face to face lectures, workshops and tutorials

Unit Aim/Purpose This unit describes the outcomes required to teach form drawing and

geometry as a Class Teacher (Classes 1-8). The content covers the

pedagogical background to the subject matter, curriculum indications and

syllabus. Child development linked sequences are explored and teaching

methods which are movement based are applied.






Application

The knowledge and skills of this unit are applied to the Mathematics KLA

Space and Geometry strand of the curriculum as a Class Teacher or may in

certain circumstances be taken up by a specialist teacher supporting the

Class Teacher in this subject. As such it would form the full initial training

for this subject area.

The unit can be applied also in preparation for handwriting in Stage One, in

unfoldment in development of flexible thought and metamorphosis, in

special needs and remedial work in small groups or individually.


for this unit.

Skill is required to

complete symmetrical forms, finish sequences including those with

metamorphosis of form, develop flow and rhythmic progression.

Develop imaginative, dynamic pictures to enliven forms and present them

through narrative image, gesture, whole body movement, speech and later

fine motor skills.

Knowledge is required to apply age appropriate lessons in the classroom.

Deep insight into the following is required:

Curriculum Guidelines Classes 1-8

Teaching Methodology Classes 1-8

Rationale for inclusion of form drawing in the curriculum including

development of imaginative visualization.

Use of balance and rhythm and importance of exercises in symmetry and

metamorphosis.

Value of from drawing as a precursor to writing, aid in development of

51

flexible thinking.

Form and counter form and the development of individuality.

The connection of form drawing with the four temperaments.

Script of form and gesture in nature including :mineral, animal and plant

forms and growth patterns ; astronomical and cosmological forms and

rhythmic patterns; forms of human growth, anatomy and physiology; forms

of number and geometry

Sequence of form drawing and geometry skills.

Class 1 Straight line, curve, spirals

Class 2 Vertical symmetry, lemniscates, transformations of straight and

curved lines

Class 3:

Class 4: Freehand geometry of circle forms, triangles and quadrilaterals.

Class 5: An overview of the discovery of the triangles and regular

quadrilaterals contained in the archetypal circle pattern and the quality of

each one The development of the skill to describe forms using geometrical

instruments. The use of colour in revealing the quality of each form.

Class 6: Introduction to the metamorphosis of geometrical form with stress

on arithmetical and geometrical progression out of which the ability to

create spirals emerges.

Class 7: Overview of mathematics and form in the human being and in

nature, Pythagoras theorem.

Class 8: Overview of structures of Solid (Platonic) Geometrical forms.

Forms and geometrical patterns in the natural world

Includes but is not limited to plant growth and animal morphology, mineral

and shell growth structures, forms in the human body and astronomical

patterns of movement.

Active, imaginative, artistic lesson plans

Includes use of :

Narrative with visual images, exploration and discovery, drawing, painting,

drama, verse and song, body percussion, rhythmic movement and craft.

Practical and authentic applications

May include times tables patterns, plant forms, forms from ancient cultures

and astronomical movement forms.

Transformation of learning over time and through different modalities.

The rhythms of time include – the 3 day rhythm, the rhythms of the week,

month and year and are related to processes in sleeping and waking and

memory.

Different modalities such as speech, music, movement, rhythm, visual arts,

and sculpture are implemented with understanding from artistic teaching

methods and multiple intelligences or multi-modal approaches of arts

integration.



52

demonstrate achievement of the element. Where bold text is used, further

information is detailed in the required skills and knowledge and/or the

range statement.

Assessment of performance is to be consistent with the evidence guide.

1. Analyse how

children learn form

drawing and

geometry at each

stage of child

development.

1.1Principles of child development are applied to the sequence of form

drawing and geometry skills.

1.2 The importance of teaching through the whole body and multiple

intelligences is delineated.

1.3 The importance of the narrative and pictorial basis of form drawing and

geometry teaching is outlined.

1.4 The existence of forms and geometrical patterns in the natural world is

discovered and understood.

2. Demonstrate

ability to plan age-

appropriate arts-

integrated form

drawing and

geometry lessons.

2.1 Awareness of child development stage –related outcomes is shown.

2.2 Active, imaginative, artistic lesson plans are created.

2.3 Practical and authentic applications of form drawing and geometrical

skills are explored in lessons.

2.4 Resources are evaluated for imaginative and artistic quality and age-

appropriateness.

3. Evaluate

assessment criteria

for form drawing

and geometry.

3.1 The alignment of lesson outcomes and assessment is understood in the

context of transformation of learning over time and through different

modalities.

3.2 Lesson plans include assessment which is integrated and observation

based as well as formal assessment in later stages.

Content Required

Knowledge and

Skills

The range statement relates to the unit of competency as a whole. It allows

for different work environments and situations that may affect performance.

Bold italicised wording in the Performance Criteria is detailed below.

EVIDENCE GUIDE


conjunction with the performance criteria, Required Skills and Knowledge,

the Range Statement and the Assessment Guidelines for this Training

Package.

Critical Aspects of

Evidence


demonstrate:

Methods and

Conditions of

Assessment

Weekly review at the beginning of each session is presented in pairs or

small groups and is assessed by tutor for each student once a term.

Assessment of pedagogical principles may be in tutorial through discussion

as well as evidenced in content of written lesson plans.

Evidence of competency in lesson planning and assessment is evidenced

through peer presentation, practice teaching report and/or the written lesson

plans.

Resource

Implications

Access to references listed below in the bibliography are required.

Tutorial room with space for peer presentations.

53

Consistency of

Performance

Competency should be demonstrated in a Class 1-5 form drawing lesson,

full portfolio of all forms drawn as well as a Class 4-8 geometry portfolio of

all completed constructions

.Weekly review is done by individual students each term

Context of

Assessment



in peer-presentations / simulated workplace settings


TEXT and Recommended Reading

TEXT A Book of Readings is supplied by the tutor. The relevant State or National Curriculum

documents are also required.

REFERENCES

BARRAVALLE, H: (1991) Geometric Drawing and The Waldorf School Plan. Rudolf Steiner

College Press.

BLACKWOOD, J (2006) . Mathematics Around Us. Floris Books

BREIDWICK, A: (2000) Form Drawing, (A Typewritten Manuscript – publisher Steiner Schools

Fellowship

HAEKEL, E. (1974) Art Forms in Nature. Dover Publications New York.

KIRCHNER, H. Dynamic Drawing.

KUTZLI, R (1986) Creative Form Drawing, Volumes 1, 2 and 3 Hawthorn Press, Stroud

McALLEN, A: (2001) Teaching Children Handwriting, Rudolf Steiner College Press, London.

NIEDERHAUSER, H. R. and FROLICH, M (1974) Form Drawing Mercury Press.

SCHNEIDER, M The Beginners Guide to Constructing the Universe.

SCUBERTH, E. Geometry in the Waldorf School.

STEINER, R: (1976) Practical Advice to Teachers, Lecture 4. Rudolf Steiner Press, London.

(1981) A Modern Art of Education, Rudolf Steiner Press, London. (see lecture 9)

(1995) Kingdom of Childhood, Anthroposophic Press,

SCHNEIDER, M(1994) A Beginners Guide to Constructing the Universe -The Mathematical

archetypes of Nature. Art and Science. Harper Perrenial.

LAWLER (1982) Sacred Geometry- Philosophy and Practice. Thames and Hudson, London.

SHEEN, A.R.(1998) Geometry and the Imagination, AWSNA Publications

SWANSON, H. (1987) Geometry for the Waldorf High School.

EDWARDS, L (2003) Projective Geometry -Floris

KELLER, A. (1971) Encounters with the Infinite Walter Keller Press, Domach, Switzerland.

54

Teach Science (STECUR604A)

Unit Code:

STECUR604A

Unit Title:

TEACH SCIENCE

Recommended Delivery

Mode

20 hours face to face lectures, tutorials, workshops.

Unit Aim/Purpose This unit describes the outcomes needed for Science Teaching in a K-8

classroom.

It reviews the philosophy and rationale for Science and Technology teaching

and further equips students with the skills to plan and teach well-researched

and developed science lessons.



Employability Skills

This unit contains Employability Skills.

Pre-requisite Unit(s)

STEHUM601A Develop Knowledge And Skills In Human Psychology


Application

The scope of this unit is applied to Science teaching in Classes K-8 or 5-

14 years of age. The integrated knowledge and skills may be applied to

curriculum design, design of practice lessons and assessment methods. It

may relate to delivery in whole class, group or individual programs.

The unit allows students to reflect on their own understanding of learning and

teaching in Science and Technology, based on reading of the literature,

evaluation of curriculum approaches and experience of modeled lessons.

It examines artistic, imaginative and phenomenological science lessons

including those developed in integrated Steiner Curriculum. The further work

of applied skills in Technology is in the Unit -Teach Technology.

UNIT CONTENT

Required Skills and

Knowledge

This unit deepens the knowledge of content disciplines and processes of

Science and Technology.

Required Knowledge:

Theories of Child development in relation to the movement from

imaginative, narrative based curriculum to objective and

phenomenological experiences and deductive thinking.

Curriculum approaches to teaching

The Natural World

Nature in home surroundings

Farming/Gardening

Animals- Zoology

Plants- Botany

The Earth- Geology

55

The Cosmos- Astronomy

Physics- Heat, Light, Sound, Electricity

Human Physiology and Anatomy

Required Skills:

Design and implementation of creative and active Science Curriculum

lessons.

Design of integrated curriculum including key science experiences.

Application of understanding of how children experience the world to the

fostering of coherent and meaningful world views which lead to the

possibility of independence of thought, initiative and altruism.

OUTCOMES

Integrated Knowledge /

Skills

PERFORMANCE CRITERIA


demonstrate achievement of the outcome.

1. Develop evolving

personal theories and

teaching criteria of science

and technology education.

1.1 The laws underlying natural phenomena have been analysed

1.2 Approaches based on narrative, experiential learning,

phenomenological observation and experimental hypothesis and proof and

their underlying paradigms have been reviewed as well as the use of

information technologies.

1.3 Insight into the development of children‟s understanding of, and

relation to, the world, which leads to the development of meaningful

connections and altruistic initiative, is evident.

1.4 The theoretical assumptions and key ideas underpinning the current

legislated State or National Curriculum are outlined.

1.5 Reflective process entries show evolving and deepening personal

understanding in relation to theories of science and science teaching.

2. Develop science

curriculum lesson

sequences and assessment

strategies.

2.1 Areas of content covered in the Science curriculum are related to child

development sequences.

2.2. Lesson sequences include skills in narrative methodology,

phenomenological observation and investigative techniques

2.3 Stories portraying nature processes in imaginative form for Class 1

and 2 are the student‟s original creation.

2.4 Artistry, imagination and coherence of meaning are included in Main

Lesson sequences.

3. Design and undertake

experiments that facilitate

observation of physical

phenomena.

3.1 A process of wonder at the phenomena is facilitated before the

objective recording of observations in Stage 3 Physical Phenomena.

3.2 Experiments are safe and appropriate for students to implement.

3.3 Conclusions are developed out of appropriate thinking processes over

time.

ASSESSMENT

Evidence Guide


conjunction with the Performance Criteria, Required Skills and

Knowledge and the Course Assessment Guidelines.

Critical Aspects of

Evidence


demonstrate all aspects of the outcomes and performance criteria.

56

Methods, Conditions and

Context of Assessment

Assessment A

A Two-part Reflective Essay.

Part A An initial exposition on developing personal theories of learning

and teaching science and technology, the relationship between science and

technology and a review of different theories and approaches: including

phenomenological approaches, descriptive/narrative method and arts

integrated teaching as well as an historical approach to technology and the

built environment..

Part B This component reviews classroom experience over both semesters

in Year 2 and outlines the development of insight as well as further review

of theories of teaching and learning. It focuses on how the teacher builds a

healthy relationship of the child to the world: both natural and that made

by humanity.

Assessment Criteria

Outcome 1 – Criteria 1.1, 1.2, 1.3, 1.4, 1.5

Assessment B:

The development of the curriculum on the Natural Environment is to be

summarised and for each stage a science unit with a sequence of Main

Lessons is to be overviewed with the development of a full lesson plan

and bookwork sample. This should include 3 of the following - a Unit on

the Animal Kingdom, the Plant Kingdom, the Human Body (Anatomy

and Physiology), Geology or Astronomy (Earth and its Surroundings) as

well as an experiment and lesson plan in Physics (Physical Phenomena)

which is to be presented to the group.

Assessment Criteria

Outcome 2 and 3 Criteria 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3

Assessment will occur



Consistency of

Performance

Two part essay shows development over time.

Lesson sequences are developed throughout the semester

Resource Implications tutorial room with space for small group work

access to a science laboratory or relevant equipment for physics

experiments


TEXT - A Set of Readings of Research on Approaches to Teaching Science and Technology Provided by the

tutor. The relevant State or National Curriculum documents are also required.

REQUIRED REFERENCES available in the student library

RAWSON, M (2000) The Educational Tasks and Content of the Curriculum- Science Curriculum section.

MASTERS, B.ed. Waldorf Curriculum Studies – Science in Education

Additional References

AWSNA (Quarterly) Waldorf Science Newsletter

ABRUSCATO, J. (1996) Teaching Children Science. Prentice Hall

ABRUSCATO, J. (2000) Teaching Children Science: A Discovery Approach (5th

Edition). Boston: Allyn

57

& Bacon.

ADAMS, G The Plant Between Sun and Earth. Out of Print

CLOOS, W (1977) The Living Earth. Landthorne Press

EAKIN, M.(1994) Aboriginal Perspectives to Science and Technology K- 6. Dubbo, NSW. NSW

Department of School Education, Western Region Aboriginal Education Support Unit.

DAWSON, V. & VENILLE, G. (2007) The Art of Teaching Primary Science. Crows Nest. Allen and

Unwin.

EDELGLASS et al (1997) The Marriage of Sense and Thought Lindisfame Books.

FAIRMAN, E.(2000) A Path of Discovery. Science Curriculum Grade Six. Self Published

(2001). Special Physics Program. Self Published

(2000) Class Six Physics Resource Notes. Self Published.

GROHMANN, G. The Living World of Plants AWSNA Press

LEHRS, E. (1985) Man or Matter, Rudolf Steiner Press (Out of Print)

KLOCEK, D. (1990) Drawing from the Book of Nature. Rudolf Steiner College Press.

KOLISKO, E (1997) . Zoology For Everybody. Kolisko Archive Publications.

KOVACS, C. (2005) Botany Floris Books.

MASTERS, B. (1992) Science in Education. Hawthorn Press

MIRBT, R. An Introduction to a Study of the Stars NSW Department of Education and Training

Environmental Education Policy for Schools. NSW: Department of Education and Training

MITCHELL, D & PETERING, J (Eds) (1994-2003) Waldorf/Science Newsletter AWSNA Press

SEAMON, D. & ZAJONC ed. Goethe‟s Way of Science.

SKAMP, K. (Ed) (2008) Teaching Primary Science Constructively. Melbourne. Thomson.

SOUTH AUSTRALIAN DEPARTMENT OF EDUCATION AND CHILDREN'S SERVICES &

COMMONWEALTH DEPARTMENT OF EMPLOYMENT, EDUCATION AND YOUTH AFFAIRS

(1996). Aboriginal Perspectives Across the Curriculum. South Australia: DECS

STEINER, R. Practical Advice to Teachers Lecture 7

Fundamentals of Human Experience Lectures 3,4.

TROSTOLI, R.(2001) Physics is Fun. AWSNA

UNGER, G. (1995) Forming Concepts in Physics Parker-Courtney Press

VON BARAVALLE, H (1988) Waldorf Education for America Parker - Courtney Press.

Astronomy, an Introduction.

Introduction to Physics

VON MACKENSEN, M. (1994) A Phenomena Based Physics, AWSNA Fair Oaks California

WILKINSON, R. (1995) Human Being and Animal World – a study for children aged 10. AWSNA

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum Science

Framing Paper Consultation Report Science http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Young_A

ustralians MCEETYA 8

th Sep 2008









58

Teach Technology – Handwork and Woodwork (STECUR6O5A)


Unit Title: TEACH HANDWORK, WOODWORK AND TECHNOLOGY

Recommended

Delivery Mode


Unit Aim/Purpose This unit describes the outcomes required to Technology including

Handwork and Woodwork as a Class Teacher (Classes 1-8) in a Steiner

School. The content covers the background to curriculum indications,

development of skills and lesson planning. Skills in sewing, wool crafts,

felting and doll making will be covered as well as those involved in simple

woodwork projects with hand tools and in design and technology.






Application

The outcomes of this unit are applied to the teaching of Technology in

State/National curriculum K-6. As Steiner primary schools have a strong

focus on Handcrafts it may be applied to support a Handwork or Woodwork

teacher in a Steiner school where there is one or to teach these subjects to

their class when there is no specialist. In Steiner schools the history of

technology is covered in relevant integrated curriculum units thus they are

applied to support thematic Main Lesson studies eg House Building

(building) , Acoustics (instrument making) , Craft (knitting needles, looms),

History of Writing (pen and inkwell). The skills developed in this unit are

also part of the training of the aesthetic and will faculties of the teacher of

an arts integrated curriculum.

Those who seek to become Steiner school specialist woodwork or

handwork teachers would need to complete ongoing in-service training to

continue to develop this speciality.

59

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge

Technology, Craft and woodwork syllabus indications and curriculum

Classes 1-8

Design principles relating function and form

Child development stages Classes 1-8 in the Steiner Curriculum

Teaching Methodologies Classes 1-8 of the Steiner Curriculum

Lesson Plan outlines or templates

Classroom management principles and practices

OH&S Policy

Required Skills

What specific skills are needed to achieve the performance criteria?

Skills in design and building of technology projects – model house, knitting

needles, simple musical instrument.

ability to do fingerknitting, french knitting, plain and purl knitting and

shaping.

skills in reading knitting patterns, adjusting patterns for size and simplifying

patterns for children.

ability to do chain, double and treble crochet and make a granny square.

Sewing skills including tacking, blanket stitch, cross stitch, simple

embroidery and back stitch.

Skills in design of 3-d felt animals and their shaping through gussets and

stuffing.

Skills in doll-making and simple clothing for dolls.

Skills in 3 of the following – silk painting, screen printing, mask making,

felting, batik, tie dyeing or weaving.

Skills in rasping, filing, sanding and polishing timbers.

1. Demonstrate

mastery of the skills

of technology, craft

and woodwork

syllabus projects

1.1 Beauty of form related to function and colour harmony are displayed.

1.2 Neat finishing of articles is evident.

1.3 Rhythmic flow of movement is achieved.

1.4 Fluency in basic skills and diligently attention to detail and aesthetics.

1.5 Work is undertaken cooperatively with other students demonstrating

assisting skills in the group.

1.6 Natural fibres – their ecological advantages and aesthetics are valued.

2. Delineate the

connection between

the child

development stages

and the technology

curriculum and

teaching methods for

each stage.

2.1 Value of craft and woodwork is related to soul development and

metamorphosis of faculties.

2.2 The pedagogical underpinning is communicated in easily understood

language for parent helpers.

3. Plan craft and /or

woodwork lessons.

3.1 Materials are sourced and preparation and distribution outlined with

value placed on natural fibres and timbers.

3.2 Steps in each craft, technology or woodwork project are identified and

planned in the lesson through story, poem, movement and/or visual form

linked to the age of the class.

60

3.3 Lesson plan including classroom management procedures and

facilitation of parents/assistants is reviewed and evaluated.

3.4 Plans for use and supervision of tools and implements is in accordance

with the OH&S requirements of the school.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate:

Methods, Conditions

and Context of

Assessment

Assessment A

Portfolio of all completed work samples with process diary and

patterns/techniques as well as reflection on relationship to child

development. Tutor notes student interaction and skill development in

tutorials.

Assessment B

A lesson plan for a unit of work on House Building is prepared and a

rationale for the age and related Main Lesson given with a sample building.



related to completed samples


Consistency of

Performance

weekly sessions are observed by tutor.

Portfolio is completed weeklyover the whole unit

Resource

Implications

tutorial room with space for large worktables

References as listed below are required for patterns, pedagogical study and

curriculum outlines.

A woodwork area with hand tools is needed.

A wet area for working with vegetable dyes, felting and tie-dying.

Sewing needles, knitting needles and crochet hooks are bought by the

student from the supplies of the seminar or alternate sources.

Weaving looms, silk painting frames, woodwork tools and sandpaper are

supplied for the students use.

Wool, cotton, other fabrics and timbers are supplied by the seminar.


TEXT – a Book of Readings is supplied by the tutor.

The relevant State or National Curriculum documents are also required.

REFERENCES

HAUCK, H: Handwork and Handicrafts, Rudolf Steiner Press, London.

ALLERTON, J. (1995) A First Book of Knitting for Children, Wynstones Press.

AUSTRALIAN EDUCATION COUNCIL (1994) Technology – a Curriculum Profile for

Australian Schools. Carlton. Curriculum Corporation.

BRITZ-CRECELIUS H: (1972) Children at Play, preparation for life. Inner Traditions

International.

61

CHILDS G: (1991) The Child‟s Changing Consciousness in Waldorf Education. Floris Books.

(1991) Steiner Education. Floris Books.

FLEER, M. & JANE, B. (2004) Technology for Children: Research based Approaches. Sydney.

Pearson Education.

GAFF, J. ed Building Bridges and Tunnels.

GOSSE, B & ALLERTON, J. (1995) A First Book of Knitting for Children. Wynstones Press.

GOVIER, H Buildings

JAFFKE F: (1988) Toy making With Children Floris Books (1988)

MATHIAS BOB: (1974) Simple Wooden Toy Making Hamlyn.

MILLET, M: (1987) Working Wooden Toys Stirling Publishing Co, New York.

NEUSCHUTZ, K: (2009) Sewing Doll s-.Floris Books

REINCKENS, SUNHILD. (2003) Making Dolls, Floris Books.

SALTER, J: (2008) The Incarnating Child - Hawthorn Press.

WILKINSON, R.(1998) Studies in Practical Activities.

62

Teach Human Society and Environment (STECUR6O6A)

Unit Code:

STECUR606A

Unit Title:

TEACH HUMAN SOCIETYAND ENVIRONMENT

Recommended

Delivery Mode

30 hours face to face lectures, tutorials and workshops.

Unit Aim/Purpose The aim of this unit is to prepare students to teach the Human Society and

Environment Key Learning Area. The purpose is to show how the HSIE

curriculum enhances the child‟s sense of humanity and gives an experience

of the place in which they live both in the world and in the stream of time.



Employability Skills

This unit contains Employability Skills.


Unit Description The scope of this unit is applied to the teaching of integrated curriculum

throughout years K-8. An arts-based approach is prepared for.

The background knowledge to this area of study is paramount and

integration of this knowledge with teaching method and curriculum in

lesson planning is a focus in this unit. The three central content areas are the

local historical setting from Aboriginal beginnings through to the

development of white Australian and its growth into a multicultural society,

the expansion of the geographic experience from the child‟s local

environment to encompass the whole world and the experience of the

development of human consciousness through the stories, art, songs and

artefacts of successive cultures.

UNIT CONTENT

Required Skills and

Knowledge

The evolution of human consciousness from the mythical world view to the

modern is traced through examining stories, art, music and artefacts so that

students experience the consciousness which lay behind outer history and

cultural forms.

The overview of geography begins from the child‟s local environment and

gradually expands to the whole country and then the world.

Students consider community from the family through to the whole

community of humanity and the living world of the cosmos.

Required Knowledge

The evolution of consciousness in humanity through successive cultures,

history and mythology of Ancient Civilizations

Background knowledge of Australian history and key biographies from

Aboriginal beginnings through White settlement to multicultural society.

The celebration of seasonal festivals and the cycles of the earth

63

The Steiner Class K-8 HSIE Curriculum Main Lessons

State HSIE curriculum K-6 and its interface with Steiner Curriculum

Child development stages Classes 1-8 in the Steiner Curriculum

Teaching Methodologies Classes 1-8 of the Steiner Curriculum

Lesson Plan outlines or templates

Required Skills

Ability in lesson planning with a 3 day rhythm

Skills in artistic illustration of historical and geographical studies

Skills in creative story and verse writing,

Skills in researching local areas and their geography

Skills in mapping of countries and continents

Ability to make 3-d relief maps

Ability to integrate Key Learning Area curricula





1. Create an

integrated Main

Lesson (HSIE,

English, Creative

and Visual Arts) of

cultural history.

1.1 Rationale integrates understanding of the evolution of human

consciousness and its sequential expression in different cultural epochs of

history and in the curriculum and its relation to child development.

1.3 English, Visual Arts, Drama and Music activities and outcomes

integrated into the lesson plans, work to creatively deepen the central

experience identified.

1.4 The 3–day rhythm is indicated.

1.5 The three sample double pages in the Main Lesson book are of an

aesthetic quality with appropriate gesture and light.

2. Create a sample

lesson on Australian

history for Stage 2 or

3.

2.1 Forces that have shaped Australia are presented through story and visual

and creative arts.

2.2 Resources are age appropriate.

2.3 The 3–day rhythm is indicated.

2.4 Sample double page in the Main Lesson book is of an aesthetic quality

with appropriate gesture and light.

3. Write or chose an

imaginative story on

the local geographic

environment for

Stage 1

3.1 Story has a rationale relating the features or forces chosen to the natural

world as experienced by a child of this age.

3.2 The story picture is age appropriate and of aesthetic quality.

3.3 Story content or choice shows evidence of background reading on

features of the landscape, weather and the forces that create the natural

environment.

ASSESSMENT

Evidence Guide




Critical Aspects of In providing evidence of competency for this unit, the trainee must

64

Evidence

demonstrate competency in all Outcomes and Performance criteria.

Methods, Conditions

and Context of

Assessment

Assessment A

Devise a full Main Lesson Plan for a 3 week HSIE History unit with

integrated English, Visual Arts and Music. The 3 day rhythm, daily story

summary, drawing subject and arts experiences must be listed for the 15

mornings and the full lesson plan, drawings and day book details given for

3 mornings. Resources are listed.

Assessment B

Create one lesson plan for a given Australian history/geography topic.

Provide a rationale for the relationship of the curriculum topic and outcome

to the age of the child and submit a double page for the main lesson book.

Assessment C

Write an imaginative story on the local environment such as the weather, a

landscape feature, a native animal and its habitat or a plant species. Preface

this with a rationale of the background research linked to child development

and submit an original A4 drawing for the main lesson book.





Consistency of

Performance

The Main Lesson is built up over the semester and there are in total 3 tasks

which build up skills over time.

Resource

Implications



TEXT: Tutor supplies a Book of Readings. The relevant State or National Curriculum documents are

also required.

REFERENCES

GILBERT, R (2004) Studying Society and Environment: A Handbook for Teachers (3rd

Ed)

Melbourne Macmillan.

GLAS, N.(1981) The Waldorf Approach to History. Anthroposophic Press

GREEN, R.L. Myths of the Norsemen. (Out of Print)

HARRER, D. Chapters from Ancient History in Biographic Vein

(2008) Roman Lives.

KOVACS, C. Ancient Mythologies ,Ancient India, Persia, Babylon, Egypt, Greece, Rome.

LINDBERG, C.(1989 ) Teaching History.AWSNA

MARSH, C. (1994) Teaching Studies of Society and Environment Prentice Hall, Sydney

STREIT, J. (1999) Journey to the Promised Land. AWSNA

STURLUSON, S The Kalevala, The Poetic Edda, The Prose Edda.

REYNOLDS, R. (2008) Teaching Studies of Society and its Environment in the Primary School. South

Melbourne. Oxford University Press.

WILKINSON, R(2000) . Teaching History. Rudolf Steiner College Press

(2001) Teaching Geography Rudolf Steiner College Press.

65

WRIGHT, P. (2001) Towards a Spiritual Philosophy of Geographv. 3 Parts. In Paideia. A Research

Journal for Waldorf Education.Issue No 22.

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum History

Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Youn


th Sep 2008









66

Teach Music (STECUR6O7A)


Unit Title: Teach Music

Recommended

Delivery Mode

20 hours face to face lectures, workshops and tutorials

Unit Aim/Purpose This unit describes the outcomes required to teach Music as a Class Teacher

– Classes K-6. The content covers the pedagogical background to the

subject matter, curriculum indications and syllabus. Child development

linked sequences and teaching methods are explored. The musical skills to

teach this area are developed throughout the unit in sequential practical and

creative workshops and tutorials which require regular private practice of

both instrumental and voice work.





Unit Description The scope of this unit is applied to both the Music Area of the Creative Arts

Curriculum and the arts-integrated teaching of all the other Key Learning

Areas. Whether it is the science of acoustics and building a simple

instrument, playing all the Indian music to their drama performance or

singing the tables with body percussion, Steiner teachers will be busy

everyday working musically.

Students are expected to master both voice work in unison, in rounds and

parts and the skills of conducting building on the secure base of choral work

in the first year. They have weekly lessons in recorder and percussion,

developing the background of the first year so that sight reading and

composition become part of their skills for teaching.

Their ability to access and teach different cultural and historical music is

developed and repertoire includes Indian, Persian, Egyptian, Greek, Celtic,

Hebrew and Aboriginal and Torres Straight Islander music which enrich

Main Lessons in these areas.

67

UNIT CONTENT

Required Skills and

Knowledge


Ability to reference the National or State curriculum e.g.: NSW Creative

Arts Syllabus K-6

Australian Steiner Curriculum guidelines and International Steiner

Curriculum indications, e.g. “The Educational Tasks and Content of the

Steiner Waldorf Curriculum” (Rawson & Richter, 2005).

Knowledge of the central concepts, modes of enquiry and structure of the

Music curriculum.

Skills in the working with pitch, duration, dynamics, tone colour and

structure in the areas of singing and instrumental work according to stages

of child development.

Knowledge of and skills in diverse cultural approaches to music including

Indigenous Australian dance.

Knowledge of pedagogical research and appropriate assessment strategies





1. Apply knowledge

of child development

to the music

curriculum and

lesson preparation.

1.1 The connection between the introduction of musical notation and the

age of the child is outlined

1.2 Awareness of the mood of the fifth as well as understanding of why

pentatonic music is used with young children is shown.

1.4 Differences in major and minor moods and their appropriate use is

indicated and the timing of the introduction of rounds is explained.

1.5 Understanding of the State and or National Curriculum guidelines as

well as Steiner Curriculum is evident.

1.6 A rationale is articulated in which the relationship between body, soul

and spirit and how music can be used to harmonise this at each age is

discussed.

1.7 Music lessons created embody rationale and are appropriate to

curriculum indications and Main Lesson theme.

2. Discern

appropriate music

pieces for teaching.

2.1 Evaluation of the content of popular children‟s music, mainstream

education resources and pentatonic songs shows depth of insight and links

to child development stages and to students‟ developed rationale.

2.2. Presentation includes a richness of resources linked to both Main

Lesson themes and music curriculum for all ages

2.3 Suggestions for appropriate class for use of resources is backed by clear

criteria.

68

3. Display creative

Music skills for a

beginning class

teacher

3.1. Pentatonic and descant recorder pieces are played fluently and with

confidence.

3.2 A simple original pentatonic song written shows correct notation

3.3 Simple songs and rhythms are read and sung in tune and with rhythmic

accuracy.

3.4. Percussion ostinati added to songs is taught confidently to the group

and fits harmonically and rhythmically with the song.

3.5 Soundscape created in response to a literary or visual stimulus uses

technology confidently.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate:

69

Methods, Conditions

and Context of

Assessment

Assessment A

The students will prepare a group chart of the stages of the music

curriculum in relation to child development. The discussion will centre

around the connection between childhood consciousness and musical forms

such as mood of the fifth, pentatonic, major and minor mood, popular music

and acoustic or digital. As part of the assessment students will submit a

collection of a wide range of appropriate musical resources for Class 1-6

and their own copy of the annotated group chart.

Assessment Criteria

1.1, 1.2, 1.3, 1.4, 1.5, 1.6

Assessment B

Students will take a Main Lesson created by them for the HSIE/English unit

or a Main Lesson developed during Professional Experience and outline a

minimum of 3 integrated music lessons (theory, instrument and voice) and

music repertoire (20 mins) for fully integrated morning circle done

throughout the Main Lesson. A rationale for the music experiences chosen

should be included with a class context.

Assessment Criteria

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7

Assessment C

Students will submit their annotated resource collection. Students will also

participate in a debate on the value of 5 different musical resources.

Assessment Criteria

2.1, .2.2, 2.3

Assessment D

Students will perform the following for assessment

Pentatonic and descant songs on recorder to Class 2 level.

An original pentatonic song on recorder

Read and sing simple songs and rhythms in unison and rounds

Percussion ostinati (including body percussion) added to a simple song and

peer taught to the group

A soundscape created in response to a visual or literary stimulus using

appropriate technology

Assessment Criteria

3.1, 3.2, .3.3, 3.4, .3.5





on work done in own time

Consistency of

Performance

skills build up throughout the year and are assessed at the end of each term

as well as during a final presentation.

Resource

Implications


70


TEXT:

A Book of Readings is Supplied by the Tutor.


HOLLAND, D Grade One Music Theory

REFERENCES:

ANDERSON, W.M & LAWRENCE J.E. (2004) Integrating Music into the Elementary Classroom.

Belmont.Thomson/Schirmer

BINDEL, E (1950) The Numerical Basis of Music, Part 1, Verlag Freies Geistesleben, Stuttgart.

COLWELL, R. & RICHARDSON, C. (EDS) The New Handbook of Research on Music Teaching

and Learning. New York. Oxford University Press.

FRONGILLO, C. (1999 ) The Importance of Being Musical, AW SNA, California, 1999.

LEBRET, E: (1985) Pentatonic Songs Waldorf Schools Association of Ontario.

(1985) The Shepherd's Song Book. E, Lebret.

MASTERS, B: (1987) The Waldorf Song Book - Book One, Floris

(1992) The Waldorf Song Book- Book Two. Floris.

RICARDO, G The Etheric Tone . (Out of print- available in the library)

STEINER , R (1983) The Inner Nature of Music and the Experience of Tone. Anthroposophic Press,

New York

WILKE, E: (1983) Creative Music Making. Mercury Press, London.

71

Teach Movement to Music and Speech- Eurythmy and Dance (STECUR608A)


Unit Title: Teach Movement to Music and Speech- Eurythmy and Dance

Recommended

Delivery Mode


Unit Aim/Purpose This unit describes the outcomes needed to teach Movement including

Dance and Eurythmy in a K-6 class both as individual KLA lessons and in

integrated teaching units.





Unit Description The scope of this unit is applied to teaching of Movement and Dance K-6.

In Steiner schools the curriculum is arts integrated so this unit also therefore

describes the outcomes required to give teachers the theoretical background

and skills they need to plan, develop and implement daily

movement/rhythmic activity as a Class Teacher in a Steiner School. It is

applied to movement activities in literacy and numeracy lessons and dance

in HSIE related Main Lesson themes.

For class teachers the knowledge and skills of this unit are also applied to

the art of working cooperatively with a Eurythmy/Dance specialist teacher

if there is one, or to teach elements of this subject to their classes when no

specialist is available.

This unit is related to STEPED607A Apply Artistic Abilities to Arts-

Integrated Teaching-, which gives the skills base for application in this unit.

This unit should be completed concurrently with STEPED601A - Develop

Pedagogical Practice According to Knowledge of Child Development.

UNIT CONTENT

Required Skills and

Knowledge


Ability to reference the National or State curriculum e.g.: NSW Creative

Arts Syllabus K-6

Australian Steiner Curriculum guidelines, e.g.: Working with Curriculum in

Australian Steiner Schools, (Cunningham, 2004)

International Steiner Curriculum indications, e.g. “The Educational Tasks

and Content of the Steiner Waldorf Curriculum” (Rawson & Richter, 2005)

and “Pedagogical Theatre” (Pittis, 2005), an Association of Waldorf

Schools in North America (AWSNA) publication.

Knowledge of the central concepts, modes of enquiry and structure of the

Dance and Movement curriculum.

72

Skills in the five elements of dance, 3 categories of activity according to

stages of child development.

Knowledge of and skills in diverse cultural approaches to dance including

Indigenous Australian dance.

Knowledge of pedagogical research and appropriate assessment strategies

Knowledge of and skills in utilising connections to literacy and numeracy

education.

Knowledge of and skills in movement based experiences of Personal

Development Curriculum and cultural aspects of HSIE curriculum.



demonstrate achievement of the element. Where bold text is used, further


1. Perform

movement sequences

designed to deepen

personal

development

curriculum

outcomes.

1.1 Movements that show fluency, intentionality and inner expression are

demonstrated.

1.2 Awareness of space, of others and of group dynamics is shown.

1.3 Relationship to curriculum outcomes is clearly delineated.

2. Create movement

exercises which

strengthen capacities

in language arts,

mathematics and

geometry.

2.1 Lesson material is based on curriculum indications.

2.2 Lesson material contains original elements.

2.3 Lessons are targeted to the appropriate level of child development.

2.4 Lesson material accommodates a range of children's learning styles.

2.5 Lesson material is conceived and developed in the context of a 3-

stage rhythm.

3. Create and teach a

dance lesson

sequence

3.1 A range of resources are assessed.

3.2 Music composition and dance choreography show understanding of the

elements of dance and musical principles.

3.3 Dance performance skills are exhibited.

3.4 Music and choreography chosen or created are age-appropriate.

3.5 Link to curriculum outcomes is clearly outlined.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate competency in all Outcomes and Performance Criteria.

Methods, Conditions

and Context of

Assessment

Assessment A

Movement sequences for the development of social and spatial awareness

are demonstrated for 2 different stages of classroom teaching (for Classes 1-

2; 3-4; 5-6).

Assessment B

A lesson sequence designed to teach elements of the literacy and/or

73

numeracy curriculum is developed for a particular age.

Assessment C

An integrated project of Music, Movement, Dance and Drama is developed

over 2 semesters. Play writing or adapting, music composition and

choreography of movement sequences are all undertaken. Peer teaching of

one of the dance/movement sequences integrated with music is completed.





Consistency of

Performance

Tutor observes movement sequences over two semesters.

Lesson sequences are developed over the whole year and culminate in the

peer presentation.

Resource

Implications

Tutorial room with space for large group movement.

Musical instruments both melodic and percussive.

Audio and technological equipment for dance and related music.


TEXT - Book of Readings is supplied by the tutor.

The relevant State and or National Curriculum documents are available.

REFERENCES

ASSOCIATION OF WALDORF SCHOOLS OF NORTH AMERICA (AWSNA) Curriculum

publications

ADAMS (1997) Eurythmy for the Elementary Grades Anthroposophic Press

DOWN (2004) Leaving Room for the Angels. Anthroposophic Press.

DUBACH-DONATH, A. (2000) The Basic Principles of Eurythmy, Mercury Press

MONGES, L. (1975) Eurythmy Exercises Anthroposophic Press.

ROOYACKERS, P. (2003) 101 More Dance Games for Children. New Fun and Creativity in

Movement, Alameda: Hunter House.

SCHRADER, C.A. (1996) A Sense of Dance. Exploring Movement Potential. Champaign :Human

Kinetics.

VON HEIDER, (1998) Come Unto These Yellow Sands (Out of Print)

(1998) And Then Take Hands Out of Print)

74

Teach Speech and Drama (STECUR609A)


Unit Title: TEACH SPEECH AND DRAMA

Recommended

Delivery Mode


Unit Aim/Purpose This unit describes the outcomes required to teach Speech and Drama as a

Class Teacher (Classes 1-8) in a Steiner School and to do this within

integrated arts-based curriculum.

This unit is taught concurrently with STECUR608A Teach Movement to

Music and Speech, and STEPED607A Apply Artistic Abilities to Arts-

Integrated Teaching, which emphasise the development of the teacher‟s

artistic abilities and practical skills.

This unit provides the underpinning knowledge for choosing, adapting and

generating literary resources for the classroom. It develops public speaking

and presentation skills for classroom use. It also develops trainees‟ skills in

play production (playwriting and adaptation, directing, acting, staging, etc.)

through practical experience.




Prerequisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description Speech and Drama is an integrated subject in Steiner Schools. Teachers

apply their knowledge of speech formation, poetry recitation, dramatic

performance and narrative recall and review every day in the classroom in

all thematic units, morning circle work, English Language practice classes

as well as preparing items for assemblies and concert performance. The

Drama curriculum also involves a major play production each year.

Teachers need to draw on a broad range of expressive styles in order to

communicate the curriculum material in an arts-integrated approach

imaginatively, pictorially and creatively in the classroom. The children

absorb this, imitate it and learn through guided practical experience.

Teachers in Steiner Schools lead choral and individual speech exercises in

Morning Circle on a daily basis. Class teachers direct dramatic productions

for their classes and need the skills to select, adapt and produce scripts.

The content of this unit furthers skills in integrated lesson planning.

Emphasis is placed on the skills required to conceive, create and implement

original material for classroom use.

75

Unit Content Required Knowledge

Knowledge is required to apply age appropriate drama lessons in the

classroom. Deep insight into the following is required:

Curriculum Guidelines Classes 1-8

Teaching Methodology Classes 1-8

Dramatic production methods for different ages – from chorus to individual

parts to full Shakespearean Plays.

Knowledge of metre and rhyme and relationship between literary

expression, developing consciousness and child development stages.

Literary material for Speech and Drama teaching in Steiner Schools

including

For Classes 1-4: Nursery rhymes, finger plays, lyric poems, tongue twisters,

fairy tales, fables, nature stories, legends, Norse alliterative verse, plays

based on main lesson themes

For Classes 5-8: Verses from ancient cultures: India, Persia, Sumer, Egypt;

classic hexameter in Greek or English translation, epic narratives, dramatic

and lyric poetry, historic accounts or diaries, sonnets, Shakespeare‟s plays

Curriculum requirements for Speech and Drama teaching in Steiner Schools

are informed through:

Australian Steiner Curriculum guidelines, e.g.: Working with Curriculum in

Australian Steiner Schools, (Cunningham, 2004)

International Steiner Curriculum indications, e.g. “The Educational Tasks

and Content of the Steiner Waldorf Curriculum” (Rawson & Richter, 2005)

and “Pedagogical Theatre” (Pittis, 2005), an Association of Waldorf

Schools in North America (AWSNA) publication.

Board of Studies / State curriculum standards, e.g.: NSW Creative Arts

Syllabus K-6.

Required Skills

Ability to source literary material for Speech and Drama for each age-group

according to curriculum requirements

Ability to generate original material to enhance existent resources

Ability to plan, design and implement programs for rhythmic work in the

classroom (Morning Circle)

Ability to source, adapt and produce a class play, integrating a range of

original features (music, choreography, staging, etc.)

Skills for Classroom applications for Speech and Drama teaching in Steiner

Schools will include but are not limited to:

Daily rhythmic work (Morning circle)

Storytelling and review

Class plays

Public speaking and presenting

Skills in „Artistic workability‟ of material:

Rhythmic qualities, rhyme schemes, repetition of patterns

Alliterative, assonant or onomatopoeic qualities

Qualities of imagery

Dramatic power

OUTCOME Performance Criteria

1. Access and reflect 1.1 Literary materials for Speech and Drama at each class level are

76

on Speech and

Drama resources

compiled and categorised in relation to classroom applications.

1.2 The salient features of the materials‟ „artistic workability‟ are identified

and analysed.

1.3 Accompanying expressive qualities for voice, gesture and movement are

identified, modelled, practiced and appraised

2. Create and

demonstrate original

poetry and speech

exercises for

classroom use

2.1 Original material incorporates appropriate vowel and consonant tonal

qualities and metre.

2.2 Classroom needs are clearly identified

2.3 Planning, preparation and delivery target children‟s skill development at

the specific age-group.

2.4 Exercises accommodate group and individual learning styles effectively

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate:

sound artistic judgement in appraising the merits of a literary work for

classroom use

fluency, creativity and invention in adapting and composing verses and

poems for use in both upper and lower primary classes

confidence and thorough planning in presenting material to an audience in a

public speaking context

the ability to speak poetic and dramatic texts in front of an audience using a

range of expressive styles

the ability to adapt a story into a dramatic work

the ability to conceive, plan and implement lessons utilising speech and

drama skills for both lower and upper primary classes

the ability to conceive, plan and implement programs leading to dramatic

performance

Methods, Conditions

and Context of

Assessment

Assessment A

Assessment of resource-access is through the submission of a portfolio

which contains sourced poems, verses and other literary material

categorised according to class level and main lesson theme. The portfolio is

to be sighted and appraised by the instructor at the end of each term. If the

portfolio has included students‟ collaborative efforts, each individual‟s

contributions must be clearly marked.

Assessment B

Assessment of adaptation and composition skills is through ongoing

submissions and may include self-assessment, peer-appraisal and direct

assessment from the instructor. Submissions may be required regularly, on a

weekly or fortnightly basis.

Assessment of practical skills is through direct observation in class on an

ongoing basis or on Professional Experience.

Assessment of pedagogical background is in class through questioning

relating to underpinning knowledge

77

Assessment of lesson planning may include lesson plans used in peer

teaching, practice teaching or created for a particular brief.



in peer-presentations / simulated workplace settings

in practice teaching contexts

Consistency of

Performance

Competency for lower primary presentation skills should be evidenced

through demonstrations of 4 selections from the Class 1-4 list:.

Competency for upper primary presentation skills should be evidenced

through demonstration of at least one from each Class 5-6 list:

Play adaptation skills should be demonstrated through one example based

on a main lesson theme from Class 1-4 and through one example based on a

main lesson theme from Class 5-8.

The Portfolio will be sighted and assessed each term.

Resource

Implications

References as listed below are required for access to scripts, pedagogical

study and curriculum outlines.

A classroom / performance area with ample room for movement is required;

an elevated stage with curtaining, lighting board, etc. is desirable but not

critical.

Some costumes and props may be supplied by the seminar; others may be

sourced and supplemented through students‟ creativity, ingenuity and

initiative.

TEXT and Recommended References

Text – A Set of Readings will be supplied by the tutor.

The relevant State and or National Curriculum documents are available.

REFERENCES

PITTIS, A. (1996). Pedagogical Theatre: Dramaturgy and Performance - Practice for the Lower and

Middle School Grades. Fair Oaks, California, AWSNA: Association of Waldorf Schools of North

America.

PRICE, C. (2004) Let‟s Do A Play! Volumes I & II Freeport, Maine, Songbird Press

AWSNA (2003) 25 Plays, Inspired by Waldorf Teachers. Fair Oaks, California, AWSNA:

Association of Waldorf Schools of North America.

VON HEIDER, M (1998) Come Unto these Yellow Sands Fair Oaks, California, Rudolf Steiner

College Press.

EWING, R, SIMONS, J & HERZBERG M (2004) Beyond the Script – Drama in the Classroom.

Newtown. Primary English Teaching Association.

RAWSON, M. AND T. RICHTER (2005). The Educational Tasks and Content of the Steiner

Waldorf Curriculum. Forest Row, Sussex, England, Steiner Waldorf Schools Fellowship

Publications.

MOFFAT, P. (1967). Twenty-one Plays for Children and Three Sketches in French. Edinburgh,

Rudolf Steiner School Trust, Ltd.

TAYLOR, P. (2003) The`Drama Classroom.Action, Reflection, Transformation. London Routledge

Falmer.

78

Teach Visual and Plastic Arts (STECUR610A)


Unit Title: TEACH VISUAL AND PLASTIC ARTS

Recommended

Delivery Mode

30 hours of lectures, tutorials and workshops.

Unit Aim/Purpose This unit describes the outcomes needed to teach the Visual Arts curriculum

in a Steiner School K-8 and those needed for the background necessary for

continued development of artistic teaching technique for Arts-Integrated

Curriculum.





Unit Description The scope of this unit is applied to Primary Steiner Class Teaching in all

lessons as arts integration is a fundamental principle of Steiner

Methodology. It would as easily apply to a history unit of work, geometry,

grammar or botany. The sense for colour qualities, geometrical forms, play

of light and darkness and gesture in all forms is a method of teaching all

expression of life.

Nevertheless weekly painting and drawing lessons, modelling or sculpture

are also applications covered.

Teachers will apply this to their daily modelled Blackboard drawing and

crayon drawing for Main Lesson in Classes 1-4 and will continue to guide

the children in Classes 5-6 with frequent examples.

UNIT CONTENT

Required Skills and

Knowledge


Class 1-4 Painting

Skill in development of colour stories to develop an appreciation of how

form and story can arise out of the meeting of colours.

Skill in early introduction to the primary colours and their qualities before

gradual introduction of secondary colours and complimentary colours.

Knowledge of the colour circle and skill in blending and meeting colours

Skill in use of negative spaces eg in Class 4 animal studies.

Skills for preparing wet-on wet painting

Painting development in Classes 5 and 8:

Skills in water washes, light and shade, non-diluted paint, layer painting,

monochromatic exercises and sepia.

Modelling

Skills in the use of modelling for the development of fine manipulative skills

and for developing the child's observational capacities.

Skills in beeswax modelling. Mastery of simple skills in modelling three

79

dimensional forms. The use of story to invite and inspire the modelling

exercises.

The use of modelling in the teaching of numbers and letters. Modelling solid

geometrical forms in class 5.

Clay modelling in class 5 -8.

Drawing

Knowledge of

Using shading rather than outline,

Timing of introduction of aerial perspective and shadow and reflection.

Skill in using block crayons, stick crayons, coloured pencils, coloured chalk

in sugar solution, pastels, sepia and charcoal.

Knowledge and Skills in Ceramics and Digital Artwork, their timing in the

curriculum and skills in artistry and technique.

OUTCOMES PERFORMANCE CRITERIA


demonstrate achievement of the Outcome. Where bold text is used, further


1. Create samples of

the visual and plastic

arts curriculum for

all classes 1-8 with

diary and Personal

Education

Statement.

1.1 Paintings show clear colours, aesthetic interplay of colour, competent

brush strokes, good paper quality and ability to hold negative space and

create movement and story dynamic through colour.

1.2 Drawings show fine shading, play of light, focus on gesture, form rather

than outline skill in colour and in geometric perspective.

1.3 Modelling shows working from the whole piece, organic arising of

gesture and understanding of the historic process appropriate to the

technique.

1.4 Ceramics and Digital media are age appropriate and aesthetic.

1.5 Education Statement reflects upon theory, research and practice.

2. Create 6 lesson

plans for a sequence

of one of the arts

within the context of

a Main Lesson

2.1. Lessons and images chosen are age appropriate and central to the

theme.

2.2. Resources needed, set-up procedure and steps in technique are clearly

delineated.

2.3 Sample of each type of artwork meets the performance criteria given

above.

2.4 Rationale of the lessons links to child development and curriculum

guidelines.

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate competency in all of the Outcomes and Performance Criteria.

Methods, Conditions

and Context of

Assessment

Assessment A

Portfolio of all artworks with weekly process diary which culminates with a

Personal Statement of Visual and Plastic Art Education.

Performance Criteria 1.1, 1.2, 1.3, 1.4, 1.5

80

Assessment B

A series of at least 6 full lesson plans linked to a Main Lesson theme with

assessment plan, evaluation and including all sample art works.

Performance Criteria 2.1, 2.2, 2.3, 2.4.


based on portfolio (done in tutorial time) and diary and submitted lesson

plans done in own time.

Consistency of

Performance

Weekly sessions are observed by the tutor and reflected on in process diary.

One of each of the artistic skills for each class is submitted in the portfolio.

At least 6 lesson plans are submitted.

Resource

Implications

Art room with resources for painting, drawing, ceramics and modelling.

Access to digital media computer room.


TEXT – A Book of Readings is supplied by the tutor.


REFERENCES

CHANCE, I. (Ed) (2001) Kaltja Now: Indigenous Arts Australia. Kent Town, Wakefield Press in

Assoc. National Aboriginal Cultural Institute- Tandanya.

DENNIS KLOCEK (1990) Drawing From The Book Of Nature Rudolf Steiner College

Publications

COLQUHOUN M. & EWALD A. (1996) New eyes for plants Hawthorn Press

EDWARDS B Drawing On The Right Side Of The Brain Glasgow, William Collins.

FEEDMAN, K. (2003) Teaching Visual Culture: Curriculum, Asthetics, and the Social Life of Art.

New York, Lark Books.

NOBEL, A. (1991) Educating Through Art. Floris Books.

SCHINDLER, M. (1999) Pure Colour. Rudolf Steiner Press.

STEINER, R. Colour. Rudolf Steiner Press.

81

Teach Physical Education (STECUR611A)


Unit Title: TEACH PHYSICAL EDUCATION

Recommended

Delivery Mode

8 hours face to face teaching in lectures, tutorials and workshops

Unit Aim/Purpose This unit describes the outcomes needed to teach Physical Education in a

Primary School. The theoretical underpinnings, the knowledge of

curriculum and the

Skills in games and movement are developed.






Application

Physical Education- this area covers the skills needed to teach games, sports

and movement throughout the curriculum. There will also be a focus on

activities wherever possible that build on the main lessons that the child is

experiencing. Many of the games/activities will reflect the development of

the consciousness of the child throughout the primary school. Students also

discuss how specialists can be accessed and incorporated. In integrated

curriculum this may involve Regional Olympics in the Class 5 Main Lesson

on Greece or fencing in relation to studies of the Middle Ages. The

emphasis, throughout, will be on bringing the child's imagination to the

activity. Also the social awareness of assisting others, appreciating

differences and children working together is valued highly. How will the

skill/game nurture the child on all levels - physical, emotional, intellectual

and spiritual?

The scope of this unit can be applied in whole class, group or individual

programs and may even be taken up by a specialist teacher who wishes to

work only eg in gymnastics and games in the primary school.

UNIT CONTENT

Required Skills and

Knowledge

Required Knowledge

Steiner Physical Education curriculum indications

Interface with State/National Curriculum

OH&S legislation and risk assessment procedures

Kindergarten – bushwalk, circle games, teachers own imaginative games

involving movement skills integrated into a story, ensouled movement,

skipping.

Class 1-2 as above plus bean bags, clapping games, parachute games,

traditional games.

Class 3-4 as above Class 1-2 - plus games of wit and courage, balance,

coits, skittles, rounders.

Class 5-6 games embodying goodness, beauty and truth; javelin, discuss,

82

relays, high jump, marching; circus skills- juggling acrobatics; team sports.

Required Skills

physical skills in games

imaginative lesson planning within appropriate curriculum guidelines

movement skills- warm up and stretching and cooling down.





1. Participate in and

reflect on games for

primary school

children

1.1 Enthusiasm and application is displayed in games sessions

1.2 Skills are completed for each game

1.3 Practical helpfulness is displayed toward fellow students

1.4 Reflection in discussion on weekly games played by the group

incorporates an accurate view of the aims of the stage of child development

2. Develop,

demonstrate and

teach a game as part

of a unit of PE

lessons

2.1 The unit of 3 lessons displays the application of the theoretical

knowledge base and age appropriate curriculum in the design

2.2 Movement skills are outlined in simple sequential steps and with regard

to OH&S legislation

2.3 Imagination and the fostering of social cohesion are evident in the

lessons

2.4 The game taught is presented with clear instructions, imaginative

content and follows OH&S guidelines.

2.5 Enthusiasm and confidence is fostered in the group taught

ASSESSMENT

Evidence Guide




Critical Aspects of

Evidence


demonstrate skills in at least 3 of the games in the Required Knowledge

Stage related groups.

Methods, Conditions

and Context of

Assessment

Assessment A

Students will be assessed on their participation in games at a session at the

end of each stage. Discussion/questioning will also assess understanding of

the relation between curriculum and child development

Assessment Criteria

1.1, 1.2, 1.3, 1.4

Assessment B

A series of 3 lesson plans will be presented and one game taught from the

sequence to the group.

Assessment Criteria

2.1, 2.2., 2.3, 2.4, .25

83



in peer-presentations / simulated teaching settings

Consistency of

Performance

assessment takes place regularly over the module

Resource

Implications

All sports equipment is provided. Sports facilities include grass oval,

bushland, indoor hall or gymnasium, basketball courts.


TEXTS – A Book of Readings is supplied by the tutor.


BROOKING PAYNE K: (1997) Games Children Play. Hawthorn Press

VON BOTHMER, COUNT F (2001) Gymnastic Education. Mercury Press

BROOKING PAYNE, K (1990) Collected works on Movement Education in Steiner Schools

REFERENCES

KISCHNICK, R. (1995) Childs Play volume 1 and 2

LAUNDER, A. (2001) Play Practice- The games Approach to Teaching and Coaching .Champaign: Human

Kinetics.

SCHEMBRI, G: (1991) Gym Fun Melbourne, Australian Gymnastics Federation Incorporated.

TINNING, R. McCUAIG, L. & HUNTER, L. (2006) Teaching Health and Physical Education in

Australian Schools. Frenchs Forest: Pearson Education Australia.

VON BOTHMER, F. (2001) Gymnastics Education Mercury Press.

WILKINSON, R. (1975) Physical Education Robinswood Press.

WHITEHEAD, A (1990)Touch the Earth Gently:

Games and Sports - Class 1 to 12

Golden Beetle Books

84

Teach Health and Personal Development (STECUR612A)


Unit Title: TEACH PERSONAL DEVELOPMENT AND HEALTH

Recommended

Delivery Mode


Unit Aim/Purpose This unit aims to meet the outcomes required to teach Personal

Development and Health as a Class Teacher (Classes 1-6). The content

covers the background of the disciplines, pedagogical background to

curriculum indications, child development sequences of teaching and

methodologies for the various strands.






Application

The knowledge and skills are applied to curriculum design, lesson planning

and assessment practices in PDH. This unit has 2 different areas which may

be taught by different specialist tutors:

Personal Development- is taught through examining integrated curriculum

in which PD themes are interwoven with the other subject areas. This is also

examined through the teacher as a role model for the child and work with

the class community.

Health – Background to this subject is researched deeply and timing of the

subject content and how and when it is brought to children is explored. In

Steiner Education the image of the healthy human being permeates all the

main lessons through the primary school. We see health as a harmonious

integration between the four levels of human activity: physical, emotional,

cognitive and spiritual, or more simply body, soul and spirit. The healthy

development of children is the theme underlying all aspects of the

curriculum. In this unit we examine specific health issues that relate to the

teaching role in a Steiner School. In particular we examine the importance

of the teacher's role in providing a model of healthy lifestyle and behaviour

to children.

The scope of this unit can be applied in whole class, group or individual

programs.

85

UNIT CONTENT

Required Skills and

Knowledge

Health

Principles of child health are researched and key issues are studied- asthma,

allergies, nutrition, eating disorders, childhood illnesses, vaccination.

Personal Development

Personal development topics covered include human relationships, sexuality

education, moral development, values and conflict resolution.

Required Knowledge

Background knowledge of the content of the health and personal

development subject area.

PD, H, PE syllabus - Steiner Education and its interface with mandatory

State and National curriculum.

OH&S requirements in relation to teaching of Health and Personal

development.

Knowledge of professional support agencies in areas of health and personal

development.

Required Skills

imaginative lesson planning appropriate to the age

ability to teach activity based lessons and life skills



demonstrate achievement of the element.

1. Acquire

knowledge of the

discipline of the

subject area of

Health to apply to

integrated teaching

1.1 Principles of child health and well-being are understood with reference

to the connections between physical health and well-being, emotional,

mental and spiritual health and the process of child development

1.2 Contributions to a resource folder are appropriately developed with

regard to relevance to current issues in the field, accurate research and

curriculum orientation

1.3 Contributions are summarised prioritising the information in

presentation to the group

2. Apply personal

development

curriculum

guidelines to

integrated teaching

2.1 Rationale developed recognises the role of the overall curriculum in

values development and moral and ethical behaviour

2.2 The timing of teaching of issues is aligned with curriculum indications

2.3 Different approaches to teaching of conflict resolution, bullying,

sexuality, relationships and values are evaluated

2.4 A lesson outline with accompanying stimulus story which is created for

one of the topics is discussed in tutorial showing application of age

appropriate guidelines

ASSESSMENT

Evidence Guide

Critical Aspects of

Evidence

All outcomes and Performance Criteria are to be fully met and assessed in

the final semester of Year 2.

Methods, Conditions Assessment A

86

and Context of

Assessment

A resource contribution is prepared on one of the health topics and a

summary presented to the group incorporating background research,

professional support available and current relevant teaching methodologies

Assessment Criteria

1.1, 1.2, 1.3

Assessment B

A rationale for the teaching of a personal development topic is developed

outlining timing, approaches and an example of a lesson plan which is

presented to the group.

Assessment Criteria

2.1, 2.2, 2.3, .2.4



in peer-presentations / simulated class settings

on work completed in own time

Consistency of

Performance

Assessment is developed over time and at the end of the second year so that

Personal Development is evident in integration with other subjects.

Resources A tutorial space with areas for small group work.

TEXT and Bibliography

TEXT – A Book of Readings is supplied by the tutor.


REFERENCES

EDMUNDS, F (1992) Renewing Education: Selected Writings on Steiner Education Hawthorn

Press

GLOCKLER, M. and GOEBEL, W. (1990) A Guide to Child Health Edinburgh, Floris Books.

GLOCKLER, M. (2000) A Healing Education Rudolf Steiner College Press

HAHN, H (1997) From the Wellsprings of the Soul Steiner Waldorf Schools Fellowship

publications

KOHLER, H (2001) .Working with Anxious, Nervous. and Depressed Children AWSNA Press

California.

N.S.W. DEPARTMENT OF SCHOOL EDUCATION (2000) Drug Education: Making a Difference.

K-6 drug Education Resource, Sydney: Author.

N.S.W. DEPARTMENT OF SCHOOL EDUCATION (1999) Drug Related Issues in Schools. Policy

Guidelines. Sydney: Author.

BOARD OF STUDIES (1999) My Growing Self. Growth and Development Stage 2, Sydney

BOARD OF STUDIES (1999) Getting it Together, Growth and Development Stage 3, Sydney

MITCHELL, D Developmental Insights AWSNA Press

SCHMIDT, G (1990) Nutrition and Education Rudolf Steiner College Press

SLOAN, D (2000) Pathways of Healthy Child Development Research Institute for Waldorf

Education

TINNING, R. McCUAIG, L. & HUNTER, L.(2006) Teaching Health and Physical Education in

Australian Schools. Frenchs Forest: Pearson Education Australia.

STEINER, R. (2001) The Twelve Senses Steiner Waldorf Schools Fellowship

SCHWARTZ, E. (1997) Why the Setting Sun Turns Red and Other Pedagogical Stories AWSNA

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