THE EDUCATION REVOLUTIONNurturing creativity and innovation

ABOUT.

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MumLife Australia inspires, empowers andsupports a growing community of mums bysharing information that’s normally onlyavailable to practitioners, educators andacademics.

Whilst there’s no single answer to everyquestion, empowering mums with evidence-based practical information allowsthem to make informed parenting decisions tosuit their family circumstances.

Founded in October 2015, MumLife Australia isfor the inquisitive, informed and interestedmum.

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CONTRIBUTORS.

ROD SOPERCO-FOUNDER, THINKERS.INQ CONSULTINGPRINCIPAL, THINKERS.INQ

Rod’s expertise and research interests include teacher education, critical,creative and reflexive thinking, pedagogy design, transformational learningenvironments and thought leadership. He is also one of the lead researchersat Thinkers.inq Consulting, working alongside people from the education andbusiness. His current focus is in the areas of leadership design, pedagogical andcorporate play and organisational wellbeing. Rod is also published on topics suchas mindful leadership, leading change and intentional pedagogy.

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The ACARA is an independent statutory authority that will improve the learningof all young Australians through world-class school curriculum, assessment andreporting programs. The Australian Curriculum sets consistent high standards forwhat all young Australians should learn as they progress through schooling. Itprepares Australia’s next generation for the future and lays the building blocksfor generations to come. It facilitates national collaboration to develop and sharehigh quality resources and teaching practices.

IB Schools Australasia (Formerly AAIBS) was established specifically to assist IBWorld schools, providing a network of professional support, information andservice. The association also organises an annual speaker series and supports co-branded professional development workshops run by the IB Asia Pacific office.The association is a not for profit organisation run by an elected standingcommittee of leaders in IB World schools who volunteer their time and expertiseto support and further the IB mission in Australasia.

IB SCHOOLS AUSTRALASIA

AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTINGAUTHORITY (ACARA)

CONTRIBUTORS.

RACHAEL CLARK

Rachael Clark has been home educating over the last 6 years and is passionateabout sharing her extensive knowledge on home education. After graduatingfrom the University of Queensland she spent 10 years in research roles within theMater Mothers Hospital and then 10 years in State Government managementdeveloping policy. Rachael spends most of her time at home running her BowenTherapy business, while also connecting, learning and having fun with her family,and helping others with their own homeschool concerns.

RACHAEL'S HOME EDUCATION ADVICE QUEENSLANDUNSCHOOLING DOWN UNDER

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STEINER EDUCATION AUSTRALIA (SEA)

Steiner Education Australia is the peak body for representing over 40Steiner/Waldorf schools and 10 Associate members throughout the states andterritories of Australia. SEA supports, advocates, promotes and represents thefree and healthy development of Steiner education in contemporary, diversecontexts.

The Montessori Australia Foundation is the Australian peak national body forMontessori. MAF is a registered charity providing support services to Montessorischools, teachers and parents. MAF maintains communication with all AustralianMontessori programmes and acts as a clearinghouse for Montessori informationand communication.

MONTESSORI AUSTRALIA FOUNDATION

TABLEOFCONTENTS

INTRODUCTION / 1

THE 'ENGAGE ME' FACTOR / 3

CRITICAL & CREATIVE THINKING IN THE AUSTRALIAN CURRICULUM / 6

INTERNATIONAL BACCALAUREATE: A GLOBAL EDUCATION / 8

MONTESSORI : DEVELOPING THE CREATIVE ELITE / 11

THE STEINER APPROACH TO EDUCATION / 15

SCHOOL'S OUT: THE RISE OF HOMESCHOOLING / 17

RESOURCES / 19

INTRODUCTION.Schools as we understand them have existed in Australiafor more than 200 years. For a long time, this standards-based system that focussed on academic ability served uswell - after all, the system was designed during theindustrial revolution where standardised testing was aconvenient way to evaluate large numbers of studentsquickly.

Fast forward to the 21st century and a university degreeno longer guarantees a good career and a comfortablelifestyle. For the last two years, only 68% of Australianbachelor graduates had a full-time job 4 months aftergraduating (as compared to the long term average of 81%for the past three decades).

Add to that the fact that many high school students nolonger believe that a university degree is necessary. Afterall, Steve Jobs dropped out of college after six months,Mark Zuckerberg did the same his sophomore year, andRichard Branson - he never even graduated high school.

Perhaps these students are onto something.

After all, how many of the jobs that exist today will evenbe around in 10, 15 or 20 years time?

With a future that’s not yet imaginable, how can schoolsprepare and educate this generation’s students for LIFE?

On the one hand, memorising knowledge and recallingthat information on demand is not a bad skill to have.However, it’s one perhaps more suited for studentsentering a knowledge worker economy rather than thoseembarking on an age of technological unemployment.

In the near future truck drivers will no longer be requiredbecause cars will start driving themselves. Manufacturingwill no longer require human input as digital printingbecomes more mainstream. Customer service operatorswill be replaced by automated intelligent assistants usingthe same technology as Apple’s Siri.

So what skills will define the success of this generation’sstudents? How will we prepare them for a new age wherethe creators, discoverers and innovators will flourish?How can we encourage entrepreunership in a worldheavy on technology and light on labour?

At its very core we need to move from an educationsystem focussed on academic ability to one that fosters alove of learning. We need to encourage problem solving,creativity and risk-taking. We need to personaliseeducation in a way that no longer batches students by agebut rather focuses on each student’s individual learningstyle and interests.

We need to prepare students for a new age.

We need to teach them for life.

That’s the education revolution we need.

Ani Tuna

Founder + EditorMumLife Australia

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CREATIVITY NOW ISAS IMPORTANT INEDUCATION AS

LITERACY, AND WESHOULD TREAT ITWITH THE SAME

STATUS

SIR KEN ROBINSON

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THE 'ENGAGE ME' FACTOR

BY ROD SOPER

Education has one purpose and that is to engage. Engageminds with the wonders of the world. Engage creativethinking so that the world can be explored confidently andcuriously. Engage in community mindedness so thatpurpose-filled lives and transformational relationshipswhich inspire growth, innovation and allow eachindividual's dreams to become a reality.

That is the purpose of real education. That is the purpose ofeducation in Australia. The revolution is not a 'stuff full'mentality but rather active, purpose filled engagement! Icall it the 'engage me' factor.

Our education system needs teachers who are passionateabout truly engaging with students, whatever their age andwhatever their capacity. To get over themselves and thepath of least resistance and embark on the road lesstraveled; a pathway that engages with the question, howhave you been changed?

This mindfulness applies in every setting, starting withengaging early learners in creative thinking as they exploretheir natural environments. To primary school studentswho are wanting to explore the order of the world aroundthem. To the high school students who are trying to make

"A teacher 's purpose is not to create students in their own image , but toengage students so that they can create their own ." Author Unknown

sense of their identity and position in their community. To theuniversity students who are looking ahead into the futurewanting to explore new possibilities so that their lives have asense of purpose and meaning.

Teachers, who facilitate, lead and lend a hand to realiseengagement always, 100% of the time, participate in thetransformation of individuals, groups, communities and nations.Therefore educators need to have this skill above every otherone. They must ask the most important question every day:How have I engaged you in your passions, so that you arechanged?

In my experience, as a teacher for the last two decades and aPrincipal for the past five years resonates and providescountless samples of evidence to support this. I have taughtpreschool, primary, secondary, tertiary and professiondevelopment education, and in every setting the 'engage me'factor has exactly the same effect; engage the learner andevery outcome, individual or corporate, can be successfully metat every level.

Teachers and parents who truly utilise the 'engage me' factorknow it has global impact for the whole person. Engagementchanges thinking, it changes behavior, it changesparticipation in relationships and learning. It changes curiosityabout the process and instills a fascination about the product.

Our education system needsteachers who are passionate

about truly engaging withstudents, whatever their ageand whatever their capacity.

WHO AND WHAT DOES THE 'ENGAGE ME' FACTORINFLUENCE?

If you have a student who is acting out engage with them inlearning where their passions are active, then behavior willchange - there is simply no time to be disengaged any more.

Test this out!

If you have people in your world who are falling out ofrelationship, engage with them about the world in which theyare passionate and see relationships change for good - there issimply no time to be distracted.

If you have a group of students who are bored and are notinterested then look at your own pedagogy and measure its'engage me' quality. Take the textbook for instance! - Is the wayyou are using it genuinely boring? Ask yourself, are youactivating the naughty in learners by boring them todistraction?

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Step three, keep the students passion alive by fanning theirinterest into an all-consuming flame - we want them to burn forlearning while simultaneously growing in understanding ofcurriculum content and its application in creative and criticalthinking.

The 'engage me' factor is driven by the students and guided andfurther fuelled by great pedagogists.

HOW CAN PARENTS AND FAMILIES CONNECT WITH THE'ENGAGE ME' FACTOR?

This is very easy - show your children how to be curious abouteverything.

When we are engaged so is our thinking, our attention isfocused, our connections with people and places are strong andour behavior is balanced and on task. As one student put it tome, "Please, have the skills to engage me and we'll do the resttogether and change the world!" Student aged 43!

As teachers look for their students passions and interests firstand fore most and then engage them around a curriculum theywill see the change; learning which is deep personal and lifelong.

I dare you, give it a go and be a part of what happens.

At the end of the day, education is not about you, it's not abouta curriculum, it's about engaging the learner. It is not surprisingthen to learn that the Latin root for the word education is aeducére, which simply put, means to draw out and then leadforth.

If teachers are truly doing their job they must first engagestudents with what they are passionate about and then findsomewhere awesome to go with them. Whether that is a pointfrom a curriculum or an element of content, it is the teacher’smantra. It is our purpose.

SO HOW DO WE ACTIVATE THE 'ENGAGE ME' FACTOR?

Three steps.

Step one, build relationships that last and have the purpose ofdiscovering passion and inspiration. Find that thing which reallysets them up in their element.

Step two, using your deep pedagogical knowledge and skills tocollaboratively connect with curriculum and inspiration, engagethe student's passion and their natural curious desire with keyaspects you want to guide them in.

Parents need to develop acuriosity habit in their child byfinding everything interesting.

This habit is built throughcurious questions which helpexplore the world in new and

innovative ways. This habit is built through curious questions which help explorethe world in new and innovative ways.

Here are a few examples of curious questions: I wonder wherethat idea came from? That looks amazing, tell me all about? Canyou help me understand what you have found interesting? Howdid you do that? Where did you learn about that? I am reallyimpressed with your thinking, are there any other ideas you cantell me about?

Being curious or finding everything interesting means that eachopportunity to explore the world turns out to be a prospect tobecome deeply engaged. It is about drawing out the capacity ofyour child and going somewhere exciting with it. So work ashard as you can to develop this curiosity habit in your learner.

One last reminder… The 'engage me' factor is in all of us. It is adesire we all have and long to have activated.

As teachers and parents, when we actively work with the'engage me' factor we will have learners who are shifting theirthinking, growing their language possibilities and boundaries,building their attention and strengthening their bodies andsoul.

So at every opportunity you have as a teacher or parent, Iimplore you to find everything interesting, help another todiscover the curiousness of every day and never let anothermoment go past where we take an engaged mind for granted.

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THE 'ENGAGE ME' FACTOR 2016EDUCATION REVOLUTION

CRITICAL AND

CREATIVE THINKING

IN THE AUSTRALIAN

CURRICULUMJULIA KING, ACARA

EDUCATION REVOLUTION 2016AUSTRALIAN CURRICULUM

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Students think critically and creativelyabout possible, probable andpreferred futures. They consider howdata, information, systems, materials,tools and equipment (past andpresent) impact on our lives, and howthese elements might be betterdesigned and managed.

Experimenting, drawing, modelling,designing and working with digitaltools, equipment and software helpsstudents to build their visual andspatial thinking and to createsolutions, products, services andenvironments.

In essence, the key ideas of theTechnologies learning areacontribute to developing generalcapabilities for lifelong learning. Indoing so it prepares Australia’s nextgeneration for the future and lays thebuilding blocks for generations tocome.

- Developing a range of thinking skillsincluding systems thinking, designthinking and computational thinking(that is, critical and creative thinking).

In the Technologies learning areastudents develop critical and creativethinking as they imagine, generate,develop and critically evaluate ideas.

They develop reasoning and thecapacity for abstraction throughchallenging problems that do nothave straightforward solutions.

Students analyse problems, refineconcepts and reflect on the decision-making process by engaging insystems, design and computationalthinking.

They identify, explore and clarifytechnologies information and usethat knowledge in a range ofsituations.

Critical and creative thinking is one ofthe seven general capabilities in theAustralian Curriculum. Studentsdevelop critical and creative thinkingas they learn to generate andevaluate knowledge, clarify conceptsand ideas, seek possibilities, consideralternatives and solve problems.

This is strongly evident in theTechnologies learning area whichcomprises two distinct but relatedsubjects:

1. Design and Technologies

2. Digital technologies.

The key ideas behind both subjectsare:

- Creating preferred futures - that is,considering how solutions that arecreated now will be used in thefuture

- Learning how to manage projects

“Responding to the challenges of the twenty-first century – withits complex environmental, social and economic pressures –

requires young people to be creative, innovative, enterprisingand adaptable, with the motivation, confidence and skills to use

critical and creative thinking purposefully." - ACARA, 2014

AUSTRALIAN CURRICULUM 2016EDUCATION REVOLUTION

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IB EDUCATION

INTERNATIONAL BACCALAUREATE:A GLOBAL EDUCATION

The number of Australian schools offeringInternational Baccalaureate (IB)programmes is steadily increasing.

In fact, Australia is currently the fourthlargest country of IB Schools worldwide(and that doesn't include the manycandidate schools who have begun theprocess to become authorised IB WorldSchools).

So why are so many Australian schools andparents drawn to IB education? There aremany contributing factors. But one thatparticularly stands out is that IB educationis a global standard of education that looks

to promote international mindedness andintercultural awareness. Its mission is to nurtureglobal citizens who'll make the world a better placeand its method is to use inquiry based learning toproduce lifelong independent learners who areprepared for whatever the future holds.

The IB programmes encourage students acrossthe world to become active, compassionate andlifelong learners who understand that otherpeople, with their differences, can also be right.

While the 4 programmes of the IB are quitedistinct, they also have many common

DECEMBER 2016

IB education isbased on leading

educational researchl ike

Harvard's Project Zeroand experts l ike

Howard Gardner, LynnErickson, Jay McTighe

and Grant Wiggins.

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ASHLEY COATS CHAIR, IB SCHOOLS AUSTRALASIAHEAD OF MIDDLE SCHOOL, MERCEDES COLLEGE, ADELAIDE 

IB EDUCATION 2016

However, all programmes can be (and are)successfully undertaken in isolation of eachother.

PRIMARY YEARS PROGRAMMEDesigned for students aged 3 to 12.

Focusses on the development of the whole childas an inquirer, both in the classroom and in theworld outside.

MIDDLE YEARS PROGRAMMEDesigned for students aged 11 to 16.

Focusses on life-skills, establishing identity andbuilding self-esteem. Offers students anopportunity to develop their potential, exploretheir own learning preferences and to takeappropriate risks.

“Learning inthe 21stcenturymust gobeyond

disciplinaryunderstand-

ing"

threads like the IB Learner Profile, which is aset of 10 attributes that encourages creativity,risk-taking, innovation and problem-solvingskills.

The IB programmes also identify fiveapproaches to learning - thus recognising thatlearning in the 21st century must go beyonddisciplinary understanding if it is to be relevantfor the ever-changing job market that itsstudents will be competing in and contributingto.

F O U R I B P R O G R A M M E S

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The IB programmes are designed as acontinuum of education, with students choosingbetween the Diploma and the Career-RelatedProgrammes in their final two years ofeducation.

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EDUCATION REVOLUTION

DIPLOMA PROGRAMMEDesigned for students aged 16 to 19. Providesa challenging, internationally focused, broadand balanced educational experience.

Students are required to study six subjects anda curriculum core concurrently over two years.The programme is designed to equip studentswith the basic academic skills needed foruniversity study, further education and forengaging in an increasingly global and changingworld.

CAREER-RELATED PROGRAMMEOffered as an alternative to the DiplomaProgramme, the Career-RelatedProgramme was developed to address theneeds of students interested in pursuing acareer-related education at the uppersecondary school level.

The Programme provides the basis foreffective participation in the changing world ofwork, improved mobility and flexibility inemployment, additional training, furthereducation, and lifelong learning.

The Career Related Programme can lead toapprenticeships, TAFE courses and indeeduniversity courses, especially courses likeengineering, nursing and health relatedcourses, and Arts dedicated institutions.

Although the IB programmes are designed as acontinuum of education, all programmes can be (andare) successfully undertaken in isolation of each other.

For example, the nature of teaching and learning in thePrimary Years Programme is concept-based,transdisciplinary and largely taught by a singleclassroom teacher. Where students transition from thePrimary Years Programme to a state–basedcurriculum, the continuity of their education isdependent on a large number of variables that includewhat state they are in, what school system they areentering, the resources of the particular school, theresources and experience of the teachers at thatparticular school.

Both the Primary Years and Middle Years Programmescater for all students, all types of learners and all typesof cultures and religions with understanding andappreciation.

The Diploma and Career Related programmes aredesigned to cater for different learners in the senioryears according to their strengths, learning styles andcareer aspirations.

There are very few (if any) barriers to entry toAustralian universities for those who have completedthe Diploma Programme.

In fact, universities often seek out Diploma Programmestudents and even offer students who receiveoutstanding results, scholarships and other incentives.

The conversion from the Diploma Programme result toan ATAR currently varies between the States,however, the IB Asia Pacific office is constantlynegotiating with universities in Australia aboutacceptance of Diploma Programme students.

DECEMBER 2016

T R A N S I T I O N

I B E D U C A T I O N F O R A L L

U N I V E R S I T Y E N T R Y

EDUCATION REVOLUTION 2016IB EDUCATION

IB learnerss tr ive to be :

INQUIRERSCurious, learn with enthusiasm

KNOWLEDGEABLEIn-depth understanding

THINKERSCritical , creative and useinitiative

COMMUNICATORSCollaborate effectively,multi l ingual

PRINCIPLEDHonest, fair and takeresponsibil ity

OPEN-MINDEDRecognise different perspectivesexist

CARINGShow empathy and compassion

RISK-TAKERSExplore innovative strategies,resourceful , resil ient

BALANCEDBalance different aspects of l ife

REFLECTIVEUnderstand our strengths andweaknesses

IB LEARNERPROFILE

"In many instances,students can gainstatus in their first

year universitycourses for some

higher level DiplomaProgramme subjects"

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n 2011 the Wall Street Journalpublished an article titled TheMontessori Mafia. In that article,writer Peter Sims, highlighted a six-year study in which it was discoveredthat a disproportionate number ofentrepreneurs starting newbusinesses and inventing newproducts were Montessori alumni.

In fact, it’s well known that Googleco-founder, Larry Page, credits muchof his success to his Montessorieducation.

"I think it was part of that trainingof not following rules and orders,and being self motivated,questioning what’s going on in theworld and doing things a little bitdifferently” – Sergrey Brin, Google

What do Google co-founders Larry Page and Sergey Brin , televisionchef Julia Child and music mogul Sean ‘P Diddy ’ Combs have incommon? They are all Montessori alumni .

I

The Montessoriemphasis is on

learning for its ownsake, for developing

knowledge andawareness of thewonderful world

around us. Itawakens the natural

human desire toknow and

understand.

The article also describes the roleMontessori has had in developing thecreative elite, which Sims also recognisesas being overrepresented by the school’salumni, including video game pioneer WillWright, Wikipedia founder Jimmy Wales,writer Anne Frank, chef Julia Child andmusic producer Sean ‘P Diddy’ Combs.

There is no doubt that interest inMontessori education in Australia isgrowing. Currently there are over 210Montessori schools and centresnationwide.

What is Montessori education?

Dr Maria Montessori studied children of allethnic, cultural and socio-economicbackgrounds for over fifty years. Herintense scientific observation of thehuman being from birth to maturity

allowed her to distil a body ofphilosophical, psychological andpedagogical principles. These,together with a vast range of auto-didactic materials, came to beknown as Montessori Education.

The Montessori approach offers abroad vision of education as an“aid to life”. The classroomsprovide a prepared environmentwhere children are free to respondto their natural tendency to work.The children’s innate passion forlearning is encouraged by givingthem opportunities to engage inspontaneous, purposeful activitieswith the guidance of a trainedadult.

Through their work, the childrendevelop concentration and joyful

MONTESSORI - DEVELOPINGTHE CREATIVE ELITE

MONTESSORI EDUCATION REVOLUTION 2016

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self-discipline. Within a framework of order,the children progress at their own pace andrhythm, according to their individualcapabilities.

What distinguishes the Montessorimethod from traditional methods ofteaching?

Rather than being about the transfer of anational curriculum, the Montessoriapproach aims to aid the child’s innatepotential for development. This includesproviding an environment within which thechild learns at their own pace, by pursuingtheir own individual interests.

Montessori is ‘child-centred’ meaning thatthe child is the active participant in theirlearning, teaching themselves by usinghands-on materials specifically designed forthe purpose.

This process of self-discovery brings the childa deep sense of satisfaction and reward,motivating the child and instilling a joy in theactivity of learning.

The Montessori classroom

Children are free to move around in aMontessori classroom. They can work wherethey are comfortable, at a table or on a workmat on the floor. They are also able to talkwhilst not disturbing others. There are longperiods of uninterrupted time forexploration in order to promoteconcentration and learning at a deep level.

The way in which Montessori classroomsoperate, encourage internal self-discipline.There is only one of each type of material inthe classroom which means that the childmust wait for their turn. The childrencollaborate with the teacher to maintain theclassroom’s beauty and orderliness.

Everything in the Montessori classroom isdesigned to promote the child's independentuse and success.

Montessori focuses not only onintellectual or academic development,but also upon the emotional and socialskills. Classrooms are organised in 3 yearmixed age groups. This promotes peerlearning and cooperation betweenchildren. Each classroom is like amicrocosm of the world, a small learningcommunity.

Is there a particular ‘type’ of child whois suited to Montessori education?

Montessori fosters the natural humandevelopment of all children. However, itmay not necessarily be the right fit for allparents. Montessori fits with what hasbecome known as an authoritativeparenting style.

This parenting style offers the childstructure, rules and provides discipline,balanced with emotional warmth,communication, respect and love. InMontessori we support the child’sfreedom within developmentallyappropriate limits, rather than giving thechild license to explore withoutboundaries. When the style of parentingexperienced by the child does not alignwith the Montessori approach, it can bevery difficult for the Montessoriprogramme to support the child’soptimal development.

If children are guided by theirinterests, how do Montessori schoolsensure that children receive a well-rounded education?

Montessori children are free to choosetheir work within limits, and are givenonly as much freedom as they canhandle with appropriate responsibility.Montessori teachers spend timeobserving each child for informationabout their stage of development andreadiness for extension. Detailed recordsare maintained regarding the materialsthe child has worked with each day andthe developmental acquisitions they

DECEMBER 2016 EDUCATION REVOLUTIONMONTESSORI

have made. The teacher then introducesthe child to the next set of learningmaterials based on their observedneeds. Montessori teachers useobservation and record keeping toensure that each child is progressing attheir appropriate pace in all areas ofdevelopment.

Transition from Montessori educationto traditional education later in life

When Dr. Montessori spoke of ‘educationfor life’ she meant preparing a child forthe myriad experiences he or she willencounter, both in and outside of school,which of course includes moving from aMontessori primary classroom into highschool.

A child who’s been in a Montessoriclassroom since age 3 has had manyyears of daily practise in workingcooperatively; negotiation with peers;being a leader or a follower, dependingon the requirements of the situation; andlearning how to learn.

If a child leaves a Montessori pre-school(ages 3-6) class to begin in a traditionalprimary school, this is a naturaltransitional point. All children will be newto the primary level and will be adjustingto changes in routine and method.Similarly, a child leaving Montessoriprimary at age 12 to attend high schoolwill be leaving at a natural transitionpoint. Again, all the children will be newto high school and the different routinesand expectations there.

"This process of self-discovery brings thechild a deep sense of

satisfaction and reward,motivating the child and

instill ing a joy in theactivity of learning."

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2016

A child leaving in the middle of the primaryyears is likely to experience the most“difference”, both in teaching methods andclassroom routines.

Some differences a primary child might have toadapt to include remaining seated in class,working on a lesson or activity with the entireclass or a large group, using books and paperbut no manipulative materials, and havingwork choices made by someone else (often theteacher). There may be, generally, feweropportunities for a child to make choices forhim or herself in the new setting.

During a child’s final Montessori primary years,he or she develops a greater level ofabstraction with academic subjects and movesaway from using the materials. At the sametime he or she will be guided in improvingplanning and organisational skills, developingfamiliarity with standardised testing asappropriate, and working to a deadline. Theseskills will assist with the transition to highschool.

Montessori graduates typically say they havebeen well prepared academically, and have theability to organise themselves and workindependently.

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CHOOSING THE RIGHT MONTESSORI ENVIRONMENT

Choosing the right Montessorienvironment for your child isimportant. Each school, centre orprogramme is run independently fromthe Montessori Australia Foundationand is either privately owned, part of apublic school, or run by a non-profitassociation.

“Montessori” is not trademarked so it ispossible for any school or centre toinclude the word “Montessori” in theirname. Most “Montessori” schools orcentres aim to offer a qualityMontessori programme.

A national Montessori QualityAssurance Programme has beenestablished to identify the QualityStandards for Montessori programmesand to support schools and centres inmaintaining these standards.

It's recommended that parents ask tobe able to observe in the classroom inwhich they are considering enrollingtheir child.

The following points relate to thequality standards in the MontessoriQuality Assurance Programme:

- Trained Montessori teacher withqualifications for the age level theyteach

- Multi-age groupings aligned with theprogressive stages of humandevelopment e.g. birth to walking;walking to 3 years; 3 to 6 years; 6 to12 years; 12 to 15 years; 15 to 18years.

- Uninterrupted daily work periods,with 3 hours as the ideal

- A full compliment of Montessorimaterials, resources and activitiesappropriate for the developmentalstage of the children

- The classroom is well-maintained,ordered and enticingIndependence, self-direction, active-learning and discovery areencouraged.

EDUCATION REVOLUTION 2016MONTESSORI

WE SHOULDN’T ASK“WHAT DOES A PERSON NEEDTO BE ABLE TO DO IN ORDERTO FIT INTO THE EXISTINGSOCIAL ORDER TODAY?”

INSTEAD WE SHOULD ASK“WHAT LIVES IN EACH

HUMAN BEING AND WHATCAN BE DEVELOPED IN HIM

OR HER?"

RUDOLF STEINER:

THE STEINER APPROACH 2016EDUCATION REVOLUTION

"Steiner teachers are not educating students for afuture unknown job, but for life long learning in a

changing world, the unfolding of the individual andthe ability to truly know oneself" - Tracey, SEA

Steiner education is a popular choice of alternative schooling in Australia. Thereare currently more than 40 Steiner schools in Australia.

So, what is Steiner education?

Steiner education is based on a holistic approach, designed to provide a balanceof intellectual, artistic, imaginative capacities and practical life skills. The Steinercurriculum, recognised by the Australian Curriculum, Assessment and ReportingAuthority, is aligned heavily with the development stages of the child.

According to Tracey Sayn Wittgenstein Piraccini, CEO of Steiner EducationAustralia (SEA), teachers working in Steiner schools see students capacity tolearn in three main stages:

- imitation in the early childhood years and focus on child directed play

- imagination in the primary years with a focus on teaching academics throughthe arts, engaging the intellect, social/emotional capacities and determination

- inspiration in the high school years and focus on truth and unfolding ability todiscern and judge with moral aptitude.

THE STEINER APPROACHTO EDUCATION

The Steiner curriculum is also arranged in ‘main lesson’ blocks.

“Students are deeply immersed in a subject for three to four weeks in two hour blocks each day. Our aim is to encourage a love of learning, and a realunderstanding of the world in which we live. Curriculum content, cognitive development and skill building are approached through pictorial andimaginative presentation, embodying narrative, creative writing, visual arts, music, drama and movement,” explains Tracey.

Another distinguishing feature of Steiner education is the importance of the class teacher period in the primary years, with the same teacher movingthrough the years (as far as possible) with their class.

"This fosters a deep and trusting child/teacher relationship which in turn results in strong educational outcomes," says Tracey.

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IB EDUCATION 2016EDUCATION REVOLUTION

As with most alternative schooling, there is always a concern about thetransition to traditional education later in life. Whilst research in thisarea is limited, a recent study found that students from alternativeschools (including Steiner) adjust better to higher education - theyreport less anxiety and depression symptoms, and show greater lifesatisfaction and academic achievement.

Steiner education is recognised by the Australian Curriculum,Assessment and Reporting Authority as meeting all educationaloutcomes by the end of Year 10. It’s for this reason Tracey suggeststhat students generally have little trouble changing schools. However,she does make an exception for the younger primary years.

“The younger primary years is where the largest differences occur incurriculum content. If a parent chooses a Steiner school fromkindergarten, they should commit to the primary years, at least up tothe end of Class 3 as our approach differs from the intense academicapproach of the early primary years where we focus on stronglybuilding the foundations for all future subjects,” says Tracey.

This view has been reflected in a number of studies that have foundthat that students of Steiner education perform below average in the

early primary school years, but catch up, or perform better,by the age of about ten.

So, is there a type of child that is best suited to Steinereducation?

In Tracey’s opinion, absolutely not - Steiner education suitsall children. However, Tracey does accept that Steinereducation might not suit all parents

“It is the parents who must decide if Steiner education isright for their family as Steiner communities expect parentsto uphold the values and ethos of the school in their familylife. If values are too divergent, the child cannot feelsupported by both school and home; there should becongruence.”

Every Steiner school is independent and must follow federaland state legislation and registration requirements,therefore there is stringent oversight of all aspects ofschooling. Although SEA is not an accrediting body, it is thepeak body representing Australian member schools.

"Our aim is toencourage a love oflearning, and real

understanding of theworld in which we

live"

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HOMESCHOOLINGin the 21st centur

SCHOOL'S OUT

H omeschooling in Australiais increasing in popularity, with morethan 10,000 registered families andthousands more 'off the grid'.

Rachael Clark, mother of four, bloggerand home educator, made the decisionto start homeschooling in 2010 when hereldest child, Jemima, was nearing the endof year four.

"Homeschooling became our only optionwhen the school system started toimpact dramatically on the emotionalhealth of my eldest child" says Rachael.

"We spent some years working with, andwithin, the school to try to accommodatemy daughter’s needs (but really, all thatamounted to was

‘

her needing to fit into their quiterestrictive system). For over twoyears we met weekly with a team ofprofessionals (psychologists,psychiatrists, speech pathologist andmore) in an effort to help her".

Like many in Rachael’s position, herhome-life during that period becamea constant war zone.

"I would resort to saying to Jemima "just do what you're told", and shewould cry and retreat, loosing self-esteem. I later realised that she didn’tknow how to respond or verbaliseher emotions, and the messages shewas receiving from adults was thatshe wasn't good enough or there wassomething wrong with her.”

SCHOOL'S OUT:THE RISE OF HOMESCHOOLING

IMAGE: Rachael Clark

EDUCATION REVOLUTION 2016HOMESCHOOLING

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It was later discovered throughtesting that Rachael’s daughter isincredibly gifted with a very high IQ.

"The school system just couldn’tengage and stimulate her as they arelimited with time, techniques,knowledge and resources."

"The positive changes in her weremore than I could have believedwould happen. The impact andchanges it had on our whole familywere things we hadn't evenconsidered when we chose to pullher from school.”

But it wasn’t without its challenges,particularly for Rachael who was newto the role of home-educator.

She initially began homeschooling byimitating the school system andfollowing their strict educationprogram. It wasn’t until shediscovered that there were manyways to learn and be educated, thatshe realised that Jemima learned(and thought) differently.

“I sought out some of the alternativemethods of education likeMontessori, Steiner, Classical,Waldorf. After a number of yearsimplementing some differentaspects, we decided onimplementing the unschooling style.”

Unschooling follows the premise oftrusting children and creating amentor type relationship to supportand empower children to become allthey want to be.

“Mentoring my children, learningwith them, encouraging them,offering opportunities to learn more

and follow their passion is a moreempowering and holistic way to live.It has enhanced our whole familylife.”

But what about socialisation? Arechildren who are homeschooledgiven the same opportunities todevelop socially as those who areeducated in a formal schoolenvironment?

Fortunately, the availability of onlinesocial networking has made it easierthan ever for home-educators andchildren to connect with other home-schooled families. In fact, mosthome-schooled families see it assomething they need to seek out fortheir children to ensure they aren’tmissing out in some way.

Rachael’s views on socialisation andthe opportunities provided in aformal school environment arestrong.

“The playground at school is not theideal place to learn appropriatesocial skills. It is important toremember that the socialisationprocess begins at home with ourchildren learning how to interact, andthe value of interacting, from otheradults. Historically, the social needsof children have not been metthrough exposure to hundreds ofother children in one place.

Their needs were met throughinteraction with their direct andextended families and as theymingled among the community inwhich they lived. We model socialskills when we interact with eachother, family, friends, neighboursand other people when going aboutour daily business.”

The other common misconceptionabout homeschooling is pooracademic performance and tertiaryacceptance.

However, the latest research datafrom overseas actually reveals that -home-schooled children doexceedingly well academically (oftenoutperforming mainstreamstudents).

In fact, homeschooled children oftenaccess university courses onlinemuch earlier than their school peers.

For example, Jemima verysuccessfully completed a Roboticscourse and other degrees designedfor tertiary aged students.

Whilst home-schooling is not easy -considering the time commitment,the need for flexibility, the financialconstraints and externalpressures/attitudes from peers -there is certainly a place for it in thebroader education ‘system’.

As for Rachael, her only regret - “nothaving started homeschool earlier”.

Families that choose to homeschool generally into one oftwo categories - those who feel they have no choice, andthose who believe it's better than traditional education

HOMESCHOOLING 2016EDUCATION REVOLUTION

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RESOURCES.

KEN ROBINSON, DO SCHOOLS KILL CREATIVITY? (FEB2006, TED TALK)

KEN ROBINSON: BRING ON THE LEARNINGREVOLUTION (FEB 2010, TEDX)

MOST LIKELY TO SUCCEED (2016, DVD)

PLAYFUL PARENTING, BY LAWRENCE COHEN

HAVING OF WONDERFUL IDEAS, BY ELEANORDUCKWORTH

AUSTRALIAN CURRICULUM -WWW.AUSTRALIANCURRICULUM.EDU.AU

P21 PARTNERSHIP FOR 21ST CENTURY LEARNING -WWW.P21.ORG

GENERAL

MONTESSORI AUSTRALIA FOUNDATION,WWW.MONTESSORI.ORG

THE ABSORBENT MIND, MARIA MONTESSORI

HOW TO RAISE AN AMAZING CHILD THE MONTESSORIWAY, BY TIM SELDIN

HOW WE MONTESSORI,WWW.HOWWEMONTESSORI.COM

MONTESSORI LEARNING EQUIPMENT SUPPLIES,WWW.A2ZMONTESSORI.COM.AU`

MONTESSORI EDUCATION

STEINER EDUCATION AUSTRALIA,WWW.STEINEREDUCATIONAUSTRALIA.EDU.AU

TEACHING WITH SPIRIT - NEW PERSPECTIVES ONSTEINER EDUCATION IN AUSTRALIA, EDITED BY DRLEIGH BURROWS & DR TOM STEHLIK

WINTERWOOD STEINER INSPIRED TOYS AND CRAFT,WWW.WINTERWOODTOYS.COM.AU

STEINER EDUCATION

HOME EDUCATION ASSOCIATION, WWW.HEA.EDU.AU

THE EDUCATING PARENT,WWW.THEEDUCATINGPARENT.COM

UNSCHOOLING DOWNUNDER (FACEBOOK)

THE EDUCATING PARENTS HOMESCHOOLING ANDUNSCHOOLING (FACEBOOK)

HOMESCHOOLING