Philosophy
Consistent with Rudolf Steiner’s philosophy named anthroposophy (translatable as the “wisdom of humanity”), Rudolf Steiner designed a form of schooling that nurtures children’s imaginations and is responsive to what he identified as the developmental phases in childhood. He thought that schools should cater to the needs of children rather than to the demands of the government or economic forces, so he developed a style of education that encourages creativity, practicality, and free thinking.
“Receive children in reverence, educate them in love, and let them go forth in freedom”
-
![]()
Rainbow Playgroup
Birth to 4 years
Rainbow Playgroup warmly welcomes families with children from birth to 4 years of age.
The atmosphere of our playgroup is warm, gentle and enfolding. The children are surrounded by calming pastel colours and natural materials. Beautiful items such as handmade dolls, wooden toys, blocks, silk scarves, gumnuts and shells are used to encourage creative, imaginative play and develop a sensitivity to, as well as a respect for, nature.
-
![]()
Early Childhood
Kindergarten and Pre-primary
Careful thought is given to every aspect of human and physical influence. We believe that every impression formed during the early years has the potential to form a solid foundation for future health, wellbeing and foster a lifelong love of learning. A daily rhythm is established by balancing periods of free play with those of a more directed effort. Activities include cooking, tidying, beeswax modelling, painting, handwork, singing, circle games, stories and celebration of festivals. The foundations of literacy and language skills are laid by participating in these activities.
-
![]()
Junior Primary
Classes 1 - 3
The transition into Junior Primary is honoured with a delightful ceremony marking the crossing of the threshold of the Pre-Primary years into junior primary. Children are given their first set of school pencils to care for and use to express the learning presented to them in their books. The children respond to learning presented in an artistic and pictorial manner. Stories, art and imagination still fuel the curriculum but are now more formalised as the children are thirsty to learn the mechanics of reading and writing and learning to master the world of numbers.
-
![]()
Upper Primary
Classes 4 - 6
Learning in the Upper Primary years continues to be a lively experience which engages Head, Heart, and Hands. While hands-on learning activities are still a feature, the academic curriculum becomes rigorous and vigorous. Main Lesson content features a journey through ancient cultures from around the world. This feature of the Steiner Curriculum is carefully crafted to meet the development of the growing child. For example the energy of the 10 year old is met by exploring the adventure and chaos of Norse Myths, while our Year 6 children, as they begin to enter adolescence, learn the necessity for law and order via studies of Ancient Rome.
-
![]()
Middle School
Classes 7 - 9
At Middle School, the aim is to provide enjoyable, relevant learning through deep engagement and creative endeavour, as well as to develop ethical, capable individuals who can contribute to society with initiative and purpose. The students themselves are empowered to take responsibility for their own learning, with the support and guidance of their teachers, peers, parents and the wider community. At Leaning Tree Steiner School, we love learning and so we strive to foster a love of learning in all our students that will last them a lifetime. Middle School students will spend most of their time with their class teacher and have the benefit of specialist teachers.
Specialist Subjects
Digital and Design Technologies
Cooking
Textiles
Handcraft
Woodwork
Metalwork
The Arts
Music
P.E.
Drama
LOTE (Language other than English)
Permaculture
Learning
The prime purpose of Steiner Education is to support and educate the children so that their own innate and unique qualities may be fulfilled. This is the task of each educator in our school. Steiner Education is a worldwide movement that complies with the requirements of relevant education authorities around the world. Here in Western Australia, the regulatory authorities are AISWA (Association of Independent Schools of Western Australia) and SEA (Steiner Education Australia). Each Steiner school operates in sync with its own unique contexts - locations, seasons, cultures and diversities are all considerations that weave together to contribute to an enriched learning experience.
Some distinctive features of Steiner Education include:
An emphasis on imaginative play in the early years of schooling,
The curriculum content is delivered in a pictorial and imaginative way,
Educators use narrative, creative writing, visual arts, music, drama and movement to foster their student’s inner thinking, feeling and willing life (head, heart and hands) allowing them to engage fully in academic content,
Certain activities which are considered extras at mainstream schools are vital activities in Steiner schools. These are activities such as singing, gardening, caring for animals, handcraft, and festivals to name a few,
All children learn practical skills such as knitting, sewing, crocheting and, age according, metal work/woodwork,
Students are taught the Main Lesson, which is an integrated, thematic block of work taking up the morning lesson of each day for a 3-week period. The Main Lesson allows children to study a subject in depth,
Children produce their own Main Lesson books which become their workbooks, creating them during each Main Lesson cycle. They essentially construct their own textbooks which record their experiences and what they have learned in class,
The use of electronic media by younger children is strongly discouraged. The focus in a Steiner School is on direct experience and the transmission of knowledge from one human being to another. Parents at Steiner schools may be asked to limit their children’s screen time and
There is an emphasis on beautiful surroundings at Steiner Schools which enrich the children’s experience and support their learning. Landscaped and ecologically sustainable gardens, the rich cultural and aesthetic nature of the built environment, and the natural fibres and handmade toys in the kindergarten are all a reflection of what is embedded within the education system.