Advanced Diploma of Rudolf Steiner Education (Course code 69801 CRICOS code 071548J)
VET FEE-Help is available for this course
This is a full-time course of study which equips students with a comprehensive grounding in anthroposophy, and in the theory and practice of Steiner Education.
The course also provides a rich experience for students seeking to develop themselves in accordance with their deepest nature and to find their true path in life.
Over the course of the year the students are involved in a broad range of studies which are theoretical, practical and artistic, described in brief below.
In the first year, students take a series of foundation units in the strands of humanities, sciences and arts.
The second year further develops the student’s knowledge and experience in teaching by studying child development, the Steiner curriculum, and undertaking practical placement in schools.
The course consists of the following modules:
FIRST YEAR
The first year of the course includes an assessable three week classroom “Observation visit” to a Steiner school, as part of one of the units described below.
Humanities strand
Develop knowledge and skills in human psychology.
Subunit 1: Understand and apply the picture of the human being underlying Steiner Education.
Subunit 1 provides the foundation for the study of other course units related to Steiner Education. The ability to observe and interpret individual ways of experience and learning of human beings will be applied to their own professional development, collegial relationships, curriculum development and work with children in the classroom situation.
Subunit 2: Apply knowledge of biographical patterns and of the meaning of destiny to human development and learning.
Subunit 2 contains outcomes required to understand and apply fundamental principles of human development throughout the different phases of life. Specific emphasis is placed on the three phases of the development of the child and their implications for the entire biography of an individual.
Develop knowledge and skills in Personal and Professional Development.
The scope of this unit may be applied to a teacher’s personal growth and development, to professional learning in pedagogical methods and to engaging in the organisation of a school community as a developing social entity. It allows for both, taking up new areas of responsibility in a school as a professional member of the community or deepening of classroom work. It keeps teachers aligned with the phases of their own human development and healthy lifelong learning. It allows inspiration to continue to flow so that the work does not become stale.
Develop knowledge and skills in Educational Theory and Practice.
This unit includes an assessable three week “Classroom Observation” placement in a Steiner school. It provides students with an introduction to school teaching. It aims to begin the process of integrating theoretical knowledge with practical ability in observation of teaching during Professional Experience and reflection on this vocation and its standards in schools generally and in Steiner Schools in particular.
Develop knowledge and skills in English.
Subunit 1: Develop knowledge of literature.
Subunit 1 provides an overview of the development of literature from ancient times to the present with an in depth study of the medieval Parzival Romance which heralds modern consciousness.
Subunit 2: Develop imagination through creative writing.
Subunit 2 provides the opportunity for trainees to explore their faculty of imagination through creative writing in various genres related to the previous studies of literature. This subunit will support work in other units through the development of writing skills.
Develop knowledge and skills in Human Society.
Subunit 1: Acquire knowledge in history and conceptual understanding of developments in human consciousness, expressed in different historical-cultural contexts.
Subunit 1 supports and develops the knowledge building skills, through group work and individual research, necessary for working with the curriculum for History and Social Studies in Steiner Education. This unit is also key to understanding the developmental stages of consciousness of children in relation to general child development and age-specific interests. The role of gender in the context of socio-cultural development is highlighted.
Subunit 2: Acquire knowledge and skills in community building and working together with others in community.
Subunit 2 deals with key concepts for and ways of social working together which are essential to the structure of Steiner Schools and the co-working between teachers, parents and administration of a school.
It also provides trainees with knowledge and skills in community building through preparing and celebrating festivals.
Sciences strand
Develop knowledge and skills in mathematics, geometry or form drawing.
This unit is a preparation for the unit “Teach Mathematics” in the second year of studies. Trainees often have difficult experiences with Mathematics and Geometry in their own schooling and this unit helps to open up new avenues to reconnect with this subject and to redeem negative experiences.
Develop knowledge and skills in Science.
Subunit 1: Introduction to scientific thinking and research
This unit provides the trainee with background knowledge in science, including current thought processes within the scientific community. It also provides experiential situations in order to stimulate questioning and research activity in the trainee.
The unit aims to establish an investigative mood. To encourage the legitimacy of questions rather than answers is an essential part of the preparation of trainees for teaching science anywhere, but especially in Steiner Education.
Subunit 2: Apply Science in the Environment
This unit demonstrates how research in the area of science can be applied in gardening and farming. It relates to the emerging environmental awareness in trainees through offering knowledge and skills in environmentally sustainable gardening/farming practices.
Develop knowledge in health and nutrition.
The knowledge and skills gained in this unit can be directly applied to promoting health awareness in children and in adolescents.
This unit will assist trainees in recognizing and addressing causes of learning and behavioural difficulties which can be related to health issues and wrong nutrition. It is important for the life of a school that future teachers are able to make informed decisions on nutritional policy.
Arts strand
Develop artistic appreciation of form and colour through the visual arts.
Subunit 1: Develop creativity and artistic appreciation of colour and form through painting and drawing.
This unit serves the development of artistic appreciation as well as the acquisition of skills in various techniques of painting and drawing to express intent. The philosophy underlying Steiner Education deeply influences the approach to painting and drawing. The experiential process is more important than technique and the result of artistic activity. The unit serves the personal creative enrichment of trainees in order to develop artistic ways of teaching children.
Subunit 2: Develop an artistic appreciation of form principles through creative explorations in sculpture.
In this unit trainees will develop artistic discernment and abilities in the realm of sculpture. They will enter into a process of exploration of sculptural form throughout the year. This form of experiential learning in sculpture will be part of the preparation of trainees for teaching through the arts as practiced in Steiner Education.
This unit will include excursions to view sculptural works
Develop creativity in the art of movement.
Subunit 1: Develop creativity of expression and balance of movement through Eurythmy.
This unit will assist trainees in the process of working through the main concepts of Steiner’s philosophy in an experiential way through practical exercises in movement. Experiences in Eurythmy will help to establish a healthy relationship between the soul faculties of thinking, feeling and willing and their representation in the physical constitution.
This unit assists trainees to develop inner balance and harmonious self expression through movement. These qualities are essential for meeting the expectations placed on class teachers in Steiner education.
Subunit 2: Develop Spatial Awareness through Bothmer Gymnastics
This unit aims to provide an experience of, and acquire a discerning appreciation for, the dynamics inherent in movement. Trainees will develop a consciousness of space which will consequently impact upon their future teaching of children.
Working together with people of varying capacities will lead to more harmonious social relationships.
Express yourself creatively through speech and drama.
In this unit trainees practice expressive and effective speech and body language, which are essential for the teacher in the classroom situation in general and also help trainees to develop effective ways of presenting poetry and directing class plays. These are competencies which are essential for teachers in Steiner Education.
Develop musical understanding and skills.
This unit of competency will introduce trainees to theory and practice of tonal awareness and voice training as derived from Rudolf Steiner’s indications.
This unit of competency also comprises the study of a range of works for singing and recorder in order to build up a repertoire for teaching the younger grades in Steiner Schools. Thus this unit relates to the module “Develop knowledge and skills in educational theory and practice” and represents the basic level of musical training which is continued on a more advanced level in the second year of the Advanced Diploma of Steiner Education.
The ability to read music is not an element of competency in this unit. Where students do not have this ability, extra support will be provided to acquire this skill.
Develop creativity and skills in handcraft and woodwork.
Students are encouraged to become aware of the place of the otherwise unconscious will in the human being.
As different handwork skills are acquired, trainees will reflect on how these mirror their patterns of behaviour and habits of acting and reacting.
Work Experience in Anthroposophical Fields
This is a ‘hands on’ experience of Anthroposophy working in society through visits to businesses, buildings and institutions that have arisen out of a field of Anthroposophical study.
SECOND YEAR
The second year of the course includes 3 x assessable classroom “Teaching rounds” (Practicum), each of three weeks duration, in a Steiner school.
Professional studies strand.
Contribute to ethical educational management, administration and practice.
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.
Communicate and relate professionally.
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.
Reflect on Foundation studies.
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.
Pedagogical studies strand
Develop philosophy of education and pedagogical practice.
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.
Apply Pedagogical principles to Early Childhood and Kindergarten Teaching.
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.
Apply Pedagogical principles to High School.
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.
Teach effectively and manage classrooms.
This unit includes an assessable three week “Classroom Teaching” placement in a Steiner school. The 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.
Teach students with special educational needs.
This unit includes an assessable three week “Classroom Teaching” placement in a Steiner school. 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.
Program and assess curriculum.
This unit includes an assessable three week “Classroom Teaching” placement in a Steiner school. The 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.
Apply artistic abilities to arts-integrated teaching.
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.
Curriculum studies strand.
Teach English literature and language skills.
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.
Teach mathematics.
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.
Teach form drawing and geometry.
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.
Teach science.
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.
Teach technology- Handwork and woodwork.
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.
Teach Human Society and Environment.
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.
Teach music.
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.
Teach movement to music and speech- Eurythmy and Dance.
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.
Teach speech and drama.
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.
Teach visual and plastic arts.
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.
Teach physical education.
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.
Teach Health and Personal Development
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.
The teaching week
The course runs four days per week, Monday - Thursday, 9:00 a.m. - 2:30 p.m. over four terms, from early February to November (see our calendar page for term dates). The term dates fall generally, but not always, within the State school term calendar.
Enrolment information
For more details about the course please contact us. To download an application form, please go to our student enrolment page.
