Module 1       Learning through place

  • Goethean observation moving through the four kingdoms
  • Observation techniques
  • Developing a curriculum out of the genius loci
  • Teaching through nature and nature deficit disorder
  • Steiner’s approach to human phasic development
  • The Four Fold Human Being (physical, etheric, astral, ego)
  • Embryology


Module 2       Learning in space

  • Coming into dimension, crawling and play
  • The value of craft and movement in pedagogic approaches
  • Dimensions of space and executive functions
  • Practical Skills Therapeutic Education – The Ruskin Mill Approach
  • The research cycle and approaches to research (methodologies)
  • Tools and techniques
  • Phenomenology


Module 3       Learning through nature

  • Nature, nurture
  • Introduction to Biodynamic Agriculture
  • Growing the Land, Growing People
  • Seed to table
  • Outdoor and animal curriculum
  • The four temperaments
  • Three Fold Human Being


Module 4       Learning through the senses

  • The 12 senses and sensory integration
  • Classroom environment
  • Aesthetics
  • physiological development informs curriculum
  • The core principles of Steiner Waldorf Education
  • Morphological thinking in curriculum development
  • Developing and deepening teaching practice
  • Phasic development
  • Pedagogical law
  • The appropriate use of technology in supporting teaching and learning
  • Deepening artistic practice


Module 5       Care-ful learning

  • Routines /Rhythms within the classroom
  • Integrating education, health and care
  • Safety in human relationships
  • Life-processes,
  • parent-child and teacher-child relationship
  • Creating a safe and secure learning space
  • Role modelling


Module 6       Learning despite

  • From diagnosis to session planning
  • dysfunction, pathologies and self-reflection
  • analysis, reconstruction and re-stepping
  • spiritual impact on the child on child development
  • Syndromes and disabilities


Module 7       Learning to learn

  • Who am I?
  • Inner work
  • Reflective and reflexive practice
  • Planning sessions
  • Embedding the national curriculum
  • Assessing and recording progress and achievement
  • Self-leadership
  • Continued personal and professional development


Reflective and reflexive practice are woven throughout the programme.

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