Whistler Waldorf’s Education Journal includes teacher’s/educator’s contributions for news, curriculum details and learning outcomes for student education at WWS.
Observation, exploration, thoughtful scientific reflection and understanding of the natural world and our human role within it serve as the foundation of the science curriculum in the Whistler Waldorf High School. Studies in all scientific subject areas — Biology, Chemistry, Physics, and Earth Science — are integral parts of the core curriculum.
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Waldorf pedagogy holds human to human interaction as the “most modern” educational method, states Helmut von Kügelgen in his book, Love as the Source of Education.
The science of the human being that Rudolf Steiner placed at the foundation of Waldorf pedagogy bears the power within itself to awaken love when one works with it. It is love that, on one hand, always wishes to become deed and true action in daily life, and on the other hand strives to become knowledge.
It is love that Rudolf Steiner integrated as the foundation of Waldorf schools and it is certainly with love we welcome our students and families back.
On that note, I would like to extend a very warm welcome to our new families who are joining us! I know you will be embraced by our returning families, faculty, and staff. We are happy to answer questions and assist in any way we can.
Thank you all for your commitment to Waldorf education. Your support is what makes our school such a wonderful community to be a part of, and we do not say it often enough how much you are valued.
I look forward to working with you all on creating a path to the future this upcoming year.
Rubeena Sandhu, Head of School
Glimpse into the Classroom
Outstanding work for the Gr. 9’s Chemistry main lesson books
In our high school, every day begins with a two-hour lesson in a core subject such as science, math or humanities. Each main lesson block lasts 3-4 weeks, taught by teachers specializing in the subject. These lessons have an artistic or movement component that enhances the learning experience.
Grade 9 students recently completed an organic chemistry main lesson block. These are just a few pages of one student’s 30+ page main lesson book. Creating one’s own book anchors knowledge more solidly than simply reading a textbook and the enthusiastic pride students take in creating their books demonstrates a true joy in learning.
View some of the recent work by two of the Grade 9 students:
| “Educating the mind without educating the heart is no education at all.”
Aristotle, Greek Philosopher & Polymath |
Mindfulness and Reflection in Waldorf Education
The Association of Waldorf Schools of North America (AWSNA) mandates that each school that carries the Waldorf name engage in a regular process of self-reflection, in relation to the principles that guides Waldorf Education.
This year the Faculty, Board, and PAC are to study three of the seven principles and ask the questions, “How is this principle reflected in our school?”, “Where do we innovate?”, “Where do we shine?” and “Where do we face challenges?”
In the last few weeks, the faculty have begun reflecting on Principle 5: The conscious development of human relationships fosters individual and community health.
Below are some reflections from our teachers. I’m touched by their honesty and their commitment to continue to develop themselves and our school:
In both philosophy and practice, the focus of the AWSNA accreditation process is on the development and nurturing of excellence, helping the school assess its strengths and weaknesses, and helping the school confirm the validity of its priorities and planning for growth. I look forward to working with the Board and Parent Action Committee, as we move towards further connection and reflection in the coming year.
Wishing you my best this holiday season.
With gratitude,
Rubeena Sandhu, Head of School
Children are encouraged to share, to work together, to care for each other and to respect the needs of others.
Children help perform a myriad of tasks including preparing snacks, setting the table, sweeping, and washing up after meals. An emphasis on gratitude, intention of preparation, and table manners helps develop lifelong social skills and a sense of responsibility.
Learn more about the Early Years program or contact Admissions to arrange a private tour of the Early Years Centre.
“We can say ‘Peace on Earth.’ We can sing about it, preach about it or pray about it, but if we have not internalized the mythology to make it happen inside us, then it will not be.”
Betty Shabazz – American Civil Rights Educator
All human beings are valued and relational. This is a tenet of Restorative Justice and a place where Waldorf Education and Restorative Justice principles completely align. In Waldorf Education a meaningful bond between teachers and students is essential to both academic success and personal growth. In Restorative Justice respect, dignity and mutual concerns form the three pillars of creating a cohesive and connected community.
This week the North Shore Restorative Justice Society worked with teachers to help us hold community building circles in an intentional way. Circles are a way people in many cultures have come together as a community to talk about important issues and resolve problems. Circle process is facilitated through a talking piece, allowing for thoughtful reflection, attentive listening and an unhurried pace.
The objective for circles is that students will feel they have been seen, heard, understood and that they have given and received respect.
Rubeena Sandhu – Head of School
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