Yes

Yes, English, German, Danish, Portuguese, Spanish, Italien

Danish and German

25

20

Yes

Not before 6th grade

No

No

None

To a lesser extent

Depends on the grade. In lower classes, 15-30 minutes per day. In grades 6-9 app. 1 hour per day.

Students from Waldorf schools generally perform better in secondary and higher education, including university-level studies, compared to the national average. For more information about the Danish students from Waldorf schools perform, please visit www.steiner-fakta.dk (in Danish).

We have reading counsellors, maths counsellors, EAL teachers and dyslexia counsellors. We do not have trained staff or the facilities to teach students with special educational needs.

Our Learning Support Centre has different programmes that are mostly based on supportive initiatives that, like the rest of the school, focus on high levels of academic achievement, a sense of community, and the formation of social relationships.

At the school, there is room for diversity, and we strive to represent the society we are a part of. However, the school is not certified to have a profile as a special needs school and we do not receive special grants. Hence, we are not a school for children with special needs, nor do we have special needs classes. It is important for us to offer a good education for everyone. For students with special needs or challenges, admission is always based on an individual assessment.
At the school, approx. 10-15% of students use the various services offered through the Learning Support Centre, which is equivalent to figures of the public school.

Our curriculum has a variety of different subjects to challenge every student

The school collaborates closely with Educational Psychological Counselling (PPR) in the City of Copenhagen, including a speech and hearing consultant and a health nurse.
The school's Learning Support Centre has its own reading tutor, maths tutor and dyslexia consultant.
The Learning Support Centre organises the various services based on the pedagogical approach that characterises the school as a whole and the school's vision of high professional development for the individual student.

We evaluate prospective students through conversations with the parents and the child, and we always require a statement from the student’s previous school. For higher grades (6th-9th grade), an assessment or test may also be conducted before enrollment.

Depends on the grades. Please contact the school office.

We have rolling admissions for existing classes throughout the school year. For Class 0 (age 6) enrollment, admission takes place in the spring and includes a mandatory information meeting and a visit day in April. This visit day is mandatory for admission and provides an opportunity for children and parents to participate in an admissions meeting where the school’s teachers assess the children’s school readiness. You must add your child to the waiting list to be invited to the visit day and information meeting. Please contact the school office for more information.

Yes

8.30

It depends on what grade the student attends - from 1 pm to 2 pm in the lower grades (1-4) and around 3-4 pm in the higher grades (6 - 9)

Yes

No

No

No

We offer a afternoon club until 5.30pm

Movement, dance, eurythmy and walks

No

Non

Basic
Principles of Waldorf Education

Waldorf education offers a curriculum that follows a certain line that builds up over the years, from kindergarten, and afterwards from class one until class twelve. As a child goes through different developmental stages, each one of these stages brings special developmental possibilities. Despite how diverse children are, their emotional and physical growth follows more or less the same general line. The teachers determine the stage of development of each child through observation and use that information to determine the child’s needs. Pedagogy is the art of recognition of a child’s hidden intentions and it is used to create an environment in which the child can develop optimally.

Developmental Phases
During the first seven years of the child’s life, development is concentrated around the physical body. A child learns to walk, speak, think, and control its body by refining the gross and fine motor skills. In the morning in a Waldorf kindergarten, the core element is free, unstructured imaginative play. The core element of the morning in a Waldorf kindergarten is free, unstructured imaginative play. By the time a child reaches the age of 6 or 7, the foundation of the physical development process has been laid. During the second seven-year period (the primary and middle school years), social and emotional skills are starting to emerge. Teachers try to translate subject matter into something the children can grasp with their senses. Something they can see, feel, or hear. After that, the student’s basic cognitive skills automatically take over. This concerns reading, writing, arithmetic, language, geography and history. As the child changes in these years, he or she will be able to express his or her emotions more clearly but also develop thinking and show will-power. Almost every child has the ability to think creatively in order to solve problems. The teacher tries to protect and nurture that ability.
In the final part of this phase, the child experiences the self and the environment through emotions. Teachers attempt to connect through this channel. They recognize and encourage their student’s interests and imagination and it is through that connection that creativity and discipline are cultivated.

In the third developmental phase (from the age of 14 until 21), analytical skills and abstract thinking are developed. Students learn to understand the world through thinking.

The Complete Person
At a Waldorf school, each child is challenged on an intellectual, creative, artistic and social level at all stages of development. For this reason, we offer a wide range of subjects which every child can follow at their own individual level. When the teachers themselves develop lessons based on specific interests of their class, the children are more engaged and enthusiastic.

Processing of The Curriculum
Being motivated is an important and stimulating factor in learning. The teacher promotes this by encouraging students to question the learning material and express their opinions. While processing what they have learned, the children connect with what they feel and how they want to put that into work. This requires concentration, dedication and the ability to empathise with others. Social Education In Waldorf Schools teachers teach the same class for several years. This is also our aim at the International School. With this approach, a strong teacher-student bond is created, along with a true sense of community and responsibility.

Annual Celebrations
Throughout the year we celebrate several festivals. These celebrations help us to reconnect with several aspects of life. We also experience the passing of each season and this gives us a chance to show gratitude to what nature gives us. We celebrate these festivals together as a community and the children and parents all look forward to them like they are old friends that come by each year.

In a nutshell: Head, Heart & Hands
We stimulate each child to develop their Head (cognition), Heart (social & emotional endowments) and Hands (physical skills and perseverance) in a balanced and age-appropriate way. As a consequence, our primary school curriculum is less focused on cognitive development than many other schools. Even so, Waldorf schools meet Danish primary educational standards. They even try to set their own standards higher than is required by law, by wanting to offer an education that supports a healthy durable development in children that will last a lifetime.

Rudolf Steiner / Waldorf pedagogy