Teacher Education Courses

Teacher Education Programmes

Updated 07.06.2021

There are many pathways to becoming a teacher in the Waldorf education movement in the UK. There is no minimum qualification requirement for teachers in non-maintained schools (i.e. independent schools and academies), and courses vary greatly in their entrance requirements, methods of delivery and final awards.

Most Steiner Waldorf schools will expect that teachers have completed a specialist Waldorf teacher education course, such as those listed below. Other teaching experience and qualifications, such as a PGCE, are also valued and QTS is increasingly in demand by schools. Teachers in the kindergarten must have an accredited ‘full and relevant’ qualification recognised by the Department for Education (https://www.gov.uk/guidance/early-years-qualifications-finder) such as that provided by the kindergarten trainings listed below. It is important for overseas students to check that completion of the course of their choice provides a qualification that is applicable in their home country.

Continuing professional development for teachers is offered within schools, by the SWSF and by the teacher education courses and their tutors. Please see the current SWSF CPD offer and CPD bulletin for details.

SWSF works together with the Association of Steiner Waldorf Teacher Educators (ASWTE) to co-ordinate a national strategy for teacher education in the UK and Ireland. ASWTE member courses are listed below. All courses run entirely independently of SWSF and SWSF has no role in quality assurance or accreditation of any teacher education course. Please contact the courses directly for information.

ASWTE member Teacher Education Courses:

ASWTE is the member organisation for Steiner Waldorf Teacher Education courses in the UK. Representatives of the courses meet regularly to provide peer support and mentoring, and to co-ordinate a national strategy for Steiner Waldorf teacher education alongside SWSF.

ASWTE members providing accredited training courses:

Baby and Childcare:

CACHE Level 3 Diploma in Holistic Baby and Child Care (Early Years Educator)

This training integrates Steiner early childhood studies and the Pikler approach whilst meeting Level 3 Early Years Educator criteria. With a unique birth to three emphasis it is an ideal qualification for those wishing to care for children as childminders, and parent and child group and parent support group leaders. In mainstream care settings the Holistic Baby and Child Care qualification is suitable for those wishing to care for children from birth to five. Successful completion of the course and all assignments will lead to the CACHE Level 3 Diploma in Holistic Baby and Child Care (Early Years Educator ) (VRQ) (601/5636/3) qualification certified jointly by Crossfields Institute and CACHE. The course, which is part time over one year, is offered by Emerson College. The monthly course days and weekends will be held at Rudolf Steiner House, London, residentials will be held at Emerson College, East Sussex.
email: registrar@emerson.org.uk.
Website: www.emerson.org.uk/holistic-baby-and-child-care
Tel: 01342 827771

Early Years:

CACHE Level 4 Diploma in Steiner Waldorf Early Childhood Studies (Early Years Educator) (VRQ) – 601/5130/4

Delivered by the London Steiner Kindergarten Training Company, this training leads to a level 4 Ofqual accredited qualification which meets the Early Years Educator level 3 criteria. In collaboration with CACHE, Crossfields Institute is responsible for approval, ongoing delivery, and centre quality assurance of this qualification. This qualification is delivered on a part time basis over two years. It is followed by a one year full time work placement in a Steiner Waldorf Kindergarten which may lead to a Level 5 early years qualification. The course is based at Rudolf Steiner House, Regents Park, London, with residentials in Gloucestershire. The course begins annually towards the end of August
Email: Suzanne.Leek@ntlworld.com

CACHE Level 4 Diploma in Steiner Waldorf Early Childhood Studies (Early Years Educator) (VRQ) – 601/5130/4

Delivered by NESWEC, (North of England Steiner Waldorf Early Childhood), this training leads to a level 4 Ofqual accredited qualification which meets the Early Years Educator level 3 criteria. In collaboration with CACHE, Crossfields Institute is responsible for approval, ongoing delivery, and centre quality assurance of this qualification. This qualification is delivered on a part time basis over two years. It is followed by a one year full time work placement in a Steiner Waldorf Kindergarten which may lead to a Level 5 early years qualification which is recognised by IASWECE as an international Steiner Waldorf early childhood qualification.
Email: jill@neswec.org.uk
Website: www.neswec.org.uk
Tel: 01782 504567

Lower, Middle and Upper School:

Edinburgh Steiner Teacher Education Course

Three year part time course running all day Saturdays 8.45 – 6.30 during term time.

The course has been third-party credit-rated by the University of Edinburgh. It carries an SCQF Level 10 rating, commensurate with other Initial Teacher Education (ITE) programmes and will be subject to annual review via Quality Assurance processes overseen by the University of Edinburgh. Graduates are eligible to apply for registration as a teacher with the General Teaching Council of Scotland for an individual school in Scotland (Named School Only Registration). Teachers completing the Edinburgh course can also teach in schools in other parts of the UK and elements of the course can be accessed through distance learning.

You Tube: https://youtu.be/x98l5Azrjf4

Prospectus: edsteiner.org/ESTEC

Facebook: https://fb.watch/5K37mN0G16/ @edsteiner.teachertraining

Instagram: edsteiner.org/Insta-ESTEC

Email: teachertraining@edinburghsteinerschool.org.uk
Website: www.edinburghsteinerschool.org.uk

ASWTE members providing non-accredited teacher education courses:

London Waldorf Teacher Training Seminar

Two years part time, Saturdays, including summer intensive plus occasional one day and weekend conferences and workshops held at Steiner House, near Baker Street underground, London.
Email: info@waldorftraining.org.uk
Website: www.waldorftraining.org.uk

North of England Steiner Teacher Training (NESTT)

A two year Part time course taught primarily at the York Steiner School. For more information, please contact the course Administrator, Judy Gray.
Address: c/o 15 School Lane, Bishopthorpe, York, YO23 2RE
Email: nestt@btinternet.com

West Of England Steiner Teacher Training (WESTT)

‘Art of Education Course’, Two years part time, based at Ringwood Waldorf School, Hampshire.
Email: info@westt.org.uk
Website: www.westt.org.uk

Michael Hall ‘At the Heart of Teaching’

The Heart of Teaching is a school based educational course for adults at Michael Hall in East Sussex; this is a one or two years full time course, depending on previous experience. Students have daily hands-on experience in the classroom and teacher/tutors who are specialist in their subjects, which include Study, Theory and Practice, Art, Blackboard Drawing, Bothmer Gym, Handwork, Eurythmy, Maths, Science, Music, Singing, Recorders, Speech, Storytelling, Bushcraft and SEN.
Email: info@michaelhall.co.uk
Website: www.michaelhall.co.uk

Non-ASWTE training courses

Other specialist courses (non-accredited):

Align For Learning

Align for Learning is a training seminar designed specifically to assist teachers in identifying and assessing learning differences as well as to design and implement effective classroom differentiation interventions. The foundations of the course are based on the pedagogical insights of Rudolf Steiner however it will also use tools from current psychological and neuroscientific research and educational theory and practice as well as the legal context of SEND today. The course is designed for anyone working within early years, primary and/or secondary settings and will prepare students to be able to undertake the tasks relevant to Special Education with confidence and professionalism.
Email: info@swasend.com
Website: www.swasend.co.uk/align-for-learning/

Bothmer Movement Training

Bothmer Movement has been taught and practiced all over the world for 100 years.

Specific movements, hands-on techniques and practices are used to strengthen our relationship to our body and the space and people around us. Movement and space can be engaged with in many simple, profound ways: singing, playing games, connection to nature, laughter – we instinctively know the benefit.

Workshops and short courses are designed to support Steiner Waldorf gymnastics and games teachers in their profession. The courses are also applicable to all Waldorf teachers and parents to gain insights into pedagogical approaches to play and games.

Bothmer Movement offers an experiences of the exercises themselves, an embodied understanding of child development, a deepening of our imagination, realignment of the body that works towards healthier physical movements and of course games, play, social activities and much more.

Most training takes place at Michael Hall School, Forest Row, Sussex.

Contact address: 21 Verbania Way, East Grinstead, West Sussex, RH19 3UP
Website: ww w.theschoolofhumanmovement.org
Email: susan@bothmermovement.co.uk
Tel: +44 (0)7738 855 997

Steiner Education Diploma

A Creative Research Approach to Teacher Training by Robert Rose

The idea of “The Teacher as a Creative Researcher” might conjure up the image of the lonely researcher exploring dry old text books in a library. The idea in the context of this Diploma is very different. Research is meant here as a creative activity which can happen in any kind of media, such as in practicing arts, music, designing curricula or in philosophical ideas, moral virtues, meditation and personal transformation. The aim of this Diploma is to engage participants in this diversity of media and expand the notion of research particularly in the context of Steiner Education.

Sixteen weekend seminars over two years, eight modules, based in South Devon Steiner School.
Distance and flexible learning options.

For further details, please view the course outline PDF or email robertrose9@hotmail.com

Nurturing a Young Family in Challenging Times – A Waldorf Approach

An online course for parents new to Waldorf early years education.

Six Saturday mornings, fortnightly starting October 3rd, 2020.

Contact Joy for further details :joydeberker@msn.com or (+44 UK) 01225 891730 or 07766326282

Relevant post-graduate education:

Accredited courses:

Crossfields Institute Level 7 Diploma in Philosophy and Practice of Integrative Education

Now in its fourth year, this part time, post-graduate level programme provides a unique opportunity for Waldorf inspired educators working in a variety of contexts. With modules dedicated to Waldorf education, to integrative education and to personal and professional development, students are enabled to work on an aspect of their own practice whilst also engaging in deep, underlying questions about the human being and about human learning and development. The programme runs over 12 months and combines short residential intensives with online learning. It is suitable for those in full-time work.

PPIE now includes a leadership pathway for those holding, or aspiring to hold, leadership roles in schools. In this pathway students are supported to understand fundamental leadership and self-leadership principles that enhance transparency, responsiveness and competence.

The programme aims to inspire openness, innovation, creative thinking and personal transformation as a basis for successful teaching, learning and leading.

For more information about the programme, download the leaflet here, visit the Crossfields Institute website (www.crossfieldsinstitute.com) or email fergus@crossfieldsinstitute.com.

Ruskin Mill Trust and University College Lillehammer:
Master in Special Education: Practical Skills Transformative Learning

Through practice enhanced research and research enhanced practice, this masters explores alternative approaches to special education pioneered by Ruskin Mill Trust. It seeks to explore the pedagogic potential of craft, ecology, biodynamic ecology and movement.

The programme provides a unique opportunity for teachers using practical skills to reflect upon, evaluate, research and develop their practice in relation to teaching people with special needs.

It is an innovative partnership between Ruskin Mill Trust and University College Lillehammer that crosses borders, disciplines and professions to create a transfomative dialogue between research and practice.

Email: enquiries@rmt.org
Website: www.rmt.org/master-in-special-education

Equality, Diversity, Inclusion – Reflections

July 8, 2021

At our second on line annual teachers conference we focused on the theme of diversity, equality and inclusion. There were an array of speakers and presenters from the UK and around the world, each thought provoking and poignant taking our learning and personal development a step further.

We were able to welcome over 600 delegates mostly from UK and Ireland but also from other parts of Europe, South Africa, Kenya, Philippines, USA and Bhutan. It was a wonderful opportunity to bring together representatives of the world-wide movement to discuss these important issues that impact us all.

At the start of the conference, was an acknowledgment, that as a school movement we have not sufficiently engaged with the issues of racism and equality in our schools. We recognised that despite our good intentions to be inclusive, in practice we often were not. It was time to change and this conference was the start.

Speakers were open about the problems we need to face including having an overly Eurocentric curriculum, lack of representation of BAME teachers and pupils in our schools, issues around understanding and meeting the needs of learning and behaviour differences and being inclusive of those from the LGBTQ+ communities. It was heartening to see how many around the movement were already working hard to tackle these issues. It was a pivotal moment with almost universal enthusiasm for the need to speak out and acknowledge where there were failings, recognise our intrinsic strengths and to work together for change.

Acknowledging racism

The first big issue was the acceptance that for too many years the Steiner Waldorf movement has been undermined by assertions that it is based on a racist dogma because of a number of statements made by Rudolf Steiner in lectures which clearly read as espousing racist concepts. Although these statements are at odds with the fundamental ethos of Rudolf Steiner’s vision for the world which was to create an inclusive, kinder and whole community where each person is recognised as a unique human being, we have to acknowledge their existence and reject them.

Previously, the response to assertions that these statements were racist has largely been to seek to explain or contextualise the underlying meaning as being different from how they appear. Sadly, this has served to make the movement appear to be an apologist for racism. The mood of the conference was instead to acknowledge any racist statements for what they plainly appear to be and to wholeheartedly apologise for the offence and exclusion they have caused. Then for our energies to be focused on taking steps to examine and self-reflect (as the rest of society must do) on our biases and the reality of practices in schools which may discriminate, exclude and marginalise despite our best intentions; and to work to become anti-racist schools because this is in the nature of who we are.

Evidence that the nature of SW education is to be multi-cultural and inclusive can be found in the fact that our schools are growing at an incredible rate around the world, thriving in an array of diverse countries such as India, Kenya, China, Taiwan and the Middle East where schools bring Jewish and Arab children together. In over 90 countries these schools are a testament to how the SW ethos is about serving and bringing communities together regardless of race or culture.

Inclusion is not just about race.

The conference has also highlighted that the same work needs to be done in relation to providing a truly inclusive environment for the LBGTQ+ members of our community and in understanding children, parents and teachers who may experience and perceive the world and learn in different ways. For these issues to be approached not as “disorders” to be “treated” but as differences to be understood, respected and accommodated within the education we provide.

Action

Of course there is a long way to go in bringing about change. We are just at the beginning but our intention is clear.

For our part, SWSF is committed to supporting schools create the structural change needed to create the momentum that turns intention into action.

We have asked schools to create Racial Equality and Diversity Leads to champion this work in each school and we are supporting them with the SWSF Diversity and Inclusion Network set up last year.

A new curriculum framework will provide a basis for schools to develop a de-colonised curriculum. SWSF is providing practical support for schools in devising new meso and micro curricula that reflect not just the community in their schools but also the wider range of cultures that they will encounter in society and life.

There will also be more opportunities for Continual Professional Development around autism and other social and learning differences.

The Big Conversation

In addition to those actions we want to instigate a Big Conversation around all these issues. To understand how another might experience the world differently, we need to inform ourselves, share experiences and talk about the issues with each other. To assist in this SWSF will be sharing recordings of presentations and workshops so that schools can carry through the discussions from the conference into their own communities. Change is hard. It can be destabilising and frightening, even if it is the right thing to do, and it is important that we create safe spaces for people to express their true thoughts, feelings and fears without worry of condemnation.

As we take these steps and really listen to our colleagues, children and parents (including those who come only to open days) we will start to become genuinely more inclusive, more diverse and move further towards our goal as Steiner schools to truly serve all those in our global community.

Fran Russell

Executive Director SWSF.

Ofsted “Good” for North London Rudolf Steiner School.

July 5, 2021

Congratulations to North London Rudolf Steiner School who have received a “good” Ofsted inspection. Inspectors said – “Children arrive happily each morning and settle quickly. They enjoy daily routines, such as ‘ring time’, when they join together to sing, tell stories and share their ideas. Staff make sure that children are safe and very well cared for.”

Inspectors also praised the school’s approach to literacy and the use of story telling. “During the inspection, children listened so attentively to a story told by the headteacher, you could hear a pin drop. But their learning did not stop at the end of the story. In their own imaginative play, children used key words and phrases from the story accurately. They created their own books based on what they had heard. Children retell their own stories to their friends with enthusiasm” The full report can be found on the Ofsted website on the following link.

https://reports.ofsted.gov.uk/provider/27/1021

Steiner Waldorf schools welcome a debate on use of mobile phones in schools

June 29, 2021

Our schools do not allow the use of mobile phones during the school day and we discourage access to phones until children are much older than is the norm.

It is important children learn how to make friends in the real world before making friends on social media. We want them to be conscious users of the technology, not unconscious consumers of it. They need to be mature enough to understand the benefits and the risks. In this way they will both be safe and able to make the best of what the technology has to offer.

There is considerable concern that young people are losing the skills to socialise on a face to face basis. This is impacting on their ability to develop much needed soft skills in the workplace and make friendships that will sustain them in life. Children in Steiner schools are well known for their social skills and personable approach. We believe much of that comes from the fact they learn by doing real things and interact in real not virtual ways for the important early and primary school years of their lives.

Teacher Education Programmes

ASWTE member Teacher Education Courses:

ASWTE members providing accredited training courses:

Baby and Childcare:

CACHE Level 3 Diploma in Holistic Baby and Child Care (Early Years Educator)

Early Years:

CACHE Level 4 Diploma in Steiner Waldorf Early Childhood Studies (Early Years Educator) (VRQ) – 601/5130/4

CACHE Level 4 Diploma in Steiner Waldorf Early Childhood Studies (Early Years Educator) (VRQ) – 601/5130/4

Lower, Middle and Upper School:

Edinburgh Steiner Teacher Education Course

ASWTE members providing non-accredited teacher education courses:

London Waldorf Teacher Training Seminar

North of England Steiner Teacher Training (NESTT)

West Of England Steiner Teacher Training (WESTT)

Michael Hall ‘At the Heart of Teaching’

Non-ASWTE training courses

Other specialist courses (non-accredited):

Align For Learning

Bothmer Movement Training

Steiner Education Diploma

Nurturing a Young Family in Challenging Times – A Waldorf Approach

Relevant post-graduate education:

Accredited courses:

Crossfields Institute Level 7 Diploma in Philosophy and Practice of Integrative Education

Ruskin Mill Trust and University College Lillehammer:
Master in Special Education: Practical Skills Transformative Learning

SWSF Newsletters

Latest News

Equality, Diversity, Inclusion – Reflections

Ofsted “Good” for North London Rudolf Steiner School.

Steiner Waldorf schools welcome a debate on use of mobile phones in schools

Recent Reports

Media Enquiries?

Navigation

Teacher Education Programmes

ASWTE member Teacher Education Courses:

ASWTE members providing accredited training courses:

Baby and Childcare:

CACHE Level 3 Diploma in Holistic Baby and Child Care (Early Years Educator)

Early Years:

CACHE Level 4 Diploma in Steiner Waldorf Early Childhood Studies (Early Years Educator) (VRQ) – 601/5130/4

CACHE Level 4 Diploma in Steiner Waldorf Early Childhood Studies (Early Years Educator) (VRQ) – 601/5130/4

Lower, Middle and Upper School:

Edinburgh Steiner Teacher Education Course

ASWTE members providing non-accredited teacher education courses:

London Waldorf Teacher Training Seminar

North of England Steiner Teacher Training (NESTT)

West Of England Steiner Teacher Training (WESTT)

Michael Hall ‘At the Heart of Teaching’

Non-ASWTE training courses

Other specialist courses (non-accredited):

Align For Learning

Bothmer Movement Training

Steiner Education Diploma

Nurturing a Young Family in Challenging Times – A Waldorf Approach

Relevant post-graduate education:

Accredited courses:

Crossfields Institute Level 7 Diploma in Philosophy and Practice of Integrative Education

Ruskin Mill Trust and University College Lillehammer: Master in Special Education: Practical Skills Transformative Learning

SWSF Newsletters

Latest News

Recent Reports

Media Enquiries?

Ruskin Mill Trust and University College Lillehammer:
Master in Special Education: Practical Skills Transformative Learning