Milkwood Steiner School, Darwin, Northern Territory

Frequently Asked Questions

  • How do children fare when transferring from a Steiner class to a mainstream class?

Generally, transitions are not difficult. The most common transition is from primary to secondary school, and usually takes place without significant difficulties. This education releases capacities, keeps the mind and imagination fresh, and awakens life interests. Middle school teachers have conveyed that the children carry these qualities with them to middle school. 

Transitions in the lower grades, particularly between the first and third grades, can potentially be more challenging because of the differences in the timing and approach to the curriculum. These issues can be discussed with the class teacher on an individual basis. 


  • How does the Steiner approach challenge the children who enter first grade already knowing how to read? What will such children learn, won’t they be bored? How can we encourage a balanced development?
In working toward balanced development, it is necessary to consider more than intellectual achievements. What is the child like emotionally? Are they happy being a child? Do they relate well with other children, or almost exclusively with adults? Are they comfortable in their body and well-coordinated? 

The approach to writing and reading involves the child’s mind, body and feelings, which provides a meaningful connection with the work that maintains the interest, involvement and delight of even the most intellectual of children. 

Imaginative play and the arts can have a healing influence. Images from fairytales are deeply nurturing to the unconscious elements of the young child. The dreamy state of childhood is an essential element in the healthy formation of the physical body during the first seven years. Because the job of the intellect is to analyse and exercise critical judgement, very bright children may have difficulty relating emotionally with other children, a problem which can intensify as the child becomes older. 

If parents want a child’s power of imagination to be nourished and cultivated, if they have faith that not learning to read as quickly as a neighbour or relative expects, then the child will retain the openness necessary to enjoy and benefit from the Steiner approach.


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Students will be performing at this years’ Seabreeze Festival!

The String Ensemble will open the CDU Music Stage at 2.05pm followed by the School Choir at 2.20pm.
From 4.30 Strings players will busk en-masse on the Slab Stage.

Come and hear us play and sing!

Listening, creating and performing music are all integral aspects of a balanced music education. Through the students’ involvement in sequential and age appropriate activities, music takes a central position in Waldorf education, studied both as a discrete discipline and most importantly as a vital part of the pedagogy. Exercises for training the musical ear are practiced, providing a solid base for subsequent musical accomplishment and singing and choral work are developed throughout the school years. Children learn the recorder from Class One through to Class Six and individual tuition of a stringed instrument and music notation is taught from Class Three, and by Class Four children participate in orchestral work.
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