Waldorf Primary School No. 71 is a non-public primary school in Warsaw based on the principles of Waldorf education, developed by Rudolf Steiner. The school offers an approach focused on the balanced intellectual, emotional, social, and artistic development of each child in an environment built on respect, cooperation, and individual support.
The curriculum follows the Polish national core curriculum while incorporating key elements of Waldorf pedagogy. Art, music, handcrafts, movement, and close contact with nature play an important role in everyday learning. Students learn through experience and active participation, developing creativity, independence, and curiosity about the world around them.
As an alternative primary school in Warsaw, the school places strong emphasis on relationships and emotional well-being. Small class sizes allow teachers to better understand each child’s needs and support the development of their individual talents and strengths.
Artistic and practical activities are an essential part of the educational experience. Students participate in music, theatre, arts and crafts, and visual arts classes that encourage creativity and hands-on learning. The school also organizes community events and seasonal celebrations that bring together students, parents, and teachers.
Located in Warsaw, the campus provides a welcoming and child-friendly learning environment. Admissions are open throughout the year and families are invited to learn more about the school and Waldorf education during informational meetings and school visits.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Primary Curriculum:| Flexible pacing style | offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
| Subject type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
| Special needs | Accomodations
Formal adjustments are made to the delivery of lessons to help mitigate the learning difficulty or exceptionality. The underlying content and expectations remain unchanged with accommodations, however. (Example: allowing a student to write tests in a quieter room). | Modifications The underlying content and expectations are modified and/or simplified for the sake of the student. (Examples: allowing student to use a calculator on a test when other students can’t; allowing students to bring word-banks or “cheat sheets” into certain tests, etc) | Remediation Research-based therapeutic measures that target and ameliorate the underlying weakness. |
|---|---|---|---|
| Learning disabilities | |||
| ADHD (moderate to severe) | |||
| Dyslexia (Language-Based Learning Disability) | |||
| Auditory Processing Disorder (APD) | |||
| Dyscalculia | |||
| Dysgraphia | |||
| Language Processing Disorder | |||
| Nonverbal Learning Disorders (NLD) | |||
| Visual Perceptual/Visual Motor Deficit | |||
| Developmental | |||
| Autism | |||
| Asperger's Syndrome | |||
| Down syndrome | |||
| Intellectual disability | |||
| Behavioral and Emotional | |||
| Troubled behaviour / troubled teens | |||
| Clinical Depression | |||
| Suicidal thoughts | |||
| Drug and alcohol abuse | |||
| Oppositional Defiant Disorder (ODD) | |||
| Physical | |||
| Dyspraxia (Developmental Coordination Disorder) | |||
| Blindness | |||
| Deafness | |||
| Cystic Fibrosis | |||
| Multiple physical |
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
| Program | offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment |
|---|---|---|---|
| Gr. 1 to Gr. 8 | Coed | Day School | 200 |
| Total enrollment | 200 |
| Average enrollment per grade | N/A |
| Average class size | Varies |
| Gender | Coed |
| Grades | Gr. 1 to Gr. 8 |
| Boarding offered | No |
| % of foreign students | N/A |
| # of nationalities attending school | N/A |
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