Private school or state school?

In most cases, opting for an alternative educational approach is synonymous with choosing a private school: the vast majority of schools that follow an alternative concept are privately run. Conversely, that does not mean a private school must always be a Waldorf, Montessori or Jenaplan school: there are private schools whose educational approach differs little from that of state-run schools.

Private school only for a select few?

A private school is not the same as an elite school. In principle, any school that is privately, i.e. non‑publicly, run is referred to as a private school. This also includes, for example, Protestant and Catholic schools, which usually charge only a very small fee and are open to all pupils without admission conditions.

What are the differences between private and public?

Private schools are financed at least in part through school fees paid by parents. At Waldorf schools the fee is about €120 a month, while private boarding schools can exceed €2,000 a month. This type of financing gives schools more freedom to determine their concept and staff themselves: they can better respond to pupils’ needs and are more likely to try new approaches. For that reason, children who struggle in the conventional school system often do better at a private school. Read more about private schools here.

Why choose an alternative school?

Over the past five to eight decades the public school system has changed considerably: what were once authoritarian learning institutions have become schools that actively engage with their pedagogical approach and pupils’ learning needs. Nevertheless, many parents are dissatisfied with the mainstream school system. Many criticise the “levelling” of the public system, where children must conform to certain performance expectations and are suppressed in their personal development. Others fear large classes

and unmotivated teachers who rigidly work through their curriculum instead of responding to children’s interests. The decision to choose an alternative school should still be considered carefully. Parents who enrol their child in such a school purely as an act of protest will quickly discover that alternative school concepts are often not just educational models but ways of life: a lot of commitment from parents and pupils is expected in everyday school life. This includes self‑directed learning as well as participation in school activities, projects and complex decision‑making processes.

Waldorf school – the teaching of anthroposophy

The origins of the Waldorf school:

The originator of Waldorf pedagogy was the esotericist Rudolf Steiner. As part of his anthroposophical teaching, Steiner had been concerned with questions of education and schooling since the beginning of the 20th century. In 1919 he became head of the company school at the Waldorf‑Astoria cigarette factory in Stuttgart and there first implemented the school concept later known as Waldorf education. After all reform schools were closed during the National Socialist regime, new Waldorf schools increasingly emerged in Germany from the 1970s onwards. Today the Waldorf concept is one of the most popular reform pedagogical approaches worldwide.

Educational principles of the Waldorf school:

The foundation of the Waldorf school is the anthroposophical idea. According to Steiner, the human being is composed of spirit, soul and body. In the interest of holistic education, all these areas must be promoted equally. Therefore, alongside the classic school subjects great importance is attached to the development of artistic and craft skills. The school year follows a fixed rhythm with recurring rituals, frequent school celebrations and presentations of self‑produced learning materials.

Waldorf school in practice:

At a Waldorf school there is no conventional syllabus and no grading. Instead, it is the teachers’ task to assess the personality and learning development of each individual child and support them accordingly. The school day is divided into so‑called 'epoch lessons', which cover a particular subject over several weeks, and specialist lessons where foreign languages, art and movement are taught. Textbooks are generally not used at Waldorf schools: children create their own learning materials during epoch lessons and use these to document their learning progress. Find out more about Waldorf schools here.

The Montessori school focuses on the natural need to learn

The origins of the Montessori school:

Montessori is not simply a school concept but a comprehensive pedagogical approach covering development from early childhood to young adulthood. Montessori pedagogy was developed in the early 20th century by the Italian physician Maria Montessori. In her hospital work she repeatedly observed that children from impoverished backgrounds often grew up without intellectual stimulation. In 1907 she therefore founded her first 'Children’s House' in a poor district of Rome with the aim of providing all children with education and development opportunities. A few years later Montessori children’s houses and subsequently Montessori schools were also established in Germany.

Educational principles of the Montessori school:

The principles of Montessori pedagogy are based on the assumption that every person has an innate curiosity and an inner drive to explore. The freer and more self‑directed a child can learn, the greater their motivation. Children learn together across age groups and at their own pace: teachers provide stimuli on various topics so that children work out content for themselves and support one another in the process.

Montessori school in practice:

Montessori kindergartens and schools work with special, selected materials designed to stimulate children’s learning. Order plays an important role in the classroom because it is intended to give children inner calm and structure. Instead of frontal teaching, teachers offer stimuli and otherwise remain in the background while children work independently in groups. Parents also take an active part in school life and become involved in projects and school celebrations. Read more about Montessori pedagogy and everyday school life at a Montessori school here.

Jenaplan school: learning from differences

The origins of the Jenaplan school:

The Jenaplan concept was developed in 1927 by the German educationalist Peter Petersen, who held a chair at the University of Jena and at the same time was head of the university school there. Petersen presented his concept of free, self‑directed learning to the committee of the New Education Fellowship conference in 1927, which coined the term 'Jenaplan'. Some of the schools run according to the Jenaplan concept now bear the founder’s name as Peter‑Petersen schools.

Educational principles of the Jenaplan school:

At the heart of the Jenaplan concept are independent learning and working as well as communal life at school and mutual responsibility. Petersen rejected year‑group classes because he believed they restrict pupils’ interaction with one another. At Jenaplan schools pupils learn in mixed‑age base groups. Instead of 45‑minute lessons there is a weekly work plan within which individual teaching and learning takes place.

Jenaplan school in practice:

There are around 50 Jenaplan schools across Germany. Most of them are primary schools, but it is also possible to obtain your school leaving qualification at a Jenaplan school. The school day is characterised by group teaching and project work. Regular school celebrations are intended to strengthen the school community and give insight into the work of others. Here you can find out more about what Jenaplan schools are all about.

Sudbury school: everyone learns as they wish

The origins of the Sudbury school:

All Sudbury schools follow more or less the model of the original Sudbury Valley School, which was founded in 1968 in the US state of Massachusetts by a group of educators. The Sudbury Valley School was inspired by the reform school Summerhill, which opened in 1921 as one of the first democratic schools in Great Britain.

Educational principles of the Sudbury school:

The Sudbury school aims to give children completely self‑directed learning, free from obligations and constraints. At a Sudbury school children decide from the outset what they learn, when and with whom. Playing, reading and creative work are just as possible as project courses. There is no curriculum, no classes and no fixed lesson times. Instead, children mix across ages to occupy themselves and learn together.

Sudbury school in practice:

There are no fixed lesson times and usually no set school start. At most Sudbury schools children are expected to be at school by a certain time, for example 10:00, and stay for at least five hours. Student assemblies play an important role, in which school rules, courses and other offerings are democratically decided. The remaining time is spent playing or learning independently, together with teachers or other children. There are no performance records or written exams, so pupils who wish to obtain a school leaving qualification must take the examinations externally at another school. Read more about the Sudbury school concept here.

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Empty classroom with whiteboard © Rido - stock.adobe.com