The Future of Education:
An Approach Already in Practice
The Research and Reviews
Across Australia, major education reviews are currently asking the question, “What should an education provide for young people growing up in a rapidly changing world?”
Their recommendations call for a broader approach to schooling; an education that values deep understanding, independent thinking, creativity, student wellbeing and achievements beyond examination results.
While these conversations are shaping the future of Australian education, many of the principles being recommended have long been central to Steiner education.
At Parkerville Steiner College, academic challenge sits alongside artistic expression, practical experience, personal development and meaningful engagement with the world. Learning is not simply about acquiring knowledge, but understanding it, applying it and developing the confidence to use it.
Here, we explore some of the key directions emerging from Australian and international education research, and how they are reflected in our High School program.
Depth over Breadth
Meaningful learning requires more than covering content. Students need time to explore ideas, make connections and develop genuine understanding.
Explore the Research & Our Approach
What the Research Says
The NSW Curriculum Review (2020) identified curriculum overcrowding as a barrier to meaningful learning. It recommended placing greater emphasis on depth of understanding, giving students opportunities to explore concepts thoroughly, make connections between subjects and develop the ability to apply their knowledge.
Rather than simply covering more content, the focus is on ensuring students develop a genuine understanding of what they learn.
How This Is Reflected at PSC
At Parkerville Steiner College, our Main Lesson approach allows students to immerse themselves in a particular area of study over three to four weeks, providing the time and space to explore complex ideas and develop a deeper understanding of their learning.
Each Main Lesson is thematically based, bringing together academic inquiry, practical experience, artistic exploration and collaborative discussion. Students are encouraged to question assumptions, consider different perspectives and engage in thoughtful debate, developing their ability to form independent judgements rather than simply accept information at face value.
Learning is carefully balanced between direct experience, social interaction and individual reflection, allowing students to investigate ideas, make meaningful connections and develop their own informed conclusions.
Through this sustained and varied approach, students develop not only a depth of knowledge, but the critical thinking, intellectual independence and confidence to apply their understanding beyond the classroom.
Read the Research
NSW Curriculum Review — Nurturing Wonder and Igniting Passion (2020)
Independent Thinking
In a world where information is readily available, the ability to question, evaluate and think independently has never been more important.
Explore the Research & Our Approach
What the Research Says
Australian education reviews increasingly emphasise the importance of developing students who can think critically, question information, solve problems and take responsibility for their own learning.
The NSW Curriculum Review (2020) highlights the importance of encouraging students to pursue questions and research topics aligned with their interests, while the national Looking to the Future review (2020) calls for greater recognition of the broader capabilities young people need beyond school.
How This Is Reflected at PSC
Throughout High School, students are encouraged to investigate ideas, question assumptions, explore different perspectives and develop their own informed conclusions.
As they progress through the senior years, opportunities for independent inquiry and responsibility increase. The Class 12 Project brings these capabilities together in a year-long investigation driven by each student’s interests, requiring initiative, critical thinking, problem-solving and self-direction.
Read the Research
Looking to the Future — Review of Senior Secondary Pathways (2020)
Learning Through Experience
Knowledge becomes more meaningful when students can apply what they learn through practical experiences and real-world challenges.
Explore the Research & Our Approach
What the Research Says
The NSW Curriculum Review (2020) recommends bringing theoretical knowledge and practical application together, challenging the traditional separation between academic and vocational learning.
Its recommendations recognise that a well-rounded education should develop not only knowledge, but the ability to use that knowledge in meaningful and practical ways.
How This Is Reflected at PSC
At Parkerville Steiner College, learning extends beyond textbooks and theoretical understanding. Direct experience is woven throughout our High School curriculum, encouraging students to explore concepts firsthand, test ideas and discover how their learning connects to the world around them.
Scientific concepts are investigated through experimentation, observation and fieldwork, while subjects such as woodwork and textiles develop practical understanding through working directly with materials and techniques. Artistic and creative experiences further enrich academic learning, allowing students to explore ideas from different perspectives.
Beyond the classroom, Outdoor Education, camps, work experience and community service provide opportunities to encounter unfamiliar environments, overcome challenges and take on real responsibilities. Through these experiences, students put communication, problem-solving, teamwork and initiative into practice, developing the independence, adaptability and confidence to apply their learning beyond school.
Read the Research
Creativity Matters
Creativity is more than artistic expression. It develops the imagination, flexibility and original thinking needed to approach complex problems.
Explore the Research & Our Approach
What the Research Says
The OECD’s PISA 2022 Creative Thinking assessment, published in 2024, recognises creativity as an important capability extending beyond artistic expression. Creative thinking involves generating original ideas, exploring possibilities and developing solutions to problems across a range of disciplines.
The research highlights the importance of providing students with opportunities to practise creative thinking throughout their education.
How This Is Reflected at PSC
Creativity is an integral part of learning at PSC, not an optional extra. Music, visual arts, drama, textiles and creative writing sit alongside academic study, providing opportunities for students to develop imagination, expression and original thinking.
These experiences also develop discipline, perseverance and collaboration. Whether refining an artwork, rehearsing a musical performance or contributing to a drama production, students learn to explore possibilities, overcome challenges and bring their ideas to fruition.
Read the Research
OECD — PISA 2022 Results: Creative Minds, Creative Schools (2024)
Recognising the Whole Student
A young person’s strengths, capabilities and potential extend far beyond what can be measured through academic results alone.
Explore the Research & Our Approach
What the Research Says
Western Australia’s Pathways to Post-School Success Expert Panel Report (2024) calls for a broader recognition of student achievement, acknowledging that academic results alone cannot capture the full range of a young person’s strengths and capabilities.
The report recommends investigating more comprehensive records of student achievement that recognise learning, experiences and competencies beyond traditional academic measures.
How This Is Reflected at PSC
At PSC, education encompasses intellectual, artistic, practical, social and personal development. Students are challenged academically while also developing their capabilities through music, drama, practical subjects, Outdoor Education, leadership and community involvement.
Our approach recognises that young people have diverse strengths, interests and aspirations, and that a meaningful education should provide opportunities for each student to discover and develop their potential. Rather than narrowing their studies through early subject specialisation, all PSC students engage in a rich and balanced curriculum, encompassing academic, artistic, musical, practical and physical learning. Elective choices are introduced in Classes 11 and 12, allowing students to explore their interests more deeply as they develop a clearer understanding of their individual strengths and aspirations.
This approach ensures that students are not defined solely by their academic performance or encouraged to specialise before they have had the opportunity to discover what inspires them. Instead, they develop a broad foundation of knowledge, skills and experiences that supports their intellectual, creative, practical and personal growth.
Read the Research
WA Pathways to Post-School Success Expert Panel Report (2024)
See Recommendations 24, 26 and 27.
Beyond Traditional Assessment
Examinations have their place, but they cannot capture every dimension of a student’s knowledge, skills and achievements.
Explore the Research & Our Approach
What the Research Says
The WA Pathways to Post-School Success Expert Panel Report (2024) recommends drawing on a wider range of contemporary assessment methods, recognising that different learning goals may require different ways of demonstrating achievement.
The report encourages assessment approaches that capture students’ knowledge and capabilities while maintaining academic standards.
How This Is Reflected at PSC
Academic examinations remain an important part of our High School program, but they are not the only way students demonstrate their learning.
Assessment also takes place through research, written work, practical projects, artistic achievement, reflection and presentation. The Class 12 Project brings several of these elements together, culminating in a substantial research essay, practical component, reflective journal and public presentation.
These opportunities allow students to demonstrate not only what they know, but how they investigate, apply and communicate their understanding.
Read the Research
WA Pathways to Post-School Success Expert Panel Report (2024)
See Recommendations 11 and 12.
Wellbeing and Belonging
A meaningful education recognises that academic learning, emotional wellbeing and a sense of belonging are deeply connected.
Explore the Research & Our Approach
What the Research Says
The WA Pathways to Post-School Success Expert Panel Report (2024) identifies student wellbeing, resilience and engagement as essential priorities for senior secondary education.
Australian educational research also recognises the importance of positive relationships, supportive school environments and a sense of belonging in helping young people engage with learning and navigate the challenges of adolescence.
How This Is Reflected at PSC
Relationships, shared experiences and community are central to school life at PSC. Students learn and work together through academic study, music, drama, practical subjects and collaborative projects, building connections with their peers and teachers.
Camps, Outdoor Education and performances provide opportunities to step beyond familiar experiences, overcome challenges and develop confidence, responsibility and resilience.
Our approach recognises that academic learning and personal development are interconnected, and that young people benefit from feeling valued, supported and connected to their school community.
Read the Research
WA Pathways to Post-School Success Expert Panel Report (2024)
Australian Education Research Organisation — Student Wellbeing Research
Student Voice and Responsibility
Young people develop independence and confidence when they have opportunities to make decisions, take responsibility and contribute meaningfully.
Explore the Research & Our Approach
What the Research Says
The WA Pathways to Post-School Success Expert Panel Report (2024) recommends placing students’ interests and aspirations at the centre of senior secondary education and creating greater opportunities for student participation in educational decision-making.
Recognising student voice means providing meaningful opportunities for young people to contribute ideas, make decisions and take increasing responsibility for their learning.
How This Is Reflected at PSC
Throughout High School, students are encouraged to become active participants in their education, with increasing opportunities for independence, initiative and responsibility.
Leadership camps challenge students to organise activities, guide their peers and make decisions. Drama productions encourage collaboration and shared responsibility, while independent research projects provide opportunities to pursue personal interests and manage substantial undertakings.
Through these experiences, students learn to contribute confidently, work with others and take ownership of their decisions and achievements.
Read the Research
WA Pathways to Post-School Success Expert Panel Report (2024)
See Recommendations 1 and 5.
More Then One Pathway
There is no single definition of success, and senior secondary education should prepare students for the many possibilities beyond school.
Explore the Research & Our Approach
What the Research Says
The national Looking to the Future review (2020) and WA Pathways to Post-School Success Expert Panel Report (2024) both call for senior secondary education to better recognise diverse student aspirations and provide meaningful pathways into further education, training and employment.
These reviews challenge the idea that a single academic ranking should define a young person’s achievement or future opportunities.
How This Is Reflected at PSC
Our senior secondary program provides a broad and balanced education that prepares students for a range of opportunities beyond school, including university, TAFE, apprenticeships, employment and creative pathways.
As a campus of Perth Waldorf School, PSC builds upon an established senior secondary program whose graduates have pursued a variety of post-school pathways.
Students have the opportunity to sit the Skills for Tertiary Admissions Test (STAT), offering an alternative entry pathway into eligible university courses without completing a traditional ATAR program.
Our focus is on developing knowledgeable, capable and adaptable young people who have the confidence to pursue the future that is right for them.
Read the Research
Looking to the Future — Review of Senior Secondary Pathways (2020)
WA Pathways to Post-School Success Expert Panel Report (2024)
Technology with Purpose
Educational research is increasingly examining the impact of digital technology on student learning, concentration and engagement, and the importance of using it with purpose.
Explore the Research & Our Approach
What the Research Says
UNESCO’s Global Education Monitoring Report: Technology in Education (2023) calls for educational technology to be evaluated according to its demonstrated learning benefits, rather than introduced simply because it is available.
The report emphasises that technology should support, rather than replace, human interaction and effective teaching, while recognising the potential for digital distractions to interfere with learning.
How This Is Reflected at PSC
Steiner education is not anti-technology. Rather, it takes an intentional approach to its use, recognising the importance of developing fundamental skills and capabilities before becoming increasingly reliant on digital tools.
At Parkerville Steiner College, our low-tech approach prioritises direct experience, human interaction, focused study, handwriting, practical work and creativity. Students are encouraged to think critically, solve problems, develop their own ideas and engage with the world firsthand, building the independence and confidence to learn without relying on technology to provide the answers.
Technology has a place where it serves a clear educational purpose, but it does not replace the rich learning opportunities available through working with real materials, collaborating with others and discovering solutions through their own efforts.
Our aim is to develop capable, independent thinkers who can use technology thoughtfully and effectively, rather than depend on it.
Read the Research
UNESCO — Global Education Monitoring Report: Technology in Education (2023)