This session explores how independent projects integrate into Waldorf’s upper school curriculum, helping students recognise and articulate the skills they have developed during their Waldorf studies. Projects foster tangible economic skills that students can apply as they prepare to enter the workforce or continuing education.
This session is led by David Mace (Careers Lead)
Key Points Summarising Session 6
Independent Projects in Upper School
- In years 9 to 11, Waldorf students have an opportunity to undertake large-scale, self-directed projects on topics of their choosing. These are product or skills-development-focused but usually involve outside mentors.
- Ultimately, projects integrate knowledge from across subjects so students can recognise and articulate their valuable, high-level skills to potential employers.
- Students use a structured framework to help them identify and develop key employability skills, often honed since early years. As they grow more self-aware, they gain confidence in demonstrating these abilities.
- Many students’ projects evolve into professional aspirations or tie to career paths, with projects often forming the early stages of a professional portfolio.
Practical Career Preparation Activities
- Mock Interviews (Year 9): Students experience mock interviews with local professionals and business people. These build confidence in pre-existing oracy skills, encouraging students to discuss their strengths and career goals in a professional setting.
- Work Experience (Year 11): Students independently secure work experience positions, complete required documents, and demonstrate an ability to work independently. Feedback from employers consistently highlights students' independence, creativity and problem-solving.
Insights and Impacts
- Independent projects and experiences help students identify critical skills like time management, problem-solving, and collaboration, making them highly attractive to employers and Higher Education (HE) institutions.
- After completing upper school, Waldorf students pursue vocational, apprenticeship, self-employment, and further academic routes. Many start their own business or study at Russell Group universities.
- Both employers and HE institutions value students' adaptability and readiness to contribute to society and the local economy. This strong foundational training results in students making smoother transitions to professional environments or university settings.