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Survey Thanks
Thank you to everyone who completed the whole school parent and staff survey recently. The responses help us to understand what’s working well and what we can do differently. A summary of the results will be shared once they are collated and ready for publishing. Also how the school will respond to the themes that emerge, will be prepared. This is intended to ensure it doesn’t feel like it’s all disappeared into a black hole.
Steiner Education Australia
At the Steiner Education Australia biannual meeting, held in NSW recently, one of the topics was wellbeing of students. It was highlighted that through the content of the curriculum and the way teachers bring the curriculum to the class and to the individual, the curriculum promotes wellbeing in a range of ways:
- The Steiner curriculum is holistic and focuses on developing students' intellectual, emotional, physical, and spiritual aspects. This holistic approach helps students develop a well-rounded sense of self and a balanced view of the world.
- The strong emphasis on artistic and creative activities provide an outlet for self-expression, promote creativity, and contribute to emotional well-being.
- It is play based, especially in the younger years and this reduces stress and fosters positive emotions.
- Formal academics are introduced thoughtfully allowing children to focus on experiential and practical learning and promoting a more natural and gradual learning process.
- A structured daily and weekly rhythm provides a sense of predictability and security for students which in turn can contribute to emotional stability and well-being.
- The development of imagination and use of storytelling in lessons stimulates creativity, cognitive development, and emotional engagement.
- Discouraging competition and not overtly focussing on individual achievement creates a less stressful environment which allows students to focus on their personal growth rather than comparison with others.
- The curriculum's emphasis on self-expression and self-awareness helps develop emotional intelligence and a better understanding of one’s feelings and emotions as well as an awareness of others.
- The emphasis on arts, group activities, and collaborative projects can also foster a sense of community and social connection among students and it is well researched that positive relationships and a strong sense of belonging are important for overall well-being and resilience.
We are fortunate to be part of a much bigger dynamic of Steiner Schools across Australia and the world. We heard about the growth of schools and initiatives across south east Asia.
With gratitude
Bruce Lee
School Administrator
Now springing from the fertile Mother of all living things,
the Earth,
Comes joy-of-growth,as power leading all her children unto birth.
My life is charmed, my strength is sure,
For I am armed - my heart is pure;
And I can join amidst this joy and merriment with radiant mirth!
by Michael Hedley Burton / verse no. 47
Bla
| August | |
| 25th Aug | Excursion - Class 7 Netball |
| 26th Aug 10am - 3pm | PWS Open Day |
| 30th Aug 9am | High School Tour |
| September | |
| 1st Sep | Excursion - Class 7 Netball |
| 4th Sep 6:30pm | Class 8 Parent Evening |
| 8th Sep | Excursion - Class 7 Netball |
| 11th - 15th Sep | Camp - Class 8 Wellington Dam National Park |
| 15th Sep | Excursion - Class 7 Netball |
| 21st Sep | Excursion - Michael Festival (Bibra Lake) |
| 21st Sep | Last Day of Term 3 |
Class 8 Biology Main Lesson
Class 8 began their Biology Main Lesson by pondering the question, “How can you tell if something is alive?” This may seem like a simple question to begin with, but when we look at something like an orange, which is no longer connected to a tree but does contain seeds, many interesting conversations can arise. What about fire? It can move, grow, take in nutrients, give off waste, but would a Biologist consider it to be alive?
After agreeing on some characteristics of living things and appreciating the wide variety of life forms that exist on earth, the class started to look at the human Musculoskeletal system. As well as learning the names for many of the bones, we have also observed how the shape of each bone and joint fits with its function. We then need ligaments, tendons and muscles to connect and use the structure provided by the bones. We have also compared the skeletal structure of the human being to that of other Vertebrate animals.
In this last week of the Main Lesson, we will be looking at the form and function of the Eye and Ear. We will conduct some experiments to learn more about what they can and can’t do. We will also look at the life stories of some inspirational people such as Louis Braille.
By Annabelle Kellenberger
____________________________________________________________
Fun and dancing at the Class 8 Social
On Friday night, Class 8 students from both the Perth Waldorf School and Parkerville campuses joined together in Williams Hall for a fun evening of socialising and dancing. Class 8 students from both campuses have spent Term Three’s Physical Education lessons to date learning a number of dances in preparation for the Social, with PSC students spending the last few Fridays taking the bus to the Parkerville Hall where they have been guided in a series of Ballroom Dances by the energetic Adam Penn.
The evening of the social saw the students attired in their dancing finery where they tangoed, heel toed and progressively danced the evening away, firstly to showcase what they had learnt and later inviting parents, carers and guardians to dance, which was followed by some free dancing.
The evening's festivities were a nice way for our students to meet and build connections with the other Class 8 students with whom they will be going on camp with later this term. It was heartwarming to see the grace and comradery displayed by the students and the ease in which they settled into simply dancing once the initial awkwardness of meeting so many new students wore off.
Class 7 and 8 Woodwork
After much hard work and planning, our new outdoor woodwork space is up and running. The sound of woodworking tools can be heard in the hills on Friday afternoons as the Class 7 and 8 students work with hand tools to complete their individual woodwork projects.
The Class 7’s designed book ends which they then brought to life with hand saws and chisels. They had to practice their precision cuts to produce effective housing joins, before decorating their work with pyrograph designs. The Class 8’s learnt how to use a rebate plane so that they could create beautiful picture frames. They then had to read a technical drawing and use mitre saws to create smooth joins, before gluing and nailing their frames. Both classes have learnt how to safely use the belt sander and have taken turns operating it under supervision. In addition, the Class 8’s have christened the drill press in order to create their picture frames.
By Krystal Hickman
Class 12 Cosmology Main Lesson
Across the first six weeks of this term, the two Class 12 groups have completed their Cosmology Main Lessons. During these three weeks together, we have explored how humanity views the cosmos, and how these views have evolved over time, alongside the emerging human consciousness.
Each class has engaged in conversations with specialised presenters on their unique perspectives of the cosmos. This has enabled them to examine more deeply the views of First Nations culture, Christianity and practitioners of therapeutic astrology, complementing lessons covering Ancient Egyptian and modern scientific perspectives. Through studying the lens with which people view the cosmos, we are able to get a deeper understanding of why they interact with the people and space around them in the way they do.
Through looking at the elements that shape the cosmology of a society or culture, students can start to acknowledge what has shaped their view of the Universe, and share this openly with their class. As a result of this process the class was inspired to ask more questions of themselves, their classmates, and the cosmos, in a way that is authentic to their journey. For the 12B group, this Main Lesson marks the end of their Main Lesson journey in the High School.
Brett Kranz-Little
Physics/Maths & Science Teacher
High School NAIDOC Afternoon - Part 2
In High School, on the Thursday afternoon of Week 3, each subject area put aside its standard curriculumn and brought content that was developed to celebrate our First Nations peoples, relevant to the different subject areas as well as the various age groups of each class. Here's a little more of what was explored:
Class 8 Ecology yarned with Aunty Marie’s daughter, learning about the properties, importance and connection of native bushtucker plants found around our school.
Class 9 English watched Language and Me and had discussions about what language means for each of them. From there, they went outside and took turns telling stories about how we use language in our own lives, and what other languages there are beyond just the spoken words - nature, in particular.
Class 11 Japanese compared Japanese and Noongar languages, which coincidentally are quite similar.
11/12 Outdoor Ed students looked at the different practices in Acknowledging Country.
11//12 Sculpture students made small plaques of sculptured faces of First Nations people who have fought for justice.
11/12 Creative Writing students looked at Sharon Roebourne’s poem ‘Elders’, re-writing the poem in their words.
11/12 Specialist Mathematics class looked at the Mathematics of Bushfire, an Indigenous Knowledge activity from the University of Melbourne
Class 12 Projects
Ivy Wolff-Boenisch
15-Minute City Survey.
My name is Ivy, and in this survey, I invite you to envision and shape a community's future by adopting the "15-Minute City." While this survey is hypothetical, your insights and preferences will support my process of designing a plan for a city that is a sustainable, dynamic, and people centered. The 15-Minute City revolves around the idea of creating neighbourhoods where all essential services and amenities are within a 15-minute walking or biking distance from every home. This will reduce car traffic and thus the suburban carbon footprint.
https://forms.gle/kCZLYAr2CkufmWYB9
Shadows of Humanity
A Group performance event by Lily Willow, Lux Rothenbury-Adams, Ella-Grace Parry, Ajuni Kaur.
Thursday, 31st of August 6pm – 8pm
PWS Hall
Come and experience an exploration of the Shadows that exist within humanity. Four PWS class 12 students will be presenting, through various mediums their individual perspectives in relation to their Class 12 Projects.
Salve (Hello & Goodbye)
A play performed by: Tooi Ng
Fri 1st of September 4pm and 6:30pm
PWS Hall
Lily Willow
Hi, my name is Lily Willow, and for my year 12 project, I am exploring the question: “What is dependent alcohol abuse and what are the effects on a family?“
I’ve noticed that living in Australia, alcohol use is normalised and seems to be a big part of our culture. I remember alcohol being everywhere around me when I was growing up. Alcohol is found at almost every event or thing we do, from sporting events to live music, weddings, work drinks and birthdays. People even take it on picnics! These early observations sparked the inspiration for my year 12 project.
I’ve often wondered why alcohol seems to be a necessary part of the way we celebrate together, and this led me to explore some of the factors behind the drinking culture and why for some people, it becomes something they depend on.
It is interesting to me how accepted it is in our culture, even though most of us are aware of the damage it can do and how it can affect both physical and mental health as well as impact relationships in negative ways.
Earlier this year, I watched a film by Dr Gabor Mate called The Wisdom of Trauma. This film delves into complex issues about addiction and is told from the perspective of those suffering from addiction. Gabor Mate’s compassion and deep understanding gave me a different perspective and I found myself deeply invested in discovering more about addiction and, in particular: dependence on alcohol.
I’ve learned that alcohol dependency and addiction aren’t quite the same thing. Dependency is a chronic medical condition that causes a person to drink alcohol excessively or have major
cravings towards alcohol. People suffering from alcohol addiction can’t stop drinking despite the psychological or physical harm it causes.
This year, I discovered the depth of the influence and power of the alcohol industry. It’s not only something we do at almost everything in life, it is also something we give others and use in many ways. For example, many people give a bottle of wine as a gift. Alcohol is also seen as a way to unwind after a hard day at work. In fact, many workplaces encourage their workers to do “Friday drinks” as a local bar and maintain that it is good for bonding with colleagues and building workplace morale. Taverns are at all of our university campuses in Perth, and ‘pub crawls’ are advertised on posters and in classrooms by social clubs at universities.
I feel a lot of empathy towards those that suffer with dependence as well as the families and communities around them. I learned the significant impacts alcohol abuse has on the user’s family members are not often acknowledged.
Dependence doesn’t just affect the person suffering from it, it affects everyone connected with that person. The negative impacts can be very damaging, and I’ve learned that overcoming this is challenging. Kids who grow up in a household involved in alcohol misuse will often live in an atmosphere of dysfunction, secrecy, denial, and distrust. Alcohol dependency overrides day-to-day functioning, and sometimes children’s basic needs are sometimes neglected. Nutrition, safety, education, consistency, affection, and healthcare are essential for establishing safety and security in a child’s life. Without these elements, children are left feeling insecure, uncertain and confused.
For my practical, I wrote a soliloquy from the perspective of the dependent alcohol user and the perspective of alcohol as if alcohol is a being. I will be bringing this soliloquy to the world through a performance. The performance will be in Williams Hall, on Thursday August 31st 6pm to 8pm. Please also see my poster in this edition and online. It would be great to see you there.
Caitlyn Boyle
Hi my name is Caitlyn, and for my year 12 project, I chose to delve into the topic of creativity. Initially, this was a vast, expansive topic, and it took time to narrow it down to a specific set of topics I chose to look into. It took me a while to settle on this topic as I had many other ideas about what I wanted to do. I initially thought I was going to look into how emotions are portrayed in film or how film affects an actor's physical and mental health. While these ideas were interesting, I was influenced by my brother's class 12 project on imagination, and I wanted to do something similar to it as I loved what he did. I was also very influenced by the way my grandmother would speak about creativity and inspiration, which is what led me to my question:
“What can block creativity, how can we deal with these blocks, and what are some techniques that can enhance our creativity?”
Throughout my life, creativity has been very present and a big part of who I am. My creativity thrived through art, music and drama, bringing me so much joy through colours, sound and experiences. As I got into high school, I noticed a decline in my creative process. It became harder and harder to produce any creative ideas. I found that whenever I wanted to use my creative thinking, I felt blocked and disengaged, unable to produce any creative thoughts or ideas. My world became very black and white, and I let myself be very basic in ideas and not think outside of the box. This is one of the reasons I chose creativity as my topic and why I wanted to learn more about creative blocks and why they happen. Creativity is a human skill that every single person possesses, whether they think so or not. In this day and age, creativity is not as used as it should be. This may be due to people's inability to tap into their creativity or being blocked. My aim with my project was to not only inform myself about this topic but also to help other creative individuals identify common blocks and then identify strategies to aid with the creative process. Creativity is a universal skill that we all possess, it’s not just artists or musicians that can create; it’s a human ability that all of us can access if we know how.
At the end of my research, I concluded that the most common blocks were psychological and stem from the mind. I chose to look closely into writer's block, perfectionism, fear of failure, stress, and burnout, which are all blocks I struggle with a lot. The ways to combat these blocks are very similar to one another. All we need to do is to take a break, rest and recuperate our creative minds when they are too overworked and tired. If we hide away from our problems and don’t do anything about them, they will only continue to grow bigger when we have to face them. It is very therapeutic to face your creative demons and fight them.
Along with educating myself about common blocks, I also investigated techniques and strategies that support and enhance the process of creative thinking. In the beginning, one strategy that intrigued me was the Morning Pages created by Julia Cameron. This process is used to help clear an individual's mind of any thought or worry swirling around their mind.
Writing down your stream of consciousness can help clear the mind and promote creative space for individuals. This is done in the morning, as the name suggests, and while this works for many people, it was something that didn’t work for me because I’m yet to master the art of being a morning person!
Over the course of this project, I have learnt why I can be creatively stumped at times and what to do about it, which has helped me immensely when it came to my practical. For my practical, I am choosing to write a song. Songwriting has always been a way I express myself creatively and emotionally. It is also where I experience most of my creative blocks, like writer's block, perfectionism, and fear of failure. I intend on using the techniques that help combat any blocks I am experiencing and dealing with them, as well as trying to enhance my creative thinking throughout the process. I will be performing my practical at Open Day on the 26th of August and at Music Night next term. I am still writing my song, but it is remarkably close to being complete. I look forward to sharing it with you at Open Day and Music Night.
Ethan Wuan
I’m Ethan, and for my Class 12 Project, I originally wanted to look at the technology used in the design of cars and investigate why cars aren’t necessarily designed with the best technologies available. I soon discovered the main reason behind this was legal reasons and the greed of car manufacturers, which didn’t interest me much. What I really wanted to engage with was the technology and design processes related to the car industry. So, I started to look at cars that were designed with the pinnacle of automotive technology: race cars. I found that most technologies found in consumer vehicles started out in performance vehicles, which is a passion of mine. This led me to look at the transfer of technologies from performance vehicles to consumer vehicles and, ultimately, my question.
“How have advancements in the performance vehicle industry impacted everyday consumer vehicles?”
Through my research, my understanding of these impacts on everyday cars has developed and I’ve started to learn about the rationale behind why some advancements are deemed as viable for consumer vehicles. For example, some advancements don’t transfer because consumer vehicles typically do not experience the same conditions or requirements that performance vehicles do. Often advancements that do transfer to the consumer market have to be altered to serve a slightly different purpose. For example, Kinetic Energy Recovery System (KERS) is used in Formula 1 (F1) cars and is something that has been used in consumer vehicles.
KERS is used to harness the energy produced from breaking and movement in the suspension, storing that energy to allow the F1 drivers to get 100hp of boost for up to 7 seconds per lap which can be utilized by the driver at any time during the race. This has been adapted for consumer cars to give some Hybrid and Electric Vehicles (EV) better range. This is similar to the technology used in F1 but serves a different purpose, storing energy for extended range rather than for a short boost of power. This has shown me how vehicles that are designed for completely different purposes, with completely different requirements, can still be beneficial in the development and improvement of other vehicles.
An interesting thing I learned while researching was that some car manufacturers are still dedicated to improving their vehicles rather than primarily motivated by profits. A good example of this is Koenigsegg who improved their car the Gemera between the first unveiling of this car to the first sale of the vehicle which was an already revolutionary Megacar. In this instance they fast tracked the development of new technology to improve the vehicle.
My practical has been through some changes this year, and this has been mostly due to affordability and time. My aim was to see if there was a difference in the efficiency of different fuels. To do this I needed a car – the fun bit!
I started out with the idea of hooking up an auxiliary fuel tank to a car that had a set capacity, drive a designated route and then measure how much fuel was left after to determine the fuel consumption. My Grandad and I found what we thought was the perfect car for the project and it was in my budget but unfortunately, it wasn’t running. We thought it would be straightforward to fix and use it for my practical. This is where it stopped being fun.
I came across so many issues and it became a lot more challenging to manage in the time frame and budget I had left. My practical had to adapt a bit to meet these constraints. One option we looked at with the guidance of my mentor was to hook up and test the difference between 91, 95, and 98 octane fuel with the car tuned to its original factory setting and driving the designated route twice. Then I would tune the car to each of the fuels for completing another 2 runs of each However, I came across so many problems and spent so much time just getting my car to start that once again, my practical required a reframe.
In the end, my practical will now be discussing the processes I went through to get the car running and I will write an article about what I would have expected to be the outcome of the testing with evidence to back it up.
Over this project, I have gained a large amount of mechanical knowledge and knowledge of what goes into designing cars. This is something I’m passionate about and, hopefully, something that will open further opportunities for my career in the future.
Adriana Jarrett
Hi, my name is Adriana Jarrett, and my love of horses has inspired my Class 12 Project journey.
A few years ago, I was blessed enough to build a bond with a very special horse named Ross. Unfortunately, I lost my boy in an accident in 2022. Ross and my ongoing journey in the equine world have inspired the course of my year 12 project.
Another reason I chose a project theme is that I knew it would keep me engaged throughout the year and that the knowledge and skills I learned, could be directly applied to helping my work with our family horses at home.
Throughout the year, I have explored the question;
“How do laminitis, hoof structure and associated conditions impact the horse's biomechanics, as well as its function, performance and well-being?”
As part of my research, I have learned about the equine hoof anatomy and its associated conditions. I focused on understanding each unique hoof's makeup and structure and what is required to obtain this optimal condition. As well as how essential it is to understand hoof anatomy to maintain proper hoof care and preserve the horse's overall health and performance.
I chose to look at laminitis because one of the ponies I care for is Milo, who is highly prone to laminitis. Laminitis is the second biggest killer of horses. This is because there is no successful treatment that works for all horses yet. The damage that laminitis can cause includes extreme pain, lameness, and permanent damage to the hooves, with many animals having to be euthanised. This usually happens when the horse does not receive proper hoof care and signs of laminitis are overlooked. Laminitis can be extremely common because the disease spreads quickly and can take effect within 48 hours.
My practical contains many components, with the main element being a children's book. This book aims to inspire and spread knowledge and awareness of laminitis and a Farrier's role in caring for a horse in a child-friendly way. The book is written from a horse's perspective and tells how the Farrier cares for the horses' hooves when they visit. The story teaches children about the importance of caring for the horse's hooves and the work of the Farrier in doing so.
Throughout this year, I have also had the opportunity to work with a Farrier myself. Every six weeks, I accompany her in her work for a whole day and experience and learn about all the Farrier's role entails. It is like a mini apprenticeship, enabling me to understand better the importance of what I have researched and how to apply it practically. I have also created a couple of side art pieces that display my project in an alternative way.
A farrier cares for the hooves by trimming and cutting them when needed. Renee is our family Farrier and cares for our horses, and she is my mentor for the Project. Through my time working with horses and Renee, I have learned that the hoof is one of the most important parts of the horse's body. I’ve asked Renee many questions, and my interest and knowledge of the anatomy of the hoof and farriering has grown.
Since Ross's passing, I have been working, training and caring for some ponies that live on our land, Milo and Jenny. The knowledge I have gathered from my project has enabled me to better care for the horses in my life and inspired me to share my knowledge and love of horses with others.
This week Rosemary Rowntree gives us a wonderful journey through the Primary Years of her classes. Rosemary was a teacher here at PWS for many years taking classes through various Primary years. With her husband Mark, she coordinated building the Bell Tower that still rings out through the school day. She has been a willing tutor in the Teacher Training Courses here at PWS and continues to help Waldorf Teachers in the various schools around Perth.
GLIMPSES THROUGH THE GRADE WINDOWS:
Class 1
Dreamy wide-eyed children; keen to work and learn from the teacher and each other!
Learned the secrets of the letters, where they came from. Hidden in the midst of mighty mountains, dark forests, and winding rivers. There we grappled with wicked witches, dangerous dragons, and tricky elves.
As brave princes and beautiful maidens; undaunted we met them all. Knew them in timeless, coloured pictures, singing sounds; in playful rhymes and rhythms.
Class 2
Sometimes we were brave princes or saintly heroes. Francis of Assisi was our special hero and, in our class play we were all touched by his deep understanding of animals great and small. Like him we sympathised with the Wolf of Gubbio who didn’t really want to be bad; he was only a hungry one needing the food of human kindness.
Class 3
We became builders and gardeners! We pulled an old farm plough through the hard earth, scattered seeds which crows devoured, made mud bricks (which the rains dissolved, so we had to make them again!) We built the Bell Tower and built it strong on rock and lots of sand. We rang the bell out loud and clear for all who cared to hear!
We tackled long multiplication tables and never-ending times-tables were tirelessly tested. Games we played of 'crows and cranes,' hopscotch, skipping and tireless tag. We enacted Moses' journey to the Promised Land; knew the Israelites’ dauntless courage against cruel Pharaoh's relentless fear; withstood plagues of locusts and rivers of blood on the way. We saw the fire in the Burning Bush, the Lightning on Mt Sinai and heard the voice of ‘I AM '. We exited the stage to faint echoes of 'Zum Gali Gali’ whisperi
Class 4
Crossing the relentless waters of the Rubicon we entered the Twilight of the Gods. We feasted on Nordic myths, sagas, and runes. Met the three Urds who wove the web of destiny at the roots of Yggdrasil - the giant Ash tree. Met dark Hella and charged on mighty steeds through the Gates of Hell. We met unconscionable Loki and felt the sting of the mistletoe arrow that pierced brave Baldurs' heart (but we knew he would someday return.)
Energetic stamping accompanied by alliterations and recitations echoed far and wide. Grammar exercises enlivened with imaginations and actions gave structure to our writing. All these things gave clarity and balance; gave us the courage to stand upright!
Class 5
Entering a new phase of balance and harmony we became Ancient Greeks in our class play inspired by Homer’s 'Odysseus’ homecoming'. Under trusty olive branches and the wise gaze of Pallas Athene we chanted and stepped the classical rhythm of the Hexameter. We sailed between Charybdis and Scylla landing safely home in Ithaca.
Class 6
We became earthbound! and wanted to experience mechanics and gravity in our very limbs. Shamelessly, we hoisted our trusting teacher up a tree in the Adventure playground and left her helplessly dangling! Balance experiments in mechanics helped us later to better understand algebraic equations. Then there was Light! Experiments with light in complementary colours and emerging candlelight in dark cellars. There was wonder! -The formative power of sound was revealed emerging in the sand patterns of a Chladni Plate.
We never forgot the role the arts played in science!
The culmination of our class play brought gleeful elves pulling a glittering chariot circling round the classroom with precious cargo of Turkish delight whipped up by the ice Queen of Narnia. But it was mighty Aslan whose triumphant roar vanquished the icy spell and brought summer again! Hope was alive!
How strongly we recited 'Pater Noster’ (The Lord's Prayer in Latin) in our monthly assembly!
Class 7
Now we became explorers seeking new routes and ways. We met Vasco da Gama, Christopher Columbus, and Magellan along the way. Our world and horizons were expanding.
We met adventure and risks, but like the Explorers of old we were ready for the challenge.
Hungry for new experiences, we were able to survive three short interludes of power failure during our 'Midsummer Night's Dream’ play held on the Adventure Playgrounds sandy soils under starry skies. Puck was up to some mischief there! Yet we were transported in timeless dreams when the set became a palace wood in Athens where Oberon and Titania sojourned yet a while.
A hint of magic was in the air that night.
The above journey was made possible thanks to children, teachers, parents and my husband Mark who formed a community where, despite all the ups and downs, a cooperative spirit of trust, patience, perseverance, enthusiasm, and humour prevailed. Rudolf Steiner’s insights gave truth and inspiration to all.
Rosemary Rowntree
Payments of School Fees in 2023
You may have overlooked paying all of your School Fees to date. We will be issuing Interim Statements to Families with an outstanding balance at the end of this week. Your Statement will show all payments we have received and any outstanding Fees which require your urgent attention. Our payment details are included on your Statement.
Anne Mortensen
School Fees
Unallocated payment
The amount of $2,552 was received on 20 July 2023 from payee name, Lisa-Marie Johnson with no accompanying Family code. Please contact Anne Mortensen on account@pws.wa.edu.au if this is your payment.
Perth Waldorf School Open Day - THIS SATURDAY
Class 12 Project Presentations
A play performed by: Tooi Ng
Fri 1st of September 4pm and 6:30pm
PWS Hall
Request for Volunteers - Kurrawang Aboriginal Christian Community Inc.
About Kurrawang Aboriginal Christian Community Inc
Our Vision
To be a safe and sustainable community for families to grow and prosper.
Based in Western Australia, Kurrawang Aboriginal Christian Community Inc. (Kurrawang) is a unique, self-governing Aboriginal community consisting of approximately 100 residents who are working hard to create positive change in their community. Kurrawang was formally a Christian mission and retains a strong Christian ethic. It has a chapel school, and community office.
Kurrawang consists of an executive board (all volunteers) and two full time and two part time staff who manage community services, housing and facilites. The Corporation owns 324 hectares of freehold land on which Kurrawang is located and owns and manages all the housing in the community. Kurrawang is a Public Benevolent Institution for tax purposes and has Deductible Gift Recipient status.
Kurrawang are looking for volunteers to assist with their current project - a new central park for community activities and the development of a native garden and recreation area.
Send us a message on contact us if you wish to offer your services – we are actively seeking painters, carpenters, landscapers, handypeople with a desire to learn and contribute to a friendly and welcoming community.
