Djilba

It is the Djilba season in the Noongar calendar. A time of milder temperatures, rainfall and the emergence of various native plants and animals. Last week, more than 60 Class 8 students went camping in tents near Collie and experienced the rainfall and stormy side of Djilba. In the end, everyone had a good time and bonded extra well when they evacuated to the Collie Recreation Centre. Thanks to everyone involved in the camp and managing the weather issues so well. 

Before the rain began to fall on the Class 8 Camp.

Both Primary and High school students will have the chance to enjoy the Djilba season and celebrate the archangel Michael. The focus is on the inner strength and courage needed to face obstacles. Activities to inspire bravery, creativity, and a sense of community will be held and values like responsibility, individual growth and challenge, plus unity, will be demonstrated and upheld. In the Primary School, on Wednesday from 12.10 pm, family and friends are invited to enjoy watching the teams march pass and a multitude of sporty activities on the large field. In the High School, on Thursday, students will enjoy challenges and creativity to mark the festival and end the term with vim! It’s a highlight of the year.

In Early Childhood, the seasonal aspect is the highlight. Stories, flowers, garlands and delicious food will signify the change in weather and the Spring equinox. 

Michaelic Age

Steiner suggested that humanity has entered a new cultural epoch, which is referred to as the "Michaelic Age". This time is when qualities associated with the archangel Michael are relevant and needed for human development including courage, moral strength, and individual responsibility. Within our school, we aim to foster these qualities to prepare students for the challenges of this age and in adulthood, to navigate the complexities of the modern world. 

Education Department

Interestingly, yesterday, in a sharing of the Steiner Education approach with a task force leader appointed by the education department to look into the graduate pathways towards post school life, it was pointed out that the conversation throughout the education landscape is how to prepare and engage youth for the complexities of the modern world. There is a recognition by those that are intimately involved in policy that old ways of cramming content and studying for exam success isn’t the best way forward, for society or for individuals. Developing adaptiveness and resilience, critical and creative thinking skills and the ability to collaborate and work socially are the skills needed for the future. Steiner schools are meeting the challenges of the Michealic Age by unfolding and strengthening these skills through our holistic curriculum and relationship based teaching approach. 

The recent survey of parents were asked about that and here is one of the results  with approximately 91% agreeing the approach is supportive.  

A summary of themes and results from the survey will be published soon.

Friday is a pupil free day for our staff to attend the annual Steiner Schools’ Staff Day, this year at Silver Tree Steiner School. 

We hope the holiday period with your children is an enjoyable chance to reconnect with whatever enlivens you.

With gratitude

Bruce Lee
School Administrator

Spirits of water, spirits of air,
Weave in the world full of nurture and care.
Sons of bright fire and gnomes of quick gait -
All of them speak to me whilst they create:
"Oh, we work within the world for purest joyfulness alone,
But remember please the deeds we do - they must not pass unknown,
For you free us from enchantment when you make our life your own."

by Michael Hedley Burton / verse no. 50

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Class 7 Chemistry Main Lesson 

Last week we began our Introduction to Chemistry Main Lesson, beginning with combustion. We did a number of experiments burning candles, sitting around a bonfire, and burning various natural items - kangaroo poo, flowers, honkey nuts, chalk, dry eucalyptus leaves, my hair, an orange, bread, soft leaves, tissues, and paper. 

We watched what happened carefully, in each case, and noted our observations, drawing illustrations to accompany our impressions.  Then we considered if it would be possible, or not, to return these burnt items to their original condition simply by applying heat, or removing heat (freezing), such as when we change water to steam or to ice through adjusting its temperature.  We discovered that for a chemical change to occur, the substance is transformed, and as a result cannot be reconstituted into its original state, such as milk which has curdled in the sun, for instance.

The students came up with fantastic theories to explain the speed with which substances caught fire or burnt entirely. Some suggested that moisture in the leaves made them burn less readily, and that dried eucalyptus leaves contained oil, so they burned quickly, like bacon in a hot frypan.  Some suggested that the surface area of a substance might play a part. Some identified access to air (oxygen) as being one of the essential ingredients of combustion.  We perceived with all our senses, noting the smell and sound as an item burned.  The orange peel sizzled; my hair crackled and bubbled.  Some substances smelt dreadful, with one child describing an odour as, “Awful, like vomit!”. 

We have a few more experiments to conduct with fire and, perhaps, marshmallows!  After which we will move on to the very exciting and colourful world of acids and bases.  There are so many very ordinary substances in our kitchens and cupboards that we can test to determine pH, which obligingly changes colour.  Students absolutely love doing this ‘Kitchen Chemistry.’  We will also hear of two inspiring early chemical scientists: Jane Marcet and Michael Faraday.  It intrigues young people to hear about the lives of people who discovered new and amazing things long ago, and hopefully inspires them to wonder what might yet be revealed in our world.  

Katie Southall 
Class 7 Teacher 

Class 7 & 8 Physical Education

At Parkerville Steiner College, we understand that Physical Education goes beyond just keeping young people active. It also cultivates essential skills such as teamwork, goal setting, and resilience while enjoying physical activity. Following on from our summer program of water sports, the students have been engaged in a range of activities both on-site and at various community venues.  

In Term 2 each class travelled to The Motion Academy in Bassendean where the Class 7 students participated in an introductory program of Parkour and the Class 8s built on the skills they learned in last year’s program. The highly experienced and very inspiring Parkour instructors scaled the foundational movement skills to meet the ability and confidence levels of the students, ensuring that the lessons were accessible but also challenging!  

Class 7 students began Term 3 with Cricket and associated modified games; they are now travelling to the Mundaring Arena indoor courts by bus each Friday to play fast paced games of Netball. Netball is a well-known community sport that not only enhances physical fitness but also promotes teamwork and decision-making skills. The aim of this sporting unit is to provide opportunities for the students to experience the various positions on the team, and to practice their passing, shooting, and defensive skills, while building self-confidence and resilience. 

Class 8 began this term with Ballroom Dancing lessons under the expert tuition of Adam from Mood swings Dance at the Parkerville Hall, culminating in their first Social with their peers from the Bibra Lake Campus (check out the previous edition of the Parky Pabulum for photos of this special event). Following these lessons, the students have been playing T-ball and Ultimate Frisbee, both are sports that offer opportunities to develop coordination, positivity, and strategic thinking. T-ball introduces students to the fundamentals of Baseball, focusing on batting, catching, and throwing skills. Ultimate Frisbee, on the other hand, combines elements of Football, Soccer, and Basketball, promoting teamwork and agility. 

Donna Bieundurry 
Physical Education Teacher

Class 8 Camp at Wellington Dam

Bibra Lake and Parkerville Class 8 students spent an adventure filled camp at Wellington National Park, where we weathered storms together, overcame personal challenges, and built new friendships.  

Following a week of camp preparation at school, where students learnt about navigation and orienteering, how to set up a tent and the basics of abseiling, discussing what to pack, and developing camp goals, Parkerville’s Class 8 students departed school on Monday morning to join their Class 8 peers from the Bibra Lake campus.  

While on camp students displayed a great spirit of comradeship, fun, optimism and making the most of every opportunity: from setting up tents to abseiling and zip lining at the Quarry in Wellington National Park guided by the experienced Adventure Out team, paddling on the Collie River, trekking through the forests of the Collie River Valley - accompanied by some lovely tenor singing -, to swimming in the freezing cold water of Honeymoon Pool and resting under the weeping peppermint trees. 

Students were further tested when on day three, the campsite was hit by storms and wild weather, and we needed to evacuate. They demonstrated exceptional resilience and focus in packing up their belongings and securing the tents. We were bused to Collie Recreation Hall, where students were quick to adapt to the new itinerary, playing team games with the same energy, enthusiasm, and positivity they had displayed throughout the camp. This shared experience and challenge was a lovely turning point for the formation of new friendships, as students from both campuses began to mingle and connect.  

After a final evening, which included a fabulous and varied talent show, students from both campuses bussed it home, a little sad to be leaving the camp and their new friends but also happy at the prospect of sleeping in their own beds again! 

Throughout the High School journey, camps are designed to increasingly build on students' skills as they grow in confidence in the outdoor space. In Class 8 the camp involves physical challenges and an initial experience of camping as a group rather than sleeping in dormitories, where students are required to show an increasing sense of responsibility, cooperation, resilience and independence. During the remainder of High School, the camp program will lead student into many varying geographical regions where they will meet people from many different walks of life and experience a myriad of new adventures. These camps really strengthen the relationships between the students and their teachers, creating a stronger group identity and many shared lifelong memories and experiences.  

Ethna Brave
Humanities Teacher 

This week we have memories from the School's first Eurythmy Teacher, Kristina Hamilton.  

I feel honoured that I was given the task to teach Eurythmy at the Perth Waldorf School for 37 years.  The school has grown tremendously since its fledgling beginnings, but has never wavered from its commitment to Steiner education.  When Eurythmy moved into the Williams Hall I wondered whether the space might be too big for Eurythmy to retain its intimacy, but I soon saw how much Western Australian children truly love to move.  They filled the space with joy!  When we finally were able to wear colourful silk tunics, the rejoicing was magnified.

There was also enough room to put on performances, sharing our diligent work with parents and younger classes.  The younger children could then see what they would be allowed to do in the coming years, perhaps with a bit of wonderment as to how they would ever become that good!  As a teacher I was constantly amazed how a performance brought out the best in each one, revealing hidden talents and deep dedication to the high task of moving together as a group.

I had the idea that it would be even more inspiring for the students if they could see their teachers perform Eurythmy.  In 2015, time was made for some courageous teachers from all the Faculties to practice Eurythmy before their staff meetings.  A small group of about 8 teachers took up the challenge, working on the rather complicated choreography, moved with music, to a piece called the EVOE.  The EVOE is an ancient Greek greeting which, through Eurythmy gesture, means “I see the God in you.’  As one weaves from person to person, inwardly one has the following experience:

“You go forth in expectation.
Your paths cross.
You shower blessings on each other’s shoulders,
And because you have met
The whole round world is different,
And you carry this difference into your heart.”

The performance went beautifully.  Certainly, we had the help from higher beings, and the atmosphere in the hall was transformative.  However, it was not certain at all that this would be the case when the logistics of fitting the Primary Classes into the Hall with still enough space to perform, were considered.  To top it off, it was winter flu season.  One loyal teacher pulled himself out of his sick bed to arrive 

only minutes before the performance started.   This was much appreciated, as each person’s place in the choreography is essential.  To navigate the form with a ‘hole’ would have been very confusing.  

To me the teachers’ EVOE performance is an example of what makes the Perth Waldorf School so special.  Despite what seems to be insurmountable difficulties, everyone contributes that little bit extra and together they create a vessel in which the spirit may live.  

Kristina Hamilton
Eurythmy Teacher 1994-2021

Payments of School Fees in 2023 

Parkerville Steiner College