Growing and Evolving

In this edition’s 40 Years of Memories section, Brendan Trappe has written an article about the beginnings of Steiner education in WA. It’s a great read. From one perspective it sounds glorious being part of the origins but we are also reminded, through his writing, that everything is usually achieved through hard work and the energy and commitment of a team of good people. The difference now is that there are different people (or the ones that remain are MUCH older) but the energy and commitment continues from good people doing good work. 

Last week, the school was approved for a Low Interest Loan @1%, from the state government for the construction of Stage 2 of Parkerville Steiner College. Stage 2 involves the construction of a two storey building to house 5 classrooms, prep rooms, staff offices and toilets. The focus will be on science including a dedicated chemistry lab as well as multi-use classrooms.

North facing view of proposed stage 2 classrooms
at Parkerville Steiner College- Science, Design
and Technology will be the focus of this stage

Like in days of old, none of this is done without input from many dedicated people and hours of love and energy towards realising a vision. It can be tiring, frustrating and thankless. So thank you to all those people involved and to our School Council members that through their volunteer spirit, continue to support the work. 

The aim of this expansion is to ensure Steiner education can be provided to all graduates of Steiner primary school education. We hope that at 18 years of age they can emerge to bring goodness, beauty and truth into our wonderful world. It sounds a little twee but boiled down to its essence, surely that is what we all hope for when we birth children or give birth to new initiatives, such as our schools.  

Janganiny

Speaking of expansions, we are holding the Janganiny Clothing Market at the Bibra Lake campus on Saturday 25th May. All Parkerville Steiner College and Perth Waldorf parents are invited to this event. Please support this worthy cause, which will assist with improving and growing the libraries at both campuses. Donations of good quality, second-hand adult clothing can be made into a box at reception at PSC. Thank you!

Tickets are now on sale to attend the event with the link below the poster.

Justine & Kelly

With gratitude

Bruce Lee
School Administrator

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Notice of Annual General Meeting and Call for Nominations

The Annual General Meeting of the Perth Waldorf School Association Incorporate is to be held on Tuesday, 28 May 2024 at 6:15pm (Finger food available from 5:45pm) in the Seekers Place at the Perth Waldorf School.

Further information about how to nominate for the council, and the agenda for the night is below.  

The opportunity to serve on the governing body provides you with a unique insight into the school and a chance to oversee the management, the strategic direction, the finances and to be involved in opportunity/risk analysis.  

Skills and attributes that are useful include experience in education, construction, legal, marketing, environmental and finances. As well as social and emotional intelligence, an ability to discern how best to play your role to maximise your support for the school as a Council member is important. People of goodwill, aligned with the ethos of the school, no matter their background and experience can make an excellent contribution. If you or someone you know feels they wish to contribute in this way, please submit a nomination. 

Even if you’re not nominating for Council membership, parents and staff are invited and encouraged to attend the AGM. We hope to see you there. 

2024_AGM_Notice_of_AGM_and_Call_For_Nominations.pdf

2024_AGM_Notice_of_AGM_and_Call_For_Nominations _pdf 264.40 KB

2024_03_26_2024_Nomination_Form_PWS_Council_Writeable_PDF.pdf

2024_03_26_2024_Nomination_Form_PWS_Council_Writeable_PDF _pdf 348.29 KB

My spark of light - it must become a flame.
Breathe on me, breath of God, it is my aim
To calmly tend this light within and make it burn up brightly.

The air that nourishes my tender glow -
It's Love! It quickens me. My light shall grow.
I'm given strength to love all people and to do things rightly.

by Michael Hedley Burton / verse no. 29

Tickets are availble via the link below:

www.yanganinyclothingmarket.eventbrite.com

Let’s face it, Perth does the most perfect, stunning, joyous Autumnal Season. I remember when I first arrived from NSW, I was mystified as to how wonderfully balmy and warm the weather was, “Does this place ever get cold!” I pondered. After the hottest, driest summer I think I have ever experienced in my 13 years here, this particular Autumn has made up for it all…..simply sublime.

Now to matters in the classroom. As a Steiner teacher there is a constant striving to bring learning in a way that is resonant and alive. Teaching in this way is akin to planting seeds. You plant the seed taking care to cultivate, care and nurture the soil just so. Having planted this precious little seed with love and grace, the rest is left to the invisible wonder of life. In a way it is an act of surrender, as the precious gift planted, is handed over in trust.

Only now having adult children, who have lived their own Steiner journey, do I appreciate the thousands of seeds, which were carefully planted over the 12 years of their education.  While I trusted implicitly in the sacred planting, I must confess there were times when I wondered where the seeds were and if they were ever really going to reveal themselves!  And then the biggest of questions, what form would they take - how would they find just the right expression in the world?

Watching, waiting and trusting is never easy for us humans, we are so prone to wanting results, right here, right now. To let the invisible incubate, maturate and, in its own time, be birthed, is the gift of this precious education. While not always aligned with the busy activity of the world around us, it is exactly what children need, and well worth the wait.

As I sat and I waited, as any good gardener knows, for the seeds of my offspring to reveal themselves, what I have learnt along the way is the power of trust.  To trust in them, trust in those sowing, trust in the seeds, and ultimately trust in the wisdom and guidance invisibly holding it all. 

I digress; however, it was just from the planting of such a seed that a wonderous thing happened in our classroom at the end of last term. We had just learnt all about the skeleton, which I was finding somewhat tricky to fully convey without a skeleton! You can imagine my surprise, when I looked out the classroom window the next morning to see one of the Class 7 students, with his sister and mum carefully unfolding a full-sized skeleton out of the car! I can’t describe the joy and jubilation I felt at seeing this surreal, humorous, delightful scene.  A paper crown was made for our auspicious guest, as I once again, marvelled at the wonder of this amazing, alive and vibrant education.

This term has seen us step into the world of Chemistry, experimenting with the wonder of flame and fire.  We have burnt everything from sheep’s wool to dog hair, observing such things as the size of the flame, the smell, the different ways the substance smokes and burns and finally the footprint it leaves behind. If the fire fairies are with us, we may even get to light a fire in our fire pit to observe the larger footprint of a wood fire.

As the weather gets cooler enjoy the gift of fire – Thank you Prometheus!

Take good care 

Anne-Marie
Class 7 (Ngoolark) Teacher

The River Cruise is traditionally an annual event for Class 8 - 12 PWS and PSC students. The event takes place on a Thursday at 5:30pm for 6:00pm departure, returning at 9:00pm.

A buffet package, including food and drinks is included in the ticket price. Please email PSC to book a ticket for your child. 

Term 1 has been an inspiring journey in the art room, where creativity and skills have developed across all classes.

In Class 7, students delved into the Medieval Ages during one of their Main Lesson, and in art we explored the enthralling art of stained glass in Medieval architecture. We had a look at the significance and craftsmanship behind stained glass; students learned about its purpose, the intricate and lengthy process of its creation, and the symbolic motifs drawn from Arthurian tales and monastic iconography. Drawing inspiration from their studies, students crafted their own illuminated stained glass lanterns, perfect for the shifting seasons into Djeran and Makuru.

In Class 8, students showcased their talent through reflective surface drawings using graphite, as well as conte. Starting with reflective foil balloons, they captured realism and implied texture, mastering a range of values and details. With the challenge set, students tackled still life compositions incorporating multiple reflective and metallic surfaces, demonstrating their growing focus and perseverance. Their striking black and white drawings on toned paper stand as a testament to their refined drawing skills.

Class 9 students embarked on a journey into portraiture using the Loomis Method, a mature and robust technique to visualise portraits in three dimensions. Through several studies and practice, students learned the intricacies of facial features, measurement, and proportion, honing their skills to capture the likeness of their subjects. Their dedication and persistence throughout the process have resulted in truly impressive final portraits, showcasing their growth and accomplishment.

As we look ahead, I am excited to continue fostering creativity, skill development, and artistic exploration within our vibrant community.  In Term 2, Class 9 are getting ready to create their own lino printing in the context of German Expressionism, Class 8 are creating drama by capturing light and dark through charcoal drawing, and Class 7 are exploring veil painting.

By Diane Harnett
Visual Arts Teacher

Before School Activities

Thank you everyone who has joined us at Run Club over the past two Fridays. Week 1 we had more of a “walk and talk” club with 11 participants including students, siblings, and parents. It was fantastic to see the students choosing to come early, moving their body, and developing their relationships with their peers.

Week 2 we had 7 participants, but boy were they there to run! As a group they ran 9.3km, with our highest individual result being 3km. Well done to all our participants over the last two weeks!

A reminder, Running Club is all about having a go and moving our bodies, enjoying the company of friends and being proud of your own efforts. We welcome students, staff, siblings, and parents to walk, run or jog with us. Meet us on the oval and be sure to bring your drink bottle.

Running Club is on a Friday morning between 8am – 8:25am.

If you would like more information or would like to register your interest, please email Siobhan at sjones@pws.wa.edu.au.

After School Soccer Club

Soccor club has been cancelled due to low numbers. 

Interschool Sport

On Monday of week 2 we ran an after-school Netball Clinic in preparation for the High School Cup Netball Carnival. We had just shy of 20 students choose to stay for the clinic and we worked on our footwork, passing, defensive and game play skills. Students from all 3 cohorts attended the clinic and it was fantastic to see the Class 9 students taking on a leadership role among the group. Our first of the two-netball carnival is coming up on the 30^th of April and the students are buzzing with excitement. Watch this space for an update on how the students went!

In a distant part of the universe, there once was an eager Science student who took great care of lab animals and worked diligently with human samples in the anatomy lab, dreaming of one day running his own research facility. This budding researcher devoted his studies to understanding malaria, household dust mites, and brain tumors, and his work led to several publications. He also spent time lecturing and teaching at a university.

Eventually, Bill, who was then a postdoctoral researcher, decided to switch careers. He became a counselor and helped people grappling with all sorts of issues.

Bill’s passion for maths and science was rekindled and he decided to pursue a teaching qualification. His journey from there was marked by personal milestones, two children, the companionship of six cats, raising a stepdaughter, a few disruptions, regrets, and an adventure in the wilds of Scotland. Bill continues his quest for a fulfilling life at Parkerville Steiner College, where he shares his love for science and mathematics with others.

Class 11B Blackwood River Camp

Term 2 has begun and the opportunities for our students to engage in outdoor learning keep coming. Last week the class of 11B undertook an expedition-style journey of canoeing and hiking along Gorbilyup (the Blackwood River), from Sue’s Bridge campground to Chapman’s Pool. The students came together in their small camp communities to cook, clean, hike, paddle, set-up camp and support each other to overcome the challenges of the week. The active participation and cooperation shown throughout the week is a testament to the students and their character.

Hopefully the students will be able to lean on both this experience and each other to overcome the challenges that they will face in the next 18 months.

I would like to extend a special thanks to Chauna Lutman, Georgia Treloar and Jack Hall for all of the support and assistance they provided the students, as well as the staff from Outdoor Discoveries, for making this camp such a success.

This week sees Gosia's Class 5 students heading over to Wadjemup (Rottnest Island) on a cycling adventure to study the island's botany. I wish them a wonderful week and look forward to hearing the stories when they return.

Josh Huitson
Outdoor Education Coordinator

Year 11 & 12 Photography Class

Class 11 & 12 Sculpture Class

Joy Foster
High School Sculpture Teacher

Class 12 Projects

Kaliyah Lochrie

When it became time to think about my Project this year, I discovered I didn't need to look any further than my own back yard.   

With the increasing awareness that my generation is facing challenges in affordable housing, I wondered whether tiny houses or backyard dwellings could really offer a solution to the housing crisis and how affordable and sustainable were they. It's clear they occupy less space, cost less to build and maintain, and leave a smaller carbon footprint.  With over 640,000 households across Australia struggling and often paying over 30% of their income on their housing, finding solutions has become really important. So, when it was time to figure out what to do for my project, it was perfect. I could use the shed in my backyard and turn it into a small dwelling while researching sustainable building options. 

My interest initially focused on converting a neglected shed into a space I could live in. However, as I looked further, I found myself interested in the idea of living sustainably within limited means and wondered how affordable it is to live sustainably. Thinking about living sustainably sounds like it should also be affordable, but what I am discovering, unfortunately, is that the most sustainable options are not always the most cost-effective .I ended up being more passionate about sustainability and affordability, this led me to my question; 

‘What is the process required to sustainably create/renovate a Tiny House within an affordable budget?’

I have had many eye-opening steps on my initial building process - beginning enthusiastically (which is often the case I'm told). However, reality struck when I confronted the limitations of the space and had to revaluation of my design plans. This has been influenced by my wish to up-cycles and re-use as much as I can. So far, I have really enjoyed going to the salvage yard and looking at all the furniture they have. I have gotten an old 1950s kitchenette and a kitchen storage/bench from a similar time. I have also gotten a wooden bed with storage and a few other appliances second hand. I will also try to get second-hand solar panels and insulation to both reduce costs and make it more sustainable. 

I have found while researching that there are many different types of solar panels. Originally, I thought they could only be mounted to roofs, but I found out there are three different ways to mount solar panels. There is ground mounted, pole mounted, roof mounted. A roof mounted is the most common choice for houses, simply being attached to the north side of the house to absorb the solar energy as the sun moves through the sky. Pole mounted solar panels are fixed to the end of a pole, some can be adjusted to get the maximum amount of sun. Then the ground mounted solar panels which particularly interested me. They are fixed to a metal frame that can range from just above the ground, to tall enough for a person to stand underneath. Being fixed the way they are gives the option to make them rotate during the day, so they follow the sun across the sky. I found the mechanics on how they worked quite interesting. 

I am still in the early stages of my Practical but my research for my report is helping me to make good decisions in building my future home.  

This week we publish an account from Brendon Trappe, who was one of the founding parents and an integral part of the team that helped to build Perth Waldorf School.

Waldorf from the beginning

When I started to write this article about the beginnings of the Perth Waldorf School, I intended to focus on the erection of the fence around the property. In order to recall dates and sequence of events, I looked through the School newsletters from the 80s. Barbara and I have kept all of the newsletters since our first involvement (the name “Pabulum” appeared later in School history).

In our files I found the very first School newsletter dating from July ‘82 (see images below). This was just a couple of months after Barbara and I arrived in Perth with our first child, Christopher, having emigrated from Ireland. The newsletter was posted to our temporary address in Rivervale and shows our intent from the beginning to have our children educated in the Waldorf way. The Steiner philosophy resonated with us as young parents, and still does to this day, with all three of our children having completed their education at the Bibra Lake School.

My first employment was in South Australia, where Christopher started at the Mount Barker school Kindergarten. In April ’86 we returned to WA, to a new employment, during the recession “we had to have” (only named as such long after the reality unfolded). With us was our second son, Ciaran.

Before arriving in WA, we had made arrangements to immediately join the Perth Waldorf School, which was housed in a hall in the Clontarf College in Waterford (“Castledare”).

Plans to purchase land for a school were underway and before long the purchase was complete, at what was then known as Prospect Road in Bibra Lake. Much could be said about the people involved in fund raising, but that would need to be a separate story, told by others who were more closely involved. The main provider was the Rural and Industries Bank (R&I) who provided finance and loans for land and buildings, but parents and friends played a vital part in meeting the multitude of costs arising as the School grew.

When I first visited the site, there was a cleared track into the bush, the track which is now the main entry road. About 50 metres along the track on the east side there was an area where some of the larger bushes and trees had been cut down and piled up. This was the site of the building that is now the rammed earth Kindergarten. This image of the partially cleared site is still a vivid memory. In some ways it was a shock to realise that much of this bushland would need to be cleared to make space for the School buildings.

An important part in establishing ownership of the land was erecting a fence around the surveyed boundary. A fencing contractor was hired to install the posts and provide the materials. Parents and friends joined in busy bees to help pull the chain mesh and attach to the poles. Sounds straightforward, but maintaining an even tension across the full height of the mesh is far trickier than anyone would imagine – until you experience trying to do this!

Progress was slow but eventually the fence surrounded the whole property. The gate was installed at the main entry where it still stands today on Gwilliam Drive. If Stephen Jennings had had his way the road would be called Progress Drive, but he lost that particular battle with Cockburn Council.

Now that the School was the owner of land, help was needed to organise construction of the buildings. I joined the Building Committee which included Stephen Jennings, Brendan Donlin, John Nossiter, Francis Barber and Martin Visser. There were others but these were the people that I dealt with the most through my involvement.

In December ‘86, Marc Baxter, a Sydney architect experienced in Anthroposophical principles, helped the Building Committee chose a local Perth architect to develop the building design. Hames Sharley, director Lynley Lutton and architect Rachael Seal were chosen to design a “cottage-type” structure with rammed earth walls.

In early April ’87 there was a working bee to help clear and lay the main entry road.

A building contractor also had to be found, and after much consternation agreeing details with the builder, a contract was awarded. The Builder’s Licence was issued to Tom Cambell by Cockburn Shire Council on 7 September 1987. The hope was that the building would be ready for use by the first term of 1988, but it was the second term before children’s voices filled the new rooms.

The Building Committee were actively involved in helping with the construction, and trying to control or minimise costs by using salvaged materials, a contribution that I think the builder did not always appreciate! For example, the jarrah floorboards were salvaged from a disused church in Armadale. Much work was done by parents and friends preparing the grounds around the building.

In putting these notes together, I re-read the School newsletters from the 80s, and through this was reminded of the number of people – parents, friends and teachers - who contributed in a myriad of ways to the establishment of the School – all volunteers, contributing time and money to make it happen.

Brendan Trappe

April 2024

Payment of school fees can be made by the following options, please include your Family Code as reference, thank you.

A late payment fee will apply to all accounts not paid by the due date. This does not apply if you have a payment plan arrangement in place.
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