Childhood - The Journey

The journey through childhood can be characterized as growing through 3 phases, where, in each phase, new capacities emerge.  Each phase is approximately 7 years long and each requires a particular curriculum and method of teaching (pedagogy).  In Waldorf education we see the growth and development of children best served by providing the appropriate environment, curriculum content and teaching methods for their stage of development.

Hence, we see in Early Childhood, when the central focus is in bodily and organ development, that quality movement and an environment that gently stimulates interest, is essential.  Approximately 80% of adult brain size is reached by age 3 and 90% (nearly fully grown) by age 5! And since we know that varied body movements (both gross and fine motor) in as natural environment as possible (natural non-synthetic objects) support this rapid development, its important that we provide such an environment. 

Many types of movement promote healthy development: hanging, swinging, running, digging, sweeping, manipulating large and small objects. They allow the nervous system to activate synopses in all regions of the brain. And repetition creates stronger synopses!

The damage to the growing nervous system of screen time cannot be over-stated. Screen time stimulates only through the eyes with little or no bodily movement involved.  It is the antithesis to a healthy and natural way for the young child to move and develop.  Far better to provide varied sensory activities that lead to a well-developed infant. Your Early Childhood Teachers will be able to give many ideas for activities at home.

In the second seven-year phase, the children are now ready to learn in a more formal way. This is when Primary School begins.  The child’s thinking now has the ability to make imaginative pictures. Hence one of the most important methods of this age is storytelling or giving information in an allegorical way.

The language of the Primary School child is through stories that allow the children to make mental images. We commonly call this “imagination” (image making). Imagination can be frivolous and lead to superficial fantasy, but when carefully developed can teach a child far more at this age than reading encyclopaedic definition or giving explanations that one little understood.

For example, a story to the young Primary Child about little birds together in a tree and making friends by sharing their toys and food and helping others in their play has a better pedagogical outcome than by giving an intellectual explanation like, “you must share to make friends!” Learning through imaginative pictures also allows a child to develop great creative abilities and a broad range of feelings that will enrich them for life.

Finally in the third seven-year phase, in High School, thinking through concepts that lead to independent judgement indicates a new way of learning. The adolescent is learning to think for him/herself. Socratic teaching calling on the student to share their thoughts about all subjects and develops this new capacity of thought.

The aim in High School is to challenge, excite, and encourage to explore and discover.  Specialist Teachers enthusiastic about their subject from Literature to Maths to the Sciences and the Arts, awaken in the students an extraordinarily great interest in the world outside themselves so that they leave Waldorf Education keen to be life-long learners and creative individuals with the social and emotional intelligence that allows them to collaborate positively with others.

Waldorf Education is unique in the depth of its understanding of child development and the human condition.  Children are given the opportunity to develop their full potential in a diverse range of disciplines in a gradual and methodical way.

With gratitude

Mark Phillips
Teaching & Curriculum Development Coordinator

Bruce is taking a much needed break and will be back on 7th April. 

O Nature, you are as a mother to me,
Giving me strength and nourishing me.
I feel you near me and nearer still.
You fill me with fire - how strong is my will!
To be doing what's good is what I desire,
And I shall, for I'm filled with God's heavenly fire.

by Michael Hedley Burton / verse no. 26

The Meaning of Easter for Children

Easter is a time of renewal and hope, and at our Perth Waldorf School, we celebrate the season through meaningful rituals and symbols that help children connect with its deeper meaning.

Many of the images are drawn from the traditional Easter story- the wooden crosses that the children decorate, the rooster (made of bread), the procession with the donkey and the washing of the feet. Age-appropriate stories are told to give context to these archetypal images. In the Primary school the emphasis is on the joyful, celebratory aspects of Easter- new birth, renewal and hope.

After Class 6, having learnt about the rise of Christianity during Roman rule, the children are ready to hear the full story of Easter.

One of the most significant traditions is the decorating of wooden crosses. Children carefully decorate their crosses with colourful streamers. Afterward, they process through the school, carrying their crosses in a reverent but joyful walk that symbolizes the resurrection and the triumph of light over darkness.

Another important tradition is the creation of the "bread rooster." This dough, shaped into the form of a rooster, symbolizes awakeness and the heralding of a new day.

Through these simple yet profound activities, the children engage deeply with the season's symbolism, experiencing the promise of new beginnings and the cyclical nature of life.

You are warmly welcomed to join us and sing as we process through the Easter Market on the morning of Tuesday 8^th April.

Kevin Mazzer
Head of Primary School

The Cross is to be constructed using dowel approx. 12mm in diameter,  the vertical piece is to be 72cm long and the horizontal piece 45cm long.  

The dowel should “cross” 22cm from the top of the vertical and be wrapped with wool or wire to stay together. Take some thick wire and make a circle around the cross with a 20cm radius from the crossover section.  To make it easier to attach the Easter Roosters, attach a long nail to the top of the cross. 

Crosses to be at school on Monday 24^th March 

Class 4 - Norse Mythology

In Class 4, we have been exploring the rich world of Norse mythology, and as part of our journey, the children have each painted their own vision of Yggdrasil, the great World Tree.

This sacred tree, whose branches stretch across the heavens and roots delve deep into the realms below, is at the heart of Norse cosmology, connecting all living things—gods, humans, and creatures alike. As the children painted, they reflected on the strength, wisdom, and interconnectedness that Yggdrasil represents. Each artwork is unique, alive with colour and imagination, and a beautiful expression of our class’s deepening connection to these ancient stories and symbols.

Alison Alberghini
Class 4 Teacher

A Woodwork Affair

This afternoon, I was a guest in Class 6’s woodwork class for the first time and was very pleasantly surprised! My initial observations were of a group of students who were happy and chatty, yet focused and hard-working. The class was in the process of making spoons and no two students were at the same stage. Some were sawing, others chiseling, and a few sanding. Sarah, their teacher, walked around individually checking in and taking time to guide them.

I decided to ask the students what their favourite part of woodwork was and here are some of the responses:

“I enjoy the hard work and it gives me motivation to do other things.” (Seb)
“You can make anything you want to make if you keep on trying.” (Daisy)
“I like it all, especially the sanding and raising the grain.” (Frankie)
“You get to touch wood, and I love the smell!” (Dylan)
“It’s fun!” (Allegra and Hugh)
“The finished result.” (Charlotte)
“The fact that you can get work done and still chat.” (Maddie and Alex)
“You can use the things you make or give them away as presents.” (Maddie)
“I like making useful objects.” (Arturo)

The responses were varied, but one thing was certain: everyone thoroughly enjoyed this interactive part of their day, with no exceptions.  Upon further investigation, I learnt that woodwork has a multitude of benefits, including fostering a connection to nature, experiencing hands-on learning, design, creativity, problem-solving, focus, patience, and building concentration and discipline. It is no wonder that Rudolf Steiner wished to incorporate woodwork into the Waldorf curriculum. 

Tamara Yousry
Class 6 Education Assistant

High School Beach Day

The scene was set for an amazing afternoon for our High School Beach Day last Tuesday. The sun was shining and the beach was crystal clear. Students from Parkerville and Perth Waldorf School descended on Coogee Beach and John Graeme Reserve for a day of games, swimming and social activities. It was great to see so many smiling and relaxed faces.

Students, staff and even a few parents spent the day rotating through a range of beach, grassed and shaded activities.

As usual, the highlights were the sausage sizzle and the tug-of-war, with the Year 11's emerging victorious over the Year 12's this year! Congratulations to all the students who participated in the day, especially the senior PE students who helped lead the 14 teams (over 200 students) through the rotations.

I would also like to give a huge thank you to all the staff who made sure the students were safe, well-supervised and enjoyed the day. 

Wendy Belford
PE Coordinator

Class 11/12 Psychology Elective

The psychology elective this year has started with an exploration of “the self”. Exploring our own personal identities and asking questions that philosophers and psychologists have pondered for thousands of years.

The students were then given a task to research some more modern psychologists and examine the impact they have had on our understanding of ourselves and on psychology as a whole. They made a poster outlining the lives and achievements of their allocated psychologist, then wrote and performed a skit in which they took the roles of “psychologist” and “patient” to demonstrate how the theory would apply in a clinical setting.

There were some fascinating and outrageous skits, particularly when Sigmund Freud and his theories entered the room!

Suzie Moore
High School Biology

Class 12 Projects

Sophie Milne

Dear reader: take notice of the clothes you are wearing, of the garments that are hung and buckled to you. Think of how these fabrics were made, of the basins of water and dye, of the skeletal sewing machines. Even bring your mind back to the first stage of the fabric, whether that’s in a lab or in a field. Now ask yourself: what’s the weirdest material these clothes could be made of? 

Hi, my name is Sophie Milne, and I’m exploring how we can push the boundaries of the material industry and begin to strive for sustainability with materials made with funky things like fungi, algae, and bacteria. My question is: 

“How can we use synthetic biology and alternative organisms to reimagine and improve the material industry?” 

For the past few years, I was vaguely aware of things like ‘mushroom’ leather, and didn’t think much of it, holding it in my mind as something neat but not very relevant. Earlier this year, late one night while in the midst of scrambling for a project idea, I stumbled across a TedTalk about synthetic biology and bio fabrics - terms that would somewhat haunt me later in the year. It struck my interest greatly, as it was related to climate change and the environment, while being artsy, and also holding a scientific yet somewhat whimsical feel to it - mushroom clothes, died with colourful bacteria, weaved with algae. It sounded mystical and intricate, almost fantastical.  

This short video lead me into my current focus of my project: mycofabrication, the act of using mushroom root to produce a fabric. While I am focusing on other bio fabric types, this is my largest current area of research. So, why is it important to our society now?  

Since prehistoric times, humans have taken natural existing forms and manufactured them into material that holds use and significance in society. We did it with stones and rock, leather, bronze, steel, and plastic to name a few. Now, in this post-industrial age of continuous innovation, we have developed a much-needed awareness of an important responsibility we have in our production: how we affect the environment. We are currently in the midst of a drastic climate crisis, which in turn has boosted the need for sustainable and low carbon materials to replace the harmful ones like plastic and leather. This sudden interest has brought forward biomaterials made from things like pineapple leather, kombucha scoby, spider web, tree trunk fibre, cactus leaves and many more, along with the three I’m focusing on. With my project, I want to look into the current development and viability of these bio fabrics (mycofabrics, bacterial cellulose and dye, and algae fabrics) and hope to produce a garment of some sort myself. Though it seems like only a fanciful theory, it is very much a feasible and anticipated new market, and in my opinion, offers up hope in the future of sustainability.  

I am currently also looking for a mentor. If you’re knowledgeable in biology, have experience with organic fabrics, can provide equipment for making these garments, or are simply interested in my topic, I’d love to hear from you.  

You can contact me at: class12projects@pws.wa.edu.au 

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About Class 12 projects

Class 12 projects are a key part of our students' final year, helping them explore big questions about themselves and their place in the world. They run alongside coursework and are a culmination of students' Steiner education.

Running Club

A great turn out last week with eleven participants from Kindy to class 5, completing laps to pull together a wonderful 23km for the day. We welcome students, staff, siblings, and parents to join us for a walk, jog, or run every Tuesday morning from 8:00am to 8:25am. It's all about moving our bodies, having fun, and cheering each other on. Whether you’re walking or running, everyone’s welcome to join in. We’ll meet on the big oval near the sports shed (shipping container), and make sure to bring your drink bottle!

Milestone Achievements

5km – Sam Wallis (Class 5)

10km – Paddy Collins (Class 1)

15km - Hamish Whyte (Class 5) & Jobe Collins (Class 5)

After School Sports Program

Last week was our final session for the Term One afterschool Cricket program. We had another great turn out of eager students ready to put their skills to the test. After developing our skills over the first three sessions it was time to play a game of cricket. Everyone had an opportunity to bowl, bat and field. There were some great displays of each in both the Kindy – Class 3 game and the Class 4 – Class 7 game. Thank you to everyone that attended and made it such an enjoyable experience. Stay tuned to find out what our Term Two program will be!

InterSchool Sports Opportunities

See below for some opportunities to get involved in and try some great community initiatives.

Manning Park Trail Runners

Where: Manning Park, Azelia road Spearwood. Meet at the Manning stairs.

When: Every Thursday. 5-6pm for kids group. 6-7:15pm for adults group.

It’s FREE! All ages and abilities welcome.

Fremantle Indoor Beach Volleyball

Want to be apart of an exciting new competition? Then this is for you!

Thanks,

Jade Collins
Phys. Ed Coordinator

Term 1 Fees

Thank you to those families who have paid the Term 1 Fees on time. It helps ensure the school is able to run smoothly.

For those families who are yet to make payment or enter into a payment arrangement, the Term 1 Fees are now overdue and a late payment fee may be charged to your account. The school fees are invoiced annually, so please divide the invoice total by four to determine the termly payments. If you have not received a copy of your invoice please contact Kathryn on account@pws.wa.edu.au. 

Payment can be made by the following options, please include your Invoice Number as the 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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Groups/Classes

Participating in any of these activities goes toward Family Participation Hours. 

These groups for parents are run or led by teachers or parents. Members of the school community are encouraged to join any of the groups and enjoy the experience of personal growth and learning in this beautiful environment - a great inspiration for our children!

Community Notices are for members of the school’s community only and may consist of: Business adverts, producers, services, items for sale (non-school related), etc. keeping in mind that they need to be consistent within our schools’ ethos. Please try and keep your notice short (this is free of charge). All Community Notices will appear in this section for two weeks only.  If you would like a ¼ page advert, a $10 fee is required and will only appear in Week 2 and Week 8.

Secondary Assistance - deadline 11th April

Karate Classes

Introduction to Biodynamics

Wicker Basket Weaving Workshop

General Canteen Information 

Pixie Stott Canteen - Perth Waldorf School 

You can set up an account with the canteen using the form below:

CANTEEN MENU

Reusable stainless steel straws Silver just $1 cleaners 50c
Banister Downs milk full cream and lite $2.50 per litre.
Tammy sourdough bread whole meal $6.50 or fruit $8.50 available every day.
Breadtime story handmade sourdough Spelt $12 fruit and nut $14 4 seeds $13 preorder for Friday delivery.
Fresh Raw Local Honey $14/kg refill your own jar prepacked glass jars $9
Local Organic Olive oil $16.00/litre refill your own bottle or prefilled bottles available.
Grounded Pleasures chai $12.50 200g box
Grounded Pleasures Chocolate $11.50
Karvan coffee #3 $13/ 250g whole beans or Swiss water Decaf Ground $13.00/ 250g Tally Ho farm biodynamic tempeh $9.50

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Volunteers are welcome in the Canteen!

Food Handling Training Link https://www.cockburn.wa.gov.au/Health-Safety-and-Rangers/Public-Health/Safe-Food/Food-Handling-Training

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If you would like to volunteer please take the course above. For free access use the code FSCBURN315. The course takes approximately an hour to complete. You will receive a certificate upon completion. Once you have acquired the certificate we can arrange a time that suits you to come in. All hours can be used towards the Parent Participation Scheme including the online course. If you would like more information, please contact Megan in the Canteen or via email canteen@pws.wa.edu.au 
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Megan Harry
Canteen Manager