A Loving Gift

This week we say farewell to Anna Scott who is retiring after more than three decades of love and service in our school. She was a gift to our school and especially kindergarten children and families. We were so lucky to have her with us for so long. Anna is a brilliant human being, and she will be sadly missed. We wish her much love and best wishes in her post school life but hope we see her shining within the PWS community, often.

The Gift of Love

This morning, we were treated to the Easter Walk through the school. This festival involves all the primary school students walking around the school and through the plaza, carrying decorated crosses, with a baked rooster on top. A donkey, a simple animal, leads the way. The procession enters an archway lined with palm fronds held aloft by loving adults. Finally, on the small field, the children gather and sing together The Easter Bells are Ringing. This school tradition has been celebrated for decades, and it was lovely to see former students return with their own children and take part in creating that archway.

Rudolf Steiner writes that the Easter story, including the Mystery of Golgotha, provides for us a renewing of responsibility for all creation, a deepening of our moral life and it is suggested that in pondering the Mystery of Golgotha, our whole soul-being can have an education in unselfishness. The death of Christ, in the Easter story, signifies the birth of Cosmic Love within the sphere of Earth. We are told that this all-prevailing love helps us to lose all narrowness, all selfishness in life, to acquire largeness of heart, and an all-embracing tolerance and a deep understanding for everything that is human on the earth.

May the spirit of the Easter Story provide an opportunity for renewal in your life.

Stay safe and well, enjoy the school holiday and we will see the students back on Tuesday 29^th April.

With gratitude

Bruce Lee
School Administrator

 

Refreshed, renewed, replenished I am standing
Within this world of golden autumn light.
A wondrous, mighty sword the gods are handing
To those whose souls with fire of love burn bright.

This flashing sword like sunrays streaming, searing,
In darkness shines and makes me firm and sure.
No dragon on my path need I be fearing;
I'm armed with light - God-given, sun-forged, pure!

by Michael Hedley Burton / verse no. 28

Farewell to our Beloved Kindy Teacher, Anna Scott

After 32 wonderful years of dedication, love, and creativity, our beloved Kindergarten teacher, Anna Scott, has retired.

Anna has been a guiding light in our school, nurturing generations of children with her warmth, wisdom, and gentle presence. Her enchanting puppet plays, deep care for the children, and unwavering support for colleagues have left an indelible mark on our community.

Her presence in the classroom was something truly special. With her soft voice and kind words, she had a way of making each child feel safe, seen, and deeply cherished. There was a stillness in her that invited children into the magic of storytelling, into the quiet wonder of the world around them. One young student once said, "Anna is a real angel—I didn't know they were real." It is hard to imagine a more fitting tribute to the love and grace she brought to our school.

As a mentor to many teachers, Anna’s influence extended far beyond the classroom. Not only has she touched the hearts of countless families, offering a place of magic, security, and joy to all who have walked through her kindergarten doors, but she has also been an active member of the College of Teachers and a Teacher Trainer with SECA. Her wisdom, patience, and dedication to the craft of teaching have shaped the journeys of many educators, ensuring that her legacy will continue to ripple outward for years to come.

While we will dearly miss her daily presence, we know that her spirit will always be woven into the fabric of our school. We send her off with our deepest gratitude and warmest wishes as she embarks on the next chapter of her journey. May her retirement be filled with the same joy, wonder, and creativity that she so generously shared with all of us.

Lisa Payne
Head of Early Childhood

Farewell from Anna Scott

Thank you everyone who made this work life so good and hard and fun.

James Wishart once said I was the slowest incarnating kindergarten teacher he had ever meet ….I never quite understood what that meant but now I can only say ….thank you to all the beings human and invisible for allowing me to incarnate to a place where goodness and love abound (as well as tricky business !!!)

It’s been a BLAST!

Anna xxxx

The Easter Festival With Young Children

In Waldorf Schools around the world special emphasis is placed on celebrating
festivals. These events are generally connected with ‘The Spirit of the Sun’ – the
force that generates the very life of our planet and dictates the seasonal
rhythms. This force is known to us as the ‘Christ Force’ or ‘Christ Impulse” and is
not specific to one religion or another – it is the impulse that made us all
regardless of our colour or creed.

The very first festival that is celebrated in Waldorf Schools is the most important
of the year – Easter.

Easter is the time set aside each year to acknowledge the physical death and
resurrection of the Christ Force. It is the time when we give thanks to the great
Sun-sprit for entering our world and helping us to evolve as human beings. It is a
time to celebrate the greatest cycle of all – the setting and the rising of the sun
in the eternal dance of re-birth. Easter in the southern hemisphere is a
particularly wonderful time, as we see the summer heat giving way to a cooling
facility for new life and growth. Autumn Equinox 21 March is a perfect precurser
for the festival of Easter, as it marks the true transition from summer to
autumn. This gives us a real sense of the changing seasons and the coming of a
new feeling in the Earth. Also, beginning is the spiralling inwards that occurs in
the cooler months and leads to a sense of inner reflection. What better time to
hold a festival that prompts us to look at our own inner journey.

In Kindy, we bring this special event to the children in a way that is appropriate
to the very young. Our nature table abounds with decorated, blown eggs
hanging from the Easter tree, chickens and hares jumping about and bowls filled
with sprouting seeds – demonstrating new life coming into being.

During the three weeks leading up to Good Friday we tell special Easter stories
and sing about the approaching festival. Our Easter circle is filled with songs
about the chicken that brings new life in the egg and the hare that brings us the
Easter egg, which holds Christ’s message of eternal renewal. We are singing
about the apple that is filled with the star consciousness that brought the first life
to bear, and the trees beginning to colour; all the things that typify the seasonal
changes that are only just beginning.

At home, it is time to make your own Easter tree, knit a few bunnies and chickens and think about colouring and decorating beautiful eggs to share on Easter Sunday. Make a batch of buns with the children and tell them stories of new life and hope.

It is the extra-ordinary things that make the most impact on children and thus, it is wonderful to give them surprises beyond the material. In my house, the night before Easter Sunday saw my two daughters leaving a red apple on the doorstep for the Easter Hare to find the next morning. The children knew all about the magic star that lives in every apple that will sustain whoever eats it. When the girls got up the next day, they always found the left over apple core to indicate
the Hare had found his way to our door once again. This was the sign to race outside with baskets to go on the “egg hunt.” Once in the garden they started their search and lo and behold, scattered under bushes everywhere were beautifully coloured hard-boiled eggs with the occasional chocolate one dotted here and there. Once all the eggs were found they were evenly distributed between the girls. The chocolate ones were of most interest – of course, but the coloured eggs sat glowing in the basket under the Easter tree, ready to share with the cousins later that day.

Customs such as these are the stuff that childhood memories are made of and
the way to make festivals meaningful at home.

Whatever your own family customs are for this time of year, I wish you great
peace and joy over the Easter Holiday and look forward to the children’s tales of
what they did in their homes when the Easter Hare visited.

Love,
Fiona and Kelly - Marri Miah Kindy

From the Head of Primary

This week we finish the term with a celebration of Easter. The little donkey, the procession through the school with bread roosters atop decorated crosses, the singing and stories, the simple but beautiful foot-washing assembly – these are all moments the children in Primary look forward to. They are experiences of joy, beauty and significance.

A lot of work, a lot of creativity and a lot of learning has happened since the beginning of term. I’d like to acknowledge our hard-working, caring and skilled staff who have brought rich learning experiences to the children and supported them with their well-being and learning.

Thank you, parents, for all your ongoing support. I’d like to wish you and your families a safe and enjoyable Easter break.

Kevin Mazzer
Head of Primary School

Bibra Lake Diary - Tuesday 8th April

Finally, the hot days of Bunuru are easing.

Nights are cooler, and this morning there is a layer of mist over the lake. Ducks are on the bank preening, or they glide effortlessly over the glassy water.

The expanse of lake, which not long ago was dried mud, is now a lush green carpet.  More a field than a lake.

On the horizon clouds are beginning to form. This cooling shift signals the beginning of Djeran, and the coming of the first rain of the year.

Kevin Mazzer
Head of Primary School

The Boy on the Bus - an Easter story

Every day a group of children rode the school bus from their home in the city to their school set on a bush block. The younger children gathered in the front, while the older boys filled the back with noise and laughter. They were boisterous and loud, full of energy and mischief.

One day, the bus stopped in a poor neighbourhood. It normally didn’t stop here. The children looked out the windows and saw the run-down houses, the overgrown gardens, the broken-down rusting cars. The people who lived here obviously had very little.  A new child boarded the bus. His hair was matted, and his big dark eyes seemed too large for his small face. His legs were scraped and bruised, as though he’d spent too much time running through thorny bushes. He slipped into the only empty seat near the front.

The other children glanced at him, whispering behind their hands and a few giggled. They were unsure of what to make of him.

It was early April, the days of summer drawing to a close. In the mornings, a cool chill hung in the air, hinting at the approach of Easter. As the bus rolled away from his stop, the boy put his face near the glass, his warm breath fogging the window. Then slowly, he began to draw, his fingers forming a shape in the condensation. The outline of a bird appeared—it was a small rooster, delicate and deftly drawn.

The children on the bus glanced at each other curiously. Even the older children down the back of the bus noticed.

Then, as if unaware of anyone else, the little boy began to speak softly to the bird, as though it were alive. He paused, listening, and then spoke again.  He did this time and time again throughout the ride, lost in his own quiet world. What the conversation was about was a mystery, but it was clear to all that the rooster took a very lively interest in the boy’s life!   Some of the big children scoffed, some giggled, but many watched him with growing curiosity.

When the bus finally pulled up at the school stop, one of the older boys, a loud bossy boy named Eddie, pushed past. With a dismissive swipe, he wiped away the bird from the window. “Wake up, daydreamer!” he said with a smirk. A few of his friends chuckled, but the laughter was half-hearted, not as loud as Eddie thought it would be. The little boy looked hurt; his eyes wide with surprise. He tried to warm the window again with his breath, but the fog wouldn’t form.

The bus emptied, and the children filed off in silence, the mood heavy with unspoken thoughts. The next day, it was the same. The little boy got on the bus, found his seat, and began his quiet conversation with the bird, drawing it again in the foggy window. Again, big Eddie wiped it away. This time he didn’t wait until the end of the ride.

At recess and lunchtime that day, the new boy sat alone, his gaze fixed downward. His classmates noticed, but none of them knew what to say.

On the third day, as the boy climbed aboard, he noticed that something was different. He was surprised to find big Eddie—the one who had wiped the rooster off the window—sitting in his seat. All the other seats were taken. The boy looked at him, confused. Eddie simply smirked, as if to say, “What are you going to do about it?’

No one knew quite how to react. The tension hung in the air. But then, something unexpected happened. One of the other big boys, a friend of Eddie’s, breathed on the glass of his own window. A frosty patch began to form. He stepped into the aisle and gestured for the little boy to sit. Without a word, the little boy walked up the aisle. All heads turned and watched him walk. He sat down, his heart racing.  The big boy sat next to him.

When mean Eddie came back to see what was happening, he saw his friend sitting there, arms folded like a big brother, and a look that said, ‘Sit down, Eddie. The kid’s alright and he’s with me.’  

And so, the little boy began to draw again, the rooster slowly taking shape under his fingers. He whispered to it, as he had before.

Then one by one, the other children started to follow his lead. Each of them breathed on their own windows, and soon, the bus was filled with drawings—a little fox here, a magpie there. The windows, once clear, were now alive with their own world of animals.

Big Eddie just harrumphed and went and sat down the front again and looked out the window.

The bus pulled away, and again there was silence—not the uncomfortable, awkward silence of before, but a quiet understanding. Each child sat in their seat, watching the world through the frosty lines of their animals, their imaginations set free in a way they hadn’t expected.

And the boy? He sat there, his rooster perched in the glass, quietly speaking to it, knowing the world outside had softened just a little.

Kevin Mazzer
Head of Primary School

Observation Without Judgment

As part of their 'Physics of Sound' main lesson, Class 6 engaged in several sound-related experiments, the latest of which involved a fork, a piece of string, and a hard surface. To conduct this experiment, students were instructed to carry out a number of steps: one, hold up a fork (or butter-knife) with a piece of string tied around the handle-end; two, wrap the other end of the string around their index finger; three, insert their finger into their ear; four, knock the utensil onto their desks; and finally simply observe. The students were amazed with the outcome.

"I could hear soft vibrations in my ear," said one student. "It sounded like the chiming of a bell," said another. 

Previous experiments conducted involved the use of different shaped bottles filled up with various amounts of water and used to either blow across the rim or to beat with a utensil in a percussive-like fashion. Both techniques caused the creation of different sounds. 

The ultimate purpose of these experiments was for students to hone their observational skills by breaking down what they witnessed in as much detail as possible. By using as many senses as possible, students were encouraged to come into their own bodies to differentiate and discern sound without judgment.

 

In Steiner education, there is an emphasis on students developing the ability to observe before forming judgments. In the early years, this focus on observation helps children engage deeply with the world around them. Rather than jumping to conclusions or analysing things too quickly, they are encouraged to simply observe and experience the world. This cultivates a sense of wonder, curiosity, and open-mindedness. The goal is to allow children to connect with their surroundings and peers without the immediate pressure to label or categorise everything they encounter (as there will be plenty of time for that in their later senior years)! 

Tamara Yousry
Class 6 Education Assistant

Class 9B Drama Main Lesson presents – Harlequinade by Terence Rattigan

Harlequinade is a wonderful play which needs minimal explanation.

I will say this, however. We can look forward to a fabulous production of Romeo and Juliet, featuring wonderful performances by Arthur Gosport and Edna Selby starring in the title roles; Dame Maud Gosport as the Nurse; famous film star, Fred Ingram, as Tybalt; and of course, senior actor, George Chudleigh with his single, unforgettable line. We would like to thank Jack Wakefield for his unflappable and organised stage management, ably assisted by Johnny Ashton-Cowan. This production, of course, would not have been possible without the most calm, most kind, most helpful and most reassuring Mr Wilmot, and we thank his management sincerely for the ability to fix the most complicated of legal issues and make all our problems simply “disappear”. Lastly, we mustn’t forget Miss Fishlock, who, as usual, has had to do most of the donkey-work, and has done it, as always, far better than anyone would ever expect.

PWS staff have worked hard to make this play possible: Justin Crossley, Eva Rinaldi, Gabriela Morales, Ian Lawrence, Shanelle Schramm, Sarah Boyle, Kirby Donnachie and Kate Leeder.

Families are encouraged to attend evening performances together, from all High School and upper Primary year levels (Class 5 and 6). Entry will be by donation.

Please note Harlequinade will not have an interval. Refreshments will be available for purchase from 5.45pm, before the evening performances.

All performances will take place in Williams Hall:

Cast 1 Wednesday 9 April 10.40am
Cast 2 Wednesday 9 April 6.30pm
Cast 2 Thursday 10 April 9.00am
Cast 1 Thursday 10 April 6.30pm

 

Austin Castiglione
High School Drama Teacher

Class 12 Biology Main Lesson - Zoology

This term, the Class 12’s have undertaken a dive into the world of animals and their origins. Through the study of life on Earth, the students appreciate the interconnectedness of animal species with their environment, and the unique characteristics that have allowed these animals to thrive in their ecological niche.

Class 12 have looked at some of the evidence behind the theory of evolution, including fossilised organisms and the geological timescale, observing the changes in life on earth and how such diversity may have come to be. A look at the very non-linear picture of human evolution always brings some good discussion to the class and they also wondered how different human society would be if animals were never domesticated and had instead lived alongside us in their natural environment.

Throughout the Main Lesson, students have participated in practical activities including a fascinating squid dissection, a micro-evolution game in which they were birds trying to feed on different sized beans and they have been treated to a visit from some rescued wildlife.

Suzie Moore
High School Science Teacher

Class 12 Projects

Lara Nandlal

For my Class 12 project, I will be asking:

“How has humanity’s perception of ‘monsters’ changed from ancient times to today?” 

I’ve always been interested in all things fantastical and fictitious. Growing up, I loved reading book series like Wings of Fire and The Narroway Hunt and watching movies like How to Train Your Dragon. Dragons took my interest specifically, and while it could’ve just been that dragons are awesome, I also loved their stories. Way too many stories take the route of dragons being evil, princess kidnapping monsters, and I sympathised with them, because I childishly thought that all evil could be reasoned with. However, in more recent times with more and more different takes on old mythologies, stories with sympathy for the monster have popped up. These types of stories were the ones that grabbed my attention. 

The topic of dragons sat in the back of my head throughout Class 11, then at the end of the year, when we all began watching presentations and thinking of projects of our own, it resurfaced and took on a new form. Instead of just dragons, I thought of focusing on a broader topic: Monsters. Monsters from Ancient Greece to today, all their different forms and functions. This is what led me to my current question.

When researching, I decided the best place to start would be at the beginning, and I don’t mean just ancient times, an odd 2000-3000 years ago. Our earliest monsters were our predators, and among the most terrifying were snakes. They struck fear into all primates – for intelligent creatures, the thought of being bitten or squeezed to death is haunting. A few million years passed and primates gained a special snake detector. Numerous studies have confirmed that humans in particular are able to recognise a snake far quicker than similar looking animals like frogs or caterpillars – even when only a small part of the snake is visible. This built in ‘snake detector’ is present from birth, with infants displaying almost the same recognition ability as adults. However, unlike adults, babies show no fear response – likely because they have yet to learn what a snake is. 

As we built societies and civilisations, we also gave rise to monsters. I thought the next logical step to take in researching would be to look into the mythology of ancient times, specifically in Ancient Greece, because not only is it the most studied mythology, but it had a good link to the snakes: Medusa, the Gorgon. Gorgons started off as a widely grinning face or figure that was painted on all manners of objects. They originally had no connection to snakes, especially not as an extra body part, and they rarely even had snakes in the pictures to begin with. These older versions of Gorgons were more likely the depictions of the Phobos, the god of fear. Eventually, over the years, the Gorgon we know today developed, with locks of serpentine hair.  

Why exactly Medusa is a monster is a likely topic for debate. Whether her snake hair and ability to turn men into stone was a curse or a blessing in disguise, she did present a threat to what society was back then. She was a monster because she stood against their values, of what a woman or someone unsightly should be. Like pretty much all the monsters in Greek Mythology, she was killed and made an example of, to show that resistance to the norm was futile: those who did not fit into that norm were to meet the same fate as her. 

That last paragraph was a little dark, but it holds true. Humanity’s monsters tend to be caricatures of what we fear the most. In ancient times this often meant anything unfamiliar or anything that wasn’t considered beautiful – both of which were unfortunately usually other people. You may be thinking that this contradicts my topic, but simply because one facet of monsters hasn’t changed, it doesn’t mean others have not either. Another perspective on monsters – and the one I’ll most likely be focusing on in both my essay and practical – is their physical form. In the past, monsters were tangible creatures like Medusa, but today, they take the shape of abstract fears, such as climate change and poverty. My project aims to explore that shift and bring it to life visually through my practical piece. 

Liam Wolff-Boenisch

Before reading this article, I encourage YOU, the reader, to ask yourself four fundamental questions: In which- if any- governmental system do you believe in? What does democracy mean to you? Do you believe that you have proper freedom? and Do you take either for granted- and/or are you worried about the future of both? 

Greetings! 

My name is Liam Wolff-Boenisch, and I am a current year 12 student. I have always been interested in the political and historical fields. As of late, the current evolving and tumulus global political state of the world has piqued my interest. So, in accordance, for my year 12 project, I have chosen to apply my focus into this respective field, formulating my question of interest into:

“To what extent do the current global political and societal trends towards strong autocratic governmental leaderships, jeopardise the future of democracy?”

The question itself is very broad and is open to many opinions and discussion; my question, however, follows the infamous quote of Winston Churchill himself that “...democracy is the worst form of Government except for all those other forms...” Implying that through democracy, more peace, freedom, and equality will prevail.

Politics and governing structures are imperfect and always depend on individual beliefs. Democracy and autocracy represent opposing forms of governance. Democracy emphasises collective decision-making, individual rights, and majority rule, with power vested in the population. In contrast, autocracy centralises absolute power in a single leader or ruling group, disregarding the collective will and prioritising the autocrat's interests. 

Now, the problem lies not in the fact that one form of governmental rule is better than the other, but rather in the danger that one is jeopardising the future of the other and the collective will of nation states.

Think of any current global conflict or event that is present in your memory. Now, question why it's a conflict. Is it based off of an opposing political value? Are the states/parties democratic/autocratic? Are the people in agreement with the causes- do they have a choice? 

Conflicts don’t need causes that are right or wrong, they will always be opposing. The fact remains though, that autocracy is having an effect on the future of democracy. As of late, recent societal and political trends have begun to threaten world peace and stability. These such trends vary from: the weaponisation of dis/misinformation through social media, to the abuse of law and assault on freedom and rights, to the cutting of international relations. As we progress into a more-than-ever digitalised era, these trends are still volatile and evolving- but one thing is clear: the future of democracy is at risk, and autocratic governmental systems continue to abuse these trends with a general disregard for the freedom and rights of democratic states and their people.

For my practical component, I plan on conducting out a survey. It will target young adolescents to better gauge their understanding of political events and figures. Based off of my results, I plan on either carrying out a hands-on practical with the high school students to increase their awareness of the importance of politics in our day and age; or, to instead put democracy into action by creating a  representation council for the students to create a more inclusive school environment where their voices are heard and their interests better understood. 

It is a very topical project topic which is constantly being shaped by the current evolving global political developments. I’m excited to see my project and progress grow over the coming weeks as I strive to reach a conclusion to my question. If you are interested in working with my project or myself, please feel free to contact me via 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

We recorded our biggest distance for the term with 27km. It was an enjoyable sunny morning and a more pleasant temperature than the week before. It has been a great term getting back into running club, we have seen some regulars back out there but also welcomed a lot of new comers which has been fabulous! Keep up the great efforts over the holidays by attending your local parkrun on Saturday morning or hit the trails at Manning Park for an awesome new challenge (See details below). If you didn’t get to running club this term, don’t worry you haven’t missed out we will be back at it In Term 2!

Milestone Achievements

5km – Nabilla Antipas (Parent) and Zephyr Antipas (sibling)

20km – Jobe Collins (Class 5) and Hamish Whyte (Class 5)

InterSchool Sports Opportunities

Term 1 has been a whirlwind of interschool sport, with an incredible 13 teams representing Perth Waldorf School over the past 10 weeks. It’s been a period of hard work, dedication, and memorable moments, as our students have showcased their talent and sportsmanship across a variety of competitions.

Senior Boys Futsal

Last Monday, it was the Senior boys' turn at the Secondary Champion Schools Futsal Competition, where we had two teams: PWS B (Class 12) and PWS A (Class 11).

The Class 12 team had a tough start against the specialist school Lynwood A, suffering a 0-7 loss. However, they quickly regrouped and put on an impressive performance against Melville D, securing a 10-0 win with many players getting the opportunity to score. Although they struggled in their next two matches, managing just a goal in each, they fought hard and finished the day on a high note. In an intense match against Melville A, they managed to hold on to their second win of the day, finishing 2-1.

Meanwhile, the Class 11 team displayed some excellent gameplay in their first three matches but couldn’t convert their chances on the scoreboard. They weren’t about to let their fourth game slip away, however, and triumphed 5-0 against Melville B. Unfortunately, their final match of the day was a close one. A poor substitution in defence left them vulnerable, allowing the opposition to score, and they finished the day with a narrow 3-4 loss.

Overall, it was an absolute pleasure taking the students out to compete. Both teams represented the school with pride and always displayed a high level of sportsmanship.

This week it’s our Intermediate Boys head out to participate in the Secondary Champion Schools Futsal Competition. Good luck to both teams

Community sport 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

Final Chance to pay 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 will be charged to your account shortly. The school fees are invoiced annually, so please divide the invoice total by four to determine the termly payments. 

If you need any information or would like to arrange a repayment plan, 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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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.

EASTER FESTIVAL

Secondary Assistance - deadline 11th April

The first 1000 days of your Child

? Step into a nurturing space where parenting is gentle, respectful, and rooted in connection. Join us online or in person—choose individual sessions or the full series, blending theory and practice for parents, caregivers, and educators.

? Use code PWS25 for a special 25% discount!

✨ Discover more and sign up at plapla.com.au

? Have questions? We’re here to help: info@plapla.com.au

Longbow 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