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Senior School Drama!
After 10 years of compulsory drama in Class plays, our Class 11 and 12 students have the opportunity to choose Drama as a senior school elective. They have classes each week and then they rehearse and perform their annual play for our school community. This week you are invited to see great theatre.
Make it a date to get to Williams Hall and support these extraordinary young people. The play also gives parents of younger children a glimpse of what your precious young child is to become in the blink of an eye. It’s a wonderful vision.
Sports
Jade, our Extra Curricular Sports Coordinator has invited us to sign up for the Bibra Lake Fun Run. A fun event for the whole family. Walkers, joggers, runners, prams, and even dogs on leads are all welcome!
Also, congrats to the Interschool Basketball team. Despite sickness they had success and/or lots of healthy competition. Thanks Jade and the parents who support these events. See “Sport News” for details.
High School Deputy
As reported last edition, there is a school leadership restructure underway commencing from 1 September. As part of that we conducted a recruitment process and have now appointed Sharon Symes to be the Deputy Head of the High School, replacing Donna Kerr who will become the Head of High School.
As well as being a parent of three Class 12 graduates, Sharon has been the Class 12 Student Independent Projects Coordinator for a number of years, a member of the College of Teachers and she is the current High School Faculty Facilitator. Having worked in the High School for more than a decade and been involved with the school for more than two, she brings immense experience and will bring an independent wise voice to the role. Working with Donna and the High School staff, she will work to support quality decision making and vibrant, response-able leadership for the best interests of students and families. Please offer your support as she takes on this complex role.
Milkwood Steiner School
The College of Teachers recently approved a donation to support the family of a teacher at Milkwood Steiner School in Darwin, following the tragic accidental death of her four-year-old daughter. While our school often provides assistance within our own community—such as through our bursary system for families experiencing short-term financial hardship—in this case, the connection through the national Steiner network was considered worthy of support, given the incredibly rare and difficult circumstances faced by the family and their school community.
A GoFundMe page is available for those who wish to read more about the situation or make a personal contribution:
Satisfied? My Cup is Full!
An email was sent to families asking that they complete a Satisfaction Survey. If you haven’t received it or would like it sent again, please contact Fiona – fpeters@pws.wa.edu.au. Feedback in this way is useful to ensure our staff feel valued, seen and we are all challenged to provide Steiner education in the best way possible.
With much gratitude
Bruce Lee
School Administrator
My light is pressed by darkness round;
It is not easy to stay upright, strong and sound!
The Dragon, lurking, would devour
My shining radiance with his power.
But I, remembering how on winter's Holy Night,
In darkness shone the Midnight Sun that is the world's true Light,
For I am led by the Holy Child.
by Michael Hedley Burton / verse no. 46
Eurythmy Performance
We are excited to announce that at 6.30pm on Tuesday evening on the 16th of September, a group of touring Eurythmists will visit and perform for us here at Perth Waldorf School. Put it in your calendar. This is a rare opportunity to see this unique and beautiful artform inspired by Rudolf Steiner. We have not had trained Eurythmists visit us for decades and it will be a special addition to the cultural history of our school.
Class 3 - Moses Main Lesson
Kerewin de Souza Signer
Class 3 Teacher
Do come and visit our Pledge-a-book stall this Open Day. The stall will be in front of the Ngala Miah Koort (Cedar House).
Pledge-a-book is a library initiative whereby books are purchased by the community to become part of the school library collection. The last few years have been such a success, and thanks to the generosity of the school community and visitors all the books that were on the stall were pledged to the library for students and teachers to enjoy.
This year's book purchases are absolutely beautiful. There is a wonderful range of picture books, fiction for all ages, non-fiction for both primary students and parents and well-being books. This collection has been very carefully selected to ensure they are exquisite literature, incredibly beautiful and link to our Steiner curriculum.
Keep a close eye on the coming Library pabulum articles to see some examples of the books in this year's Pledge collection.
Library Teacher
Class 10A Play - The Crucible by Arthur Miller
Class 10A students have excitedly started their class play The Crucible by American playwright Arthur Miller, a dramatic and fictionalized interpretation of the 1692 Salem witch trials in Massachusetts where 25 innocent people were accused of witchcraft and died because of literal interpretations of the bible and restrictive laws of the time.
Arthur Miller wrote the play in 1953 and saw a parallel between the hysteria and fears of the Salem Witch trials and the effects of paranoid attitudes towards communist or socialist thinking which was prevalent in 1950’s America. The play has strong, dramatic themes and is suitable for high school age groups and adults only.
Williams Hall
Thursday 28 August 2025
9.00am Cast 1
6.30pm Cast 2
Friday 29 August 2025
10.40am Cast 2
6.30pm Cast 1
Class 12 Cosmology Main Lesson
Across the first three weeks of this term, the Class 12A students have completed their Cosmology Main Lesson. 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.
Students engaged in conversations about societies and ideas that helped them explore the evolution of humanity’s perspectives of the cosmos. Focusing on their Creation Stories, connection to spirit and interactions with the environment allowed student to empathise with people with vastly different views to theirs and learn from their ideas. They explored ideas like how the night sky has been used by different cultures, the metaphysical aspects of time and space, and Einstein’s Theory of Special Relativity. Through studying the lens with which people view the cosmos and exploring their sympathies and antipathies, students were able to get a deeper understanding of why they interact with the people and space around them in the way they do.
By 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. In small groups they engaged in an activity of world-building, where they developed their own small societies, based on the environment around them and interactions with their classmates’ societies. As a result of this three-week study, the class was inspired to ask more questions of themselves, their classmates, and the cosmos, in a way that is authentic to their journey as a Waldorf student.
Class 11/12 Elective Play - The Government Inspector by Nikolai Gogo
A Riotous Farce of Mistaken Identity Comes to the Stage: The Government Inspector
Get ready for an evening of outrageous deception, razor-sharp wit, and unrelenting laughter as Perth Waldorf School 11/12 drama elective presents The Government Inspector, Nikolai Gogol’s timeless satirical comedy.
Set in a small, corrupt Russian town in the 19th century, the play explodes into action when the bumbling mayor and his equally unscrupulous officials receive alarming news: a government inspector is travelling incognito to investigate their misdeeds. Panic ensues. Bribes are quickly organised, cover-ups hastily arranged, and every sycophantic charm is deployed to disguise the truth.
Unfortunately for the townsfolk, they’ve made a catastrophic mistake — the man they’ve mistaken for the inspector is nothing more than a broke, opportunistic civil servant passing through on his way to somewhere else. Realising the power of their misunderstanding, he gleefully accepts their “hospitality” — and their bribes — while plunging the entire town into a whirlwind of ridiculous chaos.
The result is a high-energy romp that skewers human greed, vanity, and hypocrisy, proving that the absurdities of bureaucracy and corruption are as relevant today as they were nearly two centuries ago.
With a cast of colourful characters — from the scheming mayor and his gossip-hungry wife, to the hilariously inept local officials, to the sly “inspector” and his shifty servant — The Government Inspector offers actors and audiences alike a feast of comic invention.
Whether you’re a lover of classic literature, a fan of clever political comedy, or simply in need of an evening filled with non-stop laughter, The Government Inspector promises to be an unforgettable theatrical event.
Performance Dates:
Thursday 14 August 6.30pm
Friday 15 August 11.30am and 6.30pm
Saturday 16 August 6.30pm
Venue: Williams Hall
Tickets: Donation at the door
Join us for a night of mistaken identities, outrageous corruption, and farcical mayhem that will leave you grinning long after the beautiful blue curtain closes.
Our Class 11 and 12 students have worked as a team, to bring The Government Inspector to the stage. They hope to bring a strange yet relatable world of 19th century corrupt officials, human greed and stupidity to hilarious life.
PWS staff have worked hard to make this play possible: Justin Crossley, Eva Rinaldi, Gabriela Morales, Ian Lawrence, Shanelle Schramm, Kirrilli Heath and Guinnevere Bell.
Austin Castiglione
High School Drama Teacher
Class 12 Project Practicals
Our Class 12 students focus has shifted to the Practical aspect of the Project. Drawing from their research, each student is now exploring their topic through real-world experiences — bringing theory to life. This stage of the Project offers meaningful insights and a chance to engage with their topics in a tangible, relevant way. We welcome our community to come along and participate in these events.
Class 12 Projects
Dominic Bies
Ever since I was a young child, I’ve been fascinated by dreams; how they work and what their purpose is. This curiosity has stayed with me, ultimately leading to my original topic question: “Why do we dream?”
It didn’t take long to realise that we still don’t fully understand the reason behind why we dream; we only know the benefits of dreaming and how it occurs. Still, I didn’t want to let go of my passion for learning about dreams, so I shifted my question to:
“What is lucid dreaming and how does it impact our mental health?”
Lucid dreaming has always intrigued me. The idea that someone can fall asleep, have a dream that feels almost identical to reality, and actually control what happens is mind-blowing. I’d often come across videos online of people discussing how they’ve induced lucid dreams or what the experience feels like, but I rarely heard anyone talk about the impact of these dreams on mental health.
When I began researching lucid dreaming, I found a lot of information highlighting its benefits. These included a reduction in nightmares for people with PTSD, increased self-esteem, higher creativity, stress relief, and even potential for treating clinical depression.
However, the deeper I went, the more I discovered that some lucid dreaming induction techniques, especially those that disrupt the sleep wake cycle, can come with harmful side effects. These include increased stress, dissociation, schizotypy, and obsessive-compulsive symptoms. Lucid dreaming has also been shown to worsen mental health in people with psychosis or schizophrenia.
As I gathered this information for my report, I found myself feeling conflicted. My original plan for the practical component was to trial various lucid dreaming induction techniques over several weeks to determine which was most effective. However, doing so would involve disrupting sleep and potentially experiencing those negative side effects.
Now, my focus has shifted to exploring healthy, natural ways to improve REM sleep and overall sleep quality—to increase the likelihood of lucid dreaming in a safe, controlled way.
If anyone has a smartwatch that tracks all stages of sleep and is interested in participating in this study, please email me with the response: “Yes, I am interested,” and I’ll send you further details about what the study involves. You can email me at: class12projects@pws.wa.edu.au
Bridget Reid
While shopping for Christmas presents for my sister at the beginning of the year, I was scouring bookshops for a Hungarian language-learning book. It was when I found this book that I realised I, too, loved the idea of learning a language. It felt especially meaningful because language is deeply interwoven with my family history.
This curiosity about languages led me to the question:
“Is it still important in today’s world to learn a second language?”
In my report, I explored how learning a second language at three major stages of life—childhood, adulthood, and senior adulthood—can benefit the individual. I then examined the importance of language within cultures and its role in cultural preservation. I also looked into how the globalisation of dominant languages is affecting the survival of languages in smaller cultures. Finally, I identified the three most effective methods for learning a new language, along with detailed descriptions of how each method works.
While researching, I often went back and forth on how scientific I wanted the first section of my report to be. While there was a significant amount of research published on the benefits of learning languages in childhood, there was far less available for adults and seniors.
For my practical component, once I realised how difficult it would be to learn Hungarian to the level I hoped for, I spent a long time debating what I could do instead—something I would enjoy creating and that would still be meaningful and relevant to the research I had done. I eventually decided to write a song, as I have always loved music, singing, and writing poetry. The song will be about my great-grandmother immigrating from Hungary to Australia at the end of World War II, because the area she lived in was being invaded by soldiers. This ultimately led to the Hungarian culture not being passed down to the younger generations of our family, which is something I discuss in Section 2 of my report.
Learning about the different aspects of my project has significantly shaped my understanding of safety and how quickly life can change. It has helped me accept that there are some major things I can’t—and will never be able to—control. But I also realised that I do have control over how I respond to life and what I choose to do with it. This understanding has helped me grow as a person.
Surya Morrow
Hi, my name is Surya, and for my Class 12 Project I have been trying to answer the question:
“What impacts have the digital revolution had on the adolescent brain and behaviours?”
My idea originally came from wanting to explore how being in nature affects adolescent brain development compared to how adolescents live today. However, I then realised I wanted to delve deeper into the broader issue of why adolescent brain development is declining, and I recognised that technology and social media play a significant role in negatively impacting it.
During my research, I came across information that explained things I’ve noticed in myself and my friends, such as reduced attention spans and insomnia caused by blue light exposure and the rapid consumption of content on social media platforms. Although the digital revolution has brought many positives, my research led me to conclude that it has done more harm than good to adolescents’ brain health and development.
For my practical, I have chosen to take a technology break, which means I will be avoiding screens for a month and using the “free” time to build new habits and skills. I’ve started reading again and doing some drawing for entertainment.
As part of this project, I’m also hosting a phone-free zone after school on Thursdays in Weeks 4, 5, and 6. This will be a space where students can come and chat with me and others about excessive phone use and how we might change our habits. To support these conversations, there will also be card games, board games, and an opportunity to complete homework in a phone-free environment. I’ve chosen to run these sessions after school because I’ve noticed that’s often when students are most active on their phones, especially on their way home.
I’ve included the flyer with all the details on where the sessions will be held in this edition. If your child is interested, please feel get in touch at class12projects@pws.wa.edu.au.
Saskia Toki
Hello, my name is Saskia, and over this year for my project, I’ve been looking at the question: “How can we improve our neuroplasticity?”
My idea started with being interested in the way our experiences shape us as people and how our brains can be affected not only “mentally” but in physical ways in response to these experiences and the process of life itself.
My Project Supervisor then introduced me to the concept of neuroplasticity. It can also be broadly known as brain plasticity, and more specifically as synaptic plasticity.
Neuro is the prefix referring to specialised nerve cells, and plasticity refers to the ability that plastic has to be easily shaped and moulded. Neuroplasticity is the brain’s ability, through the nerves that make it up, to change, adapt, and reshape its function and physical structure in response to the experiences you go through.
The mental health effects of neuroplasticity include changes in your ability to regulate and balance your emotions, as well as changes in resilience, motivation, and cognitive skills, basically, improvements or changes in all cognitive aspects.
The physical results of neuroplasticity look like stronger functional connections between nerves through triggered repetitive use. It can also involve the production of new nerve cells and changes in nerve structures, making them perform differently.
These physical results can be seen and proven through brain scans. However, the results that are easier for the average person to notice are the mental benefits neuroplastic change brings to oneself.
Over the year, I have looked into activities and tasks we can implement in our everyday lives that promote positive neuroplasticity. For my practical, I’ve put together a weekly schedule personally designed for participants, with three activities or tasks of their choice from a list, as well as a compulsory bedtime, physical activity, and study time included. This was in the hope that, over a 6-week period, I could test whether these activities had an impact on their neuroplasticity—specifically through examining their mental health and wellbeing.
To carry this out, I first recruited participants, then had them complete a mental health survey at the beginning of the 6-week period. They completed the same survey again at the end, and responded to weekly reflective questions throughout.
I intend to compare the initial and final survey results, along with analysing the weekly reflections to identify patterns and shifts in the participants' mental wellbeing over time. I am hoping that this will confirm how small, intentional habits—like consistent sleep, physical movement, and mentally engaging activities—can positively influence how we feel and function. Overall, my Project has helped me understand the power of neuroplasticity and how everyday actions can support mental health and long-term brain development.
Running Club
With the cold, wet, and rainy days, we’ve had a slower start to Running Club this term. Now that we’ve entered the Noongar season of Djilba, we look forward to the pleasant, warmer days ahead -the perfect time to get moving and enjoy the beautiful wildflowers blooming around the school grounds.
Come and join us on Tuesday mornings from 8:00–8:25am on the big oval near the sports shed. All welcome!
ENTRIES ARE OPEN!
Pop this event in your calendar, set yourself a goal, and let’s make it happen!
Come and be part of this fantastic family event. With two distances to choose from the 12km or 6km there’s something for everyone. Enjoy a Zumba warm-up before the start and a free sausage sizzle at the finish. Walkers, joggers, runners, prams, and even dogs on leads are all welcome!
When you register using the link below, please select Perth Waldorf School as your ‘club’. Last year, we came in second place for the school with the most participants - this year, it would be great to have even more people on board so we can take out first place! There’s a prize for the winning school, and we think we can do it. If you sign up, let me know so we can keep track of our numbers.
Bibra Lake Fun Run - City of Cockburn
After School Sport
Our orienteering program is set to commence on Monday 18th August week 5. Meet on the big oval near the sports shed. For more information, please follow the link below and register you interest.
Orienteering information and sign-up list: https://forms.office.com/r/tRhEVujatU
Interschool Sports
Junior Interschool Basketball – Boys & Girls Teams
This year marked our first time participating in the Junior Interschool Basketball competition and what a memorable debut it was!
Illness unfortunately struck in the lead-up, leaving both our boys’ and girls’ teams with limited - and in some cases no - substitutes. Despite this, the determination, team spirit, and positivity of our players were evident throughout the day - even during some tough matchups. The way they supported each other and maintained high energy and enthusiasm was truly commendable.
Boys Team
The boys played six games across the day, starting with two close matches, going down by just 3 and 5 points. Their persistence paid off in Game 4, where they stormed to their first win of the day with an impressive 54-point victory. This was followed by another nail-biting match against Thornlie, where the boys secured a well-earned 3-point win. A big thank you to Mikki Mulqueen for coaching and guiding the team so well.
Girls Team
With illness reducing their numbers to just five players, the girls faced a huge challenge - but they tackled it head-on. Playing all six games without a single sub, they met strong opposition with unwavering energy, positivity, and team spirit. Their highlight was the match against Yule Brook, where everything came together beautifully. In a heart-stopping finish, they went down by just 2 points after an incredible all-round performance.
Their consistent effort and outstanding sportsmanship made them a credit to our school. Both teams showed resilience, pride, and a commitment to each other that made us proud to have them representing Perth Waldorf School. Congratulations to all players for an outstanding effort!
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.
Jade Collins
Phys. Ed Teacher
Term 3 Fees - Due Now
Thank you to those families who have paid the Term 3 Fees on time. It is much appreciated and helps ensure the school is able to run smoothly.
For those families who are yet to make payment, the Term 3 Fees are now due and prompt payment would be appreciated. Please note, this deadline does not apply to families who have an approved repayment plan or have an account with Edstart. The school fees are invoiced annually, so please divide the invoice total by four to determine the termly payments.
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.
To assist with the timely delivery of your invoices, please add our email address account@pws.wa.edu.au to your safe sender list. If you need any assistance or wish to make a payment arrangement, please contact Kathryn on account@pws.wa.edu.au. Thank you.
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.
RENTAL AVAILABLE IN KARDINYA
3/4 PAGANINI 500 CELLO FOR SALE
3/4 Paganini 500 cello with bow and bag bought from WA Music Co.$850.
Contact Charlie on 0468 815 313
Biosphere Boodja Arts and Wild Things Festival 2025Rewilding our imaginationSunday September 28 to Monday September 29, 2025Register at www.biosphereboodja.com for free-festival entry
Nationally Consistent Collection of Data on School Students with Disability (NCCD)
The Carriage 'School Shop'
The Carriage stocks stationary supplies, bags and uniforms for school. We also hold a large range of local products, craft materials, jewellery, handmade goods, cleaning necessities, salt lamps, candles, essential oils, cards, giftwares, wooden toys, secondhand items and books.
The Carriage is operated by the P&F, and all funds raised go back into the community.
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The Carriage 'Seed Swap'
Calling all green thumbs and plant enthusiasts! The Carriage has started a Seed Swap. If you have excess seeds at home, from flowers to food to natives, bring it (bagged & labeled) to The Carriage and leave it with a Volunteer. In exchange, take away with you, any pack of seeds that piques your interest. Please ensure all seeds given, are not considered an environmental weed in Western Australia, you can check via this link https://www.agric.wa.gov.au/organisms
Happy Planting!
General Canteen Information
Pixie Stott Canteen - Perth Waldorf School
Can you Help?
The canteen is looking for Slushi return cups and any donations of forks and spoons.
Thank you
Mon, Tues and Wed - 8:10am-3:15pm (closed between 2-2:30pm).
Thur - 8:10am-2:30pm (closed between 1:30pm-2:00pm).
Fri - 8:10am-1:30pm.
(The Canteen will be closed everyday between 11-11:30am for lunch preparations.)
Everyone must please Pre-Order food.
Orders need to be submitted as follows: Morning tea orders are due in by 8:30am and lunch orders are due in by 10:40am.
Pre-Orders can be made in person at the front of the Canteen or by text message to the Canteen SMS number 0412 035 670. This helps the canteen staff, reduces waste and keeps prices low.
You can set up an account with the canteen using the form below:
If you wish to top up your account please choose from the following payment options:
- Direct debit - BSB 066000 Account No. 13162921. Please use your canteen account name as reference and SMS a receipt to canteen number 0412 035 670.
- Direct cash or card payment at the canteen by a student.
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
New nudeherbs drinks available $4.50
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Volunteers are welcome in the Canteen!
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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
