Here - Michael Park School

April/Paenga-whāwhā 2016
Table of Contents
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 10
Page 12
Page 13
Term Dates
Principal’s Letter
Treaty of Waitangi Policy
Board of Trustees
Rudolf Steiner Schools Trust
Financial Update
College Update
Office Update
The Gift of Hope Charity Team
High School
Page 17
Page 18
Page 21
Page 26
Page 27
Page 28
Page 29
Page 29
Page 31
Page 32
Lower School
Middle School
Kindergarten
Harvest Festival
Easter Festival
Handwork
Sports News
Eurythmy
Other Notices
Classified Advertising
Term Dates
TERM 2 (98 Half Days – 10 Weeks)
Monday 2nd May – Friday 8th July
Queen’s Birthday - Monday 6th June
Last day of Term One is
Friday 15th April
School finishes for Classes 1-12 at 2.00pm.
TERM 3 (90 Half Days – 9 Weeks)
Monday 25th July – Friday 23rd September
TERM 4 (96 Half Days – 9 ½ Weeks)
Monday 10th October – Friday 16th December
Labour Day - Monday 24th October
Teacher Only Day – Friday 25th November
First day of Term Two is
Monday 2nd May.
Got questions about school?
Please remember that if you have any questions or concerns about your child’s education, at any time, we encourage you in
the first instance to approach the class teacher or kaitiaki.
If they have not fully answered your questions or concerns, the next step is for you to approach the team leaders: Karen
Affleck (Kindergarten), Janette Feenstra (Junior & Middle School) and Jane Patterson (High School). The team leaders will do
their very best to answer your questions and address any concerns that you have and if they are unable to do so they will
access the information you require or organise a meeting with Jenny Wigley (Special Education Coordinator), Des Pemerika
(the Deputy Principal) or Adam Dubignon (Principal).
2
From the Principal
Dear Parents and Whānau,
A warm welcome to term 1, 2016.
This year we continue our implementation of the Michael Park
School vision, with specific projects within the annual plan
relating to Living Waldorf Pedagogy, Financial Resilience and
Vibrant Community. The annual plan is now on the website and
you will see the priority we are placing on student leadership
and achievement and the enrichment of our Special Character
this year.
Thank you to those who attended our first Community Meeting
of 2016. This was a vibrant and productive workshop in which
we undertook a review of some aspects of the school’s Special
Character and explored future development pathways for the
school, considering the increasing roll pressure in the Lower
School (see separate report on page 8 in this edition of the
Spiral on the outcomes of this workshop). Next steps involve
taking this consultation to our staff and senior students.
This term Michael Park has hosted staff from Christchurch
Steiner School in an external school review of Michael Park’s
Special Character. This is the second part of a reciprocal review
process (Michael Park visited Christchurch Steiner School in
September 2015). It has been an informative, rewarding and
enriching process for both schools and we hope to continue
working together to strengthen our Special Character
programmes going forward. Also this term we have begun a
review of the Student Council with the aim of strengthening
student leadership and student voice across the school. This
review involves the elected class reps, the student rep on the
Board of Trustees, Mr Johnstone (High School Dean) and myself
and we are on track to have a revised charter for the work of
the student council at the end of this term.
Shortly before Easter, we held a wānanga at Michael Park
School for our staff. This was an informative afternoon /
evening during which we explored our 2016 goal “Ka Hikitia”
and included staff workshops and presentations from Teressa
Hurihanganui, Erena Nicoll, Tamati Patuwai and Professor
Alison Jones. This event coincides with the conclusion of our
Treaty of Waitangi policy review and a copy of the new policy is
included on page 4 of this issue of the Spiral for your
information and feedback.
our goal of strengthening the management and leadership
platform across the school and achieving a more consistent
focus on the quality of teaching and learning.
This year our main areas of curriculum review include Main
Lesson, Health and the completion of our 2-year Mathematics
curriculum review. This follows the community consultation in
2015 regarding healthy rhythms, social media and ICT and we
will be integrating the outcomes of this work into the Health
and Main Lesson review this year.
A quick look at student achievement results from 2015: 20 out
of 23 students in Class 10 achieved their level 1 Steiner School
Certificate (SSC), 17 of whom were endorsed at Highly
Commended or Distinction. For NCEA level 2, all 30 students
who completed the Class 11 year achieved NCEA level 2, 16 of
whom were endorsed with merit or excellence. For NCEA level
3, 16 out of 22 students achieved NCEA level 3, 8 endorsed with
merit or excellence. Since December 2015, we have undertaken
a thorough analysis of our results and programmes across the
High School and have committed additional staffing resources
to the Horizon programme this year to ensure High School
students have more timely access to Horizon conversations and
that our focus remains firmly on the groups of students
identified in our student achievement targets. Once again, I
would like to extend a special thank you to our High School
team who are working hard to ensure our students are
continuing to progress and aiming high.
This year we welcome a number of new staff members - see
details on page 10.
In week 3 of the coming term we will have the Education
Review Office in the school undertaking a schoolwide review.
We are looking forward to working with the review team and to
the feedback they have.
Finally, this year Michael Park is taking the important step of
becoming an enviro-school. This is an important step in
reducing our footprint and connecting with our core values and
vision for a more ecologically sustainable future. The student
council have formed a sub-team to work with our project leadteacher Jovanka Hall and we will be coming to the students and
parent community early in term 2 with details of our goals for
the year.
Over the past few months Michael Park has been working with Wishing you all the best for the upcoming school holiday,
our sister schools to establish a new teacher orientation course
Ngā mihi nui,
focused on our Special Character curriculum and pedagogy. This
new foundations course is commencing at Taruna, Hawkes Bay,
in April and we are sending 6 teachers from Michael Park to this
course. Our intention is that this course will run annually.
Since December, we have undertaken a review of management
roles and responsibilities. I am pleased to announce that we will Adam Dubignon
be transitioning to a dual deputy arrangement going forward,
Principal
with one position focused on Lower School leadership and
another on leadership of the High School. These changes reflect
3
Treaty of Waitangi Policy
MICHAEL PARK SCHOOL AND KINDERGARTEN
POLICY
TREATY OF WAITANGI
Rationale
The Treaty of Waitangi is the founding document of this country and articulates the relationship between Māori as Tangata whenua
and all other people in New Zealand.
Under the Education Act, 1989, the National Education Guidelines (NEGs) and National Administration Guidelines (NAGs) schools have
legal requirements in relation to Māori.
The Education Act, section 61(3)c requires a school’s charter to outline its aims in relation to ensuring that all reasonable steps are
taken to provide instruction in tikanga Maori (Maori culture) and te reo Maori (the Maori language) for full-time students whose
parents ask for it.
The NEGs require each school to operate consistently with the principles of the Treaty of Waitangi. NEG 9 aims to provide increased
participation and success for Māori through advancement of Māori education initiatives, including education in Te Reo Māori,
consistent with the principles of the Treaty of Waitangi. NEG 10 involves respect for the diverse ethnic and cultural heritage of New
Zealand people, with acknowledgment of the unique place of Māori.
The NAGs require each school to consult with whānau regarding goals and targets for improving the achievement of Māori students
and to report to the school’s community on the achievement of Māori students against these goals and targets.
Purposes
To create a school environment and culture which:
1. Recognises the unique status of Māori as Tangata whenua, the indigenous people of Aotearoa, New Zealand
2. Enables Māori students to achieve as Māori
3. Encourages non-Māori students and teachers to engage with and develop an understanding of Māori language and culture
Guidelines
1. All students and staff at Michael Park School will have the opportunity to engage with, learn about and practise Te reo
Māori me ona tikanga (Māori language and culture)
2. Michael Park School will work to:
i. Ensure proactive engagement of parents and whānau in making decisions about Māori education goals and targets
and in the school self-review, vision, values and curriculum.
ii. Encourage Māori participation in school governance
iii. Provide all trustees and staff the opportunity for professional development in te reo Māori me ona tikanga (Māori
language and culture)
iv. Provide opportunities for Māori staff to take cultural leadership roles in the school
v. Engage and promote positive Māori role models within the school and wider community
vi. Provide all students in the school with opportunities to learn and practise te reo Māori me ona tikanga, toi Māori
(Māori arts) and with the opportunity to become fluent in te reo Māori
vii. Include mātauranga (Māori knowledge and understanding), tikanga and the reo in learning programmes across the
curriculum
viii. Integrate Māori values in school life on a daily basis including in teacher-student relationships
ix. Observe tikanga in formal school events
x. Develop a sustainable relationship with local Marae / Hapū
3. Michael Park School will plan, monitor and review progress against the above guidelines annually.
Ratified by BOT/RSST (2015):
______________________
Signed for BOT/RSST
Date: 21/03/2016
4
From the Board of Trustees
As I sit down to write this article I realise this will be my last
Spiral as BOT Chair. I made the decision a while ago not to
stand for re-election and that this term would be my last. As I
have mentioned before there is an inescapable cycle to a
Steiner education, our annual festivals, the longitudinal
celebrations creates a distinct rhythm. With Louis in class 12
and Ryan in his second year at Uni the school is no longer
such a big part of my life. It feels entirely appropriate to be
stepping aside and letting others pick up the torch.
I have worked in a Governance capacity in Steiner Schools in
NZ and the US in one way or another for the past 14 years.
These roles have been in equal parts challenging, demanding
rewarding, frustrating and fulfilling. I feel privileged to have
been able to contribute in this capacity. I have worked with
some truly wonderful people, too many to mention. Steiner
Governance boards attract people with big hearts, a strong
sense of community, a commitment to the education, an
appreciation of the pedagogy and a love of children.
The BOT elections are in Term 2 of this year, key dates;

6th of May call for nominations

18th May close nominations

Voting papers sent out 25th May

Votes counted 9th June

New Board takes office 10th of June
If you are at all interested in joining the Board please get in
contact with myself, Steffan, Ngaire or Dana.
Finally, I would like to thank all of you for supporting our
school, the staff, Trust and BOT. Our community is a great one
to be part of and I feel very grateful and honoured to have
been given the chance to contribute as Chair and as a BOT
member. I believe the school is a great space and believe
there is a bright and promising future ahead.
Working on Steiner Governance bodies is a relatively unique
Whakawhetai na roa , me te mo te ika katoa.
space, very different from other Governance roles I hold in my
Aroha nui
professional life. In a Steiner Governance body there is an
implied, unspoken bond, a sense of purpose, a shared
commitment and resolve to do the right thing. That doesn’t
mean we always get it right, but we do largely operate from
that intention.
Michael Hartley
The MPS BOT is in a really good space at present. We have a
solid reporting and adherence regime, we are making
progress against key targets, our budgets balance and we are
on track with MOE indicators. To a large extent this down to
the great work done by Adam, Erin and the rest of the staff.
We have a competent, skilled and dedicated executive which
makes the work of the BOT that much easier. There are of
course issues that come up, in general, these are the sort of
things you would expect to deal with as a board. The working
relationship between The College, The Trust and The Board is
very strong, creating a solid foundation for the schools
activities – all in all we are in a pretty good space.
Chair
Michael Park School Board of Trustees
Leaving the BOT this term are Phillip Boon, Daniel Scholes and
myself. Steffan Brunner and Ngaire Cooper will be standing
for re-election. I would like to thank Phil and Daniel for their
contribution as they have both brought a professional,
insightful, balanced presence to the board, delivering exactly
what we need from BOT members.
5
From the RSST
On 11th and 12th March this year, four representatives of
Michael Park School and the RSST attended the Federation of
Rudolf Steiner-Waldorf Schools of Aotearoa New Zealand
annual general meeting (AGM). I was one of those
representatives and it felt really good to take the Michael Park
vision of Steiner education to the other schools and early
childhood providers who share our belief in this education.
If you are at all interested in ensuring the future of Steiner
education in New Zealand, I invite you to call me, one of the
trustees of the RSST or a board member and talk about how you
can be involved. It might be as a board member, a trust member
or working at the national level. It is a very satisfying way to give
to the future of your children. Give me a call on 021 626 199 or
email me on carol.scholes@me.com and I will happily do a bit of
dreaming and visioning with you… 
The AGM for the Federation was held in Wellington and
representatives from 11 Steiner Schools and 25 ECE providers
On behalf of the RSST, we wish you and your family a safe and
around NZ attended. In New Zealand, we have nearly 2000
enjoyable holiday.
students in Steiner schools and over 1200 in early childhood.
This event was an opportunity for those people delivering and
promoting Steiner education around the country to have shared
conversations about how we can take our special education and
philosophy to the next level of excellence and profile.
The Federation is the national body of our schools. It is the
vehicle that we can use to enter into the national debates of
how education develops in the future. It can be the forum
through which we can raise the profile of our education and tell
the stories of our graduates and why we deliver education the
way we do.
Carol Scholes
Chair
Rudolf Steiner Schools Trust
The RSST needs a treasurer
In the recent past, the Federation has not been strong. As a
consequence, we have not had the right platform to step up to
tell our story well. As Michael Park School, we don’t have the
size or national reputation to be able to tell how good we are at
supporting young people to graduate ready to be able to take
their role in the world, whether they are going on to university
or into another path. We need a national profile.
The Rudolf Steiner Schools Trust (RSST) is looking for a
new treasurer, is this you? We are looking for someone
who can guide us financially to continued operating
surpluses. Our trustees are passionate about the value
Steiner Education brings and need your financial and
governance experience.
Can you spare four to eight hours per month to be our
treasurer? We need someone who has experience in:
At this meeting in March, we saw clear evidence that the
Federation and the combined will of the schools and ECE
providers are coming together in a united purpose. I came away
from that meeting feeling really inspired about what is possible.
I then went to the community meeting at the school and heard
directly from parents about their vision of how we can expand
our school and deliver Steiner education to a wider audience.
 Budgeting, cash flow, portfolio management and
forecasting
 Balancing property portfolios and delivery of services
 Preparing board level financial reports
Our ideal candidate would be someone in management
or consulting who has experience or an interest in
governance to take a functioning and financially solid
trust to the next level.
It is a great time to be involved in the leadership and boards of
Steiner education. I am on the RSST, the Board of Trustees and
the Federation board. Both of my sons have been in Steiner
education since playgroup. My oldest son has graduated now
and is in his fourth year of an honours degree in law and
business at Auckland University. My youngest son is in Class 12
and has clear plans for his future. Both of them inspire me in
who they are and how they see the world. I feel a keen sense of
responsibility to make sure they will always be proud to say they
went to a Steiner school and particularly that they went to
Michael Park. For this reason, I spend a lot of time working on
how we can ensure Steiner education is representative of
Aotearoa-New Zealand today and how we can celebrate the
strengths and integrity of our approach to childhood
development and learning.
About us
The RSST is a charitable trust that was set up to establish
Steiner Schools 52 years ago. Since then the Trust has
established and supported Michael Park School and
Michael Park Kindergarten. The Trust is the Michael Park
School proprietor and holder of special character and is
the Michael Park Kindergarten licensee.
Carol Scholes
021 626 199
6
Financial Update
Rudolf Steiner Schools Trust
Board of Trustees
Thank you to all those families that have paid in full or
started an AP to cover their fees and donation
contribution for 2016.
If you need to find out more regarding our fees and
donations please contact our accounts department:
raewynw@michaelpark.school.nz
Michael Park School Board of Trustees
christinef@michaelpark.school.nz
Rudolf Steiner Schools Trust and Michael Park
Kindergarten
erinw@michaelpark.school.nz
Business Manager
7
From the College
Next Steps
Community Meeting
The next phase of this review will see workshops with staff at the
end of term 1 and with senior students at the beginning of term 2.
Parent perspectives on School Development
Pathways and the Special Character
Special Character
On Tuesday 22nd of March we had our first community meeting
of 2016 at which we explored the possible future development
pathways for the school and took the opportunity to involve
parents in our Special Character review.
The guiding question for this part of the meeting was “What
aspects of the Special Character do you value most and want to
see developed further?”
For this enlivening session we worked in groups of 4 or 5 using an
appreciative inquiry approach which enabled the diversity of
perspectives from each group to be harvested. It was a productive
and rewarding session during which we explored how the school
can meet growing demand and at the end we shared highlights
from each group’s work.
The list of responses - including multiple occurrences of a
response - are tabled on the opposite page.
With regard to the school environment, participants felt it was
particularly important to maintain the quality of the school
environment with green spaces, natural construction materials in
classrooms and facilities. There is also a need for enhanced
facilities to support the music curriculum. With curriculum and
pedagogy, there was a strong valuing of our balanced curriculum
School Development Pathways
and interest in maintaining an approach which is cautious about
Participants were faced with four possible development scenarios the use of ICT. With community, participants valued the vibrant
and asked to consider the pros and cons of each. One option
community experience and wanted to see this maintained and
involved doing nothing and keeping the school as it is, with
developed, and felt a stronger orientation programme was
existing facilities and student population around 390. A second
needed for new parents, providing greater clarity on our approach
option involved expanding the kindergarten and double tracking
to education as a Steiner School.
the Lower School to accommodate increasing demand and
moving the High School to a separate site with a larger High
School campus; estimated maximum roll of 560. A third option
involved moving the Kindergarten offsite and double-tracking the
Lower School and High School (estimated maximum roll of 650).
Whānau Hui
The final scenario involved moving both Kindergarten and High
Community Education Term 2
School off-site and triple-tracking the Lower School for an
estimated roll of 525.
Tuesday 7th June, 6pm in the staffroom.
The conclusion to this exercise involved participants sharing their
perspectives about what they thought was most important to take
into consideration with regard to the future development of the
school site and buildings. Then, at the end of the evening,
individuals were asked to rank the 4 scenarios in order of
preference using a supplied ranking form.
Outdoor Classroom for Parents
What was interesting is that, from analysis of the parent ranking
forms, there was an overwhelming degree of support for the
second scenario involving expanding the kindergarten, double
tracking the Lower School and eventually moving the High School
to a separate site, with 72% of review participants favouring this
option.
Saturday 2nd July, 9am-4pm in the tent.
Workshop with John Lawry.
Register your interest with Dana in the office
danam@michaelpark.school.nz as soon as possible, as
numbers will be limited.
High School Information Evening
Thursday 16th June, 7pm-9pm in the Auditorium.
Information session for parents and students with Jane
Patterson and Adam Dubignon.
8
From the College
Important Aspects of the Special Character
RESPONSES
ENVIRONMENT / FACILITIES
Quality of school environment – An urban oasis with use of natural materials in construction of
classrooms / facilities
3
Infrastructure to support artistic work – e.g. music practise rooms
2
More healthy food options
Modern spaces for teaching that are in keeping with Steiner values
CURRICULUM AND PEDAGOGY
A balanced curriculum, centred on child-development, not just literacy / numeracy: Head, heart, hands
6
Approach to ICT - Absence of screens / computers when students are young; No IPADS
5
Regular high quality Special Character training for teachers
3
Opportunities for small classes
Curriculum becoming an expression of the community priorities / interests within the Special Character
context
Valuing of childhood
3
Rituals and celebration of festivals
Critical thinking skills and emotional intelligence
Focus on individual learner needs & development
Nurturing of the child as an individual / it’s okay to be different
Main Lesson
More arts, music and crafts
3
Te Reo
Eurythmy
3
More Special Character-sympathetic movement opportunities and sports
Outdoor Classroom / Gardening
3
More vocational training opportunities
Use of quality artistic materials
COMMUNITY
The vibrant community of the school
4
A stronger orientation programme for new parents with more clarity on why we do what we do and the
benefits of choosing a Steiner Education
2
The high value placed on the quality of social interaction
The 15 year journey as a class
Education of parents workshops
Parent support for the Special Character
9
News from the Office
Meet Our New Staff
There are some new faces around school and some that have joined us on a
permanent basis… and even some that have returned! Get to know them here.
Blessing Biran
Lower School Relief Teacher
Megan Baguley
Luis Bernal
Melanie Bray
Jill Dixon
Lower School Music
Outdoor Classroom
Careers Advisor
Class 6 Teacher
Megan Douglas
Najmeh Heidarian
Tarquin Hooker
Whitney Laumea
Lab Technician
Teacher Aide
Middle School Art
High School Secretary
Amanda Lawrence
Julie Markotich
Tanya Meek
Natasha Newton
Music
Teacher Aide
High School English
Teacher Aide
Nadine Seidel
Ian Thompson
Aliona Valyashko
Patrice Wilson
Kindergarten
High School Technology
High School Chemistry
High School Drama & English
10
News from the Office
Farewell to Carla
www.school-links.org.nz
We are very sorry to say goodbye to
Carla Adamson.
We use School Links to:
 Send/receive text and email alerts for absentees
 Send text and email alerts for emergencies and closures
 Send the Friday Flyer and other notices
Carla joined the Admin team in 2014
in the new role of High School
Administration Support. During this
time she has been invaluable with
her amazing organisation and admin
skills she has brought to the High
School Team.
Please remember to keep your email address and phone
number updated on School Links, and if you haven’t yet
registered, please go online and sign up.
Once we have your submitted details, we will enable
your School links account, and in due course you will
receive an email confirmation from School links
containing a username and password that you may use
to gain access to our school portal.
We are going to miss Carla a lot and
we wish her all the best for her future
plans.
Absentees
If your child is absent please inform the school via
the absentee line or by sending a school link.
With a detailed reason for absence. Please do this
even if you have advised the class teacher.
Entertainment Books
Signing in and Out
If a student is late , they must sign in at the office.
The Roll is taken at 8.30am.
If students need to leave the school grounds, a
note must be produced or a caregivers signature
(Classes 1- 5 must have a caregiver sign them out).
If a Student is unwell, they must inform their
teacher and the office who will contact the
caregiver. We are seeing an increase of students
texting parents during school time.
The new 2016/17 Entertainment Books and Digital
Memberships are now available at the school office.
Each Membership is $65 with 20% of the sale ($13 per unit)
being retained by the school to help build the new playground.
Each membership contains hundreds of 25-50% off or 2 for 1
offers from some of Auckland’s best restaurants, cafes, bars,
attractions and events. To place your order today talk to Cathy
in the school office or visit https://
www.entertainmentbook.co.nz/orderbooks/994y78
Baby News
A quick update on our staff who left to have babies at the
end of last year. Clare Williamson, fundraising
coordinator, had a gorgeous little girl called Jade on 20th
December. Liz Carpenter, English teacher, had a lovely
little boy called Samuel on 23rd December.
Congratulations Clare and Liz and families!
11
The Gift of Hope - Charity Team
Wheels Day
We have started this year off with our wonderful Wheels Day on Friday 8 April. We raised $324 for
the Muscular Dystrophy Association.
We held activities and competitions with wheels and a ‘Best Dressed Wheels’ Parade, judged by NZ
Police Education Officer Cyrus Warwick-Ching. Officer Warwick-Ching even arranged a special
flyover of the police helicopter! Some of our activities gave us an insight into what it’s like to be
restricted in our movement in everyday tasks.
We were really thankful for Segway NZ’s support again this year and the wonderful opportunity to
try a Segway out. Thank you to Mike and Debbie and Dylan Schneider for their support and help on
the day, and for sharing their journey with us. Special Mention to Saskia Jamieson and Angus
Yearbury who spent time approaching businesses for prizes. Torpedo 7 at Sylvia Park were really
generous with their prizes, and Peak Fitness from Farm Cove. Adrienne Le Pelley designed some fabulous artwork for our posters.
Thank you to Kate Le Pelley who designed our logo
based on ideas from our Charity Team.
Parents - we always welcome help, support and
contributions of prizes towards our charity events.
Please contact us for further details, email
cathyd@michaelpark.school.nz
Warm Regards
The Gift of Hope Charity Team
Give Hope - Grow Happiness
Lochy, Estelle, Angus, Saskia, Ede, Adrienne, Anais,
Amarita, Brittany, Cathy and Whitney.
Coming Up Next Term
World Vision Weekend 10 -12 June.
This year we are raising money and
awareness for Syrian refugees living in camps
in Jordan. More details to follow .
Pyjama Day Friday 1st of July
12
News from the High School
I can’t believe that we are already through term 1. It seems
like it was only last week that I was touching base with our
students and colleagues after a restful and scorching summer
break.
Name
NCEA results for 2015
Bronte Carr
Merit
Jamin Drupsteen
Merit
Jasmine Garlic
Merit
Christopher Glover
Merit
Connur Warhaft
Merit
Esme Zanchi Mabey
Merit
Level 3 results for 2015 was somewhat lower to results we
had in the previous two years with 76% achieving NCEA level
3 last year compared to 92% of students in 2014. However,
our results still compare favorably with national results and
we have undertaken a review or programmes and resourcing
to ensure we are well placed to strengthen student
achievement at Level 3 this year. Our Level 2 NCEA results
were outstanding with all 30 students who completed the
Class 11 year achieving NCEA level 2, 16 of whom were
endorsed at merit or excellence.
NCEA Level 3 Endorsement
Samantha Noakes
Excellence
Roma Prangley
Excellence
NCEA Level 2 Endorsement
Jacob Allan
Excellence
Benjamin Delamore
Excellence
Level 1 SSC results were excellent with 20 out of 23 students
attaining SSC level 1 in their class 10 year and 17 out of 20
attaining endorsement.
Helen Ding
Excellence
Mike Mortimer
Excellence
Special recognition is given to the students in the table to the
right for achieving NCEA Endorsements
Rainton Oneroa
Excellence
Marino Te Moni-Flavell
Excellence
Congratulations to all of our students.
Tabea Trounson
Excellence
What’s happening in the High School
Megan Bridgewater
Merit
Carlina Champion
Merit
Amber Crossland
Merit
Alex Grey
Merit
Arthur Hon
Merit
Arthur Lee
Merit
Justin Quah
Merit
Naku Noa,
Timothy Sang
Merit
Desmond Pemerika
Ethan Scholes
Merit
Steiner School Certificate (SSC) results for 2015
Classes 9, 10 and 11 arrived back from their Main Lesson
camps last week. Class 12 have just completed their last
performance of Niu Sila that they have been working on with
Ms Wilson over the last 4 weeks.
Class photos and family portraits were taken on Wednesday.
Below is an outline of the High School main lesson program
for term 2.
Deputy Principal
Class 8
Class 9
Class 10
Class 11
Class 12
Geometry
History of Art
Human Biology
Power & Poverty
World Chemistry
Ms Paterson
Ms Fair
Ms Hall
Mr Mitchell
Mrs Valyashko
Algebra
Geology
Mechanics
Statistics
IP Research
Mrs Valyashko
Mr Mitchell
Miss McKinney
Mrs Barretto
Mr Pemerika
Class 8 Play
Statistics
Human Social
Development
Music
Astronomy
Ms Wilson
Mrs Sands
Ms Hall
Ms Lawrence
Miss McKinney
13
News from the High School
Student Council Review
This term we have begun a review of the student council. The
student elect on the Board of Trustees, Rainton Oneroa, and
the two student representatives from each of Classes 8-12
have been meeting with me and Mr Johnstone to review the
role of the council and devise a new charter describing the
student council’s role and goals going forward. This has been
a rewarding conversation with a shared aim of strengthening
student leadership and participation in self-review and in the
development of the school’s annual and strategic plans. We
are on track to have the charter completed at the end of this
term and guiding our work together going forward.
Adam Dubignon
Principal
High School Camps 2016
High school camps provide a practical context and are
aligned with the generative impulses of the Steiner
Curriculum. This enables students to apply and develop
knowledge and skills from the Main Lesson content. It
involves working in a collaborative, mutually supportive
team. In all camps there is an emphasis on the development
of individual and collective responsibility. Education outside
the classroom is an integrated component and promotes a
secure feeling of connection with the World, and strengthens
and deepens the class community.
In Term 1, classes 9, 10 and 11 went on their respective
camps.
Class 9 Camp
Class 9 camp on Permaculture was linked to the Rights and
Responsibilities Main lesson. It was based at Awhi Farm in
Turangi. The students spent a week at Awhi Farm, a
Sustainability and Permaculture Research Centre, where they
experienced some of the ideas that they have discussed in
the main lesson within a practical setting through working on
the land and building.
Class 10 camp
Students went on the Surveying camp at Whatipu in West
Auckland. They used different Surveying techniques, such as
linear and radial, to produce a scaled map of a given area.
The students were involved in practical tasks such as
measuring distances using measuring tapes and measuring
angles between posts using a compass. Through this
Surveying project, students made sense of the world around
them and improved their level of accuracy and precision. The
application of mathematical calculations was possible
through this activity which allowed ideas to be demonstrated
in practice, and the students measured and drew a small land
area map.
14
News from the High School
energy flows and feedback mechanisms within an ecosystem.
Human impacts on ecosystems and biodiversity were also
explored.
This was a very valuable and practical experience for High
School students whereby they were challenged and
compelled to move out of their comfort zone.
Class 11
Students went on an Ecology camp to Hunua. The students
explored interconnectedness and diversity of life within
ecosystems. They gained an understanding that Ecology is
the study of organisms, populations and communities as they
relate to one another and interact in the ecosystems they
comprise. While on camp they had a practical experience of
15
News from the High School
Class 8 Mechanics Main Lesson
Class 8 students designed and built a variety of balloon popping machines for their Mechanics Main Lesson ‘Lifting and Shifting’.
16
News from the Lower & Middle School
Breadmaking in Class One
A few weeks ago our dear buddies from Class Twelve came to help us make bread. They helped us with the measuring, the mixing
and they helped us with the shaping of our buns.
When we had finished cleaning up we all listened to a story before we went to morning tea. Later on, at lunchtime, our buddies
came back to eat the bread with us.
Class Three Shelter Building
I struggled with tying up my shelter, it kept falling down. I
kept on trying then it worked out. - Sabina
My shelter was not successful at the start. My mind plan was
a hut. The struggles I had were the hut I made kept falling
down and it was hard to get the sticks steady. - Tilly
First I had an idea but I struggled, because it kept on falling
down. So I tried again but that time one of the sticks broke so
I tried one more time, and that time I had success, because I
used bees wax. - Natalie
I had a plan to build a shelter like a teepee. It was hard to tie
the sticks up. In the end it was too late to build a shelter by
myself, so me and Sophie built a shelter together. - Jenny
- Drawing by
Amelia
17
News from the Lower and Middle School
Class 4 Freehand Geometry
Examples by Meela and Mei Ling
Square
Spiraling Pentagon
Spiraling Hexagon
Reflections on a Class 5 Main Lesson
Look to this day!
For yesterday is but a dream
And tomorrow only a vision
But today well lived makes every yesterday a dream of happiness
And every tomorrow a vision of hope.
Look well, therefore to this day!
Such is the salutation to the dawn.
From “Salutation to the Dawn”
- Kalidasa, Indian Poet
In Class 5 we have just completed our Ancient India Main Lesson,
and what follows is a window into the journey we shared as a
class with parents and members of our wider community.
Spiraling Pentagon
Diminishing Hexagon
I felt a little anxious as I sat down to plan for this Main Lesson.
After some reflection on what might be triggering this I became
clearer. This time around I did not have an Indian family in my
current class, so I felt unsure that I could provide the depth and
richness required. I discussed the ideas that I did have with my
parents at our class meeting and was thrilled at the many
wonderful ideas and offers of support that were forthcoming.
Within a week the traffic of emails bouncing around in the class
google group was frenetic as our Indian themed lunch bar
fundraiser was organised. On the day the lunch bar was a hive of
activity with adults and students dressed in costume, colourful
pieces of fabric hung from the trees and the most delicious smells
of Indian food permeating the air.
Thanks to a couple of parents, the class were treated to two
workshops by different musicians demonstrating traditional
18
News from the Lower & Middle School
Indian instruments. And thanks to another parent we spent a
whole Main Lesson learning about the history of Sanskrit and
then we spent time practising writing a poem in Sanskrit – it’s not
as easy as it looks.
A spicy interlude came when Shahji from Marua Rd arrived with
his famous spices. After a wonderful talk and quiz, he
demonstrated for the class how to create a quick and yummy
Indian snack.
A wet Friday at the end of week two saw us dressed in our Indian
finery once again and off to the wonderful Sri Ganesh Temple,
again made possible by yet another wonderful parent. We shared
several other similar experiences and of course our journey
culminated with the fantastic projects researched, created and
presented by the students.
I have learned a lot about myself through the Main Lesson
journey I have shared with the class and the parents. In particular
I learned that stepping back and making room for the enthusiasm
and expertise living in our classes’ parent community has
enriched the learning journey for every student in the class. For
this I am very grateful.
Janette Feenstra
Class 5 Teacher
19
News from the Lower and Middle School
Class 6 - The Rise of Rome
This year in Class 6 we learnt about the Rise of Rome. For some
people, Rome was very interesting but for others, not so. We
learnt how Rome was established and that the Romans didn’t
care so much about family as they did for the law.
Romans loved to watch people fight to death in large arenas like
the Colosseum. This spectacular area stood until an earthquake
felled the entire west side of it.
To appreciate Roman Art we made mosaic pavers. These have
been laid outside Classes 4,5,6 in front of the recycled compost
bins. To beautify our area we used pavers that were about the
size of two bricks. Our goal was to have the Class (by making one
letter each) “The Wiggles Family Farm.” However, not all were
able to do the letters and created their own picture instead to
decorate the bins. These mosaics add a new level of colour to the
gardens and take another step in beautifying our environment.
Joel Bennett & Kiran Singh
Class 6
20
News from the Lower and Middle School
Class 7
Human Physiology
Main Lesson
Class 7 students have recently
completed their second Life Cycles
Main Lesson in which we explore
concepts of wellbeing and take closeup look at systems in the healthy
human body. This includes study of
the respiratory system, the
circulatory system, the digestive
system and the male and female
reproductive systems.
Students also undertake a personal
project. This year students focused
on how to keep themselves safe with
social media and planning a balanced
diet for a week.
Fatemeh Abdollahi
Artwork by
Masha Pavlenko
Class 7 Teacher
News from the Kindergarten
This year the kindergarten is reviewing aspects of its mathematics
learning in collaboration with the school. As the school refines its
learning steps for class 1 the kindergarten is considering what this
means for our 6 year olds and how we can provide continuity in
the learning steps between kindergarten and class 1. It is
important to us that we lay down the foundations for
mathematical thinking in a way that is both practical and
experiential and strongly focussed on knowledge and skills that
are embedded into the everyday rhythms of kindergarten.
an adult or friend to work out whether there is enough (sense of
number) change it if necessary (problem solve) and then find out
at morning tea whether there really is a place for everybody (selfassessment) and then help out if something else is needed (selfcorrect). Whew, what a huge task! And what a lot of confidence
and competence you need to manage it!
On the following page is an excerpt from an article by Lisa
Gromicko exploring some of the foundations of mathematical
thinking in a Steiner setting.
You may have had a delighted and proud child at home letting
you know they set the table. For our 4 and 5 year olds they may
have helped a big 6 year old and for the 6 year olds this is an
important responsibility to be celebrated. Perhaps your
kindergarten child could set the table for your family at home? By
the time children leave the kindergarten most 6 year olds can set
the table for morning tea. Setting the table is no easy feat. To do
so you first need to count the number of children in the room
(counting) and add on the number of adults (counting on), work
out where the tables and chairs go (spatial awareness), move the
cups and bowls (weight ) and arrange them on the table
(repeating pattern). Once you’ve managed this you check in with
21
News from the Kindergarten
to proper brain development for the young child, actually
interfering with concept development.
The activity of play especially, provides the child with the most
enriched setting for the learning of concepts. “If we observe
carefully, child’s play is revealed to be excellent unconscious
preparation for future education in mathematics and natural
sciences, provided this play can proceed freely, and without an
adult agenda.” We can see in the young child, the brilliant genius
of play in its most scientific essence. Like the archetypal
‘scientist’, the child is totally absorbed, taking great interest,
exploring and ‘playing’ with the physical world.
Math and Science in the Kindergarten
Waldorf Early Childhood Settings
by Lisa Gromicko
Steiner-based, early childhood settings abound with rich
opportunities for the development of math and science concepts.
This may be surprising to some who can easily see the beauty,
language, and coziness of the Waldorf kindergarten, but not
necessarily the mathematical or scientific side. A primary focus of
Waldorf early childhood education is on the care and
development of the physical body of the child, and that of the
child’s environment. Considering the ‘physical’ basis of the early
years, it then becomes possible to glimpse the natural
mathematical relationships. In reality, all activities of Steinerbased early childhood education are math and science based,
including activities of language acquisition and pre-literacy, such
as listening and word recognition, patterning, and story
sequencing.
Beginning in infancy, the young child is learning concepts. The
free-exploration of the early years provides the foundation for all
future math and science learning. The infant begins to perceive
the world and eventually to track the movements of activity in the
surroundings; feeling the various textures of objects, the warmth
of a caretaker’s embrace, that of the sunshine, or the cold wind
blowing on the face (temperature). The child is also unconsciously
living and learning at this time about the powerful rhythms of day
and night, the concept of time sequence. The child learns about
How do young children learn fundamental math and science
the physical experiences of hunger: how the body feels, what
concepts and skills? Concepts are the building blocks of
audible expressions are needed to bring a caretaker with
knowledge, accumulated and built upon through experiences and
nourishment, the comfort in the body of having physical and
physical movement in the world. Healthy children manipulate
emotional needs met.
concrete materials (including their own bodies) in every situation,
Then, physical movement begins. One day, the child becomes
collecting ‘data’, and through repeated exposure, finding order
aware of his limbs, and this begins the long process of discovering
for that ‘data’. The order the child then creates leads to the
how to grasp objects. The child investigates every object within
development of concepts. Young children are naturally astute
reach: tasting, turning over, rattling, biting, dropping objects to
mathematicians and scientists, learning vast amounts of
the ground. Concepts such as weight, texture, hardness, shape,
information daily, as they explore the world and move in their
taste, sound and temperature are all registered continually at this
bodies. Without needing flashcards or structured lessons
age through primarily, naturalistic experiences, led by the child.
however, the young child learns the fundamentals of math and
These spontaneously initiated experiences, are the primary mode
science concepts, with every sense impression, movement and
of learning in the early years and continue to be valuable for older
action. Research has shown that ‘structured’ math and science
lessons in early childhood are premature and can be detrimental children, as well. An interesting and rich, natural environment,
22
News from the Kindergarten
Healthy physical development of the child is a critical prerequisite
for proper mathematical and scientific education. Plenty of
movement and opportunities for play provide physiological,
neurological, and the experiential foundations for learning about
the physical world. The young child needs tremendous amounts
of movement (often under-estimated today), sleep, and a healthy
diet rich in essential fats, in order to support the proper
myelinization of the brain, which is required for the successful
development of sensory, motor, and cognitive functions, in
preparation for academic readiness.
“His consciousness slowly awakens to grasp the qualities of
space and time, of quantity, number and geometric laws in
correspondence to his physical development. That is why the
healthy formation and maturation of the sensory organs and
their functions, as well as the movement organism, are a top
priority of preschool and kindergarten education, extending
into the first few grades of elementary school.
with adults engaged in purposeful activity, provide the child with
endless opportunities and motivation for interacting with the
surroundings.
Mobile toddlers learn multiple concepts about spatial
relationships with the world, in their tireless efforts to stand up,
walk, and then in falling down and getting-up again. Becoming
upright and mastering movement through the three planes of
space is a monumental accomplishment and informs all future
concepts of spatial understanding. Activities such as ‘crawling
over and under’, ‘climbing’, ‘walking’, ‘running’, and ‘jumping’,
naturally provide the essential bodily basis of geometry and
physics. The child will now endlessly sort objects, pick them up,
carry them, place them inside of a container and then dump them
out again, developing the concepts of one-to-one correspondence
and cause and effect. It is very interesting (and fun!) to bang on
pots with wooden spoons, drop food on the floor (gravity), to
build with blocks, and pick-up the tiniest objects visible on the
ground. Toddlers explore the concept of weight, especially that of
‘heavy’. They also experiment with throwing objects into the air.
Being in water is another ‘laboratory’, where this fluid medium
allows for the experience of buoyancy.
Through their activities the children come to know the
properties, qualities and patterns of their environment. For
example, coming to stand upright and learning to walk are
experiences of gravity and spatial dimensions. Later, similarly,
the child bodily experiences momentum and buoyancy, gravity,
centrifugal force, friction, and so forth, when he jumps rope,
plays on the swings, merry-go-round, teeter-totter or slides. He
can comprehend these principles and transpose them into his
play, when, for example, he lets chestnuts roll down the slope
of a wooden board or when he builds runways for marbles or
bridges and towers. In this process he also explores the laws of
leverage, stasis and balance. (Developmental Signatures).
All young children delight in participating in concrete, everyday
activities, all of which support math and science concept
development. Those of the home or kindergarten environment
are especially accessible at this age: taking the compost out to the
garden, digging and preparing the garden, watching the plants
grow, caring for pets, sweeping the floor, setting the table,
chopping vegetables, serving food, dusting the furniture,
woodworking, picking up toys and putting them away (ordering),
sorting the onions from the potatoes (sets and classifying), sorting
laundry, ordering the boots by the front door, baking. Singing
together and playing live (unrecorded) music, allows for proper
development of the inner ear, forming musical and acoustical
foundations for math and science. Movement in play and circle/
ring time provides many opportunities for learning body
geography, developing balance, spatial awareness and
orientation; vestibular, proprioceptive, and kinesthetic
integration, all of which provide critical foundations for
mathematics. Playing with logs, stumps, boards, bricks, ropes etc.,
allows for mechanical learning that can include levers, fulcrums,
and pulleys. Dramatic play includes dressing-up, ‘house’ building
23
News from the Kindergarten
and the imaginative (representational) use of objects. For
example, a piece of wood may be used as an iron or telephone, or
a puppet used as a character to tell a story, which provides the
neurological foundations for the later use of abstract symbols
(numbers and letters) to represent ideas. Cooking allows for
learning the concepts of measurement, parts and wholes,
chemistry, volume.
Preschool and kindergarten-aged children learn about the
concept of counting by counting napkins, birthday candles, how
many chairs are needed at the table? They enjoy rhythmic,
repetitive language in storytelling, and counting, clapping, songs
and verses, which support mathematical foundations. They love
to sort toys, shapes, colors, animals, etc., which develop the
concept of classifying, a pre-algebraic skill. Order, patterns and
sequence become very important at this age as the young child
begins to organize these concepts and have beginning capacities
for abstract thought. The earlier acquired concept of one-to-one
correspondence in infancy and toddlerhood is foundational for the
concepts of this stage. Examples of this concept for the young
child include: one mitten for each hand, one shoe for each foot,
one hat for each head, one coat hook for each coat, one seed for
each hole in the planting row, one chair/cup/bowl for each
person, etc.
Staffing Changes in the Kindergarten
At the end of this term we say a warm farewell to Karen Doughty.
We have very much appreciated her depth of pedagogy and her
generous leadership and support. She has been an inspiration in
our practice and a miracle in transforming our garden. While we
will miss her we are also excited for her next steps in life.
Form the beginning of next term Stacey McManus will be working
alongside Sarah Tucker in Jacaranda Kindergarten, and we are
delighted to welcome Hannah Spierer, an experienced Steiner
kindergarten assistant, who will be working alongside Nadine
Seidel in Rose Cottage
Karen Affleck
In addition, young children naturally acquire standard, science
process skills, such as questioning, analyzing, reasoning,
communicating, connecting, representing, investigating and
organizing through plentiful daily opportunities for cooperative
and/or solo free-play, and practical activities.
References
Blanning, Nancy and Laurie Clark. Movement Journeys and Circle
Adventures – Movement Enrichment With A Therapeutic Approach
For Early Childhood, (n.p.).
Patzlaff, Rainier, et al. Developmental Signatures – Core Values and
Practices in Waldorf Education for Children Ages 3-9. (Ghent, N.Y.:
The Association of Waldorf Schools of North America, 2007).
24
News from the Kindergarten
Discover Your Inner Chef
Over this term we have had a wonderful cooking class in the
kindergarten focusing on how to cook healthy plant based meals.
This 8 week course covered yummy family meals, fab breakfast
ideas, lunchbox inspiration, scrumptious salads and divine
desserts. We hope to offer this again next term.
In this course, my aim has been to inspire and enable those
attending to confidently cook and prepare simple, delicious and
nourishing plant-based meals, desserts, treats and snacks that the
whole family will love. We have covered sweet treats, hearty
family meals, lunchbox favourites, gorgeous salads, divine
desserts and more.
We start by looking at the pantry and all the staples that I
recommend you stock to support a plant-based, wholefood
lifestyle. My approach is very flexible, accommodating and all
about meeting people where they are at and helping people take
steps that they are comfortable to move towards a healthier
lifestyle.
It has been a real joy teaching this course and seeing people
experimenting and loving trying new things with their families. It
is aimed at people who want to gain more confidence in the
kitchen and would like to learn simple ways to make healthy food
delicious, or those who are bored with their cooking regime and
would like new inspiration around cooking nutritious and
delicious meals for people they love. And importantly… to make
cooking fun!
Tracey Bennett
Tracey@exceptionalhealth.com
“The whole foods cooking class could not have come at a
better time. Having a growing teenage vegetarian in our
midst, has created some challenges regarding finding the
best ways to provide enough nutrient rich food to grow a
healthy human. Tracey has taken me through the mystery
of lentils, grains and how to create a whole food ‘ready’
pantry, in a practical and demystifying way.
Tracey has been amazing in sharing her skills, recipes and
her experiences with her own children. I am so grateful to
both Tracey and MPS for this initiative. It has been a
powerful, timely and life changing event and she has been
an inspiration.” - Rachel
“Who would have thought that vegetarianism is more than
leaving out the meat and grating cheese over everything!!!
Through Tracey I have learnt there is much more, deliciously
much more to vegetarianism than that.
The class has learnt we can have treats gluten free, sugar
free, dairy free and totally delicious: chocolate macaroons,
apricot and almond slice AND chocolate chip cookies.
We have learnt how to construct nutritious meals around
millet, lentils, brown rice and beans that the entire family
will love. I absolutely love the Spicy Red Dahl and can’t wait
to learn about the Polenta bake!
“The whole foods cooking class could not have come at a
better Tracey has given me the knowledge to be
adventurous with my meals and who knows what can be
accomplished from left over millet porridge (Tracey knows).”
- Penelope
"In a matter of weeks I went from someone who could only
cook meat and 3 veg to cooking what my wife and children
call gourmet meals. The beautiful thing with this cooking
course is that the food is so simple to make, yet nutritious
and more importantly, delicious. It has revolutionised all our
meals - breakfast, lunch and dinners and we’re all feeling
better for it. I actually look forward to preparing the meals
and weirdly, find myself baking on weekends, which if you’d
told me I’d be doing that a few weeks ago I would have
laughed at you. If you want to eat and feel better, then I
highly recommend this course." - Wade
“I have enjoyed this course immensely! Every recipe is being
cooked at home and I feel great that I can cook up easy
nutritious meals from the recipe folder provided. An added
bonus is my increasing confidence at adapting my own
recipes and trying new ingredients. Thank you so much
Tracey.” - Joslyn
25
Harvest Festival
The Snapdragon Pataka (storehouse) will be moving to a brand new home! You will find
us in our new location alongside the whare, conveniently located right at the front gate.
In term 2 you can look forward to extended shopping hours at our exciting new space,
where our handmade gifts and treasures will be beautifully laid out for you to purchase.
26
Easter Festival
Easter in Autumn
We had students performing music, a group of parents did
a beautiful Eurythmy performance to a poem by Rudolf
Steiner and our itinerant teachers Rosana (violin) and
When I came to live in New Zealand from the Northern
Margaret (cello) performed an item by Bach. I couldn’t
Hemisphere it took some adjusting to get used to the
festivals in the opposite seasons. Easter proved for me the help but think how lucky our students are to be able to
listen to such high quality live music. The teachers sang in
hardest to get accustomed to as Easter in spring just felt
6 groups from the Taize Brothers “Per crucem”, also
more in tune with the Festival of resurrection. But it also
forced me to think more consciously about each Festival. accompanied by violin, cello, flute and guitar. We also
sang songs together as a school.
There have been endless discussions about the Festivals
and the seasons and whether some Festivals in the
For the end of the Festival each class 12 student had
Southern Hemisphere should be switched around.
prepared a little Easter poem to recite on stage, while
Just recently a beautiful book “Festivals in North and
South” (Evelyn Francis Capel) was passed on to me. The
author writes “The spiritual rhythm is experienced alike all
over the world. The Christian year is one for all mankind…
because the picture of Christ’s working is related to the
whole earth as one, the festivals fit into the appearances in
nature at the different seasons, even when festival and
season meet in different ways.” Interestingly, Capel goes
on to talk about Easter and how it
was originally supposed to be held
in autumn. “It is much easier to
experience it (Easter) in the
southern hemisphere, where
autumn is the season in which
Easter is celebrated, than it is in the
north. In 1924 during Easter, Rudolf
Steiner spoke of an original
intention, changed within the
Christian Church, that the festival of
Resurrection should belong to the
autumn in tune with the preChristian custom of celebrating the
death and rebirth of the young god
Adonis at that time.”
getting bags, filled with bulbs, they formed a cross on
stage. The two arms of the cross moved into the
community to hand out to each student a bulb to take
home and plant. The message for class 12, soon to leave
our school, was the picture of the cross: I feel the strength
in me – spreading my arms – to give to the world.
Kerstin Mahr
For the Festival group
On Thursday the 24th of March our
whole school came together to
celebrate the Easter Festival where
the meaning of Easter was
explained and the picture of death
and rebirth reflected in the seeds
we see around us.
27
Tales from the Handwork Room
the mind absorbed in a healthy way, providing an escape from
stressful thoughts but allowing for internal reflection.”
(Carrie Barron, a psychiatrist at the Columbia College of
Physicians and Surgeons in “The health benefits of
knitting”, by Kate Hassett, 2/02/2016)
I am very fortunate to teach the Class 8 students who are
currently taking spinning. They arrive chatty and full of life at my
Handwork door. They each get greeted before they can enter.
Each one of them has learnt the skill of spinning. Some learn it
instantly, some can take a while as it is a very complex activity to
integrate all the different aspects. It seems so easy to treadle and
get that wheel in motion, but once the hands come in, it is a
Most people who get around Michael Park School will have seen a totally different story. The wheel is a little machine, which needs
fine tuning to make it work. What has been so wonderful, after a
lot of spinning wheels in our handwork room and will have seen
while in the room, the students become all quiet and completely
students working with them.
absorbed in their activity.
We teach spinning in class 8. I guess the question arises very
All of them will try to make an item
quickly, why in our times we teach this skill to young teenagers?
out of their wool. There are so many
Most students just accept the fact, that in a Steiner school you
aspects of the whole process, which
learn things like that and do it. But a few years ago I had one
provides new learning all the time.
student entering the room and lining up 4 chairs to lie on, as that
We recently received some beautiful
class was definitely not going to challenge his brain, so it must be
Angora goat wool that was donated
rest time. I had to come up with something. I explained to the
from a parent. The wool is so
students, how we have the most nerve endings in our fingertips
beautiful but, as we soon found out,
and by using them in different new ways we start to develop new
so much harder to spin. We all learn
pathways in our brains. Also when one looks at human evolution
to card the wool (making the raw wool nice and fluffy to spin), we
it is not that long ago, most people used their hands on a daily
started to dye some and, and, and…. it has endless possibilities.
basis in many different ways. I have to say, it did the trick for that
Renate Hiller is a fibre artist in America, and I would recommend
student and he was of his horizontal position and became a
to listen to her and her deep wisdom relating to that topic:
successful spinner!
http://www.onbeing.org/blog/world-through-hands/3931
I would like to finish with a quote from her:
”The use of the hands is vital for the human being, for having
flexibility, dexterity. In a way the entire human being is in the
hands. Our destiny is written in the hand.”
Kerstin Mahr
Neuroscience is catching up to what is already ingrained in the
Steiner curriculum. There is now a lot of research relating to this.
I came across this quote that also relates to spinning:
“Using your hands meaningfully triggers healthy engagement and
activity in about 60 percent of your brain, said Alton Barron. The
rhythmic, mathematical nature of knitting and crocheting keep
28
Sports News
This year, the senior boys’ volleyball team competed in the
Eastern Division 2 grade which spanned over 4 weeks with 8
matches. While the team is primarily made up of class 12
students, some class 11 students had also participated.
The result this year was the best I had witnessed thus far,
where the boys won 5 out of their 8 matches. This placed us in
3rd, tying with One Tree Hill B and Macleans B. However,
winning was not easy as this grade contained a few high
quality teams. While 3 matches were won in straight sets, the
boys were forced to fight back from a set down in 2 matches
before converting them in a third set (super) tiebreak.
As you could imagine, the intensity was very high. This says a
lot about the attitudes of the boys where they are always
willing to give 100%. It is this determination which ultimately
gives them the wins.
Jack Tai
Volleyball Coach
Eurythmy
On 9th March, the Aotea Eurythmy Ensemble performed at
Michael Park School. There was a morning performance for
younger children and an afternoon performance for older
students. Audience numbers were boosted by students from the
Titirangi Rudolf Steiner School - it was a great pleasure to
welcome them to Michael Park. These performances were the
final ones in a week of touring.
eurythmist, Uta Stoll-Kuwilsky. We are very fortunate to have
Norbert Mulholland speaking the poetry for the group. Norbert
teaches in Raphael House School and is a trained speech and
drama artist, as well as poet.
The fairy-tale proved to be the most popular item on the
programme, full of colour, humour and music. There were
several other group-pieces and solos. The Ensemble is hoping to
The eurythmy ensemble consists of current and past eurythmy
return to Michael Park in two years' time with a new programme
teachers from Te Ra, Raphael House, Taikura and Titirangi Steiner for schools.
Schools, as well as Bruce Haswell playing multiple instruments
Eileen Boland.
and Lyn Vigrass piano. Our director is a Wellington-based
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Do you enjoy working with wood?
Do want to get involved in our community in a practical way?
For more information contact Roger Firth
0272 309 149
525 1112 (a/h)
roger.firth@fultonhogan.com
If so, come along to the Wood Group and help us make things to sell
to raise money for the school at the Summer Fair.
We meet in the woodwork room (above the tennis courts)
each Thursday from 7:00pm to 9:30pm.
All are welcome (except we are not allowed children, sorry)
and no experience is necessary.
School Holiday Programme
at The Christian Community
Holidays are approaching and we will once
again offer our regular School Holiday
Programme.
Monday 18th to Wednesday 20th April.
It will be held daily from 9.00am to 3.00pm
and is for children aged six to thirteen.
This time it will be all about dyeing.
We will explore different techniques of
dyeing such as tie dye (t-shirt), fabric and
wool dye, and wax batik.
As always we will have storytelling, fun and
games as well. The costs for this three day
programme including materials is $90.
For bookings please contact Andrea
on 579 1508 or email
andrea.tomanek@gmail.com
Venue: The Christian Community
10 Rawhiti Rd, One Tree Hill
31
Classified
Advertising
Please note that products and
services advertised are not
endorsed by Michael Park School.
Readers may contact the editor if
they feel that advertising standards
have been breached.
To contact the editor, or if you
would like to place an ad in the
Spiral magazine, please email
danam@michaelpark.school.nz
Mothers of MPS Netball Team
Organic/Biodynamic Gardening
at Steiner House
104 Michaels Ave , Ellerslie
Mondays between 9.30 and 11 am during school term.
Come and learn about Biodynamic gardening, and give us a
hand in maintaining the garden. Plans are being made for
Winter and Spring: this is the best time to join us if you intend
to grow your own food in the next season, get the children to
observe Nature and spend more time outside: we cover topics
such as soil preparation, recycling, planting seeds/seedlings,
crop rotations, Biodynamic cycles and preparations, etc...
Please register now for the Autumn-Winter term
starting on Monday 2 May. aucklandbd@gmail.com
Our aim is to learn how to grow wholesome nutritious
Biodynamic food.
All welcome
32
* Helen O’Grady Drama Academy has classes
for students aged 5 to 17 years, in this area.
* We are aimed at developing ongoing
confidence, self-esteem and skills in verbal
communication.
* Our programme is exciting, motivational and
great fun.
* All our teachers have specialist training in
the Helen O’Grady Drama System.
For further details, please ring Debbie Napier
on 836-0233 or email debbie@pl.net
www.helenogradynz.co.nz
Mothers of MPS Exercise Group
Tutoring Service
The YMCA in Ellerslie kindly started up a ‘Mothers of
MPS’ exercise group for us in term 4 last year.
My name is Luca. I graduated MPS in 2014
and I'm now studying a bachelor of
science majoring in physics and
mathematics at University of Auckland
We get together on Tuesday and Thursday mornings
from 8.45am to 9.45am to do circuit training with a
personal trainer.
I am offering a tutoring service for students
in classes 8-12 for Maths, Physics, English,
Chemistry and other subjects
It costs $6.00 per session to join us and there is still
room for 10 more people to join our group. At the
moment we are a regular group of 6 to 8 people per
session.
If you would like to join
us then just turn up at
the gym on one of the
above days or call the
YMCA Ellerslie for more
details on Ph:-579 4716.
If you get the chance do
come along we have a
great work out and a
laugh at the same time.
$25-30 per session for 1 - 1.5 hours.
Luca Richards
02102410362
lucarichards007@gmail.com
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An alternative healing & physical therapies centre, designed to empower
you with the resources to transform your Mind, Body, Heart and Soul.
Our Holistic Therapies include:
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Chakra Clearing & Balancing
Crystal Healing
Integrated Energy Therapy®
ThetaHealing®
EMF Balancing Technique®
Reconnective Healing®
Reiki
Holistic Life/Soul Coaching
PSYCH-K®
Angel Therapy & Past Life Regression
Ear Candling and drainage massage
Relaxing and reviving body and head massage
Cranial-sacral & structural body work (Oestopath)
Accunet Healing
Bio Cleanse (detox foot spa)
Naturopath and Herbal Medicines
Grief Counseling
Clairvoyant Readings
Our Gift Shop stocks a beautiful range Crystals, Art & Gifts from our community, including; Crystal for children, soaps, soy candles, handcrafted
gift cards, essential oils, crystal jewelry, oracle cards, art work, pendulums, herbal/naturopathic medicines. Plus much more. Gift Vouchers
available for all services.
71 Marua Road, Ellerslie 09 579 9841
Open: Monday to Friday 9am - 4pm
Saturday and after hours appointments available
www.beyondtheveil.co.nz
www.healinghouse.co.nz
34
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School Holiday Classes
Drama – Open Your Eyes to Drama (Ages 8 - 12)
18, 19 and 20 April, 9am – 12pm
Call Anna Chandler
$89
Cooking - Aspiring Young Cooks (Ages 8 - 12)
19 and 20 April, 9am – 1.30pm
Product Consultant
$125.00 (includes ingredients)
Robotics and Electronics (Ages 8 - 11)
27 and 28 April, 10am – 1pm
$69
Flight and Rocketry (Ages 8 - 11)
021856656
21 April, 10am – 4pm
$75
Parent and Child Yoga (Ages 6 - 11)
19, 21, 26 and 28 April, 10:00am - 11:00am
$35 (per couple)
Where: Selwyn Community Education,
203 Kohimarama Road
To enrol go to www.selwyncomed.school.nz
Or phone: 521 9623
DENYS TRUSSELL
Pianist, Teacher of Piano and the Theory of Music
For several years Denys Trussell has taught classical piano to
some students attending Michael Park School. He works at his
studio in Eden Terrace and also has a venue he uses for public
performance in Ellerslie. Here he keeps a concert piano. This
auditorium and piano are used at times by his and other piano
students preparing for exams.
Denys Trussell takes students of all ages and stages of musical
development. Those studying with him can sit external exams,
such as those offered by the Royal Schools of Music, or they
can learn in a less formal way without using exam
systems. He teaches across the whole
classical repertoire including music by
New Zealand composers such as
Douglas Lilburn.
He can be contacted at:
Phone (09) 308 9940
e-mail denys.trussell@gmail.com
www.parnell.org.nz
35
Michael Park Steiner School Kitchen
Our new term 2 menu is finalised! Details and order form will be updated shortly at our website: www.gohanyasan.com
We provide tasty and healthy food, snacks and beverages all through the day, Monday to Thursday; including morning
tea, lunch and afternoon tea. Meals can also be ordered as takeaway dinner for those who want to have a break from
cooking.
Most of the fresh produce and ingredients used in our menu are organic, supplied by Ceres, Ooooby, and Ellerslie
Butchery. Vegan and gluten free options are available every day.
See you there!
Michael Park School lunch bar team
Term 2 Menu
Monday
Tuesday
Wednesday
Thursday
Thai Curry
Japanese Fried Noodles
Pizza and Salad
(GF, VG)
(GF or Wheat, VG)
(GF or Wheat, VG or Vegetarian)
Quesadilla and Salad
Mexican corn tortilla with
flavourful fillings
Week A
(GF, VG or Vegetarian)
Sorry, no photo
Sweet and Sour Vege on Rice
Quiche and Salad
(GF, VG)
(GF or Wheat, VG)
Onigirazu (Sushi)
Japanese rice sandwich
Baked Pasta and Salad
(GF or Wheat, VG)
(GF, VG)
Week B
Panzerotti
Spring roll (mince or VG)
Apple roll
Croquette (potato fritter)
(Italian savoury pastries)
Onigiri (rice ball) (GF)
Potato roll
Onigiri (rice ball) (GF)
Onigiri (rice ball) (GF)
Millet energy bar (GF)
Onigiri (rice ball) (GF)
Millet energy bar (GF)
Millet energy bar (GF)
Granola (with organic cow or
soy milk)
Millet energy bar (GF)
Granola (with organic cow or
soy milk)
Snacks
Granola (with organic cow or
soy milk)
Panzerotti
Spring roll
Granola (with organic cow or
soy milk)
Onigiri
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Croquette