eLetter 44_low res - Mount Barker Waldorf School

28th October 2011
www.mtbarkerwaldorf.sa.edu.au
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Parent e-Newsletter
W
elcome to Spring Fair 2011. This edition sees us celebrating many corners of our school
community. We interview the last of our Class 12 students and show you some images from their
Project presentation evening. Class 3 have been house building, Class 10 have been acting and Class
7 have been camel trekking. We hear about the importance of play from Sharifa Oppenheimer and
congratulate the Class 6/7 girls on their victory in the all-schools knockout soccer SAPSASA competition.
Our recent Spring Festival was beautiful and the Living Arts Centre has been officially opened! We begin
this edition with an article from the Spring Fair committee – have a wonderful day exploring our school.
A warm welcome to Spring Fair 2011
From Class 4 Spring Fair Coordinators
By Jessica Fabian
Our school community anticipates the Spring Fair all year but often it’s
not until the last minute that all the threads get pulled together to create
another glorious day in our rich School cultural calendar.
Kindergarten children enter their first year as new ‘younger’ children. They
start kindy one by one, slowly entering the already formed class filled with
the ‘older children’. The older children have learnt exactly what to do at
kindy and how the routines and rhythms go. They are ready to pass this
knowledge onto the new kids, and so the rhythm goes on, smoothly and
without much explanation required.
This is also how the Spring Fair seems to happen! As parents, we learn
from watching the classes do it before us. Sometimes we have to search
for the ‘folder’ that has all the answers in it.
As Class Four parents, we’ve come a long way from the Kindy Cafe, the
Treasure Cave, Class 1 Craft, The Fishing Dip, the Coffee Shop. Finally, we
are ready for the big task of being the Spring Fair Organising Committee.
Now in the last week, we seem to have almost made it to the finishing line,
trying our best to coordinate together and make sure nothing too major
has fallen through the cracks of our very large Organising Committee.
Our class hopes that the very fitting theme of ‘The Living Arts’ is enjoyed
as our school showcases our newest and most spectacular building The
Living Arts Centre.
We look forward to a wide variety of performances on the Main
Stage including the Adelaide Hills Irish Dance Association, the Boys
Ensemble, Ella Heywood-Smith, Heg, Dig and our special guest gypsy
band “Golonka”. We’ll enjoy the Class 4 Maypole on the oval, circus,
gingerbread house making, and of course camel rides near the
exquisite Japanese room (take a look inside).
We hope you enjoy the huge number of market stalls, we have more
stalls than ever before! You’ll even find a Health and Well-Being Hub
at the end of the Market Walk towards the Japanese room. Not to
mention the Raffle and Spring Trail Bags both at the Info Tent.
Thank you to our whole class for stepping up to the role of Spring
Fair Coordination! We actually all did it together, which was a fantastic
outcome and I’m very proud of our teams and all the effort we’ve put in.
Also, a big thank you to Darryl and his team for all their work. Lastly
a thank you to the whole school for working away at your individual
tasks this year, and your hard work in previous years that has been a
guiding light for us to work towards.
Our school holds us so well and gently guides us in the right direction.
It wasn’t actually as hard or overwhelming as we’d thought. Many have
done it before us and created this rich cultural experience.
We hope that everyone enjoys Spring Fair, ‘smells the roses’ and soaks
in the aromas and beautiful atmosphere of the day.
Inside guests will enjoy hearing School Talks and seeing the School
Display followed by music performances by Classes 5, 6 and 7. There will
be captivating story telling by Joanne Sarre and Sarah Green from Ink Pot
Arts suitable for both adults and children, and a wonderful puppet show
by Stargold Puppets.
We are very blessed to have our very own Sophie Thomson organising
a superb line up of gardening speakers to share their local gardening
expertise with us all in the Educational Gardens. You can look forward
to hourly speeches from 11am by Lolo Houbein, Harry Harrison, Trevor
Nottle and, of course, Sophie herself.
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Page School life
School community
opens Living Arts Centre
After years in design and construction our school was finally able to officially thank the Commonwealth for providing $2.1 million for construction
of the Living Arts Centre (or, in Federal Government parlance, the multi-purpose building). Invitations were sent to Julia Gillard and some of her
Ministers but none could attend. A senator sent a nice note, congratulating the school on completing the building.
It was their loss because they missed a spirited affair: a wonderful recital; some fantastic images of our school in its earliest days when
our pioneering founders hammered and painted for days and John Whisson’s excellent commentary; Libbi’s stirring speech and Roger’s
acknowledgement of all who helped bring the building to life.
Teachers, students, some parents and some VIPs including the Member for Kavel Mark Goldsworthy, participated in the event.
Our Community Opening will take place on November 9.
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Page Class 7 Camel Trek
CLASS 7 TREKS THE FLINDERS RANGES BY CAMEL
By Wendy Pryor.
“Ushdown! (ooshdown) Ushdown!” These are the Afghan words I would
hear as I woke up even a week after returning from the wonderful
adventure of camel trekking from Blinman to Mt. Patawarta and back.
These words commanded the camels to kneel or else we would witness
the phenomena of a chain reaction - one up, all up, ready or not!
The Flinders Ranges, an area steeped in Adynamathanha significance,
became the inspiring landscape that we respectfully walked through
– rolling, wind-swept expanses of native grasses; dry, rocky creek beds;
undulating hills that were traversed by zigzagging camel-style and gliding
along the ridge of the “Top of the World” (Blinman being the highest town
in South Australia).
John, Steve and AJ, our experienced cameleers commanded respect,
responsibility, work and concentration from our group of 30, and the
8 camels that walked the 75km round trip over 8 days. The success of
this adventurous trek was ensured by the students being ready on time
AND organised, packing the camel bags evenly and methodically, tying
knots, caring for the camels before the needs of themselves. It was truly
a teamwork achievement to allow us all arrive back to base camp elated,
satisfied and well-aired.
The students also observed the way of the cameleers: their relationship
to the land, their relationship to the camels, their relationship to respect
and responsibility for what needed to be done in the moment and they
were `salt of the earth’ role models of inner discipline. The students had
empowering conversations with Steve, John and AJ and through their
relationship of seeking respect really stepped up to the mark that the
cameleers set for them. Communication was clear, concise and consistent!
Spring in the Flinders Ranges meant that we were surrounded by an
abundance of colour from the flowering plant life with an ancient
backdrop of burnt-orange ranges moving like caterpillars across the land.
Going to sleep at night gave some the experience of watching the stars
appear to travel the skies and `hearing’ the absolute stillness occasionally
broken by the comforting tinkle of Monte’s neck bell. Mornings began
with the sound of happy laughter of students waking which then floated
through the stillness of the morning dawn. Healthy appetites caused
movement immediately to the fire which generally Curtis had revived to
ward off the morning chill. Everything was packed up quickly and camel
bags were measured and filled with our provisions and bags. It wasn’t
long before Bree, Mollie and Steve brought the camels in for loading
– Monte, Spinner, Topshot, Misha, Crow, other camel friends and the `new
baby’ Choco.
With a look of eagerness in the camel’s eyes for the approaching walk, we
set off through narrow valleys, along the myriad of creek beds including
the beautiful Oratunga, past ancient rock, Aboriginal peckings and
weaving in, out and around big, old majestic trees. Stopping for a brief
lunchtime meal of salad and meat wraps we would change camel riders
again and trek on. I just loved seeing the look of apprehension, fear,
surprise, fright and then the smile of pure delight (in that order) as each
child mounted the camel which stood up so suddenly.
By mid afternoon we would find a spot to stay depending on the food
source for the camels and how tired they were carrying their huge loads.
Jobs done and camp set up we would climb to the highest point of land
to watch the sun set. Prior to this quiet moment we would sit in the circle
to debrief the day, re-connect and voice issues that were brewing. This
generative time was followed by an artistic activity to explore the inner
qualities of youth. At every camp (as a gift of gratitude in return for what
we had received from the land) we made nature sculptures (that would
be blown or washed away in time) which expressed themes such as new
beginnings, courage, strength, light, integrity, gratitude and a blessing for
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the world (beyond our personal desires). This helped us look even more
closely at our surroundings. Sometimes we were joined by the Cameleers
who listened to the depth of appreciation of the students for this
opportunity and the Cameleers acknowledged the efforts of the students
which forged deep relationship, words never to be forgotten.
With huge appetites we would line up for the delicious gourmet food that
would magically appear out of four large bedouries nestled in the coals
– what a craft is bedouries camp cooking! Followed by hot chocolate and
social time it wasn’t too long before it was time for all to go to sleep on
the tarp. Simple living at its best!
The climax of the trek was the challenge of climbing Mt. Patawarta. Steve
led us on a narrow single path, sharp incline, each of us supporting the
next to climb this intense mountain. Once at the top (which was full of
butterflies) we found the book that previous Waldorf students have been
signing over the last 8 years (depending on weather conditions of course
– sorry Class 8, and Cl.9). This year it was unfortunately for us a new book
but there will be messages waiting for all the siblings coming through.
This school camp is a significant beginning for our remarkable outdoor
education experience. Bush kindy provides a seed but this camp sends a
shoot out into life which supports the high school camps to come.
There were many physical challenges such as not `spooking’ a camel
which could have huge ramifications, injuries, sore feet, getting lost (it
was nice to know our Cameleers are trackers), the constant walking at
camel pace (and climbing Patawarta), getting on and off the camels,
and hobbling the camels before unpacking so they could go off to feed.
Actually, the smell of the camels’ breath combined with the visual impact
of green, regurgitated substance being re-chewed in their mouths was
also pretty high up on the physical challenge as well.
There was also the profound outdoor experience of sleeping and being
in the elements for 8 days which certainly is a powerful experience for
children of our times – sleeping on the earth, under the breadth of the
starry sky, feeling the sunrise and watching the sun set, discovering
how much can be seen in moon light, walking in the blue day light and
dreaming into the red fire light, finding precious water streams and
soaks, and the rhythm of the days. All these aspects have health bearing
effects on the modern child. For some the inner soul challenges were
even greater. Finding inner leadership to lead the whole group and
supporting those that struggled at different times, tears of homesickness,
no technology, the intensity of living with each other constantly and
surviving mood changes, bush toilet/no showers and the continuous
challenge of learning:
remembering not to leave rubbish on the ground, not to drop tissues into
the fire whilst we were cooking our toast in the coals, how to lay a quick
and minimal fire, learning the need to respect each other’s emotions, how
to tie knots and splice rope, learning to have the courage to step into the
unknown, learning to find a trust in life and to self-realise that they all
have strong resilience. And I learnt the secret of making perfect 5 second
ambrosia-coloured billy tea guaranteed to revive any failing soul!
The last night around the fire was a grand celebration that reflected the
wonderful personalities in Class 7. A skit night provided entertainment
with the perceptive character poetry sung by Amber, Cheyenne, and
Ashleigh; Elena and Adam rapping out, a bit of dance; Malachi and Francis
duet rap; and Olivia and Natasha giving us a hilarious spontaneous
performance to honour the Cameleers.
The last morning’s short walk saw students running across the plains on
the first sight of the camel farm - like thirsty people seeing an oasis. The
sobering experience of Choco having a fall didn’t dismay the children
for long (due to quick actions) as they got on the bus ready, full of
anticipation and appreciation for the comforts of home.
*Wendy Pryor is a kindergarten assistant in Nightingale Kindergarten and a
parent at MBWS
Page Class 7 Camel Trek
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CLASS 10 PLAY ‘TWELFTH NIGHT’
In the last week of Term 3, Class 10 students performed the play by
Shakespeare, ‘Twelfth Night’ in the Living Arts Centre.
Over four nights, and with two casts, the audience was entertained by
some very comical performances.
With a simple set and clever casting, many students showed a natural
talent for each character.
We thank John Whisson for these photos taken over the four nights.
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YEAR 12 STUDENTS PRESENT THEIR WORK SO FAR
On Wednesday 21st September a number of Class 12 students provided on a Project Performance Evening for the community in the Living Arts
Centre. This was an opportunity for students to display their work and also present some of the project work they had been working on this year.
Class 12 student Carla Gaskin-Charles was the MC for the evening and introduced her fellow students.
The first to present was Emma Johnson with a fashion parade entitled ‘Four Seasons’. Emma designed and made four dresses, each one designed
for a different season. Complete with the fashion runway and groovy music it was wonderful to see her completed work and her fellow
classmates modelling the dresses. The audience clapped loudly as each model paraded her gowns on the catwalk.
Next up was Lily Shribman-Dellman who demonstrated with her ‘Bollywood class’ the dance moves that she had been teaching a group of
students through the year. It was a fun performance and the audience were in for a real treat when Class guardian
Elise Duffield and high school teacher Robyn Maletz joined the rest of the Year 12 students for the second dance.
Tenzin Crouch spoke about his project demonstrating a robot seal and also engaging the audience with his design of a quad copter.
The last two presentations were video based, Solomon Scopazzi spoke to the audience and then presented his journey into the world of slow
motion photography and Isabella Ryan introduced her project and then showed a video of her class film so far.
Thalia Thomson, Martha Meline and Carla Gaskin-Charles all displayed their project work in the Living Arts Centre and it was an opportunity for the
school community to gain a sense of their project journey so far.
The project presentations are on the 19th, 20th and 26th November at the Living Arts Centre. Don’t miss out!! If this presentation night is
anything to go by – it is going to be a wonderful three days this year.
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CLASS 3 HOUSEBUILDING MAIN LESSON
In Term 3 Class 3 completed a house building main lesson. Leanne Osmond has captured some of the homes that the Class 3 students have
created. Thank you to teacher Julie Board for alerting us to their beautiful work.
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THE IMPORTANCE OF PLAY
*By Sharifa Oppenheimer
Why is Play, both indoors and out, so critically important?
Through play the child creates herself.
Play is an amalgamation of alchemy and science, giving the child
not only a magic wand, but also a powerful tool of experimentation.
Here, in play, the child mixes a potent brew of their daily experiences
as well as their wishes and dreams. Daily experiences are played
— though not only in order to understand them, but also to change
and transform them, and thereby change and transform the child.
Any timid child who, in imaginative play, has built a little fort behind
the couch, covered it with dark blankets and faced the terrors of the
night, emerges from this game as someone new. A little ruffian who
is set the task by a playmate to “look after the baby until I am back
from the store” has a softer look in the eye upon his friend’s return.
It is not unusual in my classroom for the boys to one day become
intrigued by the games of domesticity often played by the girls.
(Remember, gender-identification is a major task for the four-yearold, and so each year our classroom experiences many births.) The
civilizing influence of domestic life in the dress-up corner is a delight
to behold.
Let’s look at some other dimensions of Play:
Play supports children’s physical development, particularly active
outdoor play. Movement is the medium through which sense
information becomes integrated, and the great wide world of
the senses is food for our children’s brains. So, send your children
outdoors, to freely move through the green world! Free, childmotivated play is the best for this whole-brain integration. In
free play outdoors, all the muscle groups are engaged, and this
whole-body movement helps all the varied regions of the brain to
“communicate” with each other. Neural wiring is laid down in such
active exploratory play. The life forces with which the child plays
are the very same life-forces that grow and mature into thought. A
well-integrated brain, with rich neural patterning, is the product of
child’s play.
Play also supports children’s social learning. Children can explore the
vast and nuanced realm of emotions within the context of play. It is
not unusual in my classroom to have the children so completely “liveinto” the emotions of the game that I need to stop myself and ask “Is it
a game?” Sometimes I even have to ask the children “Is this part of the
game?” Tears can be so real, or terror, or fury, or whatever emotion the
game calls for. The child has the opportunity to rehearse these deep
primal emotions in a safe and non-threatening way.
Children also use creative play as a way to unravel life’s challenging
experiences. A new baby in the family, a move across the country,
a death of a grandparent; all become themes the child can work
through again and again. What is this feeling I have? How can I
express it? How do I make sense of it? How can I regain balance?
If parents and teachers are sensitive to the child’s needs in these
difficult times, we can dovetail with the child’s natural imperative to
play. We can offer them curative stories in which, perhaps through
animal characters, their own predicament is laid out for them to see,
as well as a solution. These story images can act like seeds, informing
their imaginative play and helping them explore new directions.
One very typical game-matrix children like and need to explore
is the realm of power — who has the power , and how does one
handle power? A ground rule I will articulate to the children as they
play these games is “Everyone has to be having fun.” So, when the
“captive” is calling for help from prison, I can check in with him: “Are
you still having fun?” It amazes me how willing most children are to
play out the balance of power, including being the underdog!
As children grow and their sphere of experience broadens, they
are bound to interact with children whose behaviour we parents
wish they not emulate. Through play, the child has the opportunity
to “try on” these less-than-sterling qualities, and if the play is
well-supervised, to get the necessary feedback not only from the
attending adults, but also from their playmates. Although it is
challenging for parents, these opportunities are a rich source of
growth for the child.
“One of the best predictors of school success is the ability to control
impulses. Children who can control their impulse to be the centre of
the universe, and — relatedly — who can assume the perspective
of another person, are better equipped to learn. Psychologists calls
this the “theory of mind”: the ability to recognize that our own ideas,
beliefs, and desires are distinct from those of the people around us.
When a four-year-old destroys someone’s carefully constructed block
castle or a 20-year-old belligerently monopolizes the class discussion
on a routine basis, we might conclude that they are unaware of the
feelings of the people around them.”
Let’s look for a moment at the meaning of “well-supervised play.” Do
you remember when it was said “Mothers have eyes in the back of
their head?” This is a great image for us to use, as we supervise our
young children’s play. We want to be close enough that we can see
and hear what is going on, but far enough away, and engaged in our
own productive work, that the children do not feel smothered by
our presence. Peripheral vision is the best. Sometimes when a game
is heading in a non-productive direction, we can offer a new course
by simply walking through the room, and sort of broadcasting into
the air (like broadcasting seed into a field) “Oh, when I was a little girl
we played that game too. Only we liked to…..” Slip the suggestion in
through the back door. When supervising play we do need to “teach”
social skills, the art of sharing and taking turns. But after the basics
are taught, if we resist the urge to jump in at every infraction….
if we take a breath and keep watching, keep listening, sometimes
our children will surprise us with their insight and resiliency. All of
this play is the work of creating a Self, and we, through the play
environments we offer and the way we supervise, are intimately
enmeshed in the work.
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A critically important aspect of social learning is self-regulation, in
which the child learns to moderate their impulses in the interest of
the whole, so the game can continue. Erika and Nicholas Kristakis, at
Harvard, have this to say:
Lastly, human beings are myth-makers. From our earliest days
in the cave, as we made myths and handed them on to the next
generations through painted images, creating the story of our lives
has been critical to who we have become. This is true not only on
an individual basis, but true of humanity in our long trajectory
of growth. The interplay between the miracle of language and
the ability to create images has much to do with the mystery of
our evolving humanity. Humans are able to not only create inner
images of what already exists, but we can imagine, and thus we can
create what has not been seen before. The seeds of this ability are
fostered in the rich soil of creative play. It is this life-imbued creative
imagination that always draws us toward the next step of growth.
Why is play in natural spaces, in green spaces, so very
important?
In his book Last Child in the Woods, Richard Louv talks about the
“loose-parts theory of creativity.” Not just for children, but for adults
as well, the degree of inventiveness and creativity, and the possibility
of discovery is enhanced dependent upon the number and kind
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School life
of variables available for exploration in an environment. Waldorf
Education has a motto for this loose parts creativity: “anything can
be anything.” The best toys in a play situation are the ones that
allow for the highest creativity and inventiveness. Early Childhood
teachers accomplish this in the classroom by bringing “toys” from the
natural world indoors: baskets of seashells, pine cones, good sticks,
quartz stones and seashells line the toy shelves.
When a child plays outdoors, the type and number of “loose parts”
increases dramatically. I find the children’s play deepens most when
we play in our “garden playground.” There, a little stream borders
the garden, and the children spend hours examining the minnows,
cray fish, water-skaters, and they are infinitely mesmerized by the
endless variety of stones that wash down the creek. The stones
become potatoes for dinner, the dragon’s eggs, pathways leading
to an unending parade of fairy houses, and of course they are
essential engineering tools. Oh, the fascination of re-directing water!
In the garden, the flowers and herbs, the bushes and grasses lend
themselves to hours of wilderness safaris and hut-building. The
“butterfly house,” a little hollow beneath and inside the branches
of the butterfly bush, allows for heart-filled science lessons, as the
children offer gathered blossoms to the clusters of butterflies, or
gather tiny baskets of fallen butterfly wings.
In order to enhance the “loose parts” availability in your back yard,
you can import interesting and useful “parts”: old bricks, pieces
of slate and tile, seashells from your beach trip, board-ends from
building projects, good-sized windfall branches and such. Bales
of hay and bags of raked leaves are grand, and truly can become
anything. In my book Heaven on Earth, I tell the story of a lesson
I learned about hay bales and creativity: I brought bales of hay to
the playground and set them up in an orderly fashion, in order to
become a structure. I placed a little table and chairs close by, to
give the children a hint. They so profoundly ignored this structure
that I finally trundles the bales across to the garden where I
unceremoniously dumped them in a heap. Oh, the joy the children
discovered, as soon as I let go of my structured ideas. They ran
bounding for the jumble of bales and pushed and pulled them in a
new arrangement everyday. They also took the hay out and pulled
wagon-loads around, selling their wares, and taking customers
on hay rides. It was my own fixed idea that had stifled their
imaginations!
Programs have been designed for at-risk youth, using Nature as a
therapeutic tool. These programs put young people, some of whom
have never been beyond the roar of the city, in direct, hands-on
contact with the sweetness and the wildness of the green world.
Self-reliance, strength, perseverance, insight, cooperation, problemsolving, and forthrightness are only some of the qualities they gain.
Our young children and grade-school children can gain these same
qualities by living in regular contact with Nature. The Illinois study
tells us that the “greener” the contact the better: playing in a park,
with trees, grasses and bushes is more calming and creates more
focus in children than playing outdoors in a “built” playground with
an asphalt surface.
Play is the heart of childhood, and childhood is the heart of
humanity. We must act to preserve creative play, in homes, in
classrooms and in natural spaces. We must dedicate ourselves to
the preservation of Nature, in order that the fundamental nature of
humanity…to play, to dream, to imagine…not be lost! Enjoy!
http://rhythmofthehome.com/spring-2011/play-sharifa-oppenheimerwaldorf/
*Sharifa Oppenheimer is the author of the best-selling book Heaven
on Earth: A Handbook for Parents of Young Children. . Visit her at Our
Heaven on Earth.
Much research has been done, observing children’s play in both
natural spaces, and in “built spaces.” Studies show that children
engage in more creative play in green areas than in built spaces.
One study observed children playing in both “vegetative rooms,”
(little forts and such that the children had built themselves) and
in playgrounds dominated by play structures. They observed that
children playing on the formal play structures grouped themselves
in hierarchical subsets, dependent upon physical abilities. Whereas
the children playing in the natural vegetative rooms used more
fantasy play and their social standing was based more on language
skills, creativity and inventiveness.
Studies at the University of Illinois have studied the effect of “green
spaces” on children with ADHD, and have offered this informal advice to
parents and educators:
1. Encourage children to study and play in rooms with a view of nature.
2. Encourage children to play in green spaces; take them there yourself.
3. Advocate at your child’s school for recess in a green school yard.
4. Plant and care for trees and vegetation at your home, or ask the owner to do so.
5. Care for the trees in your community; caring for trees is caring for people.
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Nightingale KIndergarten Spring Festival
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Primary School Spring Festival
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School life
GIRLS SOCCER TEAM WIN GRAND FINAL
By Aaron Lokkin*
Three years ago, our primary school girls in Classes 5, 6 and 7 achieved
something that had never been done previously; they won the allschools knockout soccer competition for SAPSASA. Last year the girls
were runner up after a spirited defence of their title.
But this year they tasted victory again by winning the Class 6/7 girls
final. The boys’ team also reached a milestone this year, reaching the
semi-finals for the first time.
We have students who play soccer on weekends and after school in a
variety of different clubs in the hills. When they come together in our
school teams for a knockout, they bring an understanding of each other
from their school life which is a unique quality to observe on the field.
for about 45 minutes, or until the top gets golden brown and the
cake pulls away from the sides of the pan. Whisk the glaze ingredients
together, adding water as needed to make a thin consistency. Pour
the glaze over the top while it is still a bit warm and let rest. The glaze
will be absorbed by the cake like a sponge and make it that much
more moist.
This cake is universal. It would serve beautifully as a breakfast or
brunch cake, topped with a scoop of honey-sweetened yogurt. It
would also serve nicely as a dessert with a spoonful of vanilla ice
cream or whipped cream after a filling dinner with family
http://rhythmofthehome.com/spring-2011/glazed-pear-yogurt-cakerecipe/
I would like to thank our captains Amber and Kimi, and all of the girls
and boys for their respective victories, as well as the parents who
supported us along the way. In particular James McArthur and John
Patton, without their support many games could not have gone ahead.
*Aaron is the Class 6 Teacher & Soccer coach
YUMMY SPRING TREATS
GLAZED PEAR AND YOGHURT CAKE
Ingredients
2 cups flour
1 cup sugar
1 stick of melted butter, cooled
1/8 tsp. salt
3/4 cup milk
2 eggs
1 tbsp. baking powder
1 tbsp vanilla
3/4 cup of plain yogurt
2 pears
Glaze
2 cups of icing sugar
2 to 4 tbsp of water
Directions
Dice the pears (skin and all) and set them aside. Add the milk, sugar,
and two eggs to the melted butter, whisk until the sugar dissolves.
Whisk in the flour, baking powder, salt and vanilla. Whisk until it is a
smooth batter. Whisk in the yogurt.
Fold in the diced pears. Pour the entire mixture into a lightly oiled
baking dish. I used an 8 x 10 inch dish. Bake the cake at 350 degrees
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SOUR CREAM BANANA CAKE
½ cup of oil
1 cup of sugar
2 eggs, beaten
3 ripe bananas, mashed
½ tsp vanilla
½ cup sour cream
2 cups flour, or any gluten free mix that you have on hand
1 tsp baking powder
1 tsp baking soda
1 cup of dried fruit, nuts or other add in
1 tsp cinnamon
Directions:
Preheat oven to 350. Generously grease a 6 cup fluted pan. Mix oil,
sugar and eggs. Add bananas, vanilla and sour cream. In a separate
bowl blend flour, baking powder and baking soda. Gradually add
dry mixture into wet. Mix well. Pour ½ of the mixture into the fluted
pan. Top with fruit or nut mixture. Sprinkle cinnamon on top. Add
remainder of the batter and bake for 40-45 minutes or until a knife
inserted comes out clean. Cool on baking rack. Invert onto plate after
20 minutes. Top with powdered sugar if you want or just slice and eat.
http://rhythmofthehome.com/archives/spring-2010/sour-creambanana-cake/
Page 14
School life
An exciting step into a new period
for the 6 year olds
Kerstin Andersson assesses children in their final few months of
Kindergarten at Mount Barker Waldorf School. Her task – in coordination with the Kindergarten teachers – is to develop a picture of
the developmental stage of each child that is indicative for Class One
readiness. We asked Kerstin about her work.
When does the Class One readiness assessment process take place?
Every year during the first few weeks of Term 4.
Who is assessed? All children who turn 6 in their second year of
Kindergarten - usually about half of each Kindergarten group.
Who does the assessment? Doing the assessment is part of my role as
learning support coordinator and Extra Lesson teacher at our school.
How do you make an assessment? Already during Term 3, I have visited
the kindergarten groups a few times. I have helped with craft and joined
the groups on their walks and thus was able to observe the children and
get an impression of their movements and way of playing. In this way,
the students have already met me and feel comfortable when we come
in the morning into kindergarten and ask two of them to join us for the
assessment. We spend around one hour and a half together in my room
doing finger and movement games, stories with integrated activities
and diagnostic drawings.
What do you assess? We look at how well the children are growing into
their bodies. To get an impression of this, we look at the developmental
stage of the children in their lower senses, especially the senses of
movement and balance. We explore whether the primitive reflexes are
inhibited as they should be, have they overcome the horizontal and
vertical midlines, how are the fine and gross motor skills? Do arms and
legs, hands and feet work independently from each other? Do their eyes
track symmetrically and smoothly? How is their sense of balance? Can
they walk across a balance beam and stand still on one leg?
We test body geography and spatial orientation to see if children have
an inner map of their body and a clear relationship to the space around
them. We check the development of a clear laterality in hand, foot,
eye and ear and their bilateral integration (cross lateral movements in
crawling and skipping). An important part is also the sensory motor
development. Are the children able to see a shape and then enter into
the movement of drawing it? Can they listen to an instruction and carry
out what they have heard? Closely connected to all these questions
is the stage of internalisation. Have the children developed an inner
picture of numbers, shapes, and of their bodies? We assess whether
they can recall these things from their memory without being cued with
a related sense impression.
SPRING HEALING
‘Rhythm of the Home’ is a wonderful web-site on the internet
dedicated to celebrating the seasons and parenting. In this edition of
the e-newsletter we have picked up some suggested herbal remedies
for Spring colds and flus from Emma’s blog. See the web link below for
lots of inspiring ideas, craft projects, yummy food and great advice…..
HERBAL HEALING FOR SPRING
Spring brings with it many blessings: warmer days, more hours of light
and the burgeoning of life. But it often brings with it something else
— sickness.
Most of us will spend at least part of this season battling colds and
viruses. Our bodies are at a low ebb after months of winter and forced
inside time. It takes a lot of energy to survive the cold (and sometimes
dreary) winter months and by the time the world is beginning to
awaken we are often feeling tired and low, rather than full of the joys
of spring!
But what to do when we do get sick? I turn time and time again to
a few simple remedies that work to provide comfort and reduce
symptoms of colds and even flu.
This first remedy I created years ago in response to sinus infections
that seemed to only get worse after antibiotics. This simple herbal
remedy, however, succeeded where the antibiotics couldn’t. I’ve also
found it works very well for any adult with a heavy cold. I wouldn’t
recommend this remedy for children, however, and have a separate
recommendation for little ones.
SMALL PERSON CHAMOMILE STEAM
Chamomile is a perfect herb for childhood; it helps with stress and
anxiety, calms pains and soothes aches and fevers. Most of us know it
is an herb for relaxing but it is also an excellent decongestant. I would
say that if a child is able to follow the instructions for a steam they are
probably physically ready (this will likely be around age 3-4.) I would
ask the child to put a handful of the herb in the bowl as this measure
should be about right for them. Unlike with an adult I would allow the
herb to steep for about 5-10 minutes to allow some of the intense heat
to diminish, though I would keep it covered with the towel. The process
of the steam is the same as for an adult but of course allowing for more
breaks and only a few breaths of steam before the child is done.
Adding chamomile oil (1-2 drops) to a bath will also help with
congestion and sleep. For nursing mums drinking chamomile tea will
pass along the benefits to your baby or toddler. Of course the best
medicine is the milk itself and the love that goes along with it.
Why are these assessments important and helpful? The Class One
readiness assessment gives us a very good impression of the individual
child. We can see if the developmental steps which are prerequisite for
effective and joyful learning have taken place during the first 6 years of
their life, are about to happen or would need another ripening year in
Kindergarten. The Class One teachers get useful information about the
strengths and developmental stages in their class and can differentiate
their curriculum according to the needs of this special group of children.
If we see children struggle in particular areas, we can discuss and
provide the available support for them or refer for further assessments
or help to external specialists. Together with our assessments in class
one and class 2, the class one readiness assessment also is an effective
tool for monitoring the development of our students.
On the whole, the Class One readiness assessment is an exciting step
into a new period for the 6 year olds, which they enjoy very much. For
us, it provides a lovely and impressing encounter with our new Class 1.
Edition 44
Page 15
School life
Class 12 Q & A
In this edition of the e-newsletter we interview Class 12 students
Lily Shribman-Dellman, Mahalia Booth-Remmers, Johannes Edler,
Solomon Scopazzi, Carla Gaskin Charles and Marco Brunel. We are
very grateful to Class Guardian, Elise Duffield and all the students in
Class 12 for the time taken to complete the questions. Enjoy their
responses ...
LILY SHRIBMAN-DELLMAN
1. Give five adjectives (and elaborate on these if you want to) to
describe your Class 12 experience to date?
Stimulating, stressful, challenging, rewarding and creative
2. What are the subjects you enjoy, and give reasons for your
responses?
I really enjoy exploring our creativity and the possibilities creation in
our music lessons. We are looking at composing and composition
our own works which is a very exciting and rewarding process. It is
inspiring to hear what my talented classmates come up with. I also
love English. We read fascinating literature which provides much ‘food
for thought’ and provides good discussion.
3. Describe your Class 12 project?
I have been exploring dance this year and focusing on four different
genres; contemporary, classical, ballroom and bollywood. I have
interviewed people from each genre and asked what they love about
it. I have also been teaching some students bollywood dance.
4. What inspired you to select this topic?
I love dance and always have. It makes me feel alive. Bollywood
looked like a lot of fun and I was drawn to something playful and fun
to support the stress of Year 12. I also find it very inspiring to hear
people talk about what their passion.
5. What you see yourself doing in the future?
I see myself living overseas and exploring the world. I see myself
working with people.
6. What do you treasure in life?
I treasure being young and thinking I am invincible.
7. What advice would you give to students entering Class Eight?
Keep a balance between school, friends, work and play. Try and
develop social groups outside of the school and keep your hobbies.
8. What aspects of/memories about Mount Barker Waldorf School will
stay with you long after you have graduated?
The camps were experiences I will always treasure. The closeness of
the class and the personal relationships with the teachers have been
very special and I will look back on them fondly.
9. If you could bring one thing to MBWS with a click of your fingers
what would it be?
I would bring another class to each year so that each grade had two
classes. This would create a more spacious dynamic.
MAHALIA BOOTH-REMMERS
1. Give five adjectives (and elaborate on these if you want to) to
describe your Class 12 experience to date?
Stressful, informative, ridiculous, tiring and challenging
Edition 44
2. What are the subjects you enjoy, and give reasons for your
responses?
My favourite subjects are portraiture and woodwork. I enjoy
portraiture because you can be creative and imaginative. I enjoy
woodwork because I was able to create something practical and
functional that I can use at home.
3. Describe your Class 12 project?
My year 12 project is about finding ways to protect and provide
habitat for wildlife in our backyards.
4. What inspired you to select this topic?
I have always been passionate about animals and wildlife. This project
was the perfect opportunity to explore ways to protect our fragile
wildlife.
5. What do you treasure in life?
I treasure my friends and family.
6. What aspects of/memories about Mount Barker Waldorf School will
stay with you long after you have graduated?
Camps and my year 12 jacket
7. If you could bring one thing to MBWS with a click of your fingers
what would it be?
Common room which has a canteen, swimming pool, cinema and
popcorn
MARCO BRUNEL
1. Give five adjectives (and elaborate on these if you want to) to describe
your Class 12 experience to date?
Interesting, hard, stressful, difficult, inspirational.
2. What are the subjects you enjoy, and give reasons for your responses?
Woodwork, PE because it’s physical, Exploring Spirituality because it
gives you an insight into the world.
3. Describe your Class 12 project?
Fixing up a motorcycle
4. What inspired you to select this topic?
Because I have always been fond of motorcycles
5. What you see yourself doing in the future?
Doing a physical job
6. What do you treasure in life?
I treasure being healthy
7. Which words/phrases do you overuse, and which words/phrases most
annoy you?
‘Oh my God’ and WTW, why?
8. What advice would you give to students entering Class Eight?
If you want to have the choice of lessons do not enter and if you want
more physics and computing do not enter.
9. What aspects of/memories about Mount Barker Waldorf School will
stay with you long after you have graduated?
Jarrod
10. If you could bring one thing to MBWS with a click of your fingers
what would it be?
Page 16
School life
A room for all high school students to be in at lunch and recess with a
kitchen.
JOHANNES EDLER
1. Give five adjectives (and elaborate on these if you want to) to
describe your Class 12 experience to date?
Stressful, difficult, relief, vigorous
2. What are the subjects you enjoy, and give reasons for your
responses?
I enjoyed PE with Jarrod and Tech with Peder.
3. Describe your Class 12 project?
Refurbishing the interior of a Kombi.
4. What inspired you to select this topic?
My love of cars.
5. What you see yourself doing in the future?
Becoming a PE teacher
6. What do you treasure in life?
Life itself
7. Which words/phrases do you overuse, and which words/phrases
most annoy you?
I truly dislike the word ‘wholesome’
8. What advice would you give to students entering Class Eight?
If you are thinking of leaving because you’re not truly happy then do it.
9. What aspects of/memories about Mount Barker Waldorf School will
stay with you long after you have graduated?
Primary school and the camps in high school.
10. If you could bring one thing to MBWS with a click of your fingers
what would it be?
6. What do you treasure in life?
My girlfriend, sport, the outdoors, my Macbook Pro.
7. Which words/phrases do you overuse, and which words/phrases
most annoy you?
I’m hungry
8. What advice would you give to students entering Class Eight?
Create a good work ethic that will last through to year 12.
9. What aspects of/memories about Mount Barker Waldorf School will
stay with you long after you have graduated?
All the people I have met, some of the Spring Fairs, and most of all, the
camps.
10. If you could bring one thing to MBWS with a click of your fingers
what would it be?
A photo/video editing course/room at the school with good
equipment.
CARLA GASKIN CHARLES
1. Give five adjectives (and elaborate on these if you want to) to
describe your Class 12 experience to date?
Exhausting, tortuous, artistic and nearly over.
2. What are the subjects you enjoy, and give reasons for your
responses?
Composition because our teacher is very kind and supportive and
brings us coffee and biscuits. Also because of the creative challenges
we meet. Crime and Punishment because it was a fascinating novel
and a really good main lesson.w
3. Describe your Class 12 project?
I have been learning how to approach portraiture. This includes
painting, drawing and poetry.
4. What inspired you to select this topic?
11. Flexibility.
My desire to document what I see and what I appreciate in people.
SOLOMON SCOPAZZI
5. What you see yourself doing in the future?
1. Give five adjectives (and elaborate on these if you want to) to
describe your Class 12 experience to date?
Nothing.
Busy, stressful, hard, boring, fun.
2. What are the subjects you enjoy, and give reasons for your
responses?
I enjoy anything that does not require me to sit at a desk, ie PE.
3. Describe your Class 12 project?
I am making a small promotional video for the school, and with this
I am also looking into internet publishing and popularity, ie bloggin
and YouTube.
4. What inspired you to select this topic?
I have always had an interest in seeing how things work, so slow
motion gives me a format to look deeper into this.
6. What do you treasure in life?
Walking, music and the people I know and my invisibility cloak.
7. Which words/phrases do you overuse, and which words/phrases
most annoy you?
Piss Weak!’ ‘Witch!’- ‘Bollocks’ annoys me.
8. What advice would you give to students entering Class Eight?
Decide your project now! Indecision on a deadline is worse than
death.
9. What aspects of/memories about Mount Barker Waldorf School will
stay with you long after you have graduated?
The Canteen.
5. What you see yourself doing in the future?
Studying, but before this travelling around Europe, and the rest of the
world for that matter.
Edition 44
Page 17
School life
TWILIGHT
CHRISTMAS
MARKET
THURSDAY DECEMBER 8th
3.30 UNTIL 7.00 PM
• Live music
• Great food
• Fun for everyone
• Waldorf dolls and toys
• Funky clothes
• Japanese craft
• Biscuits and sweets
• New books
• Jewellery
• Body products
• Felt craft
• Glass ware
• Candles
• Plants
Applications for stall holders are available NOW
from the school front office tel: 8391 0411
Sue - 0408 854 919
Edition 44
Page 18
School life
Thank you to all these local businesses that
have supported our Spring Fair.
Please support the businesses that
support our school.
Class 4 Spring Fair organising committee
Edition 44
Page 19
School life
COMMUNITY ANNOUNCEMENTS
THE CHILD AND ADOLESCENT SLEEP CLINIC at Flinders University
is currently welcoming referrals for children and adolescents who
are experiencing sleep difficulties. Please find attached the contact
details for our program. We would appreciate if you could distribute
our details to parents via your communication channels including
noticeboards and school newsletters. Call Mike Oliver, PhD Candidate
(Clinical Psychology), Provisional Psychologist. tel. 8201 3435
ADVERTISING
EURYTHMY CLASS for ADULTS incorporating the therapeutic aspects
of Eurythmy.
Held in Mt. Barker on Saturday mornings (or if enough interest on a
week day morning)
7 week course starting on Sat. 22 Oct. Classes are 45 mins long and
cost is;
$17 (full), $15( concession)
For further information, and to register your interest, please contact
Mary Mansbridge on 8398 5103. Please wait for the answering service
if necessary, and note that I am away from 26 Sept.--5 Oct.
Making Spring Fairies
A Workshop for 6 year olds and older
Saturday 17 September at 1pm to 2pm, Cost:$20 all inclusive
Making Christmas Felted Table Runner
Cost: $25 (includes all materials)
Saturday 5th November or Thursday 10th November at 10am-12
Encaustic-The Ancient Art of Painting with Wax
A Workshop to create works of art as Christmas cards
for 8 year olds and older
Saturday 19 November at 10am to 11.30am
Cost: $18 includes all materials
Making Large Traditional Waldorf Dolls
Commencing Saturday 5 November at 1pm
Cost: $25 per session (4 sessions)
Mindful Knitting
Commencing Tuesday 1 November at 10.30am to 12.30pm
Cost: $20 per session (5 sessions)
HOUSE FOR SALE: 20 Herriot Court Mt Barker. YOUR NEW HOME?
Beautifully designed rendered hebel block 3-4 bedrooms. Gorgeous
landscaped courtyard and garden. Private sale. Please ring Jerara
Board on 0401 608 641.
HOME WANTED: Young family currently living in Mt Barker looking for
a Hills property
to lease/rent with land or acreage. Please call Jade on 0415854008 or
email thejadeleaf@gmail.com.587
HOUSESITTING: House Sit available over Christmas 2 BR house in
Littlehampton available for house sitting for 2 weeks, December 17-31.
Phone Felicity on 83915256 (evenings only)
COURSES, LECTURES AND WORKSHOPS ON WALDORF EDUCATION ANTHROPOSOPHY AND OTHER SCHOOL RELATED TOPICS.
Wings of Sound Eurythmy Ensemble
will be presenting ‘The Prophecy of Christmas’ on Saturday the 3rd of
December
at 8pm, The Goodwood Institute, 166 Goodwood Road
Tickets can now be purchased from the front office. Seats are limited
and the last production in August 2010 sold out a month before
curtain up. At present 50% of tickets are already sold.
$30 full or $25 concession. Phone 0417 875 023
Stargold Puppets
presents
The Magic Pasta Pot
on Saturday 29 October , 12 noon
at Mt Barker School Spring Fair in the new Living Arts Centre
Cost: $4 per person.
HEAD HEART AND HANDS
Making Lady Summer
A Felted Doll Workshop for 8 year olds and older
Saturday 19 November at 1pm to 2.30pm, Cost:$18 includes all
materials
Making Nativity Sets
A Workshop for 7 year olds and older
Saturday 12 November at 10am to 11.30am. Cost:$18 includes all
materials
Edition 44
www.mtbarkerwaldorf.sa.edu.au
Thank you to: John Whisson, Leanne Osmond,
Wendy Pryor, Elise Duffield, Kerstin Andersson,
Aaron Lokkin, Jessica Fabian, Julie Board,
Lilly Shribman-Dellman, Mahalia Booth-Remmers,
Marco Brunel, Carla Gaskin Charles, Solomon Scopazzi,
Alicia Bowen and Johannes Edler
Submissions deadline
Deadline for Edition 45 of the Parent E-Newsletter is
Friday , November 11th 2011
Please email richard.sproull@bigpond.com
DISCLAIMER
The advertising sections of this newsletter
have been submitted by individuals.
The Mount Barker Waldorf School
does not take any responsibility for the content.
The opinions expressed in the advertisements and notices
do not necessarily represent the views of the school.
Editors: Richard and Stephney Sproull
Design and prepress
UNIQUE IMAGE
e - prepress@uniqueimage.com.au
w - www.uniqueimage.com.au
M i c h a e l M a r we d e
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