School Newsletter Term 2 Week 6

Kaya WCSS Community

Dear Community,

WCSS Council AGM & WCSSCA AGM

Mark your calendars for the Annual General Meetings of our School Council (Tuesday June 24 at 3.15pm) and our Community Association (June 12 at 2.00pm). We warmly welcome all parents.

Our Council, who are responsible for the governance and strategic direction of our school, welcomes new members. Our Chair, Justin Coombs, can be contacted at chair@wcss.wa.edu.au for further details. The Community Association is an opportunity for parents to be involved in the running of the Hub and activities that raise funds to support the school with special projects that enhance the learning of the children, as well as building the social fabric of the school community. To find out how to be more involved, email wcssa@wcss.wa.edu.au or pop into the Hub to chat with Ayla.

Peace Run On Monday, June 9^th at 2.15 pm, our school will be honoured to host the Peace Run team and provide the opportunity for students to hold the Peace torch. The Peace Run is the world’s longest and largest torch relay. It is encircling Australia in a 111 day 15,500km journey. An international team of runners will visit our school community to share the torch and a more peaceful world. Founded by Sri Chinmoy in 1987, the Peace Run has traversed over 165 nations on all 7 continents to help have a more peaceful world. The Peace Run is non-political, non-denominational, and non-commercial, and more than 8 million people have participated since its inception. The weather forecast is for fine weather on Monday, so we will be able to gather in the courtyard in front of the stage to hear from the runners and share in passing the torch around before it departs.

Embracing Reverence in the Makuru Winter Festival and Spiral

Our Makuru Winter Festival is fast approaching, and each year we write in our newsletter about the mood that this festival embodies – the mood of reverence. At Steiner schools across the globe, reverence is often spoken of as a guiding principle that is woven through our learning and celebrations. So, what is reverence? Reverence is a quiet and deep respect. It is an acknowledgement of the beauty, wisdom, and sacredness of life. Reverence invites us to take pause, listen, and honour the rhythms of nature and the human spirit.

The Makuru Winter Festival and Spiral are key expressions of reverence for Steiner communities. As the earth turns toward the darker months and the days grow shorter, we gather to celebrate the inner light that shines within each of us. The festival marks the winter solstice, a time of reflection, renewal, and hope. The ritual of the spiral walk is deeply symbolic, recognising our journey inward. It is a time of deep contemplation, where we seek wisdom and embrace stillness. The lit candles signify that even in the darkest of times, there emerges inner strength and warmth. The collective glow of the candles reminds us all of our shared humanity, kindness, and connection to the world.

To truly express this sense of reverence in the Makuru Winter Festival, we need more than just silence and light. We need to hold the experience with care and intention. We must pay attention to treading softly, maintaining the quiet magic of the moment, and reflecting on how we will carry this light into the days ahead.

This beautiful festival is an invitation to children and families to slow down, reflect, and carry a sense of reverence into their daily lives. It is a time to nurture awe and gratitude for nature, for community, and for the light each of us brings into the world. Please ensure you prepare yourselves and your children to hold reverence in your hearts when taking part in our festival this year. Take the time to be still, join in singing the songs with joy, and carry that sense of quiet and stillness as you depart from the school grounds, so it travels home with you. Blessings on our school and peace upon the Earth.

Family Engagement Audit

Research shows that when parents engage with the learning that is happening in their child’s class and can make connections at home, children experience improved learning outcomes and feel positive and happy about their school environment. At WCSS, we are working on assisting parents to engage with the learning of their children, and we are seeking your feedback to help us focus our efforts on the areas of need. If you can spare the time, we would really appreciate your feedback by completing the Family Engagement Audit in the Family Engagement section of this newsletter. Click on the link to access the audit.

Feedback form

Thank you to those parents who used our feedback form to provide us with feedback on things such as including In-school swimming lessons as part of our PE curriculum. We are certainly on to that one, although we have missed the boat for being included in plans for this year – but watch this space for 2026!

With warmth,

Jacqui Hollingworth

School Administrator/Principal

Administration Matters

SCHOOLZINE TRANSLATOR

Did you know any communication WCSS sends via Schoolzine (including this newsletter!) can be easily translated into over 100 languages through a Google Translate integration. We offer these translation and accessibility tools so that ALL parents and caregivers can easily access newsletters, webpages, and app notifications. To use the translator just click the drop down at the top of each newsletter/communication (see image below).  We would love to hear your experience of using the translator via the feedback form at the end of this newsletter.  

Shining a Light On...

In order to ensure our policies and procedures are highly visible to parents/carers, we highlight a policy or important procedure in each newsletter. If you are interested in a specific policy check the Key Info Tab on the school website or email Reception to receive a copy. 

All WCSS policies are reviewed periodically and updated and/or amended guided by compliance and best practice and ratified by the School Council.

In this edition, we would like to share information on assessment practices at WCSS.

A Holistic Approach to Assessment

Assessment is a vital component of education - it forms the bridge between teaching and learning. It involves identifying, gathering, and analysing information about student learning and making informed judgments that guide teaching practices and reporting to parents, council bodies, and government authorities.

As Carol Ann Tomlinson aptly said “For teachers, as for students, the most effective evaluation comes from someone who sits beside us and helps us grow".

Assessment should support learning and must always be analysed in meaningful contexts. In Steiner education, inspired by the indications of Rudolf Steiner, we aim to educate each child in head, heart, and hands. Our educators are trained as keen observers of children, seeking to understand them at every stage of development. This holistic approach broadens our assessment scope - we evaluate not only academic progress (thinking) but also social - emotional and sensory development (feeling), as well as physical capabilities (willing).

Assessment in Practice at WCSS

At WCSS, teachers integrate a variety of assessment tools - both formative and summative - while considering each child’s unique learning journey. Students are offered multiple modalities to express their understanding. For instance, during a Class 5 unit on Ancient Greece, students might demonstrate learning through:

• Main Lesson book
• Unit tests or quizzes
• Creative projects - such as a board games or pastel artwork depicting Greek mythology
• Oral presentations
• Reports or logical written work
• Musical compositions - like writing and performing a song about the gods

To support assessment, teachers use checklists, observation notes, teacher created tests, rubrics, and reflective practice to ensure teaching remains responsive and relevant.

To read more please view the full article by our Learning Support Coordinator, Aimee Waller below.

Family Commitment Opportunities

Steiner Spotlight

Steiner X, Y and Z: The formation of a lifelong learner

Marcus Pater is a Steiner X, Y and Z! He is a graduate of Lorien Novalis School for Rudolf Steiner Education, Dural, Sydney, and is now both a teacher in the high school there and also a parent. Listen as he looks back with fond memories on the highlights of his education: the class plays, the class trips, the music program and a love of nature. Together they gave him a way of looking at the world that maintains curiosity, freshness and resilience, all the traits of a lifelong learner.

Parent Education

Dear WCSS Families there is just one final Parent Education Initiative event left for Term 2 - Engaging with Children in the Garden." Remember to register prior to the event to receive the free recording which is available until near the end of term. 

Family Engagement

"West Coast Steiner School - it starts with We"

Our new Family Engagement Initiative seeks to create and embed a sustained culture of family/parent engagement tailored to our unique school community and pedagogy. We aim to provide caregivers with ways to nurture positive attitudes towards school and to support learning at home. Why? Because we know that family engagement matters. Over 50 years of research evidence tells us that when families engage with and support their children's learning, we see positive impacts on wellbeing and achievement.

A foundational element of our Family Engagement Initiative is the completion of an audit by members of our school community. The School Assessment Tool we have decided to utilise has been developed to assess current engagement practices and evaluate their progress when selecting and implementing strategies to strengthen engagement. It identifies seven key dimensions of effective engagement and asks participants to identify where the school is currently placed on a continuum. Responses are then combined to gain an understanding of how WCSS is operating across the seven key dimensions. This will then inform our future planning and strategies.  

We would love to have as many parents as possible complete the audit. You can do it on your own or in a group. It is provided below and hard copies are available at Reception. This will also be the topic of next Wednesday's Yarning Circle so come along to discuss further or ask any questions.

If you do not have time to complete the audit you could use these prompts to provide your thoughts via the feedback link at the end of the newsletter: 

What does it look like for you to be encouraging and supporting your child's education?

What are the barriers if any?

WCSS Family Engagement Team

reception@wcss.wa.edu.au

Early Childhood News

Sustainability in Kindergarten

Reduce, Reuse and Recycle.  The three Rs of Recycling are something that we are always trying to hold in our consciousness as kindergarten educators. Every term we have an abundance of small pieces of crayons that have seen better days. Wherever possible we donate the usable crayons to schools such as a Bali school, but the smaller pieces are not as useful. 

I was sitting at the dinner table with my family discussing this problem when one of my children offered to have a go at melting the crayons and remoulding them. We sourced a double boiler from our local op shop and had a play. The experiment was a success. I then bagged all the different colours up and gave them to the wonderful Rose Kindergarten parent group. Each family took one or two bags and cleaned the crayons with eucalyptus oil, or I believe even olive oil and returned them to class.  We have since been busy refining the process, realising that the pot was too hard to clean between colours, so we put each coloured wax into a separate jar that sat in water in the top pot, above the water filled lower pot. This worked brilliantly.  

So now we are restocked with crayons, our waste has gone down, and our class community made it happen. Thank you so much for embracing this with such enthusiasm. 

The children in kindergarten are just learning to sew. With all our crafts there are sometimes off cuts of wool. Some of these off cuts go into the sewing basket for free sewing time. Smaller pieces are kept for felting. Even the ‘haircuts’ from the Easter chicks and hares are kept for felting.  

If you or anyone you know have balls of pure wool that are not being used and you would like to donate, please drop them to Rose Kindergarten. We love donations of pure wool and cotton (varieties of ply) and we love op shop finds to support our program. Thank you.  

Each year we try to find new ways to light the path for our Makuru Winter Festival. We have collected over the past two years bags of tin cans with the vision of having patterns made by hammering a nail through the tin to provide a more permanent, crow and wind resistant solution. Thank you to Rose for taking this on and bringing the vision into reality. My son recently tried drilling into a Milo tin (lid still on) and it worked brilliantly for a lantern – no need to fill with water and freeze before decorating – now I’m on the hunt for these sorts of tins if you have any surplus to need.   

We have a long way to go with our sustainability efforts; however, these are a few of the ways that we have been able to work with what we have, to reduce, reuse and recycle in our kindergarten. 

Vanessa Fountain

Rose Kindergarten Teacher

⭐ Kindergarten 4, 2026 - Applications closing soon! ⭐

If you child is turning 4 years old in 2026 you can apply for our popular K4 program now. Kindergarten at WCSS is usually at capacity so applying now is the best way to gain a place. To find out more, register for one of our tours via our website, or email enrolments@wcss.wa.edu.au.

Sessions will run from 12:45pm - 2:45pm every Tuesday of term and are aimed at 3.5-5 year olds not yet attending Kindy. If you would like to apply, or know someone who would, pop an application in today. We look forward to seeing your friendly faces soon! enrolments@wcss.wa.edu.au

Primary News

Class 1 Keyen

Class 1 have been noticing all the seasonal changes in our garden. With the rain snails have arrived and mushrooms are starting to grow. Here the students have been collecting found natural objects for observational drawing. 

Mel Lenzi
Class 1 Keyen Teacher

Class 3 Dambart

Last week, our talented Class 3 students brought the story of Noah and the Flood to life through drama, verse, and song. This well-known Old Testament story was shared with great heart and spirit. I couldn’t be prouder of the children’s performance.

Through their acting, the children portrayed how Noah, through his faith and obedience, was able to guide his family and the animals to safety, renewing life on Earth after a great flood sent by God, a response to the deep forgetfulness and lack of reverence shown by humankind.

The play revealed so many hidden talents within the class. It was a beautiful example of how the curriculum allows children to express themselves in various ways, whether through voice, presence, or practical contributions. The children rose to the occasion with responsibility and teamwork, performing complex lines, singing newly learned songs, and creating sound effects that enriched the storytelling beautifully.

An enormous thank you to the wonderful parents who helped with costumes and props, your support made the magic possible.

The stories of the Old Testament are woven deeply into the Class 3 year. They speak directly to the developmental phase of the nine-year-old child, a time when the world begins to feel bigger and more separate, and the child begins to seek meaning and inner guidance.

It was a joy to witness our Class 3 children stepping into these stories with such strength and sincerity.

With warmth,

Kasia Rymarczyk
Class 3 Dambart Teacher

Class 4 Koodjal Koodjal

Class 4 have been immersed in the History, Art and Science of Writing Main Lesson. We were amazed to learn that the oldest writing was Aboriginal iconography, used on cave walls and message sticks to communicate between mobs who spoke a wide variety of diverse languages. We had a brilliant time carving stories onto our own tapping sticks and creating stories in ochre, the first ink. From Australia, our journey of writing has taken us west to the world’s first library in ancient Mesopotamia, where we created our own cuneiform books out of clay. We travelled to the tip of Africa, to ancient Egypt, to study the hieroglyphics of the pyramids and temples and create our own cartouche, before going eastwards to Asia to recreate the Chinese calligraphy that forms the basis of Chinese writing today. Crossing the continent to India, we wrote holy words on palm leaves in Sanskrit. Then we crossed the ocean to South America to create our own calendar codex using Mayan glyphs. Finally, we returned to the Middle East to learn about how the Phoenicians came up with an ingenious alphabet that was simple enough to make reading and writing accessible to ordinary people, not just scribes and priests.

We were also very proud this week to perform our Noongar songs for the community at the Reconciliation Week book launch, alongside Perth Waldorf School Class 7s. Thank you to all who came along to support us, and especially to Miss Trish who has taught us so much language already.

It has been a busy few weeks indeed! Next week, we look forward to visiting with the ancient scribes of the holy Torah in Israel, the druids of Ireland, the master scribes of the imperial courts of Japan, and monks of medieval Europe, as we continue to perfect our cursive writing. We are working hard to be ready to receive our fountain pens at the end of this term.

Elaine Meyer

Class 4 Koodjal Koodjal Teacher

Class 5 Maar

A vibrant buzz of activity fills Class 5 as rehearsals for our upcoming play are in full swing. The students have impressively mastered their lines at lightning speed, and we are now delving into the art of acting and bringing the characters to life with expression and emotion. This transition from memorisation to performance is both challenging and exhilarating, and the students are embracing it with enthusiasm.

A delightful part of our journey has been witnessing the musical talent within our class. When we needed introductory music, several students eagerly brought out their instruments, experimenting with melodies and suggesting tunes. Their creativity and initiative have added a unique flair to our production.

The camaraderie among the students has been heart-warming. They are supporting each other, sharing ideas, and working collaboratively to ensure the success of the play. This sense of teamwork not only enhances the quality of the performance but also strengthens the bonds within the class.

In our Main Lesson we are still in the captivating world of ancient Egypt. We have delved into the mysteries of mummification and the "Book of Two Ways," sparking curiosity and lively discussions among the students.

The Book of Two Ways is considered the earliest known illustrated guide to the afterlife, dating back over 4,000 years. Discovered inscribed on the coffins of nobles, this ancient text served as a spiritual map, guiding souls through the perilous journey of the underworld. It depicted two distinct paths - one by land and one by water - each fraught with challenges like lakes of fire and guardian demons, ultimately leading to the realm of Osiris.

Our exploration of mummification has revealed the Egyptians' sophisticated embalming techniques, demonstrating an advanced understanding of preservation methods to prepare bodies for the afterlife.

As we weave together our theatrical journey with the rich tapestry of history, Class 5 are enthusiastically bringing ancient civilisations to life through performance and exploration, and we look forward to sharing the culmination of our work next week with our performance.

Donna Shaw

Class 5 Maar Teacher

Class 6 Maar Keyen

A Culture of Kindness, Responsibility, and Leadership

As our students approach their twelfth year, we witness a remarkable transformation. They step into their roles as empathetic, thoughtful, and responsible members of our school community, eager to lead, support, and inspire. This time of growth is not only about academic development but also about stepping into leadership with kindness and purpose. At this age, students are ready for greater responsibility and take pride in sharing their knowledge with younger peers. As they develop stronger abstract thinking skills, they are more capable of understanding others’ perspectives and thinking critically about the world around them.

In Class 6, our curriculum becomes more scientific and investigative. Alongside this academic growth, our students take on greater responsibility as leaders in the school, preparing them for the transition to high school. Our unique leadership structure, the Class 6 Senators, ensures every student’s voice is heard. Decisions are made by consensus, fostering a shared sense of responsibility for cultivating a school culture rooted in kindness and belonging. My students are acutely aware of the younger children looking up to them. They strive to be positive role models and provide social support, amplifying student voice, initiating charitable and community-minded activities, and always looking out for those in need.

One of our recent senator-led initiatives was a lunchtime BBQ. Students took the lead in every aspect—making homemade lemonade, organising logistics, preparing, and cooking food, serving others, packing down, and calculating profits. Throughout the event, they learned valuable customer service skills, enjoyed meaningful interactions, and embraced the joy of being of service to their younger peers.

One of the highlights of Class 6 is the special relationship with their buddies. Whether it’s teaching them letters and sounds, creating beautiful artwork together, or simply playing, our students cherish this connection. They ask for their buddies every day, and it is truly heart-warming to witness the pride and enthusiasm they show in taking on this responsibility. Their care, patience, and joy are a testament to the maturity and big-heartedness of this wonderful group.

For further information on the milestones and qualities of your child, Check out Conscious Creative Courageous by Susan Laing.

Aimee Waller

Class 6 Maar Keyen Teacher

Music

As our Winter Festival approaches, I would like to share this year's song book with all our families.

There are two new bonfire songs and everything is in sections making it easy to follow. The document is provided below for all parents and caregivers, to familiarise yourselves with the songs and start practising!
I will be teaching the new songs at the Hub next Monday morning from 8.35am, so stop by after drop off.

Cristina Filgueira

Strings Specialist and Choir Teacher

Soft Handwork

Woodwork

Alumni Focus

Perth Waldorf School Class 12 Projects

At 18 years old, Rudolf Steiner said that a young person is not only ready to be concerned with the questions of the world but also to question who we are as human beings;

“.. to be able to ask who I am as a human being and crucially what I can create that uniquely expresses this deeper understanding of myself.”

The Class 12 Project is a key part of our students' final year, helping them explore big questions about themselves and their place in the world. They run alongside coursework and are a culmination of students' Steiner education. Students choose a topic and ask a question that they immerse themselves in uncovering possible answers to over the year.

 ~ Linnea Pericles ~

WCSS Class of 2019

My name is Linnea Pericles, and I’ve always had a strong interest in human health. Living with type 1 diabetes for the past four years and staying active in my free time, I’ve learned to prioritise my health and well-being. This year, however, I wanted to delve deeper.

Nutrition is the fundamental aspect of health along with exercise. We are what we eat, so to pursue a heathy lifestyle, consuming the right food is very important. But how many of us look at the nutritional information on the packaged food we buy? And more importantly, if we do look, who understands what that all means?

This year, I set out to discover exactly what I’m putting into my body and how it affects my health—and the research blew my mind. Four in five adults consume less than the recommended daily intake of fruits and vegetables, which contributes to a range of adverse health effects, including obesity, type 2 diabetes, and heart disease. With the rise of fast food, Australians now get 42% of their energy intake from ultra-processed foods. Even more concerning is the impact on children and adolescents, who receive 55% of their dietary intake from these highly processed items. This is a frightening statistic when we consider the long-term health consequences of such overconsumption.

All in all, Australians have a terrible relationship with food, we are overfed in macronutrients but undernourished in micronutrients. I have a passion to change those statistic into something more positive. Through intense research, brainstorming with my supervisor and reflective journal entries, we finally established my project topic question;

“How can Australians improve their nutritional intake at an individual level to support better health?”

My report explores nutrient requirements for health and current nutritional challenges in Australia — including the rise of ultra-processed foods, increasing sugar consumption, and declining fruit and vegetable intake and the health issues associated with these trends.

Another key aspect of my research is how do we counter / mitigate the nutrient deficit. My focus has been on fermented foods, microgreens, and a comparison of organic homegrown crops with commercially produced alternatives. This has been one of my favourite parts of the report. I love the potential for positive change, because it gives hope to the declining health of Australians.

It has also given me an opportunity to establish my own microgreen supply. I have started growing trays of microgreens and I love it! I have become a big advocate for them. They are extremely easy to grow, they taste amazing, and of course, they are super healthy.

The statistics I talk about are heavy and distressing, but along with that, there are easy, affordable changes an individual can take. We can make a change, and it only involves a bit of effort to create fresh, nutritious food. To fuel this change, we need to recognise the unhealthy habits we are engaging in, get educated on what we should be eating, and make the change.

This year has been a thoroughly enjoyable (at times stressful) investment in a topic I am extremely passionate about. It has given me insight about who I want to become and what I would like to study at university, but not only that — it has also taught me to think before I eat; it's all about awareness and knowledge, and once you know more, you can slowly start integrating it into your life. The Project has made me more aware of what is happening inside of my body at any moment, and how food can support me in the best way possible. I look forward to sharing this with others to improve community health.

WCSS Community Association

Dear School Community,

WCSSCA warmly welcomes you to attend the Community Association AGM. The meeting will be held on Friday June 13 at 2pm at the Hub. If you are interested in becoming a part of the West Coast Steiner School Committee, please come along.

WCSSCA is also looking for volunteers to assist with Wednesday Soup Day. Volunteers are needed to assist with chopping of vegetables as well as assisting with serving. Soup day raises funds that go towards the school and also provides warm and nourishing food for lunch. Sign up sheets are outside classrooms so do sign up if you are able to help.

See you in the Hub!

Warmly  

WSCCSA

wcssca@wcss.wa.edu.au

Parent Business Directory

Welcome to the section where we share information on WCSS family owned businesses. If you are an enrolled WCSS family, run a business and would like to promote this to our school community please send your details (a few sentences describing your business, contact details and a logo or image) to marketing@wcss.wa.edu.au

Cheesebuddy is an Australian made Brazilian cheese bread which is gluten free, versatile, delicious... and owned and operated by a WCSS family! Cheesebuddy products are available at Woolworths, Costco, IGA, Farmer Jack’s and others. Chat with Yuri - M:0402730490

BREATHWORK: What is it? And how it can help?

Breathwork is a practice that relaxes your nervous system with the power of your own breath. 

Breathwork will bring you out of the fight and flight state your body and mind are constantly in,  allowing you to find joy, peace and bliss in your life. 

The benefits of breathwork are endless, including helping you work on your chronic pain as well as helping with PTSD and trauma. To learn more about breathwork contact kindergarten parent, Giulia on 0451 119 102.

Rhema Group is a WCSS family owned  building and carpentry company specialising on all structural carpentry projects, from house framing to decks and patios. Contact them via the details below or visit their website to  learn more. 

Yol Creative

Run by our very own Woodwork Specialist, Yolanda Millar, Yol Creative provides creative workshops for anyone who would like to explore their artistic side. Workshops are great for team building activities, get togethers, birthdays or just if you would like to learn some skills and have some fun! Explore the Facebook Page for more info.

Author - Nicole Watts

WCSS parent and author, Nicole Watts has a Bachelor of Psychology and a Bachelor of Arts. She has been on both sides of the mental health divide, having worked in the mental health sector and having a history of depression and anxiety. Nicole's book, Little Bundle of Sorrow, is a collection of womens' stories of postnatal depression. Find out more at her website. Copies of the book can be ordered from Amazon or publisher, Austin McCauley.

Community News

HOUSE TO RENT IN BALCATTA

Our house in Balcatta is available for rent for 1-2 years. We are looking for a suitable family that appreciates gardening, will look after our house and our sweet 15 year old cat while we are overseas. The house has 3 bedrooms, one bathroom, an outdoor shower, garage, solar panels, and spacious backyard with a climbing wall (if wanted).

There is a big veggie patch at the front, fruit trees (lime, grapevines, passionfruit, pawpaw, banana, apple), cubby house and a park across the road. It is a great location in a quiet street: a 5 minute drive or bike ride to WCSS, 15-minute drive to the city, 5-minute walk from public transport and 15 minute drive to the beach.

The house will be available around the second half of July. Contact Tim 0409 800 856 of Julia 0415 898 101.

Retreats4Wellbeing is a heart-led collaboration between a remedial massage therapist, naturopath, and a collective of artists, united by a shared passion for holistic health and creative healing as well as nurturing the body, mind & soul. This 3-day retreat in October 2025 is designed to reset the nervous system! ✨🌿 

Join us for a truly special retreat featuring: 

🪵 Yolanda guiding you in crafting your own wooden meditation pebble 

🌸 Sandy leading a beautiful botanical dyeing session with bark pre-dyed silk scarves 

🌿 Conny is sharing naturopathic tips plus a hands-on session 

💆‍♀ Jill offering massages and reflexology to help you unwind completely

Spaces are limited so you would like to join us please click on the link below: https://events.humanitix.com/nervous-system-reset-retreats4wellbeing

Support your child’s emotional wellbeing (and improve yours, too!)

The Triple P – Positive Parenting Program^® has been developed here in Australia and is now the world’s most widely researched parenting program with hundreds of clinical trials and real-world studies to back it up. From confidently handling a toddler meltdown, to learning how to control your emotions and deal with anger management, Triple P empowers you with a toolbox of strategies, skills, and knowledge. It can help you create a closer bond with your child as you support their learning, development, life skills and emotional wellbeing. Triple P can work for you too — and it’s online and it's free!

Coming Events

June

Monday 9: Peace Run Torch Relay 2:15pm

Tuesday 10: Class 3 and Class 5 Landsdale Excursion, Class 2 Market Day

Thursday 12: School Tour 9.15am

Monday 16: Gumnut Winter Festival 5pm

Thursday 19: Gungurra, Sunflower and Rose Kindergarten Winter Festival

Friday 20: Early Finish 12.30pm/ Primary Makuru Winter Festival

Monday 23: Class 4 Parent Interviews

Thursday 26: End of Term 2

Friday 27: Parent/Teacher Interviews

SAVE THE DATES

For further Term Dates check the school website calendar

WEEKLY

Soup Day: Wednesdays 12.50pm

Winter Festival Song Practice: Mondays 8.35am

Market Day: Tuesdays 3.05pm

Craft Group: Thursdays 12.45pm at The Hub

Parent Study Group: Thursdays 9.00am at The Hub or Library

Yarning Circle: Wednesdays 8.40am at The Hub

Weeding Wednesday: Wednesday 1.45pm - 2.45pm

WA Anthroposophical Study Group: Mondays 7.30pm in the Staff Room

Golden Threads
Monday-Friday 8.00am-10.30am
Mon, Weds, Fri 2.30pm-3.30pm
Thursday 1.30pm - 3.00pm