School Newsletter Term 3 Week 4

Kaya WCSS Community

As parents we all, at some time or other, have our child come home from school upset about something that has happened. Perhaps it is a falling out with a friend. Or a teacher may have done something which has inadvertently caused the upset.

How a parent responds to this situation is vital. In some cases, we may respond with asking the child what they may have done to cause such an outcome? We downplay the significance and expect our child to move on from the event. This destroys an opportunity to build connection with our child. Or conversely, we take on board our child’s version of events, become enraged that the child has been treated this way, and send an angry email demanding that something be done about it.

There is another alternative that lies between these two responses.  Rather than getting furious, get curious. Validate your child’s feelings and experience and at the same time realise there is always two sides to a story, with the truth often lying somewhere in between!

An attitude of genuine curiosity provides the opportunity for a conversation with the child’s teacher to gain a fuller picture of what happened. Often the teacher can shed further important light on the matter. Or, if the teacher is not aware of the incident, they are in the best position to investigate further by talking to staff and children who have witnessed it. They are also likely to be aware of social dynamics and events leading up to a particular incident.

This attitude of genuine curiosity from a parent is a gift. It prevents jumping to conclusions, which can unintentionally make matters worse. By suspending judgement and being open-minded, it provides a starting point that can build better connections and often leads to lasting solutions.

"I have no special talent. I am only passionately curious." - Albert Einstein

Our grassed area in the front oval is wearing thin and so we have fenced the area off to encourage it to grow.  Please respect the boundary of the fenced off area.

Our front oval is also a confined space and in the interests of safety, our school rule is that all ball games involving kicking of balls must take place on the back oval. We love having families gather in the small oval area for a catch up at the end of the school day. For the safety of all concerned however, please take ball games that involve kicking balls onto the back oval. We appreciate your cooperation.

With warmest blessings,

Jacqui 

School Administrator/Principal

Administration Matters

 "Suns and Stars" TEA TOWEL FUNDRAISER

We are fundraising to raise money to upgrade the front playground as a result of student feedback! Our limited edition "Suns and Stars" tea towel will be made up of  drawings by our primary school students. The pictures will be arranged as a commemorative design then screen printed onto certified organic 100% cotton 50x70cm tea towels. 

As well as being great for dish drying, the tea towels look fantastic and are a long-lasting memento. They make great gifts that are easily mailed to relatives, so make sure you order a few extras for family members and your keepsake box.

By purchasing our tea towels you are not only receiving a keepsake, you’re also helping to achieve our fundraising goal, which would not be possible without your support!

The price per towel is $15 or you can save by ordering 2 for $25.

The tea towel print run is limited so make sure you don't miss out by ordering online today.

Final Orders are due: August 16

If you have any questions please contact Reception.

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 highlight our Asthma Management Policy and Allergy and Anaphylaxis Policy.

The purpose of these policies and associated procedures is to provide, as far as practicable, a safe and supportive
environment in which the care and management of those members of our School community at risk of asthma, allergy or possible anaphylaxis is undertaken as part of a considered, whole school approach and shared responsibility.

 We work closely with parents to develop appropriate risk minimisation strategies for the student in the classroom, in the school environment and when the student is attending activities outside of the school campus such as excursions and camps. We expect and appreciate parents commitment to providing all necessary and required information in a timely manner to keep their children safe at school. 

Following are excerpts from each policy which can be viewed in full via the links provided.

Steiner Spotlight

In this edition we offer an insight and further reading on the impulse behind our approach to games, sport and outdoor play. As parents on the journey of learning about Steiner education you have likely noticed how intentional and considered the Australian Steiner Curriculum Framework is. Created with child development at the fore, when, how and why concepts and topics are introduced supports the healthy unfolding of the human being. Outdoor play and movement are fundamental to our approach throughout the curriculum and the article below provides further background for those who would like to read more.  

Parent Education

In order to support parents and caregivers we have partnered with ‘The Steiner Parent Education Initiative’ paying for our community to be able to learn from leading practitioners in Steiner Education. Although these windows into Steiner education are live on a certain date and time, this doesn’t always work out with the time difference for us here in WA so we have arranged, that if you book for the courses, you will receive the recording to listen to at time that suits you, BUT you must book before the day of the course.

There are three remaining events we offer to our community this term. FCH are claimable for participation in  these events.

Family Commitment Opportunities

This newsletter section includes special Family Commitment Hours projects but there are many other ways to help out and claim hours including joining the WCSSCA Committee, gardening, volunteering at Golden Threads or the Library, monitoring Kiss 'n' Drive, baking for various events and attending talks on Steiner education. Voluntering at school provides many benefits beyond FCH.

Early Childhood

Helping Children Cope with Change

Change is inevitable and unavoidable. Life is constantly changing: moving house, the arrival of a new sibling, the dog passes, changing school, family separation, a friend moves away, etc. How to navigate through changes ourselves, and help our children to do so, is something we have likely all encountered at some point in our lives. Parents play a vital role in helping their children learn how to cope with change, arming them with valuable life skills along the way. And how do children learn these skills? Just by watching us. Studies have shown that children as young as two years old copy the coping, stress-management and thinking styles of the adults around them. And they can sense if parents are anxious or worried and will tend to mimic that.

Children learn how to cope with change and ups and downs of life by developing resilience. For years it was considered an inherent trait we were born with but psychologists now know that it’s one of the most important qualities parents can teach their kids (along with compassion).

A fundamental way to help children cope with and manage change is by maintaining a consistent  family rhythm and routine. This helps children knowing what happens when, which makes them feel grounded and secure, especially during times of transition. Maintaining family routines as much as possible and providing plenty of rest, nourishing food and a consistent bedtime, are some of the basic but most important things we can provide to our children. The healthier and better rested a child feels, the easier it is for them to withstand everyday stress and to handle change.

Be prepared to answer their questions and create an environment in which they feel safe asking anything about the changes they’re facing. Asking questions helps them to process change and the answers they receive from the people they trust most will help them transition. Keep it simple, keep it short, keep it age-appropriate, just answer the question, no lengthy explanations.

Like adults, children will cope better when they know what’s coming. If you can, mention the changes early and with confidence to help them get their head around it. If change is sudden, be present, be calm and a mindful role model so you can take charge and guide your child to navigate through the change together.

Let them grieve - when any of us move, change schools, or make any kind of change in life, we may feel like we leave something behind. Let your littlies talk about what they miss - let them appropriately mourn what they have lost. It’s ok to feel those feelings, however it’s not ok to stay there.  Listen to your child instead of putting your feeling or words on theirs. Acknowledge your child’s feelings and respond sympathetically, then take charge and move on having a positive outlook.  Offer extra love, encouragement and support.

Be prepared to weather the change – many children don’t adapt immediately and there may be tears and tantrums. Expect that it can take time for some children to adjust. Do what you can to be available during times of transition and change. Try to keep other changes in your child’s life to a minimum during times of transition. Consider talking with a professional if need more help; the school chaplain, a counsellor, GP,  family support  groups or community services.

Younger children may regress or take a step backward in behaviour during times of change. For example: more teary, clingy, moody or irritable, bed wetting, etc. These behaviours generally disappear as your child adjusts to the change. You can help by being aware of what your child is feeling and by recognising that reactions like these are normal. Give it time, be patient.

We just need to remember that by being there for your child, and by having a positive attitude, your child will be positive too and this togetherness will make you feel more comfortable and confident dealing with upcoming changes. Having you, and you being emotionally available, is all your child needs.

With love,

Ciby Holywell

Gungurra Teacher

Primary News

Class 2 Koodjal

In our classroom, rhythmic work holds a special place, especially when it comes to learning times tables. This approach is not just about memorising numbers; it’s about integrating physical movement with cognitive processes to create a holistic learning experience.

One of the magical aspects of rhythmic work is how it transforms the learning environment. More challenging movements added to the study of times tables help children develop their coordination and alertness. This adds an element of joy and engagement and makes the learning process a fun and dynamic experience, sparking enthusiasm and energy.

New patterns of clapping, stepping, and other movements are repeated until the children perform them automatically, seamlessly blending physical activity with mental exercise. The moment we notice signs of decreasing interest or rote recitation, it becomes an opportunity to introduce a fresh movement pattern. This renews their interest and reinforces the same numbers in diverse ways.

Bean bags are a versatile addition to our rhythmic work method. By integrating them into our activities, we can design more intricate movement sequences, challenging the children even more and ensuring continuous improvement in their learning experience.

Warmly,

Kasia Rymarczyk

Class 2 Koodjal Teacher

Class 3 Dambart

 For our Main Lesson on money, Class 3 students have been exploring ancient trading and bartering systems used long before our modern currency. We have taken inspiration from ancient signs and symbols and created our own Mesopotamian coins out of clay!

Mel Lenzi

Class 3 Dambart Wednesday Teacher

Class 4 Koodjal Koodjal

In Class 4 we are coming to the end of our Main Lesson, The History of Writing. We worked through the progression from drawings and symbols, to the alphabet that we use today,  finishing with writing with feathers and beautiful illuminated manuscripts which required great focus and patience to reproduce.

There is always a feeling of reluctance to end a Main Lesson and we are always sure that it is our most favourite one of all, but I know that Class 4 will once again delight in the stories of the Norse people when we move into the world of the Kalevala next week.

Donna Shaw

Class 4 Koodjal Koodjal Teacher

Class 4 Table Tennis Lessons

Class 5 Maar

Class 5 are enjoying their strings lessons with Cristina. They have been split into chamber groups and are working independently to prepare for a concert in Term 4. Each chamber group has a leader, and all members work cooperatively to learn their piece. They work hard on this every Monday during Ensemble.

We are also learning new music linked to the Greek Olympics; singing “Glorious Appollo” and “Sing for Olympia”. We are also dusting off our lyres (which we haven’t played for a while!) to teach our buddies a song or two. The lyre is appearing in our Greek Mythology stories as the great gods and heroes of Greece enjoyed playing it, especially at special feasts and celebrations. The hero Achilles and Alexander the Great enjoyed playing this instrument. As an attribute to the Greek God Apollo, the god of music, the lyre to the Greeks symbolised wisdom and moderation.

In music, humans feels the echo of the inmost life of things, a life related to their own. Because feelings are the most inward part of the soul, and because they are related to the spiritual world and are indwelt by musical sound — that is why humans, when they listen to music, live in the pleasure of feeling themselves in harmony with its tones, and in touch with the true home of their spirit.

Source: Rudolf Steiner – GA 283 – THE OCCULT BASIS OF MUSIC – Cologne, 3 December 1906

Translated by Charles Waterman

Aimee Waller

Class 5 Maar Teacher

Class 6 Maar Keyen

There are less than 2 weeks to go until our much-anticipated play, The Flight of the Wild Geese: The Fenian Escape from Fremantle Prison! We are pleased to offer you a sneak peek of our special edition of the “Wild Goose” Newspaper, which we have created as our play programme.

Who? My name is Seargeant Thomas Darragh.

Where? I was born in County Wicklow.

When? I was born in 1834.

What? I am a farmer. I served in the Second Queen’s Royal Regiment for 18 years. I was decorated for bravery. I’m married with 2 children. I joined the Fenians in 1860, got arrested in 1866, and have a life sentence in Australia.

Why? I joined the Fenians to protect my wife and children from an unjust society.

by Nalina

Who? My name is James Wilson.

What? I joined the 5th Dragoon Guards in 1860.

When? I was born in 1934.

Where? My land is County Down.

Why? I served for the British, but I couldn’t live with myself to fight against my own country.

by Jolie

Who? I am John Boyle O’Reilly, or JB. 

What? I was born in Counth Meath. 

When? I was born in 1944. 

What? I am a poet and a journalist. I joined the IRB in 1864, recruiting 80 soldiers from my own regiment before being captured.

Why? Because I am a loyal man. 

by Liam (artwork by Jolie) 

Who? My name is Thomas Hassett.

Where? I was born in County Cork.

When? Born 1841.

What? I am a carpenter. I joined the 24th Regiment in 1861 I swore my Fenian oath in 1864 and I swore in 270 members.

Why? Because the people of Ireland deserve freedom!

by Harriet

Who? “Big Bob” Robert Cranston.

Where? I was born in Stewardstown, County Tyrone.

When? In 1860.

What? I was a farmer before joining the 61st regiment.

Why? I joined the Fenians because the people of Ireland deserve their freedom!

by Jacob

Who? My name is Martin Hogan. I am a master swordsman.

Where? I was born in Limerick.

When? I was born in 1839.

What? I joined the 5th Dragoon Guards in 1857.

Why? I was tired of fighting for the British. I wanted to save my country.

by Plinio

Who? John Breslin, Mastermind (aka Mr Collins).

Where? Born in Drogheda.

When? Born in 1833.

What? Hospital steward in Ridgemond Bridewell Prison, joined the Fenians on 1865.

Why? Tall and striking with classical features and flowing beard, I looked the part of a wealthy American. It was the perfect ruse! 

by Walter 

Who? Michael Harrington.

Where? I was born in County Cork.

When? I was born in 1826.

What? I was a labourer and a soldier in the 61st Regiment. I was decorated for bravery. 

Why? I want the Irish to be free from the British. 

by Miles 

Elaine Meyer

Class 6 Maar Keyen Teacher

Children's Book Week August 17 - 23

Primary school students will celebrate Children's Book Week 2024 on Thursday August 22 with a procession at 8.40am. Celebrations will continue with buddy classes exploring the magic of reading and sharing about their chosen characters. Simple, homemade costumes are strongly recommended. Making costumes together is more fun and sustainable than buying one, so now is a great time to get creative as a family.  The chosen character must support our school values: there is beauty and goodness in the world, and we all play a role is preserving this. Please no movie or TV characters and be mindful of our youngest students. Parents are welcome to stay for the procession... and are more than welcome to dress up! We encourage families to spend Book Week exploring the magic of reading at home, reading regularly to and with your children and sharing stories special to your family.

Music

In today’s music news I would like to shine a spotlight on Class 3 and Class 5.

Class 3 have started their violin, viola and cello lessons this term. So far they have learned the names of the open strings and are starting to recognise them on the page. They are playing short pieces in time together by plucking their strings. They have started to learn how to hold the bow properly on pencils and when they have mastered this they move on to using the actual bow. Skills like holding the bow and playing perfectly in time together have to be built up slowly and over time. It looks easy when a master does it, but for Class 3 even these seemingly easy skills can be challenging. These challenges are not tedious for the students though as they work on their skills together and in fun ways. To practise playing together on cue they all try to pluck their strings at the same time while someone at the front of the class throws and catches a ball. They must pluck precisely when the ball is caught. It did not take long for Class 3 to get better at this. The next step after this is conducting a beat pattern and plucking on exactly the same beat at the same time.

Class 3 are a joy to teach. They come to their lessons eager to learn and try new challenges. During Class Ensemble everybody is focused and participates well. Every student wants to be there and find out what the next challenge will be, so they listen well and don’t waste time with silly behaviour. In Term 4 Class 3 will have a performance for their parents to show them all they have learned. I cannot wait to show everybody how well Class 3 have mastered their challenges thus far.

Class 5 are working in small groups. On Mondays after lunch each group sets themselves up in a shady area on the front oval. We have been very lucky with the weather and have had nothing but sunshine while working outside so far. Each group is working on a different piece, so it is important that they have enough space to work. We are so lucky to have a beautiful outside area with enough shade for every group. It brings me joy to stand in the sun and listen to each group leader work with their groups. A lot of thought has gone into the allocation of groups and pieces and the choice of group leaders. The students who are in a group together will ideally all have roughly the same abilities on their instrument, as this makes it easier to allocate a piece that will not be too difficult or easy for any of them. Although as some groups have found, even a seemingly easy piece becomes more challenging when four people have to play it in time together without a conductor. Ideally each ensemble is a true string quartet with two violins, one viola and one cello. This generally works out because of the way I allocate the instruments when they start in Class 3, but there is usually at least one ensemble with two violas instead of two violins, or without any cellos. Luckily there is enough repertoire out there to make even the most unusual chamber group work.

The choice of leader is a challenging one. I believe that every child in the class is capable of being a leader under the right circumstances. For the chamber groups I try to choose a student who will be able to hold the group together. This is not always the most advanced player in the group, nor is it always the first violinist. In fact I believe that it is easier for an inner voice player such as a violist or second violinist to have a good overview of what is happening in the group. The group leaders are given a copy of the score for their piece. Working off a score is a new skill for Class 5 and usually it takes a little while for them to get their head around it. At present all groups are in different stages of putting their pieces together. Some are putting finishing touches on their pieces, others are still learning the notes, still others are working out how their parts fit together. Most of the groups have worked out that their Monday rehearsals will be more efficient if each student has had a look at their own part during the week. I walk around and give advice on how to work on difficult sections or which section to work on next. On Wednesday mornings I rotate the groups through a lesson time, so each ensemble will see me twice a term for a longer session to help keep them on track. In Term 4 we will hold a concert for Class 5 parents. In the meantime you will hear a short section from a few of the groups at our Strings Assembly in Week 8.

Upcoming performances:

Choir Assembly: Thursday August 29, 8.40am

Strings Assembly: Thursday September 5, 8.40am

ABODA Orchestra Festival: Saturday and Sunday  September 7 & 8 (exact date and time TBA)

Cristina Filgueira

Strings Specialist

Handwork

Woodwork

In the woodworking program at WCSS great care and energy is put into ensuring all tools are of the highest quality; whether they be long sought after new pieces from Switzerland such as above, or gifted preloved tools from granddads in our community who no longer need them and appreciate seeing them put to good use!

Sustainability

Dear Families,

Be sure to stop by and visit our revamped Recycling Hub near Rose Kindergarten. There are so many items you can now bring in from home to recycle. We are always welcoming of new members so if you have a passion for sustainability or would like to help out in any way then get in touch!

E: vanessa.beesley@wcss.wa.edu.au

Alumni Focus

Class 12 Projects ~ Ignacio Espinosa

WCSS Class of 2018

Personally, I value money and financial success highly in my life and it is a goal I strive towards. I have a strong belief that our financial state is among one of the most important parts of our life as it buys us freedom. The importance of money is only outweighed by your health as you can't do anything while dying, and family as true love and human connection are things that cannot be bought. Since I started thinking about my Project, I knew my topic would be more than an exploration of a topic I found interesting. It also had to be a deep dive into a concept which could provide value to myself, along with those around me.

This led me to the question I am asking this year:

What are the fundamentals for achieving financial freedom, why are they often absent in the majority of people, and what strategies can young people implement to pave a path to a financially successful future?

I decided to delve into the topic of financial freedom for a few reasons, first as I stated before I believe money holds an important role within our life and it is crucial to understand it. I also understood that research into this topic is incredibly useful and applicable into my life as it is a topic that will be relevant forever. Lastly, the topic aligned with my personal goals and interests, making it the perfect fit in all aspects.

Money is an important topic in anyone's life from budgeting, money management, and debt to overall financial wellbeing and success. Despite this importance, I found that there is an overwhelming lack of financial literacy among young people, and this causes many noticeable problems. This led me to research exploring the biggest influences into what is called ‘low financial literacy’. I found out that parents shape their children's financial literacy from a young age through experiences and lessons that create their financial habits. These early experiences with money significantly drive financial behaviours and attitudes later in adulthood. Parents can exclude their children from money conversations in an attempt to shield them, but this can lead them to growing up with a real lack of awareness in making financial decisions and managing money. Understandably, this can cause many struggles simply due to this lack of understanding.

It is not only parents that set up behaviours in relation to finance for young people. I’ve also learnt that education is not doing enough in terms of teaching financial literacy to students from an early age. The ASIC (Australian Securities & Investments Commission) states we have around 82% of all Generation Z (Aussies aged around 18-26 years old) who are financially stressed. This could be interpreted as meaning that they haven’t learnt how to manage money from either their parents or through their education.

I see the counter to many of these problems as solid knowledge, good attitudes, and hard work, as the combination of these things can help rapidly propel you into achieving your financial goals. Throughout my essay, I explored the many issues along with influences that cause the pursuit of financial freedom to elude so many of us. I also researched ‘self-made’ successful people who not only worked hard but had a real understanding of how to make their finances work for them.

I am grateful for the knowledge and understanding that I have gained while working on the year 12 Project and I am ready for a further dive into the topic with my practical. My practical is in the planning process, as I haven't finalised my plan and am open to new ideas, I look forward to creating something that can hopefully provide value to others and myself. I am interested in talking with people who live with similar ideas around financial freedom to help me shape the practical component of my project. If this sounds like something you live by and understand, please get in touch with me at espinosaignacio@outlook.com.au.

WCSS Community Association

Dear School Community,

The West Coast Steiner Community Association (WCSSCA pronounced “whiska”) sends its warm wishes to all during this winter chill.

Soup Days

One way to embrace this season and keep warm is through our nurturing Soup Days, held each Wednesday until the end of August. Volunteers are still needed for cooking, set up and serving. If you can help contact Sonya on 0417 946 839 or sign up on the sign up zone. This is a lovely way to claim your Family Commitment Hours.

Hub Volunteer Jobs

The Hub looks wonderful with its newly renovated interior! There are just a few minor jobs that need doing to be completed. If you are a handy person and have some time up your sleeve, please contact Maria on 0423 678 254 for more information. Family Commitment Hours claimable.

Walkathon

“Save the Date” for this important school fundraiser. The Walkathon will be held on Thursday September 12 from 1:25-2:15 pm. Walkathon sponsorship forms will be sent home soon for your child to get as many sponsors as possible. All money raised will go towards purchasing new equipment for the school. On the day we require three volunteers to help cut and serve refreshing fruit to all the happy, thirsty participants!  To volunteer please contact Rachael on 0403 900 601. Family Commitment Hours are claimable.

Flowers for Spring Workshop

Thinking ahead to spring… our lovely Sarah will be holding a new workshop. Come along and learn how to make delightful paper, felt or crochet flowers to usher in the beauty and new life of springtime.  For only a gold coin donation join us on Wednesday September 4 after drop-off.

with kindness in community,

Rachael (Class 2 parent)

wcssca@wcss.wa.edu.au

Community News

News items listed in our Community Noticeboard are not school endorsed but are included here for the information and benefit of our wider community. We welcome submissions to appear in this section of our newsletter and inclusion is at the discretion of WCSS. 

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

Biodynamic Craniosacral Therapy (BCST) is a soft therapy with no pressure, manipulation or force. Virginie will use light touch while bringing a safe space to calm your nervous system which will bring the whole system into a state of balance. In that state, healing and change will take place in your body. BCST is like a big hug to the nervous system. It can help with releasing emotional or physical restrictions throughout the body, stress, anxiety, depression, trauma, aches and pain, improve sleep, energy, wellbeing and so much more.

With love

Virginie Barker - WCSS Parent
Biodynamic Craniosacral Therapy
08 93413020
vi.craniosacraltherapy@gmail.com

To learn more visit www.vicraniosacraltherapy.com.au

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

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. These workshops are great for team building activities, get togethers, birthdays or just if you owuld like to learn some skills and have creative 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 on projects in the mental health sector and having a history of depression and anxiety herself. She spent fifteen years in the public service in a statistical role, writing around her work commitments. Nicole has published a book called Little Bundle of Sorrow, a collection of womens' stories of postnatal depression. You can find out more at her website https://nicolewatts.ampbk.com/ . Copies of the book can be ordered from Amazon or from the publisher, Austin McCauley.

Coming Events

August

Monday 12: Child Health Nurse Screenings for Kindergarten

Wednesday 14: Lesmurdie Falls Excursion C2 & C4, Soup Day

Friday 16: Class 4 Sleep Over at School

Tuesday 20: Class 6 Play 9.00am

Wednesday 21: School Tour 9.15am, Soup Day

Thursday 22: Book Week Parade 8.40am (Class 1-6), Class 6 Play 11.10am & 6.00pm

NOTE: Monday 26 August – Pupil Free Day 

For further Term Dates check the school website calendar

WEEKLY

Soup Day: Wednesdays July 17 - August 21

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

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