In wintry depths of night

The  majesty of heaven is so close to me,

Becuase my heart's new power and might

Makes real and full of substance all the things I see.

There falmes in me, against all ice and frost, all rain and sleet,

the leaping, dancing fire-forces of my heart to give me

light and heat.

Dear GHSS Families,

Welcome back to a wintery (at last!) Term 3 here at Golden Hill. I hope that the three-week winter break offered everyone both outer and inner refreshment. In his recent article, Andrew Hill from Steiner Education Australia noted that this is often the time of year when things can ‘compound into a weariness that feels like you’re running on empty. In its extreme, it can have the characteristics of burnout. It’s a time to remind ourselves of what we need to do to recharge.’

After all, the excitement and novelty of a brand new school year is now seven months behind us, and the dark winter days can bring with them colds, fatigue and illnesses. Andrew Hill goes on to refer to what many call burnout as ‘soul tiredness’ - when one runs out of all creative energy and feels completely empty: our soul’ is tired.

Whilst the media often tries to convince us that the remedy to burnout or fatigue is some form of ‘retail therapy’ or decadent self-indulgence, a cheaper and perhaps more self-sustaining remedy is that of ‘wonder’. 

We are here to experience wonder. That is what we have come into this life for, I think. From the birth of a lamb to a sunset over the fields. To not live a life of wonder is to not live at all. Becoming part of the great symphony of life…. is a calling. I have been invited to take part.

There is a wonder in the moment, wonder in the action, and I know now that in the wonder, I can discover myself. 

- John Connell

Cultivating a sense of curiosity and wonder is a hallmark of Steiner education - the ability to lift our gaze and attune our hearts to the (often unnoticed) miracles around us. Each day, Steiner teachers attempt to bring in a mood of wonder into the classroom in some way - be it through story, humour, or observation. As Andrew Hill states, this gives children tools for the journey of life. It is perhaps a lesson for us all, especially at this time of year.

Eliza Allan

Principal

We have something really exciting coming up...

Join us online, Thursday night (1st August) for our next Parent Education Session.

From celebrated Steiner educator and professional storyteller, Ebba Bodame, learn about the art of storytelling at home in her session:

How to build a Nourishing Family Storytelling Culture

Contact the Office for your link to the session.

This time will count towards your Parent Participation hours.

We are so excited to be bringing this offering to you from the comfort of your own home!

Over the last few months, we have continued to explore the power and wonder of the written word during Learning Enrichment classes. Golden Hill was fortunate enough to acquire several of the 2024 Children’s Book Council of Australia’s award -winning texts, to help inspire our students. One of these, ‘Hope is the Thing’ (Johanna Bell/ Erica Wagner) gave rise to some beautiful and moving poems by both Class 3 and Class 5 (literacy support) students.

Journal writing has also continued to be an important part of our writing practice in Class 3 and 4, with some original and accomplished writing being inspired, in particular, by responding to the work of Australian artist Shaun Tan:

In Class 4, students have been focusing on learning to increase their critical awareness as readers, by writing book reviews. In both Class 3 and 4, we have now begun to turn our attention to Indigenous texts as part of the students’ Spirituality and the Dreaming focus. We have used Venn Diagrams to consider the similarities and differences between ourselves and Yolngu children in North East Arnhem Land and are now focusing on the Noongar dreaming story ‘The Carers of Everything’ shared by Elder Noel Nannup, to understand how story holds Country in and around the South West of WA.

In Class 5, students have been rewriting a scene from the Class 5 play, ‘Into the Labyrinth’. Students have been asked to replace the character of Theseus with that of Ariadne, a Cretan princess, in the scene where Theseus battles and slays the Minotaur, and reflect on how this unsettles our notions of gender roles. Parents, be prepared for some different conversations around the dinner table this term!

During Term 2, Class 6 focused exclusively on bringing greater depth and complexity during narrative writing, through focusing on narrative point of view, tone, dialogue, tense, character development, setting and description. This resulted in some striking and original narratives, as seen in Faith’s wonderful story about a seed:

Class Six will now be honing their craft when writing persuasive texts, as well as learning the stunning ‘Lost Words Blessing’; the musical evolution of both ‘The Lost Words’ & ‘The Lost Spells’ books written by acclaimed author Robert Macfarlane. Rudolph Steiner emphasised the critical importance of goodness, truth and beauty in education, with a particular emphasis on beauty in primary school. ‘The Lost Words Blessing’, as well as the award-winning texts the students have been studying, help us to appreciate the importance and beauty of language; its vital role in connecting us to each other and the incredible planet on which we live.

Class 7 have begun the term with their creative writing main lesson, Wish, Wonder and Surprise. The students are in their 13^th year and the main lesson is supportive of their new emotions and feelings, giving them skills and confidence to write with insight.

The Class 7 students are becoming more aware of their emotional well-being, and are able to express feelings, find balance, and grow in confidence. The students are learning to define moods through different modalities and connect varied types of writing with the expression of specific feelings. They are beginning to understand that modality is achieved through discerning choices of modal verbs, adverbs, adjectives and nouns.  Upon completion of the main lesson each student will have an anthology of creative writing, poetry and artistry.

I have been most impressed with the students work and their beautiful water colour illustrations. The main lesson is complimentary to their English practise lessons in creative writing structure and grammar.

We also welcome Clay Twelftree and James Farey into Class 7 and 8 respectively.

Robyn

The Class 8’s have begun this term with the main lesson of Ear and Acoustics.  We have looked at sound devices, from Thomas Edisons’ original phonograph, to the inside bits and pieces of modern speakers.  We investigated the manner in which sound waves travel and delved into the inner workings of our ears.  As a finale to the main lesson, the students made speakers out of paper, a magnet and a length of copper wire. And they worked! Edison would have been proud!

Jiffy

Amongst the children of Class 1/2, our room is known as “The Rainbow Room”. For as the sun peeps over the crowns of trees that line the Brook, it catches the many faces of the crystals that dwell near our windows. These rainbows appear at different times of the day, depending on the season. For the past few weeks, they have appeared just as we come together to greet one another of a morning. A heart-warming greeting (and a chance for a spontaneous math exercise).

After a heavy downpour during the holidays, I returned back to our class to find a rainbow flowing into our room like a gushing waterfall. When I relayed this to the class upon our return, eyes twinkled (especially those of our future budding Physicists).

Holiday treasures have stimulated imaginations and conversations: from a fossilised whale tooth, to Denmark’s most sophisticated cubby house build. The world of numbers and the four processes are stretching our capacities as we add the animals on Grace’s farm, subtract the crystals fallen out of Ocean’s bag and multiply the tyres of 27 bikes in time for our first excursion.

This term we have been invited by the Denmark Bird Group to contribute to their upcoming Owl Exhibition, as part of our nature studies and animal fable themes. This will be shared at our next Assembly and will line the entrance to the CRC. For details on the exhibitions opening, see below. Thank you to Laura and Matt Egan and Paul Marshall, without whom this would not be possible.

Over the course of this term, you may see us on a few occasions exerting pedalling power into town. We will rehearse a Eurythmy piece to be performed on September 15^th from 3pm at the Civic Centre as part of a larger concert entitled “Beloved Bach”, curated by Shamara de Tissera and Marie Limondin. It would be wonderful to have you along. For further details please refer to Marie’s contribution and the poster below.

Class 1/2 and I wish you a fruitful start to the term.

Sarah

Shamara de Tissera and Marie Limondin have curated two delightful concerts that are sure to captivate and enrich audiences of all ages. Experience the creativity of children from the Golden Hill Steiner School as they perform a Prelude by our "Beloved Bach" on Sunday 15 September at 3pm at the Civic Centre. Both concerts feature a lineup of local talented musicians from Denmark and Albany. It's a rare opportunity for families to enjoy live music performed by artists from their community, fostering appreciation for classical music. 

It was wonderful to greet parents at our recent parent education session on the topic of handwork. The parents were informed about the Steiner handwork curriculum from our inspirational handwork teacher, Jewels. Examples of our children’s work was on display which demonstrated a colourful journey of skills, mediums and development.

A lovely opportunity to hear about aspects of our curriculum, share conversation, drink tea, meet new parents and learn new skills.

Good Morning GHSS Community! 

Have you heard!? Your Steiner P&F has been rekindled, and we are firing up an array of fun fundraisers with BIG goals, supported by the spark and fresh zest of new motivated members! 

“So…what are these goals?” I hear you ask. Well, together with the greater school, we are fundraising for our very own School Bus! A much needed asset that will be utilised with much enthusiasm and allow our students to get out on excursions and adventures more easily! We are also seeking to fund a new School Library - a place of inspiration and contemplation and where all of our school book collections can be collated, new books added and books available to loan for students and staff, as well as parents. 

The GHSS P&F has some exciting upcoming events for the whole school community:

We recently purchased a super duper commercial coffee machine and grinder. After a very informative and skill soaring coffee training with the incredible Theresa from Stash coffee, we are set to go! 

Welcome and Good Morning to SOCIAL COFFEE MORNINGS on Fridays prior to assembly. Delivering you the delicious ‘daydream’ blend from Stash coffee, and offering a variety of milks (mylks?) of your choice at no extra cost (we don’t discriminate!) - it’s set to be a buzz! 

Coffee Service from 8-9am at the Hall. 

We will be hosting our very first Quiz Night on Saturday the 24th August. Book your babysitters now, as this event is going to be the night out of the year! With a fun array of questions, games, food, drink and fundraisers… AND featuring our very own MC JIFFY… this is an evening not to be missed! Grab your tickets now! 

We are also currently working busily behind the scenes to create a collectively colourful Steiner Spring Fair and Open Day. Stay tuned for more details to come in the coming weeks. It's going to be a day of joy, community and celebration!

May we continue to grow in the Spirit of togetherness! 

Yours in enthusiasm, 

The GHSS P&F

Refusal - School or Other

It's helpful to try to understand or contextualise why there may be refusal from your child. It can be them needing extra connection with a caregiver, wanting emotional reassurance, an aversion to a sensory experience, a previous negative experience, fatigue, oncoming illness, or simply not knowing how to start a task or deal with a challenge (social, academic, physical or emotional). 

There may be a range of reasons for refusal and our job as parents is to be curious and observe more objectively what might be going on. Often as parents, we get emotionally triggered by our children's behaviour, feeling that others will judge us negatively or that we are failing to somehow crack the parenting code. No child is the same and we never know what another parent's experiences are like, however perfect their life may seem from the outside. These unrealistic comparisons wound us and often create unrealistic expectations of our child and selves. 

Try to take the positive step of moving away from comparisons and judgements towards asking, 'What kind of parent would I like to be?' Start small, building each skill set as challenges arise. Yes, it is extremely difficult when you feel depleted of sleep and energy and even two minutes to yourself so, please be kind to yourself. You are doing your best and you have got this!

• Set aside regular special time to connect with your child doing something fun and enjoyable (Try your best to be present and emotionally available - this way they open up and share more with you).
• Let them know how much you love them and how special they are regularly.
• Use positive reinforcement and gratitude for them and their help.
• Make sure they are getting a well-balanced diet and drinking enough water - increase their vitamin and essential nutrients intake if you think they may be getting sick.
• Ensure they are getting good quality sleep (12 hours). If they are getting less, consider earlier bedtimes and sometimes allowing sleep ins for them to catch up. If they are waking up tired, it may be worth observing them sleeping to assess their quality of sleep.
• Don't shut down their emotions - all feelings are welcome, just not all behaviours. Give them actions they can take to move through emotions in positive ways - if you are angry bite a pillow, if you are sad play with the dog, have a cuddle, share a joke, dance, sing etc. Always accept what children are feeling, acknowledge, comfort them and experiment with what helps them begin to recognise the feeling and know how to manage (not avoid) the feeling.

If all the usual bases are covered and you are still getting refusal, try to ask what the behaviour is telling you.

• Are they concerned about you? Young children are aware of their caregivers' emotional wellbeing and they may be responding to your stresses and so, want to be with you as a caring/comfort strategy. 
• Are they internalising social dynamics and feel on the outside of being chosen or having friends? It doesn't matter whether this is real or perceived, feeling socially isolated can feel terrible and everyone experiences these emotions. Have a meeting with their teacher about the social dynamics for your child at school. Ask what can be done about buddying them up or giving greater social opportunities for them to experience acceptance and modelling positive actions that they can practice empowering themselves socially. These are all vital life skills and if we keep children at home regularly, they miss out on putting social skills into practice and positively influencing the whole class dynamics for the better. 
• Is there an underlying cognitive difficulty they may be trying to mask? Many children learn quickly to adjust their behaviour to fit in and avoid being noticed or singled out in a group setting. Kids often don't see diversity and difference, because in groups we learn to modify behaviour to fit in. Yes, even socially popular kids! Sometimes they can assume that differences aren't welcome and then shame shows up for them creating an exhausting cycle of masking and avoiding feelings and melting down at home.
• Are the decisions and boundaries at home a bit inconsistent? They may have learnt that they get what they want by using certain strategies/behaviour. Healthy boundaries are vitally important, especially for young children. Consistent rhythms and routine are the bread and butter for building children's security and wellbeing. It's important to have family rules (boundaries) so that everyone in your family feels safe and secure. Its okay to say, “These are our family values and rules, and these are the consequences.” With young children keep it simple, make sure they understand, give them 3 opportunities to correct, guide with alternatives and reminders and follow up with the consequence. This does not need to be done in an emotional or punitive way, but in that they have chosen this and it is a natural consequence. They now miss out on something, are removed from a situation, have to assist or make restoration in some way. It is important, however, that you have some understanding of why they are doing the behaviour and don't use this strategy when they are emotionally dysregulated. Follow up after they have calmed down. Also, if you are emotionally triggered use the pregnant pause method and review what's going on for you. Walk into the next room and take some deep breaths and do what you need to soothe your dysregulation. I find a positive mantra works well: ‘This isn't personal!’ Later, go through your own personal work around your reactivity. 

I hope these ideas can assist on the journey of understanding your child, yourself and your family. They are by no means comprehensive or a magic pill. Parenting is a life journey that rewards and challenges us in ways we didn't anticipate and don't always feel equipped to manage. Its okay - you are not alone! Support yourself by taking some independent time and being kind and compassionate with yourself. You have got this!

In each Golden Quill, we will be featuring one of our wonderful former GHSS students. What are they up to now? What did they love about their time at Golden Hill? Watch this space to find out! This week, we meet Zaydee Kiagoes.

Zaydee began her Steiner education in Kindy 4 at Mount Barker Waldorf School in South Australia, before enrolling at Golden Hill to see out the remainder of her kindergarten and primary school years. After completing Class 6 in 2017, Zaydee went on to Year 8 at Great Southern Grammar, spending most of her high school years there as a boarding student.

After graduating high school in 2022, Zaydee gained entry into a Bachelor of Pharmacy (Honours) degree at Curtin University in Perth.

Zaydee has now completed her first year of university, and has just taken the semester off to complete her Certificate III and IV of Health and Fitness and personal training. She hopes to lead group fitness classes and work as a part-time personal trainer whilst completing the rest of her university degree.

In her spare time, Zaydee loves to surf, travel, play guitar, and work out at the gym.  She is currently in training to compete in a bodybuilding competition in 2025.

“Some of my best memories from Golden Hill were the festivals - they were a big part of the school. I also really loved being introduced to so many different things at GHSS - different arts and crafts, surfing lessons, songwriting - so many of these things are my hobbies and interests now. I am actually halfway through making a crochet shopping bag right now.

I also really valued how holistic and broad my Steiner education was. I think there is a bit of a stereotype that you don’t do much Science in Steiner primary school, but everything we did was so multifaceted. Then by the time I went to Grammar for high school, I was ready for more structured, formalised science experiments, and still love science today.”

Did you know that our Indonesian teacher, school choir leader, and class teacher from 2018 to 2023 Ashley Schipp is just as passionate about camping and biodiversity as he is about music and languages?

After a busy time at school, Ashley loves nothing more than to lose himself in the beauty and awe of nature. His favourite places he has bushwalked and camped are The Great Western Woodlands and the Fitzgerald National Park, with their astonishingly dense biodiversity. Ashley loves granite outcrops. He says: ‘They help me get in touch with geological time – they are so old, the very bones of the earth.’

Ashley loves heading out into the unknown with his wife Renee – literally not knowing where they will camp that night. He feels recharged by nature.  Ashley muses that the introvert in him seeks the peace and quiet of the natural world when his everyday life gets hectic and overly full.

If the introvert in Ashley is recharged by nature, then the extrovert in him is recharged by music. Ashley is a self-taught musician who just loves singing, particularly community singing. Outside of school commitments, Ashley is the founder and leader of a community men’s choir called ‘The Great Danes’ with about 20 men coming together and singing once a week at the Sanctuary.

Ashley is also part of a local Ukulele Trio called ‘The Honeymoons’ and has composed many songs for them in the style of gentle Hawaiian hula songs, singing about local landmarks like Crusoe Beach, Peaceful Bay, Honeymoon Island and the rope swing by the Rivermouth.

Another recent music project is the acapella group ‘Understorey’ that Ashley formed together with Rhian Thomas, Bruce Anthony and Laura Egan. They sing unaccompanied four-part harmonies, balancing the male and the female, the yin and the yang in the songs they sing.

If you notice any of these three music groups performing, do make a point of watching Ashley in his musical element!

Ashley’s connection to the Indonesian language started when he was in high school. He studied Indonesian from year 8 and to year 12, where one of his ATAR subjects (then called TEE) was Indonesian. Ash went on to study Southeast Asian Studies at Murdoch University and then completed a graduate diploma in teaching specialising in Languages other than English, and teaching English as a second language. He participated in an in-country study program studying and living in East Java, in a town called Malang.

Ash loved surfing when he was younger (and still does) and was pulled to Indonesia for surfing holidays. He taught English to asylum seekers and refugees on Christmas Island and Cocos islands, where he was thrown in the deep end to teach music as well as language skills for the first time.

To Ash, the Golden Hill Steiner School feels like home – he had been a parent in Steiner schools in Perth and abroad as his daughter Greta went through Steiner schooling. When coming to live in Denmark, he fell into being a class teacher and loved it immediately. Ash really believes in the Steiner curriculum and says: ‘The best advertisement for the success of the Steiner way of teaching is the alumni – it’s an unquantifiable distinguishing factor that sets these graduates apart – they are a whole human being with a confident sense of self, free to express who they truly are.’

GHSS would like to request that wherever possible, parents inform children before leaving home each morning of whether or not they will be on the afternoon bus.

It can be stressful for bus monitors and children alike when the buses roll in and children are unsure of whether or not they are being picked up or are to get on the school bus.

Although we undertand that plans can change, informing children in the morning wherever possible also reduces the amount of running around that admin need to do in order to deliver last-minute bus messages.  Should it be unavoidable that you do need to contact the office with a bus or pick up message, we would appreciate this being before 2.30pm if possible.

Thanks in advance for your understanding and cooperation on this matter. 

The school is running an informal book exchange on the filing cabinet shelf in the front office. Staff, parents, students: If you have any books ready for a new home, bring them in and swap a book for another one! Fiction, non-fiction, all books welcome (they don't have to be Steiner related).

We already have a selection to choose from, come check it out! And instead of donatig books to the opp-shops, please bring them into the office for our book exchange. If we all contribute, it'll get cranking and you will never know what gem you might find!

Our school calendar can be found here - 

GHSS Calendar

Please check the calendar regularly as new events may be added or sometimes events need to be changed.  

The calendar also includes term dates and holidays for planning purposes.

We have a bookshelf in the front office full of Steiner related books that parents are welcome to borrow for a two week period.

Please come in and browse the selection!

Big congratulations to our Golden Hill students and alumni on their performances in the Denmark Dance Company Concert that was held on June 8th last term! 

For example, Sofia Rinaldi (from Class 5) performed her first solo dance. She came up with the choreography herself, with support, added choreography & direction from artistic director Jordine Raine. 

Jordine Raine, dance teacher and founder of Denmark Dance Company, commended all her students for the culture of kindness and encouragement backstage. She feels blessed by a loving, supportive community.

Thank you Jordine for connecting so many of our children with the wider Denmark and Walpole communities!

tags: @denmarkdancecompany  @annandtom (photography)

Colour Blindness

Children who are colour blind can see as clearly as other people but can’t tell the difference between some colours or see colours differently from other people. Very few people who are colour blind are ‘blind’ to all colours – most often they see red and green as very similar.

It’s good to know if a child is colour blind because they may have difficulty at school with activities that use colours, such as drawing and sorting blocks, and with computers. Additional information on colour blindness can be found on the Raising Children Network website (as per link).

If you have any concerns, colour vision testing can be performed by some General Practitioners (GP), eye specialists or optometrists. If you have any questions you can also contact your local Community Health Nurse, Rochelle Klose on 9848 0616 / 0427 426 137 or rochelle.klose@health.wa.gov.au.

Camps are an amazing opportunity for your students. But they can be stressful for some parents to afford.

Saver Plus encourages parents to save $50 a month (for 10 months). Savings are then matched - a free $500 for education costs, making $1,000 potentially available for a school camp or other large costs.

Families that start saving in July, will have their savings ready to pay their school camp fees in May 2025.

 Saver Plus will chat with your families about eligibility:

• Health Care or Pensioner Concession Card
• Payment from Centrelink and
• Earning an income (employment, carer’s payment, or child support).

If families would like to check their eligibility and receive a call back please click on this link - https://www.bsl.org.au/services/saving-and-managing-money/saver-plus/ or you’re welcome to call our national number 1300 610 355 and a local coordinator will contact you directly.