Something new is mounting, growing

Deep within me, outward surging.

Seed is ripening, sap is flowing;

Power streaming, light emerging.

Fire-spirits sparkle round me, warmth and will-bestowing;

"Sing our fiery song of summer strength!"  I hear them urging. 

Dear GHSS Families,

Bushfire Recovery The whole Denmark community has certainly been rocked by the recent fires and with many of our families displaced from their homes until recently, and 3 of the 4 homes lost coming from within our school community, the impact has certainly been keenly felt within the school.  To all those families, please know that the school community is here and keen to assist in any way they can in the weeks ahead.  Please do not hesitate to be in touch as we have a ready and willing task force to assist in any way needed. 

Thank you to Miranda Miller who has been coordinating support for the Miller and Lund-Brunton families and to Kirsten Lebbing supporting the Barter family.  To those who have been completing wash loads, your assistance has been greatly appreciated. 

There are Meal Trains currently in place for the Miller and Lund Brunton families.  If you would like to help out then follow the links below - 

Lund Brunton Family Meal Train https://www.mealtrain.com/trains/goyl3o 

Miller Family Meal Train https://www.mealtrain.com/trains/3doqel

For those who who would like to make a cash donation to the Lund-Brunton family, you are able to donate to their account at Mitre 10.  If you are donating electronically you must state on your donation that it is for the 'BRUNS FIRE’ account.

The account is BSB: 086595 Account No: 657509012

You can also go in there and donate in person.

Fire Drill  When our Admin upgrade occurred, we fitted out our Adminsitration Block to be the Assembly Point for the school prior to evacuation in the case of a fire.  We are fitted with an excellent fire-safe sprinkler system connected to the large water tank alongside the office building and have installed a TESLA battery that will supply power for the full length of time required to evacuate the site.

We are required to run a fire drill where the staff and children are able to rehearse what to do in the event of a fire threat to the school, if DFES advises us to evacuate.  In light of recent events and given we are still in fire season, it is timely for us to hold such a drill.  We are also mindful that we do not wish for this to be a traumatic experience for those recently impacted. 

Staff will address the fact that we are doing a practice with their classes this week.  We plan to hold the  drill on Thursday and want families to know that they should not be concerned that it was the "real thing" should they hear any reports back.

Interestingly, it is really important for parents to know that in the event of an evacuation occurring whilst they are on site, it is important for them to follow the directions of staff.  This would include accompanying them to the evacuation site to ensure the collection of the children is recorded and then departing the site promptly to ensure the carpark is clear for the turnaround of the bus that will be evacuating staff and students.  Parents are discouraged from coming to the school site in the event of an evacuation as the additional congestion could hamper the efforts of ground crew and evacuation vehicles.  It is also important that parents sign in at the office, first thing upon arriving at the school for any reason other than the usual morning pick up and afternoon drop off.

GHSS and new COVID-19 Restrictions:  As you will be aware a COVID-19 high caseload environment has been declared.  Here is a summary of the new restrictions as they relate to our school and our Parents and Guardians. 

NOTE: There is a degree of uncertainty in how to apply some rules and our school is not alone in navigating this ever changing landscape and feeling some frustration.  We are here to educate and care for children as our primary purpose.  The school policy is to follow the guidelines as a matter of regulation and reputation.  Staff will feel uncomfortable and awkward if they have to remind people of the directions so your support with regard to these restrictions is expected and much appreciated.

Interactions:

1.  Parents and Guardians are to largely restrict their interaction with the school to pick up and drop offs.  This means all gatherings including parent meetings, study groups, choirs, craft groups, play audiences, school assemblies, etc. are cancelled for the time being.  Face-to-face meetings with staff are unable to be conducted at this time.  Please communicate by phone or email.  Staff are also often available on their verandahs at drop off and pick for quick messages, but we ask that parents who avail themselves of this opportunity, remember to have a mask to wear or maintain social distancing.  Home visits are also cancelled at this time. 

2.  Phone or Microsoft Teams/Zoom meetings may be arranged for Parent/Teacher nights or one-to-one appointments with admin/education staff. 

3.  Parents and Guardians are asked not to enter the classroom, including to volunteer, whether they have a mask on or not.

When at School: 

1.  Parents and Guardians are to follow mask wearing mandates and maintain physical distancing from other adults, especially when entering the Front Office.

2.  If you can’t maintain physical distance outdoors, please wear a mask. 

3.  Early Childhood parents and guardians are asked to drop off and pick up children from outside the kindy classroom, including the foyer area. 

4.  Primary School parents and guardians are asked to collect children from the area outside the class verandahs or, where children are old enough, direct them to meet on the oval or at the car park.

5.  In Early Childhood, if it is necessary to enter the classroom for a child’s needs, a mask should be worn. 

6.  If a staff member asks to see a mask exemption, please have a copy of the doctor’s letter ready.  Please don’t put school staff in a position of having to bring these matters to a conflict.  Creating conflict or passive aggression doesn’t show goodwill, compassion or support for their primary purpose as staff members focussed on education and care for children. 

Programmes and the Curriculum:

1.  Separate from the school, Playgroup, are following a special process in working with the rules.  Please follow the guidance of the group leader.  Masks must be worn indoors at Playgroup.  Most activities will take place outdoors.  Outdoors, masks will be required when adults are in close proximity (less than 1.5m from other adults), even when outdoors.

2.  Overnight camps are postponed until further notice.  We will try to run camps later in the year. 

3.  Excursions will continue  at this stage.  Additional guidelines around excursions will be communicated at the time of organising.

4.  All interaction between year levels is being minimised, especially indoors.  This means no buddy classes and no assemblies.  A single year level ensemble, choir, recorder, instrumental class, etc. will continue.  Rules around singing will be observed to reduce the spread of the virus and no multi-year singing will occur.

5.  No out of school social events for classes will be run at this time without much consideration and in reference to the rules at that time.

6.  In the event a rule is introduced that masks must be worn for students in Year 3 and up, teachers will treat this as an adventure and support them.  Children are resilient and need adults to reassure them that they can cope.

7.  Only a letter from a GP can be used for an exemptions and this needs to be provided from the parent, to the class teacher and lodged with the front office so a record can be be kept to inform other staff. 

8.  Attending school for:

• the education and skill development, 
• the social development and interactions and 
• physical growth and development 

is important for a child.  Not attending school due to mask wearing is highly discouraged for those reasons. 

This is a link to an article that speaks to the issue of Masks and Vaccinations from a Steiner education perspective. https://pws.wa.edu.au/wp-content/uploads/2022/02/Reflections-on-masking-and-COVID-vaccination-in-children.pdf 

1.  Community Service and other off-site activities will be held where possible and restrictions will be managed on a case-by-case basis.  Our aim is to ensure all the usual offerings of the school experience are provided or alternatives are explored. 

2.  If children cannot be at school as a result of the rules around isolating, etc. teachers have been asked to prepare work for them.  In the event that many school staff are absent, classes will be managed to the best of the school’s ability.  The school’s Duty of Care to the children remains our highest priority.   

In the event of infections:  

1.  The official advice to the school is that “in the event of a positive case being identified we should notify the Department of Health and follow their directions”.  That is what we will do.  All action plans etc. will be subject to that advice. 

2.  The current definition of close contact with a positive case in a school includes: 

• face-to-face contact for 15 minutes or more with an infectious person, where a mask was not worn by the exposed person or the person with COVID-19;
• interaction for more than two hours in a small indoor space or interaction for more than two hours in a classroom environment with an infectious person, where masks have been removed for this period; or
• someone who is directed by WA Health that they are a close contact.

3.  Please remember to keep children at home if they are feeling unwell.  If you or your children have any COVID-19 like symptoms, get a COVID-19 test and remain at home until a negative COVID-19 test result is received. Symptoms are: 

• Fever or recent history of fever (eg night sweats, chills) without a known source, OR
• Acute respiratory symptoms (including cough, shortness of breath, sore throat, runny nose) OR
• Acute loss of smell or taste.

Please keep your Teacher and/or the office informed of your situation so we have up-to-date information.  Further information can be found at www.healthywa.wa.gov.au.

The school is striving to meet the guidelines and directives.  With limited relief staff, all of this is in an effort to ensure we are able to remain operating and can manage the impact upon our staff and families when the spread begins through our community.  We sincerely appreciate your patience and understanding.  The school has a number of vulnerable staff and some students who need your support at this time, physically and emotionally.  Please show care, respect and love for one another. 

Kind regards,

Jacqui Hollingworth

Principal

Each newsletter we will be sharing a virtue that will be the focus in our school over the following three weeks.  

What is Cooperation? Cooperation is working together for the good of everyone.  It is a willingness to respect others and to follow rules which keep everyone safe and happy.  Cooperation is being helpful to one another, sharing the load.  It is joining others in order to do something that cannot be done alone.

Why Practice it? Without cooperation, people disturb others.  They don't care about the rules, and they don't seem to care about the others.  When we work together, we can often accomplish more than each of us could do alone.  When we cooperate, we can do great things.

How do you practice it? Being cooperative is being willing to go along in order to get along.  We are respectful of the rules.  We consider other people's needs.  We look for ways to be helpful, and we ask for help when we need it.  Cooperation helps us bring together the ideas of many so that a new idea can come to light.  Working together, we can make any place a safe and happy one.

Signs of Success Congratulations!  Your are practicing cooperation when you...

• Work well with others.
• Freely offer your help and ideas.
• Follow the rules.
• Do your part to keep a safe, happy environment.
• When you disagree, do it peacefully.
• Ask for help when you need it.

"By uniting we stand, by dividing we fall."  John Dickensen (The Liberty Song)

In order for a community to stay healthy and grow, each member plays a part.  By meeting each other gently, offering support, friendship, respect and care for each other and our physical environment, we are building a sense of belonging.  We are leading our children by example as we interact with each other, form friendship bonds and care for the buildings and grounds they spend their school days in.  To ensure our community stays healthy it is important that parents and carers offer assistance and support through the Family Participation Hours (FPS) scheme.

There are many ways to make a contribution –

• Joining committees or the School Board
• Attending Busy Bees
• Being a Class Carer
• Attendance at school events
• Offering cakes for special events
• Gardening & woodwork
• Taking home a little laundry for a class teacher
• Participating in various craft
• Making a costume
• Offering child minding
• Helping with office work
• Offering help with fundraising…

Our school is nurtured and maintained by parent participation and effort.  To maintain a lively, healthy school we need ongoing interest and participation for the social and financial wellbeing of the school, and in fact, the very existence of the school.

To spread the help needed equally through the school community we have created the following compulsory time contribution: 10 hours per family per semester.  Each family situation is different and some parents can and like to offer more than 20 hours a year.  For others who either can’t or prefer not to participant we have created the following alternative contribution: $10 per hour which will be invoiced towards the end of each semester.  Should you opt to pay the $200 per year, rather than contributing hours, please feel free to email Oona to notify her of this and she can send you an invoice directly - bursar@goldenhill.wa.edu.au.  Family Participation Hours can be recorded by notifying office staff, completing the FPS Form and handing it in to the office or for easy access there is now a tile on the Schoolzine App front page.

Thank you

Our outdoor Steiner Nature Playgroup runs on Wednesdays 9am - 11:30am.

We had our first playgroup session for 2022 last week and were pleasantly surprised by a big turnout of wonderful parents and their delightful little ones.  The children enjoyed playing in the cubby house and exploring the playground and sandpit under the peppermint trees. 

We sang some songs and told the story of the little brown caterpillar and how she changed into a beautiful butterfly.  We learnt a song to celebrate the butterfly:

Butterfly, butterfly close to me. 

Your beautiful wings I should love to see.

You fly like a bird and you sit like a bee.

But you're really a flower that the wind set free.

Next week I have a simple butterfly craft for parents to make with their child and I plan to incorporate bread making into our daily rhythm, as children arrive.  If there are any children who are gluten free, please let me know.  I am working creatively on the challenges of running an outdoor playgroup as a first-time playgroup leader!  I appreciate everyone's understanding with this and look forward to seeing you all again on Wednesday.

Mel x

This year we have welcomed back as K6 students; Freya, Sacha, Eleanor, Delilah, Sage, Ocea and Harlan, and as K5, Corin and Remy.  Our new K6 children are Frankie, Grace, Fern, Remi, Amaya and Vincent, and in K5 we welcome Olive, Lyra and Jack.  The children overall have settled really well, and are a delightful group.  Our hearts and thoughts are with all the families affected by the bushfire last weekend, and we are ready to help in any way we can.  

For little children (and adults too) re-establishing familiar daily and weekly rhythms as much as possible is comforting, so I was very happy that school was able to resume as normal on Monday.  All of our children have now returned to resume the term. 

This week I have been telling the story of “The Little Flame”, adapted from the one written by a colleague, Sandra Busch.  It was written for young children as a response to bushfires.  Fire means many things; the Aboriginal people used fire to burn the bush, create grasslands and prompt new growth.  There are many native plants that need the heat of fires to open their seedpods for germination.  While we need fire to heat, cook and process, it can threaten, endanger and overwhelm us when it runs wild.  In this story, the fire element is redeemed, is contained and cared for and able to give of itself.  Here is my adaptation of Sandra’s story; 

Once upon a time a weary traveller wandered along the dusty road.  He was tired and hungry for he had been walking for many days, and when he came to the forest, he took off his pack, gathered some sticks and leaves, and lit a small fire to make himself some tea.  Then he lay down beside the fire and went to sleep. 

While he slept a naughty wind came and blew a little flame out of the fire.  Wind and flame started playing together, running through the grass, over the bushes and up the trees.  They didn’t look where they were going, burning everything in their path.  The traveller woke and ran from the flames, and the animals and birds fled too. 

The wind and the flames puffed themselves up and grew big and wild.  They leapt from the forest into gardens and houses and the people had to leave their homes.  Mother Earth asked the wind and flame to stop, to settle down but they took no notice of her pleas.  So she asked the heavens for help. 

Soon there was a cloud filled with rain moving across the sky.  Good winds blew it to where the fire was burning.  When the rain began falling, the flames shrank smaller and smaller, and the fire was subdued.  “Thank you” said Mother Earth. 

Two little children returned to their home near the forest the next day.  Around them they could see all their tree friends, black and sad.  Mummy said they could take the bath water to the trees so they filled buckets and took the water out to the forest, where they saw the traveller.  He said he would help, and together they took the buckets to all the trees nearby, giving each a little drink of water. 

As they worked, the children saw a little stick that was still burning.  “This must be the flame that jumped out of the fire”, they said, and ran home to Mummy to get a container to put the little flame in.  They brought the container back to the traveller and he picked up the burning stick with its little flame and carried it carefully in the container back to the children’s home, where he put it in the wood oven. 

“This is where you belong, little flame”, he said.  The little flame helped to heat the oven and the children helped to bake bread and cake for dinner.  It was a special dinner for the traveller, who was asked to stay the night.  “And whenever you pass by, you must come here to stay with us,” said Father, making the traveller very happy. 

With warmest wishes,

Denise 

We have had a wonderful start to the school year in both Bush Kindy and Bush School.  The harmony in the group dynamics in both classes has been a joy to work with, and the children have  been respectful and enthusiastic in their participation in all activities.  Over the months of February and March we experience the Noongar season of Bunuru (pronounced Boonaroo), during which period the creek is at its driest, and thus most accessible for the children.

We began the year guided by a story from Elder Aunty Iris Woods about this season, and had a go at fishing for Djilgi (freshwater prawns) with a small piece of bacon tied to a string on a stick.  This activity was greatly enjoyed by all, even though only one Djilgi was caught, by Ruby in Class 1.  Because we are uncertain of the population of Djilgi in the creek, our intention was just to be able to examine this fascinating creature, then return it to its habitat.

The following week we engaged in our annual Bunuru activity of walking the length of the creek from the school boundary back to our campsite.  The intention is for the children to experience the living ecosystem of the creek as a sentient living being, the Waagal that the children learn about in the Carers of Everything story.  Each child throws a handful of sand and says their name before entering the creek.

For the Bush School children, this involves staying close to the water’s edge the whole time, with some occasional group challenges to all safely traverse the more difficult sections, with some steep banks, clambering over or under logs, patches of blackberries and some creek crossings (never deeper than up to their hips).  The children christened one place at the beginning of our trek ‘Midgee Heaven’ for the thousands upon thousands of small ‘midgees’ we disturbed as we passed, a name that is sure to endure.  Later in the morning we created a ‘map’ on the ground back at camp of the rough shape of the creek, and the children were able to identify where certain features and landmarks were.

The Bush Kindy children do the same walk, but follow the forest paths for the more difficult sections, then enter the creek at certain access points for an easier challenge.  Someone began to call out the phrase ‘Yellow is shallow’, to remind us where it is safest to step in the creek, and this was repeated back down the line to help others.  The coolness of the creek and the shade of the trees in the hot sunny weather makes this immersive activity a seasonal highlight for all.

As well as Djilgis and midgees, we have also had encounters with small frogs (Kooya), a pair of tawny frogmouths (Gambigorn), a beautiful large spider (Kara) weaving its spiderweb (Kara Mia), and a very friendly green leafy cricket-like insect, whose name we do not know.

Class 1 and I would like to thank Class 6 and the greater school community for our Rose Ceremony.  It was a wonderful celebration to mark such a significant milestone and might I add, our very first adventure, together – under an arch of linked hands and smiles – a joyous thrill for us all.

Since then, we have explored and created different forms, challenged our sense of balance and the gift keeps giving with the work of our hands: through modeling pure forms in clay, planting Blackbutt seeds and a variety of seedlings for the local bees and extending our handcraft skills.  But the greatest pleasures thus far have been found in woodwork!

Exploring and recreating different forms

We’ve even devised stamping and clapping rhythms (complex morse code messages) when counting to transmit through the floorboards to Class 2.  For now, that’s our little secret as we have a feeling that they are yet to catch on.  In Week Two, we have dived into the world of letters and have almost mastered the game of Grandma’s Slipper.  With the passing of each day comes more will, more confidence, more life.

Sarah

The letter “M” from the story of how the Moon was rescued by the Hare.

It has been lovely to reconnect with our wonderfully enthusiastic, bright and suddenly much taller Class 2 children for the start of the school year.  It has also been a pleasure to welcome Arcadia and Charlie to our class.  Being in Class 2 in the year 2022 must be numerically auspicious!  Despite a somewhat bumpy start with changing Covid restrictions and the shock and trauma of the recent bushfires that have affected many in our school... I believe we will have a magical year.

We have started our year with an English main lesson of Celtic tales, hearing the story of the King of Ireland's Son, a collection of magical Celtic fairy tales woven into an adventure perfect for Class 2 children.  Along with this we are learning a collection of Celtic rhymes and songs, practicing the beautiful Skye Boat Song (Speed Bonnie Boat) from Scotland on recorder, and enjoying singing and dancing to the "Rare Bog, the Rattling Bog" Irish song - a memory challenge!

Below is an excerpt from the Steiner Curriculum that describes why the King of Ireland's Son is so appealing for this age:

The King of Ireland's Son - by Padraic Colum

The King of Ireland's Son appropriately provides imagery of an individual who is striving to develop.  The King's son, in meeting the experiences laid along the pathway of his journey through life, is tested as to his strength and purpose, his inner 'substance' and 'qualities'.  He grapples with his 'lower' or less conscious nature and finds his way through difficult encounters, by virtue of his 'higher' (or more conscious) nature.  In this way, he at last comes to maturity (individuality) as King.  None of this would be achieved without the help of his companions (human and animal) who guide and support him, sharing the journey with him.

Such a journey is a support and guide to the growing child.  The child's development toward individuality is not undertaken alone.  The child can develop an inner trust in the world around, to offer experiences for growth (choices and consequences) as well as for companionship and guidance.

It provides imagery that development is worth striving for, even whilst it involves struggle.

While absorbed in the tale,s the children are also learning a lot from their writing and re-reading of the reading book of Celtic tales that they're creating during this main lesson.  We have been using lined paper for this main lesson to help guide the size of the children's letters in their handwriting.  We've also been using the text as a daily word study to learn a bank of sight words, to introduce new sounds, and learn and revise simple punctuation and grammatical rules.  Some of the children are using their growing confidence to write their own sentences with their own creativity, as well as their word and phonics knowledge.

Part of our daily rhythm includes our morning maths practice, with times tables practice, rhythmic counting and skip counting games.  The children have also been enjoying playing a card game called "Tens" that helps them to practice their friends of 10 addition facts.  This will prepare us for our next main lesson in maths that explores patterns and the magic of times tables, as we hear more magical Celtic tales.

Mel x

It has been an unexpected start to term with the devastating Bushfire that affected so many in our little class and school community.

Last week we made letters and cards for the myriad of helpers, volunteers and workers who worked on the Bushfire.  Now we are making a special craft project for our dear friend who lost her home.

Therapeutic painting, healing stories and lots of sharing and listening have been helping us along as our beautiful and loving school families rise to help and support in so many ways.

In class, we have heard about the ancient Hebrew literature that records a traditional story of Creation.  With gesture we have been re-enacting the tale to poetry.

We have embraced the reverence and gratitude for all of creation, that imbues these stories.

It has been lots of fun learning a joyful Israeli folk dance, and rather tricky to learn to say a gratitude blessing in Hebrew!  We are lucky to have class parent who can help us with pronunciation and tell us a bit about this culture.

Starting violin lessons with Mike is a Class 3 highlight.  It is also wonderful that we are continuing our Lyre lessons with Sophia.  By using a range of percussion instruments and recorder we have a budding dance and music group in the making!

Monday afternoons has been a favourite time as we continue our Bush school learning from previous years and tie in with the Class 3 building curriculum during bush afternoons.  During Bunaru, wonderful cubbies and shelters are being constructed in the paperbark forest with lots of teamwork, creativity and natural resources.  Our bush afternoon song sets the scene;

This is Noongar country where we come to school each day

This is Noongar country where we work and sing and play

And we thank the Noongar people who are one with the land

Who listen with wise thoughts, with strong hearts and sure hands

For forty thousand years they’ve lived with sky and land and sea

And now we share it with them we shall Carers of Everything be

What an intense start to term for our community!  Our thoughts and prayers are with all of those affected by the fire in big and small ways.  We have been deeply impressed by the care and generosity of people in our little town, please continue to support each other in all of the wonderful ways you are doing so already.

It has been wonderful to have Axel, William and Oliver join our class!  Like any change, it is taking a little while for the class to resettle, but beautiful to see the new friendships forming especially among the boys.  Welcome also to parents Katie and Steve (Axel) and Matthew and Nicola (William and Oliver).

In our main lesson with Ashley we have has taken the plunge into the exciting world of Norse mythology and the Vikings.  The words of Odin himself have resounded in our new class room as we recite parts of the ancient prose Edda in Old Norse, inspired to seek out the wisdom of the world as he did and reveal the mysteries of the runic alphabet.  The stories of the Aesir gods of Asgard have already begun to work their wonder upon us, stirring us to action and strengthening our will to work.  The call to adventure echoes down the ages and plans are afoot for constructing our very own swords and shields.  Foes beware, for Denmark is truly the home of the Danes!

On Thursdays and Fridays with Renee, we have been immersed in our love of literature and literacy!  We have continued to share the joy of reading in our silent reading groups and begun writing journals in which there is great scope for the students to respond creatively to a variety of prompts.  From this work we draw words for our individualised spelling lists.  Our focus this week during our Literacy main lesson has been writing dialogue, while on Friday afternoons we have begun our arts focus.  In Week Two our focus is the work of award-winning artist Matt Ottley, particularly his illustrations in local author Meg McKinlay's book 'How to Make a Bird' (shortlisted for The Children's Book of the Year by the Children's Book Council of Australia).  There will be a general focus on birds (including an excursion!) in the lead up to Term Two when we will be moving to our Human and Animal main lesson.  We have also been writing some beautiful and unique Bunuru poems which we will share with you (below).

Sending our warmest wishes during these challenging times to all of our families,

Renee and Ashley

Bunuru Poems

Birds circling around

Breeze cooling my body

Honey on the forest floor

Smell of Mum’s pie wafting in the window

Flowers shifting in the wind.

- Zoee

Towels hanging on the fence

Splashing of the water

Suncream on my face

Water rising when I jump off Bomby Rock

Smiling faces.

- Mason

The blue sky surrounding the world

Bees buzzing around the flowers

The heat surrounding me like hens

The trees waiting for some water

Waiting! and waiting!

- Lyndle

The noisy flapping of the bronze wing pigeons

Cormorants sleeping with their head under their wing

Blossoms of red flowering gums

March flies and mosquitoes biting me

Karda wandering across the gravel road.

- Jack

Bee getting honey from the flowers

Sound of the beautiful honeyeaters

Blossoms and the flowers that smell so sweet

Dry earth beneath our feet

Wind blowing past as I run and ride

White-tailed cockatoos soaring in the sky.

- Maple

Bees buzzing around in the breeze and through the trees

Little sneaky blue wrens trying to get the cheese from the bench

Delicious ice-cream with flavours of caramel, vanilla and Oreo

Nice and warm with the sun reflecting on my face

Sunlight shining on the land.

- Makiah

It's your Saver Plus - BSL Team here. 

It's Back 2 School time and we know how stressful it can be for parents and adult students financially. 

If it's been a while since you completed Saver Plus, here's a little refresher on how it works and who is eligible to join. 

How it works

1. Set a savings goals for an education cost.
2. Make regular savings deposits for 10 months.
3. Complete online financial education workshops.
4. Receive up to $500 in matched savings from ANZ.

Eligibility criteria

To be eligibile for Saver Plus, participants must meet all the following:

• Have a current Health Care OR Pensioner Concession Card
• Have a child at school OR enrolled in tertiary education 
• Have regular income from work (either yourself or your partner)*
• Be 18+ years old

*Many types of income and Centrelink payments are eligible.


Have questions and/or need more information?

If you have any questions please don't hesitate to contact us at enquiriesSP@bsl.org.au

Kind Regards, 

YOUR BSL SAVER PLUS CO-ORDINATORS

Please know that as a school we are always open to feedback should you wish to provide it.  We are constantly striving to refine our processes and make improvements where necessary.

Feel free to contact us via phone (9848 1811), email - office@goldenhill.wa.edu.au or principal@goldenhill.wa.edu.au) or come in and make an appointment to speak with someone.

Positive feedback especially welcome!