April/Paenga-Whāwhā 2016

April/Paenga-whāwhā 2016

Table of Contents

Page 2 Term Dates Page 17 Lower School Page 3 Principal’s Letter Page 18 Middle School Page 4 Treaty of Waitangi Policy Page 21 Kindergarten Page 5 Board of Trustees Page 26 Harvest Festival Page 6 Rudolf Steiner Schools Trust Page 27 Easter Festival

Page 7 Financial Update Page 28 Handwork Page 8 College Update Page 29 Sports News Page 10 Office Update Page 29 Eurythmy Page 12 The Gift of Hope Charity Team Page 31 Other Notices Page 13 High School Page 32 Classified Advertising

Term Dates

TERM 2 (98 Half Days – 10 Weeks) Monday 2nd May – Friday 8th July Last day of Term One is Queen’s Birthday - Monday 6th June Friday 15th April TERM 3 (90 Half Days – 9 Weeks) School finishes for Classes -1 12 at 2.00pm. Monday 25th July – Friday 23rd September

TERM 4 (96 Half Days – 9 ½ Weeks) First day of Term Two is Monday 10th October – Friday 16th December Monday 2nd May. Labour Day - Monday 24th October Teacher Only Day – Friday 25th November

Got questions about school?

Please remember that if you have any questions or concerns about your child’s education, at any time, we encourage you in the first instance to approach the class teacher or kaitiaki.

If they have not fully answered your questions or concerns, the next step is for you to approach the team leaders: Karen Affleck (Kindergarten), Janette Feenstra (Junior & Middle School) and Jane Patterson (High School). The team leaders will do their very best to answer your questions and address any concerns that you have and if they are unable to do so they will access the information you require or organise a meeting with Jenny Wigley (Special Education Coordinator), Des Pemerika (the Deputy Principal) or Adam Dubignon (Principal). 2

From the Principal

Dear Parents and Whānau, our goal of strengthening the management and leadership platform across the school and achieving a more consistent A warm welcome to term 1, 2016. focus on the quality of teaching and learning.

This year we continue our implementation of the Michael Park This year our main areas of curriculum review include Main School vision, with specific projects within the annual plan Lesson, Health and the completion of our 2-year Mathematics relating to Living Waldorf Pedagogy, Financial Resilience and curriculum review. This follows the community consultation in Vibrant Community. The annual plan is now on the website and 2015 regarding healthy rhythms, social media and ICT and we you will see the priority we are placing on student leadership will be integrating the outcomes of this work into the Health and achievement and the enrichment of our Special Character and Main Lesson review this year. this year. A quick look at student achievement results from 2015: 20 out Thank you to those who attended our first Community Meeting of 23 students in Class 10 achieved their level 1 Steiner School of 2016. This was a vibrant and productive workshop in which Certificate (SSC), 17 of whom were endorsed at Highly we undertook a review of some aspects of the school’s Special Commended or Distinction. For NCEA level 2, all 30 students Character and explored future development pathways for the who completed the Class 11 year achieved NCEA level 2, 16 of school, considering the increasing roll pressure in the Lower whom were endorsed with merit or excellence. For NCEA level School (see separate report on page 8 in this edition of the 3, 16 out of 22 students achieved NCEA level 3, 8 endorsed with Spiral on the outcomes of this workshop). Next steps involve merit or excellence. Since December 2015, we have undertaken taking this consultation to our staff and senior students. a thorough analysis of our results and programmes across the High School and have committed additional staffing resources This term Michael Park has hosted staff from Christchurch to the Horizon programme this year to ensure High School Steiner School in an external school review of Michael Park’s students have more timely access to Horizon conversations and Special Character. This is the second part of a reciprocal review that our focus remains firmly on the groups of students process (Michael Park visited Christchurch Steiner School in identified in our student achievement targets. Once again, I September 2015). It has been an informative, rewarding and would like to extend a special thank you to our High School enriching process for both schools and we hope to continue team who are working hard to ensure our students are working together to strengthen our Special Character continuing to progress and aiming high. programmes going forward. Also this term we have begun a review of the Student Council with the aim of strengthening This year we welcome a number of new staff members - see student leadership and student voice across the school. This details on page 10. review involves the elected class reps, the student rep on the Board of Trustees, Mr Johnstone (High School Dean) and myself In week 3 of the coming term we will have the Education and we are on track to have a revised charter for the work of Review Office in the school undertaking a schoolwide review. the student council at the end of this term. We are looking forward to working with the review team and to the feedback they have. Shortly before Easter, we held a wānanga at Michael Park School for our staff. This was an informative afternoon / Finally, this year Michael Park is taking the important step of evening during which we explored our 2016 goal “Ka Hikitia” becoming an enviro-school. This is an important step in and included staff workshops and presentations from Teressa reducing our footprint and connecting with our core values and Hurihanganui, Erena Nicoll, Tamati Patuwai and Professor vision for a more ecologically sustainable future. The student Alison Jones. This event coincides with the conclusion of our council have formed a sub-team to work with our project lead- Treaty of Waitangi policy review and a copy of the new policy is teacher Jovanka Hall and we will be coming to the students and included on page 4 of this issue of the Spiral for your parent community early in term 2 with details of our goals for information and feedback. the year.

Over the past few months Michael Park has been working with Wishing you all the best for the upcoming school holiday, our sister schools to establish a new teacher orientation course Ngā mihi nui, focused on our Special Character curriculum and pedagogy. This new foundations course is commencing at Taruna, Hawkes Bay, in April and we are sending 6 teachers from Michael Park to this course. Our intention is that this course will run annually.

Since December, we have undertaken a review of management roles and responsibilities. I am pleased to announce that we will Adam Dubignon be transitioning to a dual deputy arrangement going forward, with one position focused on Lower School leadership and Principal another on leadership of the High School. These changes reflect 3

Treaty of Waitangi Policy

MICHAEL PARK SCHOOL AND KINDERGARTEN POLICY TREATY OF WAITANGI Rationale The Treaty of Waitangi is the founding document of this country and articulates the relationship between Māori as Tangata whenua and all other people in New Zealand. Under the Education Act, 1989, the National Education Guidelines (NEGs) and National Administration Guidelines (NAGs) schools have legal requirements in relation to Māori. The Education Act, section 61(3)c requires a school’s charter to outline its aims in relation to ensuring that all reasonable steps are taken to provide instruction in tikanga Maori (Maori culture) and te reo Maori (the Maori language) for full-time students whose parents ask for it. The NEGs require each school to operate consistently with the principles of the Treaty of Waitangi. NEG 9 aims to provide increased participation and success for Māori through advancement of Māori education initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of Waitangi. NEG 10 involves respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori. The NAGs require each school to consult with whānau regarding goals and targets for improving the achievement of Māori students and to report to the school’s community on the achievement of Māori students against these goals and targets. Purposes To create a school environment and culture which: 1. Recognises the unique status of Māori as Tangata whenua, the indigenous people of Aotearoa, New Zealand 2. Enables Māori students to achieve as Māori 3. Encourages non-Māori students and teachers to engage with and develop an understanding of Māori language and culture Guidelines 1. All students and staff at Michael Park School will have the opportunity to engage with, learn about and practise Te reo Māori me ona tikanga (Māori language and culture) 2. Michael Park School will work to: i. Ensure proactive engagement of parents and whānau in making decisions about Māori education goals and targets and in the school self-review, vision, values and curriculum. ii. Encourage Māori participation in school governance iii. Provide all trustees and staff the opportunity for professional development in te reo Māori me ona tikanga (Māori language and culture) iv. Provide opportunities for Māori staff to take cultural leadership roles in the school v. Engage and promote positive Māori role models within the school and wider community vi. Provide all students in the school with opportunities to learn and practise te reo Māori me ona tikanga, toi Māori (Māori arts) and with the opportunity to become fluent in te reo Māori vii. Include mātauranga (Māori knowledge and understanding), tikanga and the reo in learning programmes across the curriculum viii. Integrate Māori values in school life on a daily basis including in teacher-student relationships ix. Observe tikanga in formal school events x. Develop a sustainable relationship with local Marae / Hapū 3. Michael Park School will plan, monitor and review progress against the above guidelines annually.

Ratified by BOT/RSST (2015): ______Signed for BOT/RSST Date: 21/03/2016 4

From the Board of Trustees

As I sit down to write this article I realise this will be my last The BOT elections are in Term 2 of this year, key dates; Spiral as BOT Chair. I made the decision a while ago not to stand for re-election and that this term would be my last. As I  6th of May call for nominations have mentioned before there is an inescapable cycle to a  18th May close nominations Steiner education, our annual festivals, the longitudinal celebrations creates a distinct rhythm. With Louis in class 12  Voting papers sent out 25th May and Ryan in his second year at Uni the school is no longer such a big part of my life. It feels entirely appropriate to be  Votes counted 9th June stepping aside and letting others pick up the torch.  New Board takes office 10th of June I have worked in a Governance capacity in Steiner Schools in If you are at all interested in joining the Board please get in NZ and the US in one way or another for the past 14 years. contact with myself, Steffan, Ngaire or Dana. These roles have been in equal parts challenging, demanding rewarding, frustrating and fulfilling. I feel privileged to have Finally, I would like to thank all of you for supporting our been able to contribute in this capacity. I have worked with school, the staff, Trust and BOT. Our community is a great one some truly wonderful people, too many to mention. Steiner to be part of and I feel very grateful and honoured to have Governance boards attract people with big hearts, a strong been given the chance to contribute as Chair and as a BOT sense of community, a commitment to the education, an member. I believe the school is a great space and believe appreciation of the pedagogy and a love of children. there is a bright and promising future ahead.

Working on Steiner Governance bodies is a relatively unique Whakawhetai na roa , me te mo te ika katoa. space, very different from other Governance roles I hold in my professional life. In a Steiner Governance body there is an Aroha nui implied, unspoken bond, a sense of purpose, a shared commitment and resolve to do the right thing. That doesn’t mean we always get it right, but we do largely operate from that intention. Michael Hartley

The MPS BOT is in a really good space at present. We have a Chair solid reporting and adherence regime, we are making Michael Park School Board of Trustees progress against key targets, our budgets balance and we are on track with MOE indicators. To a large extent this down to the great work done by Adam, Erin and the rest of the staff. We have a competent, skilled and dedicated executive which makes the work of the BOT that much easier. There are of course issues that come up, in general, these are the sort of things you would expect to deal with as a board. The working relationship between The College, The Trust and The Board is very strong, creating a solid foundation for the schools activities – all in all we are in a pretty good space.

Leaving the BOT this term are Phillip Boon, Daniel Scholes and myself. Steffan Brunner and Ngaire Cooper will be standing for re-election. I would like to thank Phil and Daniel for their contribution as they have both brought a professional, insightful, balanced presence to the board, delivering exactly what we need from BOT members.

From the RSST

On 11th and 12th March this year, four representatives of If you are at all interested in ensuring the future of Steiner Michael Park School and the RSST attended the Federation of education in New Zealand, I invite you to call me, one of the Rudolf Steiner-Waldorf Schools of Aotearoa New Zealand trustees of the RSST or a board member and talk about how you annual general meeting (AGM). I was one of those can be involved. It might be as a board member, a trust member representatives and it felt really good to take the Michael Park or working at the national level. It is a very satisfying way to give vision of Steiner education to the other schools and early to the future of your children. Give me a call on 021 626 199 or childhood providers who share our belief in this education. email me on [email protected] and I will happily do a bit of dreaming and visioning with you…  The AGM for the Federation was held in Wellington and representatives from 11 Steiner Schools and 25 ECE providers On behalf of the RSST, we wish you and your family a safe and around NZ attended. In New Zealand, we have nearly 2000 enjoyable holiday. students in Steiner schools and over 1200 in early childhood. This event was an opportunity for those people delivering and promoting Steiner education around the country to have shared conversations about how we can take our special education and philosophy to the next level of excellence and profile. Carol Scholes The Federation is the national body of our schools. It is the vehicle that we can use to enter into the national debates of Chair how education develops in the future. It can be the forum Rudolf Steiner Schools Trust through which we can raise the profile of our education and tell the stories of our graduates and why we deliver education the way we do. The RSST needs a treasurer In the recent past, the Federation has not been strong. As a consequence, we have not had the right platform to step up to The Rudolf Steiner Schools Trust (RSST) is looking for a tell our story well. As Michael Park School, we don’t have the new treasurer, is this you? We are looking for someone size or national reputation to be able to tell how good we are at who can guide us financially to continued operating supporting young people to graduate ready to be able to take surpluses. Our trustees are passionate about the value their role in the world, whether they are going on to university Steiner Education brings and need your financial and or into another path. We need a national profile. governance experience. At this meeting in March, we saw clear evidence that the Can you spare four to eight hours per month to be our Federation and the combined will of the schools and ECE treasurer? We need someone who has experience in: providers are coming together in a united purpose. I came away  Budgeting, cash flow, portfolio management and from that meeting feeling really inspired about what is possible. forecasting I then went to the community meeting at the school and heard  Balancing property portfolios and delivery of services directly from parents about their vision of how we can expand  Preparing board level financial reports our school and deliver Steiner education to a wider audience. Our ideal candidate would be someone in management It is a great time to be involved in the leadership and boards of or consulting who has experience or an interest in Steiner education. I am on the RSST, the Board of Trustees and governance to take a functioning and financially solid the Federation board. Both of my sons have been in Steiner trust to the next level. education since playgroup. My oldest son has graduated now and is in his fourth year of an honours degree in law and About us business at Auckland University. My youngest son is in Class 12 The RSST is a charitable trust that was set up to establish and has clear plans for his future. Both of them inspire me in Steiner Schools 52 years ago. Since then the Trust has who they are and how they see the world. I feel a keen sense of established and supported Michael Park School and responsibility to make sure they will always be proud to say they Michael Park Kindergarten. The Trust is the Michael Park went to a Steiner school and particularly that they went to School proprietor and holder of special character and is Michael Park. For this reason, I spend a lot of time working on the Michael Park Kindergarten licensee. how we can ensure Steiner education is representative of Aotearoa-New Zealand today and how we can celebrate the Carol Scholes strengths and integrity of our approach to childhood 021 626 199 development and learning. 6

Financial Update

Rudolf Steiner Schools Trust

Board of Trustees Thank you to all those families that have paid in full or started an AP to cover their fees and donation contribution for 2016. If you need to find out more regarding our fees and donations please contact our accounts department: [email protected] Michael Park School Board of Trustees

[email protected] Rudolf Steiner Schools Trust and Michael Park Kindergarten

[email protected] Business Manager

From the College

Community Meeting Next Steps Parent perspectives on School Development The next phase of this review will see workshops with staff at the end of term 1 and with senior students at the beginning of term 2. Pathways and the Special Character

Special Character On Tuesday 22nd of March we had our first community meeting of 2016 at which we explored the possible future development The guiding question for this part of the meeting was “What pathways for the school and took the opportunity to involve aspects of the Special Character do you value most and want to parents in our Special Character review. see developed further?”

For this enlivening session we worked in groups of 4 or 5 using an The list of responses - including multiple occurrences of a appreciative inquiry approach which enabled the diversity of response - are tabled on the opposite page. perspectives from each group to be harvested. It was a productive With regard to the school environment, participants felt it was and rewarding session during which we explored how the school particularly important to maintain the quality of the school can meet growing demand and at the end we shared highlights environment with green spaces, natural construction materials in from each group’s work. classrooms and facilities. There is also a need for enhanced facilities to support the music curriculum. With curriculum and pedagogy, there was a strong valuing of our balanced curriculum School Development Pathways and interest in maintaining an approach which is cautious about Participants were faced with four possible development scenarios the use of ICT. With community, participants valued the vibrant and asked to consider the pros and cons of each. One option community experience and wanted to see this maintained and involved doing nothing and keeping the school as it is, with developed, and felt a stronger orientation programme was existing facilities and student population around 390. A second needed for new parents, providing greater clarity on our approach option involved expanding the kindergarten and double tracking to education as a Steiner School. the Lower School to accommodate increasing demand and moving the High School to a separate site with a larger High School campus; estimated maximum roll of 560. A third option involved moving the Kindergarten offsite and double-tracking the Community Education Term 2 Lower School and High School (estimated maximum roll of 650). The final scenario involved moving both Kindergarten and High Whānau Hui School off-site and triple-tracking the Lower School for an Tuesday 7th June, 6pm in the staffroom. estimated roll of 525.

The conclusion to this exercise involved participants sharing their Outdoor Classroom for Parents perspectives about what they thought was most important to take Saturday 2nd July, 9am-4pm in the tent. into consideration with regard to the future development of the Workshop with John Lawry. school site and buildings. Then, at the end of the evening, Register your interest with Dana in the office individuals were asked to rank the 4 scenarios in order of [email protected] as soon as possible, as preference using a supplied ranking form. numbers will be limited. What was interesting is that, from analysis of the parent ranking High School Information Evening forms, there was an overwhelming degree of support for the second scenario involving expanding the kindergarten, double Thursday 16th June, 7pm-9pm in the Auditorium. tracking the Lower School and eventually moving the High School Information session for parents and students with Jane to a separate site, with 72% of review participants favouring this Patterson and Adam Dubignon. option.

From the College

Important Aspects of the Special Character RESPONSES ENVIRONMENT / FACILITIES Quality of school environment – An urban oasis with use of natural materials in construction of 3 classrooms / facilities Infrastructure to support artistic work – e.g. music practise rooms 2

More healthy food options

Modern spaces for teaching that are in keeping with Steiner values

CURRICULUM AND PEDAGOGY

A balanced curriculum, centred on child-development, not just literacy / numeracy: Head, heart, hands 6

Approach to ICT - Absence of screens / computers when students are young; No IPADS 5

Regular high quality Special Character training for teachers 3

Opportunities for small classes Curriculum becoming an expression of the community priorities / interests within the Special Character context Valuing of childhood 3

Rituals and celebration of festivals

Critical thinking skills and emotional intelligence

Focus on individual learner needs & development

Nurturing of the child as an individual / it’s okay to be different

Main Lesson

More arts, music and crafts 3

Te Reo

Eurythmy 3

More Special Character-sympathetic movement opportunities and sports

Outdoor Classroom / Gardening 3

More vocational training opportunities

Use of quality artistic materials

COMMUNITY

The vibrant community of the school 4 A stronger orientation programme for new parents with more clarity on why we do what we do and the 2 benefits of choosing a Steiner Education The high value placed on the quality of social interaction

The 15 year journey as a class

Education of parents workshops

Parent support for the Special Character

News from the Office

Meet Our New Staff

There are some new faces around school and some that have joined us on a permanent basis… and even some that have returned! Get to know them here.

Blessing Biran Lower School Relief Teacher

Megan Baguley Luis Bernal Melanie Bray Jill Dixon Lower School Music Outdoor Classroom Careers Advisor Class 6 Teacher

Megan Douglas Najmeh Heidarian Tarquin Hooker Whitney Laumea Lab Technician Teacher Aide Middle School Art High School Secretary

Amanda Lawrence Julie Markotich Tanya Meek Natasha Newton Music Teacher Aide High School English Teacher Aide

Nadine Seidel Ian Thompson Aliona Valyashko Patrice Wilson Kindergarten High School Technology High School Chemistry High School Drama & English 10

News from the Office

Farewell to Carla www.school-links.org.nz We are very sorry to say goodbye to We use School Links to: Carla Adamson.  Send/receive text and email alerts for absentees Carla joined the Admin team in 2014  Send text and email alerts for emergencies and closures in the new role of High School  Send the Friday Flyer and other notices Administration Support. During this time she has been invaluable with Please remember to keep your email address and phone her amazing organisation and admin number updated on School Links, and if you haven’t yet skills she has brought to the High registered, please go online and sign up. School Team. Once we have your submitted details, we will enable We are going to miss Carla a lot and your School links account, and in due course you will we wish her all the best for her future receive an email confirmation from School links plans. containing a username and password that you may use to gain access to our school portal.

Absentees

If your child is absent please inform the school via the absentee line or by sending a school link. With a detailed reason for absence. Please do this even if you have advised the class teacher. Entertainment Books

Signing in and Out The new 2016/17 Entertainment Books and Digital Memberships are now available at the school office. If a student is late , they must sign in at the office. The Roll is taken at 8.30am. Each Membership is $65 with 20% of the sale ($13 per unit) being retained by the school to help build the new playground. If students need to leave the school grounds, a note must be produced or a caregivers signature Each membership contains hundreds of 25-50% off or 2 for 1 (Classes 1- 5 must have a caregiver sign them out). offers from some of Auckland’s best restaurants, cafes, bars, attractions and events. To place your order today talk to Cathy If a Student is unwell, they must inform their in the school office or visit https:// teacher and the office who will contact the www.entertainmentbook.co.nz/orderbooks/994y78 caregiver. We are seeing an increase of students texting parents during school time.

Baby News

A quick update on our staff who left to have babies at the end of last year. Clare Williamson, fundraising coordinator, had a gorgeous little girl called Jade on 20th December. Liz Carpenter, English teacher, had a lovely little boy called Samuel on 23rd December. Congratulations Clare and Liz and families! 11

The Gift of Hope - Charity Team

Wheels Day

We have started this year off with our wonderful Wheels Day on Friday 8 April. We raised $324 for the Muscular Dystrophy Association.

We held activities and competitions with wheels and a ‘Best Dressed Wheels’ Parade, judged by NZ Police Education Officer Cyrus Warwick-Ching. Officer Warwick-Ching even arranged a special flyover of the police helicopter! Some of our activities gave us an insight into what it’s like to be restricted in our movement in everyday tasks.

We were really thankful for Segway NZ’s support again this year and the wonderful opportunity to try a Segway out. Thank you to Mike and Debbie and Dylan Schneider for their support and help on the day, and for sharing their journey with us. Special Mention to Saskia Jamieson and Angus Yearbury who spent time approaching businesses for prizes. Torpedo 7 at Sylvia Park were really generous with their prizes, and Peak Fitness from Farm Cove. Adrienne Le Pelley designed some fabulous artwork for our posters.

Thank you to Kate Le Pelley who designed our logo based on ideas from our Charity Team.

Parents - we always welcome help, support and contributions of prizes towards our charity events. Please contact us for further details, email [email protected]

Warm Regards The Gift of Hope Charity Team

Give Hope - Grow Happiness

Lochy, Estelle, Angus, Saskia, Ede, Adrienne, Anais, Amarita, Brittany, Cathy and Whitney.

Coming Up Next Term

World Vision Weekend 10 -12 June.

This year we are raising money and awareness for Syrian refugees living in camps in Jordan. More details to follow .

Pyjama Day Friday 1st of July

News from the High School

I can’t believe that we are already through term 1. It seems Name NCEA Level 3 Endorsement like it was only last week that I was touching base with our students and colleagues after a restful and scorching summer Samantha Noakes Excellence break. Roma Prangley Excellence NCEA results for 2015 Bronte Carr Merit Jamin Drupsteen Merit Level 3 results for 2015 was somewhat lower to results we had in the previous two years with 76% achieving NCEA level Jasmine Garlic Merit 3 last year compared to 92% of students in 2014. However, Christopher Glover Merit our results still compare favorably with national results and we have undertaken a review or programmes and resourcing Connur Warhaft Merit to ensure we are well placed to strengthen student Esme Zanchi Mabey Merit achievement at Level 3 this year. Our Level 2 NCEA results were outstanding with all 30 students who completed the Class 11 year achieving NCEA level 2, 16 of whom were NCEA Level 2 Endorsement endorsed at merit or excellence. Jacob Allan Excellence Steiner School Certificate (SSC) results for 2015 Benjamin Delamore Excellence Level 1 SSC results were excellent with 20 out of 23 students Helen Ding Excellence attaining SSC level 1 in their class 10 year and 17 out of 20 attaining endorsement. Mike Mortimer Excellence Special recognition is given to the students in the table to the Rainton Oneroa Excellence right for achieving NCEA Endorsements Marino Te Moni-Flavell Excellence Congratulations to all of our students. Tabea Trounson Excellence

What’s happening in the High School Megan Bridgewater Merit Carlina Champion Merit Classes 9, 10 and 11 arrived back from their Main Lesson camps last week. Class 12 have just completed their last Amber Crossland Merit performance of Niu Sila that they have been working on with Alex Grey Merit Ms Wilson over the last 4 weeks. Arthur Hon Merit Class photos and family portraits were taken on Wednesday. Arthur Lee Merit Below is an outline of the High School main lesson program for term 2. Justin Quah Merit Naku Noa, Timothy Sang Merit Desmond Pemerika Ethan Scholes Merit Deputy Principal

Class 8 Class 9 Class 10 Class 11 Class 12 Geometry History of Art Human Biology Power & Poverty World Chemistry Ms Paterson Ms Fair Ms Hall Mr Mitchell Mrs Valyashko

Algebra Geology Mechanics Statistics IP Research Mrs Valyashko Mr Mitchell Miss McKinney Mrs Barretto Mr Pemerika

Human Social Class 8 Play Statistics Development Music Astronomy Ms Wilson Mrs Sands Ms Hall Ms Lawrence Miss McKinney 13

News from the High School

Student Council Review

This term we have begun a review of the student council. The student elect on the Board of Trustees, Rainton Oneroa, and the two student representatives from each of Classes 8-12 have been meeting with me and Mr Johnstone to review the role of the council and devise a new charter describing the student council’s role and goals going forward. This has been a rewarding conversation with a shared aim of strengthening student leadership and participation in self-review and in the development of the school’s annual and strategic plans. We are on track to have the charter completed at the end of this term and guiding our work together going forward. Adam Dubignon Principal

High School Camps 2016

High school camps provide a practical context and are aligned with the generative impulses of the Steiner Curriculum. This enables students to apply and develop knowledge and skills from the Main Lesson content. It involves working in a collaborative, mutually supportive team. In all camps there is an emphasis on the development of individual and collective responsibility. Education outside the classroom is an integrated component and promotes a secure feeling of connection with the World, and strengthens and deepens the class community. Class 10 camp In Term 1, classes 9, 10 and 11 went on their respective Students went on the Surveying camp at Whatipu in West camps. Auckland. They used different Surveying techniques, such as

linear and radial, to produce a scaled map of a given area. The students were involved in practical tasks such as Class 9 Camp measuring distances using measuring tapes and measuring Class 9 camp on Permaculture was linked to the Rights and angles between posts using a compass. Through this Responsibilities Main lesson. It was based at Awhi Farm in Surveying project, students made sense of the world around Turangi. The students spent a week at Awhi Farm, a them and improved their level of accuracy and precision. The Sustainability and Permaculture Research Centre, where they application of mathematical calculations was possible experienced some of the ideas that they have discussed in through this activity which allowed ideas to be demonstrated the main lesson within a practical setting through working on in practice, and the students measured and drew a small land the land and building. area map. 14

News from the High School

energy flows and feedback mechanisms within an ecosystem. Human impacts on ecosystems and biodiversity were also explored.

This was a very valuable and practical experience for High School students whereby they were challenged and compelled to move out of their comfort zone.

Class 11 Students went on an Ecology camp to Hunua. The students explored interconnectedness and diversity of life within ecosystems. They gained an understanding that Ecology is the study of organisms, populations and communities as they relate to one another and interact in the ecosystems they comprise. While on camp they had a practical experience of 15

News from the High School

Class 8 Mechanics Main Lesson

Class 8 students designed and built a variety of balloon popping machines for their Mechanics Main Lesson ‘Lifting and Shifting’.

News from the Lower & Middle School

Breadmaking in Class One

A few weeks ago our dear buddies from Class Twelve came to help us make bread. They helped us with the measuring, the mixing and they helped us with the shaping of our buns.

When we had finished cleaning up we all listened to a story before we went to morning tea. Later on, at lunchtime, our buddies came back to eat the bread with us.

Class Three Shelter Building

I struggled with tying up my shelter, it kept falling down. I kept on trying then it worked out. - Sabina My shelter was not successful at the start. My mind plan was a hut. The struggles I had were the hut I made kept falling down and it was hard to get the sticks steady. - Tilly First I had an idea but I struggled, because it kept on falling down. So I tried again but that time one of the sticks broke so I tried one more time, and that time I had success, because I used bees wax. - Natalie I had a plan to build a shelter like a teepee. It was hard to tie the sticks up. In the end it was too late to build a shelter by myself, so me and Sophie built a shelter together. - Jenny

- Drawing by Amelia

News from the Lower and Middle School

Class 4 Freehand Geometry

Examples by Meela and Mei Ling

Square Spiraling Pentagon Spiraling Pentagon

Spiraling Hexagon Diminishing Hexagon

Reflections on a Class 5 Main Lesson I felt a little anxious as I sat down to plan for this Main Lesson. After some reflection on what might be triggering this I became Look to this day! clearer. This time around I did not have an Indian family in my For yesterday is but a dream current class, so I felt unsure that I could provide the depth and And tomorrow only a vision richness required. I discussed the ideas that I did have with my But today well lived makes every yesterday a dream of happiness parents at our class meeting and was thrilled at the many And every tomorrow a vision of hope. wonderful ideas and offers of support that were forthcoming. Look well, therefore to this day! Such is the salutation to the dawn. Within a week the traffic of emails bouncing around in the class google group was frenetic as our Indian themed lunch bar From “Salutation to the Dawn” fundraiser was organised. On the day the lunch bar was a hive of - Kalidasa, Indian Poet activity with adults and students dressed in costume, colourful pieces of fabric hung from the trees and the most delicious smells In Class 5 we have just completed our Ancient India Main Lesson, of Indian food permeating the air. and what follows is a window into the journey we shared as a class with parents and members of our wider community. Thanks to a couple of parents, the class were treated to two workshops by different musicians demonstrating traditional

News from the Lower & Middle School

Indian instruments. And thanks to another parent we spent a whole Main Lesson learning about the history of Sanskrit and then we spent time practising writing a poem in Sanskrit – it’s not as easy as it looks.

A spicy interlude came when Shahji from Marua Rd arrived with his famous spices. After a wonderful talk and quiz, he demonstrated for the class how to create a quick and yummy Indian snack.

A wet Friday at the end of week two saw us dressed in our Indian finery once again and off to the wonderful Sri Ganesh Temple, again made possible by yet another wonderful parent. We shared several other similar experiences and of course our journey culminated with the fantastic projects researched, created and presented by the students.

I have learned a lot about myself through the Main Lesson journey I have shared with the class and the parents. In particular I learned that stepping back and making room for the enthusiasm and expertise living in our classes’ parent community has enriched the learning journey for every student in the class. For this I am very grateful.

Janette Feenstra Class 5 Teacher

News from the Lower and Middle School

Class 6 - The Rise of Rome To appreciate Roman Art we made mosaic pavers. These have been laid outside Classes 4,5,6 in front of the recycled compost This year in Class 6 we learnt about the Rise of Rome. For some bins. To beautify our area we used pavers that were about the people, Rome was very interesting but for others, not so. We size of two bricks. Our goal was to have the Class (by making one learnt how Rome was established and that the Romans didn’t letter each) “The Wiggles Family Farm.” However, not all were care so much about family as they did for the law. able to do the letters and created their own picture instead to decorate the bins. These mosaics add a new level of colour to the Romans loved to watch people fight to death in large arenas like gardens and take another step in beautifying our environment. the Colosseum. This spectacular area stood until an earthquake felled the entire west side of it. Joel Bennett & Kiran Singh Class 6

News from the Lower and Middle School

Class 7 Human Physiology Main Lesson Class 7 students have recently completed their second Life Cycles Main Lesson in which we explore concepts of wellbeing and take close- up look at systems in the healthy human body. This includes study of the respiratory system, the circulatory system, the digestive system and the male and female reproductive systems. Students also undertake a personal project. This year students focused on how to keep themselves safe with social media and planning a balanced diet for a week.

Fatemeh Abdollahi Artwork by Class 7 Teacher Masha Pavlenko

News from the Kindergarten

This year the kindergarten is reviewing aspects of its mathematics an adult or friend to work out whether there is enough (sense of learning in collaboration with the school. As the school refines its number) change it if necessary (problem solve) and then find out learning steps for class 1 the kindergarten is considering what this at morning tea whether there really is a place for everybody (self- means for our 6 year olds and how we can provide continuity in assessment) and then help out if something else is needed (self- the learning steps between kindergarten and class 1. It is correct). Whew, what a huge task! And what a lot of confidence important to us that we lay down the foundations for and competence you need to manage it! mathematical thinking in a way that is both practical and On the following page is an excerpt from an article by Lisa experiential and strongly focussed on knowledge and skills that Gromicko exploring some of the foundations of mathematical are embedded into the everyday rhythms of kindergarten. thinking in a Steiner setting. You may have had a delighted and proud child at home letting you know they set the table. For our 4 and 5 year olds they may have helped a big 6 year old and for the 6 year olds this is an important responsibility to be celebrated. Perhaps your kindergarten child could set the table for your family at home? By the time children leave the kindergarten most 6 year olds can set the table for morning tea. Setting the table is no easy feat. To do so you first need to count the number of children in the room (counting) and add on the number of adults (counting on), work out where the tables and chairs go (spatial awareness), move the cups and bowls (weight ) and arrange them on the table (repeating pattern). Once you’ve managed this you check in with

News from the Kindergarten

to proper brain development for the young child, actually interfering with concept development. The activity of play especially, provides the child with the most enriched setting for the learning of concepts. “If we observe carefully, child’s play is revealed to be excellent unconscious preparation for future education in mathematics and natural sciences, provided this play can proceed freely, and without an adult agenda.” We can see in the young child, the brilliant genius of play in its most scientific essence. Like the archetypal ‘scientist’, the child is totally absorbed, taking great interest, exploring and ‘playing’ with the physical world.

Math and Science in the Kindergarten Waldorf Early Childhood Settings by Lisa Gromicko Steiner-based, early childhood settings abound with rich opportunities for the development of math and science concepts. This may be surprising to some who can easily see the beauty, language, and coziness of the Waldorf kindergarten, but not necessarily the mathematical or scientific side. A primary focus of Waldorf early childhood education is on the care and development of the physical body of the child, and that of the Beginning in infancy, the young child is learning concepts. The child’s environment. Considering the ‘physical’ basis of the early free-exploration of the early years provides the foundation for all years, it then becomes possible to glimpse the natural future math and science learning. The infant begins to perceive mathematical relationships. In reality, all activities of Steiner- the world and eventually to track the movements of activity in the based early childhood education are math and science based, surroundings; feeling the various textures of objects, the warmth including activities of language acquisition and pre-literacy, such of a caretaker’s embrace, that of the sunshine, or the cold wind as listening and word recognition, patterning, and story blowing on the face (temperature). The child is also unconsciously sequencing. living and learning at this time about the powerful rhythms of day and night, the concept of time sequence. The child learns about How do young children learn fundamental math and science the physical experiences of hunger: how the body feels, what concepts and skills? Concepts are the building blocks of audible expressions are needed to bring a caretaker with knowledge, accumulated and built upon through experiences and nourishment, the comfort in the body of having physical and physical movement in the world. Healthy children manipulate emotional needs met. concrete materials (including their own bodies) in every situation, collecting ‘data’, and through repeated exposure, finding order Then, physical movement begins. One day, the child becomes for that ‘data’. The order the child then creates leads to the aware of his limbs, and this begins the long process of discovering development of concepts. Young children are naturally astute how to grasp objects. The child investigates every object within mathematicians and scientists, learning vast amounts of reach: tasting, turning over, rattling, biting, dropping objects to information daily, as they explore the world and move in their the ground. Concepts such as weight, texture, hardness, shape, bodies. Without needing flashcards or structured lessons taste, sound and temperature are all registered continually at this however, the young child learns the fundamentals of math and age through primarily, naturalistic experiences, led by the child. science concepts, with every sense impression, movement and These spontaneously initiated experiences, are the primary mode action. Research has shown that ‘structured’ math and science of learning in the early years and continue to be valuable for older lessons in early childhood are premature and can be detrimental children, as well. An interesting and rich, natural environment,

News from the Kindergarten

Healthy physical development of the child is a critical prerequisite for proper mathematical and scientific education. Plenty of movement and opportunities for play provide physiological, neurological, and the experiential foundations for learning about the physical world. The young child needs tremendous amounts of movement (often under-estimated today), sleep, and a healthy diet rich in essential fats, in order to support the proper myelinization of the brain, which is required for the successful development of sensory, motor, and cognitive functions, in preparation for academic readiness. “His consciousness slowly awakens to grasp the qualities of space and time, of quantity, number and geometric laws in correspondence to his physical development. That is why the healthy formation and maturation of the sensory organs and with adults engaged in purposeful activity, provide the child with their functions, as well as the movement organism, are a top endless opportunities and motivation for interacting with the priority of preschool and kindergarten education, extending surroundings. into the first few grades of elementary school. Mobile toddlers learn multiple concepts about spatial Through their activities the children come to know the relationships with the world, in their tireless efforts to stand up, properties, qualities and patterns of their environment. For walk, and then in falling down and getting-up again. Becoming example, coming to stand upright and learning to walk are upright and mastering movement through the three planes of experiences of gravity and spatial dimensions. Later, similarly, space is a monumental accomplishment and informs all future the child bodily experiences momentum and buoyancy, gravity, concepts of spatial understanding. Activities such as ‘crawling centrifugal force, friction, and so forth, when he jumps rope, over and under’, ‘climbing’, ‘walking’, ‘running’, and ‘jumping’, plays on the swings, merry-go-round, teeter-totter or slides. He naturally provide the essential bodily basis of geometry and can comprehend these principles and transpose them into his physics. The child will now endlessly sort objects, pick them up, play, when, for example, he lets chestnuts roll down the slope carry them, place them inside of a container and then dump them of a wooden board or when he builds runways for marbles or out again, developing the concepts of one-to-one correspondence bridges and towers. In this process he also explores the laws of and cause and effect. It is very interesting (and fun!) to bang on leverage, stasis and balance. (Developmental Signatures). pots with wooden spoons, drop food on the floor (gravity), to build with blocks, and pick-up the tiniest objects visible on the All young children delight in participating in concrete, everyday ground. Toddlers explore the concept of weight, especially that of activities, all of which support math and science concept ‘heavy’. They also experiment with throwing objects into the air. development. Those of the home or kindergarten environment Being in water is another ‘laboratory’, where this fluid medium are especially accessible at this age: taking the compost out to the allows for the experience of buoyancy. garden, digging and preparing the garden, watching the plants grow, caring for pets, sweeping the floor, setting the table, chopping vegetables, serving food, dusting the furniture, woodworking, picking up toys and putting them away (ordering), sorting the onions from the potatoes (sets and classifying), sorting laundry, ordering the boots by the front door, baking. Singing together and playing live (unrecorded) music, allows for proper development of the inner ear, forming musical and acoustical foundations for math and science. Movement in play and circle/ ring time provides many opportunities for learning body geography, developing balance, spatial awareness and orientation; vestibular, proprioceptive, and kinesthetic integration, all of which provide critical foundations for mathematics. Playing with logs, stumps, boards, bricks, ropes etc., allows for mechanical learning that can include levers, fulcrums, and pulleys. Dramatic play includes dressing-up, ‘house’ building

News from the Kindergarten and the imaginative (representational) use of objects. For example, a piece of wood may be used as an iron or telephone, or a puppet used as a character to tell a story, which provides the neurological foundations for the later use of abstract symbols (numbers and letters) to represent ideas. Cooking allows for learning the concepts of measurement, parts and wholes, chemistry, volume. Preschool and kindergarten-aged children learn about the concept of counting by counting napkins, birthday candles, how many chairs are needed at the table? They enjoy rhythmic, repetitive language in storytelling, and counting, clapping, songs and verses, which support mathematical foundations. They love to sort toys, shapes, colors, animals, etc., which develop the concept of classifying, a pre-algebraic skill. Order, patterns and sequence become very important at this age as the young child begins to organize these concepts and have beginning capacities for abstract thought. The earlier acquired concept of one-to-one correspondence in infancy and toddlerhood is foundational for the concepts of this stage. Examples of this concept for the young child include: one mitten for each hand, one shoe for each foot, one hat for each head, one coat hook for each coat, one seed for each hole in the planting row, one chair/cup/bowl for each Staffing Changes in the Kindergarten person, etc. At the end of this term we say a warm farewell to Karen Doughty. We have very much appreciated her depth of pedagogy and her generous leadership and support. She has been an inspiration in our practice and a miracle in transforming our garden. While we will miss her we are also excited for her next steps in life. Form the beginning of next term Stacey McManus will be working alongside Sarah Tucker in Jacaranda Kindergarten, and we are delighted to welcome Hannah Spierer, an experienced Steiner kindergarten assistant, who will be working alongside Nadine Seidel in Rose Cottage

Karen Affleck

In addition, young children naturally acquire standard, science process skills, such as questioning, analyzing, reasoning, communicating, connecting, representing, investigating and organizing through plentiful daily opportunities for cooperative and/or solo free-play, and practical activities. References Blanning, Nancy and Laurie Clark. Movement Journeys and Circle Adventures – Movement Enrichment With A Therapeutic Approach For Early Childhood, (n.p.). Patzlaff, Rainier, et al. Developmental Signatures – Core Values and Practices in Waldorf Education for Children Ages 3-9. (Ghent, N.Y.: The Association of Waldorf Schools of North America, 2007). 24

News from the Kindergarten

Discover Your Inner Chef

Over this term we have had a wonderful cooking class in the “The whole foods cooking class could not have come at a kindergarten focusing on how to cook healthy plant based meals. better time. Having a growing teenage vegetarian in our This 8 week course covered yummy family meals, fab breakfast midst, has created some challenges regarding finding the ideas, lunchbox inspiration, scrumptious salads and divine best ways to provide enough nutrient rich food to grow a desserts. We hope to offer this again next term. healthy human. Tracey has taken me through the mystery of lentils, grains and how to create a whole food ‘ready’ In this course, my aim has been to inspire and enable those pantry, in a practical and demystifying way. attending to confidently cook and prepare simple, delicious and nourishing plant-based meals, desserts, treats and snacks that the Tracey has been amazing in sharing her skills, recipes and her experiences with her own children. I am so grateful to whole family will love. We have covered sweet treats, hearty both Tracey and MPS for this initiative. It has been a family meals, lunchbox favourites, gorgeous salads, divine powerful, timely and life changing event and she has been desserts and more. an inspiration.” - Rachel We start by looking at the pantry and all the staples that I “Who would have thought that vegetarianism is more than recommend you stock to support a plant-based, wholefood leaving out the meat and grating cheese over everything!!! lifestyle. My approach is very flexible, accommodating and all Through Tracey I have learnt there is much more, deliciously about meeting people where they are at and helping people take much more to vegetarianism than that. steps that they are comfortable to move towards a healthier The class has learnt we can have treats gluten free, sugar lifestyle. free, dairy free and totally delicious: chocolate macaroons, It has been a real joy teaching this course and seeing people apricot and almond slice AND chocolate chip cookies. experimenting and loving trying new things with their families. It We have learnt how to construct nutritious meals around is aimed at people who want to gain more confidence in the millet, lentils, brown rice and beans that the entire family kitchen and would like to learn simple ways to make healthy food will love. I absolutely love the Spicy Red Dahl and can’t wait delicious, or those who are bored with their cooking regime and to learn about the Polenta bake! would like new inspiration around cooking nutritious and “The whole foods cooking class could not have come at a delicious meals for people they love. And importantly… to make better Tracey has given me the knowledge to be cooking fun! adventurous with my meals and who knows what can be accomplished from left over millet porridge (Tracey knows).” Tracey Bennett - Penelope [email protected] "In a matter of weeks I went from someone who could only cook meat and 3 veg to cooking what my wife and children call gourmet meals. The beautiful thing with this cooking course is that the food is so simple to make, yet nutritious and more importantly, delicious. It has revolutionised all our meals - breakfast, lunch and dinners and we’re all feeling better for it. I actually look forward to preparing the meals and weirdly, find myself baking on weekends, which if you’d told me I’d be doing that a few weeks ago I would have laughed at you. If you want to eat and feel better, then I highly recommend this course." - Wade “I have enjoyed this course immensely! Every recipe is being cooked at home and I feel great that I can cook up easy nutritious meals from the recipe folder provided. An added bonus is my increasing confidence at adapting my own recipes and trying new ingredients. Thank you so much Tracey.” - Joslyn

Harvest Festival

The Snapdragon Pataka (storehouse) will be moving to a brand new home! You will find us in our new location alongside the whare, conveniently located right at the front gate.

In term 2 you can look forward to extended shopping hours at our exciting new space, where our handmade gifts and treasures will be beautifully laid out for you to purchase.

Easter Festival

Easter in Autumn We had students performing music, a group of parents did a beautiful Eurythmy performance to a poem by Rudolf When I came to live in New Zealand from the Northern Steiner and our itinerant teachers Rosana (violin) and Hemisphere it took some adjusting to get used to the Margaret (cello) performed an item by Bach. I couldn’t festivals in the opposite seasons. Easter proved for me the help but think how lucky our students are to be able to hardest to get accustomed to as Easter in spring just felt listen to such high quality live music. The teachers sang in more in tune with the Festival of resurrection. But it also 6 groups from the Taize Brothers “Per crucem”, also forced me to think more consciously about each Festival. accompanied by violin, cello, flute and guitar. We also There have been endless discussions about the Festivals sang songs together as a school. and the seasons and whether some Festivals in the For the end of the Festival each class 12 student had Southern Hemisphere should be switched around. prepared a little Easter poem to recite on stage, while Just recently a beautiful book “Festivals in North and getting bags, filled with bulbs, they formed a cross on stage. The two arms of the cross moved into the South” (Evelyn Francis Capel) was passed on to me. The community to hand out to each student a bulb to take author writes “The spiritual rhythm is experienced alike all home and plant. The message for class 12, soon to leave over the world. The Christian year is one for all mankind… our school, was the picture of the cross: I feel the strength because the picture of Christ’s working is related to the in me – spreading my arms – to give to the world. whole earth as one, the festivals fit into the appearances in Kerstin Mahr nature at the different seasons, even when festival and season meet in different ways.” Interestingly, Capel goes For the Festival group on to talk about Easter and how it was originally supposed to be held in autumn. “It is much easier to experience it (Easter) in the southern hemisphere, where autumn is the season in which Easter is celebrated, than it is in the north. In 1924 during Easter, Rudolf Steiner spoke of an original intention, changed within the Christian Church, that the festival of Resurrection should belong to the autumn in tune with the pre- Christian custom of celebrating the death and rebirth of the young god Adonis at that time.” On Thursday the 24th of March our whole school came together to celebrate the Easter Festival where the meaning of Easter was explained and the picture of death and rebirth reflected in the seeds we see around us. 27

Tales from the Handwork Room

the mind absorbed in a healthy way, providing an escape from stressful thoughts but allowing for internal reflection.” (Carrie Barron, a psychiatrist at the Columbia College of Physicians and Surgeons in “The health benefits of knitting”, by Kate Hassett, 2/02/2016) I am very fortunate to teach the Class 8 students who are currently taking spinning. They arrive chatty and full of life at my Handwork door. They each get greeted before they can enter. Each one of them has learnt the skill of spinning. Some learn it instantly, some can take a while as it is a very complex activity to integrate all the different aspects. It seems so easy to treadle and get that wheel in motion, but once the hands come in, it is a Most people who get around Michael Park School will have seen a totally different story. The wheel is a little machine, which needs lot of spinning wheels in our handwork room and will have seen fine tuning to make it work. What has been so wonderful, after a students working with them. while in the room, the students become all quiet and completely absorbed in their activity. We teach spinning in class 8. I guess the question arises very quickly, why in our times we teach this skill to young teenagers? All of them will try to make an item out of their wool. There are so many Most students just accept the fact, that in a Steiner school you aspects of the whole process, which learn things like that and do it. But a few years ago I had one provides new learning all the time. student entering the room and lining up 4 chairs to lie on, as that We recently received some beautiful class was definitely not going to challenge his brain, so it must be Angora goat wool that was donated rest time. I had to come up with something. I explained to the from a parent. The wool is so students, how we have the most nerve endings in our fingertips beautiful but, as we soon found out, and by using them in different new ways we start to develop new so much harder to spin. We all learn pathways in our brains. Also when one looks at human evolution to card the wool (making the raw wool nice and fluffy to spin), we it is not that long ago, most people used their hands on a daily started to dye some and, and, and…. it has endless possibilities. basis in many different ways. I have to say, it did the trick for that student and he was of his horizontal position and became a Renate Hiller is a fibre artist in America, and I would recommend successful spinner! to listen to her and her deep wisdom relating to that topic: http://www.onbeing.org/blog/world-through-hands/3931 I would like to finish with a quote from her: ”The use of the hands is vital for the human being, for having flexibility, dexterity. In a way the entire human being is in the hands. Our destiny is written in the hand.” Kerstin Mahr

Neuroscience is catching up to what is already ingrained in the Steiner curriculum. There is now a lot of research relating to this. I came across this quote that also relates to spinning: “Using your hands meaningfully triggers healthy engagement and activity in about 60 percent of your brain, said Alton Barron. The rhythmic, mathematical nature of knitting and crocheting keep 28

Sports News

This year, the senior boys’ volleyball team competed in the Eastern Division 2 grade which spanned over 4 weeks with 8 matches. While the team is primarily made up of class 12 students, some class 11 students had also participated. The result this year was the best I had witnessed thus far, where the boys won 5 out of their 8 matches. This placed us in 3rd, tying with One Tree Hill B and Macleans B. However, winning was not easy as this grade contained a few high quality teams. While 3 matches were won in straight sets, the boys were forced to fight back from a set down in 2 matches before converting them in a third set (super) tiebreak. As you could imagine, the intensity was very high. This says a lot about the attitudes of the boys where they are always willing to give 100%. It is this determination which ultimately gives them the wins. Jack Tai Volleyball Coach

Eurythmy

On 9th March, the Aotea Eurythmy Ensemble performed at eurythmist, Uta Stoll-Kuwilsky. We are very fortunate to have Michael Park School. There was a morning performance for Norbert Mulholland speaking the poetry for the group. Norbert younger children and an afternoon performance for older teaches in Raphael House School and is a trained speech and students. Audience numbers were boosted by students from the drama artist, as well as poet. Titirangi Rudolf Steiner School - it was a great pleasure to The fairy-tale proved to be the most popular item on the welcome them to Michael Park. These performances were the programme, full of colour, humour and music. There were final ones in a week of touring. several other group-pieces and solos. The Ensemble is hoping to The eurythmy ensemble consists of current and past eurythmy return to Michael Park in two years' time with a new programme teachers from Te Ra, Raphael House, Taikura and Titirangi Steiner for schools. Schools, as well as Bruce Haswell playing multiple instruments Eileen Boland. and Lyn Vigrass piano. Our director is a Wellington-based

Do you enjoy working with wood? Do want to get involved in our community in a practical way? If so, come along to the Wood Group and help us make things to sell to raise money for the school at the Summer Fair. For more information contact Roger Firth We meet in the woodwork room (above the tennis courts) 0272 309 149 each Thursday from 7:00pm to 9:30pm. 525 1112 (a/h) All are welcome (except we are not allowed children, sorry) [email protected] and no experience is necessary.

School Holiday Programme at The Christian Community

Holidays are approaching and we will once again offer our regular School Holiday Programme. Monday 18th to Wednesday 20th April. It will be held daily from 9.00am to 3.00pm and is for children aged six to thirteen. This time it will be all about dyeing. We will explore different techniques of dyeing such as tie dye (t-shirt), fabric and wool dye, and wax batik. As always we will have storytelling, fun and games as well. The costs for this three day programme including materials is $90. For bookings please contact Andrea on 579 1508 or email [email protected] Venue: The Christian Community 10 Rawhiti Rd, One Tree Hill

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Readers may contact the editor if they feel that advertising standards have been breached.

To contact the editor, or if you would like to place an ad in the Spiral magazine, please email [email protected]

Mothers of MPS Netball Team Organic/Biodynamic Gardening at Steiner House

104 Michaels Ave , Ellerslie

Mondays between 9.30 and 11 am during school term.

Come and learn about Biodynamic gardening, and give us a hand in maintaining the garden. Plans are being made for Winter and Spring: this is the best time to join us if you intend to grow your own food in the next season, get the children to observe Nature and spend more time outside: we cover topics such as soil preparation, recycling, planting seeds/seedlings, crop rotations, Biodynamic cycles and preparations, etc...

Please register now for the Autumn-Winter term starting on Monday 2 May. [email protected]

Our aim is to learn how to grow wholesome nutritious Biodynamic food. All welcome

* Helen O’Grady Drama Academy has classes for students aged 5 to 17 years, in this area.

* We are aimed at developing ongoing confidence, self-esteem and skills in verbal communication.

* Our programme is exciting, motivational and great fun.

* All our teachers have specialist training in the Helen O’Grady Drama System.

For further details, please ring Debbie Napier on 836-0233 or email [email protected]

www.helenogradynz.co.nz

Mothers of MPS Exercise Group Tutoring Service The YMCA in Ellerslie kindly started up a ‘Mothers of MPS’ exercise group for us in term 4 last year. My name is Luca. I graduated MPS in 2014 and I'm now studying a bachelor of We get together on Tuesday and Thursday mornings science majoring in physics and from 8.45am to 9.45am to do circuit training with a mathematics at University of Auckland personal trainer. I am offering a tutoring service for students It costs $6.00 per session to join us and there is still in classes 8-12 for Maths, Physics, English, room for 10 more people to join our group. At the Chemistry and other subjects moment we are a regular group of 6 to 8 people per $25-30 per session for 1 - 1.5 hours. session. If you would like to join Luca Richards us then just turn up at 02102410362 the gym on one of the [email protected] above days or call the YMCA Ellerslie for more details on Ph:-579 4716. If you get the chance do come along we have a great work out and a laugh at the same time.

An alternative healing & physical therapies centre, designed to empower you with the resources to transform your Mind, Body, Heart and Soul. Our Holistic Therapies include:  Chakra Clearing & Balancing  Crystal Healing  Integrated Energy Therapy®  ThetaHealing®  EMF Balancing Technique®  Reconnective Healing®  Reiki  Holistic Life/Soul Coaching  PSYCH-K®  Angel Therapy & Past Life Regression  Ear Candling and drainage massage  Relaxing and reviving body and head massage  Cranial-sacral & structural body work (Oestopath)  Accunet Healing  Bio Cleanse (detox foot spa)  Naturopath and Herbal Medicines  Grief Counseling  Clairvoyant Readings Our Gift Shop stocks a beautiful range Crystals, Art & Gifts from our community, including; Crystal for children, soaps, soy candles, handcrafted gift cards, essential oils, crystal jewelry, oracle cards, art work, pendu- lums, herbal/naturopathic medicines. Plus much more. Gift Vouchers available for all services.

71 Marua Road, Ellerslie 09 579 9841 Open: Monday to Friday 9am - 4pm Saturday and after hours appointments available www.beyondtheveil.co.nz www.healinghouse.co.nz

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TO LEARN MORE ABOUT THESE 100% PURE ESSENTIAL OILS School Holiday Classes ...... Drama – Open Your Eyes to Drama (Ages 8 - 12) 18, 19 and 20 April, 9am – 12pm $89

Cooking - Aspiring Young Cooks (Ages 8 - 12) Call Anna Chandler 19 and 20 April, 9am – 1.30pm $125.00 (includes ingredients)

Robotics and Electronics (Ages 8 - 11) Product Consultant 27 and 28 April, 10am – 1pm $69

Flight and Rocketry (Ages 8 - 11) 21 April, 10am – 4pm $75

021856656 Parent and Child Yoga (Ages 6 - 11) 19, 21, 26 and 28 April, 10:00am - 11:00am $35 (per couple)

Where: Selwyn Community Education, 203 Kohimarama Road

To enrol go to www.selwyncomed.school.nz Or phone: 521 9623

DENYS TRUSSELL Pianist, Teacher of Piano and the Theory of Music

For several years Denys Trussell has taught classical piano to some students attending Michael Park School. He works at his studio in Eden Terrace and also has a venue he uses for public performance in Ellerslie. Here he keeps a concert piano. This auditorium and piano are used at times by his and other piano students preparing for exams. Denys Trussell takes students of all ages and stages of musical development. Those studying with him can sit external exams, such as those offered by the Royal Schools of Music, or they can learn in a less formal way without using exam systems. He teaches across the whole classical repertoire including music by New Zealand composers such as Douglas Lilburn. He can be contacted at: Phone (09) 308 9940 e-mail [email protected] www.parnell.org.nz

35 Michael Park Steiner School Kitchen Our new term 2 menu is finalised! Details and order form will be updated shortly at our website: www.gohanyasan.com We provide tasty and healthy food, snacks and beverages all through the day, Monday to Thursday; including morning tea, lunch and afternoon tea. Meals can also be ordered as takeaway dinner for those who want to have a break from cooking. Most of the fresh produce and ingredients used in our menu are organic, supplied by Ceres, Ooooby, and Ellerslie Butchery. Vegan and gluten free options are available every day. See you there!

Michael Park School lunch bar team

Term 2 Menu

Monday Tuesday Wednesday Thursday

Thai Curry Japanese Fried Noodles Pizza and Salad Quesadilla and Salad Mexican corn tortilla with (GF, VG) (GF or Wheat, VG) (GF or Wheat, VG or Vegetarian) flavourful fillings

Week A (GF, VG or Vegetarian)

Sorry, no photo

Sweet and Sour Vege on Rice Quiche and Salad Onigirazu (Sushi) Baked Pasta and Salad Japanese rice sandwich (GF, VG) (GF or Wheat, VG) (GF or Wheat, VG) (GF, VG) WeekB

Panzerotti Spring roll (mince or VG) Apple roll Croquette (potato fritter) (Italian savoury pastries) Onigiri (rice ball) (GF) Potato roll Onigiri (rice ball) (GF) Onigiri (rice ball) (GF) Millet energy bar (GF) Onigiri (rice ball) (GF) Millet energy bar (GF) Millet energy bar (GF) Granola (with organic cow or Millet energy bar (GF) Granola (with organic cow or Granola (with organic cow or soy milk) Granola (with organic cow or soy milk) Snacks soy milk) soy milk)

Panzerotti Spring roll Onigiri Croquette