December/Hakihea 2016
Table of Contents
Page 2 Term Dates Page 15 Class Communities Page 3 Principal’s Letter Page 16 High School Page 4 Board of Trustees Page 22 Middle School Page 4 Rudolf Steiner Schools Trust Page 26 Lower School Page 5 College Page 28 Kindergarten Page 6 Fair Update Page 33 Sports Page 8 Gift of Hope Charity Group Page 33 Kapa Haka Page 9 Financial Update Page 34 Eurythmy Page 10 Attendance Dues & Donations Page 35 Festivals Page 12 Office Update Page 36 Other Notices Page 14 Digital Media Update Page 38 Classified Advertising
Term Dates
TERM DATES 2017
TERM 1 (100 Half Days - 10 Weeks) Thursday 2nd February - Thursday 13th April Waitangi Day - Monday 6th February Last day of term four is Friday 16th December. TERM 2 (98 Half Days - 9 ½ Weeks) Monday 1st May - Friday 7th July School finishes at 2.00pm Queen’s Birthday - Monday 5th June
for Classes 1-12 TERM 3 (98 Half Days - 10 Weeks) Monday 24th July - Friday 29th September Mid Term Break - Friday 1st September First day of term one 2017 is TERM 4 (84 Half Days - 8 Weeks) Thursday 2nd February Monday 16th October - Thursday 14th December Labour Day - Monday 23rd October
Teacher Only Day - Friday 17th November
TOTAL 380 HALF DAYS
2 From the Principal
Dear Parents and Whānau, participating in a collaborative project to develop a New Zealand High School Steiner/Waldorf Curriculum. This year As 2016 draws to a close and we say farewell to our Class we’ve also been approved by the Ministry of Education to 12 graduates, we also farewell two of our senior staff: form a Community of Learning and our community’s shared John Lawry – Technology, Crafts, Outdoor achievement challenges have been approved by the Classroom; John is a veteran Steiner/Waldorf Minister of Education in the last few weeks. These will be teacher and College member, has been with us for reflected in next year’s annual plan. Finally, we have begun 14 years, and has been the leading light in our work on our new playground and expect to break ground school and across New Zealand in the development on this after the close of school this term. Our hope is that of Outdoor Classroom. the new structure will be ready at the start of term 1.
Des Pemerika – High School Deputy Principal. After Following last week’s prize-giving ceremony, I would like to 10 years at Michael Park in the capacity of senior publically acknowledge the academic, artistic, sports and Biology teacher, High School Leader, High School leadership excellence of a number of students in our high Deputy and College member, Des is moving to a school and those who were awarded scholarships for larger deputy role at Mt Roskill Grammar. tertiary study. It is pleasing to see this year, for the first time, a new award for proxime accessit which went to On behalf of the College of Teachers I want to say a sincere Tabea Trounson. Also, special congratulations to Benjamin thank you to both John and Des for your colleagueship and Delamore who received both the award for Dux and the the rich and valued contribution you have made to the Colin Lawrence award. College and to the life of the school. We wish you well for the future. I wish you all the best for a wonderful festive season and summer break. On the back of our stunning 2016 Fair result (our best ever) I’d like to say a special thank you to those in our parent Noho ora mai, community who consistently gift their time and energy to making this school the extraordinary place that it is. Apart from the School Fair in November, we’ve particularly appreciated your contribution to our camps and classroom programmes, the Fair Committee, class parent representatives, our Doll, Craft and Woodwork Groups and Adam Dubignon to the School Fundraising Handbook. For this I extend my Principal gratitude. In the New Year our focus will be on the development of a new prospectus, a digital media guide and a guide to camps. Over the course of 2017 we’ll also be rolling out phase two of our website development with enhanced functionality.
It’s been a busy year. We’ve had a superb result from our ERO review in May and are among the few schools to have been awarded a further 4-5 year review cycle. ERO were also very impressed at the way the Special Character is evident at all levels of our school. As a College, we’ve kept the focus firmly on Living Waldorf Pedagogy, one of the key strands in our vision, with the launch of a new foundations course for teachers new to Steiner/Waldorf education, and two teacher conferences in the September holidays. Michael Park also hosted staff from Christchurch Steiner School for a review of our Special Character and are 3 From the Board of Trustees
As I reflect on the year that has been and the myriad of ups and for our children and of course you the parents. We make a great downs that the World, New Zealand, Michael Park School and team and I’m grateful to be able to serve this community. myself personally have negotiated it reminds me that change is a constant. We have had a very stable and productive few years As the term draws to a close there will be lots of final things at Michael Park with consistently outstanding performance as happening, but just as many new things, new class rooms, new evidenced in our ERO review. jobs, new friends to meet, new places to go and discover.
I’m both sad and excited about the future of the school, I know And let’s not forget that we get some well-deserved time off to that I join many of you in the sadness of losing Adam, Des and spend with loved ones, friends and families. I would encourage John. I’m equally if not more excited about the prospects that you all to enjoy the good weather and downtime as we step face us moving into the next phase of growth and energy for the enthusiastically into 2017 and all that it may bring. school, change is GOOD. Kind regards At the board level we have been excited by the work going on within the school against the annual plan and seeing the results. 2017 will be another great year of success building on the work that has been done. Ngaire Cooper I’d like to take this opportunity to thank Adam, the College, the RSST and our wonderful dedicated staff including those behind Chair the scenes in Admin and outside making the space wonderful MPS Board of Trustees
From the RSST
I am writing this Spiral article as the Chair of the RSST but I am they would learn at the pace they would need to. Some of our conscious it is my last one writing it as a parent of the school. friends and family challenged that the boys weren’t learning to My youngest son graduates from Class 12 this year and my read at 5. Those challenges disappeared into the mist when time as a ‘parent’ in the Steiner school system will be over. both boys happily picked up novels at 8 and could read with a high level of comprehension. These skills came from the many 20 years ago, my husband and I were deciding how we would stories that the school brought alive and that we told the boys like our sons to be educated and we came across the Steiner at home. We learnt that storytelling and having interesting philosophy of education. Neither of us had any experience with conversations with our sons were some of the best ways to this form of schooling but we knew we didn’t want our children enable our sons to gain great literacy. to have the same experiences we had in other forms of education. As our sons have made their way through their When the boys moved into the middle school, we had to be school lives, we too have made our way learning how to be stronger partners with our class teachers to help the boys parents in a Steiner school. navigate finding themselves. Middle school is a time of great discovery and great angst. Independence and the self become In the early years in the kindergarten, we learnt how to provide high priorities for our children. For us as parents, we had to the environment at home that would best support our revisit where we had placed our boundaries and allow them to children’s development and the philosophy at school. We saw stretch in the right places. It was also the time where we how if we as parents didn’t keep the messages consistent with needed to be more active in supporting our children to what our children experienced at kindy, then our children complete their work and help them understand the necessity became hopelessly confused about what was right or wrong in of meeting commitments. behaviour. Working together with the kindergarten teachers, we could support our sons to be ready for their learning In High school, our role was to support our teens to learn that journey at school. good results only come from effort and that social and relationship skills are as important as academic and sport When the boys went through junior school, our roles as performance. In our world today, teens are faced with many parents evolved again. Now we had to support and trust that 4
situations that can really challenge who they are and how they benefit from a Steiner education, but I have and I am deeply make decisions. In the high school, it became essential that we grateful for this time in my life. as parents understood not just what teachers were saying but also what other parents were doing so we could all keep our On behalf of the RSST, I wish you all safe and joyous holidays children safe. High school is challenging for parents as many of with your whānau. For all those parents who are still on their us are out working more and have busy lives. Our children are Steiner journey, I hope you too are as enriched by this seeking more independence and reassure us they have things education as I have been and for those of my fellow class 12 handled. It is tempting to let them handle things but it is parents who have finished this journey, it has been a pleasure however highly necessary that we as parents have common being alongside you over the last few years. understanding of what boundaries we are setting for our children so we can stay on message. If our parent group was strong, then together we were stronger in our ability to support our teens to navigate situations like parties, alcohol, social media and other challenges. Carol Scholes I am deeply proud of my sons and who they have become. I am Chair also proud of us as parents. We went on this learning journey Rudolf Steiner Schools Trust and I personally feel I have learnt and grown as much as my children have. I didn’t know at the beginning that I too would
From the College
Communicating about playground relationships quickly and simply, particularly where parents are clear about their concerns. Social Dynamics As a general rule, your class teacher or kaitiaki is your first port In response to some queries we received from parents last term, of call if you have questions or concerns. If they are unable to we have clarified our recommendations for any communication address your concerns feel free to approach your section about social dynamics. Leaders; Karen Affleck (kindergarten), Donna Bainbridge (Lower School Deputy), Andrew Johnstone (High School Dean). If you observe that your child is troubled by an interaction with a peer in their class we encourage you initially to question your Further reading: child to understand their experience and then contact the other parent/caregiver and talk things through. Rather than rushing to Helping a Young Child Learn Healthy Boundaries – by Adam judgement about what happened, it’s important to establish the Blanning. In Renewal Magazine (2012), Vol 21/1. distinction between your child’s experience and that of the Saying “I’m Sorry” Is Not Enough: How Children Can Learn to other child in order to understand what the underlying issue Face Consequences, Make Amends and Grow into Empathy may be and how best to move forward. Parents are discouraged by Vivian Jones-Schmidt. In Renewal Magazine (2007), Vol from approaching the children of other parents. 16/1. Generally a discreet good faith conversation between parents / Restorative Practices by Esther Centers. In Renewal caregivers of those involved can be effective in assisting you to Magazine (2013). Vol. 22/2. understand how to facilitate a resolution of these sorts of dynamics. However, if such efforts are unsuccessful or the http://parents.education.govt.nz/ - articles on wellbeing and student with whom the difficulty has arisen is from another bullying class, it’s important to inform your class teacher / kaitiaki. Related School policies - see our school website If there is evidence that the situation involves repeated teasing or bullying behaviour it’s important to notify the class teacher / http://www.michaelpark.school.nz/about-us/policies Kaitiaki from the outset and they will involve senior Child Youth Protection Policy management and pastoral support staff as appropriate in the Health and Safety Policy implementation of a programme to resolve the matter. In such Anti-bullying procedure instances, they will also update you on progress. Student code of conduct A systematic, measured and restorative approach with reference to the student code of conduct will often solve difficulties in The College of Teachers 5 Fair Update
Michael Park School Fair 2016
Another brilliant, fun, happy day was had on Saturday Some of our parents are working throughout the year like November 5th for our annual Summer Fair. our Doll, Craft, and Woodwork Groups, some are making prizes for activities such as Lucky Dip, Clucky Hen, Children’s The rain did little to dampen the morning and then the sun Bazaar and Buried Treasure. We had two parents organising came out for the first weekend in many! We made a record activities that weren’t even their class activity, so big thanks net profit of just over $64,000 which is still climbing as Silent to Ben for all his Silent Auction organising and Natasha for Auction funds are still coming in. her huge effort with the Pre-Loved clothing.
Massive thanks to our class fair coordinators, parents and The big raffle earned $10,705 (net) which will go towards our family members who worked throughout the year and on the fabulous new playground – work on that starts when school day, previous fair committees who have made such a well finishes for the year. The balance of the profit will go organised footprint for us to follow, Curtis Davies and Harley towards the Auditorium upgrade. McIlveen for the stage organisation and sound, our prize and silent auction suppliers, school and kindergarten staff, Thank you and best wishes for a safe and happy holiday. Lyndle, Chris and Steve, our school and kindergarten admin team, the RSST for their continual support, and all the other Warm regards from the 2016 Fair Committee parents who helped in a big way in the weeks leading up to Joao Machado, Des Pemerika, Christine Fairclough, Adrienne the fair with operational jobs like advertising assistance, Foote, Roger Harris, Bob Allsop and Brenda Davidson marking fields, putting up signs, handing out fliers, herding stallholders and traffic, and collecting items for the fair.
THANK YOU to our generous sponsors and supporters!
And anyone we may have missed - we do appreciate your help greatly - thank you
6 Fair Update
Michael Park School Summer Fair 2016 Activity Totals & Net Profit (less GST)
2016 FAIR RESULT - NET FIGURES 2016 2015 2014 Activity Income Expenses Net Profit Income Expenses Net Profit Income Expenses Net Profit Books 1772.26 0.00 1772.26 2099.13 0 2099.13 1403.65 0 1403.65 BBQ 5563.30 2389.07 3174.23 5311.13 2625.36 2685.77 4951.22 2695.11 2256.11 Big Raffle 15600.00 4894.53 10705.47 16180 4698.53 11481.47 8715.65 2491.86 6223.79 Buried Treasure 945.30 91.59 853.71 1017.39 75.21 942.18 878.78 0 878.78 Cakes 4990.87 226.67 4764.20 4946.43 237.27 4709.16 4014.78 0 4014.78 Candle Dipping 863.91 278.91 585.00 911.74 328.24 583.5 1001.04 259 742.04 Castle Siege 467.83 45.13 422.70 354.09 9.57 344.52 716.72 108.37 608.35 Children's Bazaar 1483.83 177.05 1306.77 1453.48 44.5 1408.98 1333.91 120.39 1213.52 Children's Obstacle Course 1026.61 0.00 1026.61 915.65 0 915.65 889.13 0 889.13 Clucky Hen 927.22 109.57 817.65 974.78 47.93 926.85 1161.13 53.48 1107.65 Coconut Shy 713.48 25.00 688.48 704.78 67.46 637.32 1138.09 20.77 1117.32 Craft Group 1804.35 0.00 1804.35 1973.91 0 1973.91 (prev with doll/woodwork Devonshire Teas 1603.30 538.57 1064.73 1406.17 365.96 1040.21 1456.09 392.38 1063.71 Doll Group (prev with Woodwork Group) 1188.70 0.00 1188.70 4174.78 0 4174.78 6399.39 0 6399.39 Dragon Story 614.43 221.17 393.26 648.7 54.87 593.83 1113.91 176.29 937.62 Eco Enzyme 146.96 0.00 146.96 Face Painting 447.83 16.96 430.87 498.26 109.13 389.13 120.17 0 120.17 Fairy Queen 401.57 21.71 379.85 614.78 45.22 569.56 657.39 0 657.39 Fishing Game 1040.17 198.65 841.52 927.74 48.45 879.29 998.78 145.66 853.12 Flower Fairy Cafe 1272.70 188.58 1084.11 1114.35 227.97 886.38 1259.3 353.56 905.74 Ice Creams/Blocks 2734.43 1560.43 1174.00 (prev with Drinks/Lemonade) Kings Challenge 604.35 121.79 482.56 442.61 0 442.61 684.35 0 684.35 Langos 1276.09 189.97 1086.11 Lemonade (prev with Drinks/Ice Creams 880.35 182.88 697.47 5012.7 2398.52 2614.18 3466.09 1770.67 1695.42 Lookout Tower 507.83 0.00 507.83 590 0 590 Lucky Dip 1802.96 31.65 1771.30 2126.96 20.42 2106.54 2821.48 29.7 2791.78 Mango Lassi's 960.43 263.39 697.04 (previously with Vege Café) Outdoor Classroom/Plants 610.43 60.87 549.57 782.78 35.53 747.25 340.26 0 340.26 Plants & Desks (with Outdoor 2016) 460.87 0 460.87 0 0 Pre-Loved Clothing 4092.78 0.00 4092.78 4425.65 0 4425.65 3217.13 156.52 3060.61 Primrose Teas 2304.52 823.70 1480.82 3424.61 773.46 2651.15 3926.96 1618.84 2308.12 Raffles 472.35 0.00 472.35 1872.96 0 1872.96 0 Silent Auction 4139.13 0.00 4139.13 4373.91 0 4373.91 3247.83 86.09 3161.74 Spinning Wheel 0 0 0 1082.43 0 1082.43 Strong Man Game 252.17 0 252.17 490.43 0 490.43 Stallholders 9020.87 0.00 9020.87 7700 26.09 7673.91 7769.57 80 7689.57 Stage 304.35 -304.35 0 304.35 -304.35 391.31 -391.31 Tastebuds Cafe 3792.78 1326.83 2465.95 2911.39 1742.34 1169.05 3027.57 1868.03 1159.54 Unicorn Rides 441.74 220.87 220.87 Vegetarian Cafe 10473.91 4821.79 5652.12 10975.22 5727.74 5247.48 9327.13 4974.74 4352.39 Woodwork Group 2669.57 0.00 2669.57 Coffee Commissions 400.87 0.00 400.87 397.68 0 397.68 300.87 0 300.87 Sponsorship - Various 0 0 0 2217.39 0 2217.39 Sponsorship and Bags 0 0 0 4691.3 2205.46 2485.84 Sponsorship and T-Shirts 0 0 0 0 0 0 Operational Expenses 0.00 6566.04 -6566.04 0 8029.67 -8029.67 0 4690.54 -4690.54 Sundry Income/Expenses 0 0 0 0 0 Total 90060.01 25897.72 64162.25 91386.8 28043.79 63343.01 85409.92 24688.77 60721.15
7 The Gift of Hope Charity Team
Michael Park School Charity Group 2016
What an exciting and amazing year we have had with our first full year as The Gift of Hope Charity Team, compete with our beautiful logo (thank you again Kate Le Pelley).
We have been so thankful for your support and generosity this year to our chosen Charities. We supported:
Muscular Dystrophy with the incredible Wheels Day World Vision with the back-pack challenge and Hani’s Trail Mangere Refugee Center by wearing our PJ’s and yummy midnight feast Cancer Society Daffodil Day with our Book Character Day and sausage sizzle Random Acts of Kindness Day and our Daffodil Garden Project (send a daffodil!) Breast Cancer Society and going Pink for a Day Project Shelter for the Homeless through gifts of blankets, towels and sheets Salvation Army through our Advent Christmas Kindness
Our School also supported the SPCA with a Cupcake Morning Tea, the Sisters of Mercy at Harvest Festival, Hospice with a staff morning tea and the Trees for Survival programme.
We as a team really enjoyed the opportunity to visit World Vision and the Refugee Center.
Once again to be able to encourage students and staff to look outwards to give back, to raise not only money but awareness for others has been a rewarding experience. We really have embodied out motto "Give Hope Grow Happiness".
We are really excited to expand and grow our team in 2017 and also to revisit some of our charities and consider more of an ongoing partnership with some of them.
Thank you again for your support Class 4 - Lochy Davids and Estelle Hebley, Class 5 - Angus Yearbury and Saskia Jamieson, Class 6 - Ede Bird and Adrienne Le Pelley, Cathy and Whitney Special Mention to the talented Tarquin Hooker for her support.
8 Financial Update
Rudolf Steiner Schools Trust
Thank you to all those families that have paid in full or paying by AP to cover their attendance dues and donation contribution for 2016. Your financial contribution is important as it is used directly to support:
the unique, beneficial programmes that are only offered within a Steiner school (Special Character Donation).
The BOT donations ensure that Michael Park School continues to provide a quality, first-class education for all our students from Class 1 through to Class 12
The money provided by the Ministry of Education contributes towards the cost of a basic education program within a school.
Parents, we need you to give your full support in order for us to Board of Trustees be in a sound financial position to deliver on our philosophy and create a wholesome, healthy and well resourced Special Character environment for children.
If you need to find out more about our attendance dues 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
9 Attendance Dues & Donation Structure for 2017
MICHAEL PARK SCHOOL – BOARD OF TRUSTEES
BOT Donation – Tax Deductible
Classes 1 – 7: $ 638.00 per student Classes 8 – 10: $ 877.00 per student Classes 11 - 12: $ 1020.00 per student
This includes: All Curriculum based materials Start- up stationery in the primary school Class 1 - 4 Artefacts (handwork, art etc. that is taken home) Photocopying (worksheets) etc. Covers, use of school instruments, and repairs Items for curriculum enhancement as defined by the Ministry of Education such as: PE & games equipment, art & craft materials, costumes for plays.
Additional Costs per student
For items such as: Classes 5-12 Stationery requirements (Students MUST purchase their own stationery), Lower School (Class 1-4) Extra stationery requirements not provided at start of year, Main Lesson Books Classes 4-7, Personal materials and tools e.g. (Independent project material), Student purchases for individual projects not covered above, Camp costs for Classes 4 to 12, NZQA and ISSC Fees, PE Uniforms if required, Swimming lessons and transport.
RUDOLF STEINER SCHOOLS TRUST
Class 1 - 12
School Attendance Dues - Compulsory
$1,437.50 per year per student (GST inclusive) $1,078.10 per year per student (GST inclusive) for 4th child in a family and for 5th and subsequent children there are no Attendance Dues charged.
Attendance Dues are used to cover insurance, debt servicing, improvements to integrated school buildings and associated facilities required by our integration agreement, as well as project support.
School Special Character Donation – Tax Deductible
$2,415.00 per year per family
10 Attendance Dues & Donation Structure for 2017
RUDOLF STEINER SCHOOLS TRUST KINDERGARTEN
Michael Park Kindergarten has opted for the Ministry of Education“20 hours” scheme. However, the funding rates for ”20 hours” have been calculated to cover the minimum regulated standard and do not cover the actual operating costs associated with the delivery of an outstanding quality early childhood education based on our special character and philosophy.
The Special Character Donation request is to cover services that are not currently provided by the Ministry of Education“20 hours” scheme:
Staffing above minimum requirements Eurythmy therapy Steiner Festivals (Spiral, Spring, Lantern festivals) 6 year old Assessment prior to moving to Class 1 Steiner professional development for staff Substantial cooked morning tea Steiner educational expenses Parent education Anthroposophical first aid supplies Communication - Spiral Steiner appointed buildings Steiner appointed grounds and play equipment.
Kindergarten Special Character Donation:
$4,585.00 per child per year
Discounts apply if you have more than 1 child attending Michael Park School or Kindergarten. Please contact the RSST Finance administrator (09 525 8994) for details.
Or, if parents decide not to opt for the Ministry of Education“20 hours” scheme then the Kindergarten Fee requested is as follows
$420.00 per week per child (GST inclusive)
Rose Cottage Donation:
$24.00 per session
Or, if parents decide not to opt for the Ministry of Education“20 hours” scheme then the Rose Cottage Session donation request is as follows
$90.00 per session per child (GST inclusive)
Play Group Donation:
$14.00 per session
Or, if parents decide not to opt for the Ministry of Education“20 hours” scheme then the Rose Cottage Session donation request is as follows
$25.00 per session per child (GST inclusive)
11 News from the Office
High School Deputy Principal Shuttle Service to School The Michael Park School Board of Trustees are pleased to announce the appointment of Adam Driver to the position of High School Deputy There is a shuttle service which runs daily from Principal. Titirangi Village to Michael Park every morning and returns each afternoon. This is a great way Adam comes to us from James to help your children get to and from school Cook High School where he has each day - there are senior students on the bus been head of Social Sciences and who are able to assist younger children get to overseeing a number of subject class or who can escort them to the shuttle after areas. Adam has recently school. completed a Masters Degree in The service runs from Titirangi, through Green Education and is well versed in Bay and along Hillsborough Road, onto Herd NCEA and curriculum Road and either along Campbell Road or via management. Adam also has a Onehunga Mall - children can be picked up/ particular interest in collaborative dropped off along this route as well. If you are inquiry. interested then please get in touch with Melanie Adam will commence his position at the beginning of term 1, 2017. Woodham on phone 0212536957 or [email protected]. Other Staffing Appointments It would be much appreciated if you could contact Melanie before the end of the year so We extend a warm welcome to our new staff members for 2017: that we can finalise numbers and arrange a Luis Bernal-Troyo - Outdoor Classroom vehicle of the right size. Kerensa Robertson - High School English & Media Studies
Donna Bainbridge Settling In
Dear Parent/Caregivers My first term at Michael Park school has been very interesting. Coming back from Europe it is fascinating to see so many similarities to my daughter’s Waldorf school in Stuttgart. I have been lucky to have Adam as an excellent mentor, he has explained so many aspects of the Steiner/Waldorf principles within a New Zealand setting. I am gradually beginning to know the names of many children in the lower and middle school and it is lovely to see them enjoying the opportunities that this exceptional school offers. I have met some parents and look forward to meeting many more. Please feel free to come and introduce yourself to me, my door is open! I look forward to working alongside our new High School Deputy Principal, but equally I am very sad to farewell Des, who has also been a great help to me in my new role. I would like to wish you all a very Merry Christmas and a happy 2017.
Donna Bainbridge Deputy Principal, Lower School 12 News from the Office
13 Digital Media
Parent Survey on Digital Media Some respondents expressed a wish to see more teacher- led opportunities for students to discuss their use of Presentation technology and social media in class As many Lower School parents will be aware, earlier this Kindergarten parents expressed a wish for a similar term we held a combined parent meeting in the auditorium meeting in which Attitude presented an overview of parenting Some respondents have suggested that a more strategies with regard to digital media and we presented comprehensive resource is made available to parents parents with the draft digital media guidelines from the Next Steps: College. We also initiated a survey on the draft guidelines The College has decided, on the basis of this feedback, to which was handed out on the evening and subsequently develop a digital media resource for parents, akin to the emailed to the Lower School classes. This was due back by 2 recently produced booklet on fundraising. We will be December. commencing this work in term 1 2017 and look forward to Common threads in survey feedback we have had are: updating you in due course. All respondents found the presentation valuable We have also invited Attitude back to the school next year Most respondents are interested in exploring strategies and will update you on plans for our workshops with for managing technology / ICT and social media at an students and with parents when we have the dates appreciative inquiry workshop in term 1 2017 confirmed in the calendar. Most respondents welcomed the draft guidelines, Thank you for your feedback and enthusiastic participation in appreciated the clarity and the chart indicating when the our consultation regarding this topic. We look forward to ideal time is, from the College perspective, to introduce further conversations and collaboration in the near future. digital technologies Some respondents have asked for more quotes / access The College of Teachers to recent research on the topic
The above guidelines were drafted in response to parent feedback from consultation during 2015 regarding safe use by students of ICT and Social Media. In preparing the above, we’ve also considered a Steiner / Waldorf picture of child development, our cur- riculum emphasis on the development of imagination and thinking capacities, published research, articles and resources from both a Steiner / Waldorf perspective and from mainstream community agencies such as Netsafe. Our assumption in all cases is that content is supervised to be age-appropriate and that children attain increasing independence through demonstrating re- sponsible and measured use. 14 Class Communities
Harnessing the Potential Parents working together to support their children to resolve differences that inevitably arise with their peers of the Class Community from time to time One of the real benefits of a Steiner/Waldorf education is its Parents sharing their knowledge and experience with one emphasis on community. As we know, a vibrant and inclusive another as it relates to dealing with the many challenges community is one of the central strands in our school vision or parenting (e.g. healthy eating, strategies for negotiating and a visible and celebrated element in our journey through boundaries in relation to extracurricular activities, or the year. access to social media or ICT, or facilitating completion of homework or areas of work that are more of a struggle) Some aspects of community are more immediately obvious Parents supporting one another in times of challenge (e.g. than others. Some examples: when a parent is ill or dealing with separation or our annual pōwhiri bereavement) the invaluable parent contribution to class admin and Our hope, when a class first forms, is that parents will see the school programmes (e.g. assistance with craft blocks or potential of the class community well beyond the scope of reading programmes in the junior school) termly class parent meetings and set about establishing a class culture in which the collective wisdom of the parent body can Festivals (e.g. the Spiral and Lantern festivals) be harvested. This is no small task. It requires us to recognise Class and school fundraising activities (e.g. our November that there may be moments when we need to seek ideas school fair) beyond the class teacher or those in our immediate frame of Snapdragon or Doll and Craft Groups reference, to see the school community as a resource to which Annual community meetings and termly class parent we can contribute and from which we can draw on our meetings learning journey together. It requires us to hold open questions, to test our assumptions, to be inclusive and to act Volunteer assistance with education outside the classroom in good faith and for the good of the whole but it doesn’t such as class trips and camps require us to be the same. Our combined Board, RSST and College meetings These are important values and some of you, including some Our biannual morning tea with our neighbours of our parent trustees on the RSST and Board have articulated These are immediately recognizable facets of community to me over the past few months that the time has come for us where we come together to share and collaborate in acts of to develop a parent code of conduct, to better articulate our service, connection, ritual or celebration. community values and vision. With this in mind I will be meeting with the parent trustees in the New Year and it is our Some aspects of community are less visible: hope that we will have a draft document for circulation before the end of term 1. Annual or biannual social get-togethers for families that occur outside of school Adam Dubignon Play-dates that happen outside of school Principal
15 News from the High School
Top Awards
Dux Benjamin Delamore
Proxime Accessit Tabea Trounson
Colin Lawrence Award for High School Leadership Benjamin Delamore
Hildine Hughes High School Service Award Class 12 Arthur Hon
Megan Baguley High School Service Award Class 11 Kalvin Fountain-Best
Savonije Cup - Sportswoman of the Year impressive. The written component from particular students Aria Todd-Pemerika could have been showcased in any leading bookstore in the country. The quality and breadth of topics this year was Tobias Cup - Sportsman of the Year Liam Bethell remarkable. The same can also be said for the Class 8 projects that were presented two weeks ago. The depth and Sports Team of the Year the quality of what they carried out was nothing short of Senior Girls Basketball impressive and, no doubt, the experiences that they have Board of Trustees Student Representative had during the process of completing their projects this year Rainton Oneroa are going to set them up well for the future as they travel Quota NZ Educational Scholarship - $5000 further up the High School. Mike Mortimer To our graduating Class 12 of 2016 - congratulations, you’ve University of Otago Leaders of Tomorrow made it through your schooling life! Now it’s time to expand Scholarship - $6000 your horizons and go out and make a difference in the world! Tabea Trounson It has been a real privilege watching you grow up and to be a Overseas Korean Society Scholarship - $140,000 part of your education during your time at Michael Park Arthur Lee School. On behalf of your teachers and staff I would like to thank you for the memories and congratulate you on reaching this particular threshold in your life. 2016 has passed so quickly, it seems as if it was just last week we were at the pōwhiri welcoming new families and our class I will conclude with a final and sincere thank you to our high one students into the school. school families who contribute so much to our school. To the wonderful class parents and treasurers who provide their Looking back over the past 11 months, I am continually in wisdom and support, and to the fabulous fair coordinators awe of the wonderful talents and attributes that are who substantially support the Fair Committee’s work. Lastly, displayed collectively and individually within our school. Our but certainly not least, A BIG THANK YOU to all the parents, Class 12 play ‘Niu Sila’ in March was a huge hit with staff and students who have been an invaluable part of my memorable stellar performances from our student leaders. journey at Michael Park School. The Class 8 play ‘Romeo and Juliet’ was also popular and was attended by large audiences during their two performances On behalf of the High School staff and teachers I would like in June. And our Class 10 Play ‘Wheelers Luck’ performed to wish you all a very happy Christmas and a prosperous New three weeks ago had many moments of laughter, highlighting Year. the talent of our students. All the plays were directed by Naku noa, Patrice Wilson with assistance from Edgar Mitchell. The Desmond Pemerika calibre of our plays this year has been outstanding. Deputy Principal, High School The Class 12 Independent projects this year were also 16 Class 12 Graduation
On behalf of class twelve, we are privileged to share our final day amidst friends and family. There are so many people we would like to thank, but to begin with we’d like to thank our families - the reason why we are graduating today. We’d also like to thank the most influential people in our lives to date, our classmates. Some of us have been together for nearly 14 years now. We have had the opportunity to share a bond that perhaps only a Steiner education can allow. A bond that maybe only a story can describe. For those of you who don’t know, it is class three’s responsibility to ring the bell. Allow me to take you back to 2007. I remember it being a rainy day, everyone was inside and it was near the end of lunch. Normally it only takes two people to ring the bell, but today everyone wanted a turn. To put things into context, standard procedure is to ring the bell three times. We thought it would be absolutely hilarious if we were to do thirty. We lined up seamlessly so we could take our turn, all of us having a go at ringing the bell one after the other. I'll never forget Mrs Abdollahi’s face when she stormed into that room. We rang the bell together, so we sat through detention together. To be honest, we have done nearly everything together, from playing tiggy in class one… to still playing tiggy in class twelve. Thank you to the people who have become what I can now call my brothers and sisters. When I think back to my lower school years, three teachers come to mind. The first is Mrs Abdollahi. You were our class teacher for seven years and we owe so much to you. You allowed our childhood to be filled with laughter and joy, and more importantly you embraced every child for who they were. I still miss the homemade Persian dishes you would bring to class. Another teacher is Mr Lawry, a man that loved every second of his job and it most definitely showed in the classroom. How can you tell? Well, I had spent four months working on this rickety old rake that hardly did it’s job, and Mr. Lawry was always by my side helping me, supporting me and telling me that my rake was unique. Unique it was. I feel sorry knowing that the next generation of Michael Park won’t get to have Mr Lawry in the outdoor classroom, but I feel confident knowing that they are in good hands. The third person is someone who can’t be with us today - Bill Cooke. The old Englishman who taught us the importance of critical thinking and to question everything. For many in the class, he has played a huge role in allowing us to explore our own potential. He valued us all as individuals, and through trusting us as young adults, he taught us to trust ourselves. With high school comes another round of acknowledgments. Adam Dubignon has worked tirelessly to make Michael Park great again, and has set a new standard for Steiner education. He taught our class about hard work, perseverance and also about how we should apply ourselves in each and every situation. Des Pemerika filled the halls with his whistles, songs, and laughter. He is always their for his students and has always seen the good in people. Des would burst into class telling us we were his favourite, although I think he did that for every class - which in essence shows that he loves and cares about everyone one of us. Your time at this school will always be cherished. Mrs Patterson has also been a major influence on our school lives. I remember my first horizon meeting with her, where we brainstorm and discuss what we will be doing after school and the steps we need to take to get there. I had become fixed with the idea of becoming a rapper. A normal person would tell me to look for a real job, but Mrs Patterson advised me on where to hand out my mixtape and told me to never give up. I have since changed my career goals, but it has always been reassuring knowing that somebody truly cares about not only my future, but me as an individual. Unfortunately we do not have the time to thank all of the people who have played such important roles in our lives. So to all of our subject teachers from past and present, we will always appreciate what you have done for us and our school. Thanks to you, we will head into our futures equipped with the skills, knowledge and hopefully the NCEA level three credits to succeed with our future endeavours. I’d also like to take a moment to appreciate what the Steiner philosophy has done for us as individuals. Because of the education we have received, we are now free thinkers - a central part of being human, and something which not every school can gift to their students. I’d like to finish with a quote that a very wise man once said, and a quote I believe all of us will take with us no matter where our Journeys lead:
“Make the most of every opportunity” - Colin Lawrence
Farewell speech by Tabea Trounson & Rainton Oneroa Class 12 graduates
17 News from the High School
Class 12 Graduates 2016
From the English Faculty I joined the Auckland Freediving club in 2015. To become a member of the club, I had to complete an induction month Tabea Trounson’s IP speech, which was then crafted as an where I was introduced to the basics of safety, breathing article for a level 3 English assessment. techniques, and the different disciplines: Statics, Dynamics, Dynamic No-Fins, and Depth.
I made a great deal of progress in the first few months. FREEDIVING Almost every training session I went to I would be setting new personal bests. As this started to slow down, I began to Breaking the Surface of focus less on reaching new personal bests, and more on developing an understanding of the way in which I free-dive. Human Potential In essence, the art of free-diving, for make no mistakes, it is an art-form. I have been freediving my entire life. The hours and hours I spent in the water on summer days, seeing how deep I could The amount of time I put into trainings fluctuated over the go, and how long I could hold my breath, have been an course of the year. After the summer holidays I would train inherent part of my childhood. When I learned there was an around two times a week. During this I time made actual sport of freediving, I was captivated. tremendous progress. After weeks of getting up at 5am and riding my bike in the dark down to the training centre, sleepy Freediving is a pure expression of human potential. Free- -eyed and zombie-like, I managed a personal best of eighty- diver and author Emma Farrell said in her book, “Anyone one metres dynamic swim. who puts their head underwater and holds their breath is a free diver. In essence, freediving is not a quest for depth or While the weather was still warm, I went to explore the endurance, but rather an experience of communion with our discipline of depth at Lake Pupuke, accompanied by the bodies, our breath and our world”. lake's inhabitants; large, black, dominating swans. 18 News from the High School
There is something bewildering about willingly diving down an exceptional experience. It is difficult to truly appreciate on one breath into cold, dark water, the closest. I believe it is the charm and charisma they hold until you are in the water, the closest I will ever get experiencing a world beyond this surrounded by them. planet. When you reach the plate at the end of the line, you are completely alone. You are in another world. There is a The absolute highlight of the year was spending a day vast, uninhabited silence, and you become acutely aware of freediving with six other club members, out at the Poor everything you are feeling and thinking. Everything slows Knights Islands. Rated as one of the top 10 dive locations in down; your heartbeat, actions, and thoughts. They say that the world, we are so lucky to have it right on our doorstep. It scuba diver’s dive to look around, and free divers dive to look took a good half of the day for me to relax into my diving, inside. It wasn’t until I was down there sitting on the plate at but once I became more comfortable with deeper, longer the end of the line, completely alone, glancing into the dives the magic of being in such a stunning spot became muted black world that surrounded me, that I truly began to mesmerising. The visibility was the best I have ever understand what this means. experienced at about 20m, and I had the opportunity to dive in a large cavern. It was strangely illuminated and slightly Partway through this year, I started to train in Dynamic no- eerie. Diving at the Poor Knights was an absolutely stunning fins. I spent a few weeks learning the technique before experience, and quite inspiring watching some of the more partaking in a personal-best night in which I swam 63m. advanced divers reach some decent depths. Dynamic no-fins requires an entirely different mental and physical approach to dynamic with fins. I found it to be the Since I began late last year, freediving has given me so much purest and freest form of diving. more than simply being able to spend more time underwater. Being stressed out when diving is highly Of all the disciplines, the one which I spent the most time on ineffective. You have to learn to push your thoughts aside, and which I have come to enjoy the most is Statics. There and push yourself mentally and physically without the aid of were many, many frustrating training sessions. I finally feel adrenalin; it is a form of meditation. This ability to become that I have developed a technique for statics which is more focused, less stressed and let the smaller things roll consistent. On the dive where I achieved my current personal over me, so to speak, has transferred into my everyday life. best of 4:54 minutes, I also did a dive in which I managed 5:02 minutes. Unfortunately, the dive over 5 minutes did not After all, I am in my last year in High School, and I have only count as I blacked out coming up. just broken the surface of my own potential.
All of the hours and hours paid off when went diving out in Tabea Trounson the ocean. I explored various underwater locations around Class 12 graduate the upper North Island.
Goat Island was one place which I dived at on numerous occasions, as it is a marine Encircled by a school of fish whilst freediving. reserve and an easy day trip from Source: Tabea Trounson Auckland. Observing the wildlife there was incredible. I was lucky enough to swim with several species of stingrays. Just around the corner from Goat Island is Ti Point, a popular spearfishing spot, and consequently a great freediving location. It is known for its kelp gardens which plays host to a variety of fish species. I also chanced upon a stingray here, drifting over the carpet of seaweed bel ow it, also well as being entirely surrounded by schools of fish as I cruised along the bottom.
In the Easter holidays I spent a week in Taipa. I was fortunate enough to have a chance encounter with a pod of cruising dolphins. Swimming with these animals is 19
20
21 News from the Middle School
Accelerated Learning in Maths Major reasons identified by me for positive shifts in attitude were: This year Michael Park School participated in an innovative the relationships between myself and students, including new project focusing on accelerating the learning progress of the safe nature of the small group, and the valuing of students who were approaching the Year 8 National Standard students' voice; in Mathematics or for whom we saw a need for consolidation when it comes to problem solving capacity. support from home; experiencing and celebrating success in mathematics. The strategies used in this programme have been shown to be highly effective in research conducted by Cognition and the Given the success of the intervention at achieving significant Ministry of Education. gains in student achievement, it would be worthwhile to investigate further a number of questions: The programme ran for 15 weeks and 14 students were involved in this programme. Will the gains be able to be replicated in a larger group?
The students worked as part of a small group with me four Will the gains these students have made be sustained over times a week (Tuesday – Friday) in addition to their regular the medium to long term? mathematics lessons with the whole class. These times were To what extent were the gains in student understanding in carefully chosen to minimise impact on other key learning this intervention influenced by having additional areas. numeracy time on top of normal classroom mathematics?
Students were asked to complete a survey that looked at: Fatemeh Abdollahi resources that were available to them at home; attitudes to Maths Lead Teacher school in general; attitudes towards mathematics; aspects of their mathematics lessons; and aspects about their lessons and learning in general. GLOSS (a diagnostic interview); and a PAT Mathematics test were administered just before the Middle School Achievement in intervention, and about fifteen weeks later - after the intervention had come to an end. The majority of students Otago Maths Problem Solving gained at least one numeracy stage as measured by GLOSS This year, over 25 000 year 6, 7 and 8 students took part in and PAT. the Otago Maths Problem Solving Competition run by Otago Major reasons identified by me for shifts in achievement University. included: The competition is made up of a series of five Maths word problems which get harder and harder. Students complete lessons that were well structured, regular, consistent, and five sets of problems throughout the year. made effective use of equipment; This year, 7 Michael Park School students made it through to lessons that addressed deficits in knowledge as well as in the final challenge. strategies; group work which allowed focussed, safe environments We are thrilled to announce that the following students where individuals could be actively involved, take risks, achieved Excellence in the Otago Problem Challenge: and have their needs addressed; Class Seven: a teacher who was motivated, caring, and reflective; Bella Yin, Adrienne Le Pelly & Isabel Smart a teacher with the necessary pedagogical content knowledge through professional development(PD) and Class Six: input from the facilitators; Angus Yearbury & Sol Mc Neil an emphasis on problem solving, and on the language of Class Five: mathematics; Tabitha Yearbury & Subaru Isobe increased student confidence and self-efficacy, leading to We are extremely proud of your accomplishment! more success in mathematics; high levels of support from the home. Fatemeh Abdollahi Maths Lead Teacher Student attitudes towards mathematics have become somewhat more positive overall.
22 News from the Middle School
Class 7 Camp
Class 7 Whakapapa Projects
23 News from the Middle School
Class 6 Camp Why should kids go on school camp?
Abseiling down a cliff or trudging through lakes of mud is not something you would find yourself doing in a classroom anytime soon. Outdoor camps are a perfect way to stretch your brain and knowledge, independence and maturity. Every kid needs a school camp.
Evelyn & Isla Independence is a very important part of growing up. It prepares you for the big adventure ahead, adulthood, and starts from home when you’re packing and thinking of all the things you will need.
Maya
Camp can be long and tiring, but the experiences and bonds will stay with you for life.
Connor & Cypha YOUR CHILDREN NEED A BREAK! Outdoor camps are helpful in the world around us and they’re also great just for some long-awaited relaxation. Social skills will be learned and independence will be gained. GO ON CAMP!
Joel
Technology has been taking over the world, especially the lives of many youth citizens of western countries. “Sixty percent of students are addicted to devices and this rate is steadily rising” states the New Zealand Business Review News. Consequently, most of the children of the new age are cooped up inside. Chef Jamie Oliver says “Many people are overeating but not doing substantial exercise, thus becoming overweight and sick”. Although many people are convinced that screens are a ‘pocket encyclopaedia’, is convenience a good price for obesity? Sol Teamwork is important because we learn each other’s strengths and weaknesses but we also learn how to support and push through tasks that you may find challenging.
Stella Most children these days have poor survival skills and would answer ‘Ask Siri’ to a question involving outdoor survival. Outdoor camps teach children that not everything can be solved by google. Louis 24 News from the Middle School
Class Five Olympic Camp
25 News from the Lower School
Class Four Handwork
Class Three Shelter Building Camp
26 News from the Lower School
Class One Handwork Projects
“One can always make useful articles artistically and in good taste” Steiner, 1921
This year class one began their Lower School adventure in handwork knitting. The children start with single finger knitting. They practised making cords for the bags that they had brought to the classroom with them. Once single finger knitting had been perfected a new challenge was brought; that of double finger knitting. By using both hands they were now really engaging the brain as well as starting to work with rhythm. By working from one finger of each hand in turn we found a rhythm that helped us with our task.
When we had mastered double finger knitting we moved on to working with needles. First we sharpened our wooden dowel with sandpaper and then ensured it was smooth before coating it with oil. Our first project was to make a how many stitches to cast on, while some knit loosely others square. Once we had cast on, using a story of a shepherd would knit quite tightly. looking after his lambs and helping them to be born, the We worked hard to produce beautiful work which for some children made a square. This led us into our geometry as well often meant having to unpick it and restart, we strengthened as measurement. We had to fold our square into a triangle to our will-forces with the repetition. We practised our counting check if it was finished, then we could cast off. When the as we cast on our stitches, and as we worked our rows. We class moved onto making a recorder case they had to decide trained our eye to ensure that the shape remained constant. The knitting of course also helped us with our fine motor skills. Jo Andrell Class One Teacher
27 News from the Kindergarten
A warm thankyou to everybody who contributed to the annual It strives to provide for the rounded and harmonious plan consultation in term 4. Your feedback as well as our ongoing development of the whole human being, the engagement with review becomes the basis for the draft of next year’s plan. I was practical skills and experiences, cultivation of cultural, social, very heartened to note some important changes in the feedback; artistic and imaginative capacities and balancing the appreciation for the value we place on tikanga Māori, the need development of cognitive and intellectual faculties, with the for more adult education, the wish for more working bees, more moral and spiritual needs of each child kindergarten engagement with governance questions , a need to help everybody understand donations and most importantly appreciation for the quality of relationships between children, The broad goals of Steiner Waldorf early childhood whānau and teachers. education are:
health and strength in the physical body and life In this issue of the Spiral I have chosen some selected quotes forces (etheric) from the Steiner Waldorf Early Childhood Essentials for Aotearoa coherence in the soul experiences (thinking, feeling document the Federation published this year. These excerpts and willing) reflect the goals, values and principles that underscore possible courage and security in life (resilience), in the approaches to teaching and learning. A copy of Steiner Waldorf spiritual organisation Early Childhood Essentials for Aotearoa is available in the foyer of each kindergarten.
Karen Affleck Three overarching seven-year phases in the development of the child are recognised. During each phase, one of three soul Kindergarten Manager faculties predominates and matures, shaping the way in which
the world is met and experienced. These three soul faculties – thinking (head), feeling (heart) and willing (hands) - are all Early Childhood Essentials present in different stages of maturation at every point of a child’s development. Steiner Waldorf education is based upon the understanding that the human being is a spiritual being on a purposeful life journey and that during this journey distinctive, progressive phases of development unfold. A Steiner Waldorf approach to child development recognises the development and interdependence of body, soul and spirit.
Te Taha Tinana the active physical and physiological aspects of the child which recognises the involvement of life forces (etheric) in the vitality and learning of the child.
Te Taha Hinengaro the thinking, feeling and willing human soul (the unique inner life of the child)
Te Taha Wairua the spiritual core of each child which is at the centre of the From birth to seven years of age the children are full of will and child’s identity and self movement, living in a world of fantasy and imagination, which organisation they explore through play. Steiner saw self-directed play as the 28 News from the Kindergarten
This kind of play is internally motivated and intrinsically rewarded as it arises from a synthesis of each individual’s guiding themes or ideals in life and the child’s life context, biography, family and culture. What is important above all is to awaken children’s interest to learn something independently and persistently and under their own motivation. This is seen as a critical foundation for learning to learn.
“work” of the child at this age and an essential foundation for the later development of feeling and thinking capacities.
Approaches to learning are based on the understanding that the child comes into the world with the essential capacity and desire for both education and self-education. From the very first day children “teach” themselves due to a ceaseless urge for learning and activity, but also unrestrained openness and devotion to Teachers work actively to model and instil a disposition of impressions and influences in their environment. wonder, reverence and gratitude. The reverence of the young child for the natural world and for the spirit in nature manifests The learning environment reflects this as it balances the dual as responsibility for the environment. Reverence for the human aspects of providing stimulus for children’s learning through a spirit transforms into conscience and compassion for humanity. planned and intentional curriculum, alongside a protected From wonder springs a disposition of openness and interest, environment that supports the child to lead and learn from his or healthy inquiry and lifelong learning. Gratitude leads to the will her own play and that of peers. to be of service to the world. Rudolf Steiner described play as the work of the young child. The question of human values and how these are nurtured is at Steiner Waldorf early childhood education gives a generous the heart of the Steiner/Waldorf Curriculum. They can be amount of time for children to play, as play is valued as the main expressed as virtues or as moral qualities, and are critical to the learning opportunity. It is through creative, self-directed play development of character and of how we stand in, and meet the that children develop almost all the capacities required for this world. stage of learning. “Receive the child in Reverence, Educate the child in Love, Let each go forth in Freedom” -Rudolf Steiner
Kia rangatira ai te tamaiti (in order to) Revere the child
Tohua ki te aroha (we must) Guide with/towards love
Tukuna tōna mana, kia rere (and) Allow their (own) authority to flow
-Translated by Jade Te Moni Flavell 29 News from the Kindergarten
Thanks from the Kindergarten Ehara koe i a ia!
Thank heavens you were there, lucky we have you!
Thank you very much to all our kindergarten helpers this year; class parents, treasurers, market day coordinators, fair coordinator’s, doll, craft and wood workers, fixers, menders, gardeners and those of you who gave us wise council and good ideas. The kindergarten teachers are at their best with the children when they have your ongoing support and the warmth and work of community happening all around us.
Aroha nui Karen, Allison, Louise, Fleur, Susannah, Lisa, Sally, Kayoko, Jilly, Asha, Lois, Christine, Nadine, Hannah and Penny
30 News from the Kindergarten
Over the Summer please look out for some treasures for the kindergarten carpentry table, which these days is sort of more construction table rather than carpentry.
We want children to have a range of interesting materials that they don’t only hammer and nail but could also tie, wrap and glue to make their own creatures and creations. Here are some ideas:
A couple of buckets of pumice A couple of buckets of shells to renew our shell area Lots of buckets of river stones Drift wood for the carpentry tables and garden A variety of cones, sticks, non toxic seed pods, chestnuts, walnut shells and similar for small scale construction/ building/creating Plenty of wooden and non rusting metal or enamel; bowls, cups, plates, pots, rolling pins, sieves, large funnels and big spoons for the sandpit PVC pipes and connectors to make some water courses in the sandpit.
31 News from the Kindergarten
Playgroup & Rose Cottage Nursery
Playgroup
The youngest children at Michael Park School are our children at playgroup. Once a week we've had two groups of children come with their parent or grandparent and younger siblings either in the mornings or after lunch for 1.5 hours. This is a time for children to play and explore the environment, meet other children and for families to meet and build a supportive network.
This term both morning and afternoon groups have come to- gether for 3 hours, which is an opportunity for the children to meet everyone before coming to our nursery Rose Cottage group in term one next year. The children have joined us sing- ing, preparing fruit and lunch, watering the gardens, cooking in the sandpit, looking after our dolls, riding the rocking chair horse, drawing and painting, while the adults have been cre- ating seasonal crafts.
Singing songs, enjoying meals together and listening to a story has been a gentle way for children to experience a rhythm of the day at Rose Cottage. We look forward to seeing the chil- dren regularly at Rose Cottage nursery next year.
Rose Cottage Nursery
As the year comes to a close the children in Rose Cottage have almost experienced an entire year with all the festivals we cel- ebrate.
While we see many of the kindergarten children over the fence in the garden and a number of children have older siblings in the kindergarten, the festivals and rhythm of the day is differ- ent and suitable for their age. Daily rest time on little mats and two beds in our own sleep room have been a source of rest and rejuvenation. Our weekly visits to Rudolf Steiner House garden on the edge of the park have been a source of joy and delight as the children notice the change and growth each week as they visit.
The Rose Cottage children will begin their gentle and supported transition into the big kindergartens when we return after the summer holidays. Nadine Seidel 32 Sports News
Hamish’s Hat Trick
On Saturday 3rd December, Hamish McKelvie from Class 5 took an early ferry across to Waiheke with his Year 6 cricket team from Cornwall Park Cricket Club to play the Waiheke Year 6 team.
A great game was played on a beautiful sunny morning and the highlight was Hamish scoring a hat trick! He bowled three wickets in a row - a rare and exceptional achievement for a cricketer at any level.
Hamish's team went on to win the game and their coach said Hamish could keep the game ball as a memento.
Kapa Haka Festival
33 Eurythmy
Eurythmy is an art of movement which was developed by an awareness of others in the group. The children must learn Rudolf Steiner and his wife, Marie Steiner-von Sivers, a little to move with each other as a group, develop good listening more than a hundred years ago. skills, spatial awareness, consideration and cooperation, and through this process, improved movement capacities, social To begin with, it was practised only as art form, performed awareness and skills come about. Eurythmy movements are on stage. Over a period of years, it was introduced as a by nature strengthening for the physical and etheric (life- curriculum subject in Steiner Waldorf schools and in 1921 giving) forces bodies of children, according to Rudolf Steiner. Rudolf Steiner gave a course to medical doctors and eurythmists on how eurythmy could be applied At present, Michael Park School offers eurythmy from therapeutically. kindergarten to Class 5. Eurythmy in the kindergarten takes the form of a circle-based movement lesson, incorporating These three branches still exist and have been developed stories, poems and songs (specially composed for these further, with eurythmists now working in schools, clinics, lessons and based on the interval of the fifth, as medical centres and on the stage. recommended by Steiner). Children in Classes 1 to 3 have Eurythmy is performed to music or the spoken word (poetry/ eurythmy once a week in the large eurythmy room while prose). There are arm gestures for the sounds of the Classes 4 and 5 have two eurythmy lessons per week – one alphabet, for the notes of a scale and for musical intervals. lesson working on poetry and one on music. We are There is a eurythmic way of stepping. These, combined with fortunate to have a very good pianist accompanying our a strong rhythmical emphasis and choreographies from the classes each week. very simple to the very complicated, form the basis of this art Michael Park also offers therapeutic eurythmy to a number form. of children. Children come once a week for a term to the Rudolf Steiner wanted eurythmy to be imbued with meaning, Small Eurythmy Room to practise individualised, therapeutic imagination, colour, enthusiasm and joy, each gesture being movements and it is recommended that parents should filled with intention and feeling. One tries to move in ideally then continue this at home for at least a month, once accordance with the dynamic and sounds of the poem or the children have learned the movements and the parents music being performed, so that what one hears and what have observed one or more sessions. Children are sometimes one sees become apparent simultaneously. referred by teachers and sometimes by parents. Rudolf Steiner lectured extensively on the cosmic origins of I find Michael Park School to be very supportive of eurythmy. eurythmy and its importance to the health and well-being of Getting teacher registration for eurythmists is a hurdle which human beings. all Steiner Schools in New Zealand face; it is my strong wish Eurythmy in a Steiner school is a curriculum subject, that we have another eurythmist, (ideally full-time), in the introduced in kindergarten and intended to be practised future, so that the full curriculum can be available to all weekly to the end of Class 12. students. This 14-year process of weekly eurythmy lessons not only Eileen Boland builds up a repertoire of poems and music in movement, but
34 Festivals
St Nicholas Day
On December 2nd St. Nicholas and his helper visited each Class. St. Nicholas read out a poem from the Golden Book containing notable memories from the year gone by. St. Nicholas also delivered a bag of goodies for each child.
Here is a little explanation of the origins of St. Nicholas. The traditional date is the 6th of December.
“The “Legend aurea” - the golden legend - tells us that Nicholas was born in the city of Patera. His parents were pious and rich people. His father’s name was Epiphanius, the mother was called Johanna. Even in his childhood Nicholas showed great piety. This led for him to be elected the Bishop of Myra. The base of all his deeds was to do good and right and support it in any way. So he helped to keep people’s life boat in the right direction. Therefore he was also worshipped by seafarers as their protector.
With his great goodness and his clear decisiveness for the right he became a helper and symbolic being for the efforts of the human soul to prepare itself for Christmas. Some have to be praised and strengthened – through apples, nuts, wholesome biscuits (of course he doesn’t bring yet the real Christmas baking); some have to be admonished and need more effort.
Sometimes, with any child, the question for the “true” Nicholas will arise. An answer satisfying for the child and also being the truth could be: Nicholas lives in the world of God (spiritual world) and borrows every year from a human being the body and the voice, so he can come to the children. “
Translated from the book “Feirern der Jahresfeste mit Kindern “ (Celebrating the festivals with children) -Brigitte Barz
Advent and the Nativity Play
The word Advent comes from the Latin word advenire, which means to arrive. Advent is a time of preparation; for children in particular it is the time of joyful anticipation, which seeks and finds its fulfilment in Christmas.
Here at school each class has their own way of celebrating advent, but for classes 1 to 5 it is very much filled with practising and rehearsing for our Nativity Play. Each class takes on a different role each year, so the children experience the play each year from a different perspective. Class six provide the main characters.
Also the play develops slightly differently each year which gives it its special qualities. Last year we included the song “Silent Night” in Maori and German, and we did the same again this year. This was reflecting a true story:
In December 1943, the Māori Battalion were fighting at Orsogno, Italy. Richard Spence, in his biography of Padre Wi Huata, writes: "At Christmas Eve, just on midnight, the Māori struck up "Silent Night" in Māori. And the Germans replied in their language.”
This year class 5 learnt, under the guidance of Eileen Boland, “The Angel Gabriel” which added a beautiful new song to our play. I personally have seen the Nativity Play for many years, and been involved in it for the last 5 years, and it always opens up something new, that is the magic of tradition and repeating the same thing again and again.
So let me finish with the last words of the Play: “The miracle will happen again every year at Christmas as it happened for the first time. It will happen every year anew as it happened here today.”
Wishing everyone well deserved holidays. Christmas Blessings to all.
Kerstin Mahr 35
36 Other Notices
PUMPKIN GROWING COMPETITION
You are warmly invited to take part in the Christian Community Pumpkin growing competition. Judging will take place at the Autumn Easter Fair to be held at the Christian Community in One Tree Hill on April 8th 2017, from 1-4pm. The fair will include a delicious café, live music, stalls selling Easter handcrafts, raffles, preserves, children’s games and activities such as Ukrainian Easter egg dyeing.
Thank you to all those who made the Snapdragon Pātaka’s revamp possible. We are all so very grateful. The new location is working well for everyone and we look forward to many visitors next year. Come and see all the treasure within our store house. Packets containing 3 large organic pumpkin seeds are available for Thanks to: $5 from school parent Verity Armstrong (ph 021-027-01644). Prizes The College and RSST, Ross Davidson for carpentry and materials will be awarded not only for the heaviest and fattest pumpkins, but Ruth Yoffe for interior design, Barry Bridgwater for painting also for things like the quirkiest pumpkin. There is also a special Kate Le Pelley for lazure painting, John Newton, Andrew Clarke Trevor Huggins for the deck, Bob Allsop, Chris Farley, Steven Crossland, children’s prize for those aged 12 and under. Further details of the Vaughn Crossland, Luka Davidson, Dana Marcroft for photography prizes are available on the packet. The pumpkin variety produces and publicity, Cathy Downey-Parish for admin and supplies large orange pumpkins so they should be fun to grow both for Erin Wilson for accounting support, Jade Flavell for welcoming young and old and they make great lanterns. Snapdragon Pātaka as neighbours.
The Christian Community Summer Family Camp
Mangatepopo, 11-15 January 2017
No childhood without play; no life without meaning.
At our camps we offer artistic activities, study groups, music, dance, storytelling and play for all age groups. There is a morning and evening service for those who want to deepen their spiritual life. To keep body and soul together happily there is delicious organic food. Join us for a light-filled summer. From small children to youths and adults, there is something on offer for everybody.
Early bird prices are only available until November 30th. Make sure you do not miss out on them. Family discounts, the 3rd child for free.
For more information email [email protected] or phone Hartmut 525 2305 or Andrea 579 1508.
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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]
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77 REMUERA ROAD REMUERA PHONE 524 2133
www.wongdoo.co.nz
Michael Park Parent Selwyn Wong Doo has practiced at the Wong Doo Health Clinic for over 35 years.
Selwyn is a foundation member of the NZ Register of Acupuncturists Inc. and the NZ Association of Medical Herbalists (1983) Inc, as well as an ACC Treatment Provider.
Meticulously Renovated Villa 86 Ladies Mile, Remuera
For sale by Negotiation
www.bayleys.co.nz/1750988 Looking to move closer to the school and live in the local community? Please see link for a four bedroom family home that is available within walking distance from the school. If you would like more information on this home please phone Carmel McLaughlin 027 227 6356.
Ph. 09 520 8878 Mob. 027 227 6356 Email. [email protected] Web. www.bayleys.co.nz
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