Term 4 always brings a flurry of activity, and this year is no exception.  Our current clay project in 6P has seen the class creating Roman aqueducts using wooden moulds which we made in woodwork earlier in the year.  The plan is to add to the aqueduct that currently lives in the Class 6 play area – a structure created by the current Year 9 students. 
 
Not only have the class handmade the individual clay aqueducts—mould and all. But they have also used their time throughout the year to immerse themselves in the art of mosaics, creating the decoration for the base of the ancient Roman structure. 
 
As a class, we look forward to the culmination of their clay, woodwork and craft lessons and leaving a further legacy in the playground for future classes to admire.
 
With our Primary School experience coming to a conclusion, 6P has been reminiscing on their learning journey both as a class and as individuals. With a majority of the class taking the journey from Class 1 and even Kindergarten before that, we have had occasions where songs and verse have spontaneously risen during our class discussions and gatherings.
 
In Class 1, every 6P family received a reminder of the goal of the Primary School journey.  I share this as a reminder to all of the expectations and wonders of the journey, and the blessings that we, as teachers, strive for each and every school day:

Full of joy at seeing each other again, Class 2H bounced back into school, words and laughter tumbling from the children's lips as they shared their many holiday adventures.

We began the term with a day at the Farm and our beloved Crystal Creek. With great enthusiasm, we skipped towards the Farm, where we sat quietly under the shade of the trees, listening to the rustling leaves and birdsong, before Nadia and Renata, our wonderful gardening teachers, shared our task ‑ to plant thousands of sunflower seeds along the bank. Reverently each child held out their hands to receive the seeds, which were held close to our hearts as we thought of family, friends, colleagues and our beautiful School, and then scattered onto Mother Earth. ​

Then it was time to roll up our sleeves and manoeuvre the giant round hay bale into position. This was no easy task. It took a lot of strength, energy and collaboration to get it just right, before the hay was rolled out over our tiny seeds.  With the seeds now safe and snug under a bed of hay, it was time to offer a song to Mother Earth, that our seeds may grow from the loving work of our hands and all passing by may, in time, enjoy their beauty.
 
Our task now done, it was time to have some hay bale fun! We lined up and, one by one, each child ran with gusto to leap over the huge bale.  Some could barely get lift off, others clambered up the bale, some leapt straight onto it and some even flew straight over it. But all cheered with encouragement, supporting their peers.
 
Then we raced to Crystal Creek, where half of the class wove beautiful mats and created baskets for their treasures, whilst others built strong cubbies. It was a productive morning and, as we gathered together to head back to class, smiling, muddy faces beamed with joy.  “Ah, what a grub nut you are!” I said to one child who responded with tinkling laughter… and so the story of the Grub Nut Children evolved, forming the basis for our mathematics lesson on Place Value.
 
The children are loving hearing their daily escapades turned into Grub Nut Children stories and I am loving seeing their enthusiasm for all the mathematical games and activities created to engage their wills as a mathematical community of learners.

Heather Peri
Class 2 Teacher

Why can’t children vote?
Why does the government have so much power over us?
Why do people without jobs get paid when that’s not the case in other countries?
Why does the government allow people to cut down so many trees?
Why don’t refugees have the right to get citizenship and vote in Australia?
Why is Adani allowed to destroy the Great Barrier Reef?
Why can’t everyone have the right to citizenship?
Why can’t teenagers vote if it is their future? Shouldn’t they decide for themselves?
Do you trillionaires feel responsibility or the need to do something good for the world with all that money?
Who was the King of England?
What happens in Parliament?
Can the government make laws whenever they want?
What would happen if we didn’t have a government?
Why are some Australians so foolish to vote for a bad prime minister?
Why can’t kids drive cars?
Who was the first Governor General?
When was the first law made in Australia and who made it?
What is it about the Democratic Party and the Republican Party in the US?
Who was the first Queen of England?
How much power does the government have?
How does the voting system work to elect the Prime Minister?
Who made school days?
Why do Prime Ministers always seem to be so rich?
Who invented the idea of a government?
Why are there so few women in government?

These are the questions that occupy our young people's minds in Class 6. Their desire to connect the dots from what they overhear adults talking about, and to deepen the quest, is a wonderful step beyond the small world of interest in clothes, screen time and peer groups for the 12-year-old child. We emerged from this Main Lesson with sense of belonging to Australia and its living democracy, along with a profound understanding of privilege, especially when applied to the Australian Citizenship test — I am happy to report that everyone "passed" it!

To bring the topic to a close, the students were asked to design a new flag for Australia based on similar endeavours in New Zealand not so long ago. Their designs represent a deep reflection about the symbolism contained in national flags, which is in our case arises out of the children's desire to be inclusive, to show a sense of place and belonging. I imagine they would like to wave their own flags at the next Olympics!

Anja Grapentin
Class 6 Teacher

Leaving Your Mark on Country (detail), 2016, Libby Harward, painting and multimedia installation. National Museum of Australia


​What an incredible time to be teaching! As a primary school student I learnt about a 'peaceful' colonisation of Australia. Now it is a bittersweet experience to be teaching a much more truthful version of the events that transpired between 1770 and 2021. 

Our journey has taken us from a somewhat incomprehensible understanding of more than 60,000 years of life and culture belonging to the First Nations People, to the Doctrine of Discovery that empowered terra nullius and an invasion, through policies of 'protection', assimilation, social activism, self-determination and recognition.   
We have looked at these times through the lenses of relationships and land. We attempted to look at both sides of the story.

Artist Ziggy Ramo asks us as Australians:
Gather 'round, people, and I'll tell you a story
Two hundred years of history that's falsified
British invaders that we remember as heroes
Are you ready to tell the other side?

Paul Kelly and Kev Carmody spelt it out for us when they said:
But this is the story of something much more
How power and privilege cannot move a people
Who know where they stand and stand in the law.

And both sing: From little things big things grow.

The children have especially enjoyed learning the story about the Wave Hill Station walk-off. A tale that not too many Australians know well enough. Please feel free to look into it a bit deeper.
​
Nick Vuorinen
Class 5

Class 4L began the term with an introduction to fractions - perhaps one of the trickiest mathematical concepts to teach to children. But by keeping it practical (cooking up a feast), we integrated weights and measurements with dividing the whole into parts.

The ancient Egyptians introduced the concept of fractions as the bakers delivered the bread to gangs of workers at the pyramids. The first worker marked the bread into eight pieces and the last worker, the eighth person, received the first piece. Hence the first person ate the last slice. We made our Egyptian bread using the flour we grew in Class 3. Very rustic and authentic. Just like an Egyptian!

Mandala form drawings were divided into fractions and our mums received beautiful cards and poems.

As we entered into the realm of Gilgamesh and Enkidu, the children delighted in dressing up and immersing in Sumerian culture. They relished in questioning the plights of Gilgamesh as he strove to find his way, help his companion, and return to the world where all was familiar and life would continue forever as it ever was. Such is the age of the ten-year-old child.

Linda Mayer
Class 4 Teacher

Class 2M have settled rather beautifully into the new year. We have been very busy and attentive in our studies and our play.

The year began with The Dragon’s Celtic Tale where we delicately absorbed the trials and tribulations of the three fisherman’s sons. Continuing with our prior learning of sounding out letters and words, the children have begun the process of creating their own sentences while working in small groups.

Our second main lesson was Mathematics, beginning with a wonderful exploration of symmetry, which we began to discover everywhere in nature! In a beetle, a butterfly, an eagle, a leaf and even within our own very own face! Symmetry was a wonderland of joyful discovery, and we followed on with our work on number patterns and counting.
 
Our final main lesson for the term has been the ‘Animal Dreamtime’ stories.  We have contemplated the beauty of Aboriginal art and drawn our own depictions. The lesson began with the tale of Rainbow Serpent who, in the beginning, when all animals were peacefully sleeping underground, pried open a small part of the crusty earth layer. He then slithered upon and across the earth, creating indents and mountainous landscapes. Once his work was complete, he encouraged the frogs to peep out and come forth, where he promptly tickled them until water flowed from their mouths creating the waterfalls, lakes and oceans we know of today. 
 
Handwork is sustaining our motor development, supporting the progression of ‘nimble hands creating nimble minds.’ We are busily creating beautiful name tags and Celtic knot embroidery spheres, using long stitch. These will adorn our newly dyed handwork bags. 

We have sung autumn songs galore, played in the sunshine, amongst the sunflowers, and fed the new baby ducks. We have run through the rain, sailed paper boats at Crystal Creek, raked grass, mulched a garden bed and danced a multitude of bush dances. Our days are overflowing with exploratory play and good old-fashioned hard work!  A beautiful balance of mind, body and soul.
 
I wish you all a wonderful upcoming term break. Perhaps you are lucky enough to be one of those who get to take off into the air once again like a bird with open wings. Perhaps you get to discover some wonderful new places or sacred sites within which the Rainbow Serpent so graciously prepared.
 
With respect and admiration for our wonderful school community,

Maria Moston
Class 2 Teacher
 

​Class 5D have been loving their Wednesdays at the Pass where, under the expert guidance of Beau, they have been learning the basics of surfing, and how to identify and appreciate the surfing vibe - often referred to as stoke. I am happy to report that everyone has been thoroughly stoked and the Pass has treated us to some wonderful waves to practice our new skills.
 
In the classroom, the children have been studying significant early explorers of Australia. These European explorers opened up parts of the continent thought previously inaccessible, and allowed the spread of livestock, the finding of new land for crop growth and the expansion of early settlements. It was they who documented many of the early interactions with the indigenous peoples who already had ancient and well-established systems of settlements, languages and nations.

We have considered what the exploration of Australia by the Europeans meant for the First Australians. The children have thoughtfully discussed the terms we often hear when we speak of early Australia, such as discovery, exploration, invasion and dispossession. Finally, we looked at reconciliation and how we can each play a part in creating an inclusive modern nation for all Australians, capable of delving into the truth of our history with empathy and compassion.      
 
The gift of the 11-year-old is an enthusiastic interest in the world and a wide-ranging sociability. Through a deepening observation of the natural world, the Class 5 child is able to engage this enthusiasm. The children have been collecting leaves to use for rubbings, as well as seed pods, bark and other natural wonders for illustration and observational writing. The awakening of the thinking realm for the 11-year-child is met with an increase in the rigour of numeracy work and the mental strategies of problem solving; daily reflective journal writing and our first group project and book review.
 
Our weekly specialist lessons see us sharing eurythmy, ensemble, choir, music, plaster carving, painting, sport and Indonesian culture – never a dull moment for the 11-year-old who, while glancing back to childhood for reassurance, looks forward with vigour and curiosity to early adolescence.      
 
Dallas Hewett
Class 5 Teacher

The beginning of a new school year seems an especially joyful time. Spirits are revitalised; teeth and limbs have grown; adventures have been had and new adventures are sought.

The year began with much excitement about our new musical journey with our very own cello or violin. We have also been creating with clay in the workshop, under the gentle guidance of Ben, which the children just love. As part of the Class 3 choir, we have been singing with Loani, and what a joy to hear both classes singing together.

New for us also this year - a whole main lesson day dedicated to gardening, planting and growing, caring for and fostering our school gardens and beyond. ​Learning to love and take care of our land is being fostered with our new worm farms and taking care of the Chickenbimby flock. Pictured above are the sunflowers we planted.

This is an important picture for the 9-10 year old child, who is experiencing a stronger sense of self, moving away from the imitative, safe world of their previous years. A bittersweet yearning to be more connected with their physical world, comes with a letting go of the innocence of a time passed. Gardening brings the children into direct connection with this world, and so much fun is had (as you can see above), as we continue to adore our time spent at Crystal Creek.

Many of the main lessons support a practical world of purpose and history, as an antidote to the often lonely and confused emerging soul life. Stories from Persia and the Old Testament also support the moral development of the children, as do the artistic endeavours and daily rhythms of our day.

We are looking forward to the bush dance at the end of term and all the experiences of Class 3 in the year ahead.

Lindsey Gallon
Class 3 Teacher

​The Primary School swimming carnival on Monday was a great success, with plenty of games for the younger children in the morning, followed by the upper Primary races in the afternoon. Class 1 to 3 students enjoyed the Crystal Dive, the Kick Board Dash, the Dragon Noodle Boat Cruise and the Hoop Obstacle Swim, as well as lane swimming for the capable swimmers in Class 2 and 3.

There were some tired faces by the end of the morning, as Class 1 to 3 headed back to school and the upper Primary students took their place in the pool.

The continuous relay was a fabulous demonstration of participation and enthusisam as every student hit their pace in the pool, followed by the 50m freestyle and breaststroke races. The enthusiasm was contagious with almost every student entering a race. The grand finale was the teachers' race. Class 5 teacher Nick Vuorinen was awarded the blue ribbon, with just enough time for some games before we wrapped up the carnival and headed back to school. 

Thank to all the staff and students for another fabulous fun-filled sports event.

Cathy Jones
Primary School Coordinator

This year, our Class 3 farmers milled a record 21kg of finest biodynamic flour from their wheat harvest, to be baked into bread next week.

The wheat seed, received from the Class 4 students at the Primary School's Autumn Festival, was planted and tended as part of the Class 3 farming curriculum. This season marks the third in which the crop has been sown from Shearwater's own seed bank.

Special thanks to Sally Davison who donated the stone mill (pictured above).

Class 7 recently went on their final Primary School camp. It was with jubilation that restrictions were lifted and we had the opportunity to continue with the tradition of fantastic camps at Shearwater. Although shorter and closer to home than past Class 7 camps, this was no exception.

The two classes came together with the intention of fostering new friendships and getting to know their future Class Guardians. We had a wonderful campsite at Lake Arragan and, after setting up our tents, we got on with the business of weathering storms, facing physical challenges, eating lots of wonderful food and reapplying sunscreen.

Shearwater has many aspects that make it unique but one of the standouts certainly has to be the camps, creating fond memories for our students and graduates.

The benefits of the situated learning that forms this aspect of an outdoor, hands-on curriculum are so valuable and can be readily measured by the social health of the group and smiles of the participants.  

Watching students immersed in nature while learning together is a tremendous highlight for a teacher and now, standing at the end of our seven-year journey, I give thanks not only for the wonderful students of Class 7 but also for Shearwater, for placing an emphasis on a living curriculum. I also acknowledge my wonderful fellow teachers and a further note of appreciation goes to the planners, shoppers and parents who provided lovely food, as well as to Nick Thorne and Venessa Skye who went above and beyond to help this camp run smoothly.

Always Was, Always Will Be was the overarching theme for NAIDOC Week 2020 – an opportunity for us to share with the children and young adults in our care that First Nations people have occupied and cared for this continent for over 65,000 years.

The Shearwater school community came together to acknowledge that Aboriginal and Torres Strait Islander people continue to be spiritually and culturally connected to this country.

What does culture mean for us today was the question posed by our guides, Mudjai and Djuaan. Key themes emerged based on connection to the land and the seasons, our shared caring for place, and a deepening of the understanding that the very first footprints on this continent were those belonging to First Nations peoples. With these themes as a thread, the entire school embarked on a week of creativity, sharing in the realms of painting, singing, storytelling and dance.
 
A whole school gathering at the beginning of the week set a reverent and respectful tone, as a rainbow serpent of children, led by the Shearwater Kinship group, weaved through the School bringing everyone together. A fire  lit in the amphitheatre would burn for the entire week until the whole school gathered again on Friday to present their artistic offerings and dance up the energy shared over a week of creative collaboration.
 
Children from early childhood through to the young adults of Year 11 honoured the First Nations custodians of this place as misty rain added to an atmosphere of respect and hope. Finally, the rain, the seasons, the water ways, the ocean and the creatures sustained by these sacred systems unique to this place were celebrated in dance and song in a cacophony of rhythm and exuberance.
 
With respect, 
​Shearwater Mirrabooka Group

Our Class 6 students recently completed the Yellow Lantern public speaking program, culminating in the presentation of their speeches last week - a wonderful display of courage, insight and humour. Yellow Lantern is a national provider of public speaking school programs and speaking clubs for kids, with an emphasis on positive self talk, empowered speech and celebrating personality.

There was a good variety of topics, from animal rights, climate change, bullying and the empowerment of women to model trains, making tiramisu, wave pools, and why we should not fear sharks. There were philosophical speeches about the power of friendship, the bridge between astronomy and astrology and why money can’t buy happiness.

This year, because of crowd restrictions, parents were unable to attend the speeches at school, but the event still carried enough excitement and anticipation to test the nerves of most of the students. They certainly rose to the occasion and presented beautifully written speeches. With thanks to Gemma West from Yellow Lantern who was the facilitator this year.

William Keyte
Class 6 Teacher

​Spaghetti Circus has been at the School this term for some fun skills-building workshops with our Primary classes. We also had Nash Campbell, from Byron Beez, providing basketball sessions which inspired lots of lunch-time ball play.

These additional sports experiences were funded by the federal government's Sporting Schools grant, which will be spent on swimming lessons in Term 4.

The Athletics Carnival results have now been finalised and I am pleased to announce that more than 30 records were broken from classes 4 to 11. Well done Shearwaters! Thanks also to the cheerleading group for their energetic opening of the event and to Year 12 student Bodhi Hallas, for gracefully sharing her experience and enthusiam with the Class 6 student cheerleaders.

In Term 4, Shearwater will participate in two regional sports activities, with tennis in Grafton in October and basketball in Coffs Harbour at the start of November.

Watch this space for more exciting news on the inaugural Shearwater Olympics 2021!

Wishing all our students, families and staff a happy and active school holidays.

Magnum Brotto
PDHPE Teacher

​As the nine-year-old child begins to develop an awareness of the wider world and forms opinions and ideas on the way they see the world, we bring them into the development of mankind through farming, creation stories, deeds and misdeeds, human values and more.
 
In their third year of Primary School, the children work by using their hands to mould and form that which is within reach. Working with the elements to nurture seeds; watching them unfold into shoots and moving forward into blossoming and fruiting is fulfilling in their yearly cycle. Using the fruits to turn the harvest into a meal completes this and the children have made turmeric powder, planted wheat, cared for chickens and ducks, weeded and planted gardens, and enjoyed the citrus that grows around the School.

The use of wool, fleece, fabrics, clay, wood and wax allows the children to experience the development of home industry. The beautiful reality of creating something helps develop their sense of will and, with encouragement, they achieve to the best of their ability.

Stories of creation from around the world have allowed the children to see the world from different perspectives whilst noting the connections we all share in our history.

The children are currently writing their own newspaper called Dreams and Scenes, using their English skills to present an insight into their weekends and other events in their lives. This was inspired by our sister class who have been writing for some time, and we hope to move into other areas of classic newspaper writing soon, including a sports section and some advertising.

Class 3 have also been learning about the history of measurement, punctuation, times tables, Indonesian, Eurythmy, painting, form drawing, crochet, choir, the science of air and have begun their strings ensemble lessons.  Our days are full. They are busy with industry and as each day closes, we stand together in completion knowing there is always a new adventure beginning tomorrow.

Julie Marx
Class 3 Teacher

This term, the children of Class 5A are exploring the world of the Ancient Greeks. We began with the mythology, in which the gods play out the whole pantheon of human experiences – being powerful or powerless, being hateful or loving, being generous or exploitative. We also researched the geography of Greece and how this shaped the Greek culture and the Greeks' interactions with other cultures.

The children then delved into the refined art of mapmaking. A reflection on the art of Greece, most prominently found in sculptures, and a comparison with the representations of Ancient Egyptians, brought an admiration of their dynamic and expressive gestures.

The Greeks loved coming together to celebrate athletic competition and sportsmanship, and beauty and grace were held in high regard at these events. In this spirit, the children are preparing for the Greek Olympics that is traditionally held with Class 5s from other Steiner Schools. This is a joyous pathway into athletics which is empowering for both boys and girls alike.

The practical arts have complemented our theme as the children made amphoras with Ben in the clay workshop. Here they showed their individual approach, which they typically apply to any project. Some worked the clay the fast and furious way (with some amphoras collapsing). Some liked thick and sturdy walls, whereas others preferred slender shapes. The individual strokes and the moulding of the material brings out not only creativity but also a new self-awareness about one’s preferences and strengths.

Anja Grapentin
​Class 5 Teacher