Now may I belong to myself And shining spread inner light Into darkness of time and space. The natural world tends toward sleep; Soul depths shall awake And awaking bear solar embers Into the cold winter flowing. Calendar of the Soul -Rudolf Steiner
- Issue 4• Week 8• Term 1
- 24th March 2026
We acknowledge the Wadandi (Saltwater people) as the traditional custodians of these lands, skies and waterways where we come together at Yallingup Steiner School, and where learning has taken place for thousands of years.
We extend this respect to all First Nations people and thank the Ancestors, Elders, and custodians of the Wadandi community, who have cared for and continue to nurture Country, in their many restoration projects, community and cultural research and spiritual wisdom of the earth as sacred.
Upcoming Events Term 1
Monday 23rd March
- Interm Swimming C1-C6
Tuesday 24th March
- Interm Swimming C1-C6
Wednesday 25th March
- Interm Swimming C1-C6
- NO Ice Cream Day
Thursday 26th March
- Interm Swimming C1-C6
Friday 27th March
- Interm Swimming C1-C6
Monday 30th March
- Interm Swimming C1-C6
Tuesday 31st March
- Interm Swimming C1-C6
Wednesday 1st April
- Interm Swimming C1-C6
- NO Ice Cream Day
Thursday 2nd April
- Interm Swimming C1-C6
- Last day of term
Friday 3rd March
- Puplic Holiday
Welcome to Week 8
Dear Families,
Swimming lessons are finally underway and we have our logistical operations for getting everyone fed, dressed, transported and submerged in the beautiful blue waters of Geographe bay each day until the end of term.
Lady Blue, the all-knowing presence of the oceanic water, was the analogy I chose to weave into an equinox/Michael festival story for the children last week:
A young traveller inadvertently picked up a Teeny Tiny Troublesome dragon when resting on desert sands. The tiny creature seeking refuge in the cave of the traveller’s ear.
Kindling a fire in his tiny belly, the dragon the exhales smoky whispers to his host over the course of many years as they travel the world together. The traveller, like all travellers unconsciously seeking a place to call home.
Each magnificent location, from deep valleys to tall mountains never quite seems enough when the Teeny Tiny Troublesome Dragon puffs and whispers reasons why things are not quite good enough… your feet are too big to traverse these mountains, you may trip and fall…the people living here are too short…the light is too dim….
At every location there appears a wizened ancient with a repetitive refrain:
“Oh traveller, what will you do?
No one can help you, except for Lady Blue.”
The story finds its resolve when our traveller reaches a sandy shore and begins to feel at home. The Teeny Tiny Troublesome dragon unfurls its hot little body in the blue waters as the traveller dives deeply. He releases himself from his cave and the fire in his little belly is quenched.
Our traveller experiences deep peace and resolves to make a home.
A tale for the children to contemplate as they travel through life. Beware of the thoughts that pass over you and may you find peace in this wonderful world.
As we move into the Easter mood in the coming days, the children will be guided through lessons fostering a love and appreciation of life and the idea of rebirth in the form of new and positive opportunity contained in each and every day.
Warm Wishes everyone,
Jacqui
Education Facilitator
Restorative Practice
From the College of Teachers
Growing Through Relationships: Our Approach to Restorative Practice
At Yallingup Steiner School, we understand that children are not only learning academic skills, they are learning how to be in relationship with others and with the world around them. Social challenges, misunderstandings and conflicts are a natural and important part of this journey.
Rather than viewing these moments as problems to be removed, we see them as opportunities for learning and growth.
This simple idea reflects our shared commitment to guiding children not just to move past difficulties, but to actively repair and strengthen relationships.
Our approach is guided by restorative practice, which sits at the heart of how we support children in navigating relationships. This work is informed through teacher training, school-based workshops, and our ongoing practice together as a College.
Restorative practice is based on a simple but powerful principle: when harm occurs, the focus is on understanding, repairing and reconnecting.
In practical terms, this means that when an incident arises, teachers work closely with the children involved to:
- understand what has happened
- recognise the impact of their actions on others
- listen to different perspectives
- take responsibility in an age-appropriate way
- find a path forward that restores the relationship
While feelings are acknowledged and held with care, this work is not centred only on feelings, nor is it about children doing as they please. It is about learning how to live and work together, developing respect, self-regulation and an understanding that our actions affect others.
This process is always held carefully by the teacher, with consideration for the developmental stage of each child. Younger children are guided more directly, while older students are supported to take increasing ownership of reflection and resolution.
Importantly, restorative work takes time. It is not about quick punishment or blame, but about building the inner capacities of empathy, accountability and self-awareness. These are lifelong skills that support children far beyond their school years.
Our teachers are approachable, experienced and committed to this work. We continue to deepen our understanding through professional learning and shared practice, ensuring a consistent and thoughtful approach across the school.
We also recognise that strong partnerships with families are essential. If something arises involving your child, we are always available to meet, listen and work together in support of a positive outcome.
At its heart, restorative practice reflects the deeper intention of Steiner education, to nurture not only capable thinkers, but kind, socially responsible human beings.
🌿 Together, we support children to grow into thoughtful, responsible and compassionate human beings.
Supporting Your Child Through Restorative Practice
A guide for families
What do we mean by “restorative”?
Restorative practice focuses on understanding, repairing and strengthening relationships. When something happens between children, the goal is not simply to stop the behaviour, but to help each child learn, reflect and grow.
What might I hear from my child at home?
You may hear things like:
- “I had to talk about what happened”
- “We had to say how we felt”
- “The teacher didn’t punish them”
- “It wasn’t finished straight away”
- “At our school, we fix things”
Sometimes children are still processing events and may share only part of the story. This is very natural.
Why doesn’t it always look like punishment?
In Steiner education, we work to develop the child’s inner sense of responsibility, rather than relying only on external consequences.
This means taking time to:
- understand what led to the situation
- support empathy for others
- guide children to make things right
This approach builds deeper, long-term social understanding.
How can I support this at home?
You can support your child by:
- listening calmly without rushing to judgement
- acknowledging their feelings
- encouraging them to consider another perspective
- reassuring them that their teacher will help guide the situation
Simple questions such as “What do you think the other child might have felt?” can be very powerful.
When should I contact the teacher?
We always welcome respectful communication. Please reach out if:
- your child is feeling unsettled over time
- you would like a fuller understanding of a situation
- you feel additional support may be needed
Teachers are available for conversation and value working in partnership with families.
YSS College of Teachers.
Michaelmas Celebration
CLass 4
Class 4 students started the year by working with Norse mythologies stories. These stories provided them with experiences that met their newfound confidence. The resilience of the Norsemen inspired and fascinated them.
This last week we focused on preparing for the Michael Festival. We heard the story of The Golden Soldier (by Christine Natale), a young soldier who went looking for battles to join and glory to win.
Golden Soldier (by Christine Natale)
Golden is my helmet
Golden is my shield
Golden is my shining sword
That with my strength I wield.
Golden is my armor
That bears the sign of God
Golden are my leather boot
As ‘cross the Earth I tread.
I also have a golden crown
With jewels are bright as stars
That helps me see what we can be
When hate no longer mars.
My crown and helmet stand for truth
My shield for brotherhood
My sword gives strength unto my will
To do what’s right and good.
So come with me, my loyal friends
And be a soldier, too
A Golden Soldier brave and strong
Together – me and you.
We’ll fight for truth and justice
We’ll fight for good and right
We’ll fight for freedom and for God
We’ll fight with all our might.
Whenever strength and might are joined
With healing, hope and love
Our world will ever closer come
To Heaven’s joy above.
On the festival day, as part of our act of service, many of the children helped with washing the fleece we were gifted last year: many feet make light work!
Class 5 Ancient India
Brahma, the creator, guided our exploration of Ancient India and led the class into the sacred trinity with Vishnu, the preserver and Shiva the destroyer/transformer.
Through stories, we imagined how this trinity existed in ancient times, and how we can sense the interconnectedness of these aspects by observing nature.
Within this great cosmic dance, we journeyed into the flow of the river Ganges, tracing its origins in the vast Himalayas and discovering how, in ancient India, its sacred waters came to symbolise the purification of hearts and souls.
We later touched upon the many expressions of Krishna, through the beautiful song of the Mahabharata, which gently wove its presence throughout our block. The children delighted in hearing stories of Krishna as a child especially his playful mischief and his fondness for stealing butter. Our travels led us further through a part of this epic– ‘The Bhagavad Gita’, via the warrior Arjuna, who found strength in the presence and teachings of Krishna when faced with an impossible task.
The guiding light of Krishna appeared again in another trial of Arjuna, who disguised as Brahmin, completed an archery challenge at a ceremony to hold the hand of Draupadi, a woman born of fire. The task involved lifting a heavy bow and arrow and piercing a rotating fish, placed high above, by aiming at its reflection in a pool of water below. With inner stillness, Arjuna fulfilled the challenge.
Through Draupadi, a central figure in the Mahabharata and often seen as an embodiment of the goddess Shakti, we find moments where she called upon Krishna as the indweller of her heart, who bestowed strength and courage, syncronistically echoing the spirit of Michaelmas and the sustaining warmth of divine light.
Many thanks to Tony Martel for initiating us into our cooking experiences, and to Victoria De Feo who led a gorgeous Kirtan circle.
‘May my soul bloom in love for all existence’ – Rudolf Steiner
Warmly, Marie
Class 6 Camp
As the 12-year-old child stands on the precipice of adolescence and prepares to venture into the world beyond our little school, they are seeking confidence, strength and independence. The recent Class Six Sailing Camp was a special experience that mets those needs and provided a challenging rite of passage for our oldest class.
Utilising a local company, Adventure Sailing, the students were introduced to the skills of sailing on a 65ft yacht. The two day sailing experience complemented our Local History and Astronomy Lessons.
Food was loving planned, prepared and served by the Class Six Parents and students. A big thank you to Gita for her co-ordination in this vital and much loved aspect of the camp.
Sonja and Sally accompanied us on our adventures as did a number of parents. I am grateful for such excellent support.
We were so blessed with the fine weather! Sunny, balmy and windless.
The sailing was a great mix of practical learning and space to take in all that the boat and the ocean offer up: The kids were thrilled to ride with the dolphins at the bow have and osprey accompany us on the mast. We learnt to tack, winch and even swam in the beautiful blue.
The crew had us covered with their expert skill we sailed, tied knots and created tattoos.
The calm conditions suited many of the group, (Sonja and I included) who came on board tentative and left converted! ‘Starsand’ was beautiful, well cared for and super comfortable.
Compliments to the crew at Adventure Sailing for providing a high quality experience, and safely sailing us back to shore!
Back on land, we set up tents for a two-night experience. We swam, star gazed, navigated and enjoyed both sunset and sunrise. Ending with a beach clean, we found all sorts of rubbish and tallied it all for the Tangaroa Blue foundation. In this act of service, we felt proud to support the health and protection of our land and sea habitats and all wildlife, including ourselves, who are all impacted by human-left rubbish. We are now more aware of the tiny plastic pieces, and the need to pick up as much as we can! Many thanks to the parents who helped with these tasks.
Well done Class 6’s, it was a sterling effort by all and so very enjoyable!
Love Lisa and the Yallingup Steiner School Team.
Craft with Paul
Class 3 – Weaving
The students have started a larger weaving project using wooden looms. It involves careful selection of colours and lots of patience as the decorative tapestry comes to life. Once the weaving is finished, the children will create a wooden rod to support the fabric as we take it off the loom.
Class 5 – Linocut
Creating a linocut print needs careful planning. Before creating a design, the class learned about positive and negative space and various techniques to support the outcome of their artwork. For their final piece, the children chose elements from the Ancient India and Botany Main Lessons.
Class 6 – Monochord
This term, the class learned about acoustics and made a simple but effective instrument called a monochord. It was used by Pythagoras to demonstrate that musical harmony is not random, but based on numerical relationships. Building the instrument involved making a wooden box, which will be finished with a single string mounted on top of the body. The students did exceptionally well at measuring, cutting, and putting the final touches on their pieces.
P&F: Everlastings Fundraiser
An order form for Everlastings will be sent home with your child this afternoon. Please keep an eye out for it when your child returns from school.
Half of the purchase price for each order goes directly to supporting the school. Your participation helps the P&F provide valuable resources and opportunities for our students.
Please return completed order forms to either the office or your child’s class teacher. The deadline for returning orders is Monday, 30 March.
Thank you for your support.
Please look out for an order form for Everlastings that will go home with your child this afternoon. 50% of purchase price goes directly to the school. Please return your order to the office/class teacher by Monday 30th March. Thank you.
P&F: Autumn Easter Raffle
Community Notices
(Please note – the events and views in these Community Notices are not sponsored by YSS and do not necessarily reflect the views of the School.)
Donnelly River-Community Family Camp
Shark Eyes Discount
With beach swimming lessons approaching and the children feeling the cold, Shanan and Heather from Shark Eyes would like to offer the school a discount for a thermal rashvest and a widebrim hat.
The thermal Rashvests are like no other rashie in that they are NOT soggy and cold when wet. They are wind chill protective, hydrophobic, warm and fluffy on the inside, flexible, comfortable and keep the kids much warmer than a normal lycra Rashie. They can be worn on their own or underneath a wetsuit and easily put on dry without parent help. The hats are a high quality waterproof, size adjustable and widebrimmed.
Use discount code: SE20 to access the discount when shopping online at www.sharkeyesglobal.com.au
To shop for the kids visit: https://www.sharkeyesglobal.com/collections/kids
The discount gives you 20% off a thermal rashvest and a widebrim hat combination accross the kids and adult range of hats and thermals.
