My self from singularity Arises and finds itself As world revelation In fields of space and time; The world shows me everywhere Itself as divine archetype Of my own image's truth. Calendar of the Soul -Rudolf Steiner
- Issue 14 • Week 4 • Term 4
- 3rd November 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 4
Monday 2nd November
- Surfing C4,5,6
Tuesday 3rd November
- School Photos C1,C3,C5 & C6
Wednesday 4th November
- School Photos DR, RR, C2 & C4
- Ice Cream Day
Thursday 5th November
Friday 6th November
- K6 Crown making sessions Rainbow Room at 2:00-3:00pm
Monday 9th November
- Surfing C4,5,6
- The Crossing- Parent Workshop The 9 Year Old Change 6-8pm
Tuesday 10th November
Wednesday 11th November
- Ice Cream Day
Thursday 12th November
Friday 13th November
- K6 Crown making sessions Rainbow Room at 2:00-3:00pm
Monday 16th November
- Surfing C4,5,6
Tuesday 17th November
Wednesday 18th November
- Ice Cream Day
Thursday 19th November
Friday 20th November
- K6 Crown making sessions Rainbow Room at 2:00-3:00pm
Monday 23rd November
- Surfing C4,5,6
Tuesday 24th November
Wednesday 25th November
- Ice Cream Day
Thursday 26th November
Friday 27th November
Monday 30th November
Tuesday 1st December
- C5 Performance in Assembly 8:45am
Wednesday 2nd December
- Ice Cream Day
Thursday 3rd December
Friday 4th December
Monday 7th December
- Birak Salt Water Festival
Tuesday 8th December
Wednesday 9th December
- Ice Cream Day
- C6 Graduation
Thursday 10th December
- K6 Graduation
Friday 11th December
- Last day of Term 4 Full day
Welcome to Week 4
Welcome to our first newsletter of term four. Going forward we will present two newsletters per term. In week four we will present the lower primary (kindergarten to class three) and in week nine we will feature the upper primary (class four through to six).
This will showcase a Main Lesson or significant learning experience, giving an authentic picture of life at YSS, the children’s learning, our connection to place and community, and some of the wonderful experiences happening across the school.
We hope you enjoy reading.
Stick Weaving in the Dolphin Room
We have reached that time of the year where the K6 (Butterflies) are working on their stick weaving bags. It is such a wonderful project for the children to engage with in their final term in the kindergarten. All the skills they have gained during their time in the kindergarten, combine in the various tasks needed to complete the bag. Making multiple panels allows the children to work with increasing independence as they are familiar with the process. With the recent pleasant weather, the children have spent some beautiful mornings sitting at the crafting table working together, chatting as they weave the wool around the sticks.
Busselton Show
The Busselton Show has provided a wonderful opportunity to showcase the amazing art and craft work of our talented students. The Yallingup Steiner School display is definitely unique, with a broad range of techniques including; wet and needle felting, block printing, woodwork, painting, cross stitching, weaving and knitting. It was a pleasure, as part of the Busselton crew, along with Erin and Jilly, to put the display together.
Karin
Spring Festival
Preparations for the Spring Festival began weeks before the whole school gathering in September, as the children in the Rainbow Room planted our everlasting seeds in our garden.
The seeds had to be kept safe from possums and little hands, were watered by helpful children with brightly coloured watering cans and kept up high on the fence soaking in all the sunshine they could.
As the Spring Festival approached, preparations were underway all over the school as the children began to make spring garlands. Each was unique, with some classes plaiting unspun wool in spring shades and colours and others using the plants and vines themselves. Ribbons were tied and beads were threaded.
As the Spring Festival approached the everlastings were carefully cut and the blooms prepared. Teachers and students brought flowers from their homes, and foliage and blossoms were cut from around our school.
Thank you to our music teacher Rae-Lee for bringing this beautiful spring song to each and every class.
Round and round and round we go,
seasons come and seasons go.
Days are growing long,
countless flowers burst into song.
On the day of the Spring Festival, all the classes brought out their mat, and set them up in a big circle, ready with our flowers and our spring garlands.
The whole school arrived and Cat, our Class 5 teacher, led our Acknowledgment of Country and then set us all to work weaving the flowers into our garlands.
When they were all as beautiful as can be, we sang our spring song, with the older classes sharing a dance they had learnt during the term.
After that, all there was left to do was eat the delicious ‘honey joys’ which our families had made for us. A big thank you to the parents who baked, and to the bees for making the delicious honey!
Class One: More Than a Line – The Journey of Form Drawing
Last Thursday evening, our Class One parents became the students.
Sitting at their children’s desks, crayons in hand, they experienced a Form Drawing lesson just as their children do. As I looked around the classroom, it was wonderful to see little reflections of the children who usually sit before me, now looking back through the faces of their parents.
We began outdoors with the story of The Traveller and the River. Through movement, the parents experienced the qualities of straight and curved lines before bringing these forms into the classroom. Following blackboard demonstrations, they practised the movements in the air, traced them onto paper and finally created their own drawings.
Then came a beautiful moment of quiet, as the room settled into concentration and each parent became absorbed in their work.
But why do we teach Form Drawing?
Introduced in Class One, Form Drawing is a distinctive element of Steiner education. What may appear to be a simple line on a page is, in fact, a carefully considered learning experience.
Before a child draws a form, they experience it through their whole body. They walk it, move it, imagine it and finally bring it onto paper.
Through this process, we nurture spatial awareness, coordination, concentration, rhythm, balance and the fine motor control that supports handwriting.
As the children grow, so too do the forms.
In Class One, the journey begins with the fundamental qualities of straight and curved lines. These gradually develop into flowing patterns, symmetry and mirror forms, interwoven designs, geometric constructions and increasingly complex forms through the primary years.
By Class Six, the children are working with the precision and beauty of geometry, exploring relationships between shapes, angles, circles and patterns.
The journey from a simple line to a complex geometric construction reflects the child’s developing capacity for observation, imagination, spatial reasoning and increasingly conscious, precise work.
Form Drawing reminds us that learning is not simply about what appears on the page, but about the experience and development that takes place in bringing it there.
From movement to form, from imagination to understanding as always, educating the head, heart and hands.
Love and light,
Ruth
Class One Teacher
Class Two: Tales from Across the Ocean
The students continue to have their imaginations formed by stories from around the world that draw on the rich heritage of diverse cultural traditions, including Asian and Pacific stories. These stories contain in archetypal form the wisdom of a culture as it was handed down from the past. They speak of creation, human striving, the gaining of wisdom and the relationship with the natural world as it was visioned and understood in different historical times.
(Australian Steiner Curriculum Framework)
Our History and Geography studies in Class Two are grounded in story – the children create mental images of how lives, environments and traditions are different across time and place such as how traditional Pacific boats were carved, fishing customs of the Torres Strait and wedding feasts in ancient Korea. These traditions have been furthered developed by the rich variety of experiences of the children in Class Two with these different cultural traditions.
Class Two have embedded their learning about the stories and traditions of their geographic neighbours by drawing and writing about the stories with their increasing writing and drawing skills. The have created wax resist paintings of pelicans from a Torres Strait Island story, sung songs from Torres Strait and New Zealand, sculpted golden dragon boats from beeswax and been introduced to Ti Rakau from New Zealand: a rhythmic stick game involving tapping and throwing sticks in pairs to traditional songs.
Today, they shared their learning with a performance of the song, E Papa Waiari, at the whole school assembly using the tapping sticks that they crafted themselves this year.
Class Three Class 3: Farming and gardening
“At a time when the children are beginning to feel separated from the world they need to experience the deep interconnections between all realms of life… Deep reverence is awoken for the sacrifices of the kingdoms of nature, their interdependence and gifts of the earth; the soil, rivers, rain and the wonder of the plant kingdom that provides us with food and materials for clothing and shelter. The animals that help provide milk, wool and honey are appreciated also as part of a finely balanced web of life. The understanding of human stewardship evolves, not conceptually at this age but through joyful experience and gratitude.” — Australian Steiner Curriculum Framework
Early in the year, Class Three students began building up our school garden beds: shovelling, fertilising, mulching and watering. We prepared the worm farms with care. With generous help and donations from parents, we made our own seed raising mix and sowed seeds for a winter crop.
We watched and documented the progress of our tiny seeds and, when the time was right, joyfully transplanted them into the prepared beds. Autumn and winter graciously watered them for us, and the sun warmed them. Slowly, they began to grow.
The class also travelled to the Cassisi Farm to plant, mulch and weed another crop. The children showed increasing personal responsibility on these trips, travelling with respect and gratitude for our wonderful parent helpers. We inspected, explored and reflected on all parts of the farm: the orchard, vegetable gardens, dams, lambs, sheep and geese. We all squeezed into the pump shed to ponder its mysteries and the importance of water to the growing of food.
We made hilarious grassy-heads from seed and tracked their growth with our new measurement skills, as well as responding artistically to the bounty in our gardens.
This term, we have harvested both from our school garden and the beds at the Farm: a bumper crop of lettuce, broccoli, kale, potatoes, beetroot, herbs, silver beet, funny looking carrots, heirloom garlic and spring onions. We have had numerous feasts, prepared with children’s help in the P&F kitchen, and eaten together, a simple ritual at the heart of social connection across cultures.
And finally, this week we pulled out the spent kale, parsley and broad bean plants, chopped them up and spread them onto the beds to turn into rich soil for future plantings. Thank you to the parents and families who made it all possible.
2027 Term Fees
Parent Workshop
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.)
