Annu al Report 2011 - Mount Barker Waldorf School · Annu al Report 2011 A School for Rudolf...

A School for Rudolf Steiner Education Inc.

Annual Report 2011

A School for Rudolf Steiner Education Inc.

Annual Report 2014

Mt Barker Waldorf School Annual Report 2014 2

Thank you to Leanne Osmond, Dina Fieck, Matthew Symonds, Andy Rasheed and Giulius Canteri for the photographs in this Annual Report

Mt Barker Waldorf School 27 Sims Road (PO Box 318) Mt Barker SA 5251

Phone: +61 8 8391 0411 Email: [email protected] www.mtbarkerwaldorfschool.sa.edu.au

Contents Introduction page 3

Mission and Vision Statement page 3

Message from the Board Chair page 4-5

Report from the Education Director page 6

Report from the Principal page 7

Report from the Business Manager page 8-10

Faculty Reports: Early Childhood page 11-12

Faculty Reports: Primary School page 13

Faculty Reports: High School page 14-15

Parent School Partnership Group Report page 16

Cultural Life/Festivals page 17-18

Learning Support Report page 19-20

Wellbeing Support page 21

Overview of Camps and Outdoor Education page 22-25


IntroductionThe Mount Barker Waldorf School (MBWS) was founded in 1979 and has been located at its current site, on twenty acres of beautiful, landscaped grounds and biodynamic gardens, in Sims Road since 1980. The Kindergarten, Primary School and High School provide for over 300 students from Kindergarten to Year 12. Mount Barker Waldorf School is recognised as a pioneer in the development and delivery of a full Australian Steiner curriculum.

The students from Classes 1-12 study a broad range of subjects with equal emphasis given to the arts, science and more practical subject areas. We strive to maintain a balance and rhythm to each day’s lessons: a three week Main Lesson block on a particular topic or theme starts the day; followed by practice lessons in subjects such as Maths, English and Languages. In the afternoons, the students are engaged in more practical subjects such as Technical Studies, Gardening, Craft, Music and Physical Education.

Our Year 12 curriculum offers a fully recognised alternative to SACE, and students are given a SATAC Selection Score based on their substantial course work throughout the year, which includes an individual Special Project. Graduates of the school are accepted into all South Australian universities, and have been successful across a range of disciplines in their tertiary studies.

The Mount Barker Waldorf School is one of almost 1000 Steiner schools operating around the world. The school is an active and valued member of Steiner Education Australia (SEA).

In 2009, the College of Teachers was replaced by a three person Executive and a Collegiate Leadership Group. In 2014, the management structure of a three person executive of an Educational Administrator, Education Director and Business Director was reviewed and after consultation across the school was replaced with a Principal led executive structure.

This Annual Report to the Mount Barker Waldorf School Association is designed to provide information on the 2014 school year in its various facets, an update on the priorities for 2015, and the school’s financial performance.

Aims: At Mt Barker Waldorf School, we aim to:

•provide an education of the highest quality so that our students become balanced individuals, having developed clarity of thinking, sensitivity of feeling and strength of will

• inspire within the students a love of learning, a morality which strives for goodness, an appreciation of beauty and the pursuit of truth

• inspire in our students a sense of wonder at, and a positive connection to the world, arising from a knowledge of and responsibility toward themselves and one another

•provide our students with values which will enable them to find meaning and purpose in their lives

•provide our students with the knowledge, skills and means to work competently in the world

• inspire a sense of the spiritual dimension of life, as well as a healthy respect for the physical dimension

Vision Statement“A thriving school that provides an outstanding, evolving Waldorf

Education, aimed at fulfilling individual potential, within an

inclusive and respectful community”


Message from the Board Chair2014 ReportThis is my final report as Chair of the Mount Barker Waldorf School, a position I have held since the school’s Board was established in 2009. In many ways, 2014 has been one of the most challenging of my six years in the role, with significant management issues arising at a time when one of the Executive positions has been vacant. While this has required the Board to be far more hands on than its traditional role, the school has successfully been able to meet each challenge and, I believe, has emerged significantly stronger as a result.

GovernanceandPlanningProgress was made in many areas of the Strategic Plan:

Goal One: Ensure the provision of a broad, relevant and flexible Steiner education

Progress in this area has been slow but steady. Considerable work has been done investigating middle school options, developing the curriculum and implementing the Early Years Learning and Development framework.

In Term 3, we had our first inspection by Education and Early Childhood Services Registration and Standards Board to review our implementation of the new framework. The school received the highest rating, a reflection of all the work done by the Kindergarten staff in the implementing the framework and preparing for the review.

Goal Two: Support and enhance teachers’ abilities to deliver a broad, relevant and flexible Steiner education

This has been one of the key areas of focus this year. A Diverse Learning Support Working Group was established to review learning support and provide recommendations for consideration by the Executive, CLG and the Board.

Considerable work was also done on professional development practices and processes for teachers to ensure we complied with the National Professional Standards for Teachers.

Goal Three: Enhance the quality of governance and leadership in the school

The executive structure review was the most significant achievement in this area of the plan. In addition, the Board also reviewed its processes and developed a new approach to managing proposals and structuring meetings for implementation in 2015.

Goal Four: Sustain and strengthen the School as a dynamic learning community

This is an area that is easily overlooked, but the number and variety of information sessions, workshops and seminars offered over the year is truly amazing. From workshops by Sheoak College, visits by international exporter such as Helle Heckman and various types of parenting information sessions, the school has been a hub of education and learning.

Goal Five: Ensure the School has the resources to support achievement of Goals 1 to 4 above

As a supporting goal, this area has not received as much attention as the other areas. Work continues slowly on developing an asset inventory, maintenance priority list and future development ‘master plan’ for the school. The Parent School Partnership Group has worked with the school to establish a working bee schedule, and parents continue to be the main driving force behind major fundraising activity for the school, the Spring Fair.

ExecutiveReviewThe School Community would be aware that the position of Educational Administrator had been vacant since Term 4, 2013. It is clear that having one of the three executive positions vacant for a long period gave rise to a degree of uncertainty. It also required Dina Fieck, as our Education Director, to take on significant additional responsibilities over a long period of time. We were fortunate to be able to call on the services of Jeremy Board for the first half of the year and, when Jeremy took some well-deserved leave, Felicity Hickman, who joined the administration after completing her tenure at Willunga Waldorf School. On behalf of the Board, I would like to thank Jeremy and Felicity for their work at Mt Barker Waldorf School.

On the positive side, it did give us an opportunity to review the executive structure and determine the best arrangement to meet the school’s future needs. A project team comprising Board members, Collegiate Leadership Group representatives and parent


representatives spent a considerable amount of time gathering information, surveying teachers and parents and reviewing the options available to the school. After considering the feedback and reviewing the options, the group recommended a revised structure headed by a Principal and supported by an Assistant Principal and a Business Manager. This change was approved by the school community in Term 3.

We should not underestimate the excellent job done by the project team in engaging with the school community and consulting widely. Structural change can cause significant pain, yet the approach at our school – based on evolution and not revolution – achieved it in a considered, co-operative and consultative manner. We now have a solid, stable structure to take the school forward.

I would like to take this opportunity to thank Dina Fieck for her efforts during her time as Education Director and then acting Principal. She dealt with some difficult issues during her time including an independent review of our child safe environment policy. The role Dina ended up doing was far different to the task for which she was employed and she worked tirelessly in this role. We wish her well in the future.

FinanceWe started the year with strong enrolments, but various factors combined and caused our numbers to dip slightly; sufficient to put pressure on the budget. We had budgeted for a surplus based on higher student numbers, and managed to keep a tight control over expenditure so that only a small deficit was incurred.

ThanksIt has been a privilege to Chair the MBWS Board for the past six years. As with every role, there have been ups and downs, but the positives far outweigh the negatives. It has provided me the opportunity to work with many amazing people, both Board members and staff at the school.

It would be tempting to stay in as Chair, as the school in entering an exciting stage with Helen Platell as our Principal. Fortunately the Constitution removes any such temptation as I have completed the maximum two terms. I will, however, remain on the Board to support the new Chair and ensure a smooth transition.

As always, I am deeply indebted to the time and energy of my fellow Board Members, and their support throughout the year. I look forward to working with the new Chair and all members of our community in 2015 to build on what we have achieved to date and ensure a strong future for MBWS.

Roger Quigley - Board Chair


by past Education Director, Dina Fieck The year began with an inspirational conference entitled: We are one yet we are many - differentiation and inclusion. We were very fortunate to have Karl Kaltenbach deliver two of the three keynote lectures on the threefold nature of the Human Being. The wisdom he bestowed was invaluable as an inspirational start to the year. The third morning session was delivered by Mark Le Messurier, who demonstrated practical and positive methods of behaviour management and differentiation to use when working with students with special needs. The remainder of the day was presented by teachers from Mt Barker Waldorf School, enabling growth and insight for all concerned.

The year of 2014 brought many changes to Mount Barker Waldorf School, with the introduction of the Principal leadership model being the most prominent. The school has taken an in-breath this year as it is poised and waiting on the new structure to take hold and the new Principal, Helen Platell, to arrive. It has been a year of testing and evaluation of Waldorf educational principles and it has been a year that the school community has been required to stand together. Several challenges were faced in 2014 which led to the school community to review policies and procedures as well as update their knowledge of best practices.

New and returning staff: Tha’is Bussenschutt (currently on maternity leave) replaced Pam Fitzgerald as High School Learning; Catherine McCormick and Georgie Tindale worked as inclusion assistants in the high school; Huan Petiet returned to teach some high school Physics and Sean Ashford taught Social Studies in Class 11. Several teachers took leave throughout the year: Mace Boston, Adrienne Schulz, Jarrod Anderson, Elise Duffield, Peder Van Loewe, Brioni Pridham and Aaron Lokkin.

Thank you to Faculty Co-ordinators - Brioni Pridham, Early Childhood; Mary Medeiros, Primary; and Lynette Doyle, High school for their dedication and hard work.

Towards excellence in teaching: Six primary class teachers attended the conference at Gleneaon during the middle of January, returning with a deeper understanding of the year they were about to teach. The new ‘Australian Professional Standards for Teachers’ comprising seven ‘professional elements’ were explored, and a self-evaluation system was developed and used. Teachers attended Literacy and Numeracy workshops presented in conjunction with AISSA. The school received a visit from John Burnett and were privileged to have him present a talk on the “Study of Man”. Lisa Romero conducted a three day workshop for teachers and parents centred on understanding children with special learning needs. Four teachers also attended the mid-year Anthroposophical conference in Mullumbimby NSW.

Curriculum: The High School elective programme was continued in Term Two and was once again a success. The students were able to choose from six elective subjects that were run every Wednesday afternoon. Not only did this allow students to have some control over what they did on Wednesday afternoon, it also allowed for vertical streaming whereby students from Class 7 to Class 11 were able to work together.

A very large ‘thank you’ is due to Jeremy Board and Felicity Hickman for stepping into aspects of the Education Director and Educational Administrator roles over the year. The school benefited greatly from their help and both were a pleasure to work with.

As I farewell Mt Barker Waldorf School, I wish all the best for the school and hope that it continues to provide the enlightened education that is needed by all students. I have loved my time here and I thank everyone - students, parents, staff and the school board - for all of their support over the last three years.

Dina Fieck - Education Director


MESSAGE FROM THE PRINCIPALThank you all for the work that has gone before my arrival to prepare for the next step in the school’s development. I arrived in January 2015 and look back on the past year through the eyes of the various written media left behind. Of course I was not here last year, however, it is clear from reading many documents including the school newsletter, meeting minutes and the website that some challenges were faced which led to some very positive changes. There are three features that stand out to me from last year:

1. Earnest review of current policies and procedures

2. Forming a strategic plan to guide future direction

3. Undertaking structural changes in leadership

In the past year several policies were reviewed:

• Behaviour Management

• Child Safe Environments

• Learning Support

• School Camps

A working group was formed to discuss the Learning support programme known as the Diverse Learning Needs Working Group. Although this group is no longer meeting, their work is now being followed up with an internal review. Thank you to those people in this group for their feedback towards understanding best practices in this important area. A special thanks to Margie Fischer for chairing this group.

The new strategic plan for 2014-17 provides a good guide towards what the community wishes for their future. Working directly with the community to address the area of leadership has led to my arrival at the school as the first Principal. It is a significant step to help move the school into providing an education for the twenty-first century.

Thank you to the working group that facilitated the change in the management structure. The many hours of work to bring together everyone’s viewpoint within a single decision is no small feat. I am sure many people put in a lot of work. A special thanks to:Tom Stehlik, Ian Stehlik, Ban Joyce, Rikki Gideon, Katherine Loizi, Jeremy Board, Wendy Pryor, Julie Board and Dennis Millar.

As a Principal in a Waldorf school, I seek to work with the principles that underpin our education. The essential essence of a Waldorf school is strengthened through our work together. Clear leadership and a celebration of what has been accomplished so far is a worthy moment in an AGM. It is a looking back on what has happened so far.

Thank you to the Administration staff: Deborah Bottin, Mark Lucas, Kathrine Mills, Grace Bird for their commitment for the long term. We say goodbye to Leanne Osmond and Felicity Hickman who helped the school in the past year. Also, I wish to acknowledge Kerri Greening, for over twenty years of service to the school. Thank you to Dina Fieck who worked tirelessly through a time of change. Please see her separate report.

Helen Platell

Helen Platell - Principal


report from the business managerYearinReviewThroughout the year the School’s support staff encompassing the areas of Grounds/Maintenance, Administration and Canteen worked tirelessly to provide the required level of support to ensure that teachers could spend as much of their time as possible on student teaching and learning. Their willingness to assist wherever possible and provide a “can do” attitude at all times is what has established this positive culture within this area and helps deliver a great experience to parents, students, staff and the wider school community.

The school realised a deficit for the financial year ending 31 December 2014. Payment of school fees is an area needing continual improvement. This will continue to be the major focus area financially in 2015 as one of the strategies to help improve the overall financial performance.

OperatingPerformanceThe year 2014 saw the school record a deficit of $85,151 compared to the previous year’s deficit of $62,265.

Income• The deficit for this year was primarily due to a decrease in enrolment numbers in term 1.

• Total operating income reached $4.18m, an increase of 3.6% from last year.

Mark Lucas

41.4%

41.9%

10.2%

1.4% 3.5% 1.7%

Sources of Income

Tuition Fees

Commonwealth Grants

State Grants

Other Grants

Other Income

Trading Income


ExpenditureSignificant areas of expense are detailed below:

• Employee costs rose by 3.3% to $3.4m

• Property & Building costs increased by $14K or 9.7% on the previous year which was offset by $6,000 through donations to the Building Fund.

• Professional Fees saw a significant outlay this year.

• The overall Operating expenses reached $4.01m, an increase of 4.2%.

5.9%

79.4%

3.8%

3.7% 0.6% 4.0% 2.5%

Expenditure Breakdown

Student Expenses

Employee Costs

Property & Building Costs

Administration

Depreciation

Other Costs

Trading Costs

CashThe net cash inflow for the year was $106K

CapitalWorksThere have been no major capital works carried out during the year. Any work of a capital nature is currently being done as part of the operating budget. Projects may occur in the future dependent on funds available and possible capital grants.

FundraisingThe Spring Fair once again was a big success with funds being allocated to different projects by the committee responsible. The Spring Fair continues to be the School’s major fund raising event of the year but with great support from the PSPG and school community a quiz night was also held in 2014. Funds from this event were directed to the school’s learning support programme.

MtBarkerWaldorfSchoolBuildingFundThe Building Fund is used to provide funds for major projects within the school or assist with maintenance costs. Support of this fund increased in 2014. It is important to remember that all donations to this fund are 100% Tax Deductible and the only way we can accept money into this fund is by donation.


TheFutureThe next three years will be interesting and each will provide their own unique challenges as we implement the new school structure and continue our focus on the Strategic Plan developed in 2014. Whilst the changes will have their own financial implications I believe that we will be moving forward with a structure that will provide stability and creativity that will allow the school to grow and attract students. The support staff will continue to work hard at providing the environment that will allow teachers to focus on the student and their learning to achieve the school’s goals. In the next three years, I expect the school will grow within the new structures. New initatives will enable the school to thrive as well as protect the strong foundation of providing a Waldorf education through careful management of our school resources and clear guidelines for payment of fees, our financial performance will become robust.

Mark Lucas - Business Manager


Faculty Reports: Early childhood Faculty members:Playgroup - Anna Simpson-Nielsen, Leesa KerrBanksiaRoseKindergarten - Kerryn Bentley, Sally Amazon, Stephanie SonesNightingaleKindergarten – Brioni Pridham, Wendy Pryor, Tracey Kelly, Leesa Kerr (Term 2 & 3), Georgie Tindale. Brioni Pridham - Long Service Leave Term 2, Student Teacher Placement from Uni SA

Faculty positions:Co-ordinator - Brioni Pridham, Kerryn Bentley (Term 2)

CollegiateLeadershipGroup - Brioni Pridham, Wendy Pryor Buildings&Grounds - Kerryn Bentley

OccupationalHealth&Safety - Brioni Pridham, Sally Amazon

PlaygroupGreetings from Playgroup. When I cast my mind back over the year I realise how much has happened and I marvel at how the children have grown and changed! Some, of course, have grown too big for Playgroup and have been welcomed into the Kindergartens, while others are just beginning their time with us. Children at this young age change so quickly and learn such a lot - it is a privilege to be part of their lives, and those of their parents, grandparents, aunties etc...

In August we were visited by Helle Heckmann, an experienced Early Childhood Educator from Denmark who observed a Playgroup in session and was able to give some helpful suggestions; as well as offering a series of talks for parents and teachers.

For the Spring Fair many hands were busy making, wrapping and assembling tiny treasures for our “Advent Sticks”, which were then enjoyed by many children in the lead-up to Christmas; hopefully this made the festival, that has become empty and commercial for many people, a little more magical.

At the Twilight Market, we introduced “Mrs Pockets” - a wandering lucky dip where the children could choose a treasure from one of the many pockets in a magical apron made by Leesa Kerr. The funds raised from this and the Spring Fair will be used for things that our budget does not cover, which are often much needed and appreciated.

Finally, beginning this year, we introduced a Playgroup specifically for children who are three turning four, during which some parents stay while most will leave their children for the morning. This is a first step in addressing the need to increase our Early Childhood services, which was identified by the Board in their Strategic Plan for the school. The four year old group is facilitated by Leesa Kerr on a Friday morning, and the places have been taken up keenly. This enabled us to enrol some new families with younger children, which is fantastic as our waiting list is still weighty.

Amongst all this busy-ness we strive to move through the year with joy and wonder!

Anna Simpson-Nielsen - Playgroup Teacher


ProfessionalDevelopmentincluded:• ECE talk at Shiedow Park Steiner Stream, Wendy Pryor, • Global Summit on Childhood, Assoc for Childhood Education International,• Helle Heckmann visit, observation, feedback and workshops, AARAS ECE • Information Session for Kindergarten Enrolment, Kerryn Bentley, • Lisa Romero workshop, MBWS• Sexualised Behaviour in Children, CAMHS• Transition into Class One, Kerstin Andersson• ‘Winter Wellness’ Supporting health in the young child, Brioni Pridham• Workshop on ‘Bush Kindy’ ECHO Mt Gambier, Brioni Pridham

KINDERGARTENIn 2014 the Early Childhood Faculty focused on the implementation and documentation of our Waldorf Early Childhood curriculum in accordance with the National Quality Standards and the Early Years Learning Framework. All kindergarten staff were involved in developing the Quality Improvement Plan. Various improvements resulted in this, such as, the establishment of an EC office where documentation could be developed, recorded and stored, upgrading policies and practices, the completion of the chook house, establishing a ‘handover’ to assist Playgroup to Kindergarten transition.In Term 3 the kindergartens received their ‘Assessment and Rating’ visit by the Education & Early Childhood Services Registration & Standards Board. This resulted in an excellent report and rating, see certificate below. This was validation for the high level of early childhood education we provide at MBWS and recognition of Waldorf early childhood education in the broader educational context. The area needing further development was in ‘Leadership and service management’ that we therefore included as a focus area for the EC Strategic Plan group. The EC Strategic Plan group met during Term 3 and 4. Recommendations went to the Collegiate Leadership Group and as a result some changes were implemented for 2015, such as, Playgroup established for children turning 4 years old, establishing a Parent and Baby group and in the Kindergartens changes in the curriculum to focus on Movement (morning walk), Nutrition (cooked lunch) and increased consistency in the Rhythm. We await further opportunity to present the group’s recommendations. Bush Kindy continues for both Banksia Rose, Term 3 & Nightingale ,Term 4 with a focus on nature play throughout the year inour Kindergarten garden setting and walks around the school grounds.

Brioni Pridham - Early Childhood Faculty Co-ordinator


Faculty Reports:primary school FacultyMembers:Class Teachers - Katherine Goodrick, Julie Board, Basil Lazaros-Meyer, Sera Koth, Ian Price, Mary Medeiros, Sylosz JaneSpecialists - Midori Tsuruta (Japanese), Adrienne Shultz (Craft), Aaron Lokkin (Woodwork and Japanese), Katherine Goodrick (Bothmer Gym), Maren Yakas (German), Brian Cusack (Eurythmy), Sue Catlow (Gardening), Peder Van Loewe (Woodwork), Jarrod Anderson (Physical Education)ClassroomAssistants - Amrita Tranter, Judith Swithenbank, Megan Card, Emily DallwitzPrimary Learning Support - Kerstin Andersson, Tracy Oberg, Emily DallwitzFacultyPositions:Co-ordinator - Mary MedeirosCollegiate Leadership Group - Julie Board, Ian PriceBasil Lazaros-MeyerBuildings & Grounds - Sera KothOccupational Health & Safety - Aaron Lokkin

In the Primary Faculty, 2014 proved a complex and in-volved year for many of the members who assisted to negotiate organisational tasks and reviews during this year of flux and transition in the school leadership. It was during this year that multifaceted and in-depth structural reviews, at many levels, were conducted; adding to the complexity of the teachers’ roles. Conjointly, the nature of employing a small, alternating leadership team whilst working with tight budget constraints, added to the labyrinthine focus of members who work in service within our organisation.

At the start of the year, the faculty welcomed back Katherine Goodrick who took on the role of class teacher with Class 7, bringing with her great vitality, focus, enthusiasm and knowledge. We also welcomed Sylosz Jane, an experienced Steiner educator, who moved from the east coast to join our community in the role of Class 1 teacher. While a number of members were absent for extended periods throughout the year due to illness, long service leave and personal reasons, the faculty continued to work together to support the children in our care; while providing a dynamic and meaningful curriculum.

In exploring each new Main Lesson throughout the year, highlights take form in our shared experiences of this learning. This year, those moments included: three distinctive and reverent seasonal festivals; two Rose Ceremonies; eight class camps which varied

from a three day camp on Hindmarsh Island at Narnu Farm for Class 3 to a ten day Camel Trek in the Flinders Rangers for Class 7; eight class plays; numerous excursions; a swimming carnival; continued work on the ‘Roman Road’; music nights; and a remarkable performance by travelling cellist extraordinaire, Rushed Eggleston. The primary school was truly filled with music, song, will-filled experiences and celebration.

Within the Primary Faculty, our meeting times were devoted to those tasks which uplift and highlight our teaching practice. This focus included meaningful and in-depth festival planning and preparation; Anthroposophical study of Rudolf Steiner’s core texts ‘The Study of Man’, ‘Practical Advice for Teachers’ and ‘Discussions with Teachers’; meditation; child study; and regular artistic activities including painting, handcraft and sculpture. A highlight was a series presented by Kerstin Andersson, our Learning Support Coordinator, who led the staff through the experiences of a child undertaking extra lesson and school readiness assessments.

Initiatives during 2014 included a small refurbishment in the Class 1/2 play area, with the inclusion of a climbing tree and second sandpit, surrounded by balancing logs. Other things of note were: re-introduction of some high/primary school buddy classes; deepening our relationship with music through a revised music program involving all primary classes from Class 1, as well as regular music integration into all assemblies and festivals.

Throughout the year faculty members took part in a variety of Professional Development opportunities, which were felt to be both relevant and important to extending teaching practice. This included a week long curriculum intensive at Glenaeon Steiner School; a mid-year conference in Mullumbimby; Music extension; workshops on Autism, Literacy and Mathematics; Planning, Assessing and Reporting on Children with Special Needs; an enlivening talk by Dan Freeman discussing the changing role of the teacher in direct relation to the development of the child; plus an exceptional three day workshop by Lisa Romero on ‘The Developing Child and Soul Relationship’, which included our colleagues from Willunga Waldorf School and Trinity Gardens.

2014 was, as always, a dynamic and full year. I would like to extend my sincere gratitude and appreciation to all of our colleagues who continue to make meaningful contributions and share their gifts with our community. Mary Medeiros - Primary School Faculty Co-ordinator


Faculty Reports:high school

Facultywork:High School Faculty meetings continued on Monday afternoons, with Lynette Doyle agreeing to take up the role of faculty chair after Elise Duffield’s parenting leave came into effect at the end of Term One. Faculty meetings began with a verse and often included a formal ‘study’ which encompassed activities such as reading from Steiner’s works, child/class studies, guest presenters etc. Some of the things discussed and/or dealt with by faculty members included: professional development opportunities; reworking the ‘Behaviour Management Policy (ongoing in 2015); Learning Support and NCCD (data collection) requirements; student wellbeing (students at risk, non-participating students); MBWS curriculum flexibility re VET courses; SATAC updates; ICT (laptop usage and storage); mobile phone policy; incident reports; role of detention; student exchange approvals; hygienic timetabling; festivals; HS information evening; reporting deadlines; camps; student diaries; the cost of splitting classes; students from India joining the Surveying camp in 2015; 2015 Year 12 project proposals.

The ‘rejuvenation and landscaping of the courtyard by Class 9 students’, referred to in last year’s AGM faculty report, was added to significantly by Darryl, Simon and the overseas volunteers in the Christmas holidays in order to create beautiful wooden decking for the tables and chairs that are now being used constantly at recess and lunch. The funding for this was allocated from Spring Fair profits, and the SRC was the vehicle through which ideas about how best to spend the money were processed.

The Student Representative Council, with two students from each class attending, continued to meet regularly to discuss issues of concern and make proposals to the HS Faculty. The ‘simplified’ Dress Code led to some disquiet amongst the students and in 2015 is being reviewed by the Principal, in consultation with SRC members. The ‘Elective’ programme was run in Term Two and included Dance, Parkour, Musical, Cooking, Painting, Musical Instrument making, Circus skills, Self-defence and Air Brushing; positive feedback from the students spoke of the success of this initiative.

The smooth transition of Class 7 into the High School was helped significantly by Katherine Goodrick continuing her guardianship of this class. This process, plus input from a group set up to investigate the pros and cons of establishing a ‘Middle School’ (in accordance with the school’s Strategic Plan), led to ongoing discussions at Faculty and CLG level to appraise the value of this pathway for the Mt Barker Waldorf School.

Morning singing settled into a very good routine of twice a week for fifteen minutes; the positive results of this work were seen clearly in the concert at the end of the year, with many commenting on how beautifully the high school students sang together.

Staffing:With Elise on parenting leave, Tis Milner Nichols was employed to teach the Shakespeare Main Lesson with Class 8, and English Practice to Classes 8 and 10. We were very grateful for Tis’s conscientious and creative work with these classes, plus her very valuable input and support during the various camps with which she was involved. Huan Petiet and Aaron Lokkin covered Physics Main and Practice Lessons while the school continued to advertise for a more permanent Physics teacher. An MBWS 2007 graduate, Alex Walker-Symonds, was employed to take Peder van Loewe’s classes whilst he was on Long Service Leave during Term 4, and he fulfilled this role cheerfully and competently. Sean Ashford replaced Elise for Class 11 Social Studies. Katherine Goodrick continued as the Exchange Co-ordinator and facilitated several successful exchanges during the year. Tha’is Bussenschutt and Tracy Oberg did some wonderful work in the Learning Support area, supported by dedicated assistants such as Georgie Tindale in the classrooms.

Excursions:Excursions are always a highlight for the students, and teachers spend much time planning and organising the logistics to ensure that they are safe, enjoyable and educational. The Class 11 students visited the SA Law Courts and Parliament House for Australian Studies, the Wingfield Recycling depot and Mt Barker Waste Water treatment Plant in their Geography ML; during the Ethnography ML Class 8 visited the SA Museum to learn about indigenous culture; Class 9 went to the Migration Museum for History and the Zoo for Biology; Class 10 attended Open Day at Flinders University. More ‘hands on’ excursions included the ‘high ropes’ course for Class 8s and rock climbing courses for Class 10 students.


Sport:Once again in competition sports the school gained some very impressive results in both Indoor and Outdoor Volleyball. The Class 10 girls ‘Indoor’ team ended up third overall in the state, while a combination of students from Class 8 through to Class 11 achieved one gold and two silver medals at the beach volleyball championships. Indoor and outdoor Soccer were also prevalent, with some impressive results and victories when playing against surrounding schools.

The inaugural Ski Trip, led by Nick, Jarrod and Katherine, was a huge success. Students from Classes 7-12 experienced abundant snow, great skiing, and even better socialising. It is to be hoped that these trips will become a more permanent feature of the July school holidays. A ski trip for July 2015 trip is already organised.

Culturalevents:There were many enjoyable cultural events which involved student participation and high levels of achievement. Much fun and great ensemble work un-derpinned the success of the musical production, ‘HMS Pinafore’, and the students from Years 7-11 who were part of this gave up many lunch times for rehearsals to augment the allocated ‘Elective’ timeslot for this activity. The Class 10 production of ‘A Midsummer Night’s Dream’ was received very warmly, and the students must be commended on the way they applied themselves so willingly and diligently to the rigours of the intensive rehearsal period. ‘The Importance of ‘Being Ernest’, proved to be a fitting finale to the Class 12s very busy and productive year; and we were fortunate indeed that 2012 graduate, Jai McGregor, gave so generously of his time and energy to add immeasurably to the quality of this production. Mention must be made also of Francis Wirthensohn’s huge contributions to drama in 2014; he had leading roles in all three of the aforementioned productions and acquitted himself very professionally in all rehearsals and performances. Francis managed to tackle the role of the formidable ‘Lady Bracknell’ with confidence and great aplomb.

Midori was as active and enthusiastic as ever, enlivening Japanese lessons in the high school via activities such as bookbinding and a tea ceremony for Class 8s; cooking in Classes 8, 9 and 10; wearing kimonos (Class 9) and plays in Classes 9 and 11. Two teachers from a Steiner School in Japan visited also, as a prelude to some of their students coming to our school in August 2015.

Our indefatigable German teacher Maren was also very busy and productive, organising specific activities such as Easter egg painting; decorating gingerbread houses; cooking meals using German recipes; exchange students and volunteers talking about their lives in Germany; and very lively Bavarian dancing with Rowan Clasen. Some class excursions/ activities included: Class 8 to Hahndorf and the Migration Museum; Class 9 shopping in German at the Brezelhaus, having a German breakfast, and email exchange with a Class 9 in Germany.

Graduatingstudents:The Year 12 students, although so few in number, were a valuable and valued presence in the school, and all were successful in terms of eligibility for university entrance (even if they haven’t taken up their places for now). Their projects were wonderfully diverse, the presentation day was very well attended and show-cased once again the unmatchable value of students being able to engage at a deep level in a topic of their choice.

Overall we can be proud of the dedication of the staff and the commitment and endeavour of the wonderful students who comprise our high school community.

Robyn Maletz - Year 12 SATAC Co-ordinator


• Providing feedback and advice to the Executive and Board on school communication and marketing

• Ongoing discussions on learning support at the school and the importance of school prioritising learning support.

• Input to the Executive on promotion of the school in the wider community

• Co-ordinating the Spring Fair fundraising money allocation process

• Ensured parents were better informed on the school’s recruitment, induction and performance appraisal processes; and employment and HR policies.

• Continued our support for the schools Wellbeing Support worker’s role and work

• Providing and serving refreshments at school community events

• Strengthening communication between parents and school staff

• Being a contact point for members of the school community for information and clarification of school related matters

• Advocating for parents on a wide range of matters• A wide range of informal support for school events

At times we have been frustrated by the length of time it takes for important initiatives suggested by the PSPG to be taken up by the school. An example of this is improving the schools communication and marketing. We look forward to some constructive action on this taking place in 2015.

Although parents have many competing demands of their time, we have achieved a great deal and look forward to supporting the school further in 2015.

Margie Fischer - PSPG Coordinator

report from Parent School Partnership group (PSPG) The PSPG is the parents group of the Mt Barker Waldorf School. The group was formed in May 2010 and has met regularly since then. The PSPG is committed to a supportive, informed, involved partnership between parents, the executive, staff, board and students.

We are welcoming of all parents and promote parent involvement in our school. The PSPG is a forum for parents to exchange ideas, raise concerns and provide input into the school. PSPG members initiate working groups for specific projects and report back at regular PSPG meetings. Parent involvement can be for one specific task/area; there is no long term commitment required to be part of this friendly, active group of parents.

We aim for open, effective communication with the Executive and Board through Executive and Board members joining our meetings and being active PSPG members. Our membership continues to grow; a good measure of our effectiveness.

During 2014, the things we have explored/worked on/had input into include:

• Providing a structure for parent nomination and selection to School Review Groups

• PSPG parents were active participants in the review of the school’s support of students with diverse learning needs. The group was called Diverse Learning Needs Working Group.

• PSPG parents were active participants in the School Executive Structure Review

• PSPG Co-ordinator chaired the Diverse Learning Needs Working Group

• Organising a highly successful Quiz Night which raised $2,700 towards learning support equipment at our school

• Organising three Working Bees on weekends, involving many parents and staff. A great many improvements were made to the outdoor areas of our school by having these Working Bees.

• PSPG parents, with Class 10 students, undertook a Pizza making fundraiser which made over $2,000


Cultural Life/Festivals“Throughout the year we fulfil the common tasks and duties of daily life and at the times of a festival we turn our attention to the links which bind us with eternity. And although daily life is fraught with many a struggle, at these times a feeling awakens within us that above all the strife and turmoil there is peace and harmony.” Rudolf Steiner

Rose CeremonyOn the first morning of the school year, the school community gathers on the lawns to welcome one another, celebrate the beginning of our year ahead, and to commemorate and mark the passing of time. This year, under the bright blue sky and the soaring wings of a wedge tail eagle, the Class 12 students guided twenty four Class 1 students to the lawns where they presented into their small, but growing hands, a beautiful red rose and a welcoming hug to mark the start of their formal educational journey. The Class 12 Guardian, Dennis Millar, also presented and welcomed our incoming Class 1 teacher Sylosz Jane. Following this special ceremony, the teachers offered a gift of song to the students, before welcoming all other new staff members as well as new and returning students from the remaining classes of Kindergarten to Class 12.

Autumn FestivalThis year, for the Autumn Festival, we marked the coming of Autumn and the Harvest season, where we celebrate the gathering of the previous year’s ‘fruit’ to sustain us for the coming winter. In preparation, we gathered our harvests from home to fill our nature tables and also gathered in song in the mornings. On the day, parents, teachers and students from Kindergarten to Class 7 gathered in the Living Arts Centre where the foyer was filled with harvest and the hall was filled with song. Katherine Goodrick and Class 7 presented an intricately detailed and colourful sand mandala; Ian Price spoke about the changes in the Autumn sky; Class 3 presented a lively Dragon play focussed on courage; and Class 4 presented loaves of bread created from their (and other farmers’) grain harvest from the previous year. After a shared picnic lunch by the Primary school and families, the children took part in Autumn activities, including creating seed mandalas, a blind folded obstacle course, and a courageousgame of ‘Storm the Castle’.


Winter FestivalOur Mid-Winter Festival was a highly anticipated event, with busy hands secretly working in the weeks beforehand. Classes 1 to 7 were constructing their winter lanterns; ranging from paper to leadlight; Class 8 were practising their fire twirling; and Class 10 were building large effigies to be displayed and sacrificed on the night. On the day, primary school classes were dismissed at lunch time to return early evening with their families, when many classes enjoyed a shared meal of warm soup and rolls. As night fell and darkness descended, classes gathered in the Living Arts Centre to share winter songs. This was followed by a beautiful lantern-lit spiral walk on the oval and impressive fire displays from the high school.

Spring FestivalAfter the dark of Winter, we come together in the Spring to welcome the returning light and life to the earth. We gathered at our Stone Circle, where Classes 1 to 7 presented a carefully prepared dance to celebrate the coming of Spring. This year the dances were ‘themed’ from different cultures around the world. Class 1 - a Native American Circle Dance; Class 2 - a Celtic Circle Dance; Class 3 - a Hebrew Circle Dance; Class 5 - a Greek dance; Class 6 - a Japanese dance; Class 7 - a comedic German slap dance; and Class 4 completed a beautiful Maypole dance as the finale. As a gift to the students, Primary Faculty staff also practised and presented a lovely circle dance; special thanks are due to Amrita Tranter for choreographing.

end of year rose CeremonyAs we gathered on the first day of school, so we too gathered on the final day of school to celebrate our year together, and especially to acknowledge the journey of our outgoing Class 12 students. Class 12 Guardian, Dennis Millar, spoke about the unique journey of his small graduating class, as well as hearing from Year 12 students and parents as they recalled their respective journeys. Class 11 then farewelled their ‘neighbours’ with song, and the Class 1 children graciously returned a yellow rose and hug to the Year 12 students to mark the end of their educational journey with the Mount Barker Waldorf School. We sincerely wish them well on their continuing life’s journey.


REPORT FROM Learning Support TEAMTeam Development2014 was a year of changes and intense work on the development of the Learning Support area. After Pam Fitzgerald left at the end of 2013, Tha’is Bussenschutt and Tracey Oberg shared the responsibility for High School learning support. Tha’is took on the Co-ordinator role, while Tracey supported students within the classroom and in the Cross Curricular Studies Lessons, which some students could access in lieu of a second language in Classes 9 -12. She also took on the Mathematics practice lessons in Class 8 again.

In Primary School, the team remained the same with Tracey working in numeracy support, Emily Dallwitz in literacy support, and Kerstin Andersson co-ordinating Kindergarten and Primary School Learning Support and providing Extra Lesson. For parts of the year, Megan Hedger was able to provide additional literacy and numeracy support in Classes 3 and 4.

Several assistants completed the team; either supporting individual students: Georgie Tindale, Jenny Duffield, Deb Powell and Amrita Tranter; or working as a classroom assistant: Judith Swithenbank.

A highly valued member of the Learning Support team was Isobel Benson, who, on a voluntary basis throughout 2014, supported individual students through Art Therapy.

In February 2015, Tha’is started her parenting leave, and Debra Lutze was appointed for the year to replace her.

Learning Support projects in 2014Following last year’s plans, four projects have been put in place:

• Continue the development and expansion of the High School Support Program - The high school formalised the process for students to access ‘out of language’ lessons. This included under what circumstances students could put in a request to faculty to be considered for this option, and also what was reported on during these lessons. This work is ongoing in 2015.

• Create a quiet space for students - With the help of money raised by the Parent School Partnership Group (PSPG), one of the Learning Support rooms was turned into the Quiet Room, which is now used by both primary and high school students to retreat to when they find things becoming too hectic or overwhelming. Students were encouraged to use it as a proactive way to manage their own behaviour when they recognised that their stress levels are becoming too high to control.

• Participate in the NCCD - The school participated for the first time in the 2014 round of the Nationally Consistent Collection of Data on students with Disability (NCCD). After some professional learning with our advisors from the Association of Independent Schools in South Australia (AISSA), the required processes of assessment, planning, collection of evidence and evaluation were carried out throughout the whole year. This process created many valuable discussions and reflections on effective assessment, teaching strategies, consultation and review of students’ learning. In spite of some additional paperwork, it was felt that the data collection was a very worthwhile process, which will continue throughout 2015.

• Form a project group - The envisaged project group within the framework of the Mt Barker Waldorf School Strategic Plan was formed with representatives from the Executive, Board, Learning Support Staff, teachers and parents; and started working under the name ‘Diverse Learning Needs Working Group’ (DLNWG). We collected information from all sides to get a picture of the current learning support programme. When Leigh Burrows joined the Board, she supported the process through a number of interviews with staff members and parents. Her discussion paper summarised her findings and resulted in a number of recommendations. The DLNWG finalised its work at the beginning of 2015; handing over the Summary and Action List to the Board and the new school leadership.


Additional Learning Support Activities in 2014• The Learning Support Team started to work

more closely with external therapists; for example, an Occupational Therapist (OT) and a Speech Therapist, who are providing their services to individual students at school. This is possible through the funding which families receive through the National Disability Insurance Scheme (NDIS). The collaboration has many advantages for the planning and co-ordination of services for individual children which clearly outweigh the new requirements for us in terms of administration and co-ordination of times and rooms.

• We visited other schools; including other Waldorf Schools, ‘Special’ schools, units and mainstream settings in the DECD, Catholic and Independent schools; all of whom offer learning support programmes. Learning Support Staff were able to network, share information and ideas; then bring back the information for discussion on how our school can improve the learning support programme.

• We were able to access additional funding from AISSA for some school visits of Allied Health Professionals through the In School Specialist Support Programme. These external specialists (eg psychologists) visit schools for classroom and playground observations of groups or individual students in order to provide advice in their areas of expertise; not only to teachers and Learning Support staff, but also to parents. These activities will continue in 2015.

• We were fortunate enough to have Pam Fitzgerald return, in her capacity as a university lecturer, to conduct a study on what teachers know about students, and what students know about themselves, in order to differentiate learning experiences that meet the current stages of students’ understanding. This saw Pam working closely with Aaron Lokkin as he taught a Chemistry Main Lesson to Katherine Goodrick’s Class 7 students. The results of her research will be made available to the school in 2015.

Plans for 2015:• Second round of the NCCD

• Continued evaluation and further development of our Learning Support Programme

• Expansion of Learning Support resource pool and library

Kerstin Andersson - Primary School Learning Support Co-ordinator

Tha’is Bussenschutt - 2014 High School Learning Support Co-ordinator


report from student wellbeing worker

December 2014 was the end of three year funding for a Student Welfare Worker at this school. However, the school has been able to secure partial funding and is providing ongoing financial support for this service for ten hours per week. The position was a component of the newly expanded National Schools Chaplaincy and Student Welfare Program created by the previous government, aimed at incorporating Mental Health workers into schools. The year enfolded many different social-emotional aspects.

We came together as a whole community for healing ceremonies. We grieved the passing of Peter Glasby and ac-knowledged his wonderful educational impulses. Many pioneering people from afar to join us, and his family to celebrate his life with a fire ceremony.

In the High School community, we acknowledged the passage of time since one of our student’s little sister died. A story about a young woman’s courage in facing trauma formed an image of the gift that occurs when we support each other in the tragedies of life. To mark this day the students tied colourful crepe paper ribbons to the tree we planted for her last year and the playgroup planted a camellia tree covered with butterflies in their garden. In the experience of coming together we are reminded of the warmth, courage and beauty that we can bring to each other’s healing and aloneness.

Our work in supporting students with diverse needs continued with Kerstin Andersson and Mark Le Messurier. Tha’is and I have created the ‘Chill Out Room’ for High School students who need down time, and this was supported by the wonderful community event - Quiz Night created by the PSPG to raise funds for specialised equipment. Thankyou.

We are deepening our indigenous relationships and had a Youth Worker from the small remote communities in the APY restricted Aboriginal lands, Central Australia visit and speak about Anangu culture to the High School students. This will lead to the possibility of Year 11 Community Work experience requiring leadership and responsibility.

Camel Trek – This continues to be a powerful impulse in Class 7 student’s lives in many ways. They overcame personal challenges, practiced new ways to communicate, had real problem-solving, managed risk-taking and conflict negotiation, as well as focusing on their inner soul challenges to become of service to the whole group. The rite of passage culminated in a powerful, authentic community ceremony of witness, particularly in the sense of Being, Becoming and Belonging - a wonderful foundation for High School and secure family relationships for the journey ahead.

A new student initiative started at the end of the year with a parent’s technological expertise, so that a group of interested high school students come together informally at lunchtime learning and creating. Jarrod and I continue our class six Puberty programme and build our relationships with students as we gently explore issues on health, body image and puberty. We had Cyber safety visits from Catherine (SAPOL) for the students, and Jane (SAPOL) for a parent evening, and Robyn Duckworth from CAMHS spoke about child safe behaviour to the wider community. The Rubicon – the nine year old change of consciousness, brings a time of associated anxiety, similar to other developmental transitions, and the newly awakening set of social challenges provide opportunities for parent support.

The programme continues to transform with the needs of students, the networking with outside health profes-sionals and the requirements of our culture. I thank my colleagues for their support and the shared knowledge body given from parents.

Wendy Pryor -Wellbeing Support Worker


Camps and Outdoor Education Programme ReportAbriefindividualreportofeachcampofthe2014schoolyearfollows: Outdoor Education at the Mount Barker Waldorf School is valued as a means of making learning experiences real, as well as presenting students with character-building opportunities. Each camp relates directly to the curriculum, learning experiences and developmental needs of the students as indicated by Dr Rudolf Steiner. This report serves to characterise camp from Classes 5 -11 that were offered in 2014.

All camps in 2014 were successful and financially affected by the implementation of hire rates for school vehicles, with no addition to camp budgets. It was the first year without the limitation of the small Class 12 of 2014 affecting financial viability of camps. Celebrating the personal growth of each student through each camp continued; and camps were further refined through the insights offered by participants and families involved. In the school year of 2014 camp levies gave a budget of $79,560 with a surplus of $10,881; while $16,271.20 (23%) of the $71,885.10 of camp costs were spent on hiring school vehicles. A brief individual report of each camp of the 2014 school year follows.Class Age TermDays MainLesson Region:

Location5 11 4 5 Botany Mambray

CreekThis camp trialled in mid-November rather than winter. The camp was hindered by warm weather and a fire-ban. Alligator Gorge was closed and contingencies for cooling off were made, such as at the Weeroona Island mangroves and the Arid Lands Botanic Garden at Port Augusta. The resolution was to have clearer guidelines for the future, as parents were left to organise the food and equipment. One student was absent due to bushfire safety concerns.

6 12 1 6 Geology Kangaroo Island

This camp was six days in Term One, which provided a bonding experience for the class early in the year. Snake Lagoon campground was used as a contingency for Rocky River; and inland water levels in Autumn were lower. It was concluded that parental participation must fulfil designated roles. The whole class participated.


7 13 3 8 Camel Trek N Flinders Ranges

This is a camp was connected to the AUSTRALIAN HISTORY Main Lesson, as well as being a rite of passage. Some days were short in distance. The Outdoor Education Co-ordinator attended. It was shortened by one night. The whole class participated.

8 14 1 4 Physics of Air and Water Sailing and Cycling

Gulf of St Vincent Yorke Peninsula

This camp followed the previous year’s itinerary. The Yorke Peninsula coast from Port Vincent to Edithburgh was visited, while cycling was limited to Innes National Park on the middle days. This was due to safety concerns on the roads. The other two days saw the class visit museums and the Wattle Point Wind Farm. The whole class participated.

8 14 3 5 Geography: Ethnography

SW Victoria: Lake Condah

This camp experienced some wet weather yet maintained a full itinerary, and strengthened the school’s relationship with Windamara Aboriginal Corporation. Tumuli (lava blisters) were added to the itinerary. The whole class participated.

Class Age TermDays MainLesson Region:Location



9 15 1 6 Geomorphology River Murray: Walker Flat - Mannum

This occurred at the end of Term One. Five parents came and a support vehicle was trialled. Mannum Museum and Mannum Falls were visited. Two students fell ill and went home. The whole class participated.

9 15 4 5 Australian History

This camp supports the curriculum of Australian History. Venues at Bendigo and Ballarat were visited and the class stayed at the Ballarat Steiner School. The whole class participated.

10 16 1 2 Trigonometry & Surveying

Marne Gorge

This two-day bushwalk again took place during the school week following the class’s Senior First Aid course. It served well to develop confidence in navigation and self-reliance. Seven students were absent.



10 16 2 14 Trigonometry & Surveying

Marree The class surveyed the Afghan Cameleer’s settlement at Marree for the South Australian Museum. Accommodation was at Wilpoorinna Station, forty kilometres south of Marree. The bushwalk returned to an itinerary used before 2012 on Moolooloo Station, Northern Flinders Ranges. Six students were absent.

11 17 3 3 Botany Deep Creek This camp served as a basic preparation for the planned seven-day bushwalk. Deep Creek Conservation Park was trialled successfully. Opportunity was given for students to navigate. Two students were absent.

11 17 4 14 Botany Blue Mountains & Sydney

This camp returned to the Blue Mountains following a traditional itinerary. Blue Mountains Steiner School was visited and an overnight stay in Sydney was at Glenaeon Rudolf Steiner School. Two students were absent for the bushwalk.

Overall the 2014 year saw a more temperate climate in the south. Positive developments in refining the presentation and operation of camps were made. Continuing the involvement of the Outdoor Education Co-ordinator with the Class 5 camp served to support the class teacher and gave clearer management of levied funds. The compulsory nature of camps needs ongoing support for all students to attend in the future.

Guilius Canteri - Outdoor Education Co-ordinator

Web: www.mtbarkerwaldorf.sa.edu.au Email: [email protected]

Telephone: 08 8391 0411 Fax: 08 8391 2386

27 Sims Road (PO Box 318) Mount Barker SA 5251

Mount Barker Waldorf School – a School for Rudolf Steiner Education Inc. STRENGTH GRACE AND SKILL - FOR LIFE

Annu al Report 2011 - Mount Barker Waldorf School · Annu al Report 2011 A School for Rudolf...

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