A Christmas Message What message do you want to send to your family? Does preparation for Christmas feel a little different this year? You’re not imagining

it, it does feel somewhat less festive! Should our fake trees be plastic, not good for

the environment, especially when we aren’t supposed to use plastic anymore? Do we

instead buy one from the Christmas Tree farm? Cut it down and then throw it away

when Christmas is done? Christmas lights used to be gazed upon with affection but

now we need to think about the Chinese prisoners who make them. Is wrapping

paper such a good idea? – such a lot of waste. The Christmas feasting which we

don’t really need, almost a riddle too hard to solve if we consider guests who are

gluten-free, lactose intolerant, vegetarian, vegan or pescatarian. They may also have

deadly peanut allergies or shellfish or eggs. Food has never been so

complicated. Items being purchased that we probably don’t appreciate, do we really

need another scented candle? Or a book we won’t read? Or a board game that won’t

get played? Many of which may be discarded, again, not a great outcome for our

planet.

At the same time, the media is indicating we will spend over $50 billion on

Christmas this year, with around $20 billion on gifts alone. This is an act which is

marketed to us by big corporations as the only way to prove our love to our friends

and family. Whilst this is great for our economy, what else could we do with even

half that money!? I’m not meaning to present a dooms day notion here; but in our

crazy world even love has been commercialized. It is sold to us and we are more than

willing to buy it- perhaps even with money that we don’t have. It is interesting that

as the world endeavours to wrestle with the issues impacting our planet, we

unintentionally put these on hold in order to continue the expectations that seem to

exist on what Christmas is all about.

10th December 2019

I am aware of a wise teacher who recently emailed her parents in an end of year

communique and gave parents the following advice. Choose to spend less money on

gifts this Christmas and spend more time with your family instead. Each year

when the children return from their holiday break, they tell me stories of family

trips, camping holidays, of fun times at the beach or in the pool, of times playing

with friends. They don’t tell me what they got for Christmas. Remember the

importance of being present with your children, building relationships and

experiences with your children this season.

So what if we stopped for a second and questioned the ingrained belief that only

through products and excess can we find meaning in our lives? What if we could

pierce through it all and realise that love doesn’t have a dollar price tag. I know it’s

much harder to say this in a cynical world, but for me, Christmas starts with

recognizing the gift of love. Love of family, love of life and love of spending time

together.

So, stop for a moment and ask yourself what message do you want to hold to at

Christmas? Why are we getting caught up in the frenzy, the commercial

expectations? Why are we spending more than we need, why are we focused on

expectations of a society that seems to have forgotten the simple message behind the

day! Love should take the form of being together, generosity and gratitude. We

need more human connection and less of what people can get for us. Let’s not gift

products but instead gift time together, connection, compassion and belonging.

Give more of yourself to your family this Christmas, focus on what is important,

reduce all the trappings. Give presence rather than presents. If you find yourself in a

place of abundance, let’s offer what we can to ease the suffering of our fellow human

beings and those less fortunate than ourselves. So this Christmas, if you have some

time, consider what is best for your family.

Twelve years ago I was introduced to the Story of Stuff with Annie Leonard. Even

more relevant today as it was then.

Blessings to your family.

Robin RedbreastThe night Jesus was born in the stable was very cold. Joseph went out to search for wood because the fire he had kindled for Mary and the babe was in danger of going out. He was away longer than he intended because he could not find much wood and Mary became anxious that the fire might go out before his return. She was worried about the baby because she knew he must be cold. Suddenly some small brown birds which had been roosting outside the stable flew in and made a circle around the dying fire. They began to fan it with their wings and as the sparks appeared the remaining twigs and straws caught fire and burnt away. Mary threw a last handful of straw on the glowing ambers and the little brown birds hopped closer and beat the air with their wings ever more vigorously. In this way they kept the fire alight until Joseph returned with sticks and logs. But Mary saw that the birds had scorched their breasts with their efforts to save the fire, so much she said to them: “Because of the love you have shown my child, from henceforth you brown birds shall always have fiery red breasts in memory of your good deed of keeping the fire alight. People will always love you.” And that is how the Robins got their red breasts.

The Gift Every Child Really Wants the gift of feeling connected, loved and valued

Thank you to Pam Leo from the Candlenut Steiner School newsletter December 2010

Whether we observe Christmas, Hanukkah, Kwanza or Solstice, the holidays have become more stressful for many parents and less happy for many children. By the time we add shopping, wrapping, baking, decorating, and holiday events to our already busy schedules, we have less time than ever to spend with our children. When children don't get enough attention from the people they love, their "love cup" gets empty and they feel disconnected and unhappy. If adults try to make children happy by buying them more presents to compensate for spending less time with them, we teach children that "things" are supposed to make them happy. When gifts become a substitute for love instead of a symbol of love, children begin to measure how much they are loved by how many gifts they receive.

The more empty their "love" cup, the more "things" children ask for to try to fill the emptiness they feel. The saying, "You can never get enough of what you don't really need," is especially true for children. No matter how many gifts we buy for children or how much money we spend, if their "love" cup is empty, there will never be enough gifts to make them happy. When children with an empty "love cup" have unwrapped all their gifts, they are still looking for something more. The "something more" that children are looking for is something money can't buy.

The gift every child really wants is the gift of feeling connected, loved and valued. Those feelings can't be found in any present or in any amount of presents. Children want to be with us and to do what we do. Feeling connected, loved, and valued comes from spending time with the people they love and from doing things with and for the people they love.

A tale once shared by Sandra Busch in Briar Rose

One of the best gifts we can give to children is the experience of the joy of giving. We can encourage children to make an "I want to give" list as well as an "I want to get" list. Children delight in giving their own gifts. When children are allowed and invited to fully participate in the holiday making, wrapping, baking, and decorating, they become more focused on what they want to give than on what they want to get. Children, who feel connected, loved and valued, do not need lots of gifts to fill their "love cup."

We can break the "presents instead of presence" cycle by doing the holidays with our children instead of for them. Whether our children are still very young and we have a fresh beginning to create meaningful holiday traditions and rituals, or we have older children who have been accustomed to receiving lots of presents, we can put the "happy" back into the holidays by filling our children's "love cup" with connection instead of consumerism.

The following tips are for parents who want to create a "less stress - more joy" holiday season for themselves and for their children.

- Make the decision that presents will not be or will no longer be the main focusof the holidays.- Invite children to join in creating a list of fun and meaningful holiday activitiesthe family cando together and a list of kindnesses your family can do for others.- Request that family and friends honour your fewer gifts decision by askingthem to show their love for your children in other ways. A one-on-one "HolidayDate" is a welcome gift and a wonderful way for family members to form closerbonds with children.- Give children the means to give a few special gifts. Take a friend's or arelative's childshopping or help the child make a gift for his or her parents.- Ask your children what one gift they want most and a second choice if that oneis not possible.

When children with a full "love "cup get one gift they really want, they hardly notice what else they do or do not get. Receiving one gift they really want satisfies more than opening ten gifts they don't really care about.

- Try giving children their most special gift first instead of saving it for last. Thereason children tear through opening presents and keep asking for another isthat they are looking for that special one they've been hoping for. When they gettheir special one first they enjoy the rest more.- Slow down the frantic pace of the holidays and reduce post-holiday let down byspreading out family and friend gatherings throughout December into January.

Most of all, we can stop trying to "do it all." The people who really love us will still love us no matter what gifts we do or do not give them and whether or not we send greeting cards. We can tell family and friends that we are changing how we "do" the holidays and that we have decided to spend more time connecting with our children. When we slow down the pace and stop doing and buying too much, our children are happier, we are happier, and our holidays are happier.

28

eagerly (and noisily) immersed in matter, in the con-temporary world of the here and now. This center point is the culmination of the first eight years of elementary school life. From this point, the blue spiral of the high school curriculum moves outward into the broader world.

The Waldorf elementary school curriculum, leading the child ever more deeply into an active engage-ment with the material world, guides the physical and emotional development of the student to reach this center moment in eighth grade. For example, the major narratives of the elementary school humanities curriculum can all be found along the inwardly circling, red spiral. At its outermost edge are the stories told in kindergarten and the early grades, stories of no time or place, which connect the child to eternal truths that exist beyond him/her and which gently lead the child into the world of causality. In the early grades these include the fairy tales, myths, and fables from around the world. In the third grade come the epic Old Testament stories and Native American creation myths, the last moment in which the mood of unquestioned divine authority reigns. In fourth grade, however, comes a change: with the Norse myths, portraits of unredeemable deceit and disappointment begin to appear.

By CArOl BärTges

The Journey In, the Journey Out The Waldorf Elementary andHigh School Curricula

“What have they been doing in the elementaryschool?”

sometimes when we Waldorf high school teach-ers talk about the lower school, we ask the right question but use the wrong intonation. We can sound impatient or skeptical. But we can ask this question another way, and our disposition then becomes one of curiosity and reverence. The Waldorf curriculum of the lower grades plants in the children capacities that are like a golden seed. These capacities germinate during the lower school years, and then the high school curriculum, with the teachers’ guidance and nurture, brings them to maturity and fruition.

Noted Waldorf educator Douglas gerwin has depicted the two curricula graphically as interlock-ing spirals, one red, one blue, moving in opposition from different, initial starting points. The red spiral is the path from kindergarten to the eighth grade, from the higher world of spirit from which the child descends, into the world of matter. It culminates at about the age of fourteen, when the eighth-grade student is most deeply connected to the physical world and his or her physical body. The contract-ing center of the red spiral symbolizes the place of greatest density, where the budding adolescent is

The Waldorf elementary or lower school (grades one through eight) and the Waldorf high school (grades nine through twelve) comprise an organic whole. The curricula of the lower school and of the high school work together to foster the healthy development of the student through adolescence.

Carol Bärtges has had an unusually varied experience of the Waldorf curriculum. She was a Waldorf student from kindergarten through twelfth grade, has served as a class teacher, middle school English teacher, and, currently, a high school English and drama teacher—all in her long career at the Rudolf Steiner School of New York.

In this article Carol describes the relationship between the lower school and high school curricula and urges her fellow Waldorf teachers—class and high school—to be informed about what is happening on the other side of the great eighth-grade divide.

—r. e. K.

29

though, is not back to the infinite spaces of the young child’s original spiritual home, but the world of contemporary human experience.

That the blue spiral takes off from the culminating point of the red spiral suggests that the high school curricu-lum is an evolution of the elementary school curriculum. Here lies the intimate relationship between the eighth- and ninth-grade years. students in both grades are closely connected in their physical, emotion-al, and spiritual devel-opment. In the ninth grade an intentional mirroring of topics and themes pursued just the year before in the eighth grade is indicated by rudolf steiner. The

challenge for the high school teacher is to make the ninth-grade work feel new. If the high school cur-riculum is experienced as mere review, the students will grow bored and resentful.

In the eighth grade, students have already encoun-tered the eighteenth- and nineteenth-century revolutions, but primarily through the biographies of representative individuals whose lives were impacted by the world events. The eighth-grade study of the French revolution, for example, might consider the life of Napoleon and the effect of his individual actions on the destiny of the european nations. In ninth grade, however, the review of the French revolution, the Industrial revolution, or the Civil War eras will have a greater emphasis on the universal perspectives and outcomes of these events. The students get a bird’s-eye view of his-tory rather than the close-up.

Human physiology is also taught in both eighth and ninth grades. In eighth grade the students observe and study the external structures of the body, shaped in part by the skeletal system. In class nine the focus is on internal structure and processes, the

The change in the cur-riculum matches what is happening in the child’s developing psyche and soul. It confirms what the child is un-consciously realizing at this time—that life seems neither fair nor consistently joyful. We humans often act in our own worst self-interest precisely because we strive to establish our freedom and indepen-dence. In the Norse myth “The Death of Baldur,” there is an example of such behav-ior in the mischievous god, loki. Through loki’s intentions, Baldur, the most perfect of the gods, is killed. There is no particular rea-son for loki’s willful spite, but his impulsive behavior destroys the harmony and grace of the gods forever. yet the children sense that there is something authentic in this terrible action—that human beings assert their authority and individuality in ways that can be shocking and hurtful.

A new awareness of an inner life with its attendant loss of trust in a purely benevolent world now begins for the nine-year-old. How appropriate then that at just this point the students begin formal woodworking. As the children chisel and hammer away at the wooden mallets they are making—in honor, perhaps, of the thunder god, Thor—they feel that the steadfast human will can also fashion a productive outcome. Although the “fall from grace” is inevitable for the growing child, the loss can be transformed through this and other artistic and handwork activities. The children develop capacities that will serve them in the future—an active inner awareness, an ability to carry out self-directed work, and an unconscious trust in transformation.

The blue spiral that begins in the ninth grade moves in an outward direction—out from the center of the spiral, back into the world. The destination,

The red spiral leads the young child into a deep experi-ence of himself and the physical world, while the blue spiral guides the adolescent into adulthood with a higher perspective.

30

students compare the epics of ancient greece and rome to the Norse sagas. In the study of the novel Cry, the Beloved Country, the students compare the separate worlds of white and black south Africans. In the poetry block, they compare epic, lyric, and dramatic forms and learn how each one “sings.”

The theme of transformation, of death and resur-rection, is central in the eleventh-grade curriculum. Class eleven students study botany utilizing the principles in goethe’s The Metamorphosis of Plants. They read the Arthurian legend of Parzival, a tale of profound self-metamorphosis. In history, students revisit the seventh-grade topic of the renaissance and the enlightenment, but now from the perspec-tive of the profound transformation that occurs in all three spheres of human existence: the cultural sphere, the economic sphere, and the rights sphere.

The nine-year-old experiences the awakening of an individual consciousness that separates the self from the world. For the sixteen- or seventeen-year-old, this soul experience of separation is repeated. Profound inner and outer questions arise. For both the elementary and the high school student, rudolf steiner suggests that there is an inner “crisis” or gap that must be overcome as the individual moves forward in meeting his/her destiny. In the sixteen-year-old, this crisis can manifest as self-doubt, a retreat from old friends, a questioning of values and routines held by family and teachers, disen-chantment, or a loss of ambition and energy. But the crisis has a positive side: the students realize

internal organs, and embryology. Black and white drawing is also a common shared experience for both eighth and ninth grades. The eighth-grade students might survey the landscape of the self through self-portraiture, while in ninth grade, black and white studies of forms ask for greater attention to perspective, chiaroscuro, and point of view.

At this moment in ninth grade, when adolescents have reached the stage of greatest “materiality,” of greatest self-absorption, the curriculum now urges them to direct their gaze outward, to experience the reality of the physical world. In their science studies, ninth-grade students are asked to observe phenomena carefully and objectively and to re-cord what they experience. What they frequently encounter are polarities—heat and cold in the physics main lesson, but also tragedy and comedy in the literature block, black and white in the draw-ing block. The work with these polarities helps to balance and moderate the sometimes overwhelming feeling life that typically characterizes young high school students.

In tenth grade, students are encouraged to develop the capacity to compare and contrast disparate phenomena, to establish connections, to make analogies. The history curriculum returns to the ancient cultures studied in fifth and sixth grades—India, Persia, egypt, greece, and rome—focusing now on the differences and similarities of these civi-lizations and how they influenced each other. The

All student ar twork cour tesy of the Rudolf Steiner School of New York

In third grade, while the experience of divine authority and benevolence still prevails , the children learn about Old Testament heroes. Here David encounters and slays the giant, Goliath.

In fifth grade, the children broaden their historical and cultural horizons by studying the myths and sto-ries of ancient civilizations. This is a student painting of the Himalayas.

31

force; that thoughts rule the world.” In coming to this last moment in their education, students return to a world beyond time and space, to a world they experienced through myth and fairy tale, but now at the level of alive and active thinking.

The high school curriculum thus represents a move-ment from perception to insight, just as the elemen-tary school curriculum represents a movement from inner dreaminess to complete incarnation. Knowing what has come before aids the high school teacher in avoiding the tendency to rush to concepts and facts in isolation from the students’ active feeling life. Although we work with the emerging intellec-tual capacities of the students, high school teachers must continue to cultivate those experiences of the soul that build the very foundation of memory and thought life for later years. As rudolf steiner points out:

The whole of the processes which eventually lead to memory takes place in the same region of the soul in which the life of feeling is present. The life of feeling with its joys and pains, its pleasures and discomforts, its tensions and relaxations, is the bearer of what is permanent in the conceptual life.

For the Waldorf high school student, the loving authority of the class teacher is no longer present. Instead, the student now encounters a chorus of voices that seek to inspire: areas of study, artistic activities, as well as individual teachers. For some students, the great poets will sing most compellingly; for others, science and mathematics will engage their deep interest. In the art studio, in the orchestra, in drama club, and in the science lab, the students have the opportunity to develop their unique skills and

that the answer to life’s deepest questions cannot be found in scrambling for good grades and sAT scores, in cultivating a superficial image for the sake of popularity, or in seeking the easy escape of drugs. While the tenth-grade students have read about enterprising, convivial epic heroes such as Odysseus and Beowulf, now they encounter protagonists whose journeys reflect the modern crisis of iden-tity. The iconic representatives of the eleventh-grade curriculum—Hamlet, Parzival, William Blake, Jean-Jacques rousseau, Dante, Conrad’s Marlow in Heart of Darkness—all travel their paths alone. These characters signify the inward, solitary jour-ney shared by young people who are on a quest to uncover life’s meaning. The figure of action in the tenth-grade epic becomes in the eleventh grade the man of feeling and thought. Just as the nine-year-old suddenly realizes that with life come struggle and injustice, the sixteen-year-old confronts the fact that new inner convictions and values must be won through hard and sometimes painful personal experience, not through simply following the exam-ple or taking the advice of family and friends. The eleventh-grade Waldorf curriculum thus meets the need of the adolescent to create an authentic iden-tity. Aware of this crisis and working consciously with the curriculum of both past and present, the high school teacher can help the student to cross these thresholds, to have the courage to say “yes” to the future.

In the twelfth-grade year, the blue spiral is almost at an end. The students now work with material that can be fully grasped only in the realm of thought. In

the ninth-grade science blocks, the students observed and described outer phenomena. In contrast, the twelfth-grade optics block asks the students to encoun-ter the invisible nature of light. In literature, students usually read the American Transcenden-talists, who champion the reality and even the priority of spiritual activity. emerson wrote: “great men are they who see the spiritual is stronger than material

In eighth grade, students explore human personality through black and white portraits and self-portraits in charcoal.

Ninth graders are asked to do black and white studies of external forms, emphasizing light and shadow, as well as perspective.

32

of the high school can be experienced as an organic out-growth of the grades years, the whole community witness-es in our students the rich harvest of sweetest flower and fruit. Q

CArOl BärTges currently teaches English in the high school of the Rudolf Steiner School of New York. She also serves on the AWSNA Leadership Council as the Mid-Atlantic regional representative. Carol is finishing a PhD in comparative literature at the

Graduate Center of the City University of New York. Her two children, Max and Sarah, are graduates of the Rudolf Steiner School.

gifts in individual and in collegial activity.One final aim of the Waldorf high school curriculum is to nur-ture individuals who both feel and know that true thoughts can have a profound and critical effect on the world: that thoughts can be-come deeds. Anoth-er goal is to awaken individual judgment and thinking that is alive and free. By the time they are seniors, the students

have, it is hoped, the confidence and authority to walk beyond the blue spiral out into the world on their own, filled with enthusiastic admiration for the potential of true ideas to become realities.

“What have they been doing in the elementary school?” The answer is “A great deal, and there is more to come in the high school.” When the work

Waldorf One World

Freunde der erziehungskunst rudolf steiners (Friends of rudolf steiner’s Art of education) is an organization based in germany that promotes Wal-dorf education around the world, particularly in less developed countries. For the past sixteen years, the organization has sponsored and organized an annual Waldorf One World (WOW) Day to raise funds for Waldorf schools in Asia, Africa, south America, and elsewhere.

On WOW Day, students in Waldorf schools raise money in various ways for initiatives in less privi-leged areas. In 2010 students at 150 schools in europe raised about 300,000 euros ($450,000). WOW benefits the recipient Waldorf schools, which typically are serving underprivileged chil-dren. It also benefits the donor schools by raising the social awareness of the students and the school community.

The nurturing of a social conscience and develop-ing the habit of community service are basic aims

of Waldorf education. Most, probably all, Waldorf schools in North America are already involved in some kind of community service and sharing of resources. Many have sister schools in far away places and regularly send support to them. The visit this April of two Waldorf eighth-grade classes to the New Orleans school to do volunteer work (please see page 23) is typical.

Waldorf One World offers an opportunity for Waldorf schools in North America to take part in a worldwide movement and to experience the synergy of hundreds of schools and thousands of students working together for the benefit of oth-ers. Hence, a group of Waldorf educators is urging and organizing participation by North American schools in the 2011 WOW Day. The scheduled date is Thursday, september 29, 2011. Waldorf students, parents, and teachers who are interested in their school taking part in Waldorf One World, 2011 should contact: leslie loy and Truus geraets at na.wowday@gmail.com

Background photo: children at Inkanyezi Waldorf School, Johannesburg, South Africa. Photo cour tesy of Truus Geraets

In the high school botany block, students closely observe and draw plants and flowers in color.

The story of Parzival, the bum-bling fool who becomes in the end the Grail King, is a tale of personal transformation that speaks to the eleventh grader.

Worried about young people and technology? Try talking to them

By Aine Maher Recently I listened to Dr Joanne Orlando, a family digital literacy expert and educator, present a different view of young people’s use of technology. I, like many other parents, have listened with growing unease to coverage of the dangers of technology in the hands of our children and teenagers. The dominant discourse is that young people’s relationship with social media is dysfunctional, an accessory to bad behaviour and leads to poor judgement. Our natural instincts are, of course, to protect our children and the onus is placed on us, as parents, to assume that their motives are often dubious and to monitor our children’s use. Many of us find that conversations about technology use are challenging and look to schools to help students have healthy relationships with technology and to be safe and confident explorers of the digital world. Of course, much of this discourse reflects genuine concerns but it is not always balanced, and it is rarely informed by the insights and experiences of young people themselves. They have strong opinions, appreciating the upsides and understanding the downsides in ways that differ from us as their parents. Technology is critical to their learning and their future. Their vantage point is different but equally valid. Dr Orlando claims that our continued paranoid and distrustful stance about our young people’s technology use is doing this generation a huge disservice. In her academic work, she has researched why young people use technology in the ways they do, which is different to adults’ digital behaviour, and what works and doesn’t work for each generation.

Technology has changed the way we, as adults, live, work, play and interact. What do our young people observe when they see us as users of technology? Do we have a healthy

level of usage? Is our device always within our reach? Do we constantly ‘keep an eye’ on our social media feed, our email accounts and our newsfeed? Is usage okay when it is driven by our needs to ensure their safety such as reaching them with messages throughout the day, knowing that assistance is only a phone call away should there be an emergency. And what of our use of various surveillance apps? One quote from a 15-year old was particularly thought-provoking: ‘Seriously, if you love your kids at all, why don’t you try communicating with them instead of buying spyware. What’s wrong with you all? And you say we’re the generation with communication problems.’ Engaging with our young people in open and critical conversations about our use of technology and our struggles with finding a reasonable balance is a start. How are our devices both facilitating and interrupting our connections with each other? Are we aware of our screen time? What is ethical use of technology and how are we working to stay within acceptable boundaries? Are we positive role models as users of technology? Let’s learn from them by asking what they are doing, why they are doing it, why it is important, what concerns them. Allow them to share their thinking out loud with us. Listen first before sharing our perspective.

These conversations matter because these generations, our children, will live in a digital world for the rest of their lives, shaping and potentially being shaped by technology. Our willingness to have these conversations empowers not only our children but us as well. Some useful resources include the website of the eSafety Commissioner, and the NSW’s Digital Citizenship website. Aine Maher is Director, Education Services for Independent Schools Victoria. She has a particular interest in curriculum, and how education shapes the world – and is shaped by it. https://www.theparentswebsite.com.au/worried-young-people-technology-try-talking/

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Visit website https://yarravalleydrivertraining.com.au/

or call (0418 795 635) for details.

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Sweet Porridge editions for T1 2020

Closing date for submissions

TERM 1 2020

Friday 7 February

Friday 28 February

Friday 20 March

Dates of Publication

TERM 1 2020

Tuesday 11 February

Tuesday 3 March

Tuesday 24 March

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CHILD MINDING AVAILABLE

Hello my name is Tammy, I am available to mind children regularly in my home on Tuesday. My

home is located in Wesburn, on a quiet road, near a gorgeous forest. I care for each child in a

warm, creative and attentive way, mindful of the importance of embracing the uniqueness of each

child.

My home environment is filled with much opportunity to delve into imagination, to explore the

garden and the forest, to connect with and care for our animals, and of course; freely play with

hand -hade toys and treasures from nature.

I also provide the following care options:

Little Gnomes House Family Day Care Monday, Wednesday, Thursday and Friday

Before/after school care, occasional care and school holiday care also available. Nanny Care

Evening, weekend and school holiday care. For further information please contact Tammy on 5967 2182

HOME WANTED: I'm looking for a place to rent.

I'm a mature single woman with a 7 year old child. I'm trustworthy, quiet, reliable, organised & health conscious. I like gardening, meditating, creating & caring for the home. I am looking for a home with lots of natural light and a garden somewhere in the Yarra Valley or surrounding areas like Mt Evelyn, etc. Thank you for contacting me. Alexa 0411 578 032

Dear Little Yarra School Community,

I'm looking for a bungalow or self-contained part of a house to rent, or medium to

longer-term house sit, from Term 1 next year for myself and my 13-y-o son.

My son has been at a rural Steiner school since Kindergarten and we are looking to

relocate so he can attend a Steiner secondary school.

If anyone knows of anything that is close to Little Yarra, or an area close to one of

the school bus routes, I'd love to hear from you.

Warm regards

Cath Lanigan 0400 686 264 cath.lanigan@gmail.com

Hi, We are a family of four who have finally decided after a lot of toing and froing to emigrate over to Melbourne from the UK. We are due to arrive in Australia at the end of the year before our eldest daughter Raya starts at Ring a Rosy in January. We are looking for a house to rent to move into when we arrive which is reasonably close by to Little Yarra. We are also aware that there maybe families that are planning on going away for the summer holidays and may be interested in having us house sit and look after the house/garden/ pets while they are away. If you are interested or know of any rental properties available we’d love you to get in touch. The best email is sarahcatterall@hotmail.com Many thanks!

Allied health practitioners sought

Allied health practitioners sought to join our team in the new Yarra Valley Holistic

Health Centre. Light and airy rooms available for rent in prominent location in

Wandin North.

For more information please contact Marika by phone 0431 169 628,

email marika@yvholistichealth.com.au web: www.yvholistichealth.com.au

DONATIONS OF FOOD FOR THOSE IN NEED

LYSS parent and Student Support teacher Janine and her family are locally heading a drive to provide food for families in need. Can you help and donate some non perishable food items?

There is a box available to place donations in the LYSS school admin building front office, near the notice board. Any donations will be greatly appreciated. Thank you in advance!

Kittens! Five adorable, snuggly 8-

week-old kittens are looking for a new

family home. House & litter trained,

weaned, playful, snuggly, family

friendly, sweet natured and cuddly.

FREE to a loving home.

Four girls & one boy: two black-and-

white, two tabby, one black. (The boy is

b&w with a white star on his forehead).

Contact Renée on: 0403 953 388

Over 4 acres of Yarra Valley Country Bliss Looking for a more rural aspect while only being a short distance from town? Set on over 4 acres you’ll find this

amazing property with beautiful mountain views, separate paddocks with good fencing and great for a little graz-

ing or hobby farm, lock up garage, carport and a dam! Inside you’ll find a beautifully updated light and bright

kitchen - open plan to the meals and family room with an abundance of cupboard space for all your storage

needs! Big bedrooms - 2 with sliding door access to your decking and views! Gorgeous bathrooms finish off the

package along with 2 living areas, lovely flooring throughout, manicured gardens and asphalt driveway! Seville

living doesn’t get much better than this! With wood fire for coziness in winter, gas ducted heating and a split system

- all your climate needs are definitely covered! With only being 50km's (approx) from Melbourne's CBD and only 15

min drive (approx) from Lilydale what are you waiting for? Call now for an inspection!

Contact: Leah Bannerman 0448 924 266

Email: leah@bellrealestate.com.au

45 Bridgewater Rd, Seville East $850,000 - $935,000

Land Size: 16673 qm 4 2 2 6

MUSIC REGISTER

Instruments for SaleTerm 4 – 2019

VIOLIN

1/8 size “Prima 100” violin, fair condition, $130. Malini 0491 641 693

¼ size violin with case and bow, $50, Tricia 0402 421 782

¼ size “Hofner” violin with bow and case, $80, Tammy 5967 2182 or 0490 402 331

¼ size “Stentor Student Standard” violin, Brand new in good condition. $140. Malini 0491 641 693

¼ size violin, Brand new in good condition. Good tone, only e string fine tuner. $160.

Malini 0491 641 693

½ size, “Joseph Violti” violin, hard case, shoulder rest, bow, $99, Susan 0400 980 463

½ size violin with case and bow, $100, Tricia 0402 421 782

½ size “Chamber student” violin, with case and bow. Good condition. $140. Marilena 0448 995 538

½ size violin, with hard case and shoulder rest. $200 ono. Olesia 0403 763 953

½ size “Gliga II” violin setup, $450, Andrea 0425 658 522

¾ size “Dolfin” violin with bow and case. $90. Tania 0490 794 930

¾ size “Hofner” violin, with bow, case and stand, $120, Tammy 5967 2182 or 0490 402 331

¾ size “Chamber 2 student” violin, with bow and case. Good condition. $150. Marilena 0448 995 538

¾ “Prelude Stradivarius copy”, Chinese handmade instrument. Comes with a hard case, bow and

shoulder rest. The violin case has a crack and could be mended. The sound is very good as it is. $200.

Kelly 0414 391 039

¾ size “Rafel RV 1203” violin, High quality. Beautiful tone. Comes with hard case and quality bow. $350

Gareth 0433 662 088

¾ size “Stradivarius” violin, German trade instrument. Built in the 20th century. Excellent condition.

Selling for $1200. Vanessa 0407 186 043.

Full size 4/4 “Huxley” violin, with bow and case. Good condition. $60. Marilena 0448 995 538

Full size “Chamber Student” violin, with bow, chin rest and hard case. Good condition. $300.

Rachel 0427 726 969

Full size “Suzuki NS-20” violin, Excellent condition. Hard case but no bow. $700 ono.

Olesia 0403 763 953

Full size 4/4 “Prelude” violin. Copy of Stradivarius. High quality, very good condition. Comes with bow

and case. Valued at $2500. Selling for $1500.

Contact Aladdin Jones 0490 123 199 or Tessa Priest 0405 390 348.

VIOLA

¼ size viola (violin strung for a viola because viola’s are not made this small). Good condition. $60.

Anna 0424 308 472

½ sized Viola, great sound. may need some new strings and/or new bow. I am happy for you to take it

to school to have it checked with music teachers.

$200, Lisa 0411 243 673

13 inch “St Antonio” viola. Very good condition with a new shoulder rest and hard case. A new bow is

needed. $150. Dana 0418 210 656

CELLO

¼ size cello, nice condition, a new bow, perfect tuning, semi hard case $480. Shlomit 0414 782 150

¼ size cello with case and bow, $500, Tricia 0402 421 782

¼ size “Skylark” cello, hard case and bow. Excellent condition. $550, Rebecca 0449 810 015

½ size “Chamber student” cello, with soft padded case. Originally bought from Bows for Strings. $550

ono. Olesia 0403 763 953

½ size “Montanari Deluxe setup” cello. Beautiful sounding instrument in excellent condition. Originally

bought from Cellisimo in Kew for $1600. Selected by a professional cellist. Hard case worth $200.

Selling together for $1200. Vanessa 0407 186 043

¾ sized cello German brand, good tone. May need some new strings, and/or new bow. I am happy for

you to take it to school to have it checked with music teachers. $400, Lisa 0411 243 673

¾ size “Chamber Student” cello. Rich beautiful tone, Larson strings and nice bow. Hard case with

wheels. This cello had some minor damage at one stage that has been professionally repaired and is now

virtually unnoticeable. Case is well loved with one damaged zip and some cosmetic wear and tear but

still provides great protection. $800 negotiable. Damien 0418 622 647.

Full size “Stentor student II” cello. Instrument has been played by Dana for 3 yrs in LYE and has

travelled to Berlin recently for the Waldorf 100 celebrations. Last performance was the end of year

music concerts Nov 2019. Hard case included “Free” as its 8 years old, has travelled well and outside

was recently damaged by the airline but still great to use and will keep instrument safe.

$850 Heidy 0418 774 709.

Full size 4/4 “Samuel Eastman VC100” cello. Beautiful instrument. Comes with quite new carbon fibre

bow and soft case. Originally purchased from Cellissimo in Kew for approx. $1500. Selling for $900. Jo

0404 014 704.

Full size “Enrico” cello, beautiful tone, hard case with wheels. Both cello and case are in excellent

condition. Only a couple of years old. Selling for $1000. Madeline 0411 160 612.

Full size 4/4 “Gliga 1” cello, Label Romania 2002, Includes an older style very usable hard case and bow.

Inspection welcome. $3200. Chris 0413 924 877

DOUBLE BASS

¼ size double bass, includes gig bag (usable but needs repair), bow and bass stand. Bought new from

Nicholas at Bows for Strings for LYSS student at RRP $1650. Selling for $900. Trudy 5966 5270 or text

0439 817 508

Large ¼ size double bass with soft case and bow, excellent condition, professionally set by the wonderful

luthier Nicholas at Bows for Strings, $1100, Glenn 5964 7012

Full size double bass with case, bow and leather bow holder. Purchased from Bows for Strings, picked professional pick up, very nice sounding and easy to play. Used for recording too. $2800 ono, Woody 0420 925 448

WOODWINDS

“Artley” clarinet, student model in good condition. $100. Marek 0421 582 438

“Yamaha” YAS-26 Alto Saxophone, gold lacquer. 2 years old, perfect condition. Has 1 year warranty left

on it from Ozwinds in Ormond, $1300. Dan 0402 726 750

Euphonium, excellent condition, includes case. $300. Adam 0413 016 040

OTHER INSTRUMENTS

Full sized red piano accordion, excellent condition, comes with hard case. $400. Kim 0417 312 602

Bongos, Tycoon percussion Series 8 6” & 7”, black hardware, mahogany colour. Bought new, never used.

$40. Trudy 5966 5270 or text 0439 817 508

Red “Ashton” electric guitar, near new condition. Comes with small amp and lead. $150 ono, Josh 0488

164 638

If you wish to add an instrument for sale, please email details to Melinda

Whyman at melinda.whyman@gmail.com

Likewise, if you sell or buy an instrument through the Music Register please

advise us via melinda.whyman@gmail.com and we will remove the item

from this list.

Please note that music teachers are happy and able to view or value

instruments being purchased by LYSS students during their child’s

individual lessons or after hours in consultation with the child’s

teacher. Please do not leave instruments to be inspected or collected by a

potential buyer at the music department or school office as we cannot

ensure the instruments’ safety and have limited storage room.

Melbourne Rudolf Steiner Seminar

Full-time and part-time courses in Rudolf Steiner Education

Part-time certificate courses. Each evening we have a movement or artistic activity,

supper and then a lecture/discussion. The evening also offers an enjoyable social experience. These are

non-accredited courses.

Nourishing Early Childhood (Certificate), which explores the life of the very young child from 0-

7. Duration: 1 year.

Understanding Child Development and Rudolf Steiner Education (Certificate), which considers

child development and education during the Primary years. Duration: 2 years

Rudolf Steiner High School Education (Certificate)

Biodynamics (Note: this will be offered from 1100.am-3.00 p.m. on a Thursday, subject to

numbers).

Enrol for these courses on-line at: www.steinerseminar.com

Full-time accredited Steiner Teacher Training course: the Advanced Diploma in Rudolf Steiner

Education (course code 10527NAT) (Tuesday to Thursday from 8.30 -4.00 p.m.) begins on Tuesday 13th

February. Many students complete this course and go on to complete further tertiary study to become

teachers, or undertake it for their own development and interest, or incorporate what they have learned to

their own field of work in a range of settings. This is an accredited course, offering a rich and

comprehensive grounding in the picture of the human being given by Rudolf Steiner in the first year, with a

focus on the pedagogy and curriculum given in Steiner schools in the second year. VET Student Loans and

Austudy are available for eligible students. This course offers a pathway to a Bachelor of Education at the

Australian Catholic University, Deakin and Charles Darwin universities. Places are still available.

Information: tel. 03 9876 5199 www.steinerseminar.com email: office@steinerseminar.com

Address: Melbourne Rudolf Steiner Seminar, 37A Wellington Park Drive, Warranwood, 3134, less than ten

minutes from the Ringwood exit of the Eastern Freeway or Eastlink.

Accredited Certificate 3 and Diploma in Early Childhood with Steiner Education

for educators and parents

With increased demand for quality Early Childhood learning environments - now is the time to become a Steiner Early Childhood Educator.

The Certificate 3 and Diploma of Early Childhood provided by Organisational Learning Australia (government funded places available) is partnered with the Heart Spaces Early Childhood course run by Carol Liknaitzky offering a unique

pathway for educators and parents in Steiner inspired early childhood development.

This unique opportunity includes face-to-face interactive training, one and a half days per week (Tuesday whole day and Saturday afternoons) in Abbotsford. It is led by an experienced team of facilitators in bush kinder and nature playgroups, creative movement and music, handcrafting, storytelling and Steiner’s approach to personal and human

development. It is also possible to enrol for Heart Spaces Early Childhood Education only.

Places are limited - Contact us now to discuss your involvement.

Go to Heart Spaces or Organisational Learning Australia

For more info call Carol (Heart Spaces) at 0415 603 077 or Ujjval (OLA) at 903 61504 during business hours

Mystere Earth

Shop 1/3400 Warburton Highway

WARBURTON

A delightful eclectic local retailer nestled snuggly under the Warburton Information

Centre melds both local and international items to the Yarra Valley.

We give preference to natural & fair trade products aiming for high quality at

realistic prices.

Spring is here so……

Right now we have 20% off winter clothing and accessories.

Our large range of winter quality recycled men’s, women’s and children’s clothing is

also 20% off

Mystere Earth is the Yarra Valleys only stockist of Lyra and Stockmar art supplies.

Enjoy ! Jodie & Anita.

C E L E B R A T E T H E L I F E , L O V E S A N D P O E T R Y O F . . .

Dust off your kilt and find your sporran, it's time to practice your poetry.

Saturday January 25th 2020 from 6.00pm

Robbie Burns

Four courses of traditional Scottish fare $60ppincluding a dram of whisky or glass of sparkling on arrival.

Live entertainment and dancing. Burns inspired poetic or musical contributions are encouraged.

Traditional attire appreciated, kilts for the laddies, a sash for the lassies.

Accommodation packages available - Stay and Dine $320 (Standard Twin Share)Tickets essential and RSVP's are due by Friday 17th January.

Tickets - 03 5966 9166 Enquiries - Ralph Ballard 03 5966 9253

PHONE 1300 368 333 EMAIL youth@yarraranges.vic.gov.au ADDRESS PO Box 105, Lilydale VIC 3140WEBSITE yarraranges.vic.gov.au/youth Yarra Ranges Youth

8 Jan to 23 Jan

Creative Writing Workshop, Movies Star Wars*, Nature Art, 3D Printing & Hip-hop Breakdancing

Featuring Creative Writing Workshop, Movies Star Wars*, Nature Art, 3D Printing & Hip-hop Breakdancing

yarraranges.vic.gov.au/yhpyarraranges.vic.gov.au/yhp

Summer 2020

12-17Year Olds

All Activities

$10and under

* Movie had not been rated when poster went to print. Please check if the rating is appropriate for your young person.* Movie had not been rated when poster went to print. Please check if the rating is appropriate for your young person.* Movie had not been rated when poster went to print. Please check if the rating is appropriate for your young person.

FOR PARENTS & CARERS OF CHILDREN  WITH A DISABILITY

(including ASD, ADD) 

Are you a parent or carer of a child with adisability or developmental delay (with orwithout a formal diagnosis)?  Could you usea bit of support and connection with otherswho understand?  Come along and join other parents andcarers at one of our monthly peer supportgroups..Share stories and strategies, andhave a cuppa, a chat and some laughs withother supportive parents and carers in acasual and comfortable environment.  Youcan come to one or as many groups as youlike!  

Groups are free of charge and bookings arerequired For information on groups, individualsupport, to sign up for our newsletter, or ifyou'd like an information session for yourcommunity group or organisation, contact on Michelle 0438 646 744

STRENGTHENING PARENT

SUPPORT PROGRAM

PARENT PEER SUPPORT GROUPS 

Details for all groups listed over page.

10:30 - 11:30AM on the 4th Friday of every month during school terms Anglicare Victoria, 47-51 Castella St, LilydaleFeb 28th, March 27th, April 24th, May 22nd, June 26th 2020 7:00 - 8:00 PM on the 1st Tuesday of every month during school termsCentral Ringwood Community Centre, Rosewarne Lane, Ringwood,Feb 4th, March 3rd, May 5th, June 9th 2020 9:30 - 10:30 AM on the 3rd Tuesday of every month during school termsVermont South Special School, 22-30 Livingstone Rd, Vermont SouthFeb 18th, March 17th, April 21st, May 19th, June 16th 2020 10:30-11:30 AM on the 3rd THURSDAY of every month during school termsSpectrum Journeys 286 Maroondah Hwy Chirnside park Behind King Swim Feb 20th, March 19th, April 16th, May 21st, June 18th 2020 10:30-11:30 AM on the 2nd Wednesday of the month during school termsGlen Park Community Centre 30 Glen Park Rd, Bayswater Nth Feb 12th, March 11th, May 13th, June 10th 2020

LILYDALETIME & DAY:LOCATION:DATES FOR 2020 RINGWOODTIME & DAY:LOCATION:DATES FOR 2020 VERMONT SOUTHTIME & DAY:LOCATION:DATES FOR 2020: CHIRNSIDE PARKTIME & DAY:LOCATION:DATES FOR 2020: BAYSWATER TIME & DAY:LOCATION:DATES FOR 2020:

Free of charge.  Bookings are required.  

Contact Michelle on 0438 646 744 or

StrengtheningParentSupport@anglicarevic.org.au

Groups meet every month, except on public holidays or during school holidays.

Yarra Valley ECOSS Presents. . . .

Formidable Vegetable

Sound System

S A T U R D A Y 2 9 T H F E B 2 0 2 0 6 P M - 9 P MAt ECOSS- 711 Old Warburton Rd. Wesburn.

Early Bird Tickets:$15/$10 Conc. Available till 31st Dec.or $25/$20 Conc. . under 12 free

Tickets: https://events .humanit ix .com.au/formidable-vegetable-sound-system-at-ecoss

For more details , visit : www.ecoss.org.au