2013 Annual Report - Freshwater Creek Steiner School
Each year the school provides a report to the community with regard to performance indicators as required by the Federal
Government. This year this information will be contained within this report, which also includes reports from the various bodies that make up the school. Each year we endeavour to provide a comprehensive document to provide a clear picture of the health and well-being in all areas of the Freshwater Creek Steiner playgroup, kindergarten and school. We hope you find this report informative and we value feedback for improvements for future reports.
The purpose of Freshwater Creek Steiner School (FWCSS) is:
To provide excellent, non-denominational, not-for-profit, co-educational and child-centred education in light of Dr Rudolf
Steiner’s philosophy of pedagogy;
To support the School’s College of Teachers to educate children holistically, realising a contemporary understanding of the wisdom of Steiner via a balanced curriculum, in a safe and nurturing environment which fosters clarity of thinking, depth of feeling and strength of will, so that as adults they will be able to fully participate in society as creative, ethical and responsible citizens;
To actively work towards an accepting, caring and supportive environment, which is founded in a harmonious union between school, home, and the wider community;
To be a vehicle for Steiner philosophy, education and discussion and to encourage life-long learning for all;
To develop and foster the Steiner community in the Geelong/Barwon region;
To serve educational and cultural aims as an Association, without pursuing any particular religious or political goals. The school will uphold equity of access regardless of religious or cultural background.
We envision:
A successful school, that offers the best of Steiner education in the beautiful environment of Freshwater Creek
A College of Teachers who are inspired to learn and teach using the principles expressed by Rudolf Steiner
Students who retain a sense of wonder and morality, who love learning and who become purposeful, creative, balanced adult individuals, with a positive relationship to the world
A school community which shares beliefs and values, and thrives through mutual effort and support;
A school that values and protects the natural environment, is well managed, safe and secure, and has facilities for a wide range of curriculum and community activities; and
A school that connects with the wider community and fosters a greater understanding and appreciation of Steiner philosophy.
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To ensure the integrity and the high quality of the Steiner education offered by our school
To ensure that our school I managed efficiently and effectively whilst maintaining and anthroposophical impulse
To provide a positive, supportive, safe and secure environment for learning, working and school life
To grow the school sustainably
To connect to the wider community with a view to fostering a greater understanding and appreciation of Steiner philosophy
Our shared beliefs and values influence what we are aiming for and how we plan to get there.
We value:
Reverence and respect for the whole child;
A Steiner-focused, non-denominational approach to the spiritual dimensions of life;
Accessibility for those seeking Steiner-based education and development;
Respect, collegiality and clarity in communication and decision-making;
Building a school community through shared experience and mutual support
Connecting with the wider community outside the school
Respect and value for difference/diversity
Environmental protection and sustainability
Creativity.
2013 saw FWCSS experience the resonance created by the theme of change from the previous year.
While still adjusting to and refining all that our school experienced, 2013 was a year of shedding, expansion, and ultimately, refinement. New potential has set in motion a catalyst for change and new way of being.
The year began with the commencement of our Facilitator, Joseph Kecskemeti. Joseph met the challenges of his new position in our school with enthusiasm and from our community he received great gratitude for the depth and breadth of experience he brought in Anthroposophy and Steiner Education. The community is enriched by the nourishing education he has provided. For the staff, a new facilitator called on flexibility and adjustment to operations at FWCSS. This has brought challenge, yet we are able to see a flourishing in the foundations of what our school embodies.
A dramatic change in Council at the 2013 AGM, without planned succession, saw another wave of adjustment in the school. A mostly new Council of dedicated members took the reins and have worked hard to meet the tasks required of leading the school forward into a rich, expansive, sustainable future. Working together with College of Teachers, Facilitator and staff, it is with utmost clarity that the vision of the school’s future is held and nurtured through a transition phase to achieve its potential.
Marian Goodman joined our school as Eurythmy teacher in 2013 together with Grazina Rukiene as pianist accompanying eurythmy. This has been a boon to enrich our Steiner education curriculum. With further development of the Honey House, a dedicated Playgroup building with kitchen and playground area has seen growth in the early childhood area of the school with more playgroups being offered. Visible changes took place in the school grounds with the development of a woodwork area, renewal of the school community vegetable gardens, signage and community noticeboards.
In the last months of 2013, the foundation of what is to come has been the focus, with the development of the Strategic Plan for our school for the next five years. 2013 also saw the rich development of a Master Site Plan.
The school community are the heart of our school. They have worked hard with steadfast commitment and love that is visible and palpable in our school. They are the fibre that holds us and we thank each of our wondrous families in this community.
The staff of our school offer great love and give so much service beyond words to the children and our school. The teachers of our school offer fundamental education to us all and opportunity to grow.
2013 has made obvious and apparent what requires clarity and refinement for the health and longevity of the school. Council are engaged in achieving this in the realm of Governance. Our school is a great treasure to be guarded with vigilance.
Toward the end of 2013 the most profound words of wisdom were imparted to Council. We were told our school is about “the big people looking after the little people”. What a marvellous image.
Thank you to each of you who contribute to our school in your unique and precious way.
Blessings,
Dipika Delmenico-Voss
School Council President
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It has been with great joy that I commenced at the start of this year as the facilitator at this wonderful little school. In the first few weeks I was conscious of the range of aspirations of the community and the expectations of my position. I knew that I could not bring these all at once, nor even in the first year or two. Some expectations will take years to fulfil. But get there, we will. It has been important to assess priorities and to work as a teacher, to work with manageable targeted priorities that often have a multitude of effects. Over the year, it has been a very interesting journey and definitely a steep learning curve for myself. It has been invaluable to have sourced assistance and support from the Independent Schools Of Victoria, and from the Steiner Education
Australia organisations, of which we are part.
From the outset, I set myself the task of bringing to the community and to the teachers, the picture of what we, as a Steiner
School, stand for and how this quality is special;- sitting us apart from other schools. To this end, I have taken termly informative talks about Steiner education, as well as running study groups and parenting chats.
Our wetlands and our farming focus, afforded by our warm relations with our neighbours bring great possibilities for our education.
Central also is the richness of our curriculum offerings;- how we teach literacy and numeracy in a way that is integrated to the arts and is brought by encountering the great narratives of humankind.
Sharing and building a picture of what Steiner education can be, and bringing others on board to move the school forward to fulfil its purpose, has also been central. Change in an organisation is always difficult, and so it has been this year. I am thankful to have visionary and talented colleagues and school council to help incremental developments come about. Though still under development, three important new committees, or initiative groups, were formed; -- the Finance committee, the Marketing group, and the Buildings and Grounds group. Review of the SLAM (Shared Leadership and Management ) model has highlighted the possibilities for a more integrated model for educational administration and management of core tasks. For 2014, a Staff Support and Development group will work on coordinating areas of SLAM that have passed to the Facilitator early in 2013.
By the end of 2013, our school grounds were something that we could have an increasing amount of pride about. An undercover woodwork area, adjoining the relocated container, with benches suitable for a large class of children was ready for use. The class gardens were looking beautiful and well kept, the school office had been relocated closer to the front entrance, a larger room that is suitable for school assemblies, open Day exhibitions, library and eurythmy as well staffroom and meetings was available. There was a dedicated room for both a lesson and learning support, as well as violin and cello tuition. School signage had improved and also a large tepee was erected at the southern end of the wetlands which will be used for an outdoor classroom progressively as we develop our wetlands focused curriculum units.
A centralised educational provision budget had been framed, identifying educational areas that require development in the school and underpinning initiatives by quantified expenditure possibilities. The school is moving towards teachers having self management of three important areas of expenditure;- class resources, professional development, and camps and excursions.
It has been a significant step to have Individual Learning Support Plans for children who have identified special learning needs, and to be able to target resources and personnel to help children in their learning in a systematic way. In 2014, the school will move towards having Individual Learning Plans for all children, and that will be linked to the process of reporting that happens twice a year.
This is a delightful, talented and dedicated community of parents and friends. As teaching is a holy task, so is this stewardship of the school. Each anthroposophical enterprise such as a school, is there for us as an instrument for our spiritual growth and development;- parenting and teaching are great privileges and through them we are uniquely able to have an opportunity to renew our own biographies and to refresh our lives.
Steiner's fundamental social law:–
The healthy social life is found
When in the mirror of each human being
The whole community finds its reflection
And when in the community
The virtue of each one is living.
Warmest regards
Joseph Kecskemeti
Facilitator
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The aim of Steiner Education is to lay the foundations for an individual who will, in adulthood, have a balance of ‘thinking, feeling and willing’ – therefore, being socially, environmentally, economically and academically responsible.
Rudolf Steiner, an Austrian philosopher, educationalist and scientist living from 1861-1921, believed that everyone, adult and child, is a ‘3-fold’ being, a person of willing, feeling and thinking. He spoke of rhythmic patterns in our lives and how these are connected to the cycles in nature, of seven years, each being dominated by one of the three aspects of the human being.
The years 0 – 7 are predominantly a time of sensory and physical development, particularly in growth and movement; the years 7
– 14 are a time of developing the heart or individuality; and the years 14 – 21 are a time for developing the head or academic learning. Thus the essence of Steiner education lies in educating ‘head, heart and hands’ with ‘head’ standing for ‘thinking’ (spirit),
‘heart’ for ‘feeling’ (soul) and ‘hands’ for ‘willing’ (body). This understanding is carried through from early childhood education to secondary schooling and everything the Steiner teacher does strives to work with these facets equally.
A typical day in a Rudolf Steiner school starts with morning circle time to draw the children together with song and movement.
Subjects are then taught in what is referred to as the main lesson. This main lesson concentrates on the same subject for a block of two to four weeks to allow for in-depth studying of the subject matter with a strong focus on literacy and numeracy. Each lesson is enriched with creative quality to enliven its academic content through an artistic and imaginative presentation. The mid-day lesson is an opportunity to revisit and practice learnt material through artistic activities. After lunch the children have different practical activities for each day of the week, such as craft, music, farming and watercolour painting.
In Rudolf Steiner schools, children begin Class 1 in the year that they turn seven. During the primary years, the class teacher moves up through the class levels with the children. This affords a great sense of security, continuity and community integration, assisting progressive and integrated growth of the child. During this time, relationships amongst the children and between the teacher and the children work deeply, usually promoting a sense of respect and trust. The class teacher is responsible for the
Main lesson period each day (academic subjects) with specialists giving additional instruction in Music, French, Craft, Farming and
Eurythmy. Teachers find a creative connection with the subject matter and build readiness for learning and develop key competencies in the children. Stories are used as vehicles for the integrated study of subjects for each class level, responding and relating to the personal developmental requirements according to our child-development model. Cardinal themes that address the developing emotional intelligence of children can be found in the content of these great narratives:
Class 1 - Fairy and Folk Tales (Grimm’s)
Class 2 - Fables and Celtic legends
Class 3 - The Old Testament, (or Torah)
Class 4 - Norse Mythology
Class 5 - Greek, Egyptian, Indian Mythology
Class 6 - Roman Mythology
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Each year we like to include some highlights from early childhood and the primary school and a description of some of the wonderful activities our students are privileged to experience. It is not a definitive list of activities but gives a glimpse into the richness of the curriculum and diversity in how it is delivered.
During 2013, FWCSS hosted two Playgroups and two Stepping Stones groups at the
Honey House. Kelli Lavelle and I facilitated the groups, which were well attended. Our lovely little room is small, and groups are limited to 10 enrolments per group, which works well in the space available.
The Honey House received a hot water system in 2013 as well as a fence at the front, to create a small, contained outdoor area. (These fences have now been reused as part of a larger fenced area). A door was also installed on the far side of the building to create rear access to the planned enclosed garden area, and create a better flow within the building.
Spring Fair was well attended and supported by Playgroup families, hosting the lemonade stall. We filled our roster for the day, families helped with the Friday setup and they also helped with the produce stall, labelling and topping preserves. Warm and positive comments came from Playgroup families, who attended the day. Parents from both groups also enjoyed participating in the Early Childhood festivals of Autumn, Winter,
Spring, and St Nicholas Day, with a good attendance from each group, particularly for the magical Winter festival and lantern walk.
Information on Steiner philosophy and education is offered to the parents in the form of handouts, questions to Playgroup Leaders, and Joseph’s formal talks and Parenting
‘chats’. The parents see and hear the play of the older children and also their outdoor activities from their vantage point in the Honey House and get to see and become familiar with the teachers and the grounds. Transition from Stepping Stones to
Kindergarten is usually something the children anticipate with excitement as they are already familiar with the school, and have seen first-hand what fun the older children have.
Kelli Lavelle and Leanne Freestone.
Playgroup Leaders
We had 19 kinder children and 20 pre-kinder children in 2013. The biggest change of last year was that we started opening kindergarten 5 days a week. Previously the kinder operated for 4 days. To meet the required 15 hours operation for Kindergartens, we had to open for 5 days and to enable this we employed our new kinder teacher Kerran
Fahroedin. Kerran was a good fit for our teaching team and everybody is enjoying having her at our school.
Woodworking was the “big thing” at kinder last year and children made so many things using hand drills to screw. Their skills improved every day. Cooking was also popular as usual and this year we started making handmade pasta every Tuesday. The children enjoyed helping make the pasta and of course eating it!
In the warmer months, waterfall making was popular, as was digging up the clay at the bottom of the sand pit. In the cooler months, children made things using warm beeswax.
They enjoyed snuggling in the hammocks. There were always at least two or three children in the same hammock at any one time and they enjoyed this social time together.
We had a festival every term and we worked towards the festival during the term.
We made dried apples, lanterns, fleece butterflies, and Christmas Wreaths.
The Kinder teachers had the opportunity to attend the Vital Years conference (a Steiner early childhood conference) and we invited guest speaker Louise De Forest to our
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kindergarten to give a talk to the parents. Many parents attended and took inspiration from hearing Louise speak as she is both a Steiner parent and teacher.
We had another great year together and shared happiness every day. During the last week of the year, many children were hugging each other and talking about how they would miss each other over the holidays and next year.
Toshi Komatsu
Kindergarten teacher
We started the year with 16 wonderfully excited Preps. Fifteen of these had come from
Kinder and another had lived overseas and had returned to Geelong. The children were very familiar with the rhythm as it is similar to Kinder and they had been used to seeing me pop in to Kinder so the transition for most of them was seamless. Even though most of the children had gone to FWCSS kinder and were familiar with the rhythm, they were not familiar with everyone in the class but it didn’t take long for all the children to join together in a wonderful year of imagination, fun, celebration and play. Lisa Hunwick was employed as Prep Assistant for 5 half days and left at 12.00pm each day. She was invaluable for those parents and children who found separation difficult.
Coral Smith, the school’s Extra Lesson teacher, allowed me time-release for one hour and half each Wednesday and the children looked forward to Wonderful Wednesday with
Coral. She played games with them to foster gross and fine motor skill, sharing, cooperating skills through games, bean bag work and dances.
Home visits were conducted on the Fridays in February while the Prep children had a rest day. Home visits are a vital part of my work with the children and families. It is a chance for me to connect with the children on a different level and I have noticed a deeper relationship with the children I had visited. Fulltime Prep classes began in March along with the full program. We began painting, drawing, craft, walking to the Magic Woods and beeswax modelling.
Sadly two of our children left at the end of term; one due to family commitments. It was a sad loss. The children were quick to form new friendship groups but would often remember them and talk about them. Such is the strength of bonds that are formed with Prep children.
The year pretty much continued in this rhythm, fourteen delightful children and parents. We celebrated Festivals and birthdays, all with fun, imagination and beauty. Lisa and I had a delightful year and looked forward to coming to school every day.
Lisa Anderson
Prep Teacher
It was with much anticipation and excitement that I introduced myself to a new set of children and their parents. It was the children’s first immersion into formal learning. I facilitated this by involving the feeling life – through stories, rhythm, pictures and songs.
This helped to connect the new concepts to the child's own experience.
The capital letters came to life through fairy tales whilst the lower case letters from the indigenous Australian culture. Nature stories and nature activities, particularly those showing the season and cycles of the natural world, bring an understanding of the interrelatedness of humankind, nature and the heavens. Nature walks were a twice-weekly occurrence.
Form drawing was the preparation for writing letters and numbers. Abstract symbols were brought to life through physical activity; before putting them on paper. The children form shapes and movements with their bodies, and walk the shapes on the ground.
Some highlights were the play of Briar Rose, the class excursion to Narana Creations and also a visit to the Fairy Park.
Eva Kersten
Class 1 Teacher
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Class 1 Play – Briar Rose
2013 was a fun-filled and eventful year for Class Two. The children had matured considerably over the Christmas break and were ready for new and exciting challenges.
The morning rhythm work became more tricky and the recorder pieces more complex, culminating in a performance of ‘Silent Night’ for the Early Childhood St. Nicholas Festival.
The children’s singing continued to be delightful and the class showed a fondness for drama and speech work.
One of the major themes for the year was Celtic Narratives and the class explored the novel ‘The King of Ireland’s Son’ as their main text. The study of this magnificent story lasted over the four terms and reached its zenith in Term 4 with the performance
of the Class Play of the same name.
Other highlights for the year were the woodworking project – building ‘Gnome Shelves’ as an introduction to laying out sums vertically, and a Class Sleepover in the classroom. As part of the Sleepover the children came up with a menu, sourced the ingredients, cooked their own dinner and breakfast, went on a ‘night walk’, enjoyed time around a campfire and had a bedtime story. Believe it or not they all went to bed on time and slept through the night!
During the year we also said a sad goodbye to one pupil who moved to the USA but welcomed three lovely new students into the class. Altogether, it was a great and memorable year.
Sonya Mordaunt
Class 2 Teacher
“...Between the ninth and tenth year, but nearer to the ninth, one of the smaller periods begins, when the child gradually awakens to the difference between self and the surrounding world. Only then does it become aware of a separate ego...”
(The Child’s Changing Consciousness and Waldorf Education - Rudolf Steiner, 1923)
The Class 3’s of 2013 were a lively bunch of 11 children. Stephen Neale was their teacher, having begun with them at Freshwater Creek Steiner School in class 1, leading them to the river’s edge and assisting in their “Crossing of the Rubicon”.
The main lesson themes of class 3 provide the moral support for the children’s awakening sense of self and supports them as the “Garden of Eden consciousness begins to fade”.
As an inner identity begins to emerge and express itself, the teacher is there to guide them with principal stories from the Old Testament, describing in wonderful pictures the human journey from paradise to Earth. Like the children of Israel, the class 3 child has “many things to learn along the way” and the “stories describe to them how an individual stands in life to realise and serve that which is greater than himself…
Class 3 is the year the children begin to learn a string instrument, each choosing from either violin or cello and receiving weekly tutoring in small groups with Alison Rose. “Rudolf
Steiner indicated the violin for class 3 because of the way that the violin is held and played.
The bowing movement across the chest as the child plays this most emotive of instruments, helps stimulate and open the heart forces. This is important because the 9 and 10 year old child is in the middle of a period of education that is centered on developing their ‘feeling’ life.” (http://capebyronsteiner.nsw.edu.au/education/primary-school/)
Children in Class 3 are also introduced to Biodynamic (BD) Farming practice – led by the wonderful Mary-Rose Coleman. Each week in 2013 the children visited the nearby biodynamic farm or worked in the school vegetable garden/orchard planting vegetables, watering trees, milking and making butter, making BD compost, shearing sheep, collecting wool to spin and knit and caring for orphaned baby lambs. The children kept a colourful weekly journal of their activities for the science component of the curriculum.
In mathematics the children continued with their learning of the times tables and were introduced to measurement, time and money. Literacy was developed through the writing of creation stories. Punctuation, grammar and spelling was further developed, as was their cursive writing, with some receiving their pen licence in term four.
The children attended a very successful camp near Port Campbell at Camp Cooriemungle.
They had a fantastic time with their teacher Stephen and parent helpers Louise, Travis
(bus driver) and Matt. They conquered fears and worked as a team rock climbing, abseiling, canoeing, flying high on the flying fox and crossing the river. A highlight for all was the disco dancing and the campfire at night under the wondrous starry sky of Camp
Coooriemungle.
The building main lesson finished off the year with a bang (pardon the pun) as children, with the help of Stephen, added a creative extension onto the framework of the little hut built by the previous year’s class 3. After a vote the class 3 children agreed to call it the
“Hut-o-matic 3000”.
(Quotations were taken respectfully from a 4-page submission by Steven Neale. A copy of which can be requested from the office. Highlights of the year were contributed by class 3 parent, Tracey Rose in Stephen’s absence.)
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Class 3 camp
The work of the class 4 in 2013 came from the understandings of the important stages of child development that the children of this age move through.
“the child’s being changes profoundly somewhere near the 10th year of life. This change which is often referred to by Waldorf teachers as the “nine year change” can actually occur later depending upon the child. It is an ongoing process that begins in the ninth or tenth year of a child’s life and continues through the third and fourth grades usually coming to a stasis in the fifth grade, right before the onset of the next big change – the early stages of puberty.
The year began with the main lesson on the history of handwriting during which the children had the experience of moving through the stages of the development of writing from handprints on the wall, feather quill and ink to the awarding of their fountain pens signalling a move to a more mature way of working. Work on consolidation in maths was followed by main lessons in term 2 on
Norse Myths, Fractions and Local Geography. The term three lessons on Human and Animal, Mass and Volume and the play “The
Death of Baldur” followed. The term four lessons were the history of the background to European Settlement of Australia, mapping and the epic of Beowulf. During all of the main lessons the telling of the epic stories of the Norse myths continued with the end of days story of Ragnarok coming at the end of the year. This apocalyptic tale of the end of the Norse world paves the way for a new way of being to come in class 5.
The swimming program at the start of the year was a great opportunity to work into the physical realm and have the chance to develop skills in an intensive way each day.
The play was a highlight of the year with parents joining in with the project, holding weekend workshops to create beautifully designed costumes and forming a ‘backstage crew’ to apply appropriate makeup. These activities added immeasurably to the children’s experience of the play. One of the joys of this class is the loving circle of support formed by the parents for every initiative that is undertaken.
The Human and Animal theme for the year was supported by our attempt to keep goats at the school. For the first term the changing needs of two young kids were a focus for the class. Shelters were built, food supplied and much happy play with these babies occurred
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at recess and lunchtimes. A great lesson for the class was the determination of these young creatures to escape their pens and explore the world of the school. When they were found on the main road after eating the preps’ vegetable garden we conceded that adequate fencing was beyond our current means, and they went to another home.
Another highlight of the year was the Power Tools for Living taught by horses program when the class attended a local equestrian centre “Free Rein” to engage with horses in a personal development program. The horses taught the children in an immediate and direct way about the need for respect, relationship skills, responsibility, boundaries, empathy and choices and consequences. This program was made possible by benefactors of the class.
In term two, artisan woodsman and craftsperson, Peter Yencken came to the school and worked with the class to make their own wooden bows. This culminated in an archery session at school when the children used the bows they had made, becoming true Viking warriors.
The children attended camp at Rose’s Gap in the Grampians where they experienced abseiling, flying fox, nature night walk and bush walk to a beautiful waterfall. The trip finished with an archery session where the children were able to use their own bows.
Cooking was possible for this class for the first time in 2013, and each week a group of children planned, shopped for, cooked and served a meal for the rest of the class. As with many other curriculum initiatives this would not have been possible without the support of the parents.
The movement program, eurythmy, craft and French rounded out our rich and nurturing curriculum. Proximity to the class 5/6 and the change in play space meant that Physical Education sessions took place twice a week with this class and a sport session was possible once a week. Combined activities with class 5/6 also included community building social activities.
The class four of 2013 was a wonderful year enhanced by the move of the class to the purpose-built Steiner classroom. It was amazing to see how the move to a beautifully designed room with access to a foyer, kitchen and storeroom lifted the class to a new level of maturity. This was evident in the reverence with which they occupied this space at the start of the year and the great use that was made of the classroom space in this very satisfying
2013.
Pam Bjork-Billings
Class 4 teacher
The task this year as the teacher of Class 5/6 has been to present the world to the children in a truly creative fashion, which
“means that we are educating that human part that is free to find within oneself the creative response to find one’s way through life” (Klugman 2010). It demands so much of us all, emotionally, spiritually and physically. The students are also challenged to find
“oneself”. It is easy enough to think it, but more difficult to do.
The first Main Lesson for Class 6 was the study of Rome. This started with Romulus and Remus being reared by a Vixen. The
Rise and Fall of the Roman Empire captured the imagination of the Class 6 students, especially the boys, with the gladiators. They learned the epic poem “Horiatis Holds the Bridge” and performed this at a school assembly early in the year. Many interesting topics were researched and presented individually by the students. At the end of the presentation they distributed questions relevant to their research for each student to answer.Class 5 children started with Ancient India and learned about the myths and stories. Students chose a topic to research and some presented geographical knowledge and some preferred the gods and myths of the time. All students participated in making a very tasty Indian meal for the rest of the class, dressing up in appropriate costume.
The 14th of July was French National Day: Class 4 and 5/6 joined together to experience French National Day at FWCSS. It started off with the French National Anthem and then the children were divided into four different activity groups. The activities were: Petanque, French bingo, building an Eiffel tower and cooking crepes. Morning tea was crepes and petite quiches. All the children enjoyed the day. Thanks to Judith for bringing it to us. Class 5/6 also joined with Class 4 to participate in games, three mornings a week. There were leaders chosen from Class 5/6 and an assistant from Class 4. This proved to be a very enjoyable
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experience as well as giving the children a taste of the leadership skills needed to organise a team. Class
6 also took on the job of being rostered to host the Assemblies on the Friday.
Joseph came in to teach the class “Perspective Drawing”. This subject tested the concentration and listening abilities of all the students. He also gave them instructions, for the Winter festival, on how to make their winter lanterns in the shape of octagons. They were really lovely when the light shone through in the dark. The Class 6 children were also given the privilege of lighting the bonfire with the fire sticks, which was a first to recognise the seniority of the Class 6 children.
The Story of the Earth
“The whole universe is endowed with life, and the mineralized earth is only a deposit from a previous gigantic life process.” Eugene Kolisko
Class 5/6 studied in this Main Lesson, the great forces such as mountain building, erosion, volcanic action and earthquakes which are part of the secret and mystery that is held in rocks. The change or rock from mountain tip to sand on the beach, of limestone to marble, of thundering waterfalls to a heavily used polluted river, of ancient fern forest to diamond – all of these are examples of the powerful forces working in this living earth. The kinds of soil that emerge where there is a predominance of one mineral, too much or too little water, good or poor aeration and the quality of heat absorbed, bring in the importance of the elements. Here as in the study of all the kingdoms, time is important. The time and conditions for a perfect crystal to form can be millions of years. The human being’s relationship to the mineral kingdom was studied. We looked at what part humans are responsible for in making this a sustainable planet by studying erosion, farming methods and forestation. We had a very informative geology excursion with Eco-
Logic to look for fossils and the formation of rock at Pt. Addis.
The class finished a unit on “electricity” and we went on an excursion to Scienceworks where they were fascinated by the way in which electricity was conducted and used to show how it could be used in safe or dangerous situations. “Astronomy” was another popular main lesson as well and on the excursion to
Scienceworks we were able to look at the night sky in the Planetarium. The students had a Night Sky Diary. They were to look at the sky each night for 28 days at least, to observe the stages of the moon and the stars that were evisible. Some were conscientious and drew what they observed, noting the time, the date, changes and what the weather was like.
Business Maths was a completely hands on experience. The students participated in making the food to sell, coordinated the orders and delivered orders to each class on the day. Some students were responsible for cooking sausage rolls, cakes and other delicacies to sell. The cost of the ingredients was documented and prices were set. This resulted in the class making in the vicinity of $200 which was subsequently used to visit the Monet Exhibition at the National Art Gallery. This proved to be a very popular excursion for all the students attending and stimulated many of the students to produce many lovely paintings in the days following. A workshop at the NGV allowed the students to produce and frame their own paintings.
Our Camp to “The Summit” was extremely popular. The lessons learned at this camp were, courage, co-operation, team work, resilience and to “know thyself”. The camp this year was to give the children the experience of setting themselves a target, stretching themselves and being able to succeed in a ‘super stretch’.
Class 6 Graduation
On Wednesday 11th November the Class 6 students had a dinner with invited past teachers at the Kohinoor Indian Restaurant in
Geelong. They had worked hard each Wednesday to have a pre-loved stall which financed their dinner.
On Tuesday 17th December the students had a journey back through the classes from Playgroup to Class 5. They took on their
Rick Schau (looking back) a journey stick to receive an article to hang on their journey stick that representsed the curriculum for that year. E.g. Man and Animals in Class 4 could be a wax animal. Students gave recollections to the class about something they found they remembered about that year level. These journey sticks were taken to the graduation with them.
On Tuesday evening of the 17th December, 2013, parents and friends gathered to celebrate the graduation of the students in the
5/6 room. Students were dressed in white and while parents and friends watched they performed some Eurythmy verses on the deck. Parents were then seated while students entered by the double doors to the singing of “Wardens of the Light”, by teacher and parents. Students walked into a spiral and met Elaine at the centre who handed them their graduation letter and a present of a quill pen and ink. Students then delivered their graduation speech as each one was called. Their teacher of 5 ½ years, Clayton, then spoke about his enjoyable relationship with the children. Joseph spoke to the students and thanks were given to the parents and friends for the enormous contribution they had made to the school during the time the children had attended FWCSS.
Students and audience then recited the poem “My Country” by Dorothea McKellar and when finished, students left the room with the choir singing an “ Irish Blessing”. The night finished with everyone participating in a delicious array of refreshments.
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Wednesday 18th Assembly was a further farewell to the Class 6 students. Joseph again, wished them well on behalf of the
FWCSS. At the end of the assembly Parents and students formed an arch from the double doors down the ramp. Graduating students stopped at the pole they had painted and the plant they had put in the garden as a memory of their time at the school.
They ended with the verse they had been repeating all year at the end of the day. My role as their teacher was to know them and how they learn. The different stages of their development required knowledge of the different levels of consciousness, met by the stories of the epoch of each year level. This has been a rewarding experience to see the children blossoming and meeting their potential. The Class 6 children set their targets for 2014. Their stretch and their super stretch will always be ahead of them. I wish them well and offer them the words of Vaclav Havel who said:
“The salvation of the human world lies nowhere else than in the human heart, in the human power to reflect, in human meekness and human responsibility”
Class 5 worked so well this year and allowed me the privilege and pleasure to spend this time with them. Vale Class 6 – 2013,
High School beckons. Know you have the support of your friends at FWCSS and the love of your teachers.
Elaine Thompson
Class 5/6 Teacher
Music is defined as 'vocal or instrumental sounds (or both) combined in such a way as to produce beauty of form, harmony, and expression of emotion. At Freshwater Creek students are lucky to experience this in some way in every music lesson. During music, students play musical games, learn a large volume of songs, play percussive instruments, xylophones, drums, recorder and also learn Kodaly.Very carefully structured, the Kodály method, developed by Zoltán Kodály is sequenced according to how a child develops musically and intellectually and the sounds they naturally encounter in their world. The method also takes into account melodic sounds they can sing in tune. Melodically, children first learn so-me, sounds often used to call out a name eg
“John-ny” (so-me). This is then followed by la – as in the melodic chant (I’m the king of the castle...) (so, so me, me, la, so, me).
Then the other notes of the pentatonic scale are added – semitones are avoided until later as young children find these very hard to sing in tune.
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Culturally, Kodály longed to see music as a way of life – for everyone.
His first concern was for the musically literate amateur, not the professional musician. His dream was a musically literate nation.
Kodály’s definition of ‘musically literate’ was that in addition to reading and writing music as easily as words, a person could simply look at a score and be able to hear the music in their “inner ear”.
By first learning and singing the songs from their own folk heritage,
Kodály believed children would have the necessary foundation from which they could learn musical skills and concepts. Through the
Kodaly and pentatonic scale, students of all ages learn to compose their own songs with basic pentatonic scales taught first.
Students are also fortunate to have performance opportunities throughout the year, performing at the winter soloist, soiree evenings, spring fair and the end of year Christmas soiree. Students from grade
4 to 6 join the string ensemble playing the violin or cello and are encouraged to perform whenever they can. These opportunities are encouraged at Freshwater Creek.
Meegan Baker
Music Teacher.
Teaching the skills of knitting and crochet was the main focus of the craft program at Freshwater Creek Steiner School in 2013.
Knitting is taught from class one and as some students require more time to become confident, parent helpers generously assisted in helping to teach the students to knit. Weaving gave them the regular engagement with crafting, building confidence as they wove in a rhythmical manner and filled the cylinder with rainbow colours. Eva celebrated the completion of the recorder bags in a way that encouraged the students to remain focused.
There is always the lovely moment in class one where a student suddenly recognises that they are knitting. After striving to work the right and left needles in a way that forms the stitches, there is a moment of relief when they realise that they are knitting!
Very competent knitters were a great inspiration for others in the class and provided the leadership which encouraged their fellow classmates to persevere. Peer learning is such an integral component of crafting and is something which naturally arises as students offer to help each other.
Class two students demonstrated this peer support continuously throughout the crafting year. Offering to cast on stitches, checking with each other to see if they have 'pinned' down the tic tac stitches on their embroidery...sharing their skills and teaching
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others they worked in fraternal friendship. This class culture is an interesting one as many parents are competent crafters and the students have a uniquely assertive sense of how they will proceed with their craft projects.
This has often meant that when challenged by a project which will require a long commitment there has been an impulse to focus crafting attention onto smaller more personal projects. Finding a balance between having the will to complete the project with a focus on specific steps of construction and the strong desire to make whatever they choose has been an interesting dynamic in a class of students that have well established skills.
My approach has been to encourage and remind them to complete their class craft projects whilst offering great scope for individual expression and a love of crafting. Class two craft projects were based on knitting and crocheting. The story 'The King of Ireland's son' was the inspiration for a focus on knitting bodies for small character dolls with a head formed from fleece and fabric and dressed in felt capes and clothing. The children embraced this opportunity to choose colours and create characters which they then used in puppet play.
In class three we focused on rope making for the first term. We felted, plaited and twisted ropes to be used as skipping ropes, swings and for binding cubby houses together. An emphasis on usefulness helped to validate this crafting - creating something that has a purpose from yarn and fleece.
Weaving was the focus in winter for the class 3 students with everyone being given a large weaving frame. Whilst I read from 'My side of the mountain' the children set to work in a quiet and focused way, returning to a skill that they were familiar with from the woven recorder bags that they made in class one. This revisiting of skills established in early years is intrinsic to the crafting curriculum. New skills are introduced each year as well as established skills being utilised and built upon to extend the children's skill level. Class three students made a hessian wallet embroidered with coloured yarn and lined with calico. They were also introduced to crochet, becoming competent at making chain and some students made drink bottle holders. Kyah made a crocheted beanie and inspired others to learn to crochet.
The class four project was to make a cross stitch journal cover. The students were able to form cross stitch in regular stitches, decorating the perimeter of a folded fabric cover and designing their initial and a pattern based on cross or a star pattern. We discussed navigation by the stars as would have been employed by the Vikings. We also discussed the use of crafting symbols as may have been used by earlier cultures to designate ownership of items and as symbols to communicate meaning. The class 4 children each had a knitting or crochet project and they showed their individual expression through these items- a diamond scarf and a circular crocheted blanket made for a new baby brother were two items that stand out from this class. In term 4 the class four students designed and created a Spring nature spirit, building upon skills learnt the previous year, they drew and crafted in felt a small Spring character. This was an opportunity to explore creatively the extent of their crafting skills.
A return to the fundamental skills of knitting in Grade 5/6 saw the students in this class awaken skills that had lain dormant in some and were brought to life in others. We commenced the year with an understanding that it was important to have a knitting project that the children could work on at the same time as a craft project which reflected the main lesson work. This could be expressing in a visual form an understanding through craft of techniques employed in other cultures or simply representing in a crafted form the images that are formed in their learning.
We commenced with knitting cats and then lambs, projects often introduced to class one and two students. The children embraced these projects readily, having abandoned these skills since their early years they rediscovered with joy the cleverness of their fingers and quickly expanded upon the basic patterns...a stripy cat with whiskers, a cat with just the right coloured eyes...upon seeing the shape of the knitted lamb, Jack exclaimed,'I can't make that shape, it's impossible!' He quickly learnt to increase and decrease stitches, adding purl stitch to his repertoire and alongside Stephen they learnt to knit simple fair isle patterns. Leroy took another approach, finger knitting equal amounts of red orange and yellow he knitted a beautiful thick scarf from this bulky yarn which he then gifted at graduation to his first class teacher.
The class 5 students created a piece of grey felt upon which they embroidered an elephant in jewel colours that reflect the bright colours of Indian tapestries. These embroideries were then incorporated into either a bag or a cushion using hessian as the backing
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fabric. Ella added a beautiful felted rope handle to her bag and embellished her work with chain stitch and sequins to reflect the light in a manner which closely imitates the textiles of Rajasthan in India. Noah incorporated his felt piece into a large fleece filled cushion.
The class 6 students class project was to knit a body for a doll with a formed head. It was a project that continued throughout the entire year and which challenged the children to learn to shape the body.
Upon reflection it's interesting to see which classes were able to provide enough craft time within the week to allow students to bring their work to completion. As there is one lesson allocated each week to students, it is important that the class teacher allows for time for the students to make their craft.
Throughout the year there are opportunities to work collaboratively in craft, combining skills and sharing in a common purpose. Classes 1, 4 and 5 made a felted blanket for Fiona for her baby and class 4 students worked together to create a tree, Ygdrassil, from the Norse myths for their teacher Pam. In class 5/6 we worked together to create a crocheted and twisted rope volleyball net. The need for a net was identified and then we set to work to make the net.
2013 was a wonderful year of knitting, crocheting, felt making, weaving, stitching, learning new skills and building upon others. It has been a creative journey providing the students with technical challenges, exploring new techniques and acquiring new skills which will develop and grow throughout their years at Freshwater Creek
Steiner School.
Katey McRae
Craft Teacher
Eurythmy arose originally out of the question, 'can one dance these words?' which was asked by a wonderful woman after one of Steiner's lectures. The words she referred to were the prologue of the St John's gospel - 'in the beginning was the word...'
Steiner’s answer was, “yes” and from that impulse arose this art form: language and tone made visible through meaningful, beautiful movement. There are many deeper spiritual layers that are too manifold to mention.
When the first Waldorf (Steiner) school opened 7 years later in 1919, it was Steiner's direction that Eurythmy be a core subject.
For the children it was to be a sister subject to gymnastics. Where gym works on balance, flexibility, coordination, awareness, beauty, and strength, on the physical body,- Eurythmy was to bring the same abilities to the soul body of the child: he called it
“soul gymnastics”. By the soul Steiner meant the thinking, feeling and will - and that the soul members needed strengthening, balancing and harmonizing. Steiner gave 26 pedagogical indications eg. for furthering intelligence, for developing a sense for humanity, for children who were too 'full of themselves' and for those who were too 'frail', for the ability to adapt and change in any given circumstance, for clear thinking (un-muddling thinking) and many more. These were truly amazing exercises.
The copper rod exercises are to correct any waywardness in posture - on the physical and spiritual/ subtle bodies of the child.
There are seven main exercises and many creative adaptions.
.
Marian Goodman
Eurythmy Teacher
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The FWCSS Learning Support program was implemented by Coral Smith, Extra Lesson Teacher, with the assistance of Anne
Huntington.
All learners need a supportive learning environment with quality teaching that builds on their strengths. The learning support program focuses in particular on literacy, numeracy and behaviour needs of the students. Education for students with special needs at Freshwater Creek focuses on the whole child, respecting the individual and valuing differences.
In 2013, the aims of the Learning Support program were achieved in the following ways:
In-class support: Anne attended Main Lesson or Practice Lesson in Years 3-6 every day except Wednesday. During this time, she supported teachers in implementing their differentiation strategies and supported students with learning difficulties.
Collegial collaboration: Teachers were provided with updates on student information and progress, including informal observations and formal assessments. Meetings were held to discuss individual students and specific classroom strategies, which support student learning.
Cognitive Coaching: I worked with teachers to further develop their existing strengths, while expanding previously unexplored capabilities.
Individual Learning Plans: Learning Plans for the funded students as well as for ‘at risk ‘ students were completed. In
2014, Individual Learning Plans will be formulated for all students so that individual students’ learning needs will be catered for.
Extra Lesson: Extra lesson was provided for the whole of Class One, and a number of individual students to assist in strengthening their learning capacity.
Extra Lesson “Jump Drawing “ Assessment: Conducted with all classes.
NAPLAN: Supervision of Class 5 students undertaking NAPLAN.
Irlen Dyslexia Screening Assessments: Screenings were undertaken on children who showed signs of Perceptual
Dyslexia. If the assessment was positive for Irlen Syndrome, an appointment was made with an Irlen Diagnostician. As a result from this several children received Irlen Lenses to wear. The patented Irlen Method filters out the wavelengths of light to which the individual is sensitive to allow the brain to process visual information normally.
Symptoms of Irlen Syndrome Include:
Sensitivity to bright and fluorescent lighting and glare
Slow or inefficient reading
Poor reading comprehension
Poor attention and concentration
Eye strain
Fatigue
Headaches and migraines
Poor depth perception
Coral Smith
Extra Lesson Teacher
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The main objective for our P&F association is to be a 'Friend-Raising' group providing opportunities for parents and friends of FWCSS to socialize and get to know one another, participate in the life of the school, and provide support and information for each other/parents through education forums or group discussions and in the warmth of sharing a cuppa ‘just because’.
Through the Parents and Friends association, all members of the school community are encouraged to be actively involved in developing the
‘heart and soul’ of the school, and to contribute with ‘head, heart and hands’. All Steiner schools, and especially small ones, rely on parents in a myriad of ways including art and craft projects, fundraising, gardening and grounds maintenance, classroom support, communications, administrative support, etc. When families are truly a part of the social fabric of the school an inspiring and ‘living’ community exists.
Being part of P&F strengthens our community’s bonds and builds a heartfelt sense of belonging, which lies at the heart of our school’s culture. Our parents are a vital pillar in the strength of Freshwater Creek Steiner School. Our school is nurtured and maintained by parent participation and effort. To maintain a lively, healthy school we need ongoing interest and participation.
“Confidence is one of the golden words that must govern social life in the future. The other golden word is love, love of that which we have to do. And in the future, good deeds will be done out of love for humanity.”
Rudolf Steiner
There are many ways to start to make a contribution – as class carer, attendance at school events and parent evenings, offering help with play nights and the preparation for festivals, helping out with fundraising, at the Spring Fair, at Open Day, attending building and grounds working bees, offering cakes for special events, camps, excursions, craft, class cooking days, taking home a little laundry for a class teacher, making a costume– if something needs doing, as little as picking up rubbish on the path, pulling out a weed or helping with meals for a sick family is to do it; role model, and so help our physical and social fabric.
The teachers need support to do their work. This support is found in many ways– through good will, positive support, the undertaking of practical work, fundraising, joining work groups such as Buildings and Grounds, Spring Fair Committee, Choir,
Chai Café, Op Shop, Craft Circle, or the School Council. Our school was founded by parents wanting a creative education for their children. The founding teachers and parents worked hard to establish the school and develop a community of common interest.
Parents and Friends of Freshwater Steiner School look forward to seeing you soon and thank you wholeheartedly for your contributions and visions in 2013.
Jodie Lucas
2012/2013 Parents and Friends Coordinator
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The following are some of the ways that parents can be involved in growing our school community:
Buildings and Grounds had a busy year in 2013, with much work being undertaken to beautify the grounds. New school signage, pathway edging, woodwork area, awning and playground all lifted both the appearance and useability of the school grounds. A lush and rejuvenated vegie patch complete with sweet little produce stall completed the picture. Lots of families turned out to enjoy the sense of fulfilment that comes from working together with a common goal. New friendships were formed as parents socialised with others outside their own class groups. The children enjoyed playing under supervision in the Kinder and Prep yards, whilst their parents got busy nearby. Morning tea break was a great time for a chin-wag and slice of cake!
The school was host to a weekend biodynamic compost building workshop and later in the year, our vegie patch was the happy recipient of the rich humus that was the result. As part of the school’s farming program, seasonally, the children enjoy the process of spreading the biodynamic fertiliser, carefully netting the burgeoning fruit trees, then harvesting and stewing or drying the sweet fruit. The huge glossy fruit on the unnetted plum trees is quickly raided by the Class 1-6 children in the first weeks back from summer, whilst only the few lucky apples growing at the very tops of the trees escape the hunger of the Prep and Kinder children!
Louise Murray
Buildings and Grounds Coordinator
At FWCSS, we celebrate the following festivals: Autumn Festival, Winter Festival,
Spring Fair, and St Nicholas Day (Early years). The children look forward to each seasonal festival with great anticipation and parents and friends of the school community enjoy the opportunity to contribute to the atmosphere of each occasion, whether it be via the carving of a pumpkin in autumn, the cooking of a warming pot of nourishing soup in winter. Behind each festival we celebrate are many busy, loving hands.
This year, the Winter Festival in particular was a feast for the senses. During the day, the children participated in a reverent spiral walk, lit by candles and accompanied by gentle singing and soundscapes provided by the Parent Choir.
In the evening, families rugged up in their woollies and carrying lanterns were greeted with a warming cup of soup and crusty bread roll. With colourful lanterns swinging, families sang their way through the wetlands on a lantern walk, before gathering in the centre of the oval to watch a spectacular firelighting ceremony conducted by senior students in the school. After some more singing and marshmallows, it was time for the Freshwater Creek CFA to extinguish the fire – an exciting event in itself with the clouds of hissing steam that resulted!
The College of Teachers strives to deepen the celebration of the Seasonal Festivals within the school community. Each celebration is developed according to the insights gained through creative engagement with the study material available on the four seasons by Steiner and other sources. The festivals have an educative and community soul nurturing quality and are an expression of the relationship that the human being has with the greater being of the earth and cosmos;- and the larger cycles of time. The Facilitator conducted study groups about the 4 seasons, based on Steiner’s “Four Seasons and the Archangels,” in support of a Festivals organising group of teachers and parents. The early childhood section of the school had their own festivals, separate from the primary classes, which reflected an appropriate scale.
Joseph Kecskemeti
Facilitator
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At 3pm on the last Friday of each month, children, parents, staff, and friends can be found gathering on the deck of the Wetlands room or outside the Honey House, from where the delicious aroma of spicy chai emanates. Tables laden with luscious homebaked goodness, platters of fresh fruit, and bowls of popcorn beckon to children – hungry and red-cheeked after their afternoon adventures in the
Magic Woods.
Chai cafés are a lovely way of connecting to our school community, welcoming new families, and generally relaxing after a busy week whilst nurturing our bodies with good food, and our souls with good company.
We are so lucky – our school community is full of talented people who manage to whip up such an amazing variety of delicious and nutritious food – it has to be seen to be believed! Each class is given an opportunity to host a Chai Café. Prices are kept low, and any proceeds from the cafes are added to funds from other fundraising initiatives of the FWCSS Parents and Friends Association and used to the benefit of our children.
Gabby Brennan
Chai café coordinator
Our choir, which was established back in 2004 in the carpark, continued on from the community singing group in Geelong (Geelong Rudolf Steiner School). The group consists of both parents and members of the community. We have the privilege of learning seasonal songs, some of which our children learn through Music, along with other wholesome, positive, inspirational songs from around the world. We are a combination of talented amateurs (that could be professional and some can even manage an instrument or two) through to a couple of us who tuck ourselves in under those angelic voices to learn and grow in a safe and supportive group. Like many things in life that breathe, the numbers change from week to week as do the songs to fit with the dynamics of each group.
Each Thursday after school drop off, we in ‘The Wetlands Room’ at school, clear our husky residue from whatever sleep we managed between work, children, toddlers and babes and open our hearts to song…
What follows is a group of parents who prove every week that singing is one of the best stress relievers we can enjoy; a foundation that sets us up for the week to hum and sing to our children who love it, no matter how we sound, leaving us eager to come next week and pick up where we left off. We thank Jo for leading our group each week and look forward to next year and the journey this choir continues to take, sharing songs from the heart at our celebrations and festivals. Anyone is welcome to come along and share in the joy, laughter and celebration of each season as it unfolds.
Lyndelle Anson
Choir member
The Asteya Library is a small library of books, some purchased by the school and some donated, for the exclusive use of the school community. In the library you will find some of Steiner’s lectures, essays and published works, parenting, personal development and general books guided by Steiner’s writings, craft books (felting, doll making, woodworking), picture books, and a range of books on stories and storytelling.
Families are encouraged to join the library when they join the school community, as many of the books provide an introduction to the teachings of Steiner that are so fundamental to our school’s curriculum. In 2014, we look forward to working towards the expansion of our existing parent collection, and the establishment of a new school library for the use of teachers and children.
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Southern Tides magazine is a seasonal organic magazine combining a broad range of community contributions and of course insights and highlights into the wonderful journeys each classroom is currently on. It is a wonderful collection of stories, researched articles, photographs, meditations, craft ideas, recipes, seasonal activities, general information and advertising. It truly captures the essence of our school community.
Lee Eastgate and Yayoi Komatsu
Craft Coordinators
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Information provided in this section of the Annual Report is provided in compliance with the Federal Government’s accountability regulations.
In 2013, there were 15 teaching staff members employed at FWCSS, made up of 7 full-time teachers and 7 part-time teaching staff. In addition there were 8 part-time non-teaching staff members employed.
Full-time teaching
Kindergarten
Prep
Class 1
Class 2
Class 3
Class 4
Class 5/6
Part-time teaching
Kindergarten
Music
Violin
Eurythmy
Craft
Extra Lesson
LOTE (French)
Total teaching staff
Part-time non-teaching staff
Administration
Playgroup
Teachers’ Aids
Total non-teaching staff
No indigenous staff members were employed in 2013.
1
Male
1
1
2
1
Female
1
1
1
1
1
1
1
1
1
2
2
1
1
1
12
3
7
Freshwater Creek Steiner School employed 11 teachers with VIT registration in 2013. Three contracted teaching staff did not have, and are not required to have, VIT registration when teaching in non-core areas.
Workforce composition in 2013:
VIT Registered Teachers Contractors/PT Early Childhood Administration
Anderson, Lisa (1.0)
Bainbridge, Judith (0.2)
Baker, Meegan (0.2)
Bjork-Billings, Pamela (1.0)
Rose, Allison
(B. Ed.)
Rukiene, Grazina
(MA.Mus.)
Goodman, Marian
(B.A. Eurythmy)
Faroedin, Kerran
(B.Ed. E.C.) (0.2)
Komatsu, Toshide
Adv.Dip. Rudolf Steiner
Ed.
(Grad.Dip.Ed. E.C).(1.0)
Ancillary Teaching
Support Staff
Hunwick, Lisa
(Dip. Ch. Ser.)
Huntington, Anne
(Cert. 3 Int.Aid.)
David MacFie
Business Manager
Fiona Cox
Office Manager
Joseph Kecskemeti
Facilitator
Brooke, Sonya (1.0)
Kecskemeti, Joseph (0.4)
Kersten, Eva (1.0)
McRae, Kathryn (0.2)
Neal, Stephen (1.0)
Smith, Coral (0.6)
Thompson, Elaine (1.0)
Bradshaw, Jenny
(Cert. 3 Ch.Ser.)
Freestone, Leanne
(Cert.3 Ch. Ser.)
Lavelle, Kelli
At the end of Term 4, Elaine Thompson left to take up another teaching position. The position of Class 1 teacher for 2014 was advertised and the appointment of Brenda Hawke was made by the panel during early January, 2014.
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The Office Manager, Fiona Cox, went on maternity leave at the end of Term 4. The temporary position was advertised and the appointment of Leanne Mirams was made by the panel in December.
In order to run the Inspired Movement lessons in Term 2, Grazina Rukiene was hired to play piano and to conduct aural training for children using the Kodaly method.
In term 4, an Eurythmist, Marian Goodman, along with pianist Grazina Rukiene, were contracted to provide eurythmy for all the classes.
Early in 2013, our school received an invitation to participate in the National Partnerships in Learning program in order to receive financial and other support for professional development and school improvement (student learning outcomes). This was offered due to a lack of comprehensive data regarding student performance with respect to externally referenced indicators such as
NAPLAN. Students at this school tend not to participate in the NAPLAN testing program due to the acknowledged pedagogical differences of the Steiner curriculum and approach at these levels. There has been no change in the approach or the proportional numbers of students undertaking the NAPLAN test in our school over the past two years. The school remains committed to providing quality assessment and reporting activities which are relevant to the learning outcomes of our students. This includes internal standardised testing in order to ensure we are achieving standards in line with the Australian Steiner curriculum. There are mid-year and end of year comprehensive written reports to parents and opportunities for parent teacher interviews throughout the year as well as class meetings to inform parents about curriculum, assessment and reporting developments.
We entered the National Partnerships agreement at the final stage of its operation: the second half of 2013, and were able to access valuable professional development options through ISV. For some options, relief teacher costs were covered in addition to the course fees. Funding was given to support the school, through a coaching framework, to implement its own teaching philosophy more effectively and to develop teacher effectiveness. Subsequently, the Cognitive Coaching (skills framework) course was offered by ISV and both, Learning Support teacher and Facilitator, attended Cognitive Coaching workshops at the
Foundational level. Seven teachers, including specialists, participated in initial cognitive coaching sessions, with further sessions planned in 2014.
The Facilitator attended a number of seminars offered by ISV as targeted support for new principals. These included; two twoday live-in intensives covering a range of topics from marketing, school leadership models, industrial perspectives, the challenges of technology in schools, sharing of the journey from principals at different career stages; Four days of Strategic Planning for
Principals; Implementation of the new AITSL framework for teacher effectiveness; Updates on VIT changes and First Aid training.
A number of teachers attended the Glenaeon Intensives for Steiner Teachers conference held in January 2013. In this course teachers get a vital orientation to the class year that they will be taking in the year ahead.
Professional development days (student free days) taken by staff in 2013 were:
30th January; 4th March; 15th April; 17th May; 15th July; 12th August; 7th October; 4th November.
Two of these days included: 1 day with Dr Lakshmi Prasanna, (medical perspectives of child development) and Marian Goodman
(Eurythmy);- and 1 day attendance at the Victorian Regional Conference of Steiner schools/teachers hosted at Ballarat Steiner
School. The Facilitator took Professional development on core principles of Steiner education. These included;- the four temperaments in mathematics and in literacy, the nurture and development of the 12 senses, the personal development and epoch lessons, form drawing and the temperaments, pentatonic music in the junior years, welfare and well-being in the Steiner school context (including principles of restorative justice,) key themes in each epoch, Goethean conversation and Goethean approach to curriculum, developing a publishing culture within the school, collaborative learning methods in the classroom, the 4 types of story used in Steiner education; Epoch, Pedagogic, Therapeutic & Nature, and “ the morning circle”.
The Facilitator initiated and took morning physical education for the class 5/6 who were then joined by the class 4. The practice was then continued until the end of the year by the respective teachers.
Teachers attended external courses run by ISV;- which included two staff who attended a week of Feuerstein Instrumental
Enrichment training.
Annual Review: An external reviewer observed class teachers and their programmes. Reports and feedback given has been incorporated into teachers’ professional learning for 2014, as part of a move towards more targeted professional development
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for teaching staff than previously. Links will also be made to the Educational Plan aspect of the Strategic Plan which is currently under review and development.
Specialist teachers and aides are reviewed by the Facilitator.
Our school continued to employ a (0.6) Learning Support Teacher to support and assist teachers to make provision for children with special learning needs. In term 1 Individual Learning Plans for children who were considered to be “at risk” or in need of special support were made. The school assistant was deployed to support individual children according to their learning plans in classes under the direction of each class teacher.
Teachers developed and deepened their practice of the Steiner Pedagogy and were very focussed on consistency across the school. Collaboratively, teachers developed a “pro-forma” planner to embed the POLTs (Principles of Learning and Teaching) and to facilitate greater individuation of instruction by evaluating children’s progress and to planning systematically for re-teaching and for a range of instructional methodologies, including collaborative learning practices. While measurable improvement in results will be apparent over time, anecdotal evidence points to an improvement in student engagement.
Teachers worked together to devise a consistent School Report format, which will be further elaborated in 2014. In 2014, it is planned to link Individual Learning Plans (for all children) to the outcome statement in School Reports, further individuating the learning program based on evaluation of progress of each child.
Specialist teachers continued to provide cultural and curriculum enrichment for classes through provision of Craft, French (LOTE), class Music and Instrumental tuition. In term 2, children had a program of “Inspired Movement & Music” and then in term 4, a high quality Eurythmy program (speech and tone) was provided for all classes by Marian Goodman accompanied by Grazina
Rukiene on piano. Eurythmy is set to continue in 2014.
The average student attendance rate was 94% for 2013.
Class1
Class2
Class 3
Class 4
Class 5
Class 6
95.00%
90.63%
95.83%
96.07%
96.11%
92.59%
It is considered a priority that parents are committed to their child’s regular attendance at school. At FWCSS we aim to bring continuity to lessons from day to day and from week to week as difficulties may result for the child and the class when children are absent from school. Attendance is compulsory except in the case of sickness or special circumstances with prior approval of the class teacher. We ask that children do not begin holidays before the end of the school term nor return from holiday after the first day of the new term. Participation in excursions, camps, school festivals and performances are considered part of the curriculum and are not optional.
If a child will not be attending school, the parent must ring the school before 9.00am on the day, and make a note in the child’s diary or supply a separate note on the day he/she returns to school, giving reasons for the absence. If no notification has been received by the school after morning roll call has been registered, the Facilitator or the Office Manager will contact the child’s parent/guardian for an explanation of absence.
The Facilitator or the Office Manager, or other staff continue to attempt to make contact with the child’s parent/guardian up until
1pm on the day of absence. In cases where the parent/guardian cannot be contacted via home phone, mobile or sms; further action will be taken by contacting the child’s emergency contacts to ascertain the child’s safety.
Should the absence without notification or explanation continue for more than one day, the Facilitator or Office Manager will repeat the steps above. Further follow up may be taken and may include, but is not limited to, the Facilitator and another staff member attending the child’s home or writing to the parent/guardian/carer at the child’s home address.
Where the Facilitator or another staff member is concerned about the safety of the child and holds a reasonable belief that a child is at risk of physical abuse, a notification will be made to DHS Child Protection (1800 075 599), as soon as such a belief is held.
Where the Facilitator or another staff member is concerned about the general safety or wellbeing of the child, a referral will be made to ChildFirst (1300 551 948) or the local police station, as appropriate. In either of these instances, further action will be in line with advice received from the nominated authorities and/or contact with the local police station.
24
Where a child returns to school after a period of absence without an explanation having been provided by the child’s parent/guardian/carer, the Facilitator or Office Manager will request an explanation. The explanation will be noted on the child’s electronic file. A refusal to provide an explanation will also be noted.
Our class 6 students’ secondary school destinations were divided between Surf Coast Secondary College, Matthew Flinders Girls
Secondary College, Belmont High School, Geelong High School and Christian College.
In 2013 the school participated in ISV’s LEAD (Listen, Evaluate, Act, Deliver) survey, which uses a series of questions to evaluate staff, student and parent satisfaction with the school. A short summary of the strengths and weaknesses identified in the survey is presented below. It is relevant to note that in a school as small as ours, results from surveys such as this are not always statistically significant due to the small samples and so we have focussed more on trends that have been revealed.
Parent Satisfaction: Overall, parent satisfaction with the school was very high, with parents rating the school at 9.15, versus the
ISV mean of 8.52. Areas where we scored particularly high were for; - lack of racism, acceptance of cultural variety, parental involvement and student preparedness for transitions from one class to the next. The areas where the school was seen to be under delivering was in; - community engagement, drug awareness and prevention, and technology education.
Student Satisfaction: Satisfaction with the school and the quality of teaching was consistent with the mean for ISV schools.
Academic outcomes were rated very highly by the students that responded, and areas that scored the lowest were community engagement, technology (both of which also scored poorly in the parent surveys) and bullying.
Staff Satisfaction: The survey results indicated that in 2013, general staff (i.e. admin staff) were more satisfied than the teachers with most areas in the school. All staff were most satisfied with professional development, teaching practice and the ability of the school to develop well-rounded individuals. Again appearing with a low score for teachers was drug awareness and prevention and bullying, as well as opportunities for career advancement.
With regard to opportunities for career advancement, it is considered that while the school is too small to afford advancement, it is possible to support staff to develop competencies that would enable them to compete for suitable advertised positions at other schools. Currently the school is reviewing its administrative structure, with the aim of creating a more flexible task assignment for teaching staff that is based on competency and merit.
The survey clearly communicated that staff, parents and students do not feel there is sufficient engagement with the wider community and this will be addressed in the curriculum of the school moving forward. The school considers that further community engagement areas will be in environmental projects that have a community profile.
Bullying also rated poorly with staff and students. In order to address the issue of bullying, teachers are reviewing the Wellbeing/Welfare related policies in light of our school’s philosophy, with a view to developing a more coherent approach to implementing well-being/welfare and anti-bullying among staff and within the school community. We also seek to build the positive community culture of the school. We acknowledge that bullying behaviour is a by-product, and at the extreme end, of a school culture that has both selective and closed elements. Behaviour contracts are being used by teachers to improve consistency of discipline measures. Measures to improve student well-being also include a table that describes a number of dimensions that can be implemented by various sectors of the school community. Among these effective measures is the practice of using positive language to build the picture of the positive behavioural and attitudinal elements within staff, students and community.
Improved communication and increased positive interaction between students, as well as teacher/teacher is a strong focus, as we acknowledge the importance of appropriate and positive modelling. The school now has weekly assemblies for sharing and communication, as well as explicitly bringing weekly “virtues” to the classes as a focus. There is a targeted effort to infuse teaching methods with collaborative learning practices in order to bring increased and improved interactions of students, as well as team building skills delivered through structured physical education activities each morning. These measures will complement restorative justice principles and the well-being principles of Steiner education. Classes have greater opportunities for working together including a “buddy” system between class groups. Teachers and the school community will have a professional development/community education day in which it is planned to have a lectures and workshops on “understanding individuality; what makes an individual” with Dr Lakshmi Prasanna.
We have targeted Drug Awareness education within the Welfare/Well Being umbrella and have nested the range of measures to be implicit within, and central to, the personal development curriculum of Steiner education. We consider that the agenda of the classes 3 to 6 address the elements of substance abuse as well as key skills and attitudes that counter regressive societal influences. Key tasks for professional learning relate to developing more explicit understandings of the personal development domain within the Steiner curriculum and also how to bring this with greater effectiveness.
25
Note on computer technology: In Steiner education, the use of computers by students is not given priority over more fundamental, primary technologies and crafts. There is engagement with information and computing technologies just prior to the transition to secondary school. Some exceptions to this may be in special and remedial education where students may have perceptual deficits.
Where it is considered that students require a computer to aid necessary learning and cognitive development, and that this is not possible in any other way, then the school would make an appropriate determination. Computers are considered to be tools of learning, rather than ends in themselves. It is not surprising that respondents would give the school a low score in this area. As this is intentional, and part of the Steiner educational philosophy at Freshwater Creek, we would anticipate getting low scores in this area into the future.
This feedback is invaluable to the School Council, management team and staff and will continue to be sought as we celebrate our strengths and work through any areas of concern.
In 2013, Freshwater Creek Steiner School recorded a loss of $172k. Contributing significantly to this result was:-
No net increase in school enrolments
20% increase in expenditure for employees (includes Leave Provisions, EBA provisions and new positions)
There were some very concerning aspects contributing to our financial performance for 2013
Our Current Assets reduced by $215k of which $194k was cash reserves however $42k was Capital Expense (Building
Upgrades)
Our Current Ratio is 0.7:1 – a ratio under 1 is a concern, however
Our Assets to Liabilities is a healthy 5.4:1
There was a net decrease in school enrolments of 1 with a small increase of $10k from fees. Government Grants decreased by
$34k and there was an overall decrease in income of $37k.
500,000
450,000
400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
0
13,725
100,860
374,524
100
469,485
205,711
36,883
250
18,600 19,975
26
Employee Benefits expenses have increased to $215k however this reflects our ongoing EBA focus of wage parity and leave provisions together with new positions.
1,200,000
1,000,000
800,000
1,057,306
600,000
400,000
231,910
200,000
23,720
59,120
40,354
0
General Interest Loans Depreciation Classroom
School enrolments for 2014 have seen a net increase of 8 however this is still 8 below Budget.
David MacFie
Business Manager
Employees
Further information regarding this report can be requested from the FWCSS School Office.
Freshwater Creek Steiner School Inc
52 McIntyres Road
Freshwater Creek Vic 3216 p. 03 5264 5077 e. school@fwcss.com.au
f. 03 5264 5066 w. www.fwcss.com.au
School #1988 Children’s Services License #10527
A sincere thankyou is extended to the many people who gave generously of their time and photographs to assist with the compilation of this report.
Freshwater Creek Steiner School acknowledges the traditional custodians of Australia and more specifically, the Wathaurong people of the region in which our school is situated.
27
29
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
STATEMENT OF COMPREHENSIVE INCOME
FOR THE YEAR ENDING 31 DECEMBER 2013
Notes
2013
$
2012
$
Revenue from Ordinary Activities
Tuition Fees
Grants
Interest
Building Fund Donations
Parents & Friends Income
Rental Income
Other income
Total Revenue from Ordinary Activities
Expenses from Ordinary Activities
Administration
Doubtful Debts
Borrowing Costs
Depreciation
Bookkeeping
Insurance
Building & Grounds
Utilities
Classroom Expenditure
Employee Benefits Expense
Leave Expenses
Parents & Friends
Other
Total Expenses from Ordinary Activities
NET RESULT FOR THE YEAR
OTHER COMPREHENSIVE INCOME
TOTAL COMPREHENSIVE INCOME FOR THE YEAR
2a
2b
9
489,210
712,328
5,129
100
18,599
14,640
5,406
1,245,412
479,727
746,027
3,810
600
23,591
14,495
14,627
1,282,877
48,950
27,016
23,720
59,120
4,200
19,005
70,215
8,064
43,494
1,030,570
26,738
6,861
49,714
1,417,667
(172,255)
-
(172,255)
51,027
15,435
30,898
60,753
6,600
19,812
55,684
7,238
39,436
819,116
22,911
30,839
72,530
1,232,279
50,598
-
50,598
The accompanying notes form part of these financial statements
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
STATEMENT OF FINANCIAL POSITION
AS AT 31 DECEMBER 2013
CURRENT ASSETS
Cash
Receivables
Prepayments
TOTAL CURRENT ASSETS
NON-CURRENT ASSETS
Property, Plant & Equipment
TOTAL NON-CURRENT ASSETS
TOTAL ASSETS
CURRENT LIABILITIES
Payables
Interest Bearing Liabilities
Provisions
TOTAL CURRENT LIABILITIES
NON-CURRENT LIABILITIES
Interest Bearing Liabilities
Provisions
TOTAL NON-CURRENT LIABILIITES
TOTAL LIABILITIES
NET ASSETS
EQUITY
Reserves
Retained Profits
TOTAL EQUITY
The accompanying notes form part of these financial statements
Notes
3
4
2013
$
62,935
41,107
13,405
117,447
2012
$
256,442
59,470
16,324
332,236
5 2,043,000
2,043,000
2,160,447
2,059,743
2,059,743
2,391,979
6
7
8
84,560
27,729
51,074
163,363
55,331
20,341
37,973
113,645
7
8
10
9
185,854
54,840
240,694
404,057
1,756,390
317,876
31,813
349,689
463,334
1,928,645
150,713
1,605,677
1,756,390
150,713
1,777,932
1,928,645
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N 32 925 426 918
STATEMENT OF CHANGES IN EQUITY
FOR THE YEAR ENDED 31 DECEMBER 2013
Balance at 1 January 2012
Total comprehensive income for the year
Balance at 31 December 2012
Total comprehensive income for the year
Balance at 31 December 2013
Notes Retained Earnings
$
1,727,334
50,598
1,777,932
(172,255)
1,605,677
Revaluation
Reserve
$
150,713
-
150,713
-
150,713
Total
$
1,878,047
50,598
1,928,645
(172,255)
1,756,390
The accompanying notes form part of these financial statements
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
STATEMENT OF CASH FLOWS
FOR THE YEAR ENDING 31 DECEMBER 2013
Notes
CASHFLOWS FROM OPERATING ACTIVITIES
Receipts from Operations
Interest
Payments to Employees & Suppliers
Borrowing Cost
NET CASH PROVIDED BY OPERATING ACTIVITIES
CASHFLOW FROM INVESTING ACTIVITIES
Purchases of Plant and Equipment
NET CASH USED IN INVESTING ACTIVITIES
CASHFLOWS FROM FINANCING ACTIVITIES
Proceeds from Borrowings
Repayment of Borrowings
NET CASH USED IN FINANCING ACTIVITIES
NET CASH PROVIDED BY FINANCING ACTIVITIES
NET INCREASE/(DECREASE) IN CASH
Cash at the beginning of the financial year
Cash at the end of the financial year
11
3
2013
$
2012
$
1,231,630
5,129
(1,239,535)
(23,720)
(26,496)
1,247,062
3,810
(1,109,580)
(30,898)
110,394
(42,377)
(42,377)
(17,743)
(17,743)
213,583
(338,217)
(124,634)
(124,634)
(193,507)
256,442
62,935
338,217
(352,593)
(14,376)
(14,376)
78,275
178,167
256,442
The accompanying notes form part of these financial statements
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
NOTES TO AND FORMING PART OF THE ACCOUNTS
FOR THE YEAR ENDING 31 DECEMBER 2013
NOTE 1 - STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES
This financial report is a special purpose financial report prepared in order to satisfy the financial reporting requirements of the Associations Incorporation Reform Act 2012.The committee has determined that the association is not a reporting entity.
The financial report has been prepared on an accruals basis and is based on historic costs and does not take into account changing money values, or except where specifically stated, current valuations of non-current assets.
The following specific accounting policy is consistent with the previous period unless otherwise stated and has been adopted in the preparation of this financial report.
(a) Fixed Assets
Buildings are brought into account at cost.
Freehold land is shown at fair value based on periodic valuations by external independent valuers.
Land was revalued as at 31 December 2009 based on a sworn valuation.
The depreciation amount of all fixed assets is written off over the useful lives of the assets to the association commencing from the time the asset is held ready for use. Leasehold improvements are amortised over the shorter of either the unexpired period of the lease or the estimated useful lives of the improvements.
The following table indicates the depreciation rates upon which depreciation charges are based:
Class of Fixed Asset
Buildings
Depreciation Method
Prime Cost
Plant and Equipment Prime Cost
Depreciation Rates
2.5%
20%
(b) Cash
For the purposes of the Statement of Cash Flows, cash includes cash on hand, at banks, and on deposit.
(c) Revenue
Government grant contributions are recognised as revenue when the company gains control over the contribution, or the right to receive the contribution.
Interest revenue is recognised on a proportional basis taking into account the interest rates applicable to the financial assets.
Revenue from school fees is recognised upon delivery of the education service to the students.
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
NOTES TO AND FORMING PART OF THE ACCOUNTS
FOR THE YEAR ENDING 31 DECEMBER 2013
(d) Employee Benefits
Provision is made for employee benefits arising from services rendered by employees to the end of the reporting period. Employee benefits that are expected to be settled within one year have been measured at the amounts expected to be paid when the liability is settled. Employee benefits payable later than one year have been measured at the present value of the estimated future cash outflows to be made for those benefits.
In determining the liability, consideration is given to employee wage increases and the probability that the employee may not satisfy any vesting requirements. Those cash outflows are discounted using market yields on national government bonds with terms to maturity that match the expected timing of cash flows.
at their nominal amount.
Contributions are made by the company to employee superannuation funds and are charged as expenses when incurred.
(e) Goods and Services Tax
Revenues, expenses and assets are recognised net of the amount of GST, except where the amount of GST incurred is not recoverable from the Australian Tax Office. In these circumstances the GST is recognised as part of the cost of acquisition of the asset or as part of an item of the expense.
Receivables and payables in the statement of financial position are shown inclusive of GST.
The amount of GST recoverable from, or payable to, the ATO is included as a current asset or a current liability in the Statement of Financial Position.
(f) Comparative Figures
When required by Accounting Standards, comparative figures have been adjusted to conform to changes in presentation for the current financial year.
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
NOTES TO AND FORMING PART OF THE ACCOUNTS
FOR THE YEAR ENDING 31 DECEMBER 2013
NOTE 2 - REVENUE FROM ORDINARY ACTIVITIES
NOTE 2a) TUITION FEES
Kindergarten
Playgroup
Primary
Other less Discounts& Bursaries
TOTAL TUITION FEES
NOTE 2b) GRANTS
Other Government Grants
TOTAL GRANTS
NOTE 3 - CASH
BGA Multi Purpose Building
Building Fund
Bankwest Trading Business Bonus
Main Operating Account
Operating Account
Parents & Friends
Debit Card
Other Accounts
Cash on hand
TOTAL CASH
NOTE 4 - RECEIVABLES
Accounts Receivables less Provision for Doubtful Debts
TOTAL RECEIVABLES
2013
$
2012
$
100,860
13,725
368,468
12,800
(6,643)
489,210
86,955
18,280
341,519
36,216
(3,243)
479,727
712,328
712,328
746,027
746,027
1,978
360
7,827
4,689
2,504
39,523
105
-
5,949
62,935
1,977
260
5,346
215,447
4,082
24,428
299
4
4,599
256,442
97,858
(56,751)
41,107
89,205
(29,735)
59,470
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
NOTES TO AND FORMING PART OF THE ACCOUNTS
FOR THE YEAR ENDING 31 DECEMBER 2013
NOTE 5 - PROPERTY, PLANT & EQUIPMENT
Freshwater Creek Land at Valuation
Freshwater Creek Buildings
Less accumulated depreciation
Office Equipment - at cost
Less accumulated depreciation
Classroom Equipment - at cost
Less accumulated depreciation
TOTAL PROPERTY, PLANT & EQUIPMENT
2013
$
420,000
1,874,792
(276,691)
1,598,101
23,584
(15,645)
7,939
66,839
(49,879)
16,960
2,043,000
2012
$
420,000
1,832,415
(229,825)
1,602,590
23,584
(11,716)
11,868
66,839
(41,554)
25,285
2,059,743
(a) The opening and closing carrying values of property plant & equipment are reconciled as follows:
FWC FWC Office Classroom
Opening WDV
Plus Additions
Revaluation increments
Less Depreciation expense
Land
$
420,000
-
-
-
Building
$
1,602,590
42,377
-
(46,866)
Equipment Equipment
$
11,868
-
-
(3,929)
$
25,285
-
-
(8,325)
Closing WDV 420,000 1,598,101 7,939 16,960
Total
2013
$
2,059,743
42,377
-
(59,120)
2,043,000
NOTE 6 - PAYABLES
Trade Creditors
Pre-paid School Fees
Payroll Liabilities
GST Payable
TOTAL PAYABLES
2013
$
7,202
30,799
40,947
5,612
84,560
2012
$
5,053
17,350
19,024
13,904
55,331
FRESHWATER CREEK STEINER SCHOOL ASSOCIATION INC.
A.B.N. 32 925 426 918
NOTES TO AND FORMING PART OF THE ACCOUNTS
FOR THE YEAR ENDING 31 DECEMBER 2013
NOTE 7 - INTEREST BEARING LIABILITIES
Current
Bankwest Bank Loan - current
Total Current Interest Bearing Liabilities
Non-current
Bankwest Bank Loan - non current
Total Non-Current Interest Bearing Liabilities
2013
$
27,729
27,729
185,854
185,854
2012
$
20,341
20,341
317,876
317,876
TOTAL INTEREST BEARING LIABILITIES
Non Current
Provision for Long Service Leave
Total Non Current Employee Entitlements
213,583
The entity has taken out a business edge Loan with the Bankwest Bank. Bankwest Bank have security over 735 Anglesea Road, Freshwater Creek property. The loan is a 15 year term, with loan repayments payable monthly. The interest rate that applies to the loan is variable.
The amount of undrawn borrowing facilities is $161,417 as at 31 December 2013.
NOTE 8 - EMPLOYEE ENTITLEMENTS
Current
Provision for Annual Leave
Provision for Long Service Leave
Total Current Employee Entitlements
2013
$
22,125
28,949
51,074
54,840
54,840
338,217
2012
$
12,735
25,238
37,973
31,813
31,813
Note 9 - RETAINED EARNINGS
Opening Retained Earnings carried forward
Net Result for the Year
RETAINED EARNINGS CARRIED FORWARD
1,777,932
(172,255)
1,605,677
1,727,334
50,598
1,777,932
Note 10 - ASSET REVALUATION RESERVE
Opening Balance
TOTAL ASSET REVALUATION RESERVES
Note 11 - RECONCILIATION OF NET CASH PROVIDED BY
OPERATING ACTIVITIES TO OPERATING SURPLUS
Operating Surplus/(Deficit)
Depreciation
Increase/(decrease) in creditors increase/(decrease) in provisions
(Increase)/decrease in receivables
NET CASH PROVIDED BY OPERATING ACTIVITIES
150,713
150,713
(172,255)
59,120
29,229
63,144
(5,734)
(26,496)
150,713
150,713
50,598
60,753
(4,467)
35,515
(32,005)
110,394
