Tel: +27(0)21 881 3867 - Fax +27(0)86 514 3427 stellenbosch@waldorfschool.org.za www.waldorfschool.org.za

0 8 F E B R U A R Y 2 0 1 9

Craft in the Waldorf School

One of the central pillars of Waldorf education is "hands, heart, head." Craft work is one of the many ways in which our children are educated in a holistic way. In the handwork class it is a warm, quiet work space, but it is not silent. The skilled teacher holds the class in an intentional way where they teach the children the visible skills of mastering sewing, knitting, crochet, cross stitch and weaving in the primary school years. The obvious things like gross and fine motor skills are developed. What is less visible but essential to the whole development of the child is the way in which the abstract, intellectual 'head' learning transforms and deep-ens into the concrete. Working with their hands with the expert guidance of a Waldorf craft teacher brings about a flourishing of the rest of their learning in other lessons. The teacher also guides their social interaction to create a social learning. Nothing is 'by the way' in a Waldorf hand work lesson.

These photos are from our display in our foyer. The children have created amazing things!

Our Class 10's did some amazing collography work - take a look. Well done Class 10's!

"Collagraphy (sometimes spelled collography) was introduced in 1955 by Glen Alps and is a printmaking process in which ma-terials are applied to a rigid substrate (such as paperboard or wood). The word is derived from the Greek word koll or kolla, meaning glue, and graph, meaning the activity of drawing." Wikipedia

Why Waldorf Students Knit Knitting has been gathering a lot of attention lately by crafters and scientists alike. It turns out knitting and handwork provides a host of brain and wellbeing benefits to people of all ages. For students, in particular, knitting provides an essential learning medium. A child who is knitting a hat or a toy kitten sees their will transformed into art. They see their focused, detailed work turn into something beautiful and purpose filled. They experi-ence how the conceptual becomes concrete. This is why Waldorf education founder, Rudolf Steiner, lectured on the importance of handwork for students just under 100 years ago. “From Play, through Beauty, to Work: This is a golden path for education. In later life the most abstract tasks, the most difficult techniques, do not arouse antipathy if this path has been followed during childhood.” But knitting teaches and offers more than abstract concept mastery like creating art from will or tangibles from follow through. It also teaches simple and complex mathematics; hand, eye and brain coordination; sensory integration; and resiliency of hab-it… all while promoting peace of mind.

Mathematics Counting is required in knitting. Students must count stitching and rows often in complicated ways. There are different colours and different row lengths based on what’s being created, which force children to think flexibly about patterns that emerge and transform. Those patterns and pattern thinking impressed electrical engineering professor, Dr. Karen Shoop, of Queen Mary University in London. When she took her first knitting class, she immediately saw a connection between computer coding and knitting. “We ‘code’ in our outside world. …Computers ultimately started off partially inspired by weaving and the Jacquard loom, or earlier Bouchon’s loom. …Knitting instructions are largely binary [and] read just like regular expressions [of code], used for string matching and manipulation.”

It’s not just coding, according to mathematics professor, Sarah Jensen at Carthage College. It’s geometry at its most complex. As she reports in her article in Smithsonian Magazine, What Knitting can Teach You About Math, the abstract, spatial oriented, concept of rubber sheet geometry is perfectly illustrated through knitting. “One way of knitting objects that are round – like hats or gloves – is with special knitting needles called double pointed nee-dles. While being made, the hat is shaped by three needles, making it look triangular. Then, once it comes off the needles, the stretchy yarn relaxes into a circle, making a much more typical hat. This is the concept that rubber sheet geometry is trying to capture. All polygons become circles in this field of study.” She says knitting also teaches “abstract algebra and topology – typically reserved for math majors in their junior and senior years of college. Yet the philosophies of these subjects are very accessible, given the right mediums.” Last, but not least, the simple act of working with hands in math results in better learning outcomes. Studies show that using physical materials, or manipulatives as they call them, improve math skills and learning.

Eye, Hand and Brain Coordination Many essential developmental skills are required of children as they knit and do other handwork. These include engaging in small motor skills, eye tracking, eye hand coordination, crossing the mid-line, bilateral hand movement and spatial oriented thinking. Playing a stringed musical instrument, also a standard curriculum component in Waldorf schools, is often the task studied for brain benefits from these types of brain building activities. But knitting is also a multisensory experience that requires much of the same coordination, motor skills and left and right hemisphere activity as playing an instrument, and so arguably, could offer similar bene-fits. Much is also written and studied about sensory engagement in brain development and knitting offers students an array of tex-tures and colors that are pleasingly tactile and visual and offer perceptual feedback.

Resiliency Through Habit There is a place in education for abstract concepts, but engaging students in hands-on relevant work that requires patience, persistence and follow through allows learning to really takes hold. Students who knit must concentrate on the task at hand and must stay with it day after day. Then they are rewarded with a tangible, beautiful item. They learn to create something from nothing, they learn the value of hardwork and the value of the handmade all around us. Rudolf Steiner put it this way, “The value of such an occupation consists in the fact that on the one hand it introduces the world of mechanism and brings movement, while on the other it trains in the power of attention.”

Wellbeing and Self Esteem Last, but hardly least, knitting is good for the soul and good for the esteem. As our own, Nicole Nicola, Handwork and Fine Arts Teacher, says: “Mathematics are there. We know working with the hands develop specific parts of the brain that help with other kinds of learning. All of that is absolutely true and scientifically proven and it is so important to have that academic basis, but there is another level. The self esteem building. And that is what’s missing in a lot of young people today and a lot of education.” The New York Times article, The Health Benefits of Knitting, focused on qualities like these, with one study looking specifically at enhanced confidence and the sense of accomplishment that comes with knitting. The article cited many other studies as well that looked at cognition and memory benefits, but also other emotional benefits including reduction in anxiety and stress, allevi-ation of chronic pain and the self reported happiness and confidence.

Knitting, like recess, play, social emotional learning, music and art can seem like a softer skill to pursue during a busy academic day, and yet, it is clearly an amazing tool and medium for teaching these and other essential skills to school children, especially in our STEM focused world.

But, for Steiner and for Waldorf teachers like Ms. Nicola, it goes far beyond the practical. Handwork is a way to deepen learning, not to do well on tests or get a good job, but to educate the whole child.

As Steiner said, “Headwork alone, which only occupies the intellect, does not reach the spirit.” From Philly Waldorf

Article taken from ‘Waldorf Today—Issue #423’

Dear Parents,

An audiometrist will be visiting our school on 12th March in order to carry out hear-ing screening tests.

It is especially important to conduct these tests at an early age to detect possible hearing loss.

If you are interested in having your child tested, please collect/request a form from the office and return the completed form together with R65 for the test.

Kind Regards

SWS Admin

My dear Friends, Children, Waldorf Community and all Music Lovers

Thank you very much for the attention and love that you have shown me by coming to my concert on Sunday. Be blessed for the support you have given to the music because through your listening you have made it possible for this higher art to come alive.

My profound thanks to my beloved colleagues, the best international musicians in South Africa:

Ivo Ivanov – first violinist from Johannesburg Symphony Orchestra

Violina Angelov – mezzo soprano from Cape Town Opera

Stanislav Angelov – accordion Cape Town Tango Ensemble

Petrus De Beer – violinist Cape Town Philharmonic Orchestra

Dillon Weber – pianist (now at Stellenbosch Waldorf School)

The pleasure and the joy to be with them together on stage, playing and singing was an exceptional ex-perience of sharing love. My gratitude to all of you for making this moment unforgettable. Together we took the music to new heights.

Thank you Mariota Enthoven for creating a home for music in The Shed, Angus McIntosh for giving us the delicious meat and always supporting us, Lionel Chanarin for building our amazing stage, Nadine Okulus for managing the concert, Mimi Buijze for her unconditional help and Spier for the wine.

Svetlana Sun Light Music Studio has been established 5 years ago and will continue with rich educational music programmes, a variety of different Sun Light concert series and will be there for music lovers from 1 to 99.

On the next page is more information regarding the Studio and how you can go about enrolling and involv-ing your child in our music activities.

Love,

Svetlana

Too busy to cook? Don't stress!

Pop in to your Lucky Bean school shop and choose from our mouth watering,

wholesome meals your whole family will enjoy:

- mince lasagne: made from grass fed beef mince and béchamel sauce

- chicken pie: free range chicken, leeks and mushrooms wrapped in buttery pastry

- bobotie: grass fed spiced beef mince topped with egg custard

- roasted vegetable lasagne: delicious!!!

- selection of home made quiches

Gluten free options available on request.

To place an order please call Bozena on 021 881 3867

Emergency Pedagogy intervention in Overberg region after disaster fires

Recent fires in the Overberg saw large parts of Betty’s Bay, Pringle Bay and Her-

manus destroyed. People lost their property, wildlife lost their lives and vast are-

as of the mountain are completely burnt. These fires, which burnt for more than

two weeks has left a community traumatised and filled with fear and anger.

A particular fire, on 11 January destroyed large parts of the Hermanus Camphill

Farm Community and Camphill School grounds. All residents, students, staff and

volunteers were taken to safety and were physically unharmed. Miraculously

(except for the barn), all the houses in the facility were spared the fire. Two

emergency pedagogy educators, Bernd Ruf and Lukas Mall, flew to South Africa

to support the local partners in the care of those affected.

The first intervention took place with the German volunteers, who had been

living and volunteering at Camphill for the past year. There was low grade trau-

ma amongst the volunteers, who had helped the villagers escape the fire, and get to

safety. Had it not been for their quick-thinking and bravery, many villagers could have

been seriously injured.

Our local team of Emergency Pedagogy volunteers from parts of Cape Town and Johan-

nesburg joined Bernd and Lukas in Hermanus and made contact with local schools and

community organisations. We spent a morning with children at The Pringle Bay Eco

School, and an afternoon at a community hall with residents in Betty’s Bay.

The children at The Pringle Bay Eco School responded well to the circle games, songs,

painting, story-telling and trust games that we played with them. It seemed as though

the levels of trauma were low, and only three children had lost their homes in the fire. The younger children that I worked with spoke

about the fire and how fearful they were. I did a circle time with them about the ‘fiery fiends’ and all that they destroyed. We called

sister rain and she came and washed them all away. Miraculously, as we were painting after the circle time, it started to pour with

rain! To my delight one of the little girls exclaimed, “Sister Rain really came! She heard us calling her.”

The residents of Betty’s Bay and Pringle Bay were in a deep state of shock. We held a counselling session for them in a local commu-

nity hall. Bernd Ruf presented the stages of trauma; the emotions one experiences; the physical body’s experiences; the body’s rhyth-

mical processes which are interrupted and how these are all per-

fectly normal responses to a traumatic event. Many people shared

their experiences of the fire and the paranoia and fear that they

now live with. Others expressed deep seated anger at the man who

set off the flare that started the horrific set of events. The residents

were shown some exercises to help themselves during the acute

phase of shock, as well as guidance on how to deal with their trau-

ma.

Overall it was an incredibly overwhelming experience for all of us

involved. I was deeply touched by listening to their stories and

speaking to a few people individually.

Our South African Emergency Pedagogy team is very grateful to

have been given the chance to put into practice all that we have learnt thus far in theory. We continue to work and meet once a

month, as we prepare for our next training session at the end of March after the National Teacher’s Conference.

Nicole Sparks -- Kindergarten teacher

Michael Oak Waldorf School

Please “like” our Stellenbosch Waldorf School Facebook page and share our events with your friends and family.

PS and KG Outreach Programme

Macassar Library and Aftercare Centre

Class contribution schedule Term 1

Tuesday, 12th February: Class 5

Tuesday, 19th February: Class 4

Tuesday, 26th February: Class 3

Tuesday, 05th March: Class 2

Tuesday, 12th March: Class 1

Tuesday, 19th March: KG1, II & PG

Contributions of bread, peanut butter, jam and fruit are all welcome. Collections will be made at the end of each Tuesday and taken to Macassar Library. We are providing lunches for approximately 80 children at present.

Thank you for your support.

Primary School and Kindergarten Teachers

Flowers in the foyer

Monday 11 February – Karaan Family

Monday 18 February – Kaspers Family

Monday 25 February—Kerschbaumer Family

Monday 4 March—Kets Family

Monday 11 March—Jiyaad Khan Family

Monday 18 March—Yaqeen Khan Family

Thank you for all the beautiful flowers we receive each week!

Events & Workshops

DATES TO DIARISE FEB-APR 2019 - (THESE DATES ARE SUBJECT TO CHANGE)

DAY FEBRUARY MARCH APRIL

Sat

Sun

Mon 1

Tue 2

Wed 3

Thu 4

Fri 1 1 5

Sat 2 2 Class 6 Parent Meeting 09h00-11h00 KG/PG Parent Meeting Class 3 Parent Meeting Class 5 Parent Meeting

6

Sun 3 Svetlana’s Farewell Concert 11h30 3 7

Mon 4 4 8

Tue 5 5 9 SWS start of Term 2—school closes at 12h30

Wed 6 6 10

Thu 7 Class 2 Parent Meeting 7 11

Fri 8 School closes at 12h30 (staff workshop) 8 Diversity Workshop for HS students 08h00-15h00 12

Sat 9 Class 4 Parent Meeting and Social 9 Class 7 Parent Meeting 13 High School Parent Meeting

Sun 10 10 14

Mon 11 11 15

Tue 12 12 IJR Open Dialogue Evening for Parents 18h00-21h00 Hearing Screening Tests

16

Wed 13 13 Eurythmy Performance in The Shed 17

Thu 14 BOT Meeting 18h00 14 BOT Meeting 18h00 18 BOT Meeting 18h00

Fri 15 15 19 Good Friday—Public Holiday

Sat 16 Links Meeting 08h30-12h30 16 20

Sun 17 17 21 Easter Sunday

Mon 18 18 22 Family Day—Public Holiday

Tue 19 19 23

Wed 20 20 KG Easter Festival SWS end Term 1 School closes 11h00

24

Thu 21 21 Holidays 25

Fri 22 Class 6 Greek Olympics 22 Holidays 26

Sat 23 Class 6 Greek Olympics 23 Holidays National Teachers Conference 23-27 March 27 Freedom Day—Public Holiday

Sun 24 24 Holidays 28

Mon 25 25 Holidays 29

Tue 26 26 Holidays 30 Class 7 Parent Evening

Wed 27 Founder’s Day 27 Holidays

Thu 28 Class 11 Play 28 Holidays

Fri 29 Holidays

Sat 30 Holidays

Sun 31 Holidays

SWS 2019 TERM DATES

Term1 Term 2 Term 3 Term 4

15 Jan—20 Mar 9 Apr—21 Jun 16 Jul—20 Sep 8 Oct—4 Dec

Classifieds

Gardener Required…

on Tuesdays OR Thursdays between 8AM and 12PM (or 4PM full day). The ideal candidate enjoys working with plants (specifically herbs, veggies, indigenous and waterwise), has experience and references as a gardener, likes dogs and can access transport to and from Lynedoch. Please contact Janene on 072 593 1296 (WhatsApp/call).

Transport offered…

Offering a lift to and from school from the Muizenberg/Strandfontein/Khayelitsha/Mitchells Plain/Eersteriver area. If interested, please contact Francis on 078 150 0601.

Learner Transport Available...

Registered Shuttle service every morning from 3 pick-up locations in Stellenbosch to Waldorf (Die Braak, Eikestad Primary & Paradyskloof). 1 space available immediately. R400 per child per month. Contact Melanie: 084 563 5959.

Lift required…

Urgently requires a lift for my daughter Leoni in Class 3 to and from the Kuilsriver/Eersteriver area. If you can help, please contact me, Leon, on 084 221 8318.

Lift Required…

Anyone interested in sharing lifts to/from Strand area or to/from Parel Vallei area to/from Stellenbosch Waldorf School, please contact Beth 079 774 8044. We have a daughter in grade 11.

Lift Required…

Looking for a lift for 2 children from Kuilsriver to school and back in the afternoons. If you can help, please contact either Gaynore on cell: 082 776 4256 or Terri on cell: 073 218 2446.

Room to let…

Large bedroom with en-suite bathroom, built-in cupboards and entrance onto courtyard garden available for long-term rental in house in Lyne-doch Ecovillage. Seeking an independent, quiet individual to share house with two existing house-mates from 1 February. Most suitable for a work-ing person or postgraduate student. Rental (including electricity and water) R3750 per month and one month’s deposit in advance. Please con-tact Jill at sloan@sun.co.za or 076 931 5276 if you are interested.

Vacancies

Stellenbosch Waldorf School

invites applications for the position of

PRIMARY SCHOOL AFRIKAANS TEACHER

This position is available in our Wal-dorf School situated in the beautiful

Cape Winelands

COMMENCING APRIL 2019

Waldorf training, Waldorf teaching ex-perience as well as SACE registration

are prerequisites.

Please submit your CV and Motivation-al Letter detailing your experience and

qualifications as a Waldorf Teacher via email:

stellenbosch@waldorfschool.org.za

or fax: 0865143427

Application closing date:

www.waldorfschool.org.z

Dear Prospective Tenderer,

STELLENBOSCH WALDORF SCHOOL: MASTERPLAN AND REZONING APPLICATION EXECUTIVE SUMMARY: The Stellenbosch Waldorf School (SWS), a not for profit organisation located on the Spier Wine Estate, is running a tender process to secure the services of a Professional Urban Designer. The successful tenderer will lead and manage the process of co-creating a Masterplan for the school, capturing the immediate and future spatial needs of the school. BACKGROUND: The school's temporary consent to operate as a school, as granted by the Stellenbosch Municipality, expires in De-cember 2020, with a non-renewal condition attached. By the end of May 2019, the school needs to finalise negotiations for a long term lease agreement with its landlord, Spier. A first draft Masterplan, agreed to by the school's various mandate groups, is a cru-cial input for these negotiations with Spier. Following these negotiations, and likely iteration of the first draft Masterplan with Spier's contribution, the appointed service provider will need to update the Masterplan and submit an application for re-zoning to the Stellenbosch Municipality - for approval before the end of September 2019. CONTEXT: The school consists of four faculties, including a Playgroup/Kindergarten, Primary and High School and After-School. As per the Waldorf constitution, many mandate groups manage the school. There is no headmaster or equivalent with discretionary decision rights. Buy-in for the Masterplan must be secured through consensus of the Faculties, College of Teachers, Board of Trus-tees and mandate groups. TENDER PROCESS: The school will publish this tender via email to a mailing list of members provided by the Urban Design Institute of South Africa. Respondents need to submit their proposals by 12h00 on Friday 15 February 2019. Proposals can be delivered to the school or emailed to jacky@waldorfschool.org.za. The successful applicant will be informed via email on Tuesday 19 February 2019.

Respondents to this tender must outline their methodology, taking into consideration the Waldorf approach to decision making. Respondents must provide examples of two similar projects, as well as a valid tax clearance certificate. BUDGET: R150 000 (including VAT) Images supplied: SWS Location, SWS Campus, PDF of CAD Drawing.

Sincerely,

Board of Trustees / Our Home Mandate Group Stellenbosch Waldorf School Physical Address: Spier Wine Farm, Santa Road off Annandale Road, Stellenbosch 7600 Postal Address: PO Box 603, Stellenbosch

7599

Tel: +27 21 8813867

Fax: +27 86 5143427

Email: jacky@waldorfschool.org.za

www.waldorfschool.org.za