PUBLISHED FOR THE GLENAEON SCHOOL COMMUNITY …Australia’s first school for Rudolf Steiner...

ISSUE 12 DECEMBER 2019PUBLISHED FOR THE GLENAEON SCHOOL COMMUNITY

In this Issue:May Wisdom Shine

Meaningful Lives: Our Highest EndeavourSpirit of the Cove

AEON gives a glimpse into the rich learning community that is Glenaeon, established as Australia’s first school for Rudolf Steiner education. The magazine is a record of school life, featuring people and events that are important in our community.

Glenaeon pioneered the vision of a creative and collaborative education in Sydney, and we celebrate the unique community that has grown around the school.

AEON is a voice and forum for the rich learning that remains the school’s core impulse. Whether currently involved with the school, or one of our many alumni families and friends, we invite you to enjoy in the following pages the unique vision of a Glenaeon education.

Glenaeon High School Campus, Middle CovePhoto: James Green

CONTENTS

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03 May Wisdom Shine 04 Everything old is new again05 Meaningful Lives:

our highest endeavour06 Farewell Year 1208 Playgroups Happy Healthy Playgroups!

09 Primary School Childʼs Play

10 High School I look into the World and I look into the Soul11 English12 Science13 HSIE14 Mathematics 15 Music 16 Pirates of Penzance18 Active Wilderness/Outdoor Education20 PDHPE

21 The Duke of Edinburgh’s International Award18 Service Learning 19 Georgiaʼs on our mind 24 Sustainability at Glenaeon25 Mid-Winter Party 25 GlenX26 Alumni Reunions27 In Memoriam: Theodore Lillicrap

AEON Editor: Kath Kissell Editorial Assistant: Anette Babula Design: Campbell van Venrooy

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AEON Issue Twelve December 2019

May Wisdom shine through meMay Love grow within meMay Strength permeate meThat in me may ariseA helper of humanityA server of Holy thingsSelfless and true

May Wisdom Shine

This simple little verse is spoken every afternoon by our high school students. Short and concise, it contains so much of

the world’s wisdom. Seven simple lines distil vast ethical and spiritual traditions of the world’s great cultures, from ancient times to now, and from across the globe.

Wise in thought, loving in heart, and strong in action, the verse captures a unified vision of the balanced human being, one who serves others as ourselves, and looks up to the eternal for inspiration.

I have always found this aspect of Steiner education to be one of its most impressive treasures: bringing great truths to children in simple and imaginative ways, without preaching and without moralising, and without a branded denomination. We are not a faith-based school, but that does not mean we have no faith. Quite the opposite. We bring the best of all faiths to our students, the best of humanity.

This year marks 100 years of Rudolf Steiner education, and 62 years of Glenaeon education. It’s quite a milestone, and worth celebrating. Welcome to AEON 12!Andrew Hill Head of School

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Main Lesson student work

Class 3 Main Lesson

This year we enjoyed a number of events celebrating the centenary, but the most satisfying was the release of the NSW Government’s Curriculum Review of Education in the state, the first in 30 years. The review was conducted by eminent education authority Professor Geoff Masters, and drew on the submissions of thousands of schools and individuals seeking to give voice to aspirations for change in NSW education.

IN this hundredth year of our education, the Interim report has come out

recommending some tried and tested elements of Steiner education.

For example, among various proposals for reform of the senior years’ curriculum, here are the words of the Review:

…the Review is proposing the introduction of a single ‘major project’ as a standalone component of the senior certificate. Students will choose the principal learning area for their project, which will be assessed by teachers using centrally provided criteria.

This proposal is precisely what Glenaeon pioneered in 1997, the Major Project as a Year 12 credential. Our own project began with four students in 1997 and over the next decade and a half, 80 students completed a Major Project at Glenaeon. There are a number of academics in NSW universities who graduated through our program who now have PhD’s, and all without an ATAR.

Other proposals include a teaching of each discipline through the ‘big ideas’ of each subject. Many mainstream teachers complained about the fragmented teaching of isolated pieces of information by ticking off bullet points in syllabuses.

Glenaeon has always taught each subject discipline through ‘big ideas’,

and we call them Main Lessons. They are the ‘main lesson’ of the day precisely because they introduce students to ‘big ideas’ in each of the key academic disciplines. From The Alphabet in Class 1, to Pythagoras and his Theorem in Year 7, to The Chemistry of Salts in Year 10, the students are introduced to the key and formative ‘big ideas’ in the disciplines of English, Maths, Science, History and Geography. Every year each student engages with twelve ‘big ideas’ as Main Lessons. The main lessons are complemented by a weekly timetable to reinforce and practise the basic concepts.

There are other proposals such as mandatory teaching of a foreign language in Primary school, another initiative which Glenaeon pioneered in Sydney schools.

Dr Rudolf Steiner’s suggestions for educational reform were made 100 years ago and they have stood the test of time. This edition of AEON will give a glimpse into many facets of the Glenaeon community in 2019, and showcase how we are preparing students for the next 100 years.

Andrew Hill Head of School

Everything old is new again


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THROUGH UNDERSTANDING

“Our highest endeavour is to produce young men and women who out of themselves are able to impart meaning and direction to their own lives.” From the Foreword to the first edition of Dr Rudolf Steiner’s Study of Man, lectures to the first teachers.

After 100 years of any movement, it’s time to pause and reflect, and even to articulate anew the

founding principles. This year we spent quite some time working on how to express what we stand for, and it was quite a task. How do we summarise all the philosophy, the classroom practice and methods, all the verses and routines of the school?

We kept coming back to the core statement often attributed to Dr Rudolf Steiner. Meaningful Lives emerged as our logo or motto, expressing in two words the rich organic whole that is Steiner education at Glenaeon.

How do we build meaningful lives in the learning of our students? Over recent years there has been some fascinating research that details just what constitutes a meaningful life. Among the key elements are purpose, story-telling, belonging and transcendence. Sound familiar? Yes, these “pillars of meaningfulness” are exactly what we offer. But we do much more.

First, we offer a meaningful sequence of learning. Each stage of the learning journey has point and purpose as we grow into our adult capabilities, and the school honours each stage as meaningful in itself. Early childhood is not just a time that needs to be compacted, or trying to be older. Childhood has meaning in itself, and lessons learned from play lay a foundation of creativity for all of life.

The following stage in Primary school lays a foundation of imagination, as the child learns through images, stories and feeling for beauty, a meaningful step in the child’s cognitive processing. The force of reason emerges in high school as the adolescent learns to think objectively, using reason to understand the world conceptually.

We honour this meaningful sequence without prematurely forcing an adult way of thinking on the child.

Secondly, we offer a meaningful curriculum of learning through our foundational programs: » Academic program: Main Lessons

are “big ideas” that provide the core building blocks of each subject discipline. Story-telling becomes second nature to the student as a way of transforming the randomness of experience into a meaningful narrative.

» Aesthetic program: by embedding the arts into the learning process, we equip every student with the means to think and feel creatively.

» Altruistic program: students learn best when they are in relationship, and every classroom is a meaningful community.

» Artisan program: from Kindergarten through to high school, we emphasise designing and making beautiful and functional items as a deeply human creative impulse: from

knitting through woodwork through blacksmithing, students learn to shape the world in meaningful ways

» Active Wilderness program: our fundamental relationship is with Nature, and the future of the planet will depend on learning to build a new reverence and trust in our relationship with the earth. Our Outdoor Education program takes students through a meaningful sequence of experiences that builds this trust and confidence in their relationship with the natural world.

Finally, as the research suggests, a sense of something higher and purposeful is the foundation of meaning. Our picture of the human being is a whole one, that we are more than our bodies, that we have within us a glimpse of Eternity. A Glenaeon education provides regular moments of transcendence that touch this sense of Eternity, from the daily verses of morning and afternoon, to the seasonal festivals.

All these elements form the “pillars” of a lifelong meaningful journey for our students. Laying these foundations of meaning every day, in every classroom, for every student, is our highest endeavour.


Meaningful Lives: our highest endeavour

This year we refreshed our brand and Meaningful Lives emerged as our strapline, expressing in two words the rich organic whole that is Steiner education at Glenaeon

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Sometime at Gleno

FAREWELL YEAR 12

RAPGleno, beautiful bush setting and the world don’t know what the world is gettingCrème de la crème of the school world, off they goWith ev’rything but Main Lesson

Time flies, doesn’t seem a minute since the European world had Rudolf Steiner in itAll Change! Don't you know that when you learn at this level, there’s no ordinary venue

It’s Grammar, or it’s Riverview or BarkerOr… or this place!

CHORUSSometime at Gleno and the world’s your oysterThe bush’s a temple, so the fees aint freeYou found a gem right here thru’ Rudolf SteinerAnd if you’re lucky you’ll find who to beCan you feel the angels watching from the trees

RAPOne school’s very like another when your head’s down working on your essays brother

It’s a drag, it’s a bore, it’s really such a pity to be looking at the board not going to the city

RAPWhaddaya mean? You’ve seen Newnes and ShoalhavenSnow in TassieAnd sunsets in Darwin

Yr 12, nearly complete, all are set up for a riotous treat

RAPNot long, you’re leaving us for now, Heading up the driveway, take a big bowWe wish you well, may your mystery tour be swellYour future life to fill, with strength, grace and skill

CHORUSSometime at Gleno makes a hard man humbleNot much between despair and ecstasySometime at Gleno and the tough guys tumble, You have the best ones as your companyCan you feel the angels watching from the trees

How do we remember the Class of 2019?

Every year group has a flavour, a mood, and sometimes a song just says it all.

At Year 12’s Farewell Assembly it’s become a tradition for the high school to say goodbye with a rewritten song from the departing class’s Year 10 Musical.

The Class of 2019 made a massive hit out of their Year 10 Musical Chess, and of course, the big song from that show is One Night in Bangkok. Rewritten by teachers Jac Rees and Liza Lillicrap, that song became Sometime at Gleno, and the high school had a great time singing it for them.

The Farewell Assembly is a poignant moment, sadly saying goodbye to our dear students but so glad for them as they embrace their future. Farewell Year 12 2019!


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Zak BettmanMaelin Anthony Bryn Arnold Schuyler Boe Jasper Brown

Charlotte GormanTabitha Dunlevey-Cooke Hinetiwai Emmerson-Marchant

Ethan Groves Kai Hardge

Jaz Miller HillAbbey Hardwick Naomi Hicks Jack Howard Alina Hutton

Annabelle Kensey-GalvinBrett Ireson Luke Johnston India Middleton Ned Musgrove

Minghui SunNikolas Peter Natasha Petit Thomas Williams Yuhao Zhang

Class of 2019

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As facilitators, playgroup leaders ensure a happy healthy mood in our sessions for all

ages. Sometimes grandparents and ‘nannies’ bring the children to the playgroups. This brings a special communal opportunity too. Of course, for some of the grandparents it is ‘second time around’ and we witness their joy of bringing grandchildren into the current Glenaeon scene.

Many adults state that they feel a calming atmosphere in the playgroup sessions. Although their purpose of joining playgroup is for their children to have a social instructive opportunity in a beautiful setting, they say that playgroup is for the betterment of the adults too.

Each playgroup has its own unique quality despite the similarity of the rhythm that includes indoor and outdoor play, stories, songs, baking, crafting, gardening and pertinent lively discussion. The playgroup leaders are professional Early Childhood Educators. They have valuable wisdom and experience to support and nurture parents in their responsibilities.

Participants articulate their knowledge and experience too. Children from birth to five are welcomed as some of our playgroups

are ‘family style’. Together we create an important foundation for learning ‘life skills’ within Steiner Education. Together we create festive celebrations for birthdays, seasons and special events such as bumper crops of cumquats, green peas and mandarins!

Sandra Frain Playgroup Coordinator Castlecrag and Preschool, Gardening Teacher

For more information about our Tuesday, Wednesday and Thursday Playgroups at Castlecrag and our Monday Playgroup at Willoughby please email Sandra Frain [email protected]

The ever-growing five playgroups on two campuses at Glenaeon are brimming with joy and song. We are delighted to welcome so many families including those who have attended Glenaeon as students themselves. There are many families new to Rudolf Steiner’s style of early childhood education too.

PLAYGROUPS

Happy Healthy Playgroups!


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When an adult refers to an activity as ‘child’s play’, they are indicating that the task can be done simply or with ease. However, anyone who has spent time watching children engage in play, knows this to be a false idiom!

environment that houses and nurtures young bodies, spirits and minds so that they can do the vital work of childhood – play! 2019 has been the year of the eagerly awaited next step in the Primary Playground at Middle Cove. These new structures honour the environment and provide scope for serious amounts of play! Our thanks go to the many individuals who supported the Glenaeon Foundation’s 2018 annual fundraising. Your gift will be much enjoyed for many years to come!

Child’s play is intense, skill-filled, imaginatively dynamic, energetic, sometimes graceful

and often arduous. To see a small child digging in a sand-pit, trying to catch their friend in a game of tip, negotiating a stake in a cubby house or running straight down the rocky hillside at Middle Cove is to see the seeds of concentration, grit, determination, imagination, problem solving and collaboration that will be harvested in years to come. Dr Rudolf Steiner saw this clearly 100 years ago when he wrote “If a child has been able in his play to give up his whole loving being to the world around him, he will be able, in the serious tasks of later life, to devote himself with confidence and power to the service of the world”.

Child’s Play is not ‘child’s play’, and at Glenaeon we strive to create a built

PRIMARY SCHOOL

Child's Play

Dani Finch Deputy Head of School Classes K–6

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But I am also looking beyond the outer manifestations of their pursuits for something that

can help me answer that question, for a key element that links Glenaeon graduates and points to the essence of a Glenaeon High School education. And I would say that that element would be ‘subtlety’, coupled with an approach that can be best described by the first lines of each section of the High School morning verse,

‘I look into the World’ and ‘I look into the Soul’.

Glenaeon’s High School curriculum takes young people on a journey that unfolds the history of human achievement and celebrates the development of human consciousness. It is a curriculum that, step by step and without overt articulation, imbues young people with an understanding

of transformation and growth and the potential for human and world development. It is a curriculum that, by looking at the world through the window of each discipline and by showing the threads that run through our societies as they evolve (both from a humanitarian and technological perspective), synthesises multifaceted standpoints and gives meaning to existence. And it is a curriculum that is brought by educators who are aware that what is perceivable in the external world, objectively mirrors experiences of feeling and emotion that are at the core of the human journey on the psychological or soul level. In this way, a connection is made between inner experience and outer reality, between the individual and the world, between the ‘everyday’ and a life that holds

‘deeper meaning’.

And it is through this approach that subtly is developed. By looking into the world and looking into the soul, a subtle experience of connection is gained. There is an understanding that things are not black and white, a gentle willingness to consider perspectives afresh and to find new points of view, and a delicate sense that life holds meaning.

HIGH SCHOOL

I am often asked to explain the difference between a Glenaeon High School and the education a young person would receive elsewhere. Before I answer I find a myriad of faces forming themselves before my mind’s eye – the girl from the class of 2011 who went on to study law, the boy from 2016 who aspires to be an architect, the 2009 entrepreneur, the musician, doctor, midwife, researcher. I see their individualities, their personal journeys and their unfolding futures there before me. From this perspective, I see what any educator would see when canvassing their graduates, a diverse assembly of young people who are finding their place in the world.

' I look into the World' and 'I look into the Soul'

Elizabeth Nevieve Deputy Head of School Years 7–12


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Shakespeare’s great dramatic works celebrate the individual and the ongoing quest to

become free and conscious human beings. In a lecture presented at a Shakespearean Festival in Stratford-on-Avon on April 23, 1922, at Shakespeare’s birthplace and on his birthday, Rudolf Steiner delivered a paean to the universal human qualities that live in Shakespeare’s dramatic works. Steiner spoke of Shakespeare’s ability to present timeless portraits of the human being, and the need for us to recognise the living quality of these pictures of humanity in all their successes and failures when we consider the pressing questions of our time.

Our inspiration for teaching Shakespeare in the High School is bound by these portraits. In

Term 3 of each year, the focus in English throughout Years 8 to 12 is on studying a Shakespearean drama. Year 8 students complete a Main Lesson on William Shakespeare, exploring Shakespeare’s biography and his Elizabethan context, and they conclude their studies with a production of his plays. In Year 9, students study the romantic tragedy of two young people in Romeo and Juliet, whilst Year 10 students consider the possibility of personal transformation as presented in the characterisation of Katherina in the comedy The Taming of the Shrew. Students in Year 11 look at the theme of jealousy and its power to overcome even the most respected of men in Shakespeare’s dark tragedy Othello. For Year 12 students, part of their HSC preparation involves the study

of forgiveness as conveyed by the enigmatic character of Prospero in The Tempest.

The aspects of human nature and behaviour represented in Shakespeare’s numerous and imperfect characters inspire students to imagine new human ideals relevant to a contemporary world and to all humanity. The importance of studying Shakespearean dramas certainly lies in the ability of the plays to live beyond the written page and breathe into our own existence.

“ Be not afraid of greatness: some are born great, some achieve greatness and some have greatness thrust upon them.” Shakespeare

ENGLISH

“In Shakespeare there is at work more than a single human personality – there is at work the spirit of his century, and with it the spirit of the whole of human evolution…”

Rudolf Steiner

Juliet by Pipi Joannou, Year 9

Katherina by Alex Shaw, Year 10

Inspiring Greatness in Students through Shakespeare

Pamela Laycock Head of English

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At Glenaeon, we are very fortunate to have direct access to the bushland that surrounds

the school grounds. Our students become familiar with the bushland not only as their playground but also as a valuable outdoor learning setting. They develop their understanding of geological and ecological processes that shape their surrounding environment through studies of weathering and erosion (Year 8), interaction between biotic and abiotic factors (Year 9), evaluation of human influences (Year 10) and a culminating ecological investigation in Year 11.

Back in Term 1, Year 11 students went on an evening wildlife spotting walk around Glenaeon bushland guided by our science and mathematics teacher, Dr Stanley Tang. Students were abuzz with excitement

as they set out, ready with their head torches and keen eyes darting from one tree to another, spotting animals that come out after dark. The bush and the school grounds, that are so familiar to them during daylight, became a place that offered so much promise of unexpected encounters. The students checked the insect traps they had set up along the creek and in the biodynamic garden.

Stanley, as our resident ecologist, wowed the students with his knowledge of the environment and the animals, and with the ease and confidence with which he captured these creatures for close inspection. A snoozing water dragon was caught off-guard when it was spotted by a student and we were particularly impressed when Stanley caught a snake off the wall of the Sylvia Brose

Hall, wrapped it around his arm for all of us to touch before it was released onto a tree.

The excited voices of students were heard up the dark driveway, as they continued to see the insects and other animals with their newly trained eyes.

SCIENCE

Nocturnal animals shine in the Science spotlight

Yura TotsukaHead of Science


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Glenaeon was selected by the Returned and Services League (RSL) to participate in a state-

wide remembrance for ANZAC Day at the Memorial at Hyde Park on April 11. David Hurley, then NSW Governor and current Governor-General of Australia, spoke of the importance unity and humanity have in commemoration of those who have made the ultimate sacrifice. These key aspects must never be forgotten and it was within this message that we as a school were represented by Year 11 students Ruby Vella and Nelson Whitington-Hall, who placed a commemorative wreath in front of the ANZAC Memorial.

This connection to the past was also seen with our Year 9 War Memorial experience in Canberra where our students engaged with the exhibits, especially those of World War I. But

it was their appreciation for the personal stories of hope, endurance and courage that forged the deeper connection of our students to the lives of the ordinary person from this time.

Year 10 thoroughly enjoyed their visit to Macquarie University Museum of Ancient Cultures where they were inspired by handling ancient objects from the Egyptian, Greek, Roman and Mesopotamian civilisations. It was wonderful to observe our students draw upon their inquiry skills and become the historian in action within this immersive experience.

Thinking of our senior students, I reflected on the excellence of the HSC cohort of 2018: Isabella Rosa Band 6 in Modern History and Society and Culture, Annika Hansson Band 6 in Ancient History, and Charmaine Kwok Band 6 in Society and Culture.

But it was not only in the academic arena that our Year 12 students shone. Inspired by their studies in Ancient History, Maria Dalhoff and Isabella Callaghan travelled to Pompeii in 2019 declaring, “The site was amazing...Thank you so much for teaching us about such an amazing place!” I wish our 2019 HSC cohort the very best in their examinations in Ancient History, Modern History, History Extension and Society and Culture and in their future adventures into the exciting world of HSIE.

HSIE

Ruby Vella and Nelson Whitington-Hall, Year 11, place a commemorative wreath in front of the ANZAC memorial, Hyde Park.Below. Year 10 students at Macquarie University Museum of Ancient Cultures.

Human Society and its Environment (HSIE) highlights

Leonie Gastineau-HillsHead of Human Society and its Environment

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requiring the application of essential numeracy skills.

To that end we encourage all students to engage with mathematics, not to their perceived level of ability but to their potential, where the latter is invariably higher than the former and its attainment is essentially through perseverance. Albert Einstein expressed it so well when he said, “It’s not that I’m so smart, it’s just that I stay with problems longer.” Competence in mathematics – like in music and language – is all about persevering and practice, and it underpins the approach we foster at Glenaeon.

Mathematical physicist, Dr Mary Beth Ruskai writes, “We cannot hope

that many children will learn mathematics unless we find a way to share our enjoyment and show them its beauty as well as its utility.” This very noble pursuit requires teachers with a passion for mathematics, a deep knowledge and understanding of its content, and the pedagogical skill to facilitate effective learning experiences. It is a pursuit to which the mathematics teachers at Glenaeon are fully committed.

Our mathematics program combines the NSW curriculum with Steiner Main Lessons in a way that both complements and supplements the State syllabus, thereby highlighting its beauty and utility. For instance, patterns and pattern recognition are fundamental to mathematics, as evidenced in the geometric or graphical representation of the various equations we study. However, while a standard textbook treatment will adequately explain the theory and demonstrate its application, our

Main Lessons, such as Rhythms and Cycles, Pattern and Proof, Conic Sections and Surveying bring a ‘real world’ context into the learning process that reveals a hitherto unseen beauty in the mathematics, as well as a practical dimension through which the utility of the mathematics can be appreciated.

We endeavour to inculcate the attitude of an ‘inquiring mind’ and to facilitate opportunities where students can be challenged to the extent of their ability. To that end we offer an accelerated pathway to students of higher aptitude, as well as access to various activities such as the Mathematics Olympiad and other competitions in which students can challenge themselves. Equally, we provide a support program for students who struggle with mathematics. We appreciate the considerable range that exists in mathematical aptitude amongst students and so our aim is that every student should leave high school with sufficient competence in mathematics to feel confident in negotiating those everyday situations

MATHEMATICS

The beauty of Maths at Glenaeon

Rene van den TolHead of Mathematics


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2019 has been another busy year for the

Music Department including both previously established and the introduction of new concerts. As always, the Year 10 musical dominated Term 1. This year, Year 10 presented The Pirates of Penzance. It was a fun and colourful production, enjoyed by audiences of all ages.

2019 also saw the launch of a new series of four concerts (one each of orchestral, jazz, chamber and wind), giving our students more performance opportunities. The series began in Term 1 with the orchestral concert performed by Sinfonietta at which the audience was invited to dance to well-known favourites including Waltz of the Flowers.

Later in Term 1, a more casual ambience was enjoyed at the Jazz Café featuring ensembles from Class 5 to Year 8, the Jazz Combo and the newly formed Big Band.

Term 2 brought the inaugural Chamber Music Concert in which smaller ensembles performed music for brass, wind and strings, without

a conductor! Term 2 and 3 provided individuals with further opportunities in 2019 Twilight Concerts.

Term 3 ended with the inaugural Festival of Wind, showcasing wind ensembles of various combinations and began with the successful 2019 Concourse Concert. Here Glenaeon celebrated 100 Years of Waldorf Education ending with the final minutes of Scriabin’s Symphony No. 1 with the choir singing in Russian, ‘Praise to Art, forever praise!’ a suitable sentiment for our educational movement.

Concourse Concert

This year was, of course, Waldorf 100, a global celebration of 100 years of education inspired by

Rudolf Steiner. Glenaeon decided to dedicate the annual school concert, the Concourse Concert, to this and what a splendid celebration it was!

Every student between Class 5 and Year 11 performed either in an ensemble or a choir continuing the tradition of Steiner schools in which it is not only the specialist

musicians who get to experience the transforming power of music.

The range of music presented by the different groups was enormous showcasing the school’s bands, orchestra and choirs, plus the elective music classes from Years 9 to 12. The music featured included jazz, classical, folk, contemporary, music theatre, world and originally composed. The first half ended with what has become Glenaeon’s ‘school song’ ‘For the Beauty of the Earth’ by English composer, John Rutter.

The Finale was the last few minutes of Scriabin’s First Symphony featuring the words ‘Praise be to Art’ sung in Russian by all the students and accompanied by the orchestra. So many people in the school community contributed to make this concert happen, parent helpers, teachers, music tutors, administrative staff and of course the students themselves. Our thanks to all of them for a wonderful evening of musical enrichment!

Let’s just throw back to 2018 for a moment. Glenaeon ended its 2018 musical year with the Carol Service and a new composition specially written by our Head of Department (Music), Christian Lillicrap. As is now anticipated, it also included the performance of Handel’s uplifting Hallelujah Chorus. We also celebrated with delight for the six HSC 2018 music students who all did extremely well obtaining Band 5 or 6 in their courses and one nomination for Encore, the HSC music showcase.

MUSIC

“Music is the expression of the will of nature while all other arts are expressions of the idea of nature.”

Rudolf Steiner

…the will of Nature

Photo: Joshi Perera

Photo: Joshi Perera

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Glenaeon has a 10-year long history of student musical productions but it was not

until 2019 that Gilbert and Sullivan featured. Of all the pieces the British duo produced, the Pirates of Penzance is possibly the most beloved for its zany mixture of irony,

slapstick and swashbuckling action.

YEAR 10 MUSICAL THEATRE

"I am a Pirate King!"


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Musical Photos credit: Alan Benson

The show was first produced on Broadway in 1879 and is different from the other musicals

Glenaeon has taken on, being a fully-fledged operetta. This presented new challenges to the Year 10 cast, as the music features recitative, as well as extremely challenging coloratura soprano lines and complex chorus numbers, and we mustn’t forget the famous tongue-twisting patter songs. As with all the Year 10 musicals, every

student was involved and on stage acting, singing and dancing.

After much hard work and the rapid development of musical and stage skills, the students entered the comic world of the piece with great gusto and brought the rowdy pirates, the bumbling police and the tremendously refined girls to life. The set was constructed in silhouette whilst the overture played at the start of each performance, brilliantly

capturing the period style but with a contemporary edge. Colourfully decorative costumes helped create the historical fantasy world in which the students could give their talents free reign.

The musical was accompanied by a live orchestra that included some of our music students and tutors and played to full houses for four hugely successful performances, delighting and entertaining the audiences.

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2019 has been another great year for the outdoor education crew. With Kristen Gardner back on board, we had the dynamic duo on deck all year. We also welcomed Frank, our new logistics vehicle to the team!

ACTIVE WILDERNESS/OUTDOOR EDUCATION


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and Wheeler Islands. We were able to frolic in the fresh water falls in Zoe Bay as well as admire the wildlife as it popped up from below the ocean surface to grace us with it’s presence. The students faced some healthy winds towards the end of the trip and even tried their hand at sailing in the kayaks. Our students returned happy and healthy with a light kiss from the sun in Far North Queensland.

Glenaeon enrichment program

The newest addition to the outdoor and environmental education program here at Glenaeon, is the inclusion of an enrichment program for our Year 12 students after they have finished their HSC. We have eight incredible students excited to head over to Nepal

Outdoor and environmental education program

The outdoor and environmental education program for 2019 ran without a hitch, and with

the extra hands we were able to offer an elective trip in the September holidays. Seven students from Years 10 and 11, joined Kristen Gardner (KG); our marine environment specialist, on a sea kayaking adventure to Hinchinbrook Island. The trip started on the shores of Lucinda beach. Shadowed by the longest service jetty in the southern hemisphere, we set out across to the World Heritage listed Hinchinbrook Island dodging sea turtles along the way. We travelled up the east coast of Hinchinbrook Island and then, island hopped our way back to Mission beach via Goold

to work with Chaughada Progressive English School for a week before embarking on a nine day river journey down the Sun Kosi River. What a way to finish a remarkable year!

Oh, and did we mention we won the NSW Outdoor Education Award for The Most Outstanding Outdoor Education Program conducted in a NSW school? This win enters us as the NSW nominee in the National competition held at the Outdoor Education conference in 2020. You will have to stay tuned till next year’s issue to see how we did. What an exciting time to be creating meaningful lives.

Scottie Williams and Kristen Gardner

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In response to the ever growing needs and the search for meaning in our adolescents, we developed an opportunity to support our Year 9s by connecting them in the physical and natural realm as a tonic to our fast-paced digital reality

PDHPE 2019

cohort, to nature and ultimately to themselves. There are few things in life that are better than moving in nature, experiencing nature in the early morning hour before the day begins…

Jonas Stoebe PDHPE Teacherand Donna MillerPDHPE and Visual Arts Teacher

Thursday morning, 7:30am, we gather at the school to go for a run in nature, do yoga,

mindfulness training or to sit in a circle discussing issues of relevance, exchanging ideas, cooperating in games or just reflecting on topical issues students face. In a guided environment they get to appreciate nature and the amazing bushland they move in as the sun rises. They experience paddling the harbour, learn initial steps in navigating and about bush care. They keep diaries in which they set goals, record successes, reflect on situations or just express how they feel. Earlier, in Term 3 students were given the experience of meeting First Nations educator, Matthew Doyle to introduce them to language, customs, song and dance form a culture almost lost but so vital to be recognised with new eyes!

In Term 4 students took part in an urban challenge that tested student’s independence and cooperative skills and finally a culminating experience of cardiovascular ability, teamwork, and perseverance as individuals.

The students really took to the program despite the expected reluctance to get up early and make their way to school breaking habits of using the school bus as on other mornings. We strongly believe we can add some positive notions at a very formative time of their lives, something often intangible but nonetheless worthy and surely memorable as it connects them to place, to the school, to their

The program is coined ‘The Cove’ and it aims to address these modern life issues best in an out-of-classroom setting to enhance student experience in and surrounded by nature, with physical activity, in a social setting and with challenges both on an individual and group level to grow and nurture students as individuals and as a cohort by giving them the opportunity to face challenges on a physical, emotional and social level.

Spirit of 'The Cove'

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Glenaeon offers its students the opportunity to take part in The Duke of Edinburgh’s International Award program which this year celebrates 60 years. It is available to all 14–24 year olds, regardless of their background and is comprised of three levels each progressively more challenging. Bronze, for those over 14 years old; Silver for those over 15 years old; and Gold for those over 16 years old.

Governor of NSW at a ceremony at St Stephen’s Uniting Church before heading to Government House for morning tea with the Governor in March 2020. Although Annabelle and Nik were able to achieve their journeys within the school’s outdoor program, Thomas and Jaz developed their own walks which they undertook with the support of our outdoor educators. Some of their skills included driving, learning German through exchange opportunities and writing. Physical activities included personal exercise programs, dance, and team sports. Community service involved second hand uniform shop, coaching, op shop assistance and after school care.

Donna Miller Duke of Edinburgh’s International Award Leader

Participants are required to complete four sections at each level: Voluntary Service, Skill,

Physical Recreation and Adventurous Journey. Gold level, participants also complete a Gold Residential Project.

Our Year 9 students have the opportunity to undertake the Bronze Award, which is totally voluntary but encouraged as part of our Year 9 curriculum. Goal setting, time management, community spirit, commitment, leadership and initiative are recognised as qualities gained by participants of the Award. School-based service activities include work in the garden, participation in the Class 3 mentor reading program and assistance in the café if community placements are not available. Skills and physical activity (13-26 hours) are promoted on top of a practice

and qualifying adventure journey. Students can select to carry on to the Silver Award once they have completed the Bronze.

The Gold Award requires serious commitment and dedication as participants from the age of 16 to 25 years must set goals they work towards over the three areas in no less than 52 consecutive weeks for each. On top of the journeys, there is also a residential project which is an undertaking that takes them away from home for a minimum of five days to experience something outside of their regular rhythms and activities.

Year 12 Students Nikolas Peter, Jaz Miller Hill, Annabelle Kensey and Thomas Williams are to be congratulated on their tremendous Gold Award achievement. They will be presented with certificates by the

“Annabelle was an absolute pleasure to have volunteering here at our Naremburn store for her The Duke of Edinburgh’s International Award. Annabelle was punctual, well-mannered, respectful, could work autonomously and in groups if needed. Annabelle was always happy to do any tasks set out for her. I would happily have her back volunteering here anytime as she was a real treat to have around. Thank you for the opportunity. I hope Annabelle had some positives to take home with her after volunteering here. She is a credit to her parents and her school.”

“Jaz has led great training sessions for our young AFL players at school in the co-curricular activity last year and this. She taught individual ball handling skills and also game related skills in an age appropriate way so the young players felt well and adequately engaged in the activity.”

“Thomas is a responsible and thoughtful person who did a great job of taking over the Uniform Shop. He is attentive and helpful to our customers, works well with school staff, teachers and students, and keeps ecological principles in mind as he works to make quality second-hand uniforms available to our community. He was responsible for cash handling, inventory, sales, marketing, and customer service. He also wrote a procedures manual and trained his replacement. I highly commend him for his excellent work, compassion, and leadership qualities.”

“Nikolas is a good communicator and is able to follow instructions as well make on the spot decisions. He interacts well with the children and staff. He is willing to contribute ideas and follows through on all tasks, including leaving the work area clean, tidy and safe. He is very popular with the children and they will miss his enthusiasm and kind nature. Nikolas has been a wonderful member of the team. We wish him the best of everything in all future endeavours.”

Glenaeon strikes gold in The Duke of Edinburgh’s International Award

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SCIENCE AND SERVICE TRIP

Fiji has long been a popular destination for Australians seeking relaxation, perfect sunsets, coconut palms and crystal clear waters. However, there is another side to this Pacific Island treasure which tourists usually only glimpse from their resort buses. Traditional village life in Fiji is rich in culture, highly structured and regulated, and deeply connected with the land and the ocean.

Votua Village is located in the heart of beautiful Fiji's Coral Coast approximately 2 hours’

drive from Nadi International Airport along the Queen's Highway towards the capital city of Suva. With a resident population of around 300 people from five clans in about 50 homes, Votua is a modern Fijian village; each house has amenities such as running water, flushing toilets and electricity. Votua is also home to 'Reef Explorer Fiji'; a Marine Research Station established by Marine Ecologist Victor Bonito. Victor's research focuses on the taxonomy and ecology of coral, and the conservation of coral reef ecosystems. Since 2005, Reef Explorer has been a co-management partner supporting Votua Village and the Korolevu-i-wai district's marine conservation and environmental management efforts.

In October, 13 Glenaeon students from Years 10 and 11, along with Science teacher Stanley Tang and Deputy Head of School, Classes K-6, Dani Finch, embarked on the inaugural ‘Fiji Science and Service Trip’.

Broadly, the aims of this program were to:

» be of service to a village in a developing island community in our region by completing projects that improve the quality of life in the host community;

» facilitate cross-cultural connection and understanding through a Fijian village homestay immersion experience that includes community work and participating in traditional ceremonies; and

» explore and learn about the biodiversity of coastal Fijian ecosystems and human impacts on these ecosystems while participating in a variety of conservation and research activities.Our trip achieved all this and

more! We were adopted and loved by our host families and indeed the whole village. Our new families were hives of activity, multi-generational, and many included up to 15 people ranging in age from babies to great- grandparents. One student commented that the village operated

like one enormous house with many rooms where residents (and us as guests) were free to visit at any time of the day.

Our days were spent mostly in and around the village, along the coastline adjacent, and on the surrounding hillsides. In our time there, we planted out mangrove saplings in a regeneration area, worked on family farms, painted the village church, did an extensive beach clean-up, snorkelled in the Marine Protected area and visited Fiji's first and only National Park! Stanley also led the students in birding and vegetation surveys.

Lingering longest in our memories however, will be the special friendships and unique hospitality shown to us by the people of Votua. To them, we say Vinaka Vaka Levu!

Dani Finch Deputy Head of School Classes K–6

Bula Fiji!


PAGE 22

Georgia came to Glenaeon in March 2015. She works five days a week undertaking jobs such as cleaning, compost, mail sorting and delivery, filing and general administration. At 26 years old, Georgia has lived with Cri Du Chat syndrome, a rare genetic condition, her entire life.

We asked her to share with us her thoughts about working at Glenaeon Rudolf

Steiner School.

What do you do on a typical work day?

“I catch two buses to get to work, and say hello to my colleagues on the way in. Sometimes I get there early, depending on the bus. When it’s time for me to begin I log on to the computer to check my emails, then I’ll clean the kitchen, and head to the library for some of my jobs there. I also do the mail before and after my lunch break at 12:45pm, where I sit in the staff room.

Sometimes I do extra tasks like labelling and filing, if I have time.”

What do you like most about your work?

“I enjoy talking to everyone, and sometimes I get the giggles. The people are very nice, and I do a lot of things so it keeps me busy during the day. It’s close to home so I don’t have to worry about getting home in the dark.”

What is the worst aspect of your job?

“Sometimes it can take a while to do some of my tasks, and sometimes the buses aren’t on time which can be hard.”

What does having a job mean to you?

“It means everything. I love my job and I get to do something five days a week, and I know what my week plan is which I like. It makes me feel very happy.”

Do you like working in a school?“Yes. There’s a few different

environments, and I get to meet lots of people.”

What is your favourite work moment from your working life at Glenaeon?

“That’s a very good question! It’s hard to think, but I like when we have morning tea’s. This year we got to celebrate four!”

In her free time, Georgia enjoys cooking, reality TV, movies, shopping and likes attending parties and socialising with her friends and family.

Georgia’s Manager, Administration Coordinator, Lisa Wood says, “Georgia is a diligent worker, enthusiastic colleague and executes her role with a smile. We are lucky to have her as a member of staff at Glenaeon.”

Head of School, Andrew Hill says, “A diverse and inclusive workplace

brings great benefit to our school. We lead by example to our Students, Parents and the wider community, but most of all, our lives are enriched by having Georgia part of our community and daily lives.”

…Georgia's on our mind

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As part of our ongoing commitment to sustainability, solar panels have been

installed across the Middle Cove site this year. Between the Sylvia Brose Hall and Design Technology Building, there have been a total of 331 panels installed. On a sunny day these panels will significantly offset the power consumed by the School. At Castlecrag the solar panels continue to contribute greatly, in warmer months, we routinely export power to the grid, over and above the power we use.

We are also working our way through the campuses installing high efficiency LED lighting and smart technology, to further reduce our energy impact, and also to enhance some of our outdoor spaces.

Our proactive ECO Council has recently launched an initiative across the Middle Cove Campus for the composting of waste paper in the biodynamic garden. While in its early days, the results are very encouraging. The aim is to compost the majority of paper products used in the School’s operation.

We are also making some improvements in the biodynamic gardens, to enable us to harvest more rainwater, with additional tanks being installed.

Sustainability at Glenaeon

We have partnered with ‘Waste Free’ for our waste removal/recycling services, who not only provide expert advice and eco-friendly services, but also offer educational opportunities and experiences for the students. They have a materials recycling facility here in Sydney, handling paper, plastics, glass and cardboard.


PAGE 24

Organised by Year 7 and the Glenaeon Parent Association the Mid-Winter Party brings

together the old and the new, an event that welcomes the new families to Glenaeon from Year 7 and helps welcome them further into the school community. The Mid-Winter party began in 2008 as the Mid-Winter Moon Ball and was held at Northbridge Golf Club. Lead by Deanne Hardwick as a way for the parents of Glenaeon to get together and have fun. The addition of a Silent Auction run by Year 9 helps support the event and raise funds for the school in a fun and lively away.

In 2019 things were done a little differently, thinking outside the box, Claire Weir creatively took the Mid-Winter Party offsite and

held it at Treetops Hotel in North Sydney, a beautiful venue with a cosy atmosphere. The night kicked off with drinks and nibbles provided by the venue whilst people caught up and browsed the silent auction put together by Felicity Cutts and the Year 9 parents. Once again the generosity and support of the Glenaeon community helped to make the silent auction a huge success.

A highlight of the night was the parent band with some teachers adding in guest performances. Katherine Arconati revealed a side of her personality that is not usually present in her Class 3 teacher persona, and PE teacher Jonas Stoebe’s rendition of 99 Luftballons was so revered that he performed an encore

later in the night! There was a great sense of warmth, fun and community spirit.

Huge thanks to the band members: David Chapman, Jules Munro, Adriaan Mees, Bill Arconati, Sam Graham, John Lewis, Ben Weir, Katherine Arconati, Jonas Stoebe, Cameron Daddo, Nick Kennedy and Nell Yeo. All of whom not only performed on the night, but who put in hours of preparation and rehearsal.

This year the Mid-Winter party was met with great energy and enthusiasm with 170 tickets sold and 47 auction items on offer raising over $15,000 for the school.

We look forward to next year’s party which will be held on Saturday 13 June 2020.

Mid-Winter Party raises the roof and $15,000

The Musician’s Club, Circus Procession, Arabian Nights, Medieval Magic, Fiesta, Fabulous Fifties, Wonderland, Boogie Nights… these are just some of the places we were transported to for the Glenaeon Mid-Winter Party this year.

PAGE 25

Class of 1989Reunions

Class of 1999

20 years on, Glenaeon was delighted to welcome back students who graduated in

1999. The 20-year Glen-X celebration was held on Saturday 24 August on the deck under the stars, using the beautiful new night lighting near the Gentle Café. It was wonderful to see so many people return and share their memories of Glenaeon.

Andrew Hill took them on a tour of the campus and they reminisced about their time here and were amazed how much it has changed over the past 20 years. Before the campus expanded up to Castlecrag, Kindergarten was at the top of the Middle Cove driveway, where Class 5 now is, and students moved slowly down the hill as they grew older. Our Alumni enjoyed some food together on the deck, sharing stories and news from their past and present lives. We welcome Alumni returning to Glenaeon, and warmly invite you to come and visit whenever you can – you don't need to wait 20 years!

Classes of 1979, 1989 and 2009

We held a Class of 2009 10-year reunion on September 21, a 30-year

reunion on September 14 for the Class of 1989 and a 40-year reunion for the Class of 1979.

Class of 1979

GlenX 1979, 40 year reunion

2020 GlenX date

IN 2020, we will host a single reunion gathering which will be open to

all GlenXs but will have a special celebratory focus on the:

» Class of 2010, 10-year reunion, » Class of 2000, 20-year reunion, » Class of 1990, 30-year reunion and » Class of 1980, 40-year reunion.

We encourage GlenX from these cohorts to save the date: Saturday 19 September 2020 3pm–6pm.

Alumni are encouraged to join the Glenaeon Alumni Facebook Group to receive updates about the reunion event: www.facebook.com/glenaeonalumni/


PAGE 26

IN this past term our much loved teachers Christian and Liza Lillicrap suffered the loss of their son Theodore, and our

community is the lesser for it. As we grieve with them, we remember Theodore in all his joyous and mischievous energy, but also his profound depths of thought and feeling.

Theodore joined Glenaeon in 2000 as a nine year old, and graduated in 2009 aged 18. He was with us for the 10 year reunion in September and enjoyed a walk around the campus with many of his former classmates. There were so many memories of happy times and happy friendships.

We teachers recalled the jazz combo Jam on Toast with Oliver on sax and Jarrah on drums, and for which Theodore, the consummate musician, set aside his trumpet and took up the double bass to make a jazz trio. They played for the staff Christmas party in their final year and had us teachers up dancing well into the night.

Theodore completed a degree in Political Economy at The University of Sydney and was completing a Masters in Accountancy. He worked in an accounting firm, one with strong links to Glenaeon. He travelled widely, most notably with the Waldorf Wayfarers in their musical odyssey through China and Europe, and separately through South America and many other places. In all, he had travelled through 32 countries, a remarkable achievement.

After leaving school Theodore founded and led the Glenaeon Alumni Choir which brought together many former students in presenting very high quality acapella singing. They graced so many school events, from Sunset Soirees to Founders Days to the Carol Services of many years. He also brought his trumpet in to play in school events, in the Year 10 Musical and most recently, in the school concert in August.

His presence warmed us all, as he wove a web through so many connections of music and friendship. We mourn his loss, and all our hearts have gone out to Christian, Liza and sister Bethan. We can be grateful that Theodore was part of our community for the time he was, and for that, our community is all the greater.


IN MEMORIAM

Theodore Lillicrap, Class of 2009

GlenX 2009, 10 year reunion (Theodore front row second from left)

Class of 2009

Class of 1999Class of 1999

Below. GlenX 1999, 20 year reunion

PAGE 27

l Harvest Festival 18 March l Mid-Winter Party 13 June l MidWinter Festival 18 June l Music Concert 6 August

l Reunion 19 September l Spring Festival 23 September l Art Show & Family Fair 6-8 November l Carol Service 30 November

2020 TERM DATES: START END TERM 1: 29 JAN – 8 APR TERM 2: 29 APR – 1 JUL TERM 3: 22 JUL – 23 SEP TERM 4: 14 OCT – 9 DEC

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Glenaeon Rudolf Steiner School Ltd ABN 94 000 385 768

5a Glenroy Avenue, Middle Cove NSW 2068, Australia

Phone: +61 2 9417 3193

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PUBLISHED FOR THE GLENAEON SCHOOL COMMUNITY …Australia’s first school for Rudolf Steiner...

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