Glenaeon Newsletter June 11, 2020

Finding the Why of Our Lives: Seven Reasons Why a Meaningful Education suits a post-COVID world

Andrew Hill, Head of School


He who knows the why of his life can bear almost any how” Friedrich Nietzsche

If the COVID crisis has taught us anything, it’s to ask questions about our way of life. What will sustain us through a time when all the material certainties are gone? We all face dark times in our lives, but the COVID crisis has taken us through dark times together.

The experience has marked a generation and there seems to be a sense we can’t go back to being the same. The old certainties have been dissolved. If anything is telling us we need a new compass for direction, the COVID crisis has.

As many commentators have written, people have needed a new sense of purpose and direction to get through the COVID time, a sense of meaning. The sense of meaning gives purpose in the absence of outer constraints. So how can education ignite the inner spark that will sustain our students through this time, and on their future journeys?

Glenaeon’s long-term mission of providing a meaningful education has never been more needed. Here are just some of the meaningful moments a Glenaeon education uniquely gives to students growing up in a post COVID world:

  1. The Human Story: our Steiner curriculum sits as another tier of learning integrated with NESA syllabuses, providing an imaginative experience of the global and historical journey of humanity. Over the years of the primary and early high school, our students pursue the huge story that charts the rise and fall of epochs across the globe. They are given confidence to take their place as global citizens ready to play their part in the next chapter of the grand narrative that is human life.
  2. Creating beauty: all our students learn the creative arts, to draw, paint, sing, sculpt and act, but we are not an art school. We simply teach our students the arts so they learn to think in multiple perspectives, to realise that life is an unfinished composition, and that they have a creative voice to express their joy, and pain. Most importantly they learn to create beautiful moments that will provide them with endless fulfilment throughout life.
  3. Designing and making useful things: our students learn to make things, both useful and beautiful, designed by themselves, from sewing in Kindergarten, knitting in Class 1 to blacksmithing in high school. Have you noticed the many articles from the COVID time on the upsurge in artisan activities? People have wanted to make things, to take a stand and push back against a feeling of helplessness. Here is one from Saturday’s Herald on the resurgence in knitting: “For Millennials in particular it’s the idea of something wholesome but mindful and productive. It’s amazing the sense of achievement from finishing something. A lot of people use it for stress relief. It’s in line with cooking and baking. She says knitting also helps balance out the amount of time spent scrolling on smartphones: “You have to be using yours hands to knit.”
  4. Learning to collaborate, not compete: what has been the stand out learning politically through COVID time? The most successful world leaders have brought diverse people together and built community. They have practised the art of collaborating. Our non-selective, non-ranking classrooms prepare our future leaders to work collaboratively and to build community, a skill learned every day in every class. Take this verbatim comment from our 2019 Year 12 parent exit survey: Glenaeon has a very positive, engaging and accepting student culture; its bully-free, which is astounding in today’s Sydney”.
  5. The Healing Presence of Nature: during the COVID time, so many people have resorted to the healing power of Nature, whether forest, or gardens, or just green spaces. Our campuses are designed to embed our students in Nature, and Middle Cove’s unique bushland valley is a healing space in itself. Our award winning Outdoor Education program (Best in NSW 2019: Outdoors NSW) challenges students to go beyond their physical and personal limitations to reach a level of resilience and strength that continues to astonish their parents.
  6. The Power of Play: We are most human when we play, said Schiller. From self-directed play in the early years, to intense sport and games in high school, our students bring a sense of the playful to all that they do. Play liberates us from fixed forms but enables us to live with and within boundaries. Play gives joy in life and release from the restrictions of drudgery.
  7. A Touch of Transcendence: a sense of something higher, the phosphorescence of life, weaves through our classrooms, our school and our community life. We are inspired by the sublime moments of all cultures, including our country’s roots in The Dreaming.

And through it all, Glenaeon provides an academically enriched and rigorous education: we were in the top 7% of NSW high schools, HSC results over 2018-9.

So have you ever wondered how school could be both mainstream and meaningful? We’ve been doing it for over 60 years, and it works. COVID time has made us more relevant than we have ever been. Meaningful Lives.


COVID-19 Latest updates

Parents can find the latest information regarding COVID-19 news and announcements on GLO.
For non-parents in our community, you can access COVID-19 information via our website.


2020 Annual Giving Campaign - Keep Kids in the Classroom

A bursary is a monetary gift which enables a student to attend school when they otherwise might not be able to. Bursaries at Glenaeon are not new. We have a long history of providing short term financial assistance to families in need. With COVID-19, that need is now much greater, which is why we have launched our Annual Giving campaign to help families through this hard time with the COVID-19 Bursary Scholarship Fund.

The identities of bursary students are kept highly confidential and such matters handled with utmost sensitivity and respect for the family. Here is an example of the tremendous impact a bursary can have on a family: 

"We have experienced reduced income as a result of the Covid-19 crisis and in years past we’ve had temporary income challenges.  Keeping the children enrolled at Glenaeon has always been the #1 goal whenever we have faced financial challenges.  It has been challenging and difficult but certainly worth it.  

"Glenaeon has been incredibly supportive throughout times of financial challenges in our family.  We feel the school is genuinely committed to families – They are as committed to us as we are to them and in today’s world it is incredibly positive and refreshing.  The Glenaeon bursary has meant a great deal to our family and has made it possible for the kids to remain at the school, surrounded by a kind, stable & positive environment.

"Having our kids attend Glenaeon is extremely important to our family – we are all committed to the school and are proud to be part of the Glenaeon community.  We feel fortunate that our children get to experience all of the unique and positive experiences associated with the school!  The teachers are supportive and committed and provide a great environment for learning and social & personal development." ~ Bursary Recipient

A bursary can be life-changing, which is why Glenaeon is now asking for your support.  It's an opportunity for our community to show unity for those in our school family who are doing it tough. Please help keep our students in the classroom with a gift if you can. Your gift will not only benefit the recipient, but the community as a whole, keeping friends together, and a stable continuing education for our children.

Donations can now be made online or by credit card over the phone, EFT or cheque. Please contact Clare Gordon if you can help. All donations of $2 and over are fully tax deductible.

Seeking a new owner/operator for Grassroots Eco Store

Seeking a new owner/operator for Grassroots Eco Store and the beautiful retail store conveniently located on the Castlecrag campus. Felicity has thoroughly enjoyed her association with the Glenaeon community and has been grateful and honoured to run her store at Castlecrag since October 2015. However, she is now seeking to transfer the ownership of her business to a member of our community and is offering the unique opportunity to purchase and operate Grassroots Eco Store.

The school is looking for a candidate to maintain the present standard which includes the following criteria:

  • An existing connection to the school, the community or Steiner inspired education;
  • Experience in, and the wherewithal to own and operate a small retail store;
  • Affinity with and support of Steiner parents and Glenaeon staff in their needs for supplies in accordance with Rudolf Steiner’s educational impulses;
  • A knowledge of, or strong desire to provide, ethical buying choices that support the school’s ethos;
  • An ability to provide consistent opening hours in accordance with Glenaeon’s requirements; and a
  • Working with Children Check

In submitting your written Expression of Interest, please provide no more than two pages that address how you meet, or propose to meet the above criteria, by 5pm Friday 31 July and email to both:

Rohan Wijesinghe - and Felicity Cutts -

OVERDUE - Photo/Video Parental Permission form

Thank you so much to all the parents who have signed and submitted the 2020 annual Photo/Video consent form. For parents who have not yet completed it, please fill out the form ASAP If your child is aged 15 years and over, they too will need to sign the form too. Thank you for your support and understanding. 

Glenaeon Private Bus service update

Please be advised that all Glenaeon Private bus services are now running. Bus bookings for the remainder of Term 2, 2020 Glenaeon School Buses are now open.  Please click on GLO 's Charter Bus Bookings Page and follow the TryBooking link to make your booking. Here you will find route information, and charges for the month of June. If your child hasn't ridden the bus this year, you must register with reception before using the bus service. For inquiries not answered on GLO please email reception at your campus. Thank you.

Those travelling on the Balmain/Lane Cove bus route can soon expect to see fresh exterior decals on the newly upgraded vehicle.  It is hoped the new branding will be completed for the start of Term 3. Parents, please make sure your child/ren are aware that the bus will look a bit different, but unmistakably 'Glenaeon' in appearance.


Little Kindy harvest lavender

Kindergarten children have been enjoying their return to the garden at Castlecrag, and with Gardening Teacher Sandra Frain's help, have been busy harvesting our fragrant lavender blooms.

Kindy Bunnies back together

Big Kindergarten children kept themselves busy making pom-pom bunnies and chicks whilst they were home over the Easter break and during the COVID-19 lockdown at home. They all brought them in to visit Kindy.... and what a lovely bunch of bunnies and chicks they were together!


Castlecrag Markets - Classes 1 and 2

Class 1 & 2 have had a week of busy playground trade. Perhaps co-inciding with their maths Main Lessons, they have been setting up shops and market stalls all over the playground - buying, selling and trading natural treasures, found wool, seed pods, flowers and leaves. The all-important currency - tiny gumnuts - can be collected near the monkey bars and used to negotiate a good outcome!

String is in

Castlecrag grounds have been a web of string games lately. From Kindy all the way to Class 2, they have been learning and stringing their way to make Witches' Broom, Harbour Bridge, Parachute, Cup-and-Saucer, Hammock, Cats' Whiskers, Eiffel Tower and more! They have even mastered doing some together in pairs, as well as transferring them to tiny stakes in the ground.

Class 2 Squirrels counting for Winter

Class 2 have begun learning about place value in their current Mathematics Main Lesson. A family of squirrels live in a forest, rich with acorns, ready for collecting and storing for Winter. How will they know they have enough? How many can they eat each day? The family learns to collect single acorns, then groups of ten, followed by ten groups of ten acorns etc. They realise they can group their acorns so they don't lose count along the way! They store them in the hidey-holes in the trees, neatly packed into groups of ten, one hundred and beyond. The classroom reflects this counting journey - a beautiful chalkboard, drawn by Class teacher Lucy Armstrong, daily counting, reflecting the day's story, and hidey-holes at the back of the classroom to store the sorted bags.

Class 5 and the Anti Racism Team

'May you live in interesting times' is purported to be an ancient Chinese curse, and although there is some argument about its actual providence, the saying rings true at this moment in history.

The events of the world unsettling, alarming even for adults, but when viewed through the eyes of a primary school child, the world right now can seem strange, frightening and incomprehensible.  As much as parents try to shield their children from media and adult discussion on these topics, a certain amount, inevitably filters through.  One of our jobs, as educators, is to assist children to not only live in, but also to flourish in these 'interesting times' by giving them a healthy framework in which to place their concerns. 

Last week, one of our students in Class 5, came to school very upset about the treatment of George Floyd and the ensuing riots in the USA.  She explained to her friends and teacher that she felt sad, afraid and helpless. Brendan Strobl (her Class Teacher), talked with her and assisted in transforming her distress into positive local action.  You can see the resulting petition/statement and smiles in the photo below.  Allowing children to voice their concerns while not adding further distressing detail or research can be a transformative and age-appropriate response; one which encourages the feeling that positive and creative local action in the here and now are possible and meaningful. 

At a time like this, educators the world over are putting the ancient curse aside, and for me, there's another great saying that comes to my mind:  "Some believe it is only great power that can hold evil in check, but that is not what I have found. I found it is the small everyday deeds of ordinary folk that keep the darkness at bay."  Gandalf

Dani Finch
Deputy Head of School (Kindergarten-Class 6)


Indigenous Games with Class 6 during National Reconciliation Week

Class 6 PDHPE students marked National Reconciliation Week with a look at some Indigenous Games. We spoke about what we, as a class know about indigenous culture here in Australia and what contributions indigenous people have made to Australia and how that needs to be recognised more.

Indigenous societies played sports although they were often derived from hunting or prepared for hunting and fitness and were at times only played by the men. Some of their games have the potential to become more popular through their introduction and use among current day students to recognise the contribution First Nations people have made in the field of sport. In this spirit, Class 6 students were eager to explore two indigenous games through their unit on tagging, weaving and dodging games. The two games are Buroinjin and Edor and are both a lot of fun to be played with big groups.

Buroinjin was a game of the Kabi Kabi tribe in southern Queensland who used a ball made of kangaroo skin called Buroinjin. Edor is a chasing-tagging game which comes from the Aurukun indigenous community of northern Queensland. Edor is the name given to a runner who gets secretly picked by one team and has to reach the other side of the field without being tagged by the opponents. If tagged, the game instantly changes direction and Edor is now known and easier to tag but can be helped by his ‘people’, his team. The class thoroughly enjoyed both games and were better able to recognise indigenous contribution to sport in society.

A Poem by Sophie Lewis, Year 8, "The Boy in the Field"

I remember years past, in Poland cold,
With wintery whistles and gnarled trees old.
Sitting on my grandfather’s lap,
Hearing his ancient cane tap, tap, tap.

The fire crackled, embers fizzled and spat,
A gale howled outside, oblivious to where we sat.
Snow and hail hammered at the small wooden door,
As I listened to my grandfather’s tales of yore.

He’d told me every kind of fantasy story,
From fairies to pirates to battles quite gory.
Yet tonight was different, he was distant perhaps,
His eyes cloudy in remembrance of the past.

He told me a tale of a boy in a field,
Whose father fought in a war to whom nobody did yield.
When the sun rose in the morn,
The boy had to walk six miles through the red dawn.

It started the day fire fell from the sky,
And triplanes with red swirls emblazoned whirred up, oh so high.
The boy was captured, taken by the enemy,
His father then passed, his last words, “Remember me.”

The boy was taken to a place nobody returns from,
Shackled in chains, he mourned, his father was gone.
Despite his grief, he made a friend, Samuel Kalash,
Together they were forced to obey a man with a tiny little mustache.

After many a moon in that terrible place,
An opportunity came, the two had to make haste!
Bonding forces with a Swiss man named Mitch,
The boy and his friends escaped from Auschwitz.

For dark days and cold nights they were on the run,
Through forests and abandoned villages, hiding from the crack of a gun.
After two lonely years did they return to Poland’s comforting bounds,
Only to find it had been razed to the ground.

The war was over, the English had won,
There was rejoicing in every street; the boy no longer had to run.
Yet he mourned still, as he searched and he searched,
He never found his family, he realised with a lurch.

The boy grew older and left Poland behind,
Traversing the world in vain hope that his mother, he would find.
He moved to Britain and fell in love,
With a woman called Mary, whom he called his “dove.”

My grandfather’s tale ended as every good story should,
With happiness and freedom - I thought that was good.
But confused I was, for my grandfather did not smile;
He just sat by the fire and mused for a while.

Only after he had passed do I realise why:
The boy in the field was him, now the morn is nye.
And I remember back to Poland, sitting on my grandfather’s lap,
Hearing his ancient cane tap, tap, tap.

The Cove looks Inside from Outside

“Take students outside and play” was our mantra leading on from the Chatswood Concourse Theatre Power of Play in Nature seminar with Professor Pasi Sahlberg and Professor Tonia Gray. The debate and has never been more topical in the post-covid phase we are in now. It will be a driving force for the remainder of the term to use our incredible surroundings and take students out of the classroom as much as we can after so much isolation and solitary indoor learning at home.

Naturally PE is done outside most of the time at Glenaeon but the PDH classes/content I teach I sometimes try to teach outside too, adjusting my teaching to non-whiteboard and non-online media use as I do not have it available in the bush.

The students love to be taken outside, they love to sit and learn in nature, it helps them get into a new and different mindset as they listen and smell nature around them talking about issues and discussing matters that are relevant to them of which PDH offers many: friendship, conflict resolution, staying safe, making good decisions, risk taking, relationship, road safety, healthy living to name a few.

The schools Yr 9 program The Cove which is part of the Service Curriculum we are developing more concretely across all year levels also uses nature early in the morning each Monday and this has resumed since Monday June 1. We started off with a 5km run to a natural jetty below Castle Cove (see picture), where we stopped for a few minutes to take in the most beautiful morning scenery before doing some fitness exercises including a moment of conscious mindfulness. It was great to see the students all back sitting in a circle to start the class after a long nine-week forced break.

Students were engaged by identifying some of the positive changes that occurred for them personally and also more globally due to the COVID-19 pandemic. They were encouraged to write and reflect on these positive changes and how to best further pursue and preserve them into the future and what it would take for them to do so. The program builds resilience and aims to connect students to nature and place to enhance the notion of belonging. It fosters communication and how to better support each other through cooperative aspects and team work.

The service aspects of The Cove Program become very real for the Year 9 cohort when we go on four excursions in a year to work and connect with Warrah Farm & School in Dural, an educational facility for people living with disabilities and learning needs and a bio-dynamic farm where students get involved with both aspects through active work on the premises and the farm and by learning with and from engaging and interacting with the pupils of that school.

See you outside!

Jonas Stoebe
PDHPE Teacher



Year 10 subject selections: Studying English Extension in Years 11 and 12 with Pamela Laycock

Pamela Laycock has been teaching at Glenaeon for 20 years, joining the school as a Class Teacher of Year 7.  Pamela studied Visual Arts and English at Sydney University, and upon graduation she began a 10 year career in museum management, working in regional art museums as a Gallery Director and Curator.  Following this she transferred to teaching by completing a Diploma in Education. She has since gone on to become Head of Department and has supported students to excel in English throughout Years 9 to 12. She has extensive experience in teaching all four Year 11 and 12 English courses and, as an HSC marker herself, is best placed to guide students to achieve to their full potential in HSC English.

Students in Years 11 and 12 can study the mandatory subject English at the standard or advanced level for the HSC.  In addition, students can elect to study English Extension 1 in Years 11 and 12, and English Extension 2 in Year 12.  The difference between these two courses is that English Extension 1 is based on coursework, whereas in English Extension 2, students select a personal area of interest to research and compose an extended print in either short fiction, creative nonfiction, poetry, critical response, sound medium, or multimedia.

English Extension 1 and English Extension 2 have been popular subjects for students who are interested in reading and who wish to work creatively to produce a substantial imaginative composition. 

Philippa Grimshaw, currently in Year 12, was interviewed about her experience of studying English Extension 2. 

Why should I choose to study both English Extension 1 and English Extension 2?

If you are a student who enjoys studying English, and you are passionate about creative writing, then the courses English Extension 1 in Year 11 and English Extension 1 and English Extension 2 in Year 12 will give you the opportunity to apply your focus in these areas.  These courses are about developing your creative potential, as much as they develop your knowledge about the history of the discipline.  If there is a passion for writing, then these are enjoyable courses.

What will studying English Extension teach me?

In English Extension we study a variety of texts from the literary canon.  Students develop their ability to independently research, and further, how to apply the newly acquired skills to areas that personally interest them.  An area of interest could be in short story writing, filmmaking or performance poetry.

What is the number 1 reason why students choose to study English Extension?

Most students who study English Extension love reading and writing.  They are motivated by the possibility of writing creatively, and they wish to see their ideas develop within a sustained literary text of which they can be proud.

What makes this subject such a great one to study in HSC? What makes it so interesting?

The student’s area of passion is what drives their work in English Extension 2.  Students do not have assigned work and so the work they do doesn’t feel like work, but feels like a break from school work.   Students work on the major project for a year, and it is usually satisfying to see their creative efforts progress and develop.

What differentiates Glenaeon’s teaching approach in English to other schools? 

The most enjoyable aspect of studying English to the extension level is that, because of the small class sizes, positive relationships form between the students and between the teachers and the students.  Writing creatively is challenging, but the rewards and the sense of satisfaction on the completion of the project is highly motivating for everyone.  It is so pleasing to be together and witness each other’s growth and pride when the creative project is finished.

How can this subject help students beyond their school years?

Researching something that is of special interest to you is highly motivating.   Not only do you develop research skills, but your areas of interest expand and other directions are suddenly possible.   Literature, whether one is reading a good book or watching a mind bending film, is always relaxing.

Year 11's Kauri Palmer awarded in the Nan Manefield Young Writers Award

Congratulations go to Year 11 Glenaeon student, Kauri Palmer who has received a merit certificate in the 2020 Nan Manefield Young Writer’s Award, a writing prize overseen by Stanton Library and North Sydney Council for her short story entry titled, “I Remember You”. The competition was judged in five age categories by a panel of professional authors with prizes totalling over $3,000.

The idea for Kauri’s awarded piece first came about during a creative Friday class at Glenaeon, where the task was to take a celebrity/famous person and put them in an unexpected environment. Kauri then wrote up her 278 word competition submission during the coronavirus lockdown.

The same entry has been shortlisted for a next round of judging in another competition but has already been included in a short story collection e-book called “The Inside Story”, which makes Kauri a published author!

As a prize, Kauri will receive an invitation to a Writing Masterclass with award-winning young adult author Will Kostakis. 

Well done Kauri, what a great achievement.

Can anyone guess the identity of the famous person in Kauri’s short story, and where he is?



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The Gentle Cafe - reminder

A reminder that the Gentle Cafe at our Middle Cove campus remains closed until further notice. 


Accessing the School Calendar

Important dates are listed on the school calendar which can be accessed here: or via GLO.

Alternatively you can find it on the Glenaeon website via the Quicklinks (scroll to the bottom of the homepage on the desktop, and if on a mobile device, the Quicklinks menu will appear in the top left hand corner - click on the down arrow and select "Calendar")

Glenaeon Introductory Webinars - 1st & 30th of July

Following on from three recent very successful and well-attended online introductory webinars, we are now pleased to let you know of two additional webinar event dates.  

The first of these will run on Wednesday 1 July at 8pm and will provide a focus on our Kindergarten-Class 2 Castlecrag campus offering and Kindy entry. Register online here. The second, scheduled for Thursday 30 July will run at 9:30am and will focus on the Class 3-6 Primary and Year 7-12 High School experience at our Middle Cove campus. Register online here. Participants will meet our Head of School, Andrew Hill, view a presentation, and ask questions in a Q&A session with our Deputy Heads via Zoom.

If you have friends who are looking for a great school for their children, please suggest that they book in. Guests can alternatively register their interest by contacting our Enrolments Registrar, Chandra Kennedy.

Northern Beaches Art Prize - Submissions close Sunday 28 June, 5pm

This year's Northern Beaches Art Prize (formerly Warringah Art Prize) is adapting to current times of social isolation during COVID-19 and is being hosted online. 

The 2020 art prize invites artists and designers to submit digital artwork in the format of a digital postcard that responds to the theme Postcards from the Home, drawing on experiences and emotions connected to home isolation during COVID-19. Works can be across any art practice that is photographed and submitted as a simple postcard. 

The award is open to all level of artists and designers, from hobbyists to professionals. Free to enter.

The exhibition will include 60 chosen artworks, across Open and Youth categories, providing a snapshot of what 'home' means in the year 2020. 

For more information go to:

Glenaeon Newsletter Publishing Schedule 2020

The Community Noticeboard is a space where members of our community can share notices with others in the community. Please note that these listings are not official Glenaeon events or notifications but we are sharing them as a service to our community. If you would like to make a submission, please email

See attached for the publishing schedule dates for 2020. Inclusion cannot be guaranteed. Please note there is a strict deadline of 5pm the day before publication, but it will help if you send your content in ahead of deadline. Your submission may be edited for clarity and length. Images should be provided in jpg format landscape size (800x533 pixels).


Download the 2020 Newsletter Publishing Schedule

Simplicity Parenting with Mary Heard: The New New Normal

Since his book was published in 2009, Simplicity Parenting author Kim John Payne has spoken about the ‘new normal’ of ‘too much, too fast, too soon’ but since the very foundations of our society have been uprooted, we sense the possibility of a “new new normal”. Like the words recently posted on a Japanese subway ‘We can’t return to normal because the normal we had was precisely the problem’.

As things start to wake up again and the restrictions of the corona virus are lifted we take a moment to ponder what we would like to take with us into the ‘new new normal’. During the isolation period we have been more committed to the important things in life, our priorities have shifted and, on that basis, we can turn our direction however slightly towards living a life in accordance with our own values.

Firstly let us look at stuff, many of us have realised how much time we waste shopping, how good it is to use what we already have and how slowly our bank account goes down when we stay home. Being at home amongst the stuff we already have makes us realise how getting rid of things makes us happier than acquiring them.

Rhythm has also taken on a new meaning with no teachers and no school to do the work for us. Rhythm is the secret of discipline (how teachers manage 30 children at once) and without the rhythm of the school day, family life can become formless chaos.  For teachers and for parents, rhythm is our best friend and the return on investment on the time we put into establishing rhythm in our family life makes it well worth the effort.

So many people I talk to are enjoying slowing down and the forced de-cluttering of their lives, realising that time is more valuable than money. For the past few weeks many of us have been thrown off the treadmill only to discover that so many of the things we love doing don’t actually cost money at all! We have seen how nice it is to have days with nothing on, to go for a walk together as a family, to have open ended time at home to pursue our deepest passions or have an afternoon nap.

We have all been relying heavily on virtual reality during the coronavirus and, although it has been incredibly useful, we have all experienced that it doesn’t come close to the real thing. Real human connection feeds the soul and it is worth safeguarding by putting screen free time into our days.

Now the time has come when we can begin the return to business as usual, we may feel pressure to ‘get back to normal’. But this is our big chance to define a new version of normal, to enjoy the fruits of the ultimate de-cluttering we have been through for the past few months, to only bring back what works for us, what makes our lives easier, our hearts warmer and our children happier.

For more information go to:


Grassroots Eco Store – Warm Indoor Slippers

Does your child need cosy, quality indoor slippers for school or home? Moccis are hand sewn Swedish moccasins that keep feet snug, dry and odour-free. They come in a cotton or a wool blend sock style and the soles are made from non-slip leather, preventing slipping and injury. Inside they have an invisible support strap so they don't fall off or lose their shape.  More good news – they are machine washable! Ethically produced in Sweden and made with the highest possible craftsmanship. Come and take a look in store! Thank you for your visits - a portion of every sale goes to Glenaeon.

Opening Hours during Term 2
Monday: 8.30am–9.30am
Tuesday: 8.30am–9.30am
Wednesday: 8.30am–9.30am & 2.30-3.30pm
Thursday: 8.30am–9.30am
Friday: 2.30pm–3.30pm (later on request)

0416 035 173


Honest to Goodness Buying Group

Warrah's Organic Food Co-op now offering home delivery

Warrah Farm is now offering home delivery.

Warrah Biodynamic Farm in Sydney’s North-West, grows a wide range of certified biodynamic and organic seasonal produce, picked daily for sale to the public in the Warrah Farm Shop and for supplying Co-op boxes to Hubs around Sydney. Warrah grown produce is supplemented by fresh produce and other goods supplied by other certified organic producers. We endeavour to provide products that are from boutique goods producers.


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Rudolf Steiner House

Sydney Rudolf Steiner House has ongoing talks and courses that are available, from short talks, to discussion evenings, workshops and members meetings.

If you would like to contact Sydney Rudolf Steiner College about any of our courses or other information, visit:

Address: 307 Sussex Street Sydney   

Phone: +61 2 9261 4001


Rudolf Steiner Book Centre

Located on the ground floor of Rudolf Steiner House in Sydney is the Rudolf Steiner Book Centre. 

The centre holds books by, about, and based on Rudolf Steiner in all the rich variety of his work, including:

  • Spiritual development
  • Health and nutrition
  • Bio‐dynamic agriculture
  • Parenting, education and child development
  • Philosophy, natural sciences and much more 
  • The arts ‐ music, speech & drama, visual arts, eurythmy

The Centre also stocks a range of beautiful children’s books and toys, as well as Stockmar paints, beeswax and crayons, Lyra pencils and other art and craft materials, plus Weleda and Dr Hauschka natural cosmetics and gifts. Many of the items can be purchased online.

Rudolf Steiner Book Centre
307 Sussex Street
Sydney, NSW 2000
Phone : +612 9264 5169

Opening hours:
Mon & Wed:10am to 3pm
Tue & Thu:10am to 7pm
Sat: 10am to 2pm

Brendan Strobl's Class 5 Main Lesson Blackboard Beauties captivate

 Queen Nefertiti from the Ancient Egypt Main Lesson by Class 5 Glenaeon Teacher, Brendan Strobl

Botany Main Lesson Class 5 Glenaeon Teacher, Brendan Strobl