From the Principal

Anne Hastings – Principal

From the Principal

Yesterday our Years 11 and 12 students had the privilege of seeing and hearing not one, but two, Prime Ministers at Moriah in an event they will remember for a long time. Prime Ministers Malcolm Turnbull and Benjamin Netanyahu both spoke briefly to a packed auditorium of students, reminding students of their important role in the world of the future, and that of Israel to Jews. The Prime Ministers seemed very relaxed together and both spoke without notes. Prime Minister Netanyahu’s entourage was extensive and security very much visible throughout the brief visit. It would be interesting to talk to your son or daughter about their view of the visit, if they were lucky enough to be there on this historic occasion.

New Syllabuses in English, Mathematics, Science and History for Years 11 and 12

From 2018 the students in Year 11 will be undertaking new syllabuses in these subjects, with the first HSC examinations in 2019. This week the new documents were released to the public by NESA (NSW Educational Standards Authority, formerly BOSTES), to provide teachers with the time to come to terms with the new syllabuses and prepare their teaching programs. This is a significant and important task, and one which our teachers will be working on throughout this year so they are well prepared for 2018.

Maccabiah Games, Israel, July

We are aware that quite a number of our students have been selected for these games and congratulate them for their hard work in training and playing their chosen sports in the lead up to their selections. We’d love to give them all acclamation, but need to be made aware of the names of all students who will be participating. In addition, we understand that students will have to be absent from school for a few days at the end of Term 2 and beginning of Term 3 to attend the games and request that parents make applications for leave for this time through our absence process (email to absence@emanuelschool.nsw.edu.au).

International Women’s Day

This day is celebrated on 8 March and we have organised for a special speaker to come to the School at lunchtime on that day to speak to our senior students and any parents who would like to join us. Please see the information about this event under International Women’s Day, in this bulletin.

From Yigal Nisell, the Education Shaliach for JNF

I am writing to express my sincere gratitude for all your assistance in the recruitment of Emanuel School volunteers for our Green Sunday telethon last Sunday. This year we had outstanding volunteer numbers from all the schools and youth movements, 300 in total.

We would not have been able to enrol these children without your assistance and that of your most helpful staff, specifically Daniel Samowitz. 

The funds raised went towards restoring the forests and rebuilding the communities devastated by the recent fires in Israel.

Toda Raba Mikol Halev

Student success

Mazal tov to:

• All those students who have been selected to go to the Maccabiah games in Israel in July. Those whom we currently know about are: Nadia Coburn, Jared Elbourne, Amy Collins, Lara Joffe, Jordan Weizman, Lara Rutstein and Isabella Schulz.

Coming up

• Year 8 Parent and Student Information Evening, Tuesday 28 February, 7 pm in the Millie Phillips Theatre
• High School Swimming Carnival, Friday 3 March
• New Parents Welcome and Year 7 Parents Meet the Teacher, Monday 6 March
• Emanuel Short Film Festival, 7 March, 7 pm
• International Women’s Day – guest speaker 8 March, 1:10 – 2:00 pm (more information in IWD page)
• Jazz on the Hill, 26 March, 2:30 – 5:00 pm (book via link on Gesher page)

Quote of the week

‘The universe is change; our life is what our thoughts make it’. [Marcus Aurelius Antoninus (121 AD – 180 AD)]

Best wishes for a restful and reinvigorating weekend.

Shabbat Shalom

Ma Koreh

Adam Carpenter – Head of Jewish Studies Primary

Weekly Torah Portion:

Parashat Mishpatim Exodus 21:1 – 24:18

This week’s parashah,  משפטים – mishpatim, means ‘rules’, ‘laws’ or ‘regulations’ and contains moral, legal and civil codes. The parashah contains ethical, legal and ritual mitzvot grouped together, without separation and distinction, reflecting the Torah’s view that all actions, ritual and ethical, are opportunities to live a purposeful, meaningful life. We are reminded not to oppress the stranger, for we were once strangers in the Land of Egypt. The Israelites respond to these משפטים – mishpatim by saying נעשה ונשמע – na’aseh venishma ‘All that Adonai has spoken we will do and we will hear’.

Family Discussion:

Share when you have felt like a ‘stranger’. What did it feel like?

Who are strangers in our society today? What can we do to make them feel welcome?

Yiddish Word of the Week:  Meshugeneh

Like lots of good Yiddish words, Meshugeneh can be used as both a noun and an adjective, and depending on the context a term of endearment or an insult.

Meshugeneh can describe a crazy, insane or foolish person.

Meshugener can describe a crazy, ridiculous or senseless situation.

Meshugas can describe inappropriate behaviour.

In the Tanakh, King Achish of Gad, responds to David who is acting in an unusual manner by saying “?חסד משגעים אני” – “Do I lack crazy people, that you have bought this man to play the crazy person in my house?”

Most of us have a couple of meshugenehs in our lives and on occasions have possibly gone ‘there’ ourselves. Our own idiosyncrasies may be endearing to some and meshugas to others.

Today we welcomed in the Hebrew month of Adar with Crazy Hat Day – יום כובע משוגה – Yom Kova Meshugah, to bring some joy and meshugas into the School. Gold coin tzedakah was collected to support the Asylum Seekers Centre.

Last week the Primary School enjoyed a wonderful, informative and entertaining concert by the London Klezmer Quartet…. There were no goats on stage for the performance.

 Hebrew Word of the Week: שמחה

This weekend we welcome the Hebrew month of Adar. Purim is only a couple of weeks away (Purim begins on Saturday evening 11 March). The Talmud Ta’anit 29a states:

משנכנס אדר מרבין בשמחה

“Mi She’nichnas Adar, Marbim B’Simchah”

“When the month of Adar enters, we increase our joy”

* A joyous celebration or party, for a wedding or Bar/Bat Mitzvah, is a שמחה – simchah

* The Hebrew word for happy is שמח – sameach

Rabbi Nachman of Breslov taught להיות בשמחה תמיד מצווה גדולה – “Mitzvah gedolah lehiyot besimchah tamid” – “It is a great mitzvah to strive to be joyous at all times.”

Year 5 reflecting on Jewish wisdom found in Pirkei Avot

This week is the final instalment of Year 5 sharing their thinking and responses to the questions asked by Ben Zoma. Enjoy their thoughtful responses and the wisdom of both our students and of Ben Zoma himself.

Ben Zoma asks: “  איזהו מכבוד- Who is honoured?”

Year 5 student responses:

• someone who is kind and caring
• a person who earns the respect of others
• a person who gives their best
• someone who respects and thinks of other people
• a person who helps others
• someone who honours other people.

Ben Zoma responds: “המכבד את הבריות – one who gives honour to all living beings”.

Here Jake Joffe is wearing a tallit and holding a siddur that belonged to his great grandfather. Jake said: “This tallit is a gift that has been passed down through our family, from fathers to sons. A few weeks ago it was the anniversary of my brother Matthew’s Bar Mitzvah and I wore it in synagogue. It is special to me because it reminds me of my family. My sister Lexi has candlesticks that have been passed down the generations, between mothers and daughters. The candlesticks have travelled from Germany to Russia to Poland to Israel and then Australia”.

From the Head of Jewish Life

Rabbi Daniel Siegel

נעשה ונשמע/ Na’aseh ve-Nishma

The Voices of Revelation

This week’s parashah, Mishpatim, contains a celebrated enigmatic expression:

נעשה ונשמע/ Na’aseh ve-Nishma.

Gathered together at Mt Sinai, the people, speaking of the words of the Covenant, declare: “נעשה ונשמע /Na’aseh ve-Nishma” – “We will do and we will hear”. As the Israelites cannot do the prescribed actions before hearing them, tradition views this two word response as an expression of the eagerness of our people to commit to the Covenant.

It might be considered, as well, that the root word שמע/Shema, which is multi-valent, means here ‘understand’- “נעשה ונשמע/Na’aseh ve-Nishma” – “We will do and we will understand”. Often, true understanding is only gained through the experience of personal engagement and action.

More intriguingly, however, we may read these words in a radically different sense: ונשמע  נעשה/ Na’aseh ve-Nishma – ‘We will do and He (God) will be heard/understood’. The divine revelation, this reading suggests, is dialogic and discursive. We give meaning and presence to the word of God in our understanding of and in our acting upon the same.

This is exemplified by means of another well-known expression in our parashah – “עין תחת עין/Ayin Tachat Ayin” – “An eye for an eye”. Understanding that retaliation does not lead to restoration nor ‘measure for measure’ to an equitable resolution, the Rabbis interpret these words as meaning ‘just compensation’.

Thus, the Covenant that speaks through our considered actions, born of deliberative understanding, constitutes the divine voice that will be heard.

Immediately after the people say “נעשה ונשמע/Na’aseh ve-Nishma”, we read: “Then Moshe wrote down all the words of God”. The Covenant which bespeaks a partnership is only realised through and when revelation is a human/divine enterprise.

We hope you enjoy the Divrei Torah of our students, Year 9 Jemma Salamon and Year 11 Joshua Amoils, which appear in this week’s Ma Nishma. Their understanding, interpretive readings and application of the values of the Torah text continue and contribute to our people’s tradition of ongoing revelation. 

Devar Torah

Devar Torah on Parashat Mishpatim by Jemma Salamon – Year 9

Jemma Salamon

Parashat Mishpatim focuses on laws and mitzvot. The mitzvah I am going to focus on is:

”You shall not wrong strangers or oppress them, for you were strangers in the land of Egypt.”

The term ‘stranger’ (ger) does not mean someone you don’t know, but someone who is vulnerable and needs help. In the Torah, the ‘strangers’ (gerim) were people who came from other places, outside of the community. We are told to care for their physical and emotional needs as if they are part of the community. The Torah tells us we were welcomed into Egypt, and we are reminded of when there was a famine and the Egyptians gave us food and land. When we needed help, when we were vulnerable, the Egyptians helped us.

Today, so many years later, there are still vulnerable people who need support and help and Mishpatim reminds us of our obligations to them. When I think about who the vulnerable people are today I think there are two main groups in our community which we need to be helped and looked after, just like the Egyptians cared for us when we needed help. These groups are the refugees and the homeless.

Looking after refugees and asylum seekers is important to me because my family came to Australia as refugees and they were welcomed and helped when they needed it. I imagine that many people in Australia have had family who have come from another country and maybe they had to leave most of their precious belongings behind to keep their family and themselves safe.

Refugees leave their homes to be safe and to escape horrible memories. Some refugees will have seen their parents die or their loved ones killed. The Torah reminds us that we were all strangers in Egypt, that we were all in need as so many are today. It tells us that as Jews we should step in refugees’ shoes and try to understand what they feel like. To remember our past, how it was to need to leave our homes and safety, and how important it was that the people of the place to which we fled welcomed and cared for us.

It is very challenging for refugees when they get to their new home. I saw one small example when I went to a homework club in Blacktown for refugees. Children who come from refugee homes struggle with doing their homework, as their parents usually will not know how to speak English very well, and it made me upset to think that they weren’t able to ask their parents for help with studying and their homework.

Today refugees all around the world are escaping violence, war or famine, and the Torah reminds us of our obligation to welcome and care for the vulnerable people as this is so important to remember when you are hearing news stories about refugees.

The Torah portion also tells us to care for widows and orphans, because at the time of the Torah they were the most vulnerable groups, they had nobody to care for them. In Australia today some of the most vulnerable people are homeless people. When you think about the shelter you go home to every night and the bed you are able to sleep in, remind yourself that one in 200 people in Australia are sleeping on the streets and 17% of these people are under the age of 12. Maybe they are escaping domestic violence, or maybe their whole family has abandoned them.

When I participated in a program with Stand Up, we were all given $2 to use at the grocery shop. We were only able to buy a few vegetables and fruit, and it really made us realise how lucky we are to have so much food on our plates, while others will struggle buying food to last them for a week.

The Torah tells us to notice vulnerable people and to help them. Sometimes we forget that there are people in need all around us, and all it requires is a little bit of kindness. There are charities, volunteer centres and many amazing foundations all around Australia, and by donating and helping, you can all do something little to change the world for the better.

As a young adult in the community I hope I can change the world for the better even if it is doing the smallest thing to make someone smile.

Devar Torah on Parashat Mishpatim by Joshua Amoils – Year 11

It has been historically understood, in Rabbinic lore, that Parshiyot (Torah Portions) come in pairs; each counterpart, although different writings, complement each other’s underlying social and moral directives.

So this week’s Torah portion, Parashat Mishpatim, is an extension of last week’s portion Parashat Yitro. Last week, Liahm spoke about the receiving of the ‘aseret ha-dibrot’, which although colloquially coined the ‘Ten Commandments’, are actually nine commandments; the first one ‘I am the lord thy G-d’ is actually a preamble. So there you go, if you don’t learn anything else from this Devar Torah, at least take that with you.

Liahm also dabbled in the notion of ‘Na’aseh ve-Nishma’, ‘we will do and we will heed’.

In contrast, much of this week’s reading is focused on a variety of social and legal logistics surrounding material loans, property damage, usury, self-harm and the treatment of slaves. Very little is actually recited about the story of Exodus. We read about the peace-offerings and animal sacrifices that were conducted by the Israelites at the foot of Mt Sinai in honour of their covenant with G-d. Moses consummates this mutual agreement between humanity and G-d, affirming ‘Na’asseh ve-Nishma’, while sprinkling ox blood over the Children of Israel. The Parashah ends with Moses once again ascending the mountain to collect the Torah.

It is human nature to react to the world around us. We are beings that are dependent on constant stimuli, situations that demand of us to make choices. Judaism, like all religions, is purposed to expand our level of consciousness beyond our personal survival, providing a validation of our existence and an understanding of our fellow human being. In doing so, the individual is given an independency to make conclusive decisions based on morality, rather than temptation.

For example, think about the way a toddler thinks. We’ve all been toddlers and as we know, toddlers spend their days looking and analysing things around them. Now imagine if a toddler was offered an ice-cream, it would think for a second something along the lines of ‘Oo, yummy’ and impulsively devour the tasty treat. However, if the toddler had prior knowledge that the ice-cream was bad for them and that it wasn’t ‘right’ to eat the ice-cream, the poor child would be left with a very contentious moral dilemma.

In the same way, life presents us with situations in which we must make decisions based on our wants and our moral compass. The Jews were given the ‘aseret ha-dibrot’ and the 613 mitzvot to increase this level of consciousness of G-d, ourselves, fellow humans, animals and all that exists. The sheer extensiveness of these laws is indicative of just how fundamental awareness is in our lives as Jews.

But be cautious, I am not suggesting that the laws outlined in Mishpatim are absolute. To lead a life blindly following these directives, abiding by them solely because they are rules, is not a life of consciousness, nor understanding, defeating the purpose of religion in the first place.

Mishpatim presents us with hundreds of instructions, but fundamentally, Judaism teaches us to think critically about these laws and extract meaning from them based on thoughtful analysis. This is the definition of moral independency. We must be constant seekers to understand our existence and only then live our lives accordingly, by our values, not the other way around.

Finally, Judaism commands us to not be passive with our moral independency, but we must be intra-dependent, meaning that we must use our moral aptitude to actively spread goodness around the world and uphold our mission of Tikkun Olam. If we find a wallet on the side of the road, we are obligated to at least try return it to its owner. Rather than walking past a homeless person, we are commanded to not simply respect their privacy or pray for their good fortune, but to actively give tzedakah or help in any other way we can.

We are Jews, and therefore, I must pose the burning question to all of you:

What constitutes your moral independency?

And how can you use it to make the world a more enriching and beautiful place?

From the Primary School

Emma Clemens – Deputy Head of Primary

Child wellbeing and parenting, Part 2

Two weeks ago I wrote about authoritative parenting and teaching based on Judith Locke’s ‘The Bonsai Child’. Locke is a clinical psychologist and former teacher who specialises in parenting and child wellbeing. Bonsai is an ancient Asian art of cultivating miniature trees. Bonsai trees rely upon their owner’s protection. They are delicate and small, therefore require extreme protection. Whilst bonsai plants are beautiful, they can’t survive outside. They can only exist in a sheltered environment. Locke describes how we have a tendency to treat our children like Bonsai plants. However, trimming difficult circumstances and protecting from failure can limit children’s capacity to reach their full potential.

Locke suggests that Bonsai children exhibit a range of issues such as low resilience, anxiety, dependence on others, poor behaviour and limited life skills. Heightened help for children can communicate that they lack the ability to confront difficulties on their own. An overemphasis on emotion can also cultivate Bonsai children. We need to be careful that children don’t develop the false assumption that they must be happy all the time.

Locke boldly proclaims that “Trees need wind”. Bonsai children exist in protected conditions with the intention to cultivate contentment and prosperity. A gust of wind to a Bonsai plant can be incredibly damaging. However, wind helps trees to grow. Wind encourages trees to develop stronger and deeper roots as well as flexible and sturdy trunks and branches. It is incredibly beneficial for children to face adversity and conflict in order to develop greater strength, resilience, flexibility and confidence.

Confidence:

Confidence is the belief in yourself which gives greater strength to cope with adversity. Confident children do not rely on others’ responses or require constant praise. Strategies include:

• Healthy and loving relationships
• Giving affection to your child
• Maintaining relationships, particularly in adolescence
• Quality time, but not always quantity time
• Praising effort rather than achievement
• Avoiding the praise sandwich, where negative feedback is cushioned by praise
• Calm and predictable responses to poor choices or inappropriate behaviour.

Self regulation:

This is the ability to choose constructive and appropriate behaviours, particularly when faced with opposition or disappointment. Strategies include:

• Persistence and consistency with boundaries
• Reminding your child that you are the adult in charge
• Setting and upholding rules and routines
• Building delayed gratification as children mature
• Using statements not questions e.g. ‘You need to have a bath now’
• Getting calmer, not louder if children defy you
• Consequences for poor choices and inappropriate behaviour.

Step back so they step up:

Help children develop responsibility and maturity by gradually encouraging them to become more independent. Strategies include:

• Helping children develop organisation skills
• Encouraging self-sufficiency
• Helping your child make a plan for risky situations
• Linking rights to responsibilities.

Develop resilience:

The capacity to bounce back from adversity is assisted by confidence from loved ones. But it is primarily developed through facing challenges and learning to cope. Strategies include:

• Allowing your child to experience all emotions, including difficult ones
• Listening and empathising when your child experiences difficulty, but not removing or overcompensating for the adversity
• Only telling your child information they can handle, this may not be the full truth
• Encouraging your child to problem solve, rather than finding the solution for them.

Year 6 Leadership Camp

Year 6 at Allsorts Fitness Centre learning about wheelchair sport

On Thursday and Friday we held our Year 6 Leadership Experience. Day one took place at Allsorts Fitness Centre. Students participated in a number of leadership training sessions where they learnt about values, being a transition person, attributes of leaders and teamwork. They engaged in a range of team activities including bubble soccer, wheelchair basketball and floorball. Day two was held at Emanuel School. Kim Slender conducted a Mindfulness session from the .b program. Students then spent time working in teams for their leadership portfolios, planning initiatives for the coming year. In the afternoon they looked at Jewish Leadership with Adam Carpenter then participated in further team building activities with the High School Madrichim. Thank you to Natanya Milner and Holly Dillon for all their planning and organisation leading up to the camp. Thank you also to Hugo Adrian, Adam Carpenter, Emma Clemens, Di Clennar, Anna Economou, Lior Misrachi and Kim Slender for running leadership sessions throughout the camp.

Upcoming dates

• 1 March: Year K Pathways Parent Information Night, Angles Leadership and Learning Centre 7:00-8:30 pm
• 2 March: Year 2 excursion to Vaucluse House, 9:30-1:30pm
• 2 March: Year 3 swimming, Allsorts Fitness Centre 1:15-2:45 pm
• 2 March: Year 4 excursion to Central Park, 8:50-11:50 am
• 6 March: New Parent Welcome Evening, 7:00-8:30 pm
• 7 March: Year 3 excursion to Taronga Zoo, 9:00-3:00pm
• 8 March: Years K-12 BBQ day (details below)
• 9 March: Ta’anit Ester, canteen closed
• 9 March: Year 3 swimming, Allsorts Fitness Centre 1:15-2:45 pm
• 10 March: Years K-6 Purim celebrations
• 13 March: ASISSA Swimming Carnival, Warringah Aquatic Centre
• 15-16 March: Year 5 Bathurst Camp, Year 6 Canberra Camp
  • Year 5 arrive at 7:00 am, Triguboff gate, return at 2:30 pm,Triguboff gate
  • Year 6 arrive 7:00 am Avoca Street gate, return 3:00pm Triguboff gate
• 16 March: ASISSA Netball Gala Day, Heffron
• 16 March: Year 3 Swimming, Allsorts Fitness Centre 1:15-2:45 pm

BBQ Day

When: Wednesday 8 March (please note a change of date from 20 March)

Why: Giant Steps

Cost: $3.50 for sausage sizzle

Booking: On the day, students need to bring a sealed envelope with the correct money inside (no change will be given). On the front, please write the child’s name and the order. The options are listed below:

1. Sausage sizzle $3.50
2. Gluten-free sausage sizzle $3.50
3. Vegetarian sausage sizzle $3.50

From the Primary Leaders

Years 3-6 Swimming Carnival

On Thursday 17 February Years 3-6 had their Swimming Carnival. There were a lot of participants, which was great to see and everyone swam really well. All the Houses had brand new cheers and each House was cheering so loud we thought our ear drums might burst! The House Captains made awesome new chants.

Congratulations to Wynn who won the carnival, with Monash sliding in second and Cowen grabbing third place.

All of the House Captains did a great job (even if we say so ourselves) leading their Houses, chanting until they lost their voices and helping teachers – not to mention swimming their best in their own events. We had amazing results and we can’t wait to see what Emanuel can bring to the ASSISA Swimming Carnival. Congratulations to Year 3 on their first Primary Swimming Carnival – they were amazing! Overall it was a really fun day and we were pleased with everyone’s efforts.

By Ava Rose, Leah Wolf and Brooke Rosen (Year 6)

Photos: Derek Manoy

Years 3-6 Swimming Carnival

Stuart Taylor – PDHPE Teacher

The carnival was held at Des Renford Aquatic Centre on Thursday 16 February. An impromptu war cry competition erupted as the students began to fill the stands and this level of enthusiasm and house spirit set the scene for the day. Race after race saw many incredibly hard fought and close contests with parents and students alike, yelling words of encouragement for swimmers in their respective houses. After the dust had settled and the overall points tallied, the results were as follows:

First – Wynn (764 points)

Second – Monash (670 points)

Third  – Cowen (519 points)

 Age Champions:

8 Years – Jack Kessell and Emma Butt

9 Years – Declan Christie and Amelie Mueller

10 Years – Jonathan Levy and Sophie Masnick

11 Years – Samuel Garvin and Mia Gottlieb

12 Years – Aden Goodridge and Talia Rabin

Congratulations to everyone who swam on the day and participated with such great sportsmanship. Thanks also to the many parents and friends who attended and to the staff whose efforts on the day contributed to the success of this event. 

Mazal tov to the following swimmers who have been selected to compete at the ASISSA Swimming Carnival at Warringah Aquatic Centre on 13 March:

Talia Rabin, Clio Stockley, Mia Gottlieb, Zoe Nebenzahl, Chloe Biller, Jasmine Melnikoff, Sophia Garvin, Sophie Masnick, Gabriella Dyce, Amelie Mueller, Avalon Van Der Starre, Allie Armstrong, Leah Silberstein, Talia Franks, Ashleigh Gold, Gabriella Freed, Talia Tsipris, Brooke Rosen, Mirelle Lazerson, Violet Nathanson, Georgia Meyerowitz

Samuel Garvin, Aden Goodridge, Aron Harpaz, Jack Simon, Jonathan Levy, Aiden Kanevsky, Ollie Novy, Devan Bloch, Declan Christie, Xander Keller, Alexander Gellert, Connor Mezei, Jake Sharp, Boaz Hadad, Jett Sher, 

Stuart Taylor | PDHPE Teacher

Photos: Ofer Levy

From the Primary Library

Ginette Cameron-Gardner – Primary Teacher/Librarian

Soccer reading 

If you are interested in soccer both fact and fiction, we have much that will interest you, we even have the Manchester United Annual.

In Fiction we hold The Team series by David Bedford which is ideal for emerging readers aged 7 to 11 and is exciting and funny football fiction. 

You will find this series, each book approximately 76 pages at the Dewey number JF BED on the Fiction shelves:

1. The Soccer Machine
2. Top of the League
3. Soccer Camp
4. Superteam
5. Banned!
6. Masters of Soccer
7. Football Rules
8. Soccer Superstars
9. World Cup Heroes 

For the Years 5 plus students we have books such as Keeper by Mal Peet, Carnegie medal-winning author. “You do not need to be a football fan to enjoy the mystery and celebration encompassed in this novel”. (The Bookeseller review.)

When Paul Faustino of LA NACION flips on his tape recorder for an exclusive interview with El Gato — the phenomenal goalkeeper who single-handedly brought his team the World Cup — the seasoned reporter quickly learns that this will be no ordinary story. Instead, the legendary El Gato narrates a spellbinding tale that begins in the South American rainforest, where a ghostly but very real mentor, the Keeper, emerged to teach a poor, gawky boy the most thrilling secrets of the game. A seamless blend of magic, realism and exhilarating soccer action, this is an absorbing read.

www.goodreads.com/book/show/704076.Keeper?from_search=true

“Keeper, the best football novel for children ever. The football is great, the story is fascinating and the end is spine-tingling. An exceptional experience.” (Review: John McLay, Carousel.)

Whatever your interest we will try to meet your wants and needs.

Purim comes to the Primary Library

The vibrant displays in the Primary Library contribute to the bright appeal of the light, airy information-rich resource collection. Norman Stein is constantly updating the displays. The current display below is centred around Purim and includes a collection of books containing wonderful children’s Purim stories and activities.

Primary Extra-Curricular

Emma Hill – Primary Teacher and Extra-Curricular Team Leader

From the Head of Music

David William. Head of Music

Coming Soon – Emanuel School Music Camp 2017

The annual Emanuel School Music Camp is a wonderful celebration of our vibrant music culture and the talents and hard work of our young musicians. Each camp is a special experience for students as they unite in a shared love of music and work together in the pursuit of excellence. Emanuel School music staff join with a team of highly-skilled professional musicians to develop and hone students’ musical skills in preparation for an exciting showcase concert.

Emanuel School Music Camp 2017 is a three-day residential camp that will take place from Monday 5 June, returning on the evening of Wednesday 7 June and continuing with an all-day rehearsal on Thursday 8 June, and the Music Camp Showcase Concert in the MPH on the Thursday evening from 6pm.

All members of participating ensembles in Years 4 to 11 are expected to attend Music Camp.  Attendance for Year 12 students is optional. Full details regarding Music Camp will be published in Ma Nishma soon and emailed to parents, including the list of participating ensembles, the cost and the procedure for registering to attend.  

Rachel Joseph – Year 7 at 2016 Music Camp

Aron Harpaz – Year 6 at 2016 Music Camp

2016 Camp Choir

From the Head of English

David Camp – Head of English

Year 7 Poetry

Last week, students in Year 7 English worked on consolidating their knowledge of poetic techniques and developing new skills in applying this knowledge to writing poetry. Students read the poem ‘The Sea is a Hungry Dog’, which is an extended metaphor. Students were encouraged to write their own extended metaphor poems, two of which are below:

A dream is a butterfly by Anna Davis

A dream is a butterfly, fluttering here and there,

Flying unhindered, without logic nor care.

With whooshing wings whispering, sweet music all night,

Strange colour’s beauty inconceivable in our dull daylight.

It flits from flower to fantasy to dream,

A world of our own, where, it would seem,

The butterfly flies backwards, upside-down,

Spins and pirouettes, topsy-turvy, the wrong way round.

A butterfly so sweet and strange, secrets and song,

An insect, a bug… yet so lovely, a fairy all along.

An elven magic of mystique and wonder,

The delicate wings take us far and yonder.

A butterfly so fragile, a spell often broken,

A beautiful pleasure, yet always, we are woken

To a menial day, ever dull and weary,

Yet then we dream and nothing is dreary.

Rain is a lion by Jesse Herdan

Rain is a lion,

Roaring down to earth.

Consuming everything from birth,

Its prey stands no chance,

Continuing for hours like a macabre dance.

At any time it could pounce,

Waiting and waiting.

But when the lion’s full,

And he retreats,

Fear is in the air,

Waiting and waiting.

The attack is imminent,

The Lion needs to eat.

There will be poetry writing competitions announced throughout the year – we look forward to reading students’ entries.

Kol Szenes

This week in Szenes House

• Years 7 and 8 spent the week at Camp Somerset with their Szenes Tutors, Ms Lara Ephron (7), Ms Miranda McMahon (7), Ms Helen Philp (8) and Mr Christian Bell (8). Year 7 students were also accompanied by their Year 11 Peer Support Leaders. We look forward to hearing about their experiences.

• We welcome our new Kol Szenes reporter Natasha (Tasha) Gering (10) who will keep us up-to-date with Emanuel School and Szenes House news.

Tasha wrote:

The Madrichim of 2017 are very pleased to welcome back E-TV!!! ETV is a fun video sequence that is shown to students as an engaging way to inform students about fun up-coming events and is something everyone looks forward to in assemblies.

Not only that but the Emanuel School Film Fest is being held in the MPH on 7 March at 7 pm. The Film Festival is a brilliant way for students to express their creative talent and exercise their video-making skills. Students were to create a video incorporating an umbrella. So come and enjoy some popcorn, relax and watch future directors and actors exercising their cinematographic abilities.

The week that was:

Photo: Southern Courier

For several years now Talia Rubinstein (12) and her father have been brightening up the day for patients as Prince of Wales Hospital on Valentines Day by handing out red roses.

“On Valentines Day my dad and I handed out roses at the Prince of Wales hospital to the staff and patients. It is just really wonderful to watch their faces light up, with many of them commenting: ‘This is the only rose I’m getting today’. It is a tradition that we have kept up since I was in Year 6 and I hope to continue in the future.”

By Talia Rubinstein

Thank you to Liron Smith (11) who volunteered to run the Year 7 Peer Support program in the absence of the Peer Support Leaders who were attending an excursion.

Jade Reuveny – Year 11

Chavayah 2016 report

In Hebrew, Chavayah translates to ‘experience’ and I can confidently speak on behalf of the seventy-five Year 10 students, that without a doubt, it lived up to its name. Chavayah was an adventure which pushed beyond our physical, emotional and social comfort zones in ways that no one saw coming. We were shaken out of our familiar Bondi Junction to Bondi Beach weekend routine and thrown into one of elbow shoving and shwama eating in a desert rich nation.

I do not recall the last time I was found searching for a well secluded space, in an vastly open desert, to empty out the 4 litres of water in my system from our seven and a half hour hike. Nor have I ever named a camel I just rode or yelled a mish-mash of wrong Hebrew-English lyrics at a Hadag Nahash concert.

Chavayah saw us crawling through thousands of year old makhteshim and then through the modern streets of Tel Aviv, guided by our fantastically knowledgeable teachers and accompanied by our favourite Israeli locals – our Madrichim. We spent three days living, learning and socialising like Haifa teenagers on the Leo Baeck student exchange and the majority of us came back with a small, yet valuable vocabulary to use to (partially) order dinner on the streets around our favourite alleyway, Ben Yehudah Street in Jerusalem.

Our three incredible teachers, Akiva, Miriam and Maor, all filled our eager-to-learn beings with the dense history of the numerous water tunnels and caves we (literally) crawled through, whilst echoing the ancient walls with soulful Israeli and mellow Australian songs. We heard many different political views which, with our new knowledge, helped us formulate our own opinion, initiating great, controversial conversations on the bus afterwards. Our group developed a stronger bond day-by-day, which may be the reason our love for one another spread gastro faster than Moshiko could make six acai bowls; regardless we were still up and ready to begin the next day’s adventure. Together we wondered through the Kabalistic streets of Tzfat, learning beyond the realms of any classroom and on shabbat sung traditional songs in one big circle on the grass overlooking Tel Aviv beach.

Every day was a new adventure and within every adventure there was something to learn, along with a great laugh. The adventure we took part on, that was our Chavayah, was an incredible journey which we each experienced in a different way. However, we all experienced it with 75 of our new best friends along for the ride. 

By Jade Reuveny (11)

Quotation of the week

“Travel, in the younger sort, is a part of education; in the elder, a part of experience.” Francis Bacon 

Enjoy the weekend

Szenes House

Gesher – connecting our Community

Sonia Newell – Development Officer

Our High School Library is not just about books

Did you know that as an Emanuel parent, you can also access the services of our High School Library?  Here now is a message from Karen McAndrew, Teacher Librarian:

Does your child need homework help?

The Maria Tirabosco Library is open three afternoons a week to assist students with their learning needs. All High School students are welcome to these sessions and Years 5-6 may also take advantage of these services with their parents’ permission.

• Tuesday 3.30-5.00 pm (Open Time with Ms Chopard)
• Wednesday and Thursday 3.30 – 5.00 pm (Homework Help with Emanuel Alumni)

Do you know how to find online library resources?

The Maria Tirabosco Library website offers access to digital databases, encyclopedias, newspapers and magazines, reading suggestions for Years 7-12, research tips and more. For more details visit http://libguides.emanuelschool.nsw.edu.au/hsl

Have you read a good book lately?

Our family Fiction Challenge continues this year so don’t forget to encourage your family to keep reading. This year it’s 17 books in 2017 and if you or a member of your family have read a good book lately just email your review to kmcandrew@emanuelschool.nsw.edu.au

Are you looking for something new to read?

The High School Library has a broad selection of fiction and non-fiction books available to the Emanuel School community. Reviews on featured new titles can be found at www.thinglink.com/scene/888562749246799874

Girls just want to have fun and play football at the same time

Girls’ football is a very popular and competitive sport. Emanuel girls from Primary through to High School play the sport every week, both at club and state competition levels. In July, an Australian team of athletes will be travelling to Israel for the 2017 Maccabiah Games. Lara Joffe, a Year 11 student writes: “The junior girls’ football team has an amazing five players from Emanuel School. Our team is very competitive and hopes to come back home with a medal. We are currently training and fundraising in order to get the best chance of success and are all very excited for the opportunity we have been given to represent Australia.” Lara’s mum, Karen Spielman is the Team Manager.

As part of their fundraising efforts for their upcoming trip, the junior girls football team is offering the chance to create some stunning family portraits!

Karen says: “We have teamed with award winning photographer Michael Martin of MM Studios to provide portrait sittings and one matt photo to the value of $250 for only $50. Michael and his team are offering a 45 minute photo-shoot in his exquisite studio in Randwick.”

Please email karenspi@optusnet.com.au for details of how to make your exclusive appointment time.

Junior girls’ football team, Emanuel School members in photo attached. Left to right: Lara Joffe (Year 11), Jordan Weizman (Year 10), Isabella Shulz (Year 9), Lara Rutstein (Year 10) and Nadia Coburn (Year 12).

Jazz on the Hill – Sunday 26 March, 2-5 pm

This exciting afternoon of music and fun is just over four weeks away.  Bookings can be made online at  http://tinyurl.com/JOTH2017

The Year 11 Hospitality students have been busy planning their menu for this event. They will prepare all the dishes in the Design and Technology kitchen to sell on the day, and will include gluten-free and dairy-free options.  Here is a sample of their menu: 

• mushroom and leek quiche
• basil, roasted tomato and parmesan quiche
• rice noodle salad
• rocky road
• cheese cake 
• fresh watermelon slices
• and more – yummy!

We look forward to seeing you, along with friends and family at this wonderful afternoon.

If you have something you wish to share with our wider community, please email me:  snewell@emanuelschool.nsw.edu.au

Careers

Claire Pech – Careers Advisor

UNSW Careers Advisors Day – Part 1

Please read this as it affects all Year 12 students

Today I was involved in the Careers Advisors Day at UNSW for all careers advisors in the country. It was a series of presentations about what is new, exciting, innovative and changing at UNSW. This is pitched to careers professionals who work as far as Perth, Darwin, Melbourne and Brisbane and I felt lucky to think this institution is not only on our doorstep but so accessible for all of our students. UNSW involves students as young as Year 7 for a range of activities from engineering workshops, to Robocup days, to Science evenings, undergraduate medicine and beyond. They imparted a huge amount of information, so I am going to give a highlights’ reel today and next week mention what I learnt.

Professor Merlin Crossley (Deputy Vice-Chancellor Education)

With their new Vice-chancellor in 2015, UNSW is looking towards doing things differently, asking how can they do things better. This was what they looked at changing:-

1. Workload pressures for students
2. Crowded classrooms
3. Research internships
4. Increasing international exchanges
5. Decreasing casual staff
6. Increasing ‘dead periods’ within the timetables and invigorating the campus during these ‘dead periods’
7. Upgrading the whole curriculum throughout the University.

2019 calendar – there are big changes

• Moving from a two semester year of two x 12 weeks, to a three terms year of three x ten weeks each
• Moving from four courses per term (eight per year) to three per term (nine per year)
  • This will reduce work load, and overcrowding
  • This will also align with the northern hemisphere which will impact positively on students’ exchanges
  • It will also free up a term for exchanges/projects/internship
• All courses are being updated and reconfigured
• New courses are being created and old ones are being made obsolete
• $75 million is being spent on a digital uplift
• As UNSW is a not-for-profit organisation, any profits made are fed back into the system. Recently the university spent $300 million on maintenance and campus upgrades.

Scholarship opportunities

• The UNSW is offering $80 million of scholarships:
  • They range from $2,000 to $25,000
  • They will be awarded for academic merit, equity and specific focuses eg Women in Engineering
  • Scholarship applications open on 1 July and close on 30 September.
• What to do?
  • Register an account at  www.scholarships.unsw.edu.au/ (don’t use your school email address)
  • Filter results
  • What are they looking for?
    • For merit
      • Leadership
      • Extra-curricular activities
      • Marks
      • Motivations, ambitions, making a difference
    • For equity
      • This is based on a needs basis
    • AAA is applied to the highest ATAR in the school and a UNSW placing
    • Start the process early by researching now.

 
Co-op Scholarships

• This is a career development, networking, industry scholarship of professional development with leadership, mentoring, and opportunity to the value of $18,200 per year for four years. This is really the most fantastic opportunity and I urge anyone interested to come and see me about this, especially if you tick a lot of boxes of community involvement, making a difference, leadership and giving back to the community.
• For 2017 there were 1005 Co-op applications with 64 scholarships
• In 2016 they launched a new Advanced Mathematics (Co-Op) scholarship
• In 2017 there will be a new Data Science and Decisions (Co-Op) scholarship

Professor David Warton – “Taming Wild Data”

What it is all about? What is cheap?  What is very expensive? Working with and interpreting data is called data analytics.

• 90% of the world’s data was created in the last two years
• What skills set would suit this area?
  • Statistics
  • Computer Science
  • Business nous
• New B Data of Science and Decisions is taught through three schools, Mathematics/Statistics, Computer Science and Business
  • Need to have great Mathematical and problem-solving skills, strong communications skills, have completed Extension 1 Mathematics and be very logical
• Students in this field are starting on three times that of the average starting salary
• 20% of jobs are offering pay rates of over $200,000 per year
• A huge growth area is being predicted
• It is currently beating Law as the top payer in the country as an industry sector

Notices

UNSW Science and Engineering Information Evening (Years 11 and 12 students and parents). Tuesday 21 March, registrations open at 5:30 pm. Book in advance at:

www.science.unsw.edu.au/events/science-and-engineering-student-parent-info-evening

UNSW Built Environment Parent and Student Information Night

21 March 2017, 6:30-8:30 pm, Keith Burrows Theatre, UNSW Kensington

www.futurestudents.unsw.edu.au/built-environment-parent-student-info-night 

UNSW Year 12 Medicine Information Evening

23 March, 6:30 – 8:30 pm, Sir John Clancy Auditorium, UNSW Kensington

During the evening, information will be provided on the UNSW Medicine degree, including the application process, admissions and tips for the UMAT examination

www.futurestudents.unsw.edu.au/year-12-medicine-information-evening

Year 10 students

University of Sydney: Year 10 Information Evening

These will be held on 30 March, 3 May and 11 May at the University of Sydney, Camperdown Campus

The evenings are designed to help Year 10 students (and their parents) choose subjects for the HSC and navigate through the process of applying to university.

Topics include: ATAR, scaling, prerequisites and assumed knowledge, subject selections, career pathways and the student journey to university.

http://sydney.edu.au/study/admissions/events-for-future-students.html

 Academy of Interactive Entertainment: Work Experience Program

The work experience program runs throughout the year and is open to students in Years 10, 11 and 12. Students will get the opportunity to do a range of activities such as 3D animation and programming.  I advise anyone not going to Israel and interested in this to register their interest.

www.aie.edu.au/StudentInformation/workexp

Culture of Honesty and the Boomerang System

Maxine Chopard – Assistant to Deputy Principal

Culture of honesty and the Boomerang system

Building and supporting a culture of honesty is an important part of everyday life at Emanuel.

All students know to bring lost and found items either to the ‘red bin’ outside The Aron Kleinlehrer Performing Arts Centre (PAC) or to my office (next door to the PAC). To facilitate return of lost items, all students know to write their names on all their belongings. I have permanent markers available.

Students are encouraged not to take and keep items which do not belong to them.

In recent times we’ve had some expensive items go missing. Students have lost earphones, chargers, expensive drink bottles and uniform items like blazers and ties.

There is always the chance that an item is accidently picked up. In such cases, it only needs to be dropped into the red bin or my office and I will return it to the owner. Unclaimed items go on the ‘free’ table twice each term.

The Boomerang process is working well. Students, when loaned uniform items, are efficient in ‘boomeranging’ items back to me. Umbrellas, too, are making their way back to the grey baskets. This is a celebration of honesty.

Kornmehl

Terry Aizen – Director of Kornmehl

What have we been learning about…

Over the past few weeks all three groups have been concentrating on developing secure relationships and a sense of belonging in the groups and the Pre-school. The Early Years Learning Framework takes the view that the lives of children are characterised by belonging, being and becoming. From before birth, children are connected to family, community, culture and place.    

At Kornmehl we have a strong focus on relationships, collaboration, communication and developing a sense of belonging. Ways in which we begin to get to know the children and to develop positive and trusting relationships are by listening to their stories, experiences and ideas; acknowledging how they might be feeling and supporting them in ways that are caring, nurturing and respectful, such as joining in their play; having fun together as well as sharing moments of just being, showing a genuine interest in what they are doing and celebrating their learning.

This is done in many ways:

• We establish routines that are predictable and constant, helping children develop a sense of trust and familiarity that makes them feel secure and safe. This influences a child’s emotional, cognitive and social development and helps children understand the expectations in the environment.
• We are learning who is in our group and how to play safely and fairly, sharing and taking turns.
• We are learning about our environment, where things belong and where to find materials we are looking for, and how to tidy up together – team work! It is delightful to see the children starting to initiate their own learning by self-selecting resources to use or choosing learning areas in which to investigate and play.
• We are becoming independent in looking after our belongings and knowing where our locker and bags are kept.
• We are learning how to use materials and equipment respectfully, and the importance of leaving areas tidy and looking beautiful for the next person who comes to play.
• We have been singing and playing name games and learning to find our name cards in the morning and sign in.

We are learning about healthy eating. Each week we set up a learning experience of different coloured foods. The intention of this activity is to expose the children to a wide variety of nutritious foods and make these visible to the children through the use of their senses of taste, touch, sight and smell. The children have been invited to the table to look closely at the foods and use the art materials to represent their thinking and understanding.

Identifying different fruits and vegetables and their properties provides children with opportunities to explore and develop an interest in different foods, assisting in the development of life-long healthy eating habits.  (Munch and Move, 2015)

Chinese New Year has been a focus for the Dolphins and Starfish. We have been learning about the Year of the Rooster and that the colours red and gold are lucky. We learnt that lanterns are hung at the front door of homes as well as inside. One of the most important parts of the New Year is a time of sharing and celebrating together. Families have a dinner which includes traditional foods such as dumplings, noodles, fish and sticky rice cakes. As a sign of good luck, money is put into red envelopes and given to the children.

We watched a dragon dance on a YouTube clip and saw the dancers move and leap to the sounds of drums and gongs. We have also been watching YouTube clips of Dragon dancing and then have represented these visually using charcoal and paint as well as through drama and dance.

Building relationships and partnerships with families

During these first few weeks of the year a great deal of time and thought are devoted to developing relationships with the children in our care and their families. This is done through informal chats, Parent Partnership forms, discussions, the Daybook, the Parent Information Night, communication books and formal meetings if required. The Parent Club also provides opportunities for parents to network and to be involved in the daily life of the Pre-school.

Through a widening network of secure relationships, children develop confidence and feel respected and valued. They become increasingly able to recognise and respect the feelings of others and to interact positively with them.

Educators who give priority to nurturing relationships and providing children with consistent emotional support can assist children to develop the skills and understandings they need to interact positively with others. They also help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.

Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families. Educators recognise that families are children’s first and most influential teachers. They create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions to ensure that learning experiences are meaningful. Partnerships are based on the foundations of understanding each others’ expectations and attitudes, and build on the strength of each others’ knowledge.

In genuine partnerships, families and early childhood educators:

• value each others’ knowledge of each child
• value each others’ contributions to and roles in each child’s life
• trust each other
• communicate freely and respectfully with each other
• share insights and perspectives about each child
• engage in shared decision-making. 
(EYLF p.g.13)

Parent Information Night

We held an informative Parent Information Night on Thursday, with a great turnout of parents, who joined us to learn about what their children do during the day, how the program is run and what our expectations are.

The evening was a most important event for parents to understand why we do what we do and to feel connected to their child’s day and learning in every way possible. Feedback from parents after the event was positive and parents commented how they felt much more aware and in touch with what their children were doing. This also enabled them to reinforce what we do at Pre-school and work collaboratively for the benefit of their children.

Purim

The children have begun learning about the festival of Purim with all its traditions, stories and fun. We will be telling the story of Purim with all its lively characters – Haman, Mordechai, King Achashverosh and Queen Esther. Parents are invited to join us for our festive and colourful Purim parade at 9.30 am on Friday 10 March. This will be followed by a Purim puppet show by Puppetoons. The children will also be making their own Hamentashen and will perform the mitzvah of swapping Mishloach Manot with a friend. This is a good time to start thinking and discussing with your child what they would like to wear for Purim – please no Superheroes. Please keep costumes simple and not too overwhelming for your child. Parents are invited to dress up too for the parade.

Happy Birthday

We wish a very happy birthday to Aria Matera (4) and Zella Benko (4). We hope you had a very special day. We also wish our special educators Laura Meltzer and Danielle Gerber a very happy birthday.

From the Parents and Friends

Ruby Berkovic and Jennifer Opit

Camping trip

The P&F Camping trip is happening this weekend. We hope all the families attending have a wonderful time.

Annual Years K-6 Purim Disco – 12 March

Volunteers needed