From the Principal

Anne Hastings – Principal

This Ma Nishma provides many examples of how the education of this generation has broadened and developed over the years. Our students have such a wide range of educational experiences that extend beyond the classroom and engage them to want to learn more. Gone are the days when students sit at individual desks listening to the teacher and taking notes without talking. The way our students are educated is a reflection of the understanding, gained from research, that to learn effectively you need to be actively engaged, to talk about what you are learning and listen to others (not just the teacher), to delve deeper and think about connections, to portray and explain using a variety of media and to use well the readily-available connections to the world and seemingly endless knowledge accessible through the internet.

At our teachers’ meeting on Monday afternoon after school we viewed the film: ‘Most Likely to Succeed’, which addressed such changes in education and followed students from High Tech High in the US. This school has taken the giant step of moving away from the prescribed curriculum and providing in-depth learning experiences for the students who work together to create and present cross-curricular projects. Their view is that if students are only learning for examinations, they don’t really learn – they are only retaining information for the test and then they forget it – so in-depth learning on 50% of their recognised curriculum is a much better outcome than only 5% retained of the prescribed curriculum. They see that the sorts of skills and understandings that young people need for their workforce will be the ones gained through the experiences provided at the school.

While we are not considering such a giant step, we are certainly thinking about how we can add flexibility to our curriculum, while still remaining within the NSW HSC framework. The addition of two new electives at Years 9 and 10 level (Business Creators and STEAM), as mentioned in a previous article, is part of our drive towards continuing to review and expand what the students are learning. You can see from this and our other Ma Nishma newsletters the evidence of our approach to learning and our aim to ensure our students are engaged and learning effectively. We are committed to continuing to pursue such innovations so that our students have the preparation they need to be highly employable in their future, as well as contributing citizens who have a strong social conscience and understanding of the world.

I hope you enjoy the article in this newsletter on the students’ recent experiences in Timor Leste. Through many comments written by the students, you can see the impact of this experience on them, and the depth of learning beyond the prescribed curriculum that the students gained.

Progress on the building front

On Wednesday, we saw the last of the old High School Library building come down, in a giant leap forward towards our new three-story building on the same site, which should be completed by the end of May 2018. The children have been following the gradual demise of the old building and excitedly watched the final walls get pushed over this week.

Sydney University Research Project

I remind you that information about this project was sent to parents of Years 5 – 11 students this week, asking you to provide permission for your child/children to take undertake the online survey. The request was also for parents to undertake the survey yourselves. Please take the time to give the permission for the students and to assist in taking part in this project. While we get many requests to be part of research projects, we are unable to take up many of them because of time constraints. This project is specifically targeting what we do here and should benefit our and other Jewish students in the long run.

 Mazal Tov to

• Our Middle HICES Debating team who has progressed through to the Semi-Finals round in the HICES competition. Good luck for their debate against St Lukes on Tuesday afternoon next week.
• Adena Sheps (Year 10) for her third placing in the Harry Bell Memorial Art Competition (see the article in this edition)
• The P&F for a wonderful Comedy night last Saturday evening
• Our Science staff for bringing the exciting Science week to our students last week (see the Science article in this edition)
• Our new SRC students and Peer Support leaders for accepting the mantle of leadership for the next 12 months (names are included in the House pages in this edition).

Coming up

• ‘Jerusalem, Islam and the Temple Mount’, a talk by Adi Gefen-Adler, Sunday 27 August 2:30 – 4:30 pm, Primary Library
• Alumni and Senior Chamber Choir Concert, Sunday 27 August, 5 pm, Millie Phillips Theatre
• Year 10 Camp (Ayekah), Tuesday 29 August to Sunday 3 September
• Purple Plain Clothes day, a fundraiser for the Friendship Circle, Tuesday 29 August
• Safe Partying, a talk by Anne Ferfolya (Senior Constable, School Liaison) for all interested parents, Tuesday 29 August, 7 pm the Millie Phillips Theatre
• Fathers’ Day breakfast (7:00 am – 8:20 am, MPH) and stall, Friday 1 September

Quote of the week 

‘As we churn out millions of kids each year from an education system that teaches and tests them on narrow aspects of content retention that any smartphone can handle, we set them up for failure, unhappiness and social discontent.’ [Tony Wagner & Ted Dintersmith, in ‘Most Likely to Succeed’, Scribner].  

Best wishes for an enjoyable and relaxing weekend.

Shabbat Shalom

From the Head of Jewish Life

Rabbi Daniel Siegel – Head of Jewish Life

Naked truths?

Wednesday last, I had the benefit of sitting in on The HICES Debating Preliminary Final – Opens Division. Our students argued the positive side of the contention: ‘That in a Post-Truth world, the Truth still matters’. In their opening statement our students confidently asserted not only does Truth still matter but it is the only thing that matters. I was eager to hear, then, what Truth is.

I soon learned that Truth is what we all agree upon so we can cohere as a community or society. Indeed, it was the only thing that matters because without it, (or really without us determining what it is) ‘we’ could not exist (and, surely then, no longer would Truth).

With this in mind, that evening I attended our Year 12 HSC Visual Arts Exhibition where I encountered the exhibit ‘Nude and Naked’. ‘Naked’, it was explained, indicated that unlike ‘Nude’ there was no choice in the matter. The ‘Naked Truth’ one might then say is Truth that is absolute not dependent on convention, a stark reality without accretions that cannot be the ‘comfortable’ dressed-up notion of what we find acceptable and agreeable.

Or could it?

The Hasidic master, the Maggid of Dubnow, was fond of sharing the following story:

Truth set out upon the town, naked as the day he was born. Being naked, no one would invite him for talk and tea. All the people who saw him turned on their heels and ran. He was quite lonely and felt terribly unappreciated.

One day he came across Story, surrounded by an eager and admiring crowd. Story was dressed splendidly with fine cloth and colors, telling an elaborate tale. Truth walked up and the people ran, leaving Story and Truth alone in the middle of the square. Truth started to wail, “How is that everyone gathers around you to listen to your tales. What I have to say is at least as important as what you say, but people treat me like the plague”.

Story replied, “For someone so smart, you sure are stupid. Look at you, naked as the day you were born!

“Of course no one wants to see you! Here, take some of my clothes. Once people see you dressed up with Story, you will be the talk of the town”.

Truth took the advice and put on the Story’s splendid clothes. From that time on, Truth and Story went hand in hand.

Can Truth be so without being naked, or is it only so in not being naked (if it is what we can accept as constituting Truth)?

On the other hand, we find another Hasidic leader, the Kotsker Rebbe (author of Truth and Faith) who could countenance no Truth that was not the bare Truth. One must see the Truth for what it is, not for what others would accept it to be. His dictum is as equally well-known as the Maggid’s story:

If I am I because I am I, and you are you because you are you,

then I am I and you are you.

But, if I am I because you are you and you are you because I am I,

then I am not I and you are not you.

For this Rebbe, Truth is the only thing that does matter. Yet, I sense he would not be of one mind with our students in arguing this shared proposition. Truth, he contends, could only be uncompromising, stripped of all pretence. Indeed, this Truth did not enable his community to cohere, with the Kotsker Rebbe spending the last 20 years of his life in solitude, with ‘nothing but the Truth’ and leaving no followers.

So how much does Truth matter? The following midrash (Rabbinic teaching) brings us back to our beginning:

“And God said: ‘Let us make the human being”…Rabbi Simon explained: “The ministering angels divided into differing camps…Lovingkindness and Truth encountered each other, Justice and Peace engaged each other. Lovingkindness said: “Let the human be created for he will practise human kindness”. Truth said: “Let him not be created for he is full of falsehood”. Justice said “Let him be created for he will practise righteousness”. Peace said “Let him not be created for he is full of strife”. What did God do? He took hold of Truth and cast it to the ground.

And, so we are here searching together for Truth in a ‘Post-Truth world’, as we have been all along.

Student Devrei Torah

Rachel Turtledove – Year 10

Parashat Shoftim

This week’s parashah is Shoftim, which means Judges. It is part of Moshe’s final speech to the Israelites before he died. He instructs the people to pursue justice so that they can live just lives in the promised land, Israel.

Moshe explains some of the rules to maintain a just society, such as: The children of Israel must create Cities of Refuge within Israel and employ witness testimony in deciding legal cases. This is important as it ensures that people have somewhere to go to be safe from persecution, similar to the refugee crisis the world is facing today. Being a witness and providing refuge contribute to a just society as we are ensuring that everyone is being cared for and feeling welcomed.

Moshe proceeds to say that if the Israelites eventually want a king, they will have to ensure that the elected king is worthy of that role. The king cannot own a lot of horses or silver, and cannot have many wives. He must not over-extend himself which will negatively effect those he is supposed to protect. As well, the king needs to write his own Sefer Torah, Torah Scroll, and make sure he adheres to its commandments.

In the beginning of the parashah, Moshe says the people should appoint judges and officers. Although this can be interpreted as appointing officers to these positions to make sure everyone is doing the right thing in society, on a deeper level, it can be interpreted to mean that each and every one of us should judge ourselves, making sure that each and every one of our actions are not only conforming to what the Torah states, but are also moral and just actions.

One of the most prominent lines in Shoftim is: “Tsedek, tsedek tirdof – Justice, justice shall you pursue.” Being just and pursuing justice is the most important thing that a person can do. This call, “Justice Justice shall you pursue” has shaped and defined who the Jewish people are and what we are about. This is especially important today in the face of the critical need to ensure justice on issues such as economic injustice, environmental devastation and acts of terror and genocide.

This call tells us to not wait in addressing such issues that we face, around the world today, but to strive to live just and righteous lives.

Lastly, the parashah also addresses the idea of never ‘arriving’ at justice, but striving throughout our lives to uphold the values of being just. Some may find this idea of striving for justice liberating, as sometimes, thinking we have arrived at justice can actually drive us towards injustice. Those who set themselves up to do God’s work of justice can become the most unjust people as can be seen seen in today’s world. Pursuing justice and striving to be a ‘just’ person acknowledges that we must grow and improve so that our justice and righteousness is essentially the best it can be.

So how does all of this relate to us? We all need to make sure we are pursuing justice in our own lives. It is also important that we each take time out of our day to self-reflect on our individual actions and determine whether these are all moral and just.

Liat Granot – Year 8

Shoftim

Tzedek, tzedek tirdof – Justice, justice you shall pursue,” This famous statement comes from this week’s parashah, Shoftim.

A main theme in Shoftim (which means ‘Judges’) is justice. The parashah speaks about appointing just judges when the Israelites enter the land of Israel. Moshe, in this series of final speeches before he dies, also gives some of the characteristics of a just and good judge. “Judges shall be appointed to judge the people with justice. You shall not twist judgment by favouritism or accepting bribery, because both blind the eyes of the wise and cause the words of the righteous to falter. Justice, justice shall you pursue, so that you may live and take possession of the land which the Lord, your God, is giving you.”

But what really is justice? Is it just a word? Is it a way of being? A state of mind? Let’s begin exploring this concept by noticing when this is read. Parashat Shoftim is always read around the beginning of the month of Elul, when teshuvah (repentance and a turning to living as a better individual) is a focus for Jews. The Torah calls to our attention with the word “lekha,” (to you) that every person should carefully judge and police his own self especially during this month, and rectify any wrongdoing committed. Focusing on wrongdoing and repenting our wrongdoings are part of being a ‘just’ person and the focus of Elul is repenting for our sins and making a positive change.

Another aspect of justice is not to accept bribery “You shall not distort justice; you shall not show favouritism, and you shall not take a bribe.” Once the Torah says that one mustn’t distort justice, does that mean it is necessary to ban bribery too? Rashi (a biblical commentator) explains that the Torah forbids bribery even in an instance where one specifies that the money is being given on condition that the judge issues a fair verdict! For as soon as the judge is thus bribed, he will be biased in favour of that particular party, and will be unable to issue an unbiased ruling. As the verse continues: “for bribery blinds the eyes of the wise.” As soon as a kinship exists between a judge and one of the people in court, that judge is unfit to conduct over that case.

But how does this relate to us who are not in a law court? During the month of Elul, every person is expected to judge his or her actions and deeds of the previous year. However, every person has been ‘bribed’ by a sense of self-love, and is incapable of being able to make a completely fair evaluation. Therefore, every person must appoint a ‘judge’, an impartial spiritual mentor, who can issue an objective opinion. Aka God.

So this week let’s reflect on all of our actions to make sure we too are just people. 

Ma Koreh

Adam Carpenter – Head of Jewish Life Primary

Weekly Torah portion:

Parashat Shoftim Deuteronomy 16:18 – 21:9

In this week’s Torah portion, Moshe continues to his final speech to the Jewish people with a focus on the concept of צדק justice as a crucial component of any society. Moving beyond the principle incumbent on all for “tzedek, tzedek tirdof – justice shall you pursue”, the Torah deals with creating systems and safeguards to ensure society is just, such as appointing judges, the appropriate number of witnesses (3 rather than 1) and the importance of צדק-justice being impartial and not susceptible to bribery.

Family discussion: Justice –  צדק

• What is tzedek? Why is justice so important in the Torah – for God and humanity?
• What are examples of justice and injustice in our world?
• Why do you think the Torah commands us to activity ‘pursue’ justice? What forces in society can inhibit justice?

Israeli-themed podcasts: TLV1

Continuing our podcast theme is a recommendation from an Emanuel grandparent for TLV1 which offers a range of themed podcasts covering music, Hebrew language and Israeli culture, society and politics.

TLV1: Founded in 2013, TLV1 is an English-language podcast network based in Tel Aviv, programming shows that engage local and international audiences on topics in Israel that matter, whether from street-level or the hallways of government. TLV1 podcasts are produced and recorded in their studios located in Tel Aviv, a city which represents Israel’s progressive voice and is its cultural barometer. Each month, listeners from over 210 countries and territories, residing in more than 10,500 cities around the world, log on and tune in. https://tlv1.fm

The Promised Podcast: An inside view of how Israel can warm your heart and make your blood boil. It’s a show by a journalist, a professor and an NGO guy who live in and love Israel even though it drives them crazy, and who each week discuss the latest in Israeli politics, culture and society. https://tlv1.fm/podcasts/the-promised-podcast-show/

Tel Aviv Review: Hosts Gilad Halpern and Dahlia Scheindlin interview scholars, writers and thinkers for in-depth, long-form discussions about their work and ideas that make up the debate in and about Israel. https://tlv1.fm/podcasts/tel-aviv-review-show/

Kol Cambridge: A weekly showcase of the amazing talent and range of Israeli musicians, past and present. From time to time artists are welcomed onto the show in exclusive interviews. Past guests include David Broza, Subliminal, and many more. https://tlv1.fm/podcasts/kol-cambridge-show/

Israel in Translation A weekly podcast exploring Israeli literature in English translation. Host Marcela Sulak takes you through Israel’s literary countryside, cityscapes, and psychological terrain, and the lives of the people who create it. https://tlv1.fm/podcasts/israel-in-translation-show/

Streetwise Hebrew: A bite-size podcast that discusses Modern Hebrew language gems. From slang to etymology, textual graffiti, Biblical idioms that are still around, influences from other languages, and other linguistic phenomena – host Guy Sharett shows us what we can learn about the Israeli psyche, society, and culture through its language. https://tlv1.fm/podcasts/streetwise-hebrew-show/        

The descriptions of these Podcasts is from the TLV1 website.

Month of אלול Elul – Sound of the שופר  Shofar

This week we welcomed in the month of  אלול-Elul, the month preceding ראש השנה-Rosh HaShanah and  יום כיפור-Yom Kippur. It is customary to hear the shofar each morning as part of the process of preparing for the  ימים-Yamim Nora’im – The Days of Awe ( ראש השנה-Rosh HaShanah and יום כיפור-Yom Kippur.

As represented in the image above, the Hebrew letters for month of Elul form an acrostic for the saying ‘I am my beloved’s, and my beloved is mine’ (Song of Songs 6:3). This line is often incorporated into Jewish wedding celebrations to express the love, dedication and commitment between the bride and groom. In the context of the month of אלול-Elul, this saying from Song of Songs expresses a loving and close relationship with God and that the month of  אלול-Elul is a special time to work on this relationship and to make it even closer and stronger. Sounding the שופר-shofar serves many purposes and in this case is an expression of our connection to the Divine.

From the Primary School

Emma Clemens – Deputy Head of Primary

Growing Happiness – part 2

Two weeks ago I wrote about the science of happiness based on The How of Happiness’ by Sonja Lyubomirsky. Sonya is a professor of psychology at the University of California. Scientific research has determined that there are 3 important factors that determine happiness. Your happiness set point is genetically determined and affects 50% of your happiness. Life circumstances, such as whether you are you are wealthy or poor, healthy or unhealthy, married or single, determine 10% of happiness. The remaining 40% of your happiness is impacted by behaviour based on intentional activity.

Sonja Lyubomirsky suggests there are 5 strategies that can be used to change you and your child’s happiness levels using intentional activity. I will address the first 2 in this article.

1. Practising gratitude and positive thinking
2. Investing in social connections
3. Managing stress and hardship
4. Committing to your goals
5. Taking care of your body and your soul.

Practising gratitude and positive thinking

Expressing gratitude counteracts negative emotions. Those who express gratitude are relatively happier, more energetic and hopeful. They are also more empathetic, helpful, forgiving and less materialistic. ‘Counting your blessings’ using a gratitude journal is a good strategy for cultivating gratitude. This involves spending time each week to complete the sentence “This week I am grateful for…”. Research has shown that using a gratitude journal on a regular basis results increased levels of thankfulness and appreciation.

Similarly savouring positive experiences can increase positive thinking. This involves taking pleasure and appreciating everyday life experiences as well as special moments and events. Expressing gratitude directly to one another is also a very powerful way to bolster positive thinking. This can be done face to face, through an email or over the phone.

It is important not to over-practise gratitude. For example, counting blessings every day in the same manner can create a sense of boredom and routine which detracts from the meaning. It is important to be intentional with positive thinking, but there should also be variety in this practice.

Consider how you can cultivate gratitude and positive thinking in your family. For example, you could take time at dinner to express gratitude for something that has happened in the day; or it might be helping your child to write a letter of thanks to a friend, family member or teacher; or it might be creating a routine at after-school pick-up where the first thing you and your child discuss is something you are grateful for from the day.

Investing in social connections

“Relationships constitute the single most important factor responsible for the survival of homo sapiens” (Bercheid 2003). Social connections and relationships are central to cultivating happiness. Research has shown that happier people consistently do altruistic acts such as caring for someone who is unwell or upset, doing a household chore, helping someone to carry a heavy object or making a special meal for a family member. Those who regularly perform a high variety of altruistic acts report higher levels of happiness, whereas those who perform the same altruistic act or do not sustain a regular pattern of doing kind acts for others report lower levels of happiness.

When you are kind or generous to others, you are more likely to perceive them in a positive light. Acting kindly can also alleviate distress, guilt or frustration with others. Furthermore, when you commit acts of kindness it can have a positive impact on your own self-perception. You may begin to perceive yourself as a more positive and kind person. Positive acts also enhance positive social consequences. If you are proactively helping others, they are more likely to appreciate you. They may also express gratitude towards you which satisfies the human desire to connect with others and feel valued in relationships.

Social support is critical in times of challenge, stress and trauma. Sharing problems with others is an incredibly important coping strategy. It is also important to delight in the success of others. This involves celebrating the wins, achievements and good fortune of those around you rather than allowing jealousy to creep in. A proactive step in celebrating the success of others is to actively and constructively praise and encourage others and express joy in their good news. Another key to social relationships is effective management of conflict. Avoid harsh start ups in conversations, criticism, contempt or defensiveness. All relationships will be met with conflict at some point. The important factor is how this conflict is managed.

Consider being strategic in the way you and your children invest in relationships. It is critical to make time for relationships. Families must ensure that they invest time each week to being together, talking and sharing special experiences. Create a media-free zone at home and reserve it for conversations only. Schedule time together as a family and create shared rituals such as a going out to dinner, attending a sports match, going for a walk or cooking together. It is also very important for parents to reserve time together. Research has shown that successful partners spend 5 hours more per week being together and talking.

In my next article I will describe the final 3 strategies for increasing happiness levels using intentional activity.

PSSA Chess

Last Friday the Emanuel A Chess team competed against Strathfield South Public School in the Regional Finals of the PSSA Chess Championship. The team consisted of Jesse Gothelf, Sol Biton, Joshua Leslie and Daniel Zipser. The boys played incredibly well and tied against the opposition. Therefore they will have to reschedule another finals round in order to ascertain who will progress to the next level. Thank you to Michael Todd for his coaching expertise and to Colleen Elkins for supporting the team.

HICES Debating

Last Friday Alix Cane, Jake Newfield, Ella Hart and Miriam Stubbs-Goulston competed against Penrith Anglican College in the HICES quarter finals. The students had been successful in reaching the Junior HICES Round 5 debate. The debate was impromptu, so the students only had 1 hour to prepare. The topic was ‘That homeowners should have the choice to fence their pools’ and the Emanuel students had to debate the affirmative side. The students spoke incredibly well but unfortunately did not win the debate. It is a wonderful achievement for the Primary School team to have reached such a high level in the HICES competition. Thank you to Lauren Wigan for coaching the students, her organisation of the events and enthusiastic support throughout the debating season.

Emanuel Cup Debating

This Friday, the Primary School Debating Club will continue with the next round of the Emanuel Cup Debating Competition. The topic for the competition is ‘That contact sports are too dangerous for Primary Students’. This competition is a new initiative established by Lauren Wigan to enable a larger number of students to participate in and watch debates.

ASISSA Athletics

On Thursday, 50 students in Years 3-6 competed in the ASISSA Athletics Carnival. In addition 21 Year 6 students attended the carnival to assist teachers with the track and field events. All of the students competed very well and displayed wonderful school spirit. Thank you to Stuart Taylor for all his wonderful work organising and running the carnival. Thank you to Adam Ezekiel and Anita Kozak for supporting the students on the day.

BBQ and Crazy Hair Day

On Monday the Primary School held a fantastic fundraising event which was run by the Year 6 Charity Leaders Alix Cane, Lilia Joseph, Daniella Nesher and Lotus Van der Starre. Students were encouraged to wear a crazy hair style to school and could purchase a sausage sizzle for lunch. The event was raising money for Prince of Wales Children’s Hospital. Thank you to Holly Dillon for organising and running the BBQ and to the parents who volunteered. Thank you also to Karon Rom and Di Clennar for supporting the Year 6 Charity Leaders for this event.

Circle of Friendship Day

When: Tuesday 29 August

Why: Raising money for Sydney Friendship Circle

Cost: Gold coin donation

Dress: Plain clothes day, purple theme

Calendar links

Next Week’s Calendar Link

2017 Calendar Link

 Term 3 K-2 assembly items

• 8 September (Week 8): KH Ms Yunis’ Class
• 22 September (Week 10): School closed for Rosh Hashanah

From the Primary Music Leaders

Year 6 Music leaders’ reflections on the Night of Song

Clio Stockley

Hi, I’m Clio Stockley and I am one of the 4 Primary music leaders. I performed in 2 acts at Night of Song (NOS) this year. I performed with the Junior Choir, which is an optional choir for Years 3-6, conducted by Mr Burley. I also performed with the Junior Chamber Choir which is an auditioned choir for students who are in Years 4-6 and conducted by Mrs Longney. The NOS is a highlight of the year for the choirs because this is one of the few times in the year we get to perform to a large and varied audience. 

As I sat and watched all the solos, I got goosebumps on my goosebumps because the students’ voices were outstanding! Another thing that gave me goosebumps were the Senior Choirs – they were truly amazing. From every note to every voice they were all awesome. I can’t wait to be in the senior choirs next year. Thank you to the Music Department for making this wonderful night possible. I also give thanks to the staff who stayed late after school to help supervise. And lastly but definitely not least I congratulate all of the students who performed in the NOS.

Jamie Schneider

Hi, I’m Jamie Schneider and I am one of the music leaders for 2017. In this year’s Night of Song, the performances varied from choirs to solo acts. I performed with the Junior Chamber Choir, the Junior Choir and I also performed solo, singing Bring Him Home from Les Miserables. As part of The Night of Song 12 solo acts from Years 3-12 were selected. The songs varied from musical theatre to covers, pop songs and original music written by the students. Mr Burley accompanied soloists beautifully, while others played guitar to accompany themselves. Every soloist was quite amazing and were able to perform beautifully despite singing in front of 200 people! A big thank you to the whole Music Department, the singing tutors and the supportive parents.

From the Primary Library

Ginette Cameron-Gardner – Primary Librarian/Teacher

Scholastic Book Fair in Book Week

The students have been enthusiastic supporters of the Scholastic Book Fair that has taken place during Book Week. Thank you to all of the Emanuel Community who have once again supported the Book Fair. The students purchased books for their own home bookshelves and the Primary Library gained credit through commission on sales which we can use to purchase more resources for the Primary Library.

There were many, many used books brought in from home and donated to the Books for Africa appeal and we are hoping for even more as it will be such a blessing for those children to have these books to read.

I am hoping that even more students will have registered their reading by midnight on 25 August. This current list has been compiled earlier so as to meet the Ma Nishma publishing deadline.

Year 1: Mia Goodridge, Rose Greenberg, Noah Kessell, Rafael Kuper, Samantha Lyons, Ariel Nurick and Matthew Simon

Year 5:  Joel Allen, Jesse Barel, Joshua Fraser, Lani Israel, Allegra Knoll, Alexandra Machlin, Sophie Masnick, Zak Michalson, Sienna Poswell, Leah Silberstein

Year 6:  Joshua Benchoam, Lachlan Hoenig, Mischa Spielman and Zac Weizman.

From the Head of Music

David Gwilliam – Head of Music

Sydney Youth Orchestra – applications are open

Now is the time to apply for a position with the Sydney Youth Orchestra. Places are limited and highly sought-after. Full information regarding the 12 different orchestras and ensembles, application deadlines, audition requirements and FAQs is available at this link:  https://syo.com.au/auditions/

Deadline – Private music tuition and Infant Strings Program

The due date for new enrolments, notification of changes or intention to discontinue private tuition or Infants String Program for Term 4, is today (Friday 25 August). All students currently receiving private music tuition and students participating in the Infant Strings Program will be automatically entered into tutor schedules for next term and committed to the full term of lessons. Parents who wish to advise us of discontinuations or new enrolments should do so using one of the online forms which can be accessed from the links below.  If your child intends to discontinue, formal notification must be given using the online discontinuation form, otherwise parents will be liable for fees for next term.  Please contact Gail Mackenzie by email on music@emanuelschool.nsw.edu.au if you have any questions.

Links to online forms  

New enrolment requests for private tuition: http://tinyurl.com/PrivateTuitionEnrolment

To discontinue private tuition at the end of Term 3: http://tinyurl.com/PrivateTuitionDiscontinuation

To enrol into the Infant Strings Program: http://tinyurl.com/InfantStringsEnrolment

To discontinue Infant Strings Program at the end of Term 3: http://tinyurl.com/InfantStringsDiscontinuations

Emanuel School/King David School Music Exchange – updated program

Please note a change to our previously published program for this year’s Music Exchange with King David School. Our guests will be staying for only one night.  

It will soon be Emanuel School’s turn to host the sixth annual Music Exchange with King David School, Melbourne. We are looking forward to repeating the educational success of previous Music Exchanges. This event has proved to be a wonderful opportunity for students to forge long-lasting interstate friendships and we are excited about the ongoing relationship our schools are building with each other.  

High School musicians and staff from KDS will arrive on Sunday 22 October (Week 3 of Term 4) to join with Emanuel’s student musicians in a combined music workshop, culminating in a combined schools’ concert on the afternoon of Monday 23 October. The visitors will depart to fly back to Melbourne after the concert.  It is anticipated that all members of the following extra-curricular music ensembles will participate in this exciting event:  Senior Choir, Senior Chamber Choir, Copland Concert Band, Emanuel String Orchestra and Senior Stage Band.  

While there is no cost to parents associated with the 2017 Emanuel/KDS Music Exchange, we rely on the generosity and hospitality of Emanuel families to host King David School students as billets during their stay in Sydney. Our task of matching visiting student musicians with a suitable host student is made easier when we have plenty of Emanuel families offering to host, because that allows the most flexibility in pairing students of the same gender and age. Sometimes students are more comfortable to be billeted in pairs, so please let us know if you are able to host more than one student. Not every student participating in the Music Exchange is allocated a billet, as this depends on the age and gender of visiting students.

A detailed itinerary will be provided to host families closer to the event. Essentially, the commitment is to collect King David School students from Emanuel School on the Sunday and provide one night’s accommodation, dinner and breakfast the following day. The visiting students could commute to school on Monday in the same manner as host students and the KDS visitors will have their lunch on Monday provided by our canteen.  

While we are not seeking definitive commitments to participate in the Music Exchange workshop, we are very keen to tentatively establish billeting offers for the visiting students from King David School before the end of this term. Please complete this brief billeting survey:  http://tinyurl.com/MusicExchangeBilleting

I trust you share the Music Department’s commitment to building our relationship with King David School, and in so doing, providing another outstanding opportunity for our student musicians to remain inspired and challenged in their love and enthusiasm for music.

If you have any queries, please contact Joanne De Araujo, PA to Head of Music on jdearaujo@emanuelschool.nsw.edu.au

Senior Chamber Choir Festival

HSC Drama Showcase

Samantha Bauer – Head of Drama

Congratulations to the HSC Drama students on an amazing Showcase!

The students performed to a full house last week and created a truly entertaining evening. The audience was provoked by the funny, insightful and at times disturbing views of society presented through your works. 

Our best wishes are with the Drama class as they present their works to the NESA markers this week.

From the Head of Science

Jennifer Selinger – Head of Science

View from the Kleinlehrer Family Science Building

Every year for Science Week I think up a secret challenge that only I know about. The criteria are relatively simple: it must be something the teams can make in a lunchtime. It must involve planning, problem solving and making. It must be interesting enough to engage the contestants for the whole of lunch, including a Science Department team of and groups of students who range in age from about 10 to about 17. It needs to only require easy-to-source and extremely cheap materials. And since it happens in the playground amidst the chaos of lunchtime with only me supervising directly, it shouldn’t really allow for anything dangerous to happen. A tall order!

This year’s challenge was a variation on an old theme (I wasn’t feeling too creative last week). The participants had to create a device to get a tiddlywink into a cup. They were given the cup, the tiddlywink (apparently normal people call this a counter), 50 straws held together by an elastic band, a pair of scissors, some sticky tape and a plastic spoon. They were not allowed to hold either the tiddlywink or the cup. They got points for every 5cm the cup was suspended above the table and for every 10cm between the cup and the launcher and for every one of five attempts they got in the cup.

Seems straightforward, right? When I plan my challenge, I think up a solution as well, to make sure there is at least one way to do it. I envisaged the groups making little catapults with the spoon and hurling the tiddlywink into a cup somehow stuck above the table on a cradle or tower of straws. Simple.

Six groups started the challenge – about 40 students in all, and a team of five from the Science Department. Three groups made it to the end and one group only gave up at the last minute when their chosen structure proved impossible to construct in the time provided. And only one group (the Science Department) produced a catapult.

A student sidled up to me.

“We’re going to win,” he said. I raised my eyebrows questioningly. “We are going to put the cup at the Waxman Gate and the tiddlywink here at the K-block. We will get thousands of points for the distance and there you go!” When I finished laughing, I added a stipulation that to win, the tiddlywink had to get into the cup at least once. When I accused the group, all veterans of the Science Week Challenge, of cheating, they looked at me cheekily and said: “That’s the whole point of this, isn’t it? To find the best way to get around the criteria?”.

I could only agree! I love that these students turn up every year and new students join, to find out how they can think their way into coming up with a creative and interesting way to circumvent the intention. Just so you know, one of the two successful student attempts involved sticking the cup up a wall and climbing on a pyramid made of team members to drop the tiddlywink in with the spoon – technically not touching the tiddlywink and gaining many points for height. They attempted to get more points for doing this on the third floor of the B-Block, but this was disallowed (I am the sole arbitrator and final judge).

The winning team ran a super-long straw from the same third floor to the ground at the base of K20. They fashioned a ring of straws, stuck the tiddlywink to it and allowed the ring to slide down the straws into the cup at the end. This didn’t get them any points for height (the cup was on the floor) but allowed them to be some way away horizontally and extremely accurate. 

I had a lot of fun watching the students struggle their way to a solution. I also got a huge kick out of seeing a hoard of tiny Primary students swarming around the teams asking eager questions and making enthusiastic suggestions as their bigger colleagues (and the staff) indulged them in their participation and smiled kindly on their excitement.

And that was only one of the five days of Science! I wish I had enough space to fully describe the squeals of joy and exuberant participation that accompanied the Science Show, or the look of glee on the students’ faces when they looked at the spinner they had created. Or the buzz and hum of the Trivia Quiz and the panting and jumping up and down of the students as they ran around in the Science Great Race. You will have to imagine it all for yourself.

All I can tell you is that the Science staff heaved a great sigh of relief when it was all successfully over,  Rochelle Hunter (our hard-working and much appreciated Lab Technician) had put away the last bottle and straw and the fun was over for another year. We collapsed in a heap and began to deal with the disaster area that we had produced on our desks…

… and Miranda McMahon, the teacher most responsible for the organisation of the week sent me an email: 

Hi Science,

I know I’m getting a bit ahead of myself, but I thought this would be cute for next year’s Science Week Creativity Day.

Can you believe it? You’ll have to wait about 365 days to find out what it is that she already has planned!

Science-themed Shabbat

This year saw the first Science-themed Shabbat, in honour of Science Week. The students did a terrific job of integrating the two (my favourite were the Bunsen burner candlesticks). Below is the lovely “spiel”, as he put it, given by Josh Amoils. I wish I could provide the delivery as well, which was a delight! – Jenny Selinger, Head of Science

Do you hear that? That’s the sound of, that’s the sound of, curiosity. To be more specific I sense this general aura in the room, I feel it in my spleen. The reason why I feel it is because as humans we ask questions. And I mean a lot of questions, everyday 24/7, questions, questions over and over again. I ask myself questions all the time. Why is the sky blue? What is light? What is sound? What is movement? What is time? Where does a thought come from? Why is a smurf blue? Mum, what’s for dinner? Why is the alphabet in the order that it is? Why does a round pizza come in a square box? If a person is born deaf, what language do they think in? How can Darth Vader breathe and talk at the exact same time? When are these questions going to stop? Why is Samo always smiling? What if the asteroid that killed the dinosaurs was actually a UFO and we are the aliens? What is existence anyway? Why would someone try to antagonise an entire religion by walking into a democratically elected Parliament wearing the very same holy clothing that they sort to ban in Australia? You see, we all ask questions, but how do we find the answers?

This is where science and Judaism come into our lives. Now a lot of people think that there is some inherent conflict between science and religion; that they are somehow opposites and that you can’t believe in the merits of one, without out denying the other. For example: a very popular issue that’s thrown around is that Darwin’s theory of evolution and Judaism’s story of creation contradict each other and only one must be ‘true’. Now logically this seems sound enough –if you add any 2 numbers together there is only 1 answer or you can’t be half pregnant, you can only be pregnant or not pregnant just like you can either believe in evolution or the opening words of Bereshit.

But, what if scientific theory and Jewish teachings actually answer different questions? What if the theory of evolution and the story of Creation don’t operate as binaries, but are explanations of 2 completely different questions. There would be no commonalities in their purpose and so you can’t compare the answers.

The definition of science is “the intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment”. So, science deals with the ‘hows’ of the world. How do plants grow? How can I measure the landmass on earth? How does length, cross-sectional area and temperature effect the electrical resistance of a wire? Science tells us that the earth is in the Goldilocks Zone. Just like the story of the three bears’ porridge, if the earth’s orbit was 1% closer or 1% farther from the sun, the earth would be too hot or too cold to sustain life. The earth is in that space which is ‘just right’ zone to allow us to live. Science recognises that our fundamental existence is only made possible by a very fragile alignment of natural variables and a very intricate design.

So, using science and logic, we can learn how things work, but science doesn’t answer all the questions. Unlike most animals, there is something to do with our brain that allows us to be highly aware of ourselves and ask the question “Why?”. Why is the earth suspended delicately in such a way that allows us to live? Why are we on earth with other people? Why is their existence?

Going back to its definition, scientific fact is found through observation and experimentation, but these questions can’t be answered through these methods. It would be like an ant trying to understand the forest in which it resides. We just can’t do it. This is where Judaism comes in. Judaism supplies meaning to the questions of life and creation that science can’t answer. Yes, we can understand how the Big Bang works, but why did it happen? Science also fails to explain what existed before the Big Bang. Judaism calls the perfect conditions that allow us to live ‘the miracle of creation’ and reasons that the ingenious, symbiotic design of the earth was the act of God, that it had a purpose. Judaism brings greater meaning to our everyday experience beyond worrying about our survival. Due to the miracle of creation, we have a responsibility to treat the earth in a certain way and we have a responsibility to treat each other by an ethical guideline.

So how do we answer the questions that we want to answer? How do we tame that curiosity that we all have? Well during this time of Science Week and Shabbat I think it’s important to acknowledge that science and Judaism both answer different aspects of the world and that we can use both to better understand our existence.
Joshua Amoils, Year 11

High School Sport events

Kristy Reed – Sports Co-ordinator & PDHPE Teacher

High School sporting events next week

Monday

Morning

14s boys basketball training

Years 7/8 basketball development squad

Afternoon

Tennis development program

Pilates

Tuesday

Morning

Junior boys rugby training

Running group

Afternoon

Sydney Schools Cup interschool boys basketball competition

Sydney Schools Cup interschool girls volleyball competition

Wednesday

All day

AICES Athletics Championships

Morning

Boys fitness

14s boys basketball training

Gymnastics

Thursday

Morning

Girls fitness

Senior boys rugby training

Lunch

Open boys basketball training

Afternoon

Skyzone

Years 9/10 girls netball competition

Open boys basketball competition

Friday

Morning

Swimming squad

16 boys basketball training

Intermediate boys rugby training

Lunch

Years 7/8 Sydney Schools Cup volleyball training

Sunday

14s boys basketball competition

16s boys basketball competition

East Timor trip

Emanuel School returns to East Timor

From 30 July to 9 August, 13 students and 2 teachers from Emanuel School visited East Timor. We stayed in the capital Dili for a few days and then reconnected with a village in the far west of Timor Leste called Gildapil. Emanuel first went there with 10 students, our Principal, Ms Hastings and Outreach Co-ordinator David Whitcombe, in 2015. On his return trip, Mr Whitcombe was thrilled to fulfil a promise Emanuel made to the Gildapil School. “We told them we would be back and that we would help teach English to their students”.

Our 2017 group prepared to teach English as a second language with the help of English teacher, Ms Philp and then we (with Ms Philp and Mr Whitcombe) stood in front of Timorese classrooms full of smiling faces for 3 morning sessions of teaching. The local kids loved the variety of lessons, songs and games presented by our student teachers.

On this Destination Dreaming trip we were lucky to attend a significant local ceremony on a mountain top and visit the local blacksmith and basket weavers. The highlight though was that we got to meet young East Timorese people and make real and true connections with them. After school we played and swam with our new friends until sunset. While being confronted by the reality of a brutal recent history, we saw that the small developing country held many lessons for teenagers from Australia. A selection of student reflections reveal the impact the trip had on them.

“Before leaving on the East Timor school trip, all I knew about the small island nation was that it was colonised by the Portuguese, occupied by the Indonesians, and became independent in 2002. I knew nothing about the people, culture or anything else really. Reflecting on the vast knowledge I gained during the trip is unfathomable. Teaching the children English in the community school, seeing traditional craft such as basket weaving or knife making, witnessing a cultural ceremony that only happens every 30 years on top of a mountain are just some of the things we did in that magnificent country. This trip also impacted upon my awareness of what I buy, what I use and what I waste. Coming from such a privileged environment with so many opportunities to succeed, it is difficult for one to imagine the disadvantage that the majority of people who live in East Timor are in, and seeing so many children with so much untapped potential during our time in Gildapil really opened up my eyes to this issue. Overall, the Emanuel School East Timor trip is an incredible and once in a lifetime experience which any student should be interested in going.”

Daniel Van Sluys Erlich – Year 10

“East Timor was the most amazing experience ever. I have never gone on a more incredible trip. Not only do I want to go back but I want to spend more time there. The trip taught me to be more grateful about everything – it taught me that I am lucky for what I have. The trip made me think about the way I live compared to other people around the world. It made me think about the aid. It made me think about the privileges we have, it made me think about education and how I should not take it for granted. 

Hannah Adler – Year 10

“East Timor was honestly the best 10 days of my life. I have learnt how to respect my family, friends and people around me. The people in East Timor are so thankful for the very small things they have. The friendliest people I have ever met lived in the little village of Gildapil. They were so welcoming towards us as we entered their community.”

Erin Forman – Year 9

“East Timor was an amazing experience, and I am so grateful that I had the opportunity to go. I became more aware of respect and how to act around different cultures, and I discovered my love of travelling to amazing places. I loved being so welcomed by the people of Gildapil, receiving our own tais which were made by the village and seeing a traditional dance as soon as we arrived. Teaching the kids and playing with them in class was one of the highlights of the trip for me. The connections I made with some of the kids were incredible and I hope to keep in contact with as many of them as I can. I think going to East Timor is something that all Emanuel students should consider because it really changes your view on the world.”

Jemma Salamon – Year 9

“There’s really only one word I can use to describe this trip: “life-changing”. This is possibly one of the most amazing things I have done or will ever do in my entire life. I was really able to find myself on this trip and connect with people, whom I’d never thought I’d be able to connect with. I am able to say that I prefer living in the society of Gildapil because of the contentment and optimism it carries compared to Sydney life where everyone is worrying about insignificant things that often revolve around technology or wanting more or ‘better’ things. East Timor is so beautiful – the people are so welcoming and the landscape is amazing! I would really recommend this trip to anyone and everyone because there’ll never be an experience like this anywhere else. It is the most insightful, educational trip anyone could ever do – the things you learn on this trip, you could never learn in a classroom.”

Miriam Itzkowitz – Year 9

“All the friends we have made and people we have met over there will never be forgotten and all 13 of us are finding it really hard to adjust back into our normal lives again because we really felt it was right being over there. I can say on behalf of all of us, we truly miss East Timor. It is a country filled with the most amazing spirit, history, kindness, welcomes and especially people, and I can’t wait to the day I return to East Timor!”

Simone Rappaport – Year 9

“The trip to Timor Leste was one of the most incredible, life-altering experiences I have ever had. Spending 10 days in a developing country definitely altered my perspective of not only life in a developing country, but also the culture that I live in. The best part of the trip for me, was spending 6 days up in Gildapil, a very remote village in the mountains. The people welcomed us with open arms and even allowed us to watch a religious ceremony, that only occurs around once every 30 years, up on top of a mountain. We spent 3 mornings teaching at Gildapil School which was nerve-wracking at first. But the kids turned out be be really lovely and enthusiastic and the experience was really rewarding. One of the best parts of our stay in Gildapil was the hours we spent playing with the kids on the soccer field just below where we were staying. We played soccer and football and duck duck goose, and took photos and laughed with them. The language barrier wasn’t restricting and we made lots of friends which made us very sad to leave them behind. Overall, the East Timor trip was a lot of fun and an amazing learning experience. I would highly recommend it for future years!”

Samara Trenaman – Year 9

“When we arrived in Gildapil, the whole community had organised a welcoming ceremony, which was the most amazing way to be welcomed. In the 6 days we were there, we formed the most amazing friendships, despite the language barrier. Learning their culture was an extremely eye-opening experience, seeing how they all work together to get by with the little that they have. We were welcomed with open arms, they shared everything with us, and showed us there’s more to life than just the Eastern Suburbs of Sydney. The kids thought that we had come to teach them, but actually we were the ones who learnt so much from them. By the time we had to go, we all exchanged hugs and waved goodbye. It was extremely hard to leave their happy faces, but it felt good knowing that the money we had raised was now going to help them build 2 new crucial pieces of infrastructure – a bridge which would enable the children to cross a river and therefore get to school in the wet season, and a water pump to help the old women keep their agriculture going. East Timor was one and will always be one of the best experiences of my life, and I encourage everyone to decide to go on this amazing trip.”

Mia Gold – Year 9 

“East Timor was a trip I wouldn’t trade in for the world. It taught me about the important things in the world and what matters. It opened my eyes and helped me appreciate what I have, and the fortunate situation I’m in. This trip has made me think about my future and what I can do to help countries like East Timor. For now, all I can really do is convince other people to go on the trip and tell people how amazing it was. I can also, of course, talk about how safe it is, unlike what most people believe. Contrary to East Timor’s horrific past, everyone is so warm and kind. Specifically, the children in Gildapil, the village we visited, were so generous and happy. Even though English was their 3rd language and we spoke hardly any Tetum, I made so many friendships, that I will cherish forever.”

Talia Blackman – Year 9

Buddhist Temple excursion

Jake Harpaz – Year 11

Buddhist Temple experience

Many students have asked me about what happens on the Year 11 two-day Studies of Religion excursion to the Nan Tien Buddhist Temple located near Wollongong.

We arrived at school as usual and boarded the bus to go to the Temple. After a 60-minute bus trip, we arrived at the largest Buddhist temple in Australia. We began our learning with a guided tour, which gave us an insight into the history of the Nan Tien Temple.

After the tour guide gave us a bit of a background story/historic lesson, we entered a room known as the Harmony room to take part in the making of origami, which is a form of meditation. After our break was finished, we attended a Buddhist tea ceremony.

After the tea ceremony was over, we went to the Meditation hall accompanied by one of the reverends. I was a bit confused as to why she wanted us to line our shoes up a certain way before we entered into the hall. As boys and girls were separated either side of the hall in a very orderly fashion, we were then told to walk in slow steps around the room clockwise behind one another. Many of the group including myself found this exercise to be more stressful than meditative, as it was quite painful to keep our heels in the slow walking process.

After this, we went to the dinner hall and were told to be seated. We then recited a prayer in Chinese which we said altogether before we ate our meal. After we finished our vegan dinner, we went to a different room where we watched a documentary on the story of the Buddha and how the religion started. After the documentary, we were sent to our rooms to go to sleep and wake up for the early morning start.

My alarm went off at 5.40 am, I got out of bed, had some water, put on my shoes and went to wait in the hotel lobby. Once all the group had gathered in the lobby, we walked to the Buddhist morning drum and roll ceremony, then entered the main prayer room, where we chanted a few prayers in Chinese and were blessed by the reverends, wishing us good luck for our exams. After the morning chanting was over, we were called to tai chi at the bottom of the Temple steps which was led by one of the reverends. The sun was rising over the hills, the air was crisp and cold and we all enjoyed doing this exercise together. After the great tai chi service, we went to eat another vegan breakfast at the dining hall. After breakfast, we went to the Harmony room where one of the reverends gave us a backstory of where she came from, what she was like before becoming a reverend and what monastic life was like, which was very interesting. She linked her experiences to many Buddhist precepts and theories and explained what it was like for her parents when she left her fast-paced life in Shanghai for life as a reverend.

We all felt rejuvenated by this experience and appreciated being able to live a more authentic Buddhist life at the Temple. What an experience. This is my last excursion at Emanuel School before moving to Byron Bay in a few weeks. It was an excellent way to end my years at the School, and reminded me of the many interesting moments I experienced while studying at Emanuel. It also gave me a wonderful opportunity to learn about Buddhism more deeply and to understand why this religion has become so popular.

Creating an inclusive mindset

Rebecca Gaida – Jewish Studies Teacher

A more inclusive society

I recently had the honour of attending a forum at Jewish Care with Jay and Shira Ruderman from the Ruderman Foundation. Jay and Shira are social activists working to change attitudes towards people with disabilities with the aim of making our society more inclusive. They said that 20% of the world’s population has a type or form of disability of some description, whether it be depression, Alzheimer’s or any kind of disability. Given that it is likely that someone we know has, or might develop in the future, some kind of disability, building an inclusive mindset will help shape a society that is accommodating and inclusive.

Here are some top tips shared by Jay and Shira for building an inclusive mindset:

1. Remember that not everyone’s brain works the same as yours. You may need to find ways of including everyone in your social world, even though people think and act differently from you. 
2. Reflect on your actions and words – are they inclusive or might they exclude others inadvertently? Are you inviting everyone or just some people to be a part of your world? Are you willing to go out on a limb to help others with less than you?
3. Do you donate to charities that are inclusive or exclusive? Are you part of organisations that include everyone or just some people? And if you are part of an organisation that excludes some people, what can you personally do to make it more inclusive?
4. According to Jay and Shira, many people who have children with disabilities can feel excluded by Jewish organisations that don’t cater for their needs, which can turn them away from Judaism as they seek help from outside the community. You can personally help shape synagogues, Jewish youth movements and other organisations to make them more inclusive and friendly to all families.
5. Try to “Seek first to understand and then to be understood”- if you can’t understand why someone is acting in a certain way, perhaps be straight up and ask them questions to better understand their point of view. That way you can get a better picture of what went on in their brain when they acted in a certain way and you can respond more appropriately.
6. Leave your ego at the door and give your time and attention to the people with you.

I think having an inclusive mindset is the way of the future and that each of us has a part to play in creating a more inclusive society. It is not enough to simply be anti-bullying. By being proactive in one’s inclusion of others and people with disabilities, we can all work towards Tikkun Olam (repairing the world) and make our society a more welcoming and inclusive one.

To find out more about the Ruderman Foundation and their projects please visit www.rudermanfoundation.org/

Art success

Charge!

On 31 October 2017 we commemorate the 100^th Anniversary of the Light Horse Charge which took place at Beersheba in Israel.

The Harry Bell Memorial Art Competition was designed to encourage students to study this lesser-known part of WWI history and visually portray the ANZAC characteristics of mateship, courage, perseverance and sacrifice displayed by the Light Horsemen with special reference to the interaction of horses and riders. There were 32,000 Australian men and 40,000 horses in the Palestinian campaign and the casualties were 1,394 dead and 4,851 wounded. This competition sought to remember them as a special centenary tribute. Adena Sheps in Year 10 recently came 3^rd in this Australia-wide Competition.

Artist statement

This painting, titled ‘Taking a Spell’, highlights the inter-dependency between the Light Horseman and his cherished horse. The bond forged between man and beast, under life threatening conditions is an enduring one. I have chosen to depict a moment of tranquil companionship emphasising their mutual trust and affection, as a counterpoint to the ravages of war. This relationship based on mateship, was crucial to the Horseman’s success, as each came to depend on the other for their very lives. 

I was awarded 3^rd place in the competition, and won a signed limited edition print of choice from the Light Horse collection of Jennifer and Ron Marshall.

Adena Sheps, Year 10

Friendship Circle – Plain Clothes Day

Rashi Times

Hey Rashi, Eden and Liv here

The 2018 Rashi Peer Support leaders were announced at assembly on Tuesday and we’re proud to say that the new Rashi leaders are Nina Brown, Mia Shapiro, Ben Lesley, Oliver Evans, Dylan Herdan, Jared Elbourne and me (Eden). After the training days and a practice peer support session, all 7 of the Year 10 students involved are so excited to get to know the incoming Year 7s and help guide them through the transition into High School.

The new SRC body started this year with a very successful fundraiser for the Indigenous Literacy Foundation. Only a quarter of Indigenous students in Year 5 are at minimum reading standards, compared to 91% of non-Indigenous students. This foundation aims to close the literacy gaps by providing books in their own language and teachers to teach in their own language. By learning in their own language, the children are able to develop fundamental skills that can carry them through life in their village. The sausage sizzle and Book Week-themed plain clothes day was a lot of fun.

Congratulations to the elected Rashi SRC members for 2017-2018: Joshua Moses (Year 7), Tara Israel (Year 8), Isabella Schultz (Year 9), Tallulah Stein (Year 9) and Noah Klein (Year 10).

As you all probably know, the Friendship Circle walk is coming up on Sunday 10 September. Friendship Circle is an organisation whose mission is to empower people to shape a world where people with special needs and their families experience acceptance, inclusion and friendship as contributing members of society. So, if you feel like getting involved and supporting a great cause sponsor our team or even better join us on this walk!
www.mycause.com.au/page/155799/emanuel-school

That’s it from us this week, have a great weekend.

Liv and Eden signing off

Rabin Bugle

Hello and welcome back to another week of the Rabin Bugle.

Mazal tov to the newly-elected Rabin SRC Representatives:

Year 7 – Nathalie Freed

Year 8 – Georgia Kahane

Year 9 – Jamie Orleow

Year 10 – Lara Rutstein, Paris Spennato and Rachel Turteldove.

Congratulations also to the election of the new Year 10 Peer Support Leaders:  

• Ashlee Orleow
• Maddy Grigoletti-Labi
• Sarah Sharwood
• Daniel Van Sluys Ehrlich
• Joel Ehrlich
• Adam Riesel.

I’m sure they will do a great job of guiding the new Year 7s.

But that’s not all!

Congratulations to the Year 12 students who presented/performed their HSC major works at the Art and Drama Showcase evening last week, and to Adena Sheps in Year 10 who placed third in the Harry Bell Memorial Art Competition for her artwork, titled ‘Taking a Spell’.

A quote to finish off the week:

“The goal of education is the advancement of knowledge and the dissemination of truth.” John Kennedy

Thanks for reading.

Dan Bethlehem

Kol Szenes

Leadership

This week the new SRC and Peer Support Leaders were announced. While having leaders inside school is great, there are also many leaders outside of school who many people look up to. One of my leaders or role-models is Emma Watson. Emma Watson is an actress, best known for playing Hermione Granger in the Harry Potter film franchise, and most recently, Belle in Beauty & the Beast. I look up to Emma Watson because not only did she play 2 iconic heroines, both of whom I looked up to from a young age, but also because she is an outspoken feminist; something I am very passionate about. Growing up in the spotlight must have been difficult, being sexualised by the media. But Emma was able to remain calm and keep her peace of mind, going to Brown University and being an Ambassador for the UN.

Another person I really look up to is Malala Yousafzai. Even growing up in areas where women are silenced, Malala was passionate and was extremely brave in speaking about what she truly believed in. Even after being shot in the head, Malala continued, and still continues to speak out about her beliefs in equality between everyone, regardless of gender, sex or religion.

Miriam Itzkowitz, Year 9

Mazal tov to:

Lion Smith, Year 11,  for starting 2 amazing clubs this term: Meditation Club and Compost Club!

Our new SRC leaders in Szenes House:

• Sasha Goldman in Year 7
• Liat Granot in Year 8
• Asha Friedman in Year 9
• Bella Flax in Year 10.

Our 2018 Year 11 Peer Support Leaders:

• Matthew Joffe
• Josh New
• Jake Hyman
• Zoe Miller
• Mia Port
• Erin Nabarro

• Szenesians who participated in Night of Song.
• Year 12s who performed at the Drama Showcase or presented their artwork at the Art Showcase.

Debating

On Monday, the Senior Debating Team lost a tough debate against Hunter Valley Grammar School (HVGS). The team was 100% Szenesian and consisted of Beau Glass (1^st Speaker), Rebekah Goldsworthy (2^nd Speaker), Isabella Flax (3^rd Speaker) and Isaac Grove (Team Advisor). The topic was extremely difficult: ‘That Prisons Should be Abolished’ and Emanuel was the Affirmative Team (the team that agreed with the topic). We congratulate HVGS on their well-earned win and wish them luck in the semi-finals for HICES.

However, on Tuesday, the Middles Debating Team won against Central Coast Grammar. We had 1 Szenesian on the team, Chloe Miller (2^nd Speaker), and we are so proud of her. The topic was: ‘That Face-to-Face Communication is more Beneficial than Facebook’, and Emanuel was the negative team. We are so proud of Emanuel and wish the Middles good luck in the semi-finals!

Word of the week:

OPPUGN to question the truth or validity of it

Quotation of the week:

‘Innovation distinguishes between a leader and a follower.’
Steve Jobs

Enjoy the puzzles below and the weekend.

Shabbat Shalom

Puzzle Fun

1. Word Game

Try to make as many words as you can out of this word!:

PNEUMONOULTRAMICROSCOPICSILICOVOLCANOCONIOSIS

Pneumonoultramicroscopicsilicovolcanoconiosis is a lung disease, also known as silicosis. It was especially common among gold-miners because they’d breathe in the dirt, which would go into their lungs. This is one of the main reasons that gold-miners died, but also one of the main reasons that gold-miners would bring canaries down with them. When the canary shrieked, it was on the verge of death, meaning it had likely contracted the disease, which was a warning sign to the miner to go back up the mine.

2. Animal Trivia!

How many questions can you answer correctly? Send your answers to me at itzkowitz.miriam@emanuelschool.nsw.edu.au and whoever answers the most correct wins a prize.

What is unusual about the way marsupials give birth?

1. They lay eggs
2. The young eat the mother
3. They reproduce only once
4. Their newborns live in a pouch

What type of cat did fishermen’s wives keep at home to prevent a disaster at sea?

1. Black cat
2. Persian cat
3. Rex cat
4. Tabby cat

What black and red butterfly migrates to Canada from Mexico using internal ‘compasses’ to track its position relative to the sun?

1. Buckeye
2. Birdwing
3. Monarch
4. Glasswing

Which of these is a decapod?

1. Earthworm
2. Crab
3. Octopus
4. Spider

During one of its nocturnal runs, often during specific phases of the moon, what fish waits for very high tides to lay eggs deep on sandy beaches?

1. Growler
2. Groaner
3. Grunion
4. Grouper

Europeans call our version of this animal a wapiti. We call their version of this animal a moose. What is it?

1. Unicorn
2. Elk
3. Caribou
4. Reindeer

Which breed of dog is the only actual American breed?

1. Bloodhound
2. Boston Terrier and Catahoula
3. Collie
4. Pit Bull

Which animal has had 2 family movies made about him, one in 1993 and a sequel in 1995?

1. Flipper
2. Lassie
3. Smokey the Bear
4. Keiko

What unusual ability do swiftlets and oilbirds have?

1. They can perfectly mimic human voice
2. They can use echoes to fly in the dark
3. They can stay underwater for days at a time
4. They can sting prey with venom

How high can the puma and leopard jump?

1. 5ft (5m)
2. 12ft (3.7m)
3. 24ft (7.3m)
4. 5ft (1.5m)

Report by Miriam Itzkowitz, Year 9

Emanuel Run Against Violence team

Many Emanuel students remember Kirrily Dear who visited the School for the showing of her film Icebergs. Kirrily is an ultra marathon runner who is determined to raise awareness of domestic violence.

This week at assembly Samara Trenaman in Year 9 spoke to the High School about the Run Against Violence. We are aiming to enter school teams into this great initiative.

How it works:

• Any High School student is invited to join the Emanuel team
• Each member of the team runs as many kilometres as possible each day for the 19 days of the challenge.
• The challenge runs from 30 August to 17 September
• Runs are completed in each individual’s own time, place and at their own pace, however the best fun is always had when running with family and friends
• Each student has their parents sign off on their running diary with each run
• Each individual logs their running distances each day on the team’s virtual challenge page
• The aim is for our team to race Kirrily as she runs from Broken Hill to the Sydney Opera House
• Parents and staff are welcome!

For any enquiries and registrations please email kreed@emanuelschool.nsw.edu.au

Connecting our Community – Gesher

Sonia Newell – Development Officer

Visitors to school this week

Many of our students’ grandparents live overseas and do not get the opportunity to see our amazing campus. If they have an email, no matter where in the world they live, grandparents can stay in touch with us, so please ensure we have their correct email/contact details for our database! 

The bi-annual Grandparents and Friends Newsletter is a fabulous way for them to see and read about events at school. Some of them may even be planning a trip to Sydney and want to co-ordinate that with an event on here at school.

Here is the link to the latest issue: www.emanuelschool.nsw.edu.au/wp-content/uploads/2017/07/GF-News_Vol_9_issue_1.pdf

Miriam Itzkowitz (Year 9) and her brother Alexander (Year 6) have their paternal grandparents, Ann and Martin Itzkowitz, visiting from the USA where they live and it was my pleasure to take them on a tour of the School on Monday. They were most impressed with our Science laboratories, Millie Phillips Theatre as well as the new Year K classrooms and play space – in fact they loved all the wonderful facilities here, and also commented on the fabulous use of outdoor space!

Anna and Martin Itzkowitz with Miriam

Don’t forget our annual Primary Grandparents and Friends Day on Friday 15 September.  We look forward to a wonderful morning of activities that the children will share with their visitors, starting at 9 am.  For more details, please see the invitation that is posted in this week’s edition of Ma Nishma.

More amazing Emanuel talent and a busy weekend ahead

We hope you can join us this Sunday from 5.00 pm to 6.30 pm to hear the delights of our Senior Chamber Choir and Alumni Concert in the Millie Phillips Theatre. There is no need to book for this event. 

Before this choral event we have an inspiring afternoon with Adi Gefen-Adler, UIA Shaliach from 2.30 pm to 4.30 pm, where he will explore Jerusalem, Islam and the Temple Mount. We have limited seats still available so if you would like to join us, please RSVP to: snewell@emanuelschool.nsw.edu.au

Alumna, Lexi Landsman (Class of 2002), daughter-in-law of Emanuel Primary teacher, Diane Clennar, has written her second novel. She turned a story her grandmother told her into a suspense novel, The Perfect Couple, which goes on sale on 28 August. Lexi, whose debut novel ‘The Ties that Bind’ was published last year, is part of the 2017 Sydney Jewish Writers Festival (SJWF) on this weekend. Other Emanuel Community members involved with SJWF include award-winning freelance journalist Diane Armstrong, grandmother of Allie Armstrong, Year 6, Shirli Kirschner, mother of Ella Kirschner in Year 6 and Merelyn Chalmers, parent of alumna Eliza Chalmers (Class of 2012) who is part of the well-known group of Sydney women known as the Monday Morning Cooking Club (MMCC). 

 We are very excited to have the MMCC come to School for a P&F event on Tuesday 12 September, where they will demonstrate their latest recipe book, It’s Always About the Food.  Bookings are open for this event: www.trybooking.com/RKEB

You can read more about SJWF on: www.shalom.edu.au

Remember September

The statistics regarding Pancreatic Cancer show how serious a problem it is, which is why alumnus Ben Wilheim (Class of 2008) and others are here trying to change them. 

* It’s only 1 week until Remember September kicks off, 

* 55 brave challengers are registered and ready,

* $5,000 has already raised for Avner Pancreatic Cancer Foundation before we’ve even started.

* Sign up today for the most rewarding challenge of your year!

https://rememberseptember2017.gofundraise.com.au/

 Sunday 10 September is Friendship Circle Walk: www.sydneyfriendshipcircle.org.au/walk

If you have news to share with our Community, please send it to: snewell@emanuelschool.nsw.edu.au

An afternoon with Adi-Gefen

From the Careers Advisor

Open days

Open day season is officially here, and I hope all Year 12 students are adding open days to their calendars. This weekend is the biggest weekend in the open day calendar with Australian National University, University of Sydney, UTS and Notre Dame all hosting in the one weekend. Open days are not simply about getting freebies with a few spare pens, and wandering around. They really are full events that showcase the best of the courses. Below is a snapshot of the ANU list for their open days:

Make sure if you are interested in a course such as physiotherapy, that you attend that department, as there will be talks, Q&A sessions, meet-the-teacher sessions and more. It can provide a very good insight into the course, and what the next 3-4 years could look like for you. Look at the timetables in advance and add to your planners.

All of the open days are listed on this link: www.openday.com.au/tertiary/sydney/

Getting the most out of an open day

Most institutional open days are held in late July and August. However, you are more than welcome to contact an institution to arrange a visit any time.

What happens on an open day?

On open day you can visit an institution when it’s at its best. Everyone is there – academics, lecturers, current students and information officers. More importantly, you can talk with academics, lecturers and current students about what certain courses are actually like, and what is required to get into them.

Who should attend?

Anyone who is considering studying at a tertiary level in the next few years should attend.

Why should you attend an open day?
Apart from the opportunity to obtain course information there are many other reasons why attending an open day is a good idea:

• You are going to feel more comfortable arriving at a university or TAFE institute on the first day of classes if you have been there before.
• You’ll find out what is really involved in the course or courses you are interested in.
• If you have to move away from home, you can explore where are you going to live.
• You will be able to consider if you be happier studying in a large metropolitan institution or a smaller, perhaps rural, institution.
• You’ll be able to get a ‘feel’ for the place. Is it a bustling environment with lots of activity or a quieter, more relaxed campus set in landscaped grounds?
• You can consider how you’re going to get there. Is it close to public transport or should you start saving now for a car?

Careers with engineering

https://careerswithstem.com/read-it-here/

Character strengths challenge

Character strengths are traits that come through in our thoughts, feelings and behaviours. Complete this online questionnaire to help identify your character strengths www.viacharacter.org/survey/account/register

Gap Medics International medical work experience

Shadow doctors, nurses, midwives or dentists in hospital for 1-8 weeks www.gapmedics.com/aus/

Australian Apprenticeship’s: My Gain videos

The next series of Australian Apprenticeship’s My Gain videos have been published on YouTube. These videos ask apprentices and trainees to respond briefly to set questions about their job and job hunting experiences. They are directed at young people contemplating career pathways and where to look for job opportunities www.youtube.com/user/AAPathways

Emanuel School bags

Information about Emanuel School bags

Kornmehl

Terry Aizen – Director of Kornmehl

Burger Centre visits

Both the Starfish and Dolphins visited the Burger Centre this week to sing for the elderly visitors, who are always delighted to see the children and to join in with the singing. Taking the children out into the wider community has many advantages for both parties. It’s important for the children to realise that they part of a wider community and that they can make such a big difference in someone’s life to bring them joy and happiness through the power of song, music and just their presence. Teaching the children to have empathy and an emotional connection to elderly members of our community builds their confidence, resilience, as well as feelings of worth and positivity. All of these factors were evident in our visits this week.

Below are some of the children’s comments:

Sienna: We sang for them and they felt good.

Maddy: The most special thing was to see the old people. I think they were crying from happiness.

Alfie: I loved us singing and I think they thought we were beautiful boys and girls.

Nathan S: I felt happy and they felt happy. One of the old people gave me a hug.

Poppy: They thought we were special.

Ethan: We did a mitzvah. There were more old people than Dolphins.

Eden: The best part was the end. They had a smiley face and we said hello to them.

Tyler: We were singing and they liked it.

Noam: I spoke in the microphone and they felt happy.

Rosh Chodesh Elul

The children learnt this week about the meaning of Rosh Chodesh Elul and how this is a special month before Rosh Hashanah, where we wake up our minds and think about doing good deeds and saying sorry to others that we might have hurt or made sad during the year.

Adam Carpenter, came down to Kornmehl to blow the Shofar for us. The sound of the Shofar tells us to wake up and listen! These blasts serve as a daily reminder that Rosh Hashanah is on its way and we must focus and reach down deep into our hearts to ask for forgiveness. The shofar also reminds us that our words have extreme power and we must think carefully about what we say and how we say it.

During the month of Elul we will be encouraging the children to think about doing mitzvot and acts of kindness – Tikun Olam. It’s also a great time for families to talk to their children about the concept of ‘forgiveness.’

Preparations for going to school

Each child responds differently to changes and each child will deal differently with the transition into school. Children need help to adjust to the rules and way of doing things that school offers. Some of these changes include:

• Physical environment is bigger with playgrounds that are shared with older children and facilities spread across a wide campus
• Routines may be a lot more structured, with set times to eat, play, go to the library or the toilet
• Relationships may be more complicated than previously, where the child will have to learn to relate to different teachers, specialist teachers and lots of different children across many age groups.

Children who make a positive start to school are more likely to feel comfortable, relaxed and valued, good about themselves as learners and develop a sense of belonging to the school community.

It is important for parents to talk positively about going to school, without building up unrealistic expectations. Try to listen to any concerns your child may have and answer any questions. Make sure your child attends the School’s orientation programs, usually held in term 4. If necessary take them for a walk around the School, pointing out their classroom and mapping the journey from the room to the toilets, library and other key facilities.

Below are a few tips to think about:

• Personal skills – include the ability to look after yourself and your belongings, to manage your time and get tasks done and understand that particular rules and routines apply in each situation
• Relationship skills – include being able to join in games, take turns, make and maintain friends and learn how to talk with less familiar adults
• Learning skills – include being able to keep going with a task, knowing how to ask and answer questions, how to listen to and follow instructions and having a positive disposition or attitude towards learning new things.

Parents are the safe base from which children can move out to explore the world, to learn and grow and become socially confident, responsible young people.

Things you can do to build your child’s personal, social and learning capacity:

• Gradually ask your child to take responsibility for organising their belongings e.g. setting out clothes for the next day
• Give your child small manageable responsibilities at home, such as cleaning up, setting the table, clearing their plate, putting their toys away
• Involve your child in family decisions according to their age and ability; offer them choices about what to wear, what they want to eat, or where the family could go on an outing
• Talk about the different rules that apply for different situations e.g. wearing a seatbelt in the car, crossing a road, in the park, at the pool etc
• Play games as a family and remind children about rules and turn taking
• Invite children over to play and guide your child into joining in and making friends. It’s important for parents to model kindness and respect
• Sit with your child doing small tasks, encouraging them to persist and solve problems
• Read books and develop your child’s listening skills, concentration, comprehension, thinking and conversation
• Encourage your child to explore, be curious, come up with questions and investigate how things work
• Encourage your child to be independent, believe in themselves and take some risks in a protected way
• Teach your child that things don’t always work out the way we want them to, but that we can learn from every situation and to keep trying until we succeed.

Taken from Your Child’s First Year at School – Getting off to a good start. A guide for parents – Jenni Connor and Pam Linke, 2012

Mazal tov

We wish a hearty mazal tov to Corinne, Gabriel and Sebastian Telesca on the birth of their gorgeous daughter and sister, Luca, last week. We know she will bring you much joy and happiness.

Holiday care

Holiday care will take place in the first week of the holidays on Monday 25 September and Tuesday 26 September from 8 am to 4 pm. Please make sure you have signed up for the holiday care program by Friday 8 September.

From the P&F

Date: Friday 1 September. 

Time: 7.00 am – 8.20 am in MPH 

Cost: Adults $15 ($20 on the day), Children $10 ($15 on the day)

Bookings: https://www.trybooking.com/RDJG

To assist us with catering, please be sure to book early.  

Fathers Day gift stall 

We have organised a wonderful Fathers Day Gift Stall, also on Friday 1 September, and we will be selling special gifts for your Primary School children to give to you on Fathers Day. Please be sure to send your child along with $10 per gift on the day and they will bring the gift home with them that afternoon. The correct money would be greatly appreciated and if you would like to purchase more than one gift, perhaps for a grandparent, just send extra money. 

Help please

Traditionally, mums help us set up and prepare the Fathers Day breakfast, so this is a call out for mums to volunteer to help us on the morning of the breakfast.  We also need additional volunteers to help set up the afternoon before, during the breakfast, clean-up and at the Fathers Day stall. If you can spare some time, we welcome as many volunteers as possible: 

Breakfast and setup – please contact Ruby at rubykb@gmail.com

Fathers Day gift stall – please contact Michelle at mstockley1910@gmail.com

There are lots of upcoming events for you to be aware of:

P&F Auction – active now until November www.32auctions.com/EmanuelSchool2017

Fathers Day Breakfast (and stalls) – 1 September www.trybooking.com/RDJG

Monday Morning Cooking Club www.trybooking.com/RKEB

Save the date

Camping trip: 3-5 Nov 
Mums at the Movies: 12 Nov 

 

Mums at the Movies – Sunday 12 November

Enjoy your weekend,

Jen and Ruby