Volume 26 Issue 5 - 03 Mar 2017

From the Principal


This Ma Nishma showcases an amazing array of activities the students have undertaken in the last couple of weeks. Events such as the Academic Assembly, HICES Debating, the workshops yesterday featuring opportunities to build study skills, knowledge of cyberbullying and mental health, the World of Maths, the Parent and Student Information evenings and the Swimming Carnival today, have contributed to the rich and varied learning environments our students enjoy. Having a range of experts come in to the School on occasions to run workshops and share their wisdom and expertise adds to the depth and breadth of our students’ growth and development across mind, spirit and being. 

On Monday we welcomed back to our School campus all of Years 7 & 8 who had been on camp last week. You can read their accounts of their camp experiences in each of the House pages elsewhere in this bulletin. It’s clear that students learn a great deal about themselves, how to manage away from home, how to get on with and support their friends as they undertake the challenge of camping and the activities that represent, for many, large steps out of their comfort zone. They grow in independence and also learn to appreciate the outdoor environment.

A quote from new student Liat Granot (Year 8) about camp says it all (from the Szenes page):

Some challenges for me were that I had never actually been camping before and just generally prefer the great indoors to the great outdoors, I have more fears than elements on the periodic table, I get homesick and that I had only been at Emanuel School a bit less than a month. Nevertheless, I went and I am so glad I did, between outdoor rock climbing on real, actual rocks to hiking 17 kms in six hours, to canoeing 14 kms in two days, I barely had time to think about home … All in all, Camp Somerset was a really amazing and unforgettable experience. I found out that I was the kind of human being that can surprise myself and can have fun on camp.

New Parents’ and Year 7 Parents Welcome evening

All new parents, parents of new students and Year 7 parents have been invited to this event on Monday 6 March, which is always a very special social occasion. It is a lovely opportunity to meet members of the Emanuel Community and some of the staff in a relaxed atmosphere, hopefully on our deck if the rain stays away. Year 7 Parents are invited to attend the Meet the Teacher afternoon from 5 pm on the same day, and then stay on to join the celebrations, which start at 7 pm. I look forward to meeting and welcoming new members of our community then.

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.

Student success

Mazal tov to:

  • Amy Altman, Aidan Zlotnick, Blake Nixon, Gabriella Goodridge, Claudia Burman, Zac Greenberg and Ariel Odes, for their selections in the CDSSA Basketball team
  • Sage Zimen (Year 12) for her initiative and compassion in collecting resources to support one of the refugees she met at Villawood
  • Alex Burman (Year 11) for instigating and organising the blood donation event
  • The Junior and Senior debating teams who won their first round debates in the HICES competition

Coming up

  • New Parents Welcome (7 pm) and Year 7 Parents Meet the Teacher (5 pm), Monday 6 March
  • Diversity Assembly, Tuesday 7 March, 8:20 am
  • Emanuel Short Film Festival, Tuesday 7 March, 7 pm
  • International Women’s Day – guest speaker Wednesday 8 March, 1:10 – 2:00 pm (more information in IWD page), as well as SRC fund-raising day in the High School
  • Ta’anit Esther, Canteen Closed, Thursday 9 March
  • Purim celebrations, Friday 10 March
  • Purim Disco for K – 6, Sunday 12 March, 4 – 6 pm (book via link on P & F page)
  • Jazz on the Hill, 26 March, 2:30 – 5:00 pm (book via link on Gesher page)

Quote of the week

‘To succeed, jump as quickly at opportunities as you do at conclusions.’ [Benjamin Franklin]

Best wishes for a restful and reinvigorating weekend.

Shabbat Shalom

 

 

 

From the Primary School

Natanya Milner – Head of Primary

From Tany Milner

Ron Ritchhardt’s book entitled ‘Intellectual Character’ always challenges me to consider how we organise opportunities for learning. I have read it a few times and everytime that I do, I find that I am left with something powerful to think about. Ritchhardt defines intellectual character as “dispositions associated with good and productive thinking”(p.18). As parents, we can build ‘good and productive thinking’ in our children through modelling as well as through the questions that we ask. Ritchhardt analyses many of the different thinking programs in schools and looks for common threads across them. I like this simple model to explain the main types of thinking worth fostering:

  1. Creative thinking: looking out, up, around and about – with the aim of building open-mindedness and curiosity
  2. Reflective thinking: looking in – with the aim of building metacognition
  3. Critical thinking: looking at, through and in between – with the aim of seeking truth and understanding as well as strategic thinking.

When chatting to our children, I think it is worth keeping in mind the opportunities we have to ask questions that relate to each of these areas. We probably naturally lean towards certain types of thinking ourselves and therefore would focus upon these. The three areas outlined encourage a broad but manageable approach to questioning at school and at home.

Tracey Walker

Tracey Walker has resigned and will be leaving Emanuel at the end of Term 1. Tracey has been teaching at Emanuel since 2015. During this time, she has had a strong commitment to student learning as well as to initiatives such as ICT club and yoga club. Tracey will be beginning an internship in volunteer teaching. We will say farewell to Tracey at the end of Term 1 and wish her much success in her future endeavours. In the meantime, we will begin the recruitment process to find a suitable replacement to ensure a smooth transition for the Year 4 children.

Anti-Bullying Day video

The Year 6 Madrichim are preparing a student presentation for Anti Bullying Day. We would like the Years 3-6 students to enter a competition to create a short video related to Anti-Bullying Day. The video could be about one of the following topics:

  • Being an upstander, not a bystander
  • Treating everyone equally
  • Bucket Filling (Emotional Bank Account)
  • Using the 7 Habits to stop bullying
  • The Five Finger Method: Ignore, Talk Nice, Talk Firm, Walk Away, Tell an Adult.

The video can be a maximum of three minutes. The video must be emailed to Mrs Clemens (eclemens@emanuelschool.nsw.edu.au) by Friday 10 March (Week 6). The Madrichim will choose three winning videos to show at the Anti-Bullying Day presentation. First prize will receive a canteen voucher and their class will have a plain clothes day. Students can enter as individuals or as a group. If your child has any questions they can speak to the Primary Madrichim.

New Parent Welcome Evening

I hope to see many new parents to Emanuel School at next week’s Welcome Evening. Please join us on Monday 6 March at 7 pm.

Purim

This week you should have received an email about our upcoming Purim celebrations on Friday 10 March. We look forward to seeing all the children dressed up in their grade themes:

Year K – Story characters

Year 1 – Heroes

Year 2 – Movie characters

Year 3 – When I grow up I would like to be … Year 4 – Stars                

Year 5 – Past, Present, Future       

Year 6 – Opposites – Come as you aren’t

K-2 Parents and friends are welcome to come to our costume parade in the Adler courtyard at 8.20 am.

 Upcoming dates for your diary

  • 6 March: New Parent Welcome Evening, 7:00-8:30 pm
  • 7 March: Year 3 Excursion Taronga Zoo, 9:00-3:00 pm
  • 8 March: Years K-12 BBQ Day (details below)
  • 9 March: Ta’anit Esther, 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, Y6 Canberra Camp
    • Year 5 students arrive 7:00 am Waxman Gate, return 2:30 pm Waxman Gate
    • Year 6 students arrive 7:00 am Avoca Drive, return 3:00 pm Waxman Gate
  • 16 March: ASISSA Netball Gala Day, Heffron
  • 16 March: Year 3 Swimming, Allsorts Fitness Centre 1:15-2:45 pm
  • 22 March: Primary Open Day for prospective parents
  • 23 March: Year 6 Jilkminggan Information Evening, Millie Phillips Theatre 6:00-7:30 pm
  • 23 March: CIS Swimming Carnival
  • 23 March: Year 3 Swimming, Allsorts Fitness Centre 1:15-2:45 pm
  • 24 March: Year K Pathways Ceremony, MPH 8:20-9:30 am
  • 24 March: Primary Anti-Bullying Day

 BBQ Day

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

Raising Money For: 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 Director of Studies K-6

Helen Maynard – Director of Studies K-6

Meet the Teacher Follow up

As mentioned at the Meet the Teacher Evening I said I would outline some of the platforms that we utilise to ensure that we are a ‘thinking school’ that is constantly striving to create a culture where thinking is visible, valued and actively promoted.

There are a number of platforms from the Harvard Graduate School of Education – most significantly Teaching for Understanding, Creating a Culture of Thinking and Making Thinking Visible – that we draw from.  These are based on significant research and therefore are tried and tested as pedagogically sound.

Below is some information on the key aspects of each of the platforms.

Making Thinking Visible

We strive hard to ensure that what is in students’ heads is visible, as it provides us with valuable information about where to jump off in the learning journey, any misconceptions and items that need to be addressed.

This clip outlines the philosophy behind the thinking routines that teachers use on a regular basis in their classrooms.

www.youtube.com/watch?v=oKV_S5NpDdc&index=2&list=PLw02tZ1F4zEDxJTB9U64rFJcnqDgBAHMc  

Teaching for Understanding

A mind stretched to a new idea never goes back to its original dimensions.” Oliver Wendell Holmes

Teaching for Understanding is the framework that teachers utilise for designing, conducting and reflecting on practices that promote student understanding.  In the clip below David Perkins explains Teaching for Understanding;

https://vimeo.com/37158826

Creating a Culture of Thinking

At Emanuel School we use the following quote as the basis for our decisions around learning for our students, staff and the wider community.

 “Schools are places in which a group’s collective, as well as individual, thinking is valued, visible and actively promoted as part of the regular, day-to-day experience of all group members.”

Ron Ritchhart and Mark Church

As a school we invest in the professional learning of our staff. All staff members meet on a fortnightly basis to discuss dilemmas in their practice, student thinking and the latest innovations in education. We provide opportunities for parents to attend educational sessions on a variety of topics.

 

 

From the Primary Head Madrich

Aaron Khedoori

Primary leadership

Emanuel School hosts an annual Leadership Experience for each Year 6 cohort to participate in. The program is run over an intensive two-day period at Allsorts Fitness Centre and Emanuel School.

All students take part in various activities and events to develop their personal and social skills. There is an array of sporting activities to enjoy such as bubble soccer, wheelchair basketball, hockey and obstacle courses. Each sporting activity is followed by a formally structured session dedicated to students learning about different facets of leadership. Students also learn about the significance of mentoring and different communication skills. 

On the Thursday evening the students watched a screening of the film, ‘Remember the Titans’. The reason for this film choice is that it portrays the concept of friendship, leadership and the importance of overcoming racism, which is the direct result of the team’s friendship. In the film, the team encounters a struggle bonding and becoming a team. However, once they come back from camp, they all begin to become a united football team, having both black and white people bonding together.

During the experience students are also taught how to develop personal and public leadership qualities. On the Friday we learnt about Jewish leaders such as Hannah Szenes. We looked at each of these Jewish leaders as a source of inspiration to empathise and understand the value of confidence, public speaking, team skills and what it truly means to be a moral and ethical leader.

I thoroughly enjoyed my experience at the Year 6 Leadership Experience and it has widened my horizons regarding my personal and public leadership skills. I have learnt the true value of team work, collaboration and how to be open to new learning experiences and challenges. All in all, these newly-learnt communication skills will contribute to my newly-appointed position as Head Madrich of the Primary School.

 

 

 

 

Primary Gifted and Talented

Colleen Elkins – Gifted & Talented Co-ordinator

Emanuel teachers are highly trained in differentiation and are adept at applying this practice within their classrooms.

On top of this, we are very fortunate to have a number of staff members who are qualified in Gifted Education. This allows for us to plan and implement rich extension learning experiences for students who fall into this category in all classes from Years K-6.

These extension lessons have begun in most classes in English and Mathematics. Whether a withdrawal group is taken out of the classroom, or small group work is conducted within the classroom, depends on the nature of the learning.

Continuous communication around planning and student progress takes place between specialised teachers and classroom teachers. Goal-setting for individual students is also an important part of this.

We have many extra-curricular activities that lend themselves to students who enjoy intellectual pursuits such as debating, chess, music, coding and robotics and I would encourage your child involved in one of these.

Watch this space for more information about our MakerSpace which is STEAM-based (Science, Technology, Engineering, the Arts and Mathematics) and should be introduced to students in Term 2.

Also coming up are auditions for the Da Vinci Decathlon. We will enter one Year 5 and one Year 6 team, with eight students in each. Students should listen out for announcements about this. This event will take place at Knox Grammar School on 27 May.

Please let us know if you feel there is a niche within the extra-curricular program that could be filled. We would love to consider any new ideas – keeping in mind that when I asked a Year 6 student what club he would like to have at school that does not exist, he responded with: ” Sleeping Club.” 

In the meantime, here is some information about a writing competition for those budding writers in Year 5 and 6.

www.whitlam.org/the_program/what_matters_writing_competition/what_matters_2017

Please be in touch should you have any questions.

Colleen Elkins, Gifted and Talented Teacher

celkins@emanuelschool.nsw.edu.au

 

Primary Music

Isaac Gorelick – Primary Music Leader

London Klezmer Quartet

The London Klezmer Quartet is a small band of four women. Klezmer music is a musical tradition of the Ashkenazi Jews of Eastern Europe. Played by professional musicians called klezmorim, it originally consisted mainly of dance tunes and instrumental display pieces for weddings and other celebrations.

The London Klezmer Band played for all of the Primary students in the Millie Phillips Theatre. The instruments that the band played were the Accordion, Clarinet, Double Bass, and Violin.

The London Klezmer Quartet was great for the Primary children. All of the children were dancing, clapping, laughing, and singing. They also included a lot of games and audience interaction in their performance. For example, they allowed the audience to clap some rhythms along with the songs that they were playing. The band played excellent music and we hope to see them again another time.

From the Head of Jewish Life

Rabbi Daniel Siegel

Joyless or joyful living

Two weeks ago, our school community gathered to dedicate our new Aron, our new Ark. On the doors of the Aron, appear the words אני תפילתי- I am my prayer. Our High School students, Ethan and Sienna shared their reflections on these words from Psalms. They both emphasised that to be one’s prayer is to challenge oneself to go beyond prayerful words that reflect one’s hopes and aspirations and strive to make one’s prayer a reality, to live one’s prayer. 

This is not easy to do.

I would like to introduce you to J Ladin. J representing the initial letter of this individual’s first name.

J had a difficult decision, the most difficult in J’s life, in terms of being one’s prayer. J went to a Jewish Day School (not Emanuel School). In fact, J was an English teacher in the school. J is Jewish.

During prayer time, this school had separate services for males and females. J was included on the male side. When all the men were chanting out loud the prayer thanking God for making them male, J would join them with his voice, but in her heart she was whispering the prayer for being a woman.

For years, J was experiencing great turmoil; hiding who she truly was, she was not being her prayer which she dare only whisper.

J took leave from school. During this time J underwent SRS (Sex Reassignment Surgery, also called Gender Confirmation Surgery). Having left the school as J (JAY) Ladin, she now returned as Joy Ladin. In her Jewish school she was now proudly declaring אני תפילתי- I am my prayer. The school believed otherwise and dismissed Joy for no longer being Jay, declaring her actions “immoral”, “horrifying” and “against Jewish tradition”.

This week, in Parashat Terumah, we read about the making of the Aron, the first Ark.

The Aron is described as being of gold, inside and out, leading our Jewish tradition to declare that every person should strive to be the same on the outside as he/she is on the inside.

In dismissing Joy, the school lost a teacher who had the courage to be one’s prayer, an individual whose outer being was true to her inner self. The school lost a living Aron.

This Sunday past was Rosh Chodesh Adar, which we celebrated with Crazy Hat Day on Friday. Adar is the month of Purim, in which we celebrate our singularity and our acceptance of the unique being of each individual. To be a Yehudi, a Jew, is to be a Yechidi, an individual. This week’s Parashah describing the making of the Aron, along with this month’s celebration of Purim, remind us that being one’s prayer through authentic living is an expression of our Jewish tradition to which we are all challenged to aspire.

מי שנכנס אדר מרבים בשמחה

When Adar enters, one increases in joyousness.

Divrei Torah

The following Divrei Torah were written and delivered in Years 8 and 9 and Years 10 and 11 Minyanim, respectively.

Rabbi Siegel, Head of Jewish Life

Liat Granot – Year 8

Raise your hand if you speak fluent Hebrew. Raise your hand if you have ever read (and I mean properly read) and understood the Birchot ha Shachar (The Morning Blessings).

Well if you have, you may have noticed a particularly strange thing about them. In fact, they are the opposite to most blessings we recite. In the usual blessings we praise HaShem for things that have already happened. In other words, after we have experienced them. For example, in the Birkat Hamazon, we are thanking HaShem for our meal. However, in the Birchot ha Shachar we are thanking God regardless of whether we have experienced the occurrence for ourselves in that moment.

We are grateful that we can and do take these things for granted. But how does this connect to the Parashah for this week, Parashat Terumah. In this Parashah, HaShem tells Moshe exactly how to construct the Mishkan, the Tabernacle. And it gives a ton of detail, like ‘soooo’ much detail. But why do we need to know what kind of measurements the Jewish people needed to use to build the Mishkan?

By building this splendid and extravagant hotel (as the Mishkan was for portable use) for God, the Jews had to contribute their time or possessions. I don’t know if you have ever volunteered or donated something, but if you have you’ll know that it really makes you feel so grateful for all the things that you have. Like in the Birchot ha Shachar, we may not have just experienced the things for which we are praising God, but we are still grateful for them. Much like building the Mishkan, the Jewish people were still building a communal house of God where everyone could come and everyone contributed regardless of how rich or poor they were.

I would like everyone to close their eyes. Think about one thing that you take for granted that you couldn’t live without whether that be your health, your family or the fact that you have food on the table every day or that you come to an amazing school that allows you to openly practise and embrace your religion or even your phone. Open your eyes. We open our eyes each day to a new opportunity to do good in this world, be kind, be grateful and have an incredible week.

Edan Amsalem – Year 11

This week’s Torah portion, Parashat Terumah describes how the Jewish people were commanded to erect the Tabernacle or Mishkan, so that God may “dwell among them”. Described in great detail is how the Israelites fulfilled the commandment of contributing the necessary items of great value and beauty to construct the Sanctuary.

The word Terumah in Hebrew means ‘contribution’. This Parashah is all about this concept. Of course, there is reference to the contribution from God of the Aseret haDibrot and the Torah given to the Jewish people and that of the people themselves who contributed gold, silver, copper and turquoise amongst other valuables to build a vessel in which to contain the Luchot Ha Brit (the Tablets of the Covenant).

However, there are more meaningful connections, at least to our lives today. The Mishkan, the Ark, and its decorative cover as well as the sacrificial table and Menorah were designed to be a part of the Temple, and until today, the Temple would have been the only place that permitted sacrifices. In the Diaspora when praying, we face Israel, in Israel we face Jerusalem and in Jerusalem we face the Temple Mount in recognition of the holiness of this place, a place of ultimate contribution and sacrifice.

Interestingly however, the Beit Ha Mikdash (Temple) was never intended to be an isolated corner of holiness. Its windows were designed to spread light outwards. The intention was to illuminate the world, a place of revelation which would motivate all people to learn God’s ways. Interesting also is that the Ark itself was not designed to be a static piece, but instead was constructed with rings that allowed for easy transportation into the desert or elsewhere, similar to our new Emanuel Aron which we just dedicated.  

Unlike many other religions, Judaism does not recognise the building structure to be a holy place but rather, it is the presence of the Ark and what is contained within that makes the place holy. Synagogues are built upon this premise and are often located in the humblest of structures in almost any location on earth you can choose to think of, but the principle of revelation remains the same.

If we expand this idea, in the portion God says: “They shall make a sanctuary for me – so that I may dwell within”. The Hebrew word that is used for within is בתוכם (betocham), meaning not within it but within them (The Israelites). When God caused his presence to dwell within the Jewish people, as a whole, He also invested Himself within each individual person. Essentially, every person’s body becomes their temple and their heart becomes the Mishkan. Like the Sanctuary that accompanied the Jewish people into the desert, wherever they camped, God’s presence accompanied them. Similarly his presence travels within each individual as they move throughout their lives.

The Rabbis say that the light from the Menorah in the Temple should radiate outward and influence the world outside. This also applies to our own spiritual light from within. We should not keep this spiritual light hidden inside us but instead share our awareness with others, shine our light outwards and influence our environment in positive and meaningful ways.

Last week, the Years 11 and 12 students were privileged to hear the Israeli Prime Minister, Benyamin Netanyahu speak. He spoke of our responsibilities and our importance as Jews living in the Diaspora. He said that we need to know our history and be proud of who we are. I thought this was fitting in light of this week’s Parashah, as this is a man who shines his light outward, often in the face of others who would extinguish that light. We too must have the courage, even in the face of adversity, to shine our lights in ways which positively influence others around us.

In the last couple of weeks, Emanuel School was privileged to receive a new Ark to contain the Torah scrolls. This is the place we have read from which God can choose to reveal Himself to each of us. This is His contribution to us, but we must each ask ourselves, what will our contribution as Jewish people be to God, to each other and to the wider community as a whole?

 

Prime Minister’s visit

Student reflections on the address of Israel’s Prime Minister, Benjamin Netanyahu

Emanuel students, along with those from Moriah College, Masada College, Kesser Torah and BJE had the privilege of personally hearing Benjamin Netanyahu, the Prime Minister of our Jewish State together with Malcom Turnbull, the Prime Minister of our country. The views and perspectives of our students, like those of their peers who were present, are as diverse as their backgrounds, family history, personal experiences, maturity and evolving thinking. What they and we all share in common is our love for and commitment to Israel and how we may best secure its flourishing future in working together to help realise its promise and ongoing centrality in our lives and that of our people.

Please find below some reflections of our students on the recent visit and address of Prime Minister Benjamin Netanyahu. In conclusion, we present a transcript of Netanyahu’s address.

Rabbi Daniel Siegel, Head of Jewish Life

Liahm Simon – Year 11

Last week the students in Years 11 and 12 were privileged enough to have the opportunity to attend Moriah College to listen to an address by Prime Minister, Malcolm Turnbull and Prime Minister, Benjamin Netanyahu. The presentation that we were fortunate to hear was the first ever by a sitting Israeli Prime Minister in Australia. During the address each Prime Minister spoke of their dreams for Australian Jewry and were delighted at the opportunity to speak to the next generation of Jewish leaders. 

During both of the respective Prime Ministerial addresses, they each spoke of the delight and honour it was to be able to directly address us, the students of the Jewish Day Schools of Sydney, as the generation that will have to carry forward our Jewish tradition and ideology. Prime Minister Netanyahu referred to the resilience every Jewish person needs to succeed with the rise of anti-Semitism and adversity that we will face in our everyday life. 

Both Prime Ministers referred to the fact that the Jewish people have had to overcome adversity throughout history, with Prime Minister Netanyahu detailing a very personal story of when his brother heroically helped rescue 102 hostages from the arms of Ugandan terrorists, but tragically died whilst fighting for the hostages’ freedom. Detailing this story he was able to emphasise the reality that even the most powerful Israeli, one of the most powerful living Jews, faces adversity and it is how you overcome it that defines you as a person. 

This was very much intertwined with the sentiment that Prime Minster Turnbull delivered when he described the heroism of General Sir John Monash who was a member of the Australian Armed Forces during World War I and was able to single-handedly turn around the battle of Hamel that turned the fortunes of the ANZACS during their German offensive. Although General Monash is considered to be the greatest ever Australian General, he only became a full-time soldier when the war broke out, leaving behind a very successful engineering career to fight for our country. He was not a well-trained military man, he was not from a family of soldiers, but when his country called he responded and against the odds, succeeded. 

This sentiment of succeeding against the odds was one shared by both of the Prime Ministers of Israel and Australia. Each of their addresses was eye-opening and this trip by Prime Minister Netanyahu (also seemingly against the odds, when so many prominent Australian politicians were not in favour of his visit), showed us, the next generation, that  there is always hope and it is about holding onto the hope, not finding the darkness.

Sophie Lew – Year 12

Today, I sat in a lecture hall with over 1,000 other Jewish students from across Sydney to witness Prime Ministers Benjamin Netanyahu and Malcom Turnbull give an address. And what, in theory, feels like it should have been a momentous occasion, in reality feels like quite the opposite. 

Despite having my qualms about both Netanyahu and Turnbull, I was really looking forward to hearing them speak and what they had to say. Yet, after the great anticipation leading up to hearing Netanyahu talk, I left the hall with a strong, lingering feeling of being underwhelmed. 

Netanyahu took to the stage to simply rehash the details of our past as the Jewish people, and ended the speech with something along the lines of “because we’ve come so far, that’s why you should be proud to be Jewish and support Israel”. Yet, not only had almost every child in the hall been able to tell you the Jewish history considering we all attended some sort of Jewish institution, but I have always felt that the anecdote of the oppressed Jewish past as a reason to be Jewish and be proud to be Jewish is firstly, clichéd, and secondly, very unproductive. 

I feel proud to be Jewish, not because we have been oppressed and “here we are today” but because of the culture, the values, the community of today. I do not feel proud to be Jewish because the Maccabees were victorious or because the Roman’s took Masada from us but we won it back. I feel proud to be Jewish because we have Jewish women like Natalie Portman who were courageous enough to take a stand against racism and sexism, because when something happens to just one of us, the whole community bands together to support them. I feel proud to be Jewish because I love the tradition of coming together every Friday night with my family to reflect on the week that has been. 

I am not proud to be Jewish because I feel like I have to be and because I feel like I have to blindly support Israel. The narrative of the Jewish people is one to commemorate and at times, feel proud of, yet it is not the reason why we should feel proud to be Jewish and to belong to the Jewish people. Mr Netanyahu and I disagree on many issues, perhaps the one closest to my heart is that we should feel proud to be Jewish primarily or only because of our past. Rather, we should feel proud to be Jewish because of our present. And our future.  

Sonia Redman – Year 11

On Thursday 23 February, Year 11 and 12 Emanuel students had the great privilege to listen to Prime Ministers Benjamin Netanyahu and Malcom Turnbull speak at Moriah College. It was certainly an historic moment, being the first time an Israeli Prime Minister has visited Australia. I felt fortunate to be able to hear the thoughts of such influential dignitaries, and stand with them in support of Israel and the Jewish community in Australia.

It was inspiring to hear the Prime Minister of Israel and the Prime Minister of Australia speak about their shared values and respect of each other. Their friendship reiterated the importance of creating relationships with Israel. Prime Minister Malcolm Turnbull spoke very highly of Israel and the Jewish community, associating Australia’s progression as a successful multicultural society to the contribution of the Jewish community. It was empowering to see the appreciation of young Jewish Australians, and hear of the potential we held in the future of Australian society, as the government is in unity with our values. 

However, with all respect to the magnitude of the event, and the efforts of the co-ordinators, I felt that the true character of our culture was marginalised in favour of a focus on hardships and adversities.

Jewish identity comprises the past, present and future. While we cannot build our future as the Jewish people, loyal to the State of Israel, without faith in the values of our traditions and history, it is important not to use the plight of the Jewish people in the past as the core of our cultural identity. Prime Minister Netanyahu encouraged us to reflect on the oppression and exile of the Jewish people throughout history, and to recall the atrocities of the Holocaust. While this is important and deserves thoughtful commemoration, using these circumstances as the sole proof that Jews need an autonomous, national homeland in order to ensure security from the world’s impending doom, diminishes the value of the nation, and creates a narrow-minded perception of its purpose. 

Through the “never again” mentality that pervades Israeli society, the military is of more prominence in the culture of Israel than I expected, and Prime Minister Netanyahu embodied this by his focus on the strength of the IDF and their various successes. Historically, the emphasis on military duty makes sense, due to the constant existential threat from hostile neighbours. But in recent years, the Israeli army has become much more powerful than these neighbours, and workable peace has been proven successful in circumstances with nations like Egypt and Jordan. Yet the military remains deeply ingrained in Israeli society, and as the Prime Minister implied, thus in our identity as young Jewish Australians who want to connect to Israel.

Without a doubt, Judaism and Israel are a fundamental aspect of who I am, but my identity interacts differently within my Australian context, than it would in Israel. As young Jewish people in Australia, we do not face the same independence and reality of teenagers in Israel, preparing for their service in the army. Though we should support those who protect the land of such importance to our culture, our role in the continuation of our tradition and culture is not relevant to military and warfare. We must instead, from our position as young Jews in the Diaspora, work to support Israel from more productive ways, such as advancement in technology, acceptance and diplomacy that Jews have thus far been successful in. 

It’s about nature and nurture. Young Israelis our age, were born into their roles, and by circumstances, educated about their duty to defence as Israeli citizens. But security alone is short-sighted and does not constitute a long-term solution. In reality, a lasting solution will never exist as long as the different sides see each other as an existential threat, in which case violence is inevitable. But I don’t want my Jewish identity to be defined by Israel’s defence against threats, and my connection to Israel about strengthening its security, I want to focus on progress, innovation and peace. 

In his address, Prime Minister Netanyahu began by listing different tragedies that the Jewish people have overcome, unified in military strength. Though this displays the strength of Jewish character, it also freezes the Jews in the role of the victim, a dangerous position, as it could potentially be used to justify all Israeli actions and theoretically places Israel in a blameless state. His idea of unification through the struggles of our people puzzles me. Why should we have to claim oppression in order to find our peoplehood? Just as difficulties you face throughout your life don’t define the person you become and aspire to be in the future, the persecution of the Jewish people should not define the sense of self and cultural identity that Jews have developed in our society today. Healing from trauma does not mean reclaiming the same stories that reinforce our sense of perpetual victimhood. 

Instead, we should look around our growing and multicultural society we are so privileged to have in Australia and the opportunities to strengthen our Jewish identity in ways that don’t rely on our past oppression to define us. 

Focusing on the discrimination of the Jewish people in the past also confuses me because there have since been so many instances in which others, globally, have stood in solidarity with us. Yes, our past and the narrative of the Jewish people is wrought with great battles, exile and the return to the Jewish homeland despite all odds. But, what about the morals, the stories of great achievements and ideological advances that have placed Judaism in the centre of innovation and progress? Why concentrate on the past as a motive to stand with Israel and not consider the examples in which Israel and the Jewish people have been accepted by many different societies, welcomed and appreciated for our contributions around the world. It is a much more effective way in expressing Israel’s growing success and values, and, by incorporating the breadth of the Jewish Diaspora, we are recognising the efforts of Jews who formed their Jewish identities outside of the State of Israel, in places like Australia, where security and defence against threat are not their main priority and not the sole inspiration for Jewish unity and community. 

My disagreement with the Israeli Prime Minister should not be viewed as disrespect. In fact, it is a vital part of Judaism. It positions us in the tradition of Jewish argument, dating back to the Talmud, which encourages that we should engage in disagreement for the sake of a higher purpose. 

The Prime Minister had the great potential to provoke thought in our young minds, realising our vision for the progression of the Jewish community and the importance of Jewish homeland to our identities, not just a blind acceptance of it as our right because we overcame oppression. I would rather such an influential leader had spoken about the ways in which Israel has solidified its place in modern society, through the groundbreaking settlements in the Negev, the advancement of science and technology innovations, and the prominence of Jewish culture and heritage throughout the land, the true Jewish homeland. 

I hope my perspective on Prime Minister Netanyahu’s address makes you think of the true heart of your own Jewish identity, and how you may wish to solidify your connection to Israel.  

Pnina Hagege – Year 12

The news of Prime Minister Netanyahu’s visit had me riddled with excitement! Since witnessing Israel’s prosperity in person on Chavayah, I couldn’t help but admire the people behind the country’s success and, despite its inherent turbulent circumstances, the warming nature that has become a part of Israel.

So, when I experienced Benjamin Netanyahu’s speech at Moriah, I constantly kept in mind these things. After both Prime Ministers concluded their speeches that reflected the strong relationship of our nations, I left the auditorium feeling proud of the leaders of my two home countries. After being constantly exposed to leaders that never fail to absorb our social media, news and televisions with their negative attributes and decisions, it is comforting to know that there are still leaders out there who constantly maintain their morality. Thank you to these dignitaries for leaving me feeling hopeful for our future!

Address of Israel’s Prime Minister, Benjamin Netanyahu, delivered at Moriah College on Thursday 23 February 2017

Thank you all and thank you, our great friend, Malcolm Turnbull and Lucy, who have exemplified the warmth that we feel between Israel and Australia.

When you come to Australia, you feel warmth. First of all, the sun is shining, like in Israel. Secondly, people are completely informal, like in Israel. And third, there is just this vibrant friendship, a feeling of kindred spirits, and it’s on this occasion that I come here with a great privilege, with my wife Sara. It’s not the first time we’ve been to Australia, but it’s the first time that I come in the capacity of prime minister of Israel to extend the hand of friendship. That friendship, as Malcolm Turnbull had just said, extends for a century. A hundred years of friendship, and we’re celebrating now the beginning of the next one hundred years of friendship between Israel and Australia.

Now, Prime Minister Turnbull has spoken of a great Jewish warrior, a great Jewish soldier, John Monash. But Monash was the exception. And it’s important to understand what happened to our people, what happened to our people throughout our history and the great transformation that took place in the rebirth of the State of Israel.

I was born one year after the establishment of the state. You all were born later. Probably your parents were born after the State of Israel and maybe some of your grandparents even. But it’s hard to imagine what the world was like for the Jewish people before the rebirth of the Jewish state.

We take things for granted today, but they’re not obvious. You see, the fact is in modern times there were very, very few Jewish soldiers – almost non-existent. This is a great change compared to our antiquity. You know the story of the Maccabees, yes? They were great warriors. You know the story of Joshua? Great warrior. King David? The other kings of Israel? You know that story. So in antiquity, our people, though we were small, were known for their fierce courage, their ability to fight. We didn’t succeed always, but we always resisted the attempts to oppress us and enslave us, and we produced some of the greatest heroes that mankind has known.

This is the story of the Jewish people in antiquity, but because we lost our independence against mighty powers, including the Roman empire, we were able to fight for our independence, able to muster our courage, able to show gallantry in the battlefield as long as we kept our land. But once we were driven away from that land, we were stripped of our powers. Century after century, the Jews were stripped of the power to resist the various attacks on our freedoms, on our very existence. And over the centuries in the Diaspora, the Jews who had been known as gallant fighters in antiquity were known essentially as a rootless people unable to fend for themselves, unable to demand the basic rights and respect that any human being and any human group deserves.

And so we were transformed from this fierce, fighting people in antiquity gradually to a people unable to defend themselves, and this progression of calamities took place over the centuries – first massacres and pogroms, and mass expulsions and then finally culminating in the greatest tragedy of all, in the Holocaust.

There is a book, a film actually, that was produced by Claude Lanzmann, a French Jew, called Shoah. Have you heard about it? Yes. Well, in Shoah, in the Warsaw Ghetto, the darkest days of the Warsaw Ghetto, one of the survivors, one of the last occupants of the ghetto escapes through a sewage tunnel and he goes to seek help in Warsaw. And he meets some Polish resistance people, non-Jews. And he said, ‘Please help us. Help us. Bring us some help.’ And the Polish resistance responded, ‘We cannot help you. We cannot help our Jewish brethren.’

And this person goes back through the sewage tunnel, exits in the heart of the Warsaw Ghetto, and he sees no life around him. Everything is silent. Everything is dark. And he says to himself, “I am the last Jew on Earth. The Jewish people are finished.”

But it is a fact that we weren’t finished. It is a fact that we mustered that ancient courage that characterized our people, that we reestablished our independence in our ancestral homeland, that we rebuilt a state and formed an army that brought the courage of the Maccabees back to life. You see it in the soldiers of Israel. You see it in their courage, young men and women, who time after time stand up and defend our state. And the world wonders and they say, “What is this Israeli army? Where did it come from?” It’s been there all along, but we had to come back to our state. We had to come back and rekindle that spirit.

So I was five years in the Israeli army. I had a lot of training, walking around the country, hiking through it. It’s not a hike, you know? You carry a fifty kilo pack on your back. It’s not the most pleasant of experiences. Yet I remember that as we were making these marches, I still would look at the country, and I said there is something magical about it. I remember one time we came to the foothills of Masada, after a very lengthy track, and you think… You’d go to sleep, rest your body, but I couldn’t sleep. I was looking at that fortress and I was thinking of our, the great defeat that we had here, which also seemed to be the end of Jewish history. And I looked up and I said, well, we’re here. The Romans are gone. The Jewish people and the Jewish state are resplendent, back to life, able to defend themselves, able to create a future for ourselves, able to contribute to mankind.

This is the rebirth of the Jewish state, and the amazing thing is the transformation that this created for Jews everywhere, because Jews everywhere drew power, strength, conviction, and pride from the rebirth of the State of Israel. Natan Sharansky told me that when he learned of the Entebbe rescue, it gave him enormous, enormous conviction and enormous confidence in resisting the mighty Soviet empire. Jews were transformed as the Jewish state transformed Jewish history and Jewish destiny. You are part of that destiny. You are part of the reborn Jewish people.

If there’s one thing that I could tell you here today: Be proud Jews. Stand up. Be proud. Stand with Israel. Stand with our people. Be proud Jews. Do this in Sydney and do it in Jerusalem and come this year to Jerusalem.”

Ma Koreh

Weekly Torah portion:

Parashat Terumah Exodus 25:1-27:19

Following on from the Mount Sinai experience, the Israelites are instructed to bring a gift from the heart, a תרומה- terumah, that will be collected and used to build a Divine dwelling place or sanctuary, known as the משכן – Mishkan or Tabernacle. This Torah portion provides detailed instructions and descriptions of the Mishkan itself and for the holy items, such as the altar, the golden Menorah and the Aron HaKodesh – the Holy Ark, and the items contained within it.   

Family discussion

What makes a place holy? Have you ever been to a place or a natural space where you have felt connected to something greater than yourself?

Gifts from the heart: What does it mean to give a gift from the heart? Do you think it is better to give or to receive gifts? What makes you say that?

 Yiddish word of the week: Nosh

As we prepare for our Purim celebrations, there are a number of mitzvoth that revolve around food:

מתנות לאביונים Matanot Le’evyonim – sending food to the needy

 משלוח מנות Mishloah manot – sending food gifts to friends

 סעודה Seudah – a festive meal.

Our love of a nosh prompted the well know saying about Jewish history and festivals: “They tried to kill us, we survived, now let’s eat! (nosh)”

Nosh or Nash comes from the Yiddish word נאש meaning to eat or to have a snack.

You can have a nosh on the run or invite friends over for a nosh.

For parents, ensuring your child has enough to nosh on can be a full-time job.

 

 

 

 

 

 

 

 

Hebrew words of the week:
יחד and יחיד

As we approach Purim, we are exploring with students a theme found within Megillat Esther and the Purim story.

Yachad meaning ‘together’ or ‘unity’ יחד

Yachid meaning ‘unique’ or ‘individual’ יחיד

We may be tempted to think that unity and uniqueness are mutually exclusive concepts that require that uniformity and individuality cannot exist within community. Yet in Hebrew, the words share a common origin and are connected.

Haman becomes enraged by Mordechai’s refusal to bow down to him and by the distinct customs and religion of the Jews of Persia. For Haman, togetherness and unity equal uniformity and an intolerance of any kind of difference. To achieve his vision of absolute unity, Haman plots to destroy and remove the Jews from Persia. Mordechai and Esther are determined to keep what makes them unique, realising their connection and solidarity with the Jews of Persia.

Without ‘yoU’ and ‘I’ there can be no ‘UnIty’ יחד and  יחיד

A well known saying on this theme in our tradition, and a favourite song sung at school, comes from Psalm 133:

הנה מה טוב  ומה נעים שבת  אחים גם יחד

Hinei ma tov u ma nayim shevet achim gam yachad

“How good and pleasant it is for all peoples to live as one.”

For Harry Belafonte’s soulful rendition of Hinei Ma Tov go to: www.youtube.com/watch?v=RCzUWap9rm0

Follow the link below to listen to the contemporary Israeli band Gaya sing their beautiful, uplifting song Yachad: www.youtube.com/watch?v=fh3I2GouqDE

Crazy Hat Day photos

From the Director of Studies 7-12

Adam Majsay – Director of Studies 7-12

Academic assembly

This week, our High School Assembly celebrated the many and varied achievements of our Class of 2016. Four students, representing their peers, gave their time to return to school, meet with our High School students, and to share some of their thoughts on their learning. We are grateful to Joel Springer, Dylan Blecher, Joshua Rosenwax and Jake Green, who attended this special assembly. I have included excerpts of the addresses given at the Academic Assembly below.

Joel Springer, Jake Green, Joshua Rosenwax and Dylan Blecher

Director of Studies’ address

Today, we’re joined by some of our Year 12 students from last year, who are here to celebrate what was for all of the students of the Class of 2016 a successful Year 12, and a successful HSC.

You’ve heard at assemblies throughout the term so far, and at the Parent Information Nights that we’ve held over the past weeks, about the excellent results of our students from Year 12 last year in their HSC courses. Today we have a chance to congratulate and celebrate these achievements directly with some of our recently graduated students.

In particular today, we’re going to hear from two of our ex-students today, Joel Springer and Dylan Blecher, about some of their experiences during High School and during Year 12, and the strategies they put in place to make sure that, at the end of their time at School, they were able to be proud of what they had achieved, and were able to say that they had put in their best effort, and had achieved all that they set out to achieve.

You’ve heard often about the power of setting and sticking to personal goals. With your Tutors you’ve no doubt spent time establishing some goals for 2017. Senior students – you no doubt have some goals in your mind about how you’d like your HSC year to proceed, and what you’d like your 2018 and beyond to look like.

I’m going to suggest that achieving all you set out to achieve starts with just that: deciding on what it is that you want to achieve, and then setting out a plan to get there. Joel and Dylan will share their thoughts on making the most of your time at School, but I am going to talk for a minute or two about an upcoming series of events that will require you to be specific about and accountable for your goals.

Last year, our Year 8 and Year 9 students participated in a 3-Way Learning Conversation – between them, their parents and their teachers. Students had to consider, in advance, some examples from each subject that reflected their learning. The example could have been something of which they were proud, or conversely, could have been an example of something that was, for them, a real struggle, and became a real learning opportunity. In addition, students needed to consider their learning goals for each subject. With these examples and learning goals in mind, students led the conversation between themselves, their parents and their teacher, reflecting on their learning throughout the year.

This year, our Parent Teacher Nights – which are coming up for Years 10-12 at the end of this term, and Years 8 and 9 at the start of Term 2 – will all follow the 3-Way Learning Conversation model. Each of you will start the conversation, highlighting the things about which you are proud, the areas in which you would like to improve, and the goals and aspirations you have for your learning in each subject.

We’re looking forward to seeing you take increased ownership of and independence in your learning in each subject and an increase in the pride you and your parents and your teachers will take in your learning journey this year.

While Dylan and Joel share their stories about their HSC year, and their own story of learning at Emanuel, I want you to consider your own story – the hopes you have for your time at School this year, what you want to achieve in each subject, the things you’re proud of having achieved, and the things that you know you want to work towards this year.

Putting these goals and achievements into words, writing them down and sharing them with others will help to clarify them, make them real, and more achievable.I hope, at the end of the year, you will look back on 2017 as a year that was full of things of which you can be really proud.

Joel Springer’s address (Class of 2016)

Things I learnt:

Time and effort go a long way 

The subjects I put consistent effort into were the ones where I did the best and the hobbies I kept up consistently throughout HSC saw the greatest improvement. Because Maths was my favourite subject, I put in extra effort and that made a noticeable difference. It was obvious to me that effort was the key to my success because I started Year 12 off a bit lazily and as a consequence I received some disappointing results, even in my favourite subject. Once I got my act together I began doing considerably better on my tests which was very rewarding.

You really discover what you enjoy 

That’s because as you begin studying longer hours, only your favourite hobbies are continued and as you begin dreading studying more, your favourite subjects become what you study to procrastinate your not-so-favourite subjects. And, therefore, because consistent effort is key to success, the subjects that you enjoy see the greatest success. And that’s why it’s so important to pick subjects you enjoy.

The importance of balance

It’s important to have hobbies and goals outside of the HSC in order to feel fulfilled and release some stress. However, it’s also important not to overdo it. At one point I remember I had too many time-consuming commitments and it was important for me to decide to let go of one of my hobbies to hopefully pick up again at a later stage. That definitely doesn’t mean HSC is an excuse to stop all hobbies and refuse to pick up a part-time job. You just have to be reasonable with your time management which actually applies to everyone in every year to some extent, but just becomes tougher during the final years of High School. 

Dylan Blecher’s address (Class of 2016)

I’ve been asked to give a two-minute speech on what I learned during the HSC and any advice I have for HSC students. To best do that, I’m going to use a basketball analogy.  Before I get into it, I’d just like to say: “What I’m about to say is NOT JUST for HSC students.”

So in basketball, a free throw, for those of you who don’t know, is the unguarded shot from that coloured line over there, and a free throw requires quite a lot of technique to perfect. You’ve got to bend your knees, focus your eyes on the back of the rim, extend your arm and knees simultaneously, let the ball roll off your middle finger, follow through with that perfect touch of backspin – there’s a lot to think about. 

I remember, there was a period last year where I had all the technique down – eyes fixed on the back of the rim, follow-through was perfect, but no matter what I did, my shots were bouncing off the rim and missing. For quite a while, I couldn’t work out what I was doing wrong but eventually, I came to realise, I was forgetting to do the most important, fundamental thing.

I was so caught up with my technique that I was forgetting the essential step that comes before all the technique. I was forgetting to try get the ball in the hoop. When I started focusing on my ultimate goal, my shots started going in.

School’s the same. There’s so much technique and study skills such as “put a weight at the end of your pen so that when it comes to the HSC exams, you can take it off and write faster”, but it’s all pointless and unfulfilling if you don’t know what you’re doing it for. So with this whole basketball analogy, I guess all I’m trying to say is: find your ultimate goal – be it a certain grade or be it a better balance between your fitness, social stuff and academic stuff. Keep it clear in your head and you will find it a lot easier to succeed.

 

Adam Majsay, Director of Studies 7-12

 

Cross-Curricular Learning

Cross-curricular learning at Emanuel School

As part of our School’s strategic planning for the coming years, Emanuel’s Board and Executive worked together, along with input from our teachers, to highlight the ways in which learning must continually innovate to reflect the changing world into which our students graduate.

Amongst a range of skills and dispositions highlighted as those essential for our graduates to engage with and navigate the challenges they encounter in the 21st century workforce, linking with the recent report The New Basics, delivered by the Foundation for Young Australians (FYA), was the importance of connection-making. This capacity to see and draw meaning from the links and interconnectedness of the learning across a range of disciplines is a significant factor in students deriving meaning, finding interest and maintaining engagement in their learning. 

Along with interdisciplinary learning, the ‘enterprise skills’ – problem solving, communication skills, critical thinking, creativity, teamwork, presentation skills, digital and financial literacy – will be essential attributes for long-term job success. With the world into which our students graduate from school changing so rapidly, and the nature of the workforce undergoing constant and fundamental shifts, it is essential that our classroom practices adapt too.

In 2017, we’ve implemented a change in our Years 7 and 8 Visual Arts and Music programs that provides for teaching that links the learning in these subjects. For our Year 8 students, they will notice that their timetable currently only features one of these subjects – Music OR Visual Arts – and that the number of periods per week that they are attending that subject has doubled from last year.

NESA, the NSW Education Standards Authority (formerly the Board of Studies, Teaching and Educational Standards – BOSTES) mandates that all NSW students undertake at least 100 hours of Visual Arts and 100 hours of Music at some stage during Years 7 and 8. For a number of years, we have fulfilled this requirement by timetabling both subjects, for two 40 minute periods per week, for all of Years 7 and 8. This year, in line with our strategic move towards implementing opportunities for cross-curricular learning, where appropriate, we have adjusted the timetabling to meet the required 100 hours in a different way. We now timetable each subject for four 40 minute periods per week, but for only six months of the year, and then, in the other six months, the students will complete the other subject for four 40 minute periods per week.

To continue the students’ engagement in Visual Arts (while studying Music) and in Music (while studying Visual Arts), our new course structure involves an end-of semester culmination in a project-based learning task that requires students from both Music and Visual Arts to collaborate authentically. This effectively engages students in the same project throughout the entire year, though they will be approaching it through the two different disciplines.

This change enables our students to have a much richer, in-depth exposure to each subject, by having more regular involvement in their Music or Visual Arts learning, rather than having a few periods scattered across the fortnight. It is important to note that the students have not had a reduction in the time we allocate to Music and Visual Arts.

This model of semesterised Visual Arts and Music is quite common in schools, and certainly works effectively, with schools in which this is the model no less able to ignite their students’ passion in the Arts as a result of the timetable structure.

We are excited to see the product of this innovation in our delivery of our Visual Arts and Music programs in Years 7 and 8.

Adam Majsay, Director of Studies 7-12

 

From the Head of Music

David William – Head of Music

Emanuel School Music Camp 2017

The annual Emanuel School Music Camp for students in Years 4 to Year 12 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 and outstanding special guests to develop and hone students’ musical skills in preparation for an exciting showcase concert.

Emanuel School Music Camp 2017 is a four-day camp that will take place from Monday 5 June until Thursday 8 June. The first three days of camp will be held at Naamaroo Conference Centre in Chatswood and the final day will be held at school. Students will return to school on the evening of Wednesday
7 June, to be picked up by parents at 5.30 pm.

This will be our first year at Naamaroo, located next to Lane Cove National Park. The centre is set in eight hectares of natural bushland and will provide a private and peaceful environment for our students and staff, as well as excellent accommodation and rehearsal facilities. Students will be transported between school and the camp on privately chartered buses.

All Years 4 to 11 students who are members of the following ensembles are expected to attend Music Camp: Emanuel String Orchestra, Intermediate String Orchestra, Copland Concert Band, Bernstein Concert Band, Gershwin Concert Band, Senior Stage Band, Junior Stage Band, Senior Choir, Senior Chamber Choir, Junior Choir, Junior Chamber Choir.  Please note that ensembles at camp are not always exactly the same as ensembles at school and all camp participants are expected to perform in large ensembles.  

Involvement in Music Camp for Year 12 musicians is encouraged but due to the importance of the HSC, it is not compulsory.    

Music Camp 2017 dates for your diary:

Monday 5 June: depart Emanuel at 9.00 am sharp

Wednesday 7 June: depart Naamaroo and return to school by 5.30 pm

Thursday 8 June: Camp continues at school from 9.30 am sharp

Thursday 8 June: Showcase Concert at Emanuel School at 6.15 pm, concluding by 7.40 pm.

Students attending the camp are required to arrive at school by 8.30 am on Monday 5 June.  On Thursday morning students can either come to school at their normal time and go to class until 9.30 am, or they can arrive at school to begin Music Camp rehearsals at 9.30 am sharp.

Students will need to bring their lunch and recess as normal on the Thursday. A BBQ dinner for performers only will be provided prior to the concert. The Music Camp Showcase Concert will begin at 6.15 pm in the Lehrer Family Building (MPH). 

To attend Music Camp you will need to:

  • register and pay online via TryBooking by Friday 24 March
  • complete the online permission form by Friday 31 March.  

The cost of Music Camp 2017 will be $486. You can pay in full, or in two instalments of $243.

Below is a link that will take you directly to the TryBooking website where you can follow the prompts to register your child’s full name, their 2017 Year Group, and to pay either the first instalment or the full amount by credit card. You will be notified by email in April when the second instalment can be paid.

To register and pay for Music Camp 2017, please paste the following link into your internet browser:

www.trybooking.com/PBPZ

To complete the online permission note, please paste the below address into your browser: 

https://goo.gl/forms/IVsKejmwo8M9hUZK2

If you have any questions regarding Emanuel Music Camp 2017 please contact David Gwilliam, at dgwilliam@emanuelschool.nsw.edu.au  

 

 

 

From the Head of Science

Jennifer Selinger – Head of Science

View From the Kleinlehrer Family Science Building

There is a flood in K20. And one in K30! And yet another in K24! In fact, it there are about 20 floods! Before you panic and reach for the phone to call Andrew and the Maintenance Team, you should know that these have nothing to do with the deluge that is currently occurring over my head and everything to do with the ecology being studied by Year 8.

The students have built a flood plain in a baking tray and provided it with desirable residences in this picturesque area. Their teachers then played the part of the deity and provided a beakerful of water down the river to simulate the natural disaster. Much hilarity and despair followed and the students walked away with an insight into the complexities of planning for this type of event and a greater understanding of some of the variables involved. They also practised their group work skills and their ability to deal with disappointment as they watched their towns collapse under the weight of the flood.  There were no arks to be seen…

Flood plain

Year 10 students have been exploring the dangers that lurk in typical household cupboards and are coming to the realisation that there is more to the concept of chemicals than they might have imagined. They have been establishing methods of identifying acids and bases and are using the skills developed in Year 8 to observe reactions and record them using scientific equations. They have also begun their Independent Research Project. The variety of projects always astounds me as the students choose their own areas of interest, research the science involved and carry out an experiment related to their research. Their displays are always very interesting and I look forward to learning more about topics ranging from Black Holes to the internal workings of the human mind at the Night of Science and Wonder in Week 10 of this term.

Year 9 students are coming to the end of a topic on disease called What Keeps You Alive and should be well on their way to forming an opinion on the importance of vaccination. They will soon be embarking on an exploration of electricity and we are hoping that this will spark an interest in Physics. The focus for this topic is on learning from making and doing and we hope that the students will develop skills in persistence and resilience as well as learning more about what makes things tick (and whirr, and buzz, and light up).

In Rube Goldberg news the machine is coming along, after an extended break while the team was on camp. We have been granted a week’s extension on the due date and are working every lunchtime to meet the tight deadline. The photos below give a snapshot of what it is to be in a Makers’ environment! It is a pity that it is impossible to truly capture the excitement – there is nothing like being there to see all the ideas popping out and turning into reality.

 

 

 

Year 7 HSIE

Year 7 HSIE meet an Architect

Emanuel School alumnus, Max Rosin-Melter, spoke to the Year 7B Geography class about how to plan and design the cities they are creating for their Term 1 Performances of Understanding. The students are studying liveability and sustainability and are required to create a city of 30,000 located near Katoomba in the Blue Mountains. They have been given some specific demographics that define their city, such as 18% unemployed, 15% under 20, 22% over 65, 5% Indigenous, 4% with disabilities. With this information, they must create a city which embodies relevant concepts of liveablity and which provides appropriate services for this population.

Max is an architect with the firm BVN in the city, and was able to show the students how to create their plans on either computer generated or hand-drawn maps. He presented examples of various cities around the world and explained how to develop a vision of their city, including its infrastructure, then apply these concepts to a map. Max suggested that they create representative areas which reflect the overall city, whilst highlighting in detail five unique features of their town, such as community gardens, a central plaza or nature paths. The students were advised to avoid creating areas where groups are marginalised, rather than integrating all aspects of the society into a workable and cohesive unit.

The students were able to visualise their project more clearly and gained a better understanding of the planning nature of their task. A few of the students plan to study Architecture when they finish school, and were excited to explore some of the concepts Max presented during class.

Elena Rosin, HSIE Teacher

Diversity Day Assembly

Laura Sweeney

You’re invited

This year we will hold our annual Diversity Day Assembly on Tuesday 7 March, commencing at 8.20 am in the Lehrer Family Building (MPH). Parents, alumni and friends are welcome to attend in support of acceptance of all members of our community.

This year our guest speaker will be Laura Sweeney, Specialist LGBTI Adviser from the Human Rights Commission. In this role she provides advice to the Commission about the human rights issues affecting lesbian, gay, bisexual, transgender, gender diverse and intersex (LGBTI) people in Australia.

She holds a First Class Honours degree in Law and a Bachelor of Arts (Political Science) from the Australian National University. She has a particular interest in discrimination law and the intersection of the rights to equality, non-discrimination and religious freedom.

Prior to joining the Commission, Laura held positions at the New South Wales Gay and Lesbian Rights Lobby; A Gender Agenda, a not-for-profit organisation that advocates for the rights of transgender, non-binary and intersex people; the Australian National University and the ACT Law Reform Advisory Council.

Laura will speak to the High School about changes in the law over their lifetime (up to 18 years) that have made a difference for the LGBTI community, as well as the areas of the law that still represent inequality.

In Period 1 on Tuesday, Year 10 will have the opportunity to hear more from Laura and to ask questions.

Sibling Enrolments 2018

Deborah Beder – Enrolments Manager

If you have a child you wish to enrol for 2018 who is a sibling of a current student and you have not yet submitted a registration for him/her, please contact the Enrolments Office by email on  enrolments@emanuelschool.nsw.edu.au or call via the switchboard on 8383 7333 as a matter of urgency.

We will shortly start contacting those on the waiting lists for 2018 and would like to ensure we have included all siblings of current students.

 

 

High School Sport

High School Sporting Events Next Week

Monday

Morning

Years 7/8 basketball development squad

14s boys basketball training

Year 8-12 girls touch football training

Afternoon

Pilates

Beach volleyball 

Tuesday

Morning

Running group

Years 8-10 boys touch football training

Afternoon

Sydney Schools Cup Interschool Futsal competition

Sydney Schools Cup Netball competition

Open boys basketball training

Touch football competition

Wednesday

All Day

CDSSA football gala day

AICES open girls basketball championships

Morning

Boys fitness

Sydney Schools Cup futsal training

Afternoon

Cricket development squad

Open boys basketball competition

Thursday

Morning

Girls fitness

Years 11-12 boys touch training

Afternoon

Rockclimbing

Years 9/10 Girls netball competition

Friday

Morning

Swimming squad

16 boys basketball training

Surfing

Sydney Schools Cup netball training

Sunday

14 boys basketball competition

16 boys basketball competition

Open boys basketball competition

 

Basketball success

Kristy Reed – Sports Co-ordinator and PDHPE Teacher

It has been an exciting start to the year for the Emanuel Basketball program. Emanuel School now has five teams competing in the Easts Basketball League competitions on Wednesday nights and Sundays. These teams train each week in preparation for weekly games and are coached by the School’s basketball coach, Hank Foster. Last Sunday there was a fantastic game involving the two Emanuel 16s teams competing against each other. The match was quite intense, with there only being a three point difference in the final score line. It was excellent to see the sportsmanship as well as the friendly competitiveness amongst the students. One of the goals of the School’s sports program is to develop qualities that are required in team sports and this program is assisting with the development of these attributes.

Earlier in the term many of our top basketball players attended the Combined Districts Secondary Sports Association (CDSSA) Basketball Trials at Moore Park. I congratulate the following students who were selected in the CDSSA teams:

 

Amy Altman – open girls

Aidan Zlotnick – open boys

Blake Nixon – open boys

Gabriella Goodridge – 15 years girls

Claudia Burman – 15 years girls team

Zac Greenberg – 15 years boys team

Ariel Odes – 15 years boys team

 

This term Emanuel’s most experienced basketball team, the open boys team, competed in the AICES Schools Cup Championships. To qualify for this tournament the team had to win in their Association competition, of which these boys did last year at the CDSSA Basketball gala day.  The boys started the day well with a convincing win in the first game. Unfortunately they lost by a narrow margin to a strong Central Coast team and did not progress to the finals. I congratulate the following boys on their continued commitment to School basketball: Joshua Behr, Robert Feher, Shalom Frischling, Asha Lancaster, Mitch Lipman, Blake Nixon, Darren Sacks, Jake Sharwood, Aidan Zlotnick

 

 

Football

Football

Term 1 has provided an excellent opportunity for the Open Boys Football team to focus on their football training. The team competed in the Combined Independent Schools’ Football Cup which is the most prestigious football competition amongst the independent schools in New South Wales.

For the first four weeks of term the team prepared well and trained three times a week with the Emanuel football coach, Aytek Genc. Last week the team played against Inaburra at Hensley Field. It was a very close match for the first 70 minutes, however the opposition proved to be too strong in the closing stages of the match. All boys in the team are to be congratulated for representing the School with pride and showing commitment to their team. Congratulations to Aidan Satz who opened the scoring in the first few minutes with an excellent goal. As the squad is very young, I look forward to seeing their progress over the next 18 months.

Coming up
Next week the annual CDSSA Football Gala Day will be held on Wednesday at the International Football School. Emanuel has entered teams into all four of the divisions –  junior girls, senior girls, junior boys and senior boys. I wish these teams the best of luck.

Kirsty Reed, Sports Co-ordinator and PDHPE Teacher

Rashi Times

Hey Rashi, Eden and Liv here

Last week was an exciting one for the Year 7 and 8 students as they attended camp at Somerset. Students in past years have loved it and this year’s Years 7 and 8 students certainly loved it as well. The camp incorporates activities that are aimed at bonding the students together and as a result the Year Group comes back a lot closer. Here is what some of the Year 7 Rashi students thought:

Brody Elbourne – Year 7 (new student)

Year 7 camp was an amazing experience to start off my years at Emanuel. So many great activities were offered including high ropes, canoeing, milk crate stacking (my personal favourite) and massive hikes. These activities gave each of us a sense of being part of a team and within this develop our own leadership skills to support each other when we were doing something we hadn’t done before. We all supported each other to do our best and try that bit harder. It also gave me an opportunity to get to know all my peers and teachers a lot more while participating in amazingly fun activities each day. One of the most surprising parts of the camp was the food. Unlike previous school camps it was delicious! With little sleep each night, and struggling to get up each morning, new activities awaited us and somehow we managed the reboot and go again for the day’s fun. Archery, swimming in the river, beach relays and camo were my highlights. Overall camp was an awesome experience. Learning to get to know each other and make new friends and learning more about ourselves and having the peer support leaders there to help us along the way were great ways to start my Emanuel High School life.

Ben Shapiro – Year 7

I enjoyed camp because I got to get closer to the new kids and got to share a tent with some of them. My favourite activity was camo because we got to dress up in camouflage clothes, we had to try gather information about a tower and report it back to base. The Peer Support leaders were helpful in starting conversations with the new kids and helped us gain our confidence. Overall I loved Year 7 camp and can’t wait for next year’s camp!

Swimming Carnival

By the time you are reading this the High School would have just finished participating in the 2017 Swimming Carnival. With the competitive side to it the High School students also have a great time at our carnivals. Supporting our Houses and getting into the spirit is what it’s all about and Rashi is certainly good at that. Last year some pretty impressive records were broken by our Rashi swimmers and and we’re hoping the same will be done again this year. Let’s bring the spirit to this year’s Swimming Carnival Rashi, Liv and I can taste the Ezekiel Cup already!

Next week

Emanuel’s annual Purim celebrations next Friday make excitement ring through the School and if you don’t already have your super awesome costume decided on we suggest you start planning for this fun-filled event which is definitely our favourite day of school all year!

Also coming up next week is International Women’s Day. This day is dedicated to celebrating all of the fantastic women that have fought for equality between genders throughout time. Wednesday will be a mufti day and there will also be a barbeque with all proceedings going towards charities that support women’s rights.

We hope everyone has a good weekend.

Eden Sadra and Olyvea Akres signing off

Kol Szenes

Maximillion Friend

We welcome Mr Maximillian Friend to Szenes House, who is the Tutor for Year 11 Szenes 2 on Thursday mornings.

Mazal Tov to:

  • Year 11 students who donated blood this week. Thank you to Alex Burman (11) who initiated the drive.
  • Blake Nixon (10) and Aidan Zlotnik (12) who were selected for the CDSSA basketball team. This week they participated in the AICES Boys Open Basketball competition.

This week:

  • Elevate study skills were held on Thursday for various Year groups.
  • On Thursday students in Years 7-9 attended a Cyberbullying presentation by Project Rockit reinforcing to students our School’s stance of NO Bullying
  • The Inter-House Swimming Carnival was held today at Botany Pool.

Natasha (Tashi) Gering (10) wrote:

There is a hum in the air in the lead up to the Inter-House swimming carnival on Friday. The carnival is a wonderful chance for students to engage in friendly competitiveness and earn House points. Cheering for your team, eating sweets with your mates, diving into pristine pools and then sliding down the water slides to celebrate the end of the day makes the Swimming Carnival exhilarating and a favourite for everyone at school. We look forward to the Swimming Carnival report next week.

The HICES Debating Competition began on Tuesday afternoon

Natasha (Tashi) Gering (10) wrote:

This Tuesday the Emanuel School debating teams travelled to Georges River Grammar School to commence their first debates of the term in the HICES Debating Competition. One team from the Juniors and the Senior team were successful and had their first win of the season. All teams are to be commended for their hard work, dedication and for debating topics like ‘Should we increase the weekend to three days.” and “Whether Computer Science should become mandatory for all High School students.”

Well done to all Emanuel School students, especially Szenesians, including Year 7 students Anna Davis, Eden Glass, Eden Grynberg and Jesse Keyser, Year 8 students Liat Granot, Jessica Lowy and Chloe Miller, Year 9 students Beau Glass, Rebekah Goldsworthy, Isaac Grove, Elijah Grynberg and Miriam Itzkowitz, Year 10 students Isabella Flax and Natasha Gering, Year 11 student Liahm Simon and Max Woolf in Year 12.

The week that was:

Years 7 and 8 returned from Camp Somerset, with smiles on their faces and many stories to tell.

Report by Amelia Cohen (7)

Not only was camp a great opportunity to get to know our Peer Support Leaders, but also to grow a stronger bond between the other peers within our House. With all the challenges to face such as the long hike up a mountain, high ropes or even just sleeping in a tent with someone you did not know very well, everyone stepped out of their comfort zone and tried something that they never knew they were capable of doing. The amazing thing about camp was that every person in 7 Szenes encouraged each other and attempted all of the activities. Our Peer Support Leaders: Jade, Erin, Maddie, Joel, Danny, and Michele were all extremely supportive, caring and made friends with us despite the age difference. Camp was truly a brilliant experience full of difficulties, socialising and a ton of fun.

Report by Liat Granot (8)

We are all unique, that is what makes people awesome. Some of us love camp and voluntary physical activity and some of us do not. I have never been a very ‘outdoorsy’ kind of person, So when I found out that at camp we were sleeping in tents for three nights, doing a lot of voluntary physical activity (shivers) and having to stuff all my clothes in something other than a suitcase, I was more than a little concerned. You see, I am the kind of human being that likes to read and watch copious amounts of Netflix, eating while complaining how unfit I am. So the idea of this particular camp was my version of hell (well maybe not total hell but still pretty close). Although it had its fair share of challenges, camp was actually fun! Who knew, right?

Some challenges for me were that I had never actually been camping before and just generally prefer the great indoors to the great outdoors, I have more fears than elements on the periodic table, I get homesick and that I had only been at Emanuel School a bit less than a month. Nevertheless, I went and I am so glad I did, between outdoor rock climbing on real, actual rocks to hiking 17 kms in six hours, to canoeing 14 kms in two days, I barely had time to think about home. Our Tutors, Ms Philp and Mr Bell, and the staff at Somerset were so kind and supportive and listened to my every whinge and ugh and were devoted to making sure the all students had the time of their lives. We sang songs, roasted marshmallows around a campfire and floated down a river. I even attempted to teach one of the camp leaders Hebrew. The activities (as I mentioned earlier) were awesome, we rock climbed, hiked, canoed and had some pretty campfires. My favourite activity was tubing down the picturesque Colo River. It was around three hours of fun, singing, and laughter. All the kids held onto each other and floated down the river in one big Szenes line.

All in all, Camp Somerset was a really amazing and unforgettable experience. I found out that I was the kind of human being that can surprise myself and can have fun on camp.

Quotation of the week

If we are growing, we will always be out of our comfort zone. John Maxwell

Enjoy the weekend

 

Rabin Bugle

Shabbat Shalom Rabinites

What a week! It has been a great week with a hilarious and engaging House assembly and of course, our Annual Swimming Carnival. The Rabin House spirit is going strong and our House Captains and Year 12 students’ enthusiasm inspired everyone. This week, we also unveiled the new Rabin House caps and they look amazing! Brianna Gadeley, Year 12 Rabin and Adena Sheps, Year 10 Rabin, have worked with the design and together with Mr Rembson completed the project just in time for the Swimming Carnival. The caps look amazing and Rabin House commend Brianna and Adena for all their effort!

Swimming Carnival

Once again, the mighty Rabin House swimmers pulled down their goggles, jumped in the pool and swam like Mack Horton and Stephanie Rice. Everyone gave their best and it was great to see the enthusiasm and House spirit around the pool. Great effort everyone! Rabin House was well represented in every race and you can all be very proud! We are all looking forward to hearing the results from Mr Francis in assembly next week.

Somerset Camp

Rabin House welcomed ‘home’ Years 7 and 8 students, their Tutors and the Year 11 Peer Support Leaders from Somerset Camp. It was a great week for these Year Groups. Students, Tutors and Peer Support Leaders have bonded and shared many memorable moments together. A few reflections on the week:

I love the thrill that the flying fox gave me and I also loved the high ropes activity, as they were so fun but scary and challenging at the same time. Sitting around the campfire was special and I think it brought our Tutor Group closer together. Rachel Joseph

Camp was an amazing experience where I got to try new things and put my bravery and skills to the test. I don’t have a favourite part of camp because I loved everything there was to it. The lovely camp guides, peer support leaders and Tutors made the journey at camp so enjoyable with awesome activities that were extremely fun and challenging and there was also time to just sit around the campfire and sing songs together. I had the best time ever at camp and I definitely want to do it again. Nathalie Freed

One of my favourite parts of camp was being with my friends because I grew closer with them and bonded with new friends that I never thought I would spend time with. I also enjoyed the high ropes activity because it was a fun activity and it was really scary at first, however, at the end of the course I really enjoyed it. Lastly, I had a lot of fun doing the milk crate stack because it involved a lot of teamwork where everyone had a chance at everything. Maya Barnett

I loved all of camp but the main things that stood out for me was camo, high ropes and canoeing. I loved hiding in the camouflage clothes and having to be silent and careful. I have always been a fan of high ropes challenges and I just really enjoy the challenge of climbing across all the obstacles. Canoeing was so much fun, I loved rowing around the lake and then playing in the water afterwards. Lois Borman

Camp was an amazing experience that I thoroughly enjoyed. It has helped me bond and socialise with others in my House and Tutor Group and it has made me appreciate the comforts in my life. My main highlights were the camo and My Kampsite Rules activities, as they were fun, enjoyable and encouraged teamwork. Isabel Sarraf

Going on Somerset Camp with the Year 7 students was an amazing experience. The camp was a journey in itself; cooking food, setting up tents, helping the younger students roll up their sleeping bags and running fun activities. I think it is safe to say that both the Peer Support Leaders and Year 7 students learnt a lot of skills and about themselves throughout the camp. Sean Torban, Year 11, Peer Support Leader

Somerset Camp was an amazing experience for me in Year 7 and 8 and to be able to do it again and give back as a Peer Support Leader were so much fun. The whole group was nostalgic about all of our experiences. All of the younger students we led were amazing and we all made a connection with each other. Tai Oshlack, Year 11, Peer Support Leader

Year 8 Camp was one of my best experiences. It was a chance to get away from technology and high standards of living and to enjoy the amazing nature and bond well with our House. We all slowly became aware of what we take for granted and Year 8 camp really made us think differently. Not only was it a great learning experience, it was a fantastic time to focus on enjoying our surroundings and spending four days becoming closer and friendlier with the people and teachers in our house. The activities were tough and challenging, but at the end of the day we rose to the challenge and conquered our fears. Rebecca Nebenzahl

What I enjoyed from camp was the activities we did that took a lot of people including me out of their comfort zones. The activities we did were the high and low ropes, canoeing, bushwalking, crate stacking, archery and setting up our tents for the night. Jack Smagarinsky

Attending Year 8 camp was an intriguing experience. We enjoyed walking a 10 kilometre hike, as well as multiple other activities which gave us some unforgettable opportunities we would not have access to at home. My personal favourite from the camp would be the rock climbing, which really pushed each of us to our limits. Aden Hoenig

Year 8 Somerset Camp was a truly eye opening experience, from standing at the edge of a ridge face, looking down at beautiful scenery, to canoeing down the Colo River. Year 8 Somerset Camp helped me become grateful for all of the nature that we have around us. I became closer to my friends and started new friendships as well. Camp was an unbelievable experience that I will never forget. Jessica Turtledove

Camp was a fun, exciting and amazing experience. From the flying foxes to the camp fire sing along sessions I think I speak for everyone when I say that camp was be an experience that will never be forgotten. Thank you to everyone who made Somerset Camp possible. Isabella Filipczyk

Camp Somerset was such an amazing experience where I had the opportunity to not only create new friendships, but also to strengthen those that I already had. During camp I was able to challenge myself and I faced my fears and learnt vital skills while doing so. Camp Somerset has definitely been one of my favourite camps and I really look forward to coming back next year. Victoria Miller

This year I went on the Year 8 Somerset Camp. It was a big step up with us doing a 10 kilometre hike and a 12 kilometre canoe ride. The Somerset Camp Leaders, Peer Support Leaders and Tutors were awesome to be around and really helped us become more responsible in general. The thing I took away from this year’s camp is that if somebody doesn’t step up and do what is needed then things aren’t going to get done. Ari Merten

During camp, I made so many great memories. I enjoyed spending time with people I wouldn’t usually spend time with. I overcame fears while up on the high ropes and I participated in everything that I could. I got to know the Peer Support Leaders and the Tutors better. Camp is definitely something I will remember forever. Lori Allen

The experience of going back to Camp Somerset for four days brought so many memories back to the surface. Leading Year 7 students at camp as a Year 11 student was very different but a lot of fun. Sharing memories and bonding with the new Year 7 students are some things I will never forgot. Lauren Faul, Year 11, Peer Support Leader

Paul Dillon Drugs and Alcohol presentation

Paul Dillon

On Wednesday 20 February, Paul Dillon addressed the Years 10, 11 and 12 students about drugs and alcohol, as well as about 80 parents on the same night.

Paul Dillon has been working in the area of drug education for the past 30 years and has been speaking at Emanuel School for at least the past seven years. He has worked with many school communities to ensure that they have access to good quality information and best practice drug and alcohol education.

Paul is a most accomplished speaker, who through his clever storytelling, brings the dangers of drugs and alcohol alive. He adapts his talk to the audience and each different school, including a discussion about Byron Bay at the end of Year 11, instead of Schoolies at the end of Year 12. He explained that sending Year 11 students to Byron Bay, unaccompanied, is not only irresponsible but illegal, and that the Byron Bay Police have been informed of this practice and monitor it very closely each year. Never once does he tell the students “Don’t do it”, but he educates them.

For the students, he cleared up some fallacies:

  • Bread does not soak up alcohol, instead it is difficult to chew and may cause choking
  • A cold shower does not sober you up, instead you end up with a wet, drunk friend
  • Nor does jogging around the block
  • Nor does copious glasses of water.

He explained the only thing that works is time, and if you are really worried about your friend, look after them with the Chair Test, a bucket and a cloud of tissues. He advised the students that if they were to drink, their first drink should be a large glass of water and a fistful of food like pasta or rice an hour and a half before.

 

Paul explained to the Year 12 students their rights and responsibilities regarding RBTs, including a probationary breath test which may be followed by an evidentiary breath test. He also talked about MDTs and the consequences of having any police record on future travel plans or job prospects.

I spoke to some students as they left his presentation. Most of them were buzzing with the excitement of the new information they had heard.

He’s amazing. I really like listening to him. Everything he says is true and what we need to hear. I really admire him. Year 11 student

Once again Paul Dillon was incredible. I learnt so many things I didn’t know before, like the police will stop a P plate driver for anything just so they can breath test them. Thanks for inviting him back.  Year 12 student

Last week, Paul Dillon shared his extensive knowledge about teenage drug and alcohol use with us. His charismatic and entertaining nature engaged us all, and we learned how to keep ourselves and our peers safe. We can’t wait until next time! Year 11 students

Caroline Laumberg, Year 12 Co-ordinator

Uniform Standards

Maxine Chopard – Assistant to the Deputy Principal

Emanuel Students are walking advertisements

Every student at Emanuel is aware that she or he is a walking advertisement for our School, whether this be at a bus stop, running down to Bondi, picking up something at Bondi Westfield, representing the School in a variety of competitions or simply sitting in the yard and having lunch.

From the moment students leave home to their return, in uniform, they are proud advertisements for our School. To ensure every student is up to speed with their uniform standards, we will be having focus weeks for the next eight to ten weeks. The Uniform Shop stocks all uniform items and students can purchase them and parents can be contacted to make over-the-phone payments. If a student needs support with standards, I will issue a Uniform Monitoring Card and meet with the student daily to encourage the development of positive habits which contribute to character building. Every student will be encouraged and supported with the 2017 Madrichim slogan of “Putting the ‘U’ in Emanuel”.

Starting in Week 6

Week 6 – socks:                   

Boys: Black school socks (no ankle socks). Girls: White school socks (no ankle socks)

Week 7 – hair:                      

Boys’ and girls’ obviously coloured hair is inappropriate. Long hair touching the collar is to be put up – all such hair is to be lifted and tied in a neat pony tail/bun.

Week 8 – jewellery:            

Boys and girls: only one pair of studs allowed; only watches/’fitbit bracelets’ can be placed on the wrist. A small religious symbol can be worn around the neck. No nose rings are allowed.

Week 9 – shirts:

Blouses/shirts should be clean, buttoned up to button below the collar. Only Emanuel whites are to be worn on sport days with sport shorts/longs (no tights/black shorts)

Week 10 – school bag:

An Emanuel School bag is a compulsory Item.

In Term 2 I will share an update for your information.

Maxine Chopard, Assistant to the Deputy Principal

Gesher – connecting our Community

Jazz on the Hill – Sunday 26 March 2017

We have some amazing supervised activities organised for the Years K to 6 children during the afternoon of this event, allowing parents to relax and enjoy good music and food.

Lego, craft-making, cartooning, a puppet show and a cool science show, not to mention dodge-ball and other games are in store for the children. We will be sending out further details soon so you can book your children into two of these activities.

We hope to see you, your friends and family at this special afternoon, showcasing some of the fabulous music talent in our School community. 

Bookings online:  http://tinyurl.com/JOTH2017

Our Year 11 Hospitality students are really excited about preparing food for all to enjoy on the day.  Please support their efforts and enthusiasm for this, their first commissioned catering event. Watch this space for their menu and price-list, coming soon!

 

Grandparents committee

There is still an opportunity for interested grandparents to join this new venture. The Grandparents committee will be a group of grandparents of children of Emanuel School who will meet as often as required (probably about once per term) at the School. The purpose of the committee is to consider how to build the network of grandparents and help them feel more connected to the School. This may involve consideration of ways to enhance communication between the School and our grandparents, furthering our database of grandparent contacts, organising a grandparents’ event or advising/giving feedback on our current Grandparents’ Day. 

The Grandparents committee would be a sub-committee of Emanuel’s Gesher committee, which is the Board sub-committee charged with building bridges to the community, including alumni, parents, grandparents and friends. The remit of the Grandparents committee is not prescriptive – in fact if a committee came up with other ideas for engaging the grandparents’ community, the Gesher committee would be excited to hear them. The Chair of the Grandparents committee would be a member of the Gesher committee and would attend the Gesher meetings (six times per year). 

Please pass this information on to your children’s grandparents and ask them to contact me if they are interested in joining: snewell@emanuelschool.nsw.edu.au

Dates for Breakfast with Emanuel

Join us on Wednesday 17 May or Wednesday 24 May from 7.30 am to 9.00 am for an opportunity to hear about life at Emanuel School and beyond, and to meet other like-minded parents who want to know more about what is happening at School. Details will be announced soon, with a CBD venue and one in Bondi Junction.  

 

 

 

Careers

Claire Pech – Careers Advisor

UNSW talk part 2

This is important information for current Year 12 students about the UAC process (getting into University)

As I began last week, this is Part 2 of my highlights reel of the UNSW Careers Advisors Day.

There is to be a revamp of the UAC process and how students get into University. These changes will affect our current Year 12 students and future years heading to university. These dates are not official as yet but the process has all been approved and UNSW was given permission to release these details.

For admission for 2018 (our current Year 12 students)

  • Most offers will now be made in the December round as opposed to the main round in January, after the ATARs have come out.
  • There will not be early offer rounds as the ATARs will be out on 17 December and the universities are going to be offering places as of Thursday 21 December
  • There will now only be five preferences allowed. This is very different to the usual nine for previous year groups
    • This will mostly impact high-achieving students who have a tendency to choose up to nine preferences
  • The official main round will still be in January, but students will see that most offers will have gone out
  • Always accept your offer that you get, as you will only get one offer per round
  • If you want to try your luck again, still accept your offer, move your preferences around and remove the preference you were accepted for and go through the system again
  • The LAT (Law Admissions Test) is still going ahead for 2017 and beyond:
    • This is a test given to all prospective Law applicants
    • This is in conjunction with the ATAR where an ATAR of 95 and over is now considered with a LAT of 74% and over. The median ATAR for Law in 2016 using the new LAT system was 98 (as opposed to 99.7) so this makes the course more accessible.
    • the LAT focuses on skills essential for a LAW course, e.g. formation of ideas, expression, thinking critically and organising ideas  as opposed to psychometric testing
    • the LAT is a two hour examination, and run through ACER (https://lat.acer.edu.au/)
    • Here is a practice test from last year: lat.acer.edu.au/files/Law_Admission_Test_Sample_Paper_for_Website_2016.pdf
    • Students who would not have had a place offered originally were being admitted – so it has opened the doors 
    • If you sat the LAT in 2016 in Year 11 it is valid for two years
    • The highest LAT result will be used
    • The LAT is held in late September (registrations open from May)
    • www.law.unsw.edu.au/future-students/undergraduate/law-admission-test-lat
    • email any enquiries to lat@unsw.edu.au
    • I would advise students to sit this test in Year 11 even as a practice for the real thing, but also in case you score better in Year 11 and get to keep that score current.
  • The new B Vision Science/M Clinical Optometry will not need a UMAT score, and is based on ATAR alone.

UNSW Engineering

There is a focus on working in teams with problem-based learning.

Focusing on Women in Engineering:

  • Pushing for a target of 30% in 2020
  • There are 17 new industry-funded Women in Engineering scholarships
  • Visit madebyme.org.au to try and widen the focus and scope of getting women involved in engineering
  • Women in Engineering outreach programs will provide people to come out to speak to future students 

Demystifying Criminology – in the Social Sciences faculty

  • The CSI effect has led to lots of students thinking that this is what Criminology is
  • It is actually a multi-disciplinary system incorporating:
    • Psychology
    • Sociology
    • Behavioural science
    • Cultural forces studies.
  • Students learn:
    • what is crime?
    • what is white collar crime?
    • what new and emerging crime do we find?
    • what technological issues create crime?
    • street crime
    • how people respond to behaviours
    • about the sentencing reform
    • about public health issues and reducing harm in society.
  • A degree in Criminology leads you to jobs and careers in a wide variety of spheres like public health, sentencing reform, Department of Public Prosecutions, courts, policy analysts, advocacy groups, crime analysts and the Department of Corrective Services
  • To become a criminologist you can either study the Bachelor of Criminology and Criminal Justice (three years) or study it as a major in an:-
    • Arts degree
    • through Arts and Business or
    • through Psychological Science.

 Careers in Law

  • There are 25 undergraduate dual degrees in Law at UNSW
  • UNSW always runs dual degrees to keep their graduates more competitive with more career options. There are real increases in the value of law in other settings.
  • There is a career service to help students build resumes and helping them maximise their chances of placements.

 Guaranteed entry update from UNSW

The majority of offers for entry into UNSW will be made in December 2017.

  • 19,500 guaranteed entries are made via this method
  • They have addressed 3,500 enquiries in nine days over the phone lines
  • This has been a very successful campaign and very wise marketing tool from UNSW which gives students more choice directly.

Business news

This week we were very fortunate to host three Alumni students, Darren Fine, Craig Fine, Ari Levin and also Ben Cohen from Moriah College. They gave up their precious time to speak with our Year 12 students about life when studying Business/Commerce at university. Two of the speakers were at UTS, and two were at Macquarie University so we were able to get a balanced view of life at each institution, how they manage their studies, and interestingly how they study full-time, and also work full-time in their new and exciting Real Estate careers working for Sothebys and Raine and Horne. They answered many questions about their studies and what stood out was how well they were prepared for their Business degrees by studying Economics and Business Studies at school. Both Craig and Darren said they are still using some of their school HSC notes which they found to be invaluable even in third year at university. They enjoyed connecting with our students, and it was great to see them going from strength to strength in their chosen fields. We wish them all the best in their careers

Darren Fine, Ari Levin, Craig Fine and Ben Cohen

Sibling Enrolments 2018

If you have a child you wish to enrol for 2018 and have not yet submitted a registration for him/her, please contact the Enrolments Office by email enrolments@emanuelschool.nsw.edu.au or call via the switchboard on 8383 7333 as a matter of urgency.

We will shortly start contacting those on the waiting lists for 2018 and would like to ensure we have included all siblings of current students.

 

Deborah Beder

Enrolments Manager

Pre-School and Primary School Open Day

Mother’s Day Classic

International Women’s Day Guest Speaker

Business Boost

From the parents and friends

Ruby Berkovic and Jennifer Opit

Annual Years K-6 Purim Disco 

Bookings are open for our Purim Disco on Sunday 12 March from 4.00 pm – 6.00 pm. This year’s event will be full of amazing activities, music and fun. Your children won’t want to miss out. There will be prizes for the best costumes in Years K-2 and Years 3-6.

Years K-2 children will need to be supervised by an adult.

The booking link is:  tinyurl.com/purimdisco

Volunteers needed

We cannot run our events without the help of our volunteers. We are looking for assistance to help run the Purim Disco. If you are able to help us whilst your kids are enjoying the fun, please email us at emanuelp&f@emanuelschool.nsw.edu.au

Camping trip

The P&F camping trip was this past weekend. A few courageous people braved the rainy weather and had a great time!