From the Principal

Andrew Watt

Putting Derech Eretz in action

I have been told that the term Derech Eretz is central in Jewish ethics and relates strongly to our interpersonal relationships; to our culture of care, kindness and common decency. We encounter many examples of this care and common decency within the Emanuel community on a daily basis. Occasionally, we encounter behaviour that strikes a discordant note, as it does not match Derech Eretz. For example, our attitude towards our neighbours, as we seek to drop off and collect children, does not always display common decency. This week, I received a report of a parent who parked their car in a driveway and when the neighbour returned home and requested that they move the car, they refused. I have been sent images of another incident when a parent parked across a driveway and refused to move. Several of our neighbours have approached the Council and are seeking to introduce restricted parking. This would have a significant impact on our staff. I have raised similar concerns on a number of occasions and can only ask again, that we apply Derech Eretz to those outside, yet in close proximity to our School.

High School Athletics Carnival

We were fortunate to enjoy a break in the wet weather, as we gathered in the sun at Hensley Athletics Stadium, Pagewood, to enjoy a day of fierce but good-natured competition. For many, this annual inter-house sport competition is a highlight of the term, allowing a break from daily routine and an opportunity to both participate and to cheer for their House. I had the opportunity to watch the 200m and 100m events, and was impressed with the speed and technique of our top performers, and the high participation rate. Thank you to Ray Francis and his PDHPE team for organising this event – and to those staff who supervised, encouraged and cheered from the sidelines.

B’Tutta from Musica Viva visit the Primary School

On Thursday we were fortunate to have B’Tutta, a four-piece percussion ensemble, visit the Primary School for 2 concerts. With style, energy and atmosphere, they played marimba (sometimes three players on the one marimba), vibraphone, drum kit, crotales, woodblocks, and just about everything else you can scrape, strike or shake. Our students were grooving, playing unfamiliar instruments, using body percussion and singing, and B’Tutta even managed to make an ensemble of our classroom teachers improvise a strangely cool soundscape.

Independent Study and Learning

Organisational skills and exercising self-discipline in relation to study do not come easily to many, especially young people! However, completing work and study at home plays an important role in reinforcing and consolidating learning, which becomes increasingly important when progressing through High School. We seek to support families by running a series of study skills workshops, some of which took place last Thursday:

• ECES (Prue Salter) Study Skills – Year 7
• Study Skills Kick Start, Elevate Education (EE) – Year 8
• Junior Time Management (EE) – Year 8
• Memory Mnemonics (EE) – Year 9
• Study Sensei (EE) – Year 10
• Student Elevation (EE) – Year 11
• Ace your Exams (EE) – Year 12
• Finish Line (EE) – Year 12

Prue Salter, an experienced educational consultant, offers some great advice on how to build efficient study habits. She talks about the two types of work in High School: There is the obvious work, the compulsory work that the teacher specifically requires students to complete – homework, working on assignments, preparing for tests and assessments. But students who get good results in school take a larger measure of responsibility for their learning. This means that the nights where they do not have much compulsory work, they also do independent learning. These are the additional things to do, if no other schoolwork has been set, to improve understanding of course content. This is what students who get good marks are doing; they are just not talking about it to their friends! Examples of independent learning include reading, reviewing what has been learnt at school that week, making a mind map about what you have been learning, and reading ahead in the textbook. Some nights there will not be time to do any independent learning. Other nights, students will have no homework and will spend the whole time allocated to schoolwork for that night working on independent learning tasks. The teacher may even give you a sheet that has suggestions of independent learning work for that subject. If students are unsure, they can always ask. This means that in High School, students can never say: “I have nothing to do”. This really just means: “I have nothing compulsory to do at the moment”.

Randwick Speed Limit Changes

Randwick City Council have advised us that that are installing new signs in some roads in Randwick, reducing the speed limit to 50km/h. For further information and a list of the streets affected, please visit www.randwick.nsw.gov.au/about-council/news/news-items/2018/may/reduce-your-speed-on-randwick-roads-new-50kmh-limit 

Mazal tov

• Miriam Itzkowitz for initiating a highly successful Autism Awareness Day. Miriam addressed the High School assembly and organised a range of activities such as the sensory disco to raise awareness. She also coordinated a Bake Sale to raise funds.
• Karen Davids, 2017 graduate, she has been nominated for the Young Writers Showcase. Her work has been chosen for publication in the latest Young Writers’ Showcase. 
• High School A Chess Team weekly Inter-Schools’ Chess Competition.They are in an extremely competitive division and out of 4 weeks of 4 potential points per week, they are on 13.5 points coming 2nd in their division. The Primary A-team is on 14 out of 16 points.

Quote of the Week

“Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent.”

Calvin Coolidge

2018 High School Athletics Carnival Gallery

Primary School

Meghan Carroll- Acting Deputy Head of Primary

Healthy Eating and Living

It’s incredibly important for kids (and adults) to eat well and be active. Healthy eating and being physically active is essential for your child’s good health, growth and development and can benefit their physical, mental and social well-being in powerful ways.

When children understand the important role that food and regular exercise play in their lives, they are more likely to make their own healthy lifestyle choices as they get older.

What can you do? Here are five simple ways for your family to lead a healthy lifestyle:

Get active

Regular physical activity is important for the healthy growth, development and well-being of kids and teens. They should get at least 60 minutes of physical activity every day, including vigorous activities that make them ‘huff and puff’. Parents should be good role models and have a positive attitude to being active.

H2O is the way to go

Water is the best way to quench your thirst. It has none of the sugar found in fruit drinks, soft drinks, sports drinks and flavoured beverages, which can cause tooth decay. Water is the best fluid for our bodies as it helps regulate our temperature, aids digestion, assists in the transportation of nutrients around the body, helps kidney function and the elimination of waste products.

It is important for children to be drinking an appropriate amount of water every day. How much to drink depends on the amount of activity one does, the temperature, diet and health. As a general guide, children up to 8 years of age should have a minimum of 4-5 cups of water a day. Children above 8 years old require at least 6-8 cups of water a day.

Eat more fruit and vegetables

Eating fruit and vegetables every day helps kids and teens grow and develop, boost their vitality and can reduce the risk of many chronic diseases.

Select healthier alternatives

Healthy snacks help kids and teens meet their daily nutritional needs. When shopping, select snacks based on fruit and vegetables, reduced fat dairy products and whole grains as these are the healthiest choices. Try to avoid snacks that are high in sugar or saturated fats – such as chips, cakes and chocolate.

Limit screen time

According to the Australian Department of Health, kids who spend long periods of time inactive are more likely to have poor physical, social and intellectual development. Sedentary or ‘still’ time spent watching television, playing screen-based games, using social media, texting and so on should be limited to no more than 2 hours a day. Plan a range of active indoor and outdoor games or activities for your children, as alternatives to playing on or using a screen.

Fundraising results

This past Monday we held a BBQ to raise funds to assist Ms Maynard to build a toilet block at the school in a Cambodian village that she visited earlier in the year (Charm Bok Future School). We raised $260. Well done everyone. Thank you to the Charity Leaders, parent helpers, Holly Dillon, Nicolle Rubin and Helen Maynard for making this fundraiser a great success.

From left to right: Willow Gelin, Talia King, Sasha Becker, Yael Rembach

Year 6 Interrelate evening

On Tuesday evening the Year 6 students and their parents attended an Interrelate information session. Interrelate is a not-for-profit provider of relationship services that specialises in supporting parents and children. Thank you to Katrina, our presenter, for joining us and providing 2 highly engaging and informative sessions. If you are interested in purchasing the booklets Katrina discussed and/or obtaining more information about Interrelate please visit the following website: https://www.interrelate.org.au/resources

ASISSA Cross Country

On Thursday some students participated in the ASISSA Cross Country Carnival at Queen’s Park. Although the ground was wet, this didn’t dampen anyone’s spirit. All participants persevered and gave it their best go. We are very proud of your accomplishments. Thank you Stuart Taylor and the attending staff members for helping out and managing this event.

Musica Viva Primary School incursion – B’Tutta

On Thursday we had the privilege of welcoming the performers of B’Tutta to the Primary School. The performance was a combination of exciting percussion rhythms and driving melodies and lots of creative and interactive fun. It was a brilliant incursion, enjoyed by students and teachers alike. Thank you to the Music Department for organising this wonderful experience for the students.

From the Head of Jewish Life

Rabbi Daniel Siegel

Of Grapes, Giants and Grasshoppers

A Texan was being shown around a vast ranch in Australia. The proud Texan refused to be impressed, believing everything back home was better. He said to his host: “This whole spread would be just a teensy little corner of my place back home.” When shown a huge herd of cattle, he said: “This is nice, but it’s just a fraction of my herd back in Texas.” Just then a kangaroo came up from behind the Texan. The startled Texan said, “What in tarnation is that?” His Australian host responded, “You don’t have grasshoppers out in Texas?”

 In this week’s parashah, Shelakh Lekha, the scouts, sent to Canaan, the Promised Land, return with a single cluster of grapes that is so massive that it had to be borne by 2 grown men on a carrying frame. Indeed, a promising prospect of what lay before them. However, upon showing this land’s bounteous produce to the people, the scouts say:

But, it’s useless, for the land’s inhabitants are powerful..they are giants, and we looked like grasshoppers to ourselves, and so we were in their sight.

These people never entered the promised land. Their observation provides the reason: When one sees oneself as a grasshopper, can one be seen any differently by another?

According to quantum mechanics there is no such thing as objectivity. We cannot eliminate ourselves from the picture. We are part of nature, and when we study nature there is no way around the fact that nature is studying itself…Scientists, using the “in here-out there” distinction, have discovered that the…distinction may not exist!

What is “out there” apparently depends, in a rigorous mathematical sense as well as philosophical one, upon what we decide “in here”.

Gary Zukav, The Dancing Wu Li Masters

What we see says as much about ourselves as that which we see. The Canaanites were giants in-as-much as the Israelites were grasshoppers. The last word said to the scouts before they departed to explore the promised land was והתחזקתם, make yourselves strong/have courage. A land of promise requires perceived possibility not self-imposed limitations.

Our parashah begins with the words shelach lekha – literally “send to yourself”. The scouts sent to search out the land in a sense were searching out themselves, and came up wanting. The land remained a promise to be fulfilled but not for them. The 40 days of exploring Canaan that provided a report of impossibility led to their 40 years of wandering in a wasteland with no more than a memory of bountiful grapes that exceeded the size of a grasshopper.

Student Devar Torah

Eden Sadra – Year 11

This week’s parashah is really quite interesting and a little bit childish, if you ask me.

Moshe is asked to send some spies ahead to check out this little piece of land that God has promised them. What’s it like there, and how many people are they going to have to fight to take control of it?

Moshe sends 12 men (1 from each tribe) — including 2 standouts, Yehoshua and Calev — to see what the deal is with this land. After 40 days, the spies return and report that the land truly is amazing: “flowing with milk and honey”. But… it’s also occupied by a whole bunch of other people who seem pretty happy to be living there, who also seem very strong in might and in numbers.

Things are not looking good at this stage. Calev thinks they can “take these guys out” pretty easily but the other spies don’t agree and so they tell everyone that this land is overrun with giant burly men who could 100% take them down in a fight. The Israelites have a bit of a hissy fit at the fact that their promised land may not be as easily attainable as they once thought it would be, and when God hears all the snarky comments they’re making about Him behind His back, He threatens to kill them then and there.

That seems a little harsh, but really my problem with this whole parashah is the fact that it stands for something that we have only recently accepted as wrong. Reconciliation Week asks us, as white Australians, to acknowledge our past wrongs as a people who came in and stole the Aboriginals’ land. To not only acknowledge, but to understand, that before 1788, 100% of the population living on the land we’re sitting on right now was Aboriginal. But now, in what we call one of the most multicultural countries in the world, the original inhabitants of Australia make up just 3% of the entire population.

Because of that, it is interesting to note that in the parashah it says: “And Calev stilled the people and said: ‘We should go up at once, and possess it; for we are well able to overcome it.’” How could our Torah, so full of valuable stories and teachings, completely endorse the idea of taking over another peoples’ land? It is important to consider that our ancestors had just come out of brutal slavery and that our promise of a land by our almighty God may have clouded our judgement in the moment, but still, it seems a bit selfish of us.

What I think we do need to take away from this parashah is the fact that while it is very clear to whom the land of Australia really belongs, it isn’t so simple in the case of the modern State of Israel. Even back in the time of the Torah there were wars that started over the land that now includes our tiny Jewish state. Countless different religions have ties to the land, which you can see if you’ve ever been to Yerushalayim. You witness people from all over the world – Jewish, Muslim, Christian, all coming together in one very holy place.

The Bible records that they were to actually kill all the people living in the land, so I think in that aspect, aside from all the conflict still taking place, today, we as Jews have improved. But, in Australia’s case while we say that we have come a long way, especially with the Apology, do we think that we’ve changed more than we actually have? Or do we just build ourselves up by speaking about our compassion and reconciliation and ignoring all the remaining problems, to convince ourselves that we have?

Student Devar Torah

Jesse Herdan – Year 8

This week’s parashah of Shelakh lekha begins with the well-known story of the spies who were sent by Moshe to survey the land of Canaan at the request of the people. The twelve spies returned and all but two, Calev and Yehoshua, stated that the people that inhabited the land were too fierce, and the cities were too fortified. However, Calev and Yehoshua believed that the Israelites people could overcome the challenge with the help of God.

But, the people ended up agreeing with the other ten spies. God got enraged at this and in turn, the spies (except for Yehoshua and Calev) and the generation of those taken out of Egypt were punished with wandering through the desert for 40 years, allowing for the next generation to be the group ready to enter and conquer the land.

After the episode with the spies, the Torah describes the mitzvah of taking Challah. The mitzvah is the removal of a piece of dough from the entire batch which is then dedicated to God.

The question that remains is why these two episodes are put next to each other in the Torah. What does dedicating a portion of challah have to do with the sin of the spies?

The reason that this generation was not ready or capable of entering the land of Israel was due to the fact that they did not understand their partnership with God. Despite the miracles of the ten plagues, the parting of the Reed Sea, the giving of the Aseret ha-Dibrot, and the Manna, , the Israelites were not ready to see themselves as being able to partner with God in their future tasks. The spies came back with beautiful fruit from the land, but their fear quickly took over as the reality of the task ahead became clear. They did not have the full trust that was necessary in order to be able to accomplish the task ahead with God by their side.

The Challah is a symbol of our taking the gifts of nature given by God, and fashioning them into something valuable, sustaining and beautiful. We are meant to be partners with God who doesn’t just hand us everything ready- made. In our “take –out” oriented society, we have begun to lose the pleasure and pain of productivity.

Thankfully, there are some trends today toward DIY (do it yourself) projects and the value of creating things on our own. When we put the necessary effort into our actions and mitzvot, then we are recognizing the creative power that we have to change the world together with God. The spies were not ready to see the riches waiting for them after the task of conquering the land. They were paralyzed with fear and not ready for the effort involved.

 The secret of challah is the challenge that we have in balancing our expectations from God together with our responsibilities in the world. The mitzvah of taking challah was to remind us that we need to be partners with God. We need to understand that even though life has challenges, we should persevere. We need to be reminded that our purpose in this world is Tikkun Olam. Like baking challah, God provides us with the raw materials and the tools and we are expected to be his partners in the creative process.

Ma Koreh

Adam Carpenter | Head of Jewish Studies Primary

This week students have been replacing our old מזוזות/mezuzot around the Alder Building with new, unique handmade מזוזות/mezuzot created by Year 5 students and their families as part of our Pesach Family workshops. Involving all classes in affixing the מזוזה/mezuzah to their rooms and reciting the ברכה/blessing, gave our students an opportunity to learn about the meaning and importance of this ritual and Jewish symbol, whilst also having a hands-on experience in the practicalities of putting up a מזוזה/mezuzah.                         

In Year 5 we have been focusing on the שמע/Shema prayer during our morning תפילה/prayer, as this is the prayer that can be found inside the מזוזה/mezuzah. We spent time translating the Hebrew words of the שמע/Shema, exploring its meaning and significance as well as its connection to 3 Jewish rituals and מצות/mitzvot:

• מזוזה/mezuzah – literally ‘doorpost’, the decorative case that contains the  שמע/Shema prayer, placed on the doorposts and gates to signify a Jewish home. 

•  תפילין/tefillin– the phylacteries, 2 black leather boxes containing sections of Torah that are attached to the arm and forehead during morning תפילות/prayers

• ציצית/tzitzit – the ritual fringes on the tallit that serve as a visual reminder of the מצוות  /commandments

Teachers Teaching Teachers

Jacob Riesel – Class of 2016 – Rabbi Fox Scholarship

In 2016, I was 1 of the 2 proud recipients of the Rabbi Brian Fox Scholarship, a scholarship which encourages students from within the Emanuel School community to set up a self-sustainable project upon their graduation. I used the scholarship to visit Nepal where I spent just over a month teaching English and helping with construction projects.

During my time in Nepal, I recognised a certain need for teacher education. There were times, for example, where I was given an English examination paper for Years 1 and 2 students, that I was unable to complete due to the poor language skills demonstrated by the teachers and the distinct lack of resources teachers have access to. Given Nepal still uses a caste system which ranks teachers in the 2nd highest caste (one below royalty), many teachers are thrown into the teaching world with little to no education as they were simply born into the occupation.

For this reason, I have identified that there are 2 main needs in Nepal that the Emanuel School community can tend to in the long term – education and resources. In terms of education, there are a few things we can do to help. Firstly, I would like to bring Hari Poudel to Australia. Hari Poudel is a teacher from a small village in Nepal named Ghatchhina. Over the past few years, especially since the devastating earthquake in 2015, Hari has dedicated much of his time and money into helping both his village and surrounding communities with various projects including the construction of a community centre and a bridge across a heavily flowing river, which was destroyed in the earthquake. Hari has an incredible belief in educating the next generation and has also recently built a Learning Centre in the back of his house where he helps the village children with their homework and runs short classes before and after school.

With Hari’s passion for teaching, this project is looking to bring him to Australia where he can learn how to teach English and run a bilingual learning program in a new and perhaps more efficient manner through spending time in both Kensington Public and Emanuel Schools. Our aim is not only to bring Hari to Australia to learn, but to give him access to such resources so that upon his return to Nepal, as a respected member of the community, he is able to educate other teachers and give them access to the new learnings he would have gathered.

Following this, we will also be looking to set up a Teachers Teaching Teachers scholarship which will allow teachers from Kensington Public and Emanuel to visit Nepal to run teaching programs for other teachers in surrounding villages during the summer holidays.

In conjunction to this project, we will be collecting good quality second hand laptops to be used in Hari’s learning centre to increase the access to such technology for both teachers and students. For any laptop donations, please feel free to contact me on 0415 424 008 or drop them to Maxine Chopard’s office.

To get Hari here though, we will need the help and support of everyone reading this! For those wishing to contribute, get involved or just wanting to read more, please click on this link and thanks in advance! Bring Hari to Australia

Year 6 Changemakers: STEAMA 6

Sophie Poisel | Innovation Leader K – 6

Year 6 Changemakers

As part of a class project, 6 Year 6 students are taking on the challenge of changing the statistics of women in STEM fields, starting with shaping the minds of Primary students at Emanuel.

After researching and learning about the United Nations Development Goals in 2017, the girls designed a team of 6 superheroes, the STEAMA 6 (Science, Technology, Engineering, Arts, Mathematics, Astronomy). Together, these heroes would fight for gender equality in leadership roles in STEAM fields. The students built on this project as part of their WOW time in 2018 and are involved in the Tech Girls are Superheroes competition.

As part of this competition, the students will use Design Thinking to find a problem in their community and develop a solution that involved a business plan, introduces them to app development and connects them with mentors in the field.

Empathise: observe, ask and listen and research

After reading several reports on women in STEM, the girls came across the Chief Scientist’s Report (2016, see – http://www.chiefscientist.gov.au/wp-content/uploads/OCS_Women_in_STEM_datasheet.pdf) which offered some “key steps towards gender equality in STEM”. These included eliminating stereotypes and bias, emphasising real life STEM applications in teaching, rewarding hard work and developing confidence. They also learnt about the importance of role-modelling and building a culture around this. Given this data, the girls were interested to see how young students at Emanuel identify with STEAM fields. One way they have learnt about this is by having Year 3 students ‘draw a scientist’. They analysed this data, a small snapshot that showed a connection to what was happening in the world in STEM professions. It connected to the data in the Chief Scientist’s report.

The girls were also lucky to meet our 2 new mentors, Elizabeth Hannah (Merck Medical Researcher) and Oliver Gordon (Aerospace Engineer), who come to us from the CSIRO STEM Professionals in Schools Program. The girls were able to ask them about their experiences at school, university and work and learn about what inspired them into their fields. Learning from people in the field also helped the girls to further define their problem to solve: We want to see girls empowered and interested to join the STEAMA world when they leave school.

Ideate: develop a range of solutions

The girls are currently working through a number of iterations for educating younger students. They have been developing different wireframe designs for the development of their app which will include elements that inspire and teach younger students about the possibilities of STEAM fields. Possibilities include introducing the superheroes, inspirational people in the field and instructional videos.

They will need to develop their app, test it and pitch it to the competition organisers. We look forward to seeing where this goes!

Primary Library

Ginnette Cameron-Gardner – Primary Teacher/Librarian

The NSW Premier’s Reading Challenge (NSW PRC)

This has been completed by five more students in the following order:

Liam Frankham  Year 1, Isaac Shammay  Year 3,  Annaleise Rodney  Year 2, Jed Gottlieb  Year 5 and Marina Akstein  Year 6.

Congratulations. Mazel tov מזל טוב

 Reviews of two of the New books in the Primary Library

 Anthology of amazing women. Trailblazers who dared to be different by Sandra Lawrence

This beautifully illustrated book tells the story of each of 50 amazing women. There are 8 sections in the book: Art and Design, History, Politics, Science, Sports, Music, Film and TV, Literature, and Business.  As Sandra Lawrence says in the introduction to her book: “It was very hard to choose who to include… [there are] thousands of brilliant women who need to be celebrated. For now, though, here are some of my favourites.”

My personal favourite of those in this book is the story of Frida Kahlo who said of her paintings: “They thought I was a surrealist, but I wasn’t. I never painted dreams, I painted my own reality.”

 A bag and a bird by Pamela Allen

Pamela Allen tells a story about John and his mother who lived in Kirribilli, Sydney and their excursion to the Botanic Gardens.  They made sandwiches and took an apple and a bottle of water. It was a warm day so they put on their hats and they set off by climbing the steps onto the Sydney Harbour Bridge, They describe how they got to the Botanic Gardens and the sights they saw including the Opera House while on their trek. 

The story is told in words and pictures for the young book lover. 

Repairing the World

Repairing the World

Across the Primary School this year, students have been developing projects to repair the world starting in our school community. Examples of this include:

• Kornmehl Environmental Warriors who pick up rubbish to ensure we ‘respect the land’ and have waste free lunches every day
• Our Year 3 students concerned with making our garden thrive by attracting pollinators and carefully readying our garden to be productive
• Our Green Team who have been working to develop Operation Rubbish Collection and aims to ‘make Emanuel one of the most environmentally responsible schools in Australia’.

It is clear that our students are inspired and feel a sense of agency to change their world for the better.

Green Team Report

World Environment Day

On World Environment Day, Tuesday 5 June, the Primary School Green Team were motivated to raise awareness about our school’s most pressing environmental issues – rubbish and plastic pollution.

We researched this area and found some alarming statistics.

Operation Rubbish Collection Year

Motivated by the World Environment Day theme of beating plastic pollution, we decided to collect the rubbish produced in the Primary School in just 5 hours.

We were shocked by what we found. Currently, students at Emanuel School are contributing to this environmental calamity with each wrapper and piece of plastic packaging. Thirteen million tonnes of plastic leak into our oceans each year and on current trends ocean pollution will weigh more than fish in less than 15 years. Our students cannot accept this future.

Green Team goals

Our Green Team aims to make Emanuel School one of the most environmentally responsible schools in Australia. We need your help to achieve this exciting goal. Many schools, including Bronte Public School and Ultimo Public School, have taken drastic action to reduce the amount of waste they produce. They expect students to come to school with waste free food each day and have seen a dramatic reduction in the litter around the School and the plastic waste they produce.

Environment Champion families

Our students understand that this is a complex problem. This year, led by our Innovation Leader, Sophie Poisel, the Green Team is embarking on an ambitious project to apply design thinking principles to our waste problem.  We need you to join us on this journey. You can begin by signing up for the Plastic Free July Challenge www.plasticfreejuly.org/register.html If you take on this challenge, please email me at gwynhausen@emanuelschool.nsw.edu.au so we can publicise how many Emanuel families are involved, and encourage others to join you.

Australia is one of the highest producers of waste per head of population in the world. Our students are passionate about reversing this trend, starting in our own lunchboxes. Please join us on this important journey.

Gabrielle Wynhausen, Year 5 Teacher

Year 3: Guardians of the Garden

Last term Year 3 investigated the question “how can we make our garden thrive?” and designed solutions revive the X-block Garden. In expert groups, students conducted investigations to understand the sun and shade in the space and explored solutions to attract pollinators and keep the garden appropriately watered. The students pitched their solutions to Mr Case, who has been the caretaker of the garden to now. To start implementing their designs, every Thursday lunchtime the Year 3 students help in the Garden. Students are thoroughly enjoying this opportunity as you can see by some of their quotes below:

Identifying and naming the plants

We need to move this rocket so no one digs it up. Let’s put it in the shade near the parsley. Let’s call it Megan! Megan the rocket.

This garlic is trying to sprout again – we need to protect it. Let’s call it Jeffery. Jeffery the garlic!

We’ll come back and check no bugs have eaten you before next Thursday.

Discussing root systems

That root system is amazing. Ms Hill look at this!

I pulled out a massive root system. 

Look at this long one. 

Holy Moly!!!

Reflecting as lunch ends

The middle garden is nearly done. 

This is my first time coming, I’ll be back next Thursday at lunch.

Look at the plastic in our garden. 

We look forward to seeing this space thrive under the close guardianship of Year 3 students. Watch this space for ways we continue to transform our school.

Ms Emma Hill

Poem in my Pocket Day

From the Director of Studies 7-12

Adam Majsay

Study Skills Workshops

Last week, all High School students had the opportunity to examine their study habits through a series of workshops offered by Elevate Education (for Years 8-12) and Dr Prue Salter from Enhanced Learning Educational Services (for Year 7 and parents). These presenters are regulars at Emanuel School, each year contributing a range of strategies for study and academic success to our students’ toolkits, targeted at the specific learning needs of each year group.

Elevate and ELES each provide an online resource library accessible to Emanuel families.

ELES 

www.studyskillshandbook.com.au

Username: emanuelschool 

Password: 20achieve

Contents include units of work covering:

• Working Better at Home
• Working Better at School
• Improving How You Study
• Improving Your Skills

Elevate

www.elevateeducation.com

Password (for premium access): rondo

Contents include:

• Mindfulness techniques
• Practice papers for each subject
• Subject-specific video tutorials
• Printable study timetables and planners

I encourage all families to explore these resources. They provide an excellent adjunct to the study skills and techniques taught in class by our teachers.

From Music Department

Diana Springford – Acting Head of Music Performances

Daniel Burley – Acting Head of Music Academic

This week has been rich in music performances.  On Thursday morning, all Years K-6 students were lucky enough to attend a performance by B’tutta, a percussion ensemble who played an array of instruments, including marimbas, vibraphones, cymbals and Latin American percussion.

Later on the same day, we held 2 performance opportunities for students who are receiving tuition on voice or an instrument. The Twilight Concert featured 21 items of repertoire from soloists and group performers. Our thanks to Danny Burley for organising this informal and enjoyable showcase for the benefit of our students and their parents as well as rehearsing and accompanying some of the students. Thank you also to the music tutors who attended to support their students. 

Some of our talented and hard-working musicians dashed from the Twilight Concert to participate in the String Soiree which was occurring simultaneously. Thank you to Michael Brewer for organising this recital for all of his students and the Emanuel String Quartet as well as accompanying many of the pieces.  

Students of all levels are encouraged to perform regularly and should express their interest via their music tutors to participate in future concerts. The next Twilight Concerts are in Term 4.

Deadline – Private Music Tuition and Infant Strings Program

The due date for new enrolments, notification of changes or intention to discontinue private tuition or Infants String Program for Term 3, is today (Friday 8 June). All students currently receiving private music tuition and students participating in the Infant Strings Program will be automatically entered into tutor schedules for next term and committed to the full term of lessons. Parents who wish to advise us of discontinuations or new enrolments should do so using one of the online forms, which can be accessed from the links below.  If your child intends to discontinue, formal notification must be given using the online discontinuation form, otherwise parents will be liable for fees for next term.  Please contact the Music Department by email to music@emanuelschool.nsw.edu.au if you have any questions.

Links to online forms  

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

To discontinue private tuition for Term 2: http://tinyurl.com/PrivateTuitionDiscontinuation

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

To discontinue Infant Strings Program for Term 2: http://tinyurl.com/InfantStringsDiscontinuations

Year 10 Visual Arts

Ariel Berger

Year 10 Visual Arts Excursion

Recently, the Year 10 Visual Arts class went on an excursion to the Biennale at the Museum of Contemporary Art as well as a number of works exhibited on Cockatoo Island. The combination of these 2 exhibition places allowed different types of artworks to be viewed as well as the meaning behind the variety of works to be discovered. After being dropped off at Circular Quay and a quick recess break, Year 10 Visual Arts students entered the MCA to view a variety of works that were part of the Biennale. Whether it was sculptures, painting, drawing or photographs, many of the works commented on our world today and different issues that exist.

After catching the ferry from Circular Quay to Cockatoo island we were given a guided tour by a fantastic guide who not only explained the meaning of the artworks but also how they related to venues or the places where many of the works were made around the world. A popular work within the class was one that commented on the use of the atomic bomb. This was done by a giant eye being created and suspended in the air almost as if it was a representation of what God could be, with explosions going off in the eye’s reflection. After a lunch break, we headed back to school. Overall, the trip was engaging and interesting to learn about and was more than just viewing art, rather, we were able to study and get an insight into the many artworks that were displayed from all over the world.

Ariel Berger

From the Head of Science

Jennifer Selinger – Head of Science

Last week, the computer gremlins got in and removed most of my article, leaving me with only the quote from Talia Blackman below. I feel that it is probably not good practice to steal students’ work and attempt to pass it off as my own, so here is the complete article, rescued from the evil gremlins and provided for your entertainment (I hope!)

View From the Kleinlehrer Family Science Building

There is not much of a view from here as I write this article – the city has disappeared into a haze of smoke as the hazard reduction burning goes on around Sydney. Questions about why we need to do this sort of thing came up in a number of my lessons, allowing ‘just in time’ teaching about environmental decision making (do we prioritise human life and property over habitats and clean air?) and useful ways of researching things (where are they burning and how come the smoke has ended up here?).

Real life questions are what we are all about here in the Science Department – some immediate and “every-day”, with a correct answer that can be transmitted from teacher to student such as Year 7 asking themselves what life is in their current topic (It occurs to me as I type this that this question is not necessarily straight forward either – where does AI fit in here?). Some Year 9 students looked into whether we should use nuclear energy to make electricity and they all investigated the production and use of radioisotopes on their recent excursion to ANSTO.

Other questions might be larger than life – Year 8 students are considering if we could colonise Mars, and whether we would want to. What resources would be used for this and is this a good idea? Below is a quote from a Year 10 student considering whether we should spend money on finding extra-terrestrial life or spend the money on Earth. Good, complicated questions with many possible answers give our students the impetus to find the facts they need to really come to an opinion (or maybe several opinions) on something that has importance beyond the walls of the Science labs.

And of course there is the big question that the science teachers ask themselves daily: What is the most important Science to teach our students and how can we do this most effectively? Not a question with just one answer, but a very interesting and exciting one!

Talia Blackman – Year 10

Should we spend money on finding extra-terrestrial life or spend money on earth?

I believe it is important to look for other lifeforms that are not on earth, but I don’t think it is what what the majority of money should be spent on. According to NASA’s budget for 2019, $10 million are spent on exploration for extra-terrestrial life. Although that is not a lot of money compared to NASA’s annual budget, this could send 24,630 children to school, with all required books. But the search for other life is extremely important as it would vastly increase scientist knowledge of the world and could lead to a more thorough understanding of the universe. Personally, I’m not sure if it is beneficial to spend money on finding extra-terrestrial life or if it would be better to spend money on the issues surrounding us and that are occurring right now.

Cut for Cancer

Ashne Amoils – Year 12

Last week, 15  brave Emanuel girls and I participated in Emanuel’s Cut for Cancer. Sara Bortz, Michal Wolstein, Rachel Jammy, Adena Sheps, Ashlee Orleow, Derin Grushkin, Rachel Zwarenstein, Maya Armstrong, Romi Lapidge, Cayla Miller, Rebecca Nebenzahl, Hannah Lax, Lara Palic, Ella Kirschner, Lotus Van der Starre and I donated at least 20cm of our hair to be made into wigs for those undergoing chemotherapy. Each of the girls chose one of 3 charities to donate their hair to; Variety (in Australia), Zichron Menachem (in Israel) or Pantene (in America). By donating our hair, we hope to make a difference to someone’s quality of life and bring them some joy during such a rough period in their lives. Additionally, we raised $4666 of sponsorships and donations that went towards the Cancer Council, helping them to:

• Provide resources for cancer sufferers, their families and their friends
• Make sure there’s a cancer nurse available on the Cancer Hotline (13 11 20) to offer practical information and emotional support to callers
• Provide financial assistance grants to a cancer patient experiencing severe financial difficulties, to help them travel to their treatments, pay their rent or keep their lights on.
• Fund high-performing science student working in a research lab for 3 weeks, enabling them to conduct ground-breaking research into new and better ways to prevent, diagnose and treat cancer.

Thank you to Emanuel alumna Louise Glance, a hairdresser in the community, who kindly volunteered her time to help with the cut, fixing any unevenness and calming the girls’ nerves. Additionally, thanks to Sonia Newell, who helped with organisation and some photography, as well as Ms Selinger and Ms Lyons who were our photographers. Finally, thank you to everyone in the community who supported our cause and the girls themselves for their incredible bravery and selflessness as participants in the Cut for Cancer.

Rabin Bugle

The Athletics Carnival was held yesterday, and we are all exhausted after a day of races, Shot Put and High Jump. This carnival was a true testament to the incredible enthusiasm Rabin students have when it comes to supporting our House. Everyone, regardless of age group participated to their best ability, racking up valuable points at an astonishing rate! It was great to see the mighty Rabin tribe in traditional black and blue House colours, cheering on each other. We eagerly await Mr Francis’ announcement of the final results next week. It looks to be a close challenge this year. Let’s hope we defended ‘our’ trophy and captured an unprecedented 4^th straight win!

House Assembly

All Houses combined this week for a fun challenge of Hungry Hippo and a whole school game of Who’s There. Well done to everyone participating and to the House Captains for organising the Inter-House event so well.

Changes to routines

We are all looking forward to the launch of Meir House on Wednesday. It will be a new chapter in our school’s history and students and staff are excited over the event. The new House arrangements will also bring about some practical changes. Rabin and Rashi House Assemblies will from Week 8 onwards be held on Thursday mornings during Period 0 and it will be tutor sessions on Wednesday mornings in Period 0.

House, Madrichim and SRC nominations

SRC and House/Madrichim elections are just around the corner and we encourage everyone to give it a go! Taking on these roles gives you a chance to develop your leadership skills and make positive changes for our school.

• Nominations for Madrichim and House positions are due on Tuesday 12 June to Ms Lowe. Remember to copy in Mr Rembson.
• Nominations for the Student Representative Council are also due on Tuesday 12 June, please use the weblink emailed sent from Mrs Ephron.

That’s the Bugle for this week. We hope everyone has a great weekend and again. Well done to everyone for their enthusiastic participation at the Athletics Carnival!

Shabbat Shalom

AICES Cross Country Championships

On Tuesday 18 of our finest long distance runners lined up for the CDSSA (Combined Districts Schools Sports Association) team to compete at the AICES (Association of Independent Co Educational Schools) annual Cross Country Championships.

This was held at the Sydney International Equestrian Centre, Horsley Park. All athletes performed extremely well on what is often described as a very difficult and challenging course.

The top 10 in each age group are selected in the AICES Cross Country Team to compete at the NSWCIS (Combined Independent Schools) Championships on Thursday 14 June at Eastern Creek.

Congratulations to Shai Farhy 4^th place (12 years), Brody Elbourne 5^th place (14 years) and Allegra Goldman 7^th place (17 years) who all qualified through to compete at next week’s NSWC

Mazal Tov

Sharon Fairfax

Timor Leste visit

Christian Bell – HSIE Teacher

Three weeks ago, 13 Year 9 students, along with myself and Ms Philp, embarked on the annual trip to visit Timor Leste.  We arrived in Dili and after 2 days there, we took the 7 hour car ride to a small village in the mountains called Gildapil. In Gildapil we had the privilege of spending time with children in the community, teaching English and making strong connections with them. We learnt about their culture and traditions. We attended church, went on an amazing mountain hike and even watched the national election process take place. The children in Gildapil were so eager to learn English and we taught them many things such as how to say their names, colours, numbers, the alphabet and basic sentences.

Ethan Moliver’s reflection on the trip:

The main highlight of the trip for me was interacting with the kids – playing grass twirling games, arm wrestling with 2 people at once, attempting to do handstands, playing soccer and catch. I also enjoyed trying to race them, although they were much faster than me!

I learned the value of community and spending time with those around you, as well as the value of education. I learned how different other people’s lives can be, but also realised that just because people have less doesn’t always mean they are having worse lives or are less happy.  The people in Gildapil live in poverty, yet everyone is so happy and full of energy. Before the trip, I didn’t think I could make a difference, but after this trip I realise that you can actually make a difference in people’s lives through the power of education and friendship.

It was an experience that I both learned a lot from it but also just enjoyed the good times in the moment. I would highly recommend it to anyone – it’s a wonderful experience, and this will probably be your only chance to do it. I know this sounds like just another cliché saying: “I went on this trip, it changed my life,” but you won’t realise how true it is until you go on one yourself.

Charlotte Lyons – Year 9

Charlotte Lyons’ reflection on the trip:

Not only did we have the incredible opportunity to teach these children, but they taught us as well. We rolled up a pair of socks into a ball and with the children we threw these dirty, ripped socks around for almost 2 hours and the kids were having the best time! This was one of the times that we realised that we do not need everything that we think we do, and that we can enjoy life through the little things. It made us understand that we can make connections that are beyond language and speaking.

Other students must consider going on this trip because being a part of this has been incredibly rewarding and enjoyable. Travelling and escaping our own little bubble of life can be hard, but with this East Timor trip I have been able to do that. I was able to take a complete break from technology for 10 days and it really showed me how to appreciate what is around me. I could also interact more personally and make even stronger connections with my peers.

If you are interested in the 2019 Timor Leste trip, then please email Mr Whitcombe at dwhitcombe@emanuelschool.nsw.edu.au

Dramatic Action

High School Mandarin lessons

Unlocking the Past: Stories From my Mother’s Diary

Michelle Favero – Marketing and Communications Manager

We recently welcomed 120 people to the School to celebrate the launch of Shira Sebban’s book, Unlocking the Past: Stories From my Mother’s Diary, in conjunction with Shalom Sydney Writers Festival.Most of you will know Shira as a long-term Board member and mother of Raphael (class of 2015), Gabriel (Year 12) and Jonathan (Year 10) Sebban.

We were very lucky to hear from Israeli Embassy Spokesperson and Cultural Attaché, Dorit Herscovici, and UNSW Associate Professor, Leanne Piggott, both of whom officially launched Shira’s collection of creative non-fiction short stories. The book is based on Shira’s mother’s diary, which was only discovered by Shira and her sister after her mother’s death and gives us an interesting insight into life in Israel in the mid 1950s.

If you missed out, you can purchase a copy of Unlocking the Past: Stories From my Mother’s Diary from Golds, the Sydney Jewish Museum or Lindfield Bookshop or online from Amazon (e-book) or Mazo Publishers (paper back) or you can borrow it from our High School’s Maria Tirabosco Library.

To access the video of the launch, visit https://youtu.be/-uT60qTi8Z8

The Staging Post film screening at Emanuel

Careers

Claire Pech – Careers Advisor

Macquarie University  – Careers Advisors Day 2018 

Last month I attended the Macquarie University (MQ) Careers Advisors Day. Each year I visit the main universities to hear about what is new and current for each institution. It is a great opportunity to hear about new courses, new internship opportunities and tailored strategies to meet industry needs.

One of the common objections when I speak to students about Macquarie University is about travel and distance. Students who are used to the close proximity of UNSW, find the distance of Macquarie a mental hurdle to overcome. I drove from Maroubra, and it took me 28 minutes door to door, (as long as peak traffic is avoided). They also have a train station on the University campus itself.

Fiona Reyerink – Corporate Engagement and Advancement

Fiona discussed the close connections the University has with their industry partners, all of  whom are 300m down the road. Internships for Macquarie Partners are run on a different level to other universities, due to this close proximity for example, Cochlear, Optus and Cyber Security.

The China Malaysia Millennial Project is a project using 50 students from each country, working 100 days between the 3 countries. This scholarship is an example of multi-disciplinary learning but also country engagement and team work.

MQ Health is launching the new Bachelor of Clinical Science. This is a new two-year degree includes GAMSAT preparation (as part of the program). It is intense, but gears students very well for post graduate Medicine.

Hearing Initiative– the Cochlear headquarters are on the University campus. This relationship is very deep, and the Hearing Hub has world leaders in their field sharing knowledge.

Macquarie Entry – Lara D’Arcy

Students from the GLEP (Global Leadership Programs) programs and the SRS (Schools Recommended Scheme)  early entry programs tend to perform better than the normative students.

Global Leadership Entry Program – GLEP – Macquarie University has now opened this program up to all courses (Clinical Sciences and Actuarial Studies are exempt). Students can now receive multiple offers, and choose 5 courses, rather than one. This year they are only looking at previous Year 11 results. Students are encouraged to apply early and can gain an offer as early as June this year. The GLEP application will award 5 students with $5,000 for their first year. This is a new initiative.

www.mq.edu.au/study/why-study-here/scholarships/domestic-scholarships-and-grants/details/global-leadership-entry-program-glep

Gifted and Talented Entry Program – students completing subjects at a high level can receive an early offer.

www.mq.edu.au/study/high-school-students/getting-into-university/entry-schemes-and-pathways/gifted-and-talented-entry-program

Pathways Programs– students can complete diploma subjects that gain them access directly into Year 2 of their degree. Class sizes are small and nurturing and this is a great stepping stone between high school and university without losing out on a year of study.

https://www.mq.edu.au/study/international-students/how-to-apply/college-pathway-programs

UAC update – Key Changes – Kim Paino, UAC

Educational Access Scheme (EAS) applications will be going online this year. The written applications of the past will no longer exist and students will now be sending them in with their applications. Documents to prove cases (eg Doctor’s certificates) will need to be uploaded, and the school section will now be an email from the school directly.

The word ‘selection rank’ is now going to be called what was the ATAR cut off, so the selection rank equals the ATAR plus the adjustment factors (the old bonus points) and any additional selection criteria.

SELECTION RANK = ATAR + ADJUSTMENT FACTORS + ADDITIONAL SELECTION CRITERIA

The ATAR does not change for students, but their selection rank can change if they get awarded bonus points. For example, a student may get 3 points for adjustment factors for getting a Band 6 in Mathematics.

With a lot of commentary in the media at the moment about the ATAR, Kim addressed what she calls the ATAR debate. Some of her arguments were:

• that the ATAR is not dead, it does 1 thing and it does it very well
• that students should not choose subjects according to perceived ATAR advantages
• that students should not opt for doing “easier” maths just to benefit from a higher rank; as challenging yourself should be key and subject adjustments will not apply.
• to treat assumed knowledge the way you would a prerequisite
• that the ATAR is not the end goal; but success at University should be.

In 2019 for the 2020 admissions, UAC will be open for business in March/April 2019. This is to accommodate university trimesters and early entry schemes also and this will be a big shift in how UAC does business.

Brian Hurd, Scholarships at Macquarie University

MQ now have a new scholarships portal available for students throughout their time at university and also for future students. The most important part of the scholarships timeline is that they should be applying for scholarships at the same time they are applying for university. Some applications open in July and some are open now, but most are open after 18 August, and most will close after January.

In 2019 the Co-Op Program for Actuarial Studies and Accounting will begin. There is also the Asia Society Australia Mobility Scholarship to consider. This will be new in 2019 to enable more Asia mobility and build students’ skills for the Asia region.

What makes a good scholarship application?

Different schemes look for different students, it’s important to know what the University is looking for. If students are listing extracurricular activities, community engagement is highly valued, as is leadership experience. In personal statements, students should know their audience and plan in advance. Students should make it very personal, and make it passionate. And most importantly find an editor! Have someone with a critical eye to read your application before you submit it. 

Kornmehl

Terry Aizen – Director Kornmehl

Literacy and numeracy in the early years

Literacy and numeracy are essential skills for all children to develop.

“Positive attitudes and competencies in literacy and numeracy are essential for children’s successful learning. The foundations for these competencies are built in early childhood.” (DEEWR, 2009, page 38).

We therefore have a responsibility to incorporate literacy and numeracy into our programs, but to do so in a way that is in keeping with the principles and practices of the Early Years Learning Framework and of sound early childhood practice.

Play-based learning plays a crucial role in the development of literacy and numeracy. Both literacy and numeracy are forms of communication; ways in which we represent and share information with others about our world. Because literacy and numeracy are essential life skills, children need opportunities to use them (and to see them being used) in real life situations. When children are exposed to literacy and numeracy learning through hands-on, practical and play-based experiences, they are more likely to engage meaningfully and successfully with them.

As children play at shopping in the home corner, using play money and a cash register, they begin to engage with counting, addition, subtraction and various other mathematical concepts. Similarly, when children ‘read’ a recipe and measure out ingredients as part of a cooking experience, they are working with ideas about volume, quantity and measurement and learning how procedural texts work. Such experiences allow children to connect with literacy and numeracy at their own pace and to use their ideas and language in contexts that mirror real life.

In the early childhood classroom much literacy and numeracy learning is incidental, meaning it happens as a result of being in environments rich in language and mathematics without the need for direct instruction. When children see language and number concepts used around them in meaningful ways and as part of their everyday experience they begin to internalise them. They begin to recognise words, letters and numbers and use language and ideas that they have seen educators or other children use. An environment that is rich in literacy and numeracy possibilities is therefore an important starting point.

A broader definition of literacy incorporates all forms of communication, including the visual and performing arts as well as talking, listening and storytelling (DEEWR, 2009, p. 38). An environment that encourages all of these plays an important role in developing children’s sense of themselves as effective communicators and is likely to lead more naturally to an interest in reading and writing.

Similarly, numeracy is about more than just counting. Recognising patterns, sorting and categorising objects, talking about time and the patterns of the day, measuring and calculating amounts, arranging objects in space and identifying shapes, are all examples of mathematical thinking that contribute to numeracy. Materials and resources that allow children to problem-solve and explore the world mathematically are therefore key elements in the development of numeracy. Blocks and other construction materials, puzzles, and opportunities for patterning and sorting using, for example, found materials such as shells, seeds or leaves, all provide experiences that encourage mathematical thinking and the use of mathematical concepts and language.

When educators engage with children as they are learning they are able to support, extend and challenge their thinking. They can provide language to describe what is happening and help to scaffold children’s learning and understanding. This involvement, when it is deliberate, thoughtful and purposeful, can be thought of as intentional teaching.

Being intentional about literacy and numeracy means taking an active role in promoting it. It will involve spontaneous responses to children’s play where we take advantage of opportunities to talk about literacy and numeracy as they arise, as well as more carefully planned experiences that we have deliberately designed to introduce or extend an idea or concept.

By providing children with regular, ongoing opportunities to use literacy and numeracy throughout the day, each and every day, we help to establish knowledge and positive dispositions and the ability to apply knowledge in practical and meaningful contexts. By beginning with play, and utilising its innate appeal to children, we can offer each child the best start in their journey to becoming literate and numerate.

Activities that promote early literacy and numeracy concepts

Some fun, everyday activities you can do with your child to help develop their literacy and numeracy skills:

• Play word games when out together, such as playing I spy in the car. For young children, you can use colours such as “I spy something that is red”
• Paint and draw: Art allows children to express themselves. As your child learns more words you may notice their paintings or drawings become more detailed
• Sing songs or nursery rhymes while taking a walk, packing away toys or in the car
• Dress up: children can practise their language and communication skills by playing ‘make believe’
• Play outdoors: pouring water or sand into containers, scales and measuring containers allows your child to explore numeracy concepts
• Do a puzzle: puzzles are a great way for children to learn about sizes, shapes and colours
• Play with blocks: concepts of size, numbers, patterns and problem-solving can be explored by playing with blocks. You can help extend your child’s mathematical and spatial concepts by giving them paper, pencil and a ruler for drawing their block buildings
• Ask your child open-ended questions: this encourages them to practise expressing themselves and lets them know you value their thoughts
• Think out loud so your child can learn how you solve problems
• Read books: reading together can be a special and relaxing time. It can help your child enjoy reading from a young age and give them a head start at school.

Extract from Luke Touhill – Early childhood consultant and writer (NQS PLP e-Newsletter No.66, 2013) and Office for Early Childhood and Care – Literacy and Numeracy fact sheet

Parent talks

The 2^nd talk in our series by Dr Sarah Robuck was held on Wednesday night. Sarah covered some important points on managing misbehaviour.

Go Go Healthy – social event and fundraiser

We have only 2 weeks to go to our social event and fundraiser – Go Go Healthy.

Below is the link to click on to book your family ticket for Sunday 17 June from 10 am to 12 noon in the Lehrer Family Building (Multi Purpose Hall) and Basketball court at Emanuel School.

Please join us for a fun morning of non-stop activities organised by Go Go Healthy Kids. There will be fun for the whole family to join in, with activities including: a giant inflatable obstacle course, giant soccer and footy darts, hockey dribble course, basketball shoot-out challenge, rope skipping challenge, soccer juggling and more.

Hot and cold beverages plus snacks will be available for purchase. Please wear comfortable clothing. Siblings are welcome.

Be ready for an action-packed 2 hours of family fun time.

Cost

$30 per family

We look forward to seeing all our Kornmehl families at this wonderful event. The link is https://tinyurl.com/HealthyKids2018

Care Packs

All Care Packs are due in by Friday 15 June. We have already delivered our 1^st lot of Care Packs received to Gunawirra. They were delighted with the response thus far. There is still time for families to put their Care Packs together and send them into school.

Happy Birthday

We wish a very happy birthday to Jessica Gellert (5), Ben Zakhaim (4) and Eli Nesher (5). We hope you all had a wonderful birthday celebration.

Connecting our Community – Gesher

Sonia Newell – Development Officer

More community connections

Many of us are familiar with the collaborative artwork that hangs in the LINC Building, but did you know it was the idea of alumnus David Asher Brook (Class of 1998) and his wife Hanna?  Check out his website: www.davidasherbrook.com

David has an exhibition of his own artwork that was opened last Sunday by past Emanuel parent John Cruthers, art advisor, curator, writer and collector. The Emanuel School community connections are endless!  This exhibition is on til 24 June at Artsite Galleries, 165 Salisbury Road, Camperdown: www.artsite.com.au

For those of us who play bridge, we all know the challenge of a good game, but did you know that one of our Year 9 students, Jacob Rose and his bridge partner Lara Topper, are members of Grand Slam Bridge Club in Double Bay, and they are the provisional winners of the recent 2018 Australia-Wide Novice Pairs competition, with an amazing score of 76.9 – Mazal Tov!

Friendship Circle

Don’t forget the amazing opportunities available for our students (aged 13 plus) these coming holidays, to volunteer at Friendship Circle Day Camp from 9 to 13 July:

Current volunteers please sign in and complete this form – https://www.sydneyfc.org.au/volunteeratdaycamp

New volunteers please complete this application form –https://www.sydneyfc.org.au/volunteerapplication

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