From the Principal

Andrew Watt – Principal

Being ethical and responsible global citizens

In the past two weeks, mass protests against violence and racism have been held across the world, sparked by the death of George Floyd at the hands of the Minneapolis Police. Protests have been held across Australia, denouncing these actions, and closer to home, rallying against Indigenous disadvantage and deaths in custody. In the light of this ongoing struggle for equality and justice, it is important that our Emanuel School community reinforces our values of respect, integrity, compassion, generosity and justice towards all.

Instagram message by Meir House students

I have missed my weekly opportunity to reflect with our students in assembly about how we, as ethical and responsible global citizens, can use our strong voice to support those without a voice. Remaining silent makes us complicit and we have a moral obligation to take a stand. As Ellie Wiesel said, “We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. The opposite of love is not hate, it is indifference. There may be times when we are powerless to prevent injustice, but there must never be a time when we fail to protest.” There is never a good time to make light of racial or gender issues. Parents are encouraged to take time to discuss the current issues impacting our society with their children and to remind them of the need to be upstanders and champions for those less fortunate than themselves. For if we do not take the time to speak into their lives, be sure that they will be filled with messages from elsewhere.

A key ingredient in our response to contemporary social issues is respect. An article by Samuel Rodenhizer talks about the great importance of respect in life:

The Universal Declaration of Human Rights was adopted by the United Nations in 1948. Its goal was to grant status worthy of respect to all human beings everywhere. Showing respect for human life and human beings is fundamental to a civil society and civil world. When we respect others, it affirms their right to respect and their worthiness of respect. On the other hand, when we withhold respect from others, we imply they are unworthy of it. This can trigger a decline that is exceedingly difficult to arrest and end. Once it is generally believed that a certain race or ethnic group or nationality or skin colour or gender or age is unworthy of respect, the flood gates open for abuse. We have seen this many times in the past two centuries in particular. The natural and logical outcome of the removal of respect from particular classes is first rejection, then discrimination, then abuse, and ultimately genocide. It starts with a lack of respect. It’s another reason why respect should be common among all peoples everywhere, and why respect is so important.

Quote of the Week

“No.” Rosa Parks

Mazal tov

Leo Masnick, Year 6, received a Highly Commended award in the Junior category of the Waverley Youth Art Competition for his artwork, Me and My World.

Ashley Cohn and Sarah Maoy, both Year 7, recently cut their hair to raise money for charity. They donated their over 30cm ponytails to organisations who use the hair to make wigs for those who have lost their hair due to the effects of treatment for cancer.

Presenters at Night of Dangerous Debate, accompanied by Ms Lowe

Year 12 students Talia Blackman, Elijah Grynberg, Miriam Itzkowitz, Isabella Reichel and Jonathan Sebban organised the very first online Night of Dangerous Debate on Thursday evening. The event was a resounding success, with an exceptional line up of speakers and a plethora of interesting ideas.

Daphna Levin-Kahn (Head of High School Jewish Studies), Kobi Bloom (Jewish Life Teacher) and Oren Thaler (Hebrew Teacher), along with many Emanuel School parents, shared their expertise and insights at this year’s Limmud Oz, which continues this weekend.

Leo receiving a prize for his artwork from Mr Watt

From the Head of Jewish Life

Rabbi Daniel Siegel – Head of Jewish Life

Blind sight

The Talmud relates that when Rabbi Yochanan’s study partner died, his fellow Rabbis presented him with another colleague with whom to study. Before long, Yochanan complained that while his former partner challenged him on his every teaching, this new companion confirmed all he would say. Pining for his partner that pushed him to explore further, Yochanan descended into a deep sadness and died.

In our world of filter bubbles or algorithmic filtering, wherein we encounter only that which will confirm our present thinking, Rabbi Yochanan would be seen as a “digital nudger”, one who seeks to expose us to new perspectives lest we die from lack of new growth.

With the Promised Land before them, this week’s parashah speaks of the Israelites who were sent to scout out this new frontier. The true exploration, however, was to be of themselves, it was a mission to ascertain if this was a generation of vision. They are told to “explore” (LaTur) the land and to “see” what it presents.

But, we quickly learn that they come to see what they want to see. They and the people with whom they share their “findings” reveal themselves to be confirmatory rather than exploratory thinkers. Though the two scouts, Yehoshu’a and Calev, seek to “nudge” them from their pre-existing fears and biases, the entrenched people could not be moved from their self-confirming bubble. The land could hold no promise for those who saw no possibility and only Joshua and Caleb, together with a new generation, would enter Canaan.

The two Hebrew words LaTur and Lir’ot (to see), that begin and are found throughout this Torah portion, fittingly end this parashah, as well. The Israelites are commanded to make for themselves fringes (the basis for our present day Tallit) so that “you see it…and are not led astray (taturu) by your heart and your eyes”. The Hebrew root word for being led astray is the same as that for exploring (tur).

The heart in biblical literature denotes one’s thinking capacity. As the wise Solomon, purported author of Ecclesiastes, says: “I applied my heart to know and to explore (LaTur)”.

When one is limited to one’s own established thinking, the realm of true exploration is replaced by that of a distorting self-confirmation. The commandment of seeing these fringes concludes with the statement that we are a people liberated from the confines of mitsrayim – “The Narrow Place”- Egypt. Our Jewish tradition and history continuously remind us that our heart must enable us to see beyond our present if we are to be a people of promise.

Ma Koreh

Adam Carpenter – Head of Jewish Life Primary

In recent weeks, students in Year 4 have been charting the journey and trials of Moshe and the Israelites in their wanderings through the wilderness of Sinai, following the Exodus from Egypt. We have explored ideas of leadership and freedom and have tried to ‘step into the sandals’ of Moshe and the Israelites to imagine their hopes, fears and challenges.

We have had interesting discussions about challenges the Israelites faced in adjusting to their new reality and with their new found freedom, so much so that at times they complain and wish to be back in Egypt as slaves.

When Moshe took his father-in-law’s advice to appoint magistrates to assist him in judging the people, the students reflected on the importance of:

offering helpful ideas, not just complaining about problems
kindness and teamwork
listening to other people’s ideas
give options and work together to explore solutions.

In the lead up to Shavu’ot, we read the Torah’s account in Exodus of the Mount Sinai experience. Students also learnt of various midrashim associated with Mount Sinai, including the teaching that every Israelite in every generation was present to receive the Torah.

Primary

Colleen Elkins – Gifted and Talented Co-ordinator K-6

Welcome back to face-to-face learning. Although we were distance learning, the opportunities for students to shine were still afforded them by their teachers.

Year 3 students meeting up at home to do their Maths Challenge together

As mentioned previously, our Maths students who are up for the challenge have been participating in the Maths Challenge for Young Australians. Our students in Years 4 – 6 are also taking part in Maths Olympiad Competitions and the Maths Challenge Competition is coming up in July.

A group of our Year 6 students are working together in the inter-schools’ Future Problem-Solving Competition; a process demanding critical thinking, collaboration and the formation of a strong written response to a question. The current question is about the effects of Gamification.

Students interested in entering the Dorothea MacKellar Poetry Competition were treated to Zoom and in-person lessons with two Year 5 mentors, Leah Joshua and Sanne Nathan, who were delighted to share their knowledge of poetry techniques.

Below is a poem by Tamar Granot in Year 4:

Can you guess what Nathan Shammay in Year 2 is referring to in his personification poem?

It’s a big fluffy bunny
Who explodes when he is angry
Then he reforms happily
It sniffs water to make it grow

Here are some other ideas for students with curious minds:

https://www.abc.net.au/btn/classroom/ Weekly news episode for students. Great for general knowledge and staying abreast of current affairs.
https://education.shemaps.com/liveinorbit?r_done=1 Live Science presentations, daily.
Engineering challenges https://frugalfun4boys.com/awesome-stem-challenges/
Logic puzzles https://www.brainzilla.com/logic/logic-grid/printable/
Write and illustrate a comic strip
Writers’ notebook: Several students carry one of these with them, to jot down any ideas that come to mind when they are out and about. I suggest this strategy for enthusiastic writers

Wishing you all the best as we settle back into our normal routine!

Kornmehl

Terry Aizen – Director of Kornmehl Centre Emanuel Pre-school

Creating with natural materials

“Nature is important to children’s development in every major way—intellectually, emotionally, socially, spiritually and physically.” Kellert, 2005

In the Pre-school, we provide the children with many opportunities to engage with natural materials. These materials can be moved, carried, combined, re-designed, lined up, and taken apart and put back together again in multiple ways. Natural objects with open-ended possibilities often encourage children to engage in richer play experiences. Providing an interesting and ever-changing environment for children to explore is an ideal way to develop their curiosity, provide opportunities for them to ask questions, and to talk about things they have discovered. We often bring natural materials inside and allow the children time to explore, create, and make beautiful art installations using these natural open-ended materials. We refer to these art installations as ephemeral art – a term used to describe a work of art that only occurs once.

Natural materials have many benefits for children in an early childhood setting

They:

have a sensory benefit. They have different textures, sizes, colours and smells and enable children to learn by doing.
provide more tactile stimulation to children to help them improve their hand/finger awareness and co-ordination.
are accessible. Leaves, twigs and interesting stones can be found almost anywhere and make the ideal basis for a ‘naturals collection’.
encourage children to observe closely and use all their senses.
are perfect resources for use in heuristic play sessions when children are developing their creative and critical thinking skills.
foster a respect and knowledge of our natural world.
provide a fantastic way for kids to learn about concepts in literacy and numeracy in a fun way.
help to develop children’s curiosity, creativity and exploration.
stimulate children’s creativity and imagination as they can be used in play in many ways. For example, a seed pod can be a figurine in imaginative play, used for imprinting in mud or clay, or currency in a game.
are renewable; their creation and disposal has minimal harm to the environment.
help children to learn about nature and be resourceful. With the support of interested adults, children are learning about their local environment and strengthening their sense of place.

Natural objects relate to:

Belonging – natural objects are mostly found from the local area.
Being – children engaging in play instinctively with natural objects, thus demonstrating positive dispositions towards learning.
Becoming – children develop a connection to, and appreciation for, nature that stays with them as an adult.

Source: The use of natural objects for learning, links well to Belonging, Being, Becoming; the Early Years Learning Framework for Australia (2009)

Building Resilience – part 2

Tips for building caring relationships

Give attention and affection – lots of smiles and hugs. This makes your children feel secure, loved and accepted.
Play with your children. Playing together is a great way for you to connect, get to know them better and have fun. It’s also a great way for children to develop physical, imagination and social skills.
Comfort your children. When children are hurt or frightened, sad or angry, being comforted helps them feel as if they’re not alone with their big feelings. They will feel closer to you and learn healthy ways to comfort themselves and others as they get older.
Listen with interest to your children’s feelings, thoughts and ideas. This lets them know you think what they have to say is important.
Show empathy. Empathy means seeing things from other people’s point of view. This doesn’t mean you have to agree with them. It just means that you are letting them know you understand how they feel. When children feel understood, it’s easier for them to try to understand others. Empathy is the foundation for developing caring relationships with other people.
Help your children identify and express their feelings (glad, sad, mad, scared, etc.). Point out that other people have these feelings too.
Reduce TV time. Experts recommend that children under two years should not watch any TV. Children between 2-4 years should watch less than one hour per day. Instead, find things to do that build your relationship, like reading together or going to the park.
Read or tell your children stories about people who show compassion, kindness and understanding for others.

Being a positive role model

Young children copy what others say and do. Parents and other adults can learn to be positive role models by handling difficult situations with resilience.

When parents stay calm and flexible in dealing with life’s challenges, they are teaching their children positive ways to handle stress.

Tips for being a positive role model

Take care of your health. Show children that it is important to eat healthy foods, get enough sleep and exercise regularly. These reduce daily stress. They give us the mental and physical strength to deal with more serious challenges.
Show understanding, compassion and kindness. Imagine what it is like to walk in other people’s shoes.
Take three deep breaths when you’re stressed. Breathe in slowly to the count of three and then breathe out slowly to the count of three. Repeat three times to relax your body and get control of your emotions.
Be in charge of your emotions. It is OK to have all kinds of feelings. It is healthy to express them in constructive ways.
Be patient. Keep on trying even when things are frustrating. Show patience with your children when they are trying.
Let go of being perfect. Remember mistakes are just part of learning.
Stop and re-think. When things go wrong, try not to jump to conclusions. Ask yourself: “How else can I think about this?” “What parts can I control?” “What else can I do?” Take a moment before you respond.
Take responsibility for your own feelings and actions in front of your children: “Oops, I just made a mistake on this, but I can make up for it by doing…” or “I’m sorry I yelled at you. Next time I’m going to stop and calm down before I speak.”
Use humour. It reduces stress and helps us look at challenging situations with a positive outlook.
Stay positive. Enjoy simple pleasures. Look for the upside to challenges. This encourages us to keep trying. It also helps us learn from these experiences.
Reach out for support. Everyone needs help sometimes.
Reach out to help others who are going through difficult times.

Sources:
Building resilience in Young Children – A booklet for parents from birth to six years
http://www.beststart.org/resources/hlthy_chld_dev/pdf/BSRC_Resilience_English_fnl.pdf

Let’s celebrate

Sonia Newell – Development Officer – Alumni and Community Relations

Community Connections – Gesher

Queen’s Birthday Awards 2020

Mazal tov to Emanuel grandparent, Dr Ben Ami Gelin OAM, who was recognised for his service to music and to the community of Bathurst.

Ben and his wife Martha used to love travelling to Sydney from their home in Bathurst for Grandparents and Friends Day here at School when their granddaughter Willow Gelin, now in Year 8, was in Primary School. Dr Gelin’s son, Adam, is married to Rabbi Jacqueline Ninio, one of the Rabbis at Emanuel Synagogue.

Ben says he is both excited and humbled to receive his Award. He has lived in Bathurst for 36 years and

loves living in a community where he knows everyone. As a lawyer, he deals with people with disabilities and enjoys helping them to become part of the community as much as possible. “That’s something I feel good

Dr Ben Ami Gelin OAM exploring in Antarctica.

about. You do something you like and enjoy. I have only done things which I enjoy doing,” he said. His other passion is music and getting involved with Mitchell Conservatorium and Macquarie Philharmonia has fulfilled that interest. He is proud to be named a Living Legend – an initiative of Bathurst Council – whereby a tree was planted in his name with a plaque. This year his wife, Martha, has also been named a Living Legend. The title Living Legend recognises the achievements of local individuals and the way they have contributed positively to the community.

Please let us know if we have missed a family member who also received a Queen’s Birthday Award.

JCA

Emanuel School is one of 23 members of the JCA family of organisations. We are grateful to the JCA for the generous funding assistance

Joshua Moses, as featured in the JCA Source magazine

they provide to our School and its vital role in many aspects of the Jewish communal life. This year’s JCA Source Magazine was published online last week. If you would like to skim through it, stop on the following pages:

Pages 12 and 13: Belinda Gold’s interview, although not specifically about the School, featuring Emanuel students. Belinda is one of our School Counsellors.

Pages 20 and 21: JCA investment in Jewish Education

Pages 24 and 25: Interview with Joshua Moses (Emanuel alumnus, Class of 2011)

If you have photos and/or news to share, please send these to: snewell@emanuelschool.nsw.edu.au

Shabbat Shalom

Music Matters

Diana Springford – Head of Music

The Music Department feels as if we’ve never been away, now that our Years K – 12 students are back on campus and making music again.

Music Camp

As you will likely have anticipated, there will be no Music Camp this year. Although unsurprising, it is disappointing to miss this much-loved annual event. Music Camp will be back with a bang … drumroll, crash of cymbals, and a great fanfare … next year.

Private Tuition and Infant Strings Program

All tuition has now returned to normal with lessons live and onsite (no more Zooming).

Thank you to those who have already advised us of changes to private tuition and Infant Strings Program enrolments for next term. The deadline for new enrolments, notification of changes or intention to discontinue for Term 3 was last week. All students currently receiving private music tuition and ISP will be automatically re-enrolled into tutor schedules for next term along with students commencing lessons for the first time. Parents should enrol or discontinue using one of the online forms accessed from the links below. If your child intends to discontinue, please act swiftly to provide formal notification in advance to avoid being committed to the full term of lessons and liable for fees.

Please contact Matilda Grieve by email: music@emanuelschool.nsw.edu.au if you have any questions about private music tuition.

The schedules for Term 3, 2020 will be created at the end of term and emailed in July.

Links to online forms for Term 3 enrolments and discontinuations

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

To discontinue private tuition: http://tinyurl.com/PrivateTuitionDiscontinuation

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

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

Ensembles and choirs – a reminder

No choirs will resume ‘live’ rehearsals until Term 3. This is because of the science of the way aerosolised water droplets are produced and spread by singers and the fact that these linger in the air. Many ensembles have returned to rehearsing in modified form and with specific protocols. Since the variables we must consider include ensemble size, room size, whether the ensemble includes string, wind or percussion players, whether there are singers, and whether ensemble musicians share instruments or use microphones, each ensemble is in a different situation. Conductors and band mentors will have informed you of the situation for their ensemble. We ask students to pay particular attention to their conductor’s direction with regard to new rehearsal routines, as keeping to these new routines is the prerequisite for the resumption of rehearsals from Week 6.

Here is a link to the Music Department’s spreadsheet showing the basic intention for each ensemble and choir. Please note that some rehearsals will now start later so as to enable students and conductors to have their temperature checked before rehearsals.

High School basketball

Indiana Faithfull – Head of Basketball

Term 3 basketball program

The Sport Department is currently developing a revised basketball program for Term 3. We are calling on expressions of interest for all students wanting to participate.

What we will be offering:

Small group skill-based training sessions
One team-like training session per week
Weekly 3×3 Inter-school competitions in the Lehrer Family Building (MPH)
Strength and conditioning sessions in the Emanuel Wellness Centre (optional)

At this point we are unsure if we will put any teams into the East Competition for Term 3, however a comprehensive basketball program will be available for all students wanting to participate.

All sessions will be onsite at school and will vary from mornings, before school, lunchtimes and after school.

If you would like your child to participate in basketball for Term 3, please email: ifaithfull@emanuelschool.nsw.edu.au by Monday Week 9.

Careers

Claire Pech – Careers Advisor

With isolation and COVID-19 affecting us all, everybody’s careers have been bounced around – in some way or another – we’ve had to consider how we work, where we work or even if we work at all. No one has been immune. In one of my friendship groups (a group of 10 of us), two have lost their jobs. One is about to resign. One is waiting to be furloughed. One has gone from full time to part time. One has lost their temporary contract and two are now on Jobkeepers. That is quite a shuffle for such a small group.

Statistics from the ABS last month show:

900,000 people lost their jobs by mid-April
7 million workers (one in five) have been adversely affected by a snap recession
Total employment fell by 4.6%
Total hours fell by 9.2% (therefore a much greater change for part-timers)
Under-employment moved five percentage points to 13.7%

Source: Australian Bureau of Statistics, cited Ross Gittins, SMH, 31 May 2020

Workers are having to brush up on their resumes, re-write cover letters and prepare for new interviews, if they are lucky. These are the skills that the current Year 10 Commerce classes have also been brushing up on, in preparation for their assessment task. I have been with both classes teaching them some key Do’s and Don’ts. Interviews are being held this and next week, and so here are some resources that they have been using. These will also help current students looking for part-time work (once the market returns), but also Year 12 students as they embark on leaving school, and for parents who are now on this journey with everyone too.

Reminders

Join our Facebook careers page if you are a student in Year 10, 11 or 12
Join jobjump (register with password “emanuel” – case sensitive)

Key dates for Year 5 info and OC testing

Winter menu

Thank you

Thank you to our volunteers this week:

Anthony Miller, Anthony Joshua, Zev Friedman, Ben Zyl, Michael Pollak, Tommy Mermelshtayn, Andrew Nabarro, Dorran Wasjman, Brett Adler, Lauren Barel, Paul Filipczyk, Paul Biller, Rotem Shalem, Peter Nothman, Richard Ernster, Craig Forman, Jeffrey Abrahams and Jess Kaplan

Parents and Friends

Ruby Berkovic and Jen Opit

Hello Everyone,

We hope you are all well.

Entertainment Books

Entertainment Books have gone completely digital. Order your’s today.

Can you guess?

As we don’t have much news this week, we thought we would include this fun brainteaser that has been circulating. Enjoy working it out with your kids.

Shabbat shalom

Jen & Ruby

Recipe of the week

Each week we’ll bring you a tasty recipe passed down by Emanuel families, from the Emanuel School Community Cookbook, The Family Meal.

Parsnip, carrot, ginger and zucchini soup
From the kitchen of Shana Danon

Ingredients
10 carrots
2 zucchini
6 parsnips
1 teaspoon crushed ginger
olive oil
salt to taste
1 litre water

Method
Peel and dice the parsnips, carrots and zucchini into medium-sized pieces
Heat the oil in a saucepan, add veggies and ginger
Stir for a few minutes and let the veggies brown
Add water and bring to the boil, then simmer until the veggies are cooked
Add a pinch of salt, to taste
Blend and serve

Yum.

Ma Nishma