Volume 29 Issue 18 - 19 Jun 2020

From the Principal

Andrew Watt – Principal

National survey on home-based learning

In May, MMG in collaboration with the Australian Heads of Independent Schools Association (AHISA), conducted an online survey of parents, teachers and students in relation to home-based learning during the school shutdown period across Australia. Some of the key insights and learnings that have emerged from the national survey include:

  1. The identification of two distinct student groups and the need to tailor engagement and strategies accordingly. Some students struggled to remain on task and work without direct supervision whilst others thrived with working at their own pace;
  2. Many students developed independence, time management and organisational skills over this remote learning period, whilst others struggled to work online each day;
  3. Teachers quickly learned many new skills that could be integrated into their classroom teaching environment. The importance of using different teaching techniques and activities to keep the range of students (ability levels and motivation) engaged, was recognised;
  4. The significant reduction of duties, meetings and administrative tasks enabled teachers to focus on their core responsibility of the academic progress and wellbeing of their students; and
  5. Challenges with fatigue and boredom associated extended screen time, lack of face-to-face contact, stress and anxiety related to the changed circumstances required creative online support and encouragement.

With over 13 000 respondents, the key findings that have emerged are broadly consistent with our experience. As we continue to reflect on our E-manuel remote learning platform, there are many ‘positives’ that we hope to embed into our classroom practices, academic and wellbeing programs. These outcomes will be the ‘silver linings’ of what has otherwise been a challenging and steep learning curve. Our hope is that we will emerge back into our ‘normal’ way of life a little wiser, more appreciative of the small things and mindful of the value of our wonderful Emanuel School community.

The new normal?

As COVID-19 restrictions are relaxed across Australia, the term new normal has surfaced, which identifies aspects within our society that have (and may remain) changed forever due to COVID-19. Examples include our deeper engagement with digital learning technologies and our increased awareness of the need to maintain hand hygiene and physical distancing. Within our student community, we are seeking to ensure that the new normal does not include a more relaxed attitude towards punctuality to class, respectful communication, neat uniform and appearance. Any reinforcement that parents can offer will be greatly appreciated, as we seek to return to the old normal in these areas!

Thank you

A huge ‘toda raba’ to parents, for your patience, as you have negotiated our staged finish times and modified ‘Go With The Flow’ arrangements. The levels of congestion and other traffic issues have reduced significantly and allowed the School and the surrounding streets to be manageable at this time. Our current arrangements will continue for the final two weeks of Term 2 and will return to our usual hours from next term.

Mazal tov

Jonah Trope, Andrew Watt, Gabriella Goodridge and Kristy Genc

Gabriella Goodridge (Year 12) and Jonah Trope (Year 10), were recognised for their outstanding performances at NSWCIS Carnivals in Swimming and Cricket, respectively. Unfortunately their medals could not be presented in front of the School due to the cancellation of assemblies. However, I took the opportunity to congratulate them, along with Kristy Genc, Head of Sport, and mark the occasion with a celebratory photograph. 

Yasher Koach to Nathan Isaac, whose mum, Perlita Benhayon (Class of 1989), was part of the initial intake of Emanuel students in 1983. Nathan, who is a professional dancer and amateur singer, recently entertained the judges and audience on The Blind Auditions of the Voice. His expressive interpretation of You Spin Me Round may not be suitable for your younger children, but he’s a great talent to watch. 

Quote of the week

“I don’t think of all the misery, but of the beauty that still remains.”
Anne Frank

 

 

From the Head of Jewish Life

Rabbi Daniel Siegel

Rabbi Daniel Siegel – Head of Jewish Life

Right makes might

The Torah portion Korach, which we will soon read, is terrifyingly pertinent to what is besetting our world today.

The Israelite community is being torn as those protesting their lack of voice and equal standing come into conflict with those they deem protective of their institutionalised power to maintain a discriminatory and inequitable system through which they profit at the expense of others.

Korach and his band “assemble” against Moshe and Aharon claiming “you have too much power” (rav lachem), you have “raised yourself” above everyone else. The challenged leaders respond that, indeed, “you have too much power” (rav lachem) and would factionalise the community to further your personal interests.

From Abraham through the Prophets, the Jewish tradition is seen as one in which we speak truth to power, be it even or especially king and God. Such voices raised in protest, the Rabbis say, are “arguments for the sake of heaven, which will perdure” as they seek to advance the truth. Korach and his followers, the Rabbinic tradition adds, were seeking power instead of truth.

Recently the Bible was held aloft by the president of the US in front of a church which only a short time before had been cleared of peaceful protesters by riot police and tear gas.

Religious leaders and organisations took exception with this display which was deemed as suggesting that it is a divine mandate to quell righteous protest under the guise of securing public welfare. And, while he declared “I am your president of law and order and an ally of all peaceful protesters,” the episode of Korach cautions us to take note of one whose politics and rhetoric sow divisiveness and discord which is destructive of the very peace he would now seek to enforce.

Significantly, our Bible proclaims in no uncertain terms that law and order can only exist where it promotes peace.“You shall appoint shoftim and shotrim in all your settlements and they shall govern the people with due justice. While shoftim means judges, shotrim, in today’s parlance would be police, the term utilised in Israel.

Rabbi Hayim David HaLevi, Sephardic Chief Rabbi of Israel observes that police are mentioned together with judges for indeed the power and influence they yield is considerable in maintaining a just peace. The police officer, he maintains, must be of strong moral character, knowledgeable of the law and a discerning individual cognisant of the “damage he can cause materially and psychologically”.

Police brutality is reflective of deeper ills and divisions within the society. George Floyd’s head and neck pushed down to the ground reverberated in a worldwide groundswell:

“Get your knee off our necks”.

The very first words of the Preamble of the US Constitution speaks of “We the people” striving to “form a more prefect union”, establishing “justice” and securing “liberty for all”. Korach reminds us to be vigilant to hear every voice but not to mistake speaking power to truth for truth to power.                          

“Loving kindness and truth embrace; justice and peace kiss each other
Truth springs forth from the ground; and righteousness looks out from the heavens”
The Psalm of the Sons of Korach

Ma Koreh

Adam Carpenter – Head of Jewish Life Primary

Year 4 visual midrashim of Mount Sinai

In the lead up to Shavuot, Year 4 read the Torah’s description 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 and its teachings. Using these accounts as inspiration, students then created their own visual midrash and artistic representation of מתן תורה  – the Giving of the Torah.  

Primary

2020 University of NSW Competitions (ICAS)

Recognising Academic Excellence in Years 3 – 6

For many years, Emanuel School has been involved in ICAS competitions organised by the University of New South Wales. The ICAS Assessment series is designed to assess your child’s ability to apply classroom learning in new contexts and to use higher-order thinking and problem-solving skills. These academic competitions are for students who enjoy a significant academic challenge and those who find competitions stimulating and exciting.

The dates for this year’s competitions are:

  • Digital Technologies24 August 2020
  • Science Competition17 August 2020
  • English Competition24 August 2020
  • Mathematics Competition31 August 2020

 Booking your child into any or all of these competitions is completely optional.

 Practice tests and past papers can be found here

UNSW Global charges $15.95 per competition as well as an online booking fee. Payments for the tests will be made directly with UNSW Global and payments will not be collected by the School. The deadline for payment is Friday 17 July 2020. 

  • Visit the Parent Page to register
  • The Emanuel School access code is ATR990

If you are interested and would like to encourage your child to participate in one or more of these competitions but you are unsure about your child’s suitability, please discuss this with your child’s class teacher or email Katie Brody, Director of Studies K-6. 

Top tips to teach tenacity 

People who show determination, persevere and try their best tend to get ahead in life. They get things done, they rise to the challenge, they seem strong, organised and high achieving.

Both in the present time and in the future, children will need to persist through life’s smaller mishaps and larger challenges. We want them to face any level of adversity, knowing they can find a way to overcome the difficulty and that they can try things independently before falling back on adults, if needed.

Despite challenges and setbacks, a tenacious individual will independently and single-mindedly pursue their goals whether those are immediate, short-term or long term. Being tenacious is a highly beneficial and valuable disposition that can be fostered in children from a young age. When parents, grandparents and teachers encourage and teach tenacity through deliberate and purposeful nurturing, we foster in the next generation a group of citizens who will be equipped to thrive, no matter what kind of world they will live in.

A Year 1 child using a checklist at home each morning to tend to simple chores, get dressed and organise themselves, is being tenacious. A Year 2 child seeking to solve a minor issue such as looking for something they can’t find without crumbling emotionally or giving up easily, is being tenacious. A Year 3 or Year 4 child approaching the teacher to seek clarification with a challenge they are half way into solving, is being tenacious. In older students, having a calendar on their bedroom wall with assignment due dates listed with the incremental steps to independently guide themselves towards completion of tasks or revision, is being tenacious. A young person in conference with a fellow student, a teacher or parent, discussing the finer details in a task description that could result in achieving their personal best, is being tenacious. 

As parents and as educators, how can we foster dispositions such as tenacity, determination and persistence in the young people that we are raising together? According to research, there are three facets to the development of these dispositions, each of them able to be taught explicitly and implicitly by parents, grandparents and teachers:

  • Academic view of self: This relates to the ways in which students see themselves as learners. If children are encouraged to have the view that their ability and achievement can grow with effort, compelling evidence suggests that in the face of an academic challenge, they will behave in a way that is likely to result in progress and eventually, achievement.
  • Effortful control: There are many tasks that young people face at home and at school that assist in their long term development but in general they may not find them inherently motivating or enjoyable. Learning times tables, building understanding and applying spelling rules or practising touch typing are tasks which may be viewed in this light. Tenacious children will cultivate these skills, mustering the willingness to persist and they will certainly benefit in the long term. Learning to persist with simple skill developing tasks and reaping the reward, makes children see the benefits for themselves. This brings them satisfaction and an ability to handle pressures that can be rectified with skills that have become automatic through practice.
  • Use of strategies and tactics: When children and young people possess a tool bag of strategies and tactics to handle setbacks or to help themselves with challenging tasks or circumstances, they tend to develop the confidence needed to take responsibility for situations they can manage. Research suggests that teaching children to define the task, plan the steps needed and recognise that the course of action may need altering when setbacks occur, equips them to be tenacious when setting and reaching their goals.

The academic, wellbeing, social and emotional benefits of being a tenacious individual are well known, which is why the literature around parenting and educating children to become tenacious is so pervasive these days. We want our children to be self-assured problem-solvers who can adapt and thrive in this ever changing world. So how do we deliberately and incrementally teach and foster tenacity?

Top tips for parents, grandparents and teachers

  • Encourage curiosity: All children go through the ‘why’ phase and this is the time to harness that natural tendency to find out why, when, who, how etc. As they get older, children still bring questions to us and expect that we have the answers. This is the time to bring out the key question that models tenacious action as the first tool in their toolbox – ‘How can we find out?’ Modelling that there are many places from which one can ‘find out’, will be key to helping children realise that natural curiosity can be satiated independently using a wide range of credible sources and that parents and/or teachers don’t always need to be the default source of all knowledge.
  • Don’t rescue, reframe: Whether the answers they seek are about a problem they are having with a friend, a mathematical concept or a lost sock, resisting the urge to save the child can be the next key to fostering tenacity. This does not mean dismissing their issue or concern, but reframing it to help them to see how to find solutions instead. Asking them, “What have you already tried?” sets an expectation that they should have already acted independently. Similarly, “Write me a list of possible next steps and then we can talk through them together” insinuates that you are there for assistance once they have started the thinking process. Literature suggests these statements are helpful too; “What is one thing you could try that you have not tried yet?” or “How might _______ (friend, teacher, grandparent) handle that?” or “If you had a magic wand, what would you do to change the situation?” or  “What information or skills don’t you have yet, that could help you in this case?”
  • Honour tenacity: When a child shows that elusive, ‘I will figure it out for myself’ attitude and action, that is the time to jump in and praise them, specifically naming that behaviour as being tenacious. Feeling that they can successfully work on a challenge independently, creates the confidence to do the same when next faced with feelings of struggle. Honouring tenacity sounds like parents, grandparents and teachers praising the effort that it takes to accomplish something or just to make progress. It would sound like, “Good for you! That must have taken you a long time to develop that skill” or “I watched you struggle with that and now look how well you can do it” or “Your attention to detail with that has brought such success. I am proud of how you persisted”.
  • Look for cues and clues: Children that are tenacious problem solvers have been taught to observe for very specific cues and clues. When we are assisting children and young people to be more tenacious we should encourage them to go back to check the finer details of instructions, take stock of what they already know or decide what they need to know to make progress. Asking them, “What do you already know?” or “What are the finer details here?” or “What seems to be missing” or “Where might you find more suggestions/ideas?” models the ‘taking stock of what you know’ and this is an important part of being tenacious. It spurs on the next steps for effective and independent action.

In essence, praising the incremental steps a child takes towards solving a challenge independently is the key to having them repeat this behaviour. When this form of affirmation comes from each of the adults in their lives and is part of the home and school culture, we are then fostering tenacity in the next generation.

References:

  1. How to Foster Grit, Tenacity and Perseverance: An Educator’s Guide
  2. Tenacious Kids – How Best To Raise Them
  3. On the Value of Tenacity
  4. “I Figured It Out!”: Helping Kids Become Tenacious Problem Solvers

Kornmehl

Terry Aizen – Director of Kornmehl

STEM discoveries

There has been a keen interest in science experiments in both the Starfish and Dolphin groups these past few weeks. The children are curious and creative thinkers and are constantly challenging us with their deep and thought provoking questions and hypothesis.

In response to this interest, both groups have been investigating and experimenting.

Some of the projects they have been involved in are:

  • Sinking and floating experiment. The materials we used for this experience included a tub of blue water (for the boat and river) and small marbles (which represented the people). The intention was to see how many marbles or stones would fit into the boat before it sank. The children learnt the word prediction. When we had 21 marbles in the boat, we asked the children how many more marbles we would need to get to 31. 

          Koben: 10! Because 21 and 10 makes 31. But I think it’ll sink.

          We added 10 more each time.

          Liam suggested: “You can ask Google!”

          It took 172 marbles for the boat to sink!

  • Magnet play – we wondered why two magnets were attracted to each other in one position but repelled in the opposite position.

Phoebe: Maybe there’s an invisible bowl inside it.
Kayla: I see something in it. It’s a silver thing.

We introduced the words ‘attract ‘and ‘repel’ to the children.

Liam: Because I think it’s the wrong way. If you flick two, they both stick. It’s the flection (sic). It’s like ourselves in the mirror. 
Phoebe: And it’s like the sun because suns can reflect things.

  • Magnetic forces that create movement through repelling – we made cork boats and floated them in water and passed the magnet under the water. They learnt that the magnetic force can travel through water and also that it can move things. The children are very interested in the words “invisible force.”

  • Absorbency of different papers using a pipette – the children wanted to discover which papers absorb and which repel the coloured water when it is dropped from the pipette onto brown paper, wax paper and paper towel. They were fascinated by how the wax paper repelled the droplets whilst the paper towel absorbed the droplets and the colours spread creating beautiful patterns.

Care Packs

Our Care Pack project is progressing very well. We have had a fabulous response from both the Pre-school and Emanuel School families. We are hoping to reach our target of 500 Care Packs to support the children in Aboriginal Pre-schools in New South Wales. We still have another 10 days for Care Packs to come in. Emanuel School families can drop their Care Packs at the main reception office and Kornmehl families can give them to me. Your support of this worthwhile project is greatly appreciated.

School readiness

This is the time of the year when parents and teachers begin to think about whether the children are ready for school. One particular issue frequently asked is “how do you prepare my child for school?” It is always useful to think about this issue at varying stages of young children’s development. Here is what we often say:

Childhood is an extraordinary period in a human being’s life. All stages of our lives bring with them certain characteristics, limitations and special challenges. The relationships and opportunities offered to a child at any time must be responsive to the child they are now. Readiness for school translates into a child who is a capable learner, who is confident, flexible, open to possibilities, sufficiently resilient to take risks, sufficiently secure to be confident – in short, a child who goes off to school and is comfortable with challenge. The central concept when working with children in the present is that we develop relationships and promote personal development rather than teach facts. Our aim is to support children to:

  • become effective as contributors within our Pre-school community;
  • be valued as unique and powerful human beings;
  • engage in relationships of caring and respect;
  • be involved in positive relationships with their peers; 
  • feel a sense of belonging.

We ask parents to reorient themselves to look at children, no matter how young, as people with certain characteristics who are growing, becoming, developing and adding new knowledge, skills and understandings all the time. In this way, each child in our Pre-school has been assisted to become responsible for themselves, for others and for the physical world. 

We hope that this will give you something to think about as we draw closer to our Parent Teacher interviews, the time where we think about your child’s progress, strengths, development and readiness for school in all areas – socially, emotionally, intellectually and spiritually. 

Other aspects to consider when it comes to school readiness:

Fine motor skills

Children need to have an established hand-dominance before starting school.

  • A mixed dominance at this age will impact negatively on:

    • handwriting (letter formations, reversals)
    • reading (scanning from left to right) 
    • left/right discrimination
    • all bilateral skills (catching, cutting, supporting page when writing, construction toys, tying laces)

Gross-motor skills

  • To develop bilateral integration for:

    • crossing the midline to develop a dominant hand
    • all motor planning
    • ball skills
    • scissor/pencil tasks 
    • reciprocal arm/leg movements
    • riding a bicycle
  • To develop balance skills in preparation for: hopping, skipping, climbing, galloping and marching
  • Examples of gross-motor activities – completing a puzzle or drawing while lying on their tummy, negotiating stairs with alternating feet, catching a ball and balancing for 5-10 seconds.

Visual motor skills 

  • To develop visual motor control to be able to: trace, cut, colour in, copy, thread with accuracy
  • To be able to copy all shapes, especially diagonal lines (/ \ x) in preparation for early letter and number formation
  • Examples of activities: colouring in, lacing, weaving, stringing beads, peg board patterns, cutting out shapes, copying a design of three steps using cubes, joining up dots, tracing around your own hand and copying shapes or sequences.

Play/social skills and self-care skills

  • To develop confidence/self-esteem in their ability to perform or attempt all tasks
  • To understand social cues, rules and limitations
  • To initiate new friendships and interactions with peers
  • Eating and dressing independently for:
    • school excursions
    • changing for sport
    • sleeping at friends
  • Other examples include dressing and undressing independently, toileting independently, understanding rules of games and being able to participate in games meaningfully, taking turns and sharing. 

Cognition is important

  • To develop pre-academic skills for reading/writing
  • To organise themselves and their belongings
  • To develop visual perceptual skills (especially memory) for:

    • Spelling, reading and writing
  • To develop sequencing skills for:

    • Following instructions
    • Early mathematics

Sensory processing is how we interpret incoming sensory information.

Sensory Processing Disorder is the inefficiency in our central nervous system to process incoming information or stimuli. Difficulties in processing can lead to numerous problems such as disrupted motor co-ordination, sleeping, eating, concentration, learning, behaviour and social/emotional functioning.

Self-regulation is a person’s ability to adjust or control their energy level, emotions, behaviours and attention. 

Appropriate self-regulation means adjustment and control is conducted in socially acceptable ways.

Behaviours to look out for include:

  • Fidgeting
  • Restless/rocking in chair
  • Knocking into people/objects
  • Difficulty sitting upright during floor time
  • “On the move,” easily distracted.
  • Seeking/avoiding touch
  • Wrapping legs around legs of chair
  • Hating change
  • Disliking music time
  • Unpredictable behaviours, 
  • Feeling overwhelmed during outdoor play
  • Sucking on clothes or objects

Points to remember in preparing your child for school

  • Provide your child with spontaneous learning experiences (colours, shapes, how ‘things’ work) 
  • Look for opportunities to teach in everyday experiences
  • Make school exciting – talk positively about school and this new adventure that they are embarking on
  • Minimise after-school activities especially in Term 1
  • Make reading, writing and other homework tasks an enjoyable experience
  • Give your child positive reinforcement and praise for effort
  • Encourage independence (dressings, eating, bathing, packing their bags, putting on school shoes, opening lunch containers, looking after their belongings etc.)

Other points:

  • When children are bored it allows them to use other parts of their brain as well as their imagination. 
  • Try to get back to how we all grew up, with no screen time available during the week.
  • Put your toys at home on rotation, don’t have them all out at once as this gets overwhelming for children.
  • Encourage your children not to sit with their legs in a “W” shape, as this is not good for their knees and hips, but most importantly it weakens their core muscles and postural tone and limits their ability to interact in the environment.
  • Children tend to avoid activities they find difficult. Be positive, give them lots of praise and encouragement to build up their confidence to try things that might be challenging for them.
  • Teaching your child to breathe deeply is a great strategy for helping them to calm down.
  • Early intervention is important to address any issues or concerns.
  • Don’t be afraid to give your child a steady dose of Vitamin N – saying NO. Children are suffering from over-indulgence and are expecting to get everything for nothing. Children need protection, affection and direction. Children need to hear their parents say NO more often. In the process of trying to protect children from frustration, parents have turned reality upside down.

You Spin Me Round

Sonia Newell – Development Officer – Alumni and Community Relations

Community Connections – Gesher

Who doesn’t love something with an Emanuel School connection?

If you are a fan of The Voice, you might like to know that one of the recent successful contestants in the Blind Auditions is 24 year old Nathan Isaac, the son of Emanuel alumna, Perlita Benhayon (Class of 1989). He joins Team George.

Left to right: Chris Lee, Katie (Levenson) Narunsky, Irina (Rozental) Hayward, Perlita BenHayon, Janice (Narunsky) Christie

Not only was Perlita amongst the first student intake when the School opened in 1983, with classes at Temple Emanuel in Woollahra (now Emanuel Synagogue), she was also in the first Year 12 graduating group of 17 students in 1989. Perlita attended their 30-year reunion and is pictured here (second from RHS) with classmates, including Katie Narunsky and Janice Christie who are both current parents. She says: “I have such fond memories of my time at the School – a sense of family and being as one”. As for Nathan, she says: ”We are all very excited and hope Nathan’s journey on The Voice goes far, I guess we’ll have to wait and see!”

Have a listen to Nathan’s fabulous version of You Spin Me Round

We wish Nathan every success and look forward to watching him in The Battles.

Volunteers wanted for July Friendship Circle Camp

Many of our current students, as well as alumni, already volunteer for this amazing organisation which offers a variety of activities and camps for children and young adults with disabilities.

During these past months of lockdown Friendship Circle has organised a myriad of online activities on Zoom which have provided wonderful opportunities for everyone involved. They are very excited now, to announce they will be running a Day Camp during the upcoming July School holidays from 13 July – 17 July, having secured an amazing venue where they will host a range of fantastic incursions and activities. 

National Blood Donor Week 2020: 14 June 2020 – 20 June 2020

The Australian Red Cross says: “The past year has been anything but normal. But, through all that’s happened, together Australia’s 500,000 donors still managed to do the incredible: give 1.5 million donations.”

Perhaps you are already a blood donor, but if not and want to know more, check out their website

 

Shabbat Shalom

 

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

 

Music Matters

Diana Springford – Head of Music

With the exception of choirs, Emanuel’s music ensembles have been rehearsing, albeit with additional precautions for some weeks. 

Ensembles and choirs 

Please note, there will be no ensemble rehearsals in Week 10. 

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 resumed in modified form and with specific protocols. Each ensemble is in a different situation because of the many variables we must consider, including 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. 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 have been starting later so as to enable students and conductors to have their temperature checked before rehearsals.

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 5 June 2020. 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: 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

To discontinue private tuition

To enrol into the Infant Strings Program

To discontinue Infant Strings Program

Careers

Claire Pech – Careers Advisor

HSC Virtual Expo

This week the HSC Virtual Expo is taking place. Usually this would be held in Moore Park and the Year 12 students would all be in attendance. Feel free to book in, for free, as it is open all of this week until close of business on Sunday. Institutions across Sydney and NSW will be here to chat to students.

Once you register you can:

  • Get one on one advice
  • Watch expert-led explainers
  • Access subject specific help
  • Learn from past students
  • Be in the know with unlimited downloads

….and there are incredible guest speakers from all walks of life with interesting career stories to inspire you. Anyone in Year 10, Year 11 and Year 12 should register. It is now free (usually they would have charged you $10 to enter).

List of exhibitors

UAC resources

Anyone who would like a refresher on how to apply in Year 12, if you have not already done so, can click here to find out more.

  • EAS resource list on how to apply can be found here.
  • SRS and how the school recommendation scheme works can be found here
  • …and lots more information on how scaling works, how the various systems work within UAC and much more can all be found here

Year 10

As Year 10s are preparing their subject lists for next year and watching our videos and screen casts, UAC has some great resources (previously shared) that will help in these last few weeks of the term, including the the UAC Year 10 Booklet for Uni entry in 2023 and also UAC’s top tips for choosing subjects. Equally important, is not to get bogged down with any of the myths that are out there about scaling. There is also a Year 10 Presentation and other resources to help you out.

Three important points to remember about subjects and scaling are:

For any students appointments please feel free to book in via my online calendar.

 

High School Sport

Kristy Genc – Head of Sport

Term 3 sport registrations

Now that sport is making a return to some level of normality, High School students will be offered the following weekly sporting opportunities in Term 3: 

  • Sydney Schools Cup Inter-School Competition
  • Weekly Boys Futsal Competition: Years 7-10
  • Weekly Girls Netball Competition: Years 7-10
  • Weekly Inter-school Rugby 7’s Competition: Boys Years 7-12
  • Basketball Training Program: Boys Years 7-12
  • Athletics Training Program: Years 7-12

EActive Program (registrations open in Week 9)

  • Boys Fitness
  • Girls Fitness
  • Tennis 
  • Gymnastics
  • Pilates

Next term, there will also be opportunities for students through representative pathways and gala days in athletics, AFL and netball. 

Registrations for the EActive program will open through Trybooking in Week 9 and further information is available on the Parent Portal. 

If your child is interested in any of the other weekly sports options above, please email kgenc@emanuelschool.nsw.edu.au 

 

Drama and Theatresports

Recipe of the week

Kids’ Fave Tamari-Lemon Chicken (Gluten-free)
From the kitchen of Lynn Langman

Ingredients
1kg chicken breasts or thigh fillets
1/2 cup gluten-free flour
2 teaspoons paprika
1.5 teaspoons Tuscan spices
4 tablespoons tamari sauce
1/4 cup olive oil
1/2 cup lemon juice
2 cloves garlic, crushed

Directions
Preheat oven to 220oC

Line a baking tray and sprinkle over a little olive oil

Combine the flour, paprika and Tuscan spices in a bowl and coat the chicken pieces before arranging in one layer on the prepared tray

Bake for 20 minutes

While baking, combine tamari, lemon juice, olive oil and garlic

Take the chicken out of the oven and turn it over before pouring the sauce over the chicken

Reduce the temperature to 200oC

Return the chicken to the oven to bake for a further 30 minutes. 

Watch carefully so the chicken doesn’t dry out

 

News from the P&F

Ruby Berkovic and Jen Opit

Hello Everyone,

We can’t believe it’s already the end of Week 8.

We haven’t had much to write about lately, as most of our involvement is currently on hold, so we thought we would use this time to explain a bit about the P&F at Emanuel.

The role of the P&F is to create a strong connection between the School and Emanuel families. Our focus is on “Friendraising”: fostering a strong sense of community.

That being said, all of our events are fundraisers so we do hope to make money, all of which goes to that year’s P&F Fundraising initiative.

The only way the P&F works is if we all get involved on some level.

We know how busy everyone is but there are many different ways to participate. There are events throughout the year and we put out a callout before all of those looking for helpers.

We also have a P&F meeting in the School boardroom (although it’s currently on Zoom) at 7.00 pm on the first Tuesday of every month and everyone is welcome. To join, please contact us at rubykb@gmail.com – we’d love to see you.

There are a number of P&F events throughout the year (Purim disco, Mother’s Day, Father’s Day, camping trips and a Major Event/Fundraiser, as well as weekly challah distribution and Friday Chill Out.

There is an annual fundraising target that we are raising money to put towards: last year it was a new play area for the students in Years 1 – 4 that will hopefully be installed later this year.

We can’t wait to be back in action and see you around.

Entertainment Books

Entertainment Books have gone completely digital. Order yours here. There are so many benefits for you and the P&F receives a commission for each book sold that goes towards our fundraising.

Enjoy the weekend,

Ruby and Jen

 

Thank you

Thank you to our volunteers this week:

Larry Simon, Greg Judin, Daniel Grynberg, Brad Allen, Ron Efrat, Adam Pozniak, Warren Aronstam, Daniel Butt, Dan Novy, Ian Pryer, Don Robertson, Wayne Rubin, Kirsty Greenfield, Fred Linker and Jennifer Nurick

Winter menu

Midford’s holiday trading hours

 

A visual to finding us:

 

The nearest cross street is Avoca St and Alison Road