From the Principal

Andrew Watt – Principal

Reflections on a difficult journey

Students, parents and staff alike may experience significant ‘bumps’ or ‘curveballs’ along their life journey. Last year was very challenging for Joshua New (Year 12 2019), as he struggled to complete his HSC under a cloud of illness. A resilient and mature young man, Joshua has shared his reflections in a message to Year 12 students, in which he encourages us not to dwell on the past, but rather make the most of the present and be thankful. He talks about the value of not being alone, but rather part of a close-knit and supportive community. I found his message inspiring and especially encouraging for those of us going through difficult times.

There are many excellent adolescent mental health support services available:

• Lifeline Crisis Hotline: (13 11 14) for 24-hour telephone crisis support
• Lifeline Text: (0477 13 11 14), available 6:00 pm – Midnight (AEST) 7 days a week 
• Eheadspace: (resources and information for families, schools and health professionals)
• Headspace: Bondi Junction: (9366 888) 
• Kids Helpline: (1800 55 1800)

NSW Curriculum Review

Many parents will have heard the Premier’s announcement of significant educational reforms, with a new school curriculum to be delivered over the next four years. areas and career pathways by 2022.The reforms are based on the recommendations of the NSW Curriculum Review led by Professor Geoff Masters,  the first significant review of the NSW curriculum since 1989. The planned reforms include:

• stronger foundations in literacy and numeracy with new English and Maths syllabuses for Kindergarten to Year 2 by 2022
• more time for teaching essential knowledge and skills in each subject by 2022
• Year 11 and 12 learning will be better linked to future work and study with new key learning areas and career pathways by 2022.

There will be very few teachers disagreeing with the premise of reduced subject matter and renewed focus on foundational skills in the early years! There is also talk of eliminating the ATAR.

The NSW Education Standards Authority has published condensed and in-depth versions of their response to the review which you may find interesting.

Important notice about Term 3 fees

The School is continuing to assess the rescheduling of camps and excursions that were cancelled due to COVID-19. Any refunds for events that will not be held will be refunded onto the Term 4 fees.

Peter Drew poster donated to Emanuel 

It was at the peak of the COVID-19 outbreak in Australia, when Miri Heitner (Hebrew teacher) watched Peter Drew on ABC news. Peter, an Adelaide artist and an activist, had created a unique poster after experiencing a big change in his life. The tradition (each Sunday) of dining at the home of his partner’s grandmother (87 years old), came to a halt. Peter’s poster, bearing the words “Together Soon Enough”, is inspired by our human need for physical affection. Peter observed that: “It is ironic that in order to protect the ones we love; we have to be distant from them.” He was happy to send Miri a poster and spread the message of hope amongst the Emanuel community. The poster is located at the entrance to the Jewish Studies/Maths staff rooms.

Virtual tour of School

It has been a while since parents, grandparents and alumni have had the opportunity to visit our beautiful school grounds. We’ve created an online tour of the School and I hope that you’ll enjoy being virtually transported to the spaces that the children explore and enjoy everyday.

Mazal tov

Our High School and Primary School Chess teams places 1^st in the local heat of the Sydney Academy of Chess Online Competition and Daniel Melamed, Year 10, came 1^st in the High School tournament.

Quote of the week

“Little by little, one travels far.”
J.R.R Tolkien

From the Head of Jewish Life

Rabbi Daniel Siegel – Head of Jewish Life

Menuchat Shabbat

Previously, in Ma Nishma, I shared that “Shabbat”, often mistranslated as “rest”, means “cessation” (from work). The purpose of Shabbat, in turn, is to promote our entering into the realm of menuchah/מנוחה, rest.

Menuchah/מנוחה is of another dimension, aptly described in the Shabbat Minchah/מנחה prayer service. Being said in the afternoon, these words might best express what one has been blessed to experience.

“A day of rest (menuchah) and sanctity (kedushah), You give to Your people. A rest bringing forth love and expansive spirit (menuchat ahavah u-nedavah), a rest wherein we may encounter what is true and enduring (menuchat emet ve-emunah), a rest of peace and tranquillity, quietude and contentment (menuchat shalom ve-shalvah, ve-hashket va-vetach), a holistic rest (menuchah sheleimah)”.

This prayer of menuchah is remarkably different from the piyyut traditionally sung at the incoming of Shabbat, when the anxiety and stress of the work world has yet to be fully left behind. Hearkening back to the dove of Noach/נח (which name means rest), who is seeking a place of rest (manoach/מנוח) in a world overcome by turbulent waters, we sing “Yonah Matsah Manoach”. In a voice willing a yet to be experienced reality, we join in saying “The dove (which traditionally represents the Jewish people) finds a resting place”. To these words we add, in hope and anticipation, “and there may the weary come to rest (yanuchu/ינוחו)”. Significantly, these last words are from Job who, in experiencing a world of turmoil, says “I was not tranquil (lo shalavti), nor did I experience quietude (lo shakatiti), I could not rest (lo nachti/לא נחתי).

When allowing ourselves to be immersed in menuchah, as reflected in the minchah service, shabbat is intended to bring to mind the Temple, the “resting place” of God. David is told that because his kingdom was rife with strife and bloodshed, he could not build the Divine resting place. Rather, it is an Ish Menuchah/איש מנוחה (a Man of Rest), Shelomo (whose name denotes wholeness), in whose time Israel will experience shalom and quietude (sheket), that will build the Temple.

Upon finishing the Temple, Shelomo blesses the “entire community of Israel” with the words: “Praise the Lord who has granted rest (menuchah) to His people Israel”. Shabbat is God’s Temple in Time if we could be at peace with and at rest in the world.

Shabbat shalom u-menuchah

Slavery, responsibility and freedom

Arielle Melamed

Slavery, responsibility and freedom

עבדות, אחריות וחירות

A Pe’ulah

This week our Year 9 Jewish Studies class participated in an outstanding Pe’ulah about slavery, freedom and the importance of being an upstander. 

Having worked in class on an assignment exploring a specific slavery and its relation to the Jewish values of always fighting for justice and being an upstander, this final hands-on activity really summed it all up. 

We started the Pe’ulah with a fun game that split us into two teams, and each team had to try to determine what the other teams’ word was by asking a series of questions. Some words related to Hebrew words we’d previously been studying such as שעבוד (enslavement) and חירות (freedom) whereas others were funny and thought provoking. Overall, we all very much enjoyed this engaging activity.

Coby New

Then, we were split up into groups of five and each group was given a figure who embodies the meaning of being an upstander (איש) and fighting for freedom and justice (צדק). Our group’s figure was Frumka Plotnicka, a selfless woman who fought in Jewish freedom groups during the Second World War. She worked tirelessly to keep the Jews informed and did everything in her power to be an upstander in the face of injustice.

Finally, we participated in many discussions as well as fun games that had all of us smiling, laughing and talking about how we personally connect Judaism to ethics and morality. We have to admit, some of us became very passionate when talking about why we do good in the world, but it was a discussion that broadened our horizons and opened us up to different perspectives we hadn’t considered before. 

We are sure that this Pe’ulah experience is one that will be taken with each and every one of us into many further discussions. We now have the ability to spread our knowledge and widen the circles of people we discuss this thought-provoking topic with. Thank you to our alumni madrichim, Yael Grunseit and Maya Buhrich, for facilitating this experience.

By Arielle Melamed and Coby New

Ma Koreh

Adam Carpenter – Head of Jewish Life Primary

Year 3 has been busy reading, discussing and learning from the foundation Torah stories in the Book of Genesis. Using their textbook, The Explorer’s Bible and the concept of Torah meaning ‘teaching’, the students have focused on the ethics, values and moral lessons contained within the Torah and reflected in the lives of the Biblical personalities. 

In addition to reading the Torah text, they have also been exposed to traditional midrashim and commentaries to deepen their understanding of the characters and the text. Students have also created their own midrashim (explanations and commentaries on the Torah) to answer questions or to further explain the Torah text. 

After reading the first story of Abram in the Torah (Parasha Lech Lecha) the students realised that no reason or explanation is given for why God chose Abram. So, they wrote their own midrashim to explain why God chose Moses.

Below are midrashim by Jemima Hockley and Judd Karro

Hebrew authors in the making

Rebecca Gaida – Hebrew Teacher

My Year 5 Hebrew class has been hard at work learning Hebrew. Some of the students in this class have only started learning Hebrew for the first time this year! The students read a story called The Green Man (HaIsh HaYarok) and based on this story created their own stories about their own characters in the colour of their choice. It was quite difficult and I am very proud of their learning!

Kol Hakavod!

1641_001

1642_001

1643_001

1644_001

1645_001

1646_001

1640_001

Primary extra-curricular activities for Term 3

Emma Hill – Co-ordinator of Extra Curricular Years K-6

Extra-curricular activities for Term 3, 2020

We are excited to announce that a number of Extra-Curricular clubs will resume in Term 3. Club information, including enrolment and booking details, are now online on the Parent Portal. Please note clubs have minimum enrolment numbers. The Term 3 Extra Curricular Schedule provides additional useful information.

Other fun activities available for Primary students:

Designing prototypes

Gabrielle Wynhausen – Year 5 Teacher

In Year 5, we have been studying plant and animal adaptations in Science. We moved on to thinking about how humans need to adapt to lockdown and isolation. We interviewed family and friends to find out what problems they were experiencing, then used the design thinking process to invent products that could help. We really enjoyed building prototypes of our designs using recycled materials. Gabrielle Wynhausen, Year 5 teacher

“I interviewed my Mum, my Grandma and my dad. The problem that I tried solve was that they got bored a lot so I’m inventing a game they can play with 1 – 100 people.”

“I interviewed my Grandparents in Holland. One of my grandfather’s problems was that he couldn’t go out cycling with his friends, so I’m designing an indoor bike that powers a light. When the light’s been on for ten minutes you know you’ve cycled enough.”

“I interviewed my Grandma. One problem she had was she was scared to go to the doctor. I invented the ‘Lifesaver 101’. This device is a medicine cabinet that is paired to your doctor’s phone so he or she can make sure you’re taking your medicine.”

IMG_0047

IMG_0053

IMG_0051

IMG_0044

IMG_0042

IMG_0040

IMG_0038

IMG_0055

IMG_0035

IMG_0041

IMG_0024

IMG_0022

IMG_0029

IMG_0020

IMG_0017

IMG_0013

IMG_0010

IMG_0009

Kornmehl

Terry Aizen – Director of Kornmehl

Care Packs Project

Monday 29 June is the last day for care packs to be dropped off at the Pre-school or Emanuel School reception. We have had an overwhelming and very generous response from families and cannot thank you enough. To date we have collected 55 care packs. They will be collected next week by Gunawirra and then delivered to the children in the Pre-schools in outback NSW. We are grateful to be able to help other children and to make a difference in their lives. A real example of Tikun Olam.

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, pg. 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. As 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, pg. 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, every day activities you can do with your child to help develop their literacy and numeracy skills:

• Play word games when out together, such as  ‘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 about 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.

Source: 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 

Happy Birthday

We wish a very happy birthday to Luke Brown (4). We hope you had a very special birthday.

IMG_2690

IMG_6223

IMG_2691

IMG_2706

IMG_2709

IMG_2751

IMG_6134

IMG_2796

IMG_2800

IMG_2540

IMG_2596

IMG_2618

IMG_2627

IMG_6249

IMG_6197

IMG_3031

Mother earth

Sonia Newell – Development Officer – Alumni & Community Relations

Adamama (mother earth) – The Urban Farm

Mitch Bernie

Alumnus Mitch Burnie (Class of 2011) is the manager of Australia’s first urban Jewish farm, located at 30 Alma St Paddington. Last year Mitch spent three months in Connecticut at the Isabella Freedman Jewish Retreat Centre, a project of Hazon, the Jewish Lab for Sustainability. He then returned to Sydney and set up Adamama with the support of the Shalom Cultural and Educational Centre, where he previously worked as Program Manager for young adults.

The farm reopened to the public at the end of May after COVID-19 lockdown. You and your family can spend  time there as volunteers to help tend and pick the crops. Members of our school community current and past, have spent time at the farm recently including alumni Joel Adler, a classmate of Mitch, and Isabella Satz (Class of 2013), as well as Emanuel parent Lindi Bloch and family, who attended the last working bee. Lindi said: “Thank you for showing us around the beautiful space you have created. Thank you for sharing and inspiring me.”

The next session is on Sunday 28 June 2020. Join up for the working bee from 10.00 am – 12.00 pm or for a bonfire from 3.30 pm – 5.00 pm. Spaces are limited to 20 per session and bookings are essential.

Joel Adler and Isabella Satz picking vegetables at Adamama

Jennifer Udovich, Hebrew Teacher

Whatever happened to the kibbutzim?

Some of you may have seen ABC Compass last Sunday evening and recognised our very own Hebrew teacher, Jennifer Udovich. The program included interviews with a group of passionate Australians and South Africans who moved to Israel in the 1970s to work on Kibbutz, and then later on, made their permanent homes back in Australia.

It’s fun to share

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

Shabbat Shalom

Music Matters

Diana Springford – Head of Music

Ensembles and choirs – some reminders

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

Most ensembles will resume from Tuesday 21 July 2020 (the first day of Term 3 for students). An update on the status of choirs will be provided in next week’s Ma Nishma.

Many ensembles have been rehearsing 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. 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. Music tutors no longer have Zoom accounts and many Music rooms are without Wi-Fi. 

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

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. 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.

Kol Szenes

Miriam Itzkowitz, Year 12

Welcome to the end of Week 9

Everyone has just about finished readjusting to face-to-face learning, as the term draws to a close. Hopefully, Term 3 may see a return to some sort of normality.

This week in Tutor Group, our Year 11 students focused on leadership in preparation for next term when they become the leaders of High School, whilst Year 12 focus on their studies and the impending HSC Examinations. Year 7 students have been focusing on gratitude, especially being thankful to their Year 11 Peer Support Leaders who have helped them transition into High School.

Ashley Cohn, Year 7

Pride Month

Pride Month is all about embracing the special people around us who feel different. Every person is unique in their own way, including their identity or the way they express themselves. Everyone has the right to choose their own identity; to be who they want to be, and this is exactly what Pride Month is about – people being themselves. The word “queer”, or other words like it, can be used to hurt the feelings of people in the LGBTQI+ community. Being queer does not mean being strange or different in a hurtful way, it means to be special and unique. Ashley Cohn, Year 7

Night of Dangerous Debate

Two weeks ago, four Szenesians – Miriam Itzkowitz, Jonathan Sebban, Talia Blackman and Isabella Reichel (and one ex-Szenesian – Elijah Grynberg, now House Madrich of Meir) organised the first online adaptation of Emanuel’s annual Night of Dangerous Debate. We were able to secure SIX remarkable speakers: Julie McCrossin (journalist), Dave Sharma (politician), Gigi Foster (economist), Mary-Louise McLaws (epidemiologist), Paul Hamor (doctor) and Dr Norman Swan (doctor and commentator). The topics discussed by the panellists were, ‘Coronavirus’ and ‘Fake News’, which are relevant in these current times.

Overall, we had a wonderful time organising and participating in the actual event, despite the stress in getting the technology to work in our favour. We are proud and honoured to have produced the event with such a fantastic turnout! If you missed it and would like to watch, the link is here.

Reminders

• Practice good hygiene.
• Please remember to have your temperature checked once you have entered the School. This is vital in ensuring the health and safety of our students and staff.
• If you have any cold or flu symptoms, please stay at home. Whilst it is exciting to get back into the ‘buzz’ of school, it is important, especially in times like these to refrain from potentially infecting other people, COVID or not. Additionally, it is good to gain some rest and regenerate your immune system before coming into contact with lots of other people.

Announcements

• Formal uniform is to be worn during Term 2, including blazer and tie. If you are not wearing the correct uniform, please ask your parent to email the School
• COVID-19 current information – Department of Health
• Follow @szeneshouse on Instagram for some wellbeing and study tips, memes and just general Szenesian spirit.
• Follow your madrichim on @es.madstagram for some updates, challenges, wellbeing and overall fun times.
• Follow Mr Watt on Instagram @watt.s_up_at_emanuel. Your account must be set on private to do so.

Birthdays

Happy Birthday to the following Szenesians who recently celebrated their birthdays:

• Tasha Adno – Year 7
• Mirabelle Mirvis – Year 10
• Layla Goldberg – Year 10
• Lilly Goldberg – Year 10
• Jamie Goldman – Year 7
• Ralph Harpaz – Year 7

Quote of the week

“There are two ways of spreading light: to be the candle or the mirror that reflects it.”
Edith Wharton

Shabbat Shalom Szenes House

Miriam 

Career tips for the Class of 2020

Claire Pech – Careers Advisor

Tips for Year 12s in a year of uncertainty

I was writing an article this week on Year 12s and how to manage during this year of uncertainty. From my experience having worked with Year 12 students over a number of years, here are five things that may help ease this rocky time:

• Engage with your career advisor
  Being one myself, I know I am completely biased, but this can really help you. If I read a relevant piece of information, or hear of some new course, or find out a new fact, it can really help the next student who walks through my door. You want someone who is both well informed and looking out for you.
• Engage with institutions
  As a basic rule of thumb, if you are interested in universities, colleges or TAFE campuses in your area, contact them and engage with them on social media. Find out about the many future student events, whether virtually or in person. I find that students who do this are a lot less overwhelmed, as they are already moving and talking in that space. They have already been to a Q&A session, or an open evening, or even studied in their library. This all helps to get a feel for a place.
• Talk to adults who enjoy their jobs
  The data suggests that families (read ‘parents’) can influence career choices by up to 70%. The messages that students hear at home have a significant influence. If a student lives with a fulfilled and happy Psychologist-Mum, that sends a powerful message about that occupation. Equally, the impact of a stressed-out unhappy Accountant-Dad is also significant.
• Try to remember that there are multiple paths
  This is probably the hardest point for students to understand. There is always choice. Sometimes you have to follow a path for a while to realise that the path is not for you. Students come from a school environment where they are familiar with the syllabus, the timetable and the structure of school; it is a safe linear path. The road ahead for them may not be. The uncertain, unfamiliar path can take time to get used and can be unsettling. The sooner this is embraced, the easier it will become.
• Work on your interpersonal and personal (soft) skills
  I see so much effort, thought and worry that goes into Year 12 studies. Once the ATAR significance fades into the background (and it will, quickly), what you learnt during those final school years will be of real value. Did you learn good manners? Did you become a good team player, team leader or considerate team-mate? Did you learn to engage with people and be respectful and courteous? These are all areas that are often overlooked, but will be more important as you embark on your career and head out into the world.

It may also be pertinent to note the recent changes to University funding, especially in the increasing costs to students of Humanities, Social Sciences and Business. Macquarie University has just released statistics on skills learnt through the Arts and Humanities and also how they are linked to skills that are now needed in the workforce. See this graph for details and skills for jobs, research done by Macquarie University:

Midford’s holiday trading hours

Lost? This is where to find us

Thank you

Thank you to our PSG volunteers this week:

Parents and Friends

Ruby Berkovic and Jen Opit

Hello Everyone,

Wow – only one week until Term 2 is finished. We hope you have settled back into the busy routine.

Entertainment Books

Entertainment Books have gone completely digital.

Order yours here 

As previously mentioned, we haven’t had much to write about lately, as most of our involvement is currently on hold, but hopefully that will change sometime in Term 3.

Until then, here is a brainteaser before the weekend (we will post the answer next week):

A girl meets a lion and unicorn in the forest.
The lion lies every Monday, Tuesday and Wednesday and the other days he speaks the truth.
The unicorn lies on Thursdays, Fridays and Saturdays, and the other days of the week he speaks the truth.
“Yesterday I was lying,” the lion told the girl. “So was I,” said the unicorn. What day is it?

Enjoy your weekend,

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. 

Baked Veggie Rice
From the kitchen of Jemma and Cooper Adler

Ingredients

2 cups of uncooked medium grain rice
1/4 cup oil
1 packet French (brown) onion soup
2-3 tbsp soy sauce
1 red capsicum, thinly sliced in strips
250g tin water chestnuts, save liquid
1 tin sliced mushrooms, save liquid (can also use fresh)
1 tin corn kernels, save liquid
3-4 sliced zucchinis
3 1/4 cups liquid (from tins of vegetables and topped up with liquid vegetable stock)
1/2 cup peas (fresh or frozen)

Directions

Preheat oven to 180⁰ C
Place uncooked rice into baking dish (with a lid)
In a separate bowl mix all other ingredients together, then pour over rice
Cover with lid and bake for around an hour, or until the liquid is absorbed and the rice is fluffy

Serves 4 

You can order the Emanuel School Community Cookbook, The Family Meal by contacting rubykb@gmail.com