From the Principal

Andrew Watt – Principal

Celebrating our outstanding academic achievers

Our Annual Academic Honours Assembly, held on Tuesday, recognised our top achievers in the 2023 HSC and those students across Years 7-11 who achieved both outstanding academic achievement and effort grades in their Semester 2 report. No less than thirteen of our high performing students in the class of 2023 returned, to receive a medal and to enjoy a morning tea with our Executive and their Year 12 teachers. Arielle Melamed (Dux) and Joshua Leslie (Proxime Accessit to Dux) shared their advice and experience with our students, which was well received. You can read their speech in this edition of Ma Nishma by clicking here.

Julian Abelson, our Director of Studies, spoke to our students on the impact of sleep on learning and memory. For many students, staying awake all night to study is common practice. In recent surveys, 20% of students reported pulling all-nighters at least once a month, and 35% reported staying up past 3.00 am once or more a week. According to recent research, however, staying up all night to study is one of the worst things you can do for your grades. Sleep has a significant impact on learning and memory; sleeping before studying can help our students learn information, and sleeping after studying can help our students remember what they learned. Mr Abelson also talked about how different sleep stages like REM sleep, light Non-REM, and deep Non-REM play a role in our ability to learn and remember.

Mazal tov to Benjamin Bergheim, Year 8, on his Principal’s Award for Outstanding Academic Effort and Achievement

The Academic mentors for each Year 12 student promote the value of both a balanced lifestyle and adequate sleep, in the lead up to the HSC examinations. Mr Abelson is currently exploring how he can meet with each student, applying the Year 12 data to provide individual guidance on their study plans, based on their units, performance to date and scaling. Students will be offered the opportunity to meet with Mr Abelson, to commence this new initiative.

With each set of semester reports, our students have the opportunity to receive a Principal’s Award for Outstanding Academic Achievement and/or Outstanding Academic Effort. The much-coveted, Gold Principal’s Award requires an ‘A’ grade across every academic outcome and effort grade on their report.

Congratulations to the following Gold Award recipients:

• Tamar Granot
• Leah Zipser
• Gil Banna
• Hannah Fekete
• Leah Joshua
• Noah Revelman
• Emily Seemann
• Akeisha Kantor
• Chloe Csavas
• Liberty Waldner
• Tamarah Aaron
• Willow Gelin

The academic performance of our students remains a top priority. The focus of our current strategic plan is to unleash the potential of every student. This encompasses developing each student’s mindset, skillset, knowledge and values. Our aim is for every student to achieve the best academic outcomes of which they are capable.

“Choose life”

This week we were privileged to host three Israelis, each with an important message and story to tell. Haviv Retig Gur, a veteran Israeli journalist and senior analyst for The Times of Israel, shared his views on the war in Gaza and increasing attacks from Lebanon. He delved into the terrorist mindset and provided the students with a detailed description of the vast tunnel system underneath Gaza. Despite the topics covered, Haviv’s overall message shone light on the one positive outcome of this terrible war – the strength and unity of the Jewish people in Israel and the Diaspora. 

Itay (left) and Yuval (right) take a selfie with the Year 11 students.

Yuval Fatiev, aged 20, a Staff Sergeant in the Golani Brigade and Itay Sagy, 25, a reservist in the Maglan Unit, are in Australia sharing their harrowing experiences in Gaza with our community – some of you may have heard their stories at the ZDVO event on Tuesday night at Central Synagogue. Both young men spoke to our Year 11 students sharing their experiences of being severely injured in Gaza – Yuval by a bomb placed under his tank during fierce fighting on October 7, which seriously wounded his leg, and Itay, who was hit in the neck by the shrapnel of a grenade on October 11.

Both men spent months in recovery, meeting by sharing a hospital room, and with the help of the ZDVO Beit Halochem, are recovering physically and emotionally. What struck me most was their positive outlook and resilience. Their message – which they repeated time after time, struck a deep chord – “Choose life”. Our students asked insightful and interesting questions, with the answers leaving them with much to think about regarding their outlook on life and the power that each of us have to choose our attitude to any given situation. 

Thanks to Adina Roth, Director of Jewish Life, for arranging for these inspiring individuals to share their experiences and uplifting messages with us during this dark time. 

Our Primary Library is now open! 

With the recent move into our much loved and highly functional B’Yachad Building, the vacated Kindergarten space has been renovated to accommodate our beautiful new Primary Library. We are delighted with the colourful design, comfortable furniture and functionality of this important learning space. Moving, sorting and re-shelving an entire library of books is no small feat. Our thanks to our Head of Library and Information Services K-6, Samantha Rogut, and Library Assistant, Lynda Savanis. Parents are invited to have a ‘sneak peek’!

Swimming Carnival

Last week our Years 3-6 students took part in their annual Swimming Carnival at Des Renford Leisure Centre. The excited swimmers gave their very best and I was thoroughly impressed with their determination and House spirit. Thank you to Stuart Taylor, Primary Sport Coordinator and all staff who helped make the day the resounding success it was. We have prepared a gallery of a selection of these photos in this edition. Click here to enjoy a selection of the gorgeous photos that Ofer Levy, our parent photographer, took on the day.

Mazal tov

• The Open Girls Oztag Team won the Easts Oztag Competition Finals, with Amelie Trope scoring five tries, leading the team to victory.

Quote of the week

“My perspective on life and what’s important to me has changed. Life is more simple than you think. Before October 7 I was focused on what was good for me. Now I look outside myself more. I want to do good things for the world, not just for myself.” ~ Itay Sagy, IDF reservist, survivor of terrorist attack in Gaza

Primary News

Carrie-Anne Thomas – Director of Students (K-6)

During our ‘Meet the Teacher’ event last week, both our staff and parents were fortunate to welcome back Dr. Judith Locke to Emanuel. Dr. Locke had previously visited our community last year, initially presenting to a smaller group of parents. The positive feedback and praise from that session encouraged us to invite Judith back to address a wider audience within our parent community.

In her presentation, Dr. Locke shared numerous practical strategies centred on raising confident and capable children. She focused on supporting children in developing social skills, confidence, and resilience. Dr. Locke guided us through the parenting journey, highlighting the implications and risks of overparenting. She emphasised that despite parents investing more time and effort into raising their children than ever before, research indicates significant declines in self-esteem, resilience, and overall wellbeing.

Though Judith’s visit was brief, she left behind powerful messages and examples. Additionally, she graciously provided an article for us to share with our community on the topic of ‘Teaching your child gratitude’, which is shared below.

As we reflect on Dr. Judith Locke’s impactful presentation, we look forward to welcoming more expert speakers to engage with our parent body throughout the year. Stay tuned for further details on upcoming talks aimed at providing valuable insights and support to our community. 

Teach your Child Gratitude – By Dr Judith Locke

Having gratitude for the good things in your life is a cornerstone of satisfaction and wellbeing. But in the age of excess, how do parents ensure their child is broadly appreciative of their pretty good life?

A few years ago, a lovely couple told me about their very difficult teenager who had made the family’s life very challenging. ‘He’s so demanding and complaining about what he doesn’t have’, they said, ‘He completely ruined our Christmas trip to Switzerland.’

Sorry, what? Your child got to be a pain in the neck last year and he got rewarded with a trip to Switzerland? And yet he still thought his life was hard done by?

I’d like to say that this story is unusual but increasingly I am hearing parents complain about their child’s lack of gratitude. And the terribly ironic thing is that often these children appear to have everything going for them and the sorts of childhoods that many would only dream of.

In some ways, it is the very fact that they get everything that makes them even more demanding. I call these kids ‘the 99ers’. 99% of their life is going well, but often they are livid about the 1% that is not exactly to their demands. This minor inconvenience often makes them angrier than the children who have got far less.

In some ways, the more you give your child the more you teach them to always expect things from you. If they typically receive everything they ask for, why wouldn’t they ask for more?

So, how to you turn it around?

We can’t underestimate the positive impact of a child being proud of something they feel their efforts have earned them. If they have worked hard to do extra chores to earn their spending money at a theme park or their candy purchasing power at the movies, then they are probably going to spend the money more wisely. But also, they are going to be more appreciative of the moment their hard work paid off, than the child who has been handed the money via request or demand only.

Think about the thing that you are proudest of. It is typically not something that came easily to you, but something that you worked hard for – the car you saved for, the business you put in hours to build, the long-term relationship you put your best into every day. 

So, next time your child asks, give them two for the price of one, an opportunity to earn the item and the pride and satisfaction that come with their achievement.

Takeaway for parents

Start giving your child the chance to earn the good things in their life – doing chores to get screen time, taking in the washing to get a lift to their mate’s place. This will go a long way to making them more grateful for all you do for them and their many blessings in life.

© Judith Locke

Dr Judith Locke is a Clinical Psychologist and child wellbeing specialist who presents sessions for parents and teachers at schools around Australia and internationally. For more of Judith’s work read her parenting books, The Bonsai Child or The Bonsai Student. The Bonsai Child is also available in Mandarin. You can also follow her Facebook page Confident and Capable.

From the Head of High School

Adam Majsay – Head of High School

Progress in the wilderness
Reflecting on Camp Somerset

It’s hard to believe that a week has already passed since our Years 7 and 8 students, and Year 11 Madatzim returned from Camp Somerset. As Mr Ezekiel, our Director of Students 7-12, so eloquently put it in his letter earlier this week, we take great pride in the accomplishments and personal growth of each child throughout the camp experience. Their commitment, resilience, and eagerness to tackle new challenges embody the objectives we aim to accomplish during this annual outdoor education program. 

As we reflect on Camp Somerset, it’s essential to acknowledge the varied experiences and emotions our students and families encountered in the lead up to and during Camp. While some students embraced the challenges and adventures of life away from home wholeheartedly, others grappled with homesickness, while some parents even navigated their own anxieties about separation.

Whether being away from the creature comforts of home came easily for our students, or whether it was accompanied by a sense of shock and discomfort, it is important to acknowledge and celebrate the achievements of each of our campers.

The decision to send our students to camps, away from parents, is grounded in a robust research base that highlights the many benefits of such experiences: 

Social development

Camps provide a fundamentally important opportunity for children to build social skills and forge meaningful connections with peers. Research indicates that positive social interactions at camps contribute to improved self-esteem, empathy, and resilience in adolescents.

Independence and self-reliance

Separation from parents fosters independence and self-reliance as children navigate new

Long term benefits

Longitudinal studies demonstrate the positive effects of camp experiences on adolescents’ social, emotional, and cognitive development well into adulthood. Research shows that overcoming challenges at camp, including managing homesickness, lay the foundation for lifelong skills such as teamwork, communication, and adaptability, preparing them for life’s inevitable transitions and uncertainties.

Home Alone

Sometimes, it’s our parents who are away from home – while students remain in Sydney to attend school. A reminder for parents to let the School know when you will be away and your children will be in the care of other adults/family members. To ensure the safety and wellbeing of our students, we request that parents inform the School in advance of any planned absences. High School families should use this email address to notify the School.

When notifying the School of your absence, please include the contact information of the designated caretaker who will be responsible for your child during your absence. This ensures that we can reach a responsible adult in case of emergencies or important communications.

Additionally, we would like to emphasise that any agreements or arrangements parents have with the School remain valid through the designated caretaker. For instance, if your child needs to be picked up from school due to illness as determined by the School Nurse, or if there are other circumstances such as excursions where the School deems it necessary for your child to leave, these agreements extend to the designated caretaker.

Your cooperation in this matter is greatly appreciated, as it helps us maintain a safe and well-coordinated environment for all our students. Thank you for your attention to this reminder.

From the Director of Jewish Life

Adina Roth – Director  of Jewish Life

The cracks that let the light in
Parshat Ki Tisa

This week at school, we were privileged to host two combat soldiers who were wounded in the initial Hamas incursion into Israel. Itay Sagy and Yuval Fatiev came to share their stories with our students with a profound message of hope. Each of them was seriously wounded, and they carry the physical scars of the battlefield on them. Yet their message was profound – an affirmation audacious optimism. They repeated more than once, with an echo of Deuteronomy, “choose life”. They lost friends on the battlefield and carry emotional scars but a spirit rose up from both of them that was truly inspiring for our Year 11 students. This same week, we heard from the amazing Paul Dillon about the rising numbers of students with mental health challenges in Australia. While we may not be fighting physical wars, there is no doubt that our students have their fair share of battles. It was powerful for our students to listen to Yuval and Itay communicate the way they confront the pain of their own stories with so much light. 

What enables people to experience such suffering and yet carry so much hope and even joy?

Parshat Ki Tisa recalls the dramatic moment of national trauma when having just received the Torah and heard God’s voice at Mount Sinai, the Israelites build a golden calf and worship it. Moses comes down the mountain carrying the Ten Commandments, which have been both sculpted and written on by God. The sight of his people revelling in front of an idol comes into clearer view, and Moshe becomes angry, hurls the tablets and breaks them. From a moment of near perfection and wholeness, the vision of our people lies in tatters at the foot of the mountain. As the story goes, Moses is eventually able to build a new set of tablets which he takes up the mountain for God to write on again. Thank God for second chances! It is fascinating that brokenness is inscribed into our national story of becoming. We are not the people of ‘happily ever after.’ We are more the people of “there’s a crack in everything, that’s how the light gets in”. I am not just superimposing the ever-brilliant Leonard Cohen onto the book of Shemot. The Rabbis in Tractate Brachot tell us something fascinating about the Tablets: the fixed tablets and the broken tablets were carried together in the Holy Ark. In other words, we did not simply re-do the tablets and pretend that the shattering of the first had not happened. Rather, we incorporated the broken tablets into our story as a complementary partner to the whole; equal contributors to the spiritual life and soul of the people – the cracked and the complete.

When I looked at Itay and Yuval, I could see they had been through something immensely traumatic. Yet, somehow they were able to carry the pieces of brokenness, their vulnerable humanity, alongside a joy, an optimism, even a sass!  This is what it must surely mean when we are told in Deuteronomy, “And you shall choose life, u’vecharta ba’chayim”. Choosing life means we stride forward, with hearts that are broken and whole, carrying sadness and joy.

Both Itay and Sagy said that they live life differently since their near-death moments. Itay said, he has ambitions and goals but he is now deeply focused on making the journey towards his goals as important as the goals themselves. Yuval said that he felt he had been re-born after his injury and he regards life as an opportunity. They both live the idea  that ‘the broken and the whole are carried together in the ark’. We all left a little changed from hearing them, reminded that our hearts open and light enters not in spite of the cracks and the struggles of life, but maybe because of them.  

Shabbat Shalom

Ma Koreh

Lyv Akres and Noah Klein – Informal Jewish Life educators

Meet Noah and Lyv, our Informal Jewish life educators

Hi! My name is Lyv Akres and I’m an Informal Jewish Life educator at Emanuel. I was an Emanuel student and graduated in 2019. After an incredibly confusing few years of lockdown where I studied, worked and dreamed of being back at school, I finally had the opportunity to join the Jewish Life team! Working at Emanuel in this role has been a dream since I was a student. The enthusiasm the Informal Jewish Life team have about Judaism and creating a fun environment full of ruach was so exciting and inspiring. I love meeting with the Year 6 Jewish Life leaders on a Monday to plan and organise festival celebrations and the weekly celebration of Shabbat are certainly the highlight of my week. When I’m not at Emanuel I spend my time studying education at university and volunteering for the Dayamani foundation, a non-profit that provides education to rural communities in India. 

Howdy! My name is Noah Klein. My friends and students call me Noz. I was an Emanuel School student from 2006 until 2019. After graduating I spent time working, travelling the world and starting university, feeling ready to finally spread my wings and discover the real world outside of the bubble. Then I chose to come straight back to where it all began – at Emanuel!

I loved being a student here purely because Emanuel fostered an environment where I could feel safe, to not only learn, but do whatever it was that made me unique. Whether this was writing a speech to deliver to the School about why cereal was indeed a soup, or making my Art Major Work about my struggle with perfectionism, I always felt that Emanuel pushed me to be my best and thrive in whatever area I was interested in. I wanted to give back in some way to the School for everything it gave to me, and this is why I came back to be part of the Informal Jewish Life team. I love the ability to impart what I learnt to the students and provide them with a space where they can learn and critically analyse their views and ideas in an informal setting. After all, being not that much older than the students allows them to connect with us and to view us in a more relatable way. When I’m not at Emanuel, you can often find me studying psychology, playing basketball or tennis, or spending time with friends and family.

Invaluable advice

 Invaluable advice for our High School students

At High School assembly, Arielle Melamed and Joshua Leslie (Class of 2023) shared their wellbeing and study advice with the students:

• making them less overwhelming – you can start with a small task to get the ball rolling
• giving you a better overview of what you need to get done, so you can prioritise your tasks accordingly, and understand how much time you need to spend studying relative to seeing friends, or playing PS4. Each tick of the list is a small victory that will give you a boost of motivation and energy, allowing you to feel productive – have a mini celebration that ‘you got something done’ – and be productive again the next day.  

Years 7 and 8 Camp

HSIE Teacher | Tutor | Service Learning Coordinator| Acting Year 7 Coordinator

Last week, Years 7 and 8 embarked on their annual camp experience at the Colo River and returned more connected to one another, independent in their abilities and responsible. Each Year 7 and 8 Tutor group was accompanied by either their Tutor, Head of House, or an experienced teacher, who helped guide them in their activities throughout the week.

Each of the camp programs focused on building and strengthening the connection of the students to their Tutor group and to Emanuel School, which was facilitated by the Year 11 Madatzim (young leaders) who joined a group each. The Madatzim had the opportunity to run Peulot for students on multiple occasions. Their programs – a combination of games and activities – were structured to allow the Year 7 and 8 students to bond with their Tutor groups and grow as individuals. In turn, the Madatzim were able to develop their skills of leadership, teamwork, communication, and organisation.

For Year 7, activities that took place across the course of the week included kayaking, wandering through the lagoon, aiming for bullseyes in archery, burrowing through the dark muddy wombat hole, and sliding down mud slides before swimming in the Colo River. These swims were especially well appreciated on the hotter days of the week. Nights were spent around the campfire followed by sleeping in tents that students had to set up themselves.

Year 8 camp presented a more physically challenging camp for students, in which the perseverance through long hikes and canoe journeys in either the humidity or rain showed the depths of Year 8s individual determination and is a testament to their character and resilience.

Challenges experienced for both Year 7 and 8 students during camp were used as chances for learning and development. For some students, participating in cooking activities on camp was their first experience at being in a ‘kitchen’. Skills developed during camp, such as those including cooking, cleaning, pitching tents, and overcoming discomfort (especially in the heat and rain), demonstrated a sense of responsibility, teamwork, and dedication to contributing positively to the camp experience for each of our students.

Year 7 and 8 Camp saw students find themselves and become more independent within their Tutor groups, with the result seeing the students feel settled into the High School environment and their connections within their Tutor group.

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Nava Weiss – Year 7

Claudia Hochroth – Year 7

Our recount of Camp Somerset 2024

Our favourite activities at camp were either the Wombat Hole, because we enjoyed finding our way through the maze and getting muddy, or the night activities on the last night, when we made our own dinner, sat around the campfire and had Cafe D. More fun activities included archery, the initiatives course, raft building, milk crate stacking, damper making and kayaking. The most challenging activities were either the walk, when there were lots of the bull ants and fire ants, or walking back from the milk crate stack because it was really hot outside.

We had so much fun at camp and shared some funny stories like the riddles that Gemma and Arya did, which stumped us all, and the small talent show when we all performed and laughed. We played endless games of Edamame which was super fun. Rabin also adopted a pet, Cricket Dave, who followed us everywhere. Sadly, we had to leave him behind but we made so many memories with him.

We learned from camp that we can be away from home for five days, while being dirty, wet and hot. It was really nice to learn more about everyone else in Rabin and it felt like we all connected over the duration of camp. The Madatzim helped us out at camp by making sure our chicken was cooked – it was also really nice to just chat and laugh with them! They also helped us become more comfortable in the camp environment by running fun activities.

Thank you Ms Korotkov, Tia (our camp instructor) and all the Madatzim for making this camp unforgettable and so much fun!

Primary School Musical 2024

Sarit Spira – Music Teacher | Finding Nemo Producer and Vocal Coach

Primary School Musical 2024 update

Auditions packs

I am very excited to be sending out auditions packs for our 2024 Primary School Musical, Finding Nemo Jr to current Years 5 and 6 parents and carers.

The packs will go out via email on Monday 26 February 2024 and will include:

• Information letters
• Expectation documents
• Student surveys 
• Permission letters

Please keep an eye out for this email. Details about submission and return of forms will be outlined there.  Click here to listen to the fabulous music in ‘Finding Nemo Jr’ in the lead up to auditions.

Parent volunteers

I am also looking for parent volunteers and welcome all from across the School to be involved in any of the following aspects of our show: 

• Set design/creation
• Costumes
• Makeup
• Choreography
• Parent committee 

Click here to fill out the parent volunteer survey.

I’m so looking forward to setting sail on this underwater adventure with you all!

Primary Extra-Curricular updates Term 1 2024

Emma Hill – Primary Teacher and Coordinator of Extra-Curricular Programs

Extra-Curricular updates – Term 1 2024

We are committed to continually enriching the Emmanuel experience for our students, and one significant avenue for achieving this is through Extra-Curricular activities. These engagements allow students to explore diverse interests and facilitate personal development, teamwork, and a sense of achievement.

We are pleased to inform you that lunchtime clubs, overseen by our dedicated teachers, have been incorporated into our Extra-Curricular schedule. We highly encourage student participation in these clubs, which offer a broad spectrum of enriching experiences. For descriptions of each club please click on this link.

We also invite your active involvement in this process. We encourage you to review the Extra-Curricular schedule with your child and assist them in selecting activities aligned with their interests and aspirations.

For your convenience, the Extra-Curricular schedule is regularly updated on the Parent Portal. Should you have any queries or require further clarification regarding activity scheduling, each activity includes an email link to facilitate communication with the appropriate teacher.

 The Term 1 Extra-Curricular Schedule  is available now via the Parent Portal.

Kornmehl

Terry Aizen – Director of Kornmehl

What is play?

The Kornmehl Philosophy states the following about learning through play: 

We embrace and acknowledge that children come to the Kornmehl Pre-school with a richness of experiences. We believe that childhood is a time to be, to seek and make meaning of the world. We believe that children learn best through play. We see play as being the “heartbeat” of our Pre-school Program. Play provides opportunities for children to learn as they experiment, explore, discover, create, improvise and imagine. When children play with other children, they form relationships, test out ideas, challenge each other’s thinking, explore language and build new understandings and connections. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. In these ways play can promote positive dispositions towards learning.

Play is an active investigation and utilises creative expression. It helps to build resilience, problem-solving, language development and speech, communication, empathy, creativity, and self-expression. Play is vital for acting out feelings, fears, ideas, experiences, and for self-expression. Whilst playing, children are learning the skills of life – to negotiate, take turns, share, express frustration in appropriate ways, to creatively explore their world in a safe environment. Play releases great hormones in the brain that help children to relax. It inspires and motivates children to keep on going. It is a natural aspect of children’s lives.

Children’s immersion in their play, illustrates how play enables them to simply enjoy being. There is a wealth of research available to support the positive impact of play on a child’s lifelong learning and well-being. Neurological research confirms that play is a powerful tool to support healthy brain development and cognitive function. Play allows children to be active leaders in their own learning and development. It takes shape in many forms and will look different in every context. 

Play-based learning is a key feature of quality early childhood programs and involves a range of sensory learning experiences that promote discovery, curiosity, creativity, exploration, interaction, learning and development. A play-based learning approach also fosters children’s critical skills, understanding and dispositions which are essential to their successful learning and development.   

Children are intrinsically motivated by play and play nurtures a positive attitude towards learning. Through play children develop connections, build relationships, and make meaning of the world around them.

What does a play-based approach to learning look like?

Educators encourage children’s learning through play by:

• providing resources that reflect children’s ages, interests, knowledge, strengths, abilities, and culture to stimulate and support play. Resources which allow open ended use of items e.g. loose parts, boxes, crates etc.
• planning play experiences based on the assessment of children’s individual differences, interests, developmental needs, and ability. For example, as a child learns to hold a pencil to draw and write, educators will give children different sized objects to grasp, and to build strength in the child’s fingers.
• observing children as they play so that they can understand how they play with other children, what skills and understanding they demonstrate in play and what activities can strengthen their skills in play.
• joining in children’s play to extend the child’s learning and to model skills such as reasoning, appropriate language, and positive behaviours.
• providing large blocks of unhurried and uninterrupted time for play for children’s ideas and games to develop.

Resources:

• StartingBlocks 
• Kathy Walker – Why Play Matters? 

Parent Information and Social Night 

We enjoyed meeting informally with parents from the Starfish and Dolphin groups on Thursday in a relaxed space. We enjoyed a glass of wine and some snacks, while the teachers from each group unpacked and discussed their program, rules, and expectations for the year. We hope parents enjoyed the opportunity to socialise, meet other parents and hear about their child’s day at Pre-school.

Hebrew

Last week we started Hebrew with Morah Ofira. We have been learning our colours, parts of the body, counting and basic greetings in Hebrew. Morah Ofira introduced the children to her special friend Dubbi, a sweet little bear. Our first experience included getting to know each other, through playing name games and saying the word Boker Tov in Hebrew, meaning good morning.

Morah Ofira introduced Bentzi to the class and we went around the circle so all the children could say their names and introduce themselves, whilst also shaking Bentzi’s hand. 

Morah Ofira’s lessons are fun and interactive, and the children are enjoying the use of puppets, song, storytelling and music to make the lessons captivating and interesting.

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Music

Last week we all experienced our first music lesson with Miss Corinne Ellul (Miss L), our new Music teacher. Miss L had the children all eating out of her hand and fully immersed in the lesson. The children loved all the songs, dances and fun musical experiences. We are looking forward to adding to our music repertoire this year.

Music supports the development of young children in various ways: 

1. Cognitive development: Engaging with music helps improve cognitive skills such as memory, attention, and problem-solving. Learning to play an instrument, for example, involves understanding musical notes, rhythms, and patterns, which can enhance cognitive abilities.
2. Emotional development: Music has the power to evoke emotions and can help preschoolers express and regulate their feelings. Listening to music or participating in musical activities can promote emotional awareness and empathy in young children.
3. Social development: Music activities often involve collaboration and communication, fostering social skills. Singing, playing, and dancing together can encourage teamwork and cooperation among children.
4. Physical development: Playing musical instruments or engaging in activities like dancing can improve fine and gross motor skills in young children. Moving to music helps develop coordination, balance, and control over body movements.
5. Creativity and self-expression: Music provides a creative outlet for children to explore sounds, rhythms, and melodies. It allows children to experiment, improvise, and express themselves in a non-verbal way, nurturing their creativity and imagination.

Overall, music offers a holistic approach to child development, stimulating various aspects of cognitive, emotional, social, physical, and creative growth in young children.

Happy Birthday

We wish a very happy birthday to Oliver Lipman (3), Noah Dinte (4), Jessica Sikar (4). We hope you all had a special birthday celebration.

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Spotlight on…Years 3-6 Swimming Carnival

Thank you to Ofer Levy for capturing the day in photographs:

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Pre-school and Primary School Open Days

The power of conversation

Sonia Newell – Development Officer – Alumni & Community Relations

We hope you enjoy reading about events and people who have an Emanuel connection, and we sincerely thank those who contribute to this page, both for today’s issue as well as for past and future editions.

Extra special when both parents are alumni

Eliza Sevitt (Class of 2007) and Alan Harca (Class of 2003) are new parents here this year. Eliza says: “It has been a surreal and wonderful experience seeing our son Skyler start at Kornmehl this year. He knows that mummy and daddy went to Emanuel, and it’s just so special to return to the Emanuel community. From the moment we walked into Kornmehl we felt such warmth, and so did Skyler. Alan and I have such beautiful memories and experiences of our time at Emanuel, and to now witness Skyler so happy in his new environment, learning about his heritage, and meeting new children has been incredible.” 

Skyler Sevitt-Harca with his parents Eliza and Alan and sister Marlowe

The Sevitt family also have another Emanuel connection –  Eliza’s aunt Carol Sevitt was one of the first teachers here when the School opened in 1983!

The power of a casual conversation

Emanuel parent and member of our Emanuel School Foundation Lisa Pillemer was at a 40^th birthday party recently and started a conversation with ‘a stranger’ she was sitting next to. She told me that after the usual introductions and “what do you do?” Lisa found herself chatting with a past Emanuel student, Adam Linder, (Class of 2001), who has lived overseas for the past 25 years or so. Adam was back in Sydney for just a short time to see his elderly parents and attend his cousin’s birthday party. Adam told Lisa he holds Emanuel School very close to his heart and I was eager to find out more about this past student, as there were no details on our alumni database.

Google is a wonderful tool to ‘find’ people and subsequently, Adam and I had an amazing WhatsApp chat for over an hour. He was a student here from 1988 in Year K – Year 6 in 1994 and has stayed in touch with a couple of people from his Emanuel School days. Already a passionate ballet dancer here in Primary School, he left Emanuel to attend Newtown Performing Arts High School for a few years before being home schooled and, at the age of 16, won a scholarship to dance in London. He is now based mainly in Paris and Berlin and gets to travel the world as a choreographer. He was fascinated to hear about all the changes here since he left Emanuel and we hope he will come for a tour of the School when he is next in Sydney.

You can follow him on @adamplinder. Here is an article about a show he did last year at the Museum of Contemporary Art.

Adam Linder

Out and about

Emanuel parent Steven Durbach featured on Facebook recently, in a conversation with Rabbi Yossi who was interviewing passers by on the topic “How has October 7 changed you?”.

Steven Durbach with Rabbi Yossi

A Night of Jazz
This Sunday 25 February 2024

Past Emanuel student, Ben Adler, together with his Nomad String Quartet is beyond excited to be collaborating with one of Australia’s most significant Jewish artists, the extraordinary jazz saxophonist Mark Ginsburg, on Sunday 25 February 2024 at VJs, North Shore Temple Emanuel, Chatswood. 

Ben shared: “My string quartet will be playing fresh string arrangements of this music, plus some of our beloved Danish Folk Songs. Have a listen to Mark and me talk about this show.”

This is a one-night only meeting of musical worlds, so it’s worth dusting off your passport if you’re schlepping across the Bridge from the eastern suburbs!

Get tickets for Sunday 25 February 2024 @ Chatswood

Queer Eye through a Jewish Lens
A panel discussion on Thursday 29 February 2024, 6.00 pm

Join SJM in conversation with a panel of LGBTQIA+ members of the Jewish community, in the lead up to the Sydney Gay and Lesbian Mardi Gras. Host Julie McCrossin AM will examine how rising antisemitism is affecting the safety and well-being of the queer Jewish community in Australia.

To welcome #MardiGras2024, the SJM building facade is once again alive with the rainbow banner illustrations of artist, @Leo.Greenfield! Part of last year’s official WorldPride Rainbow City initiative, the artwork explores the intersections between Jewish and queer identities, inspired by the traditional Jewish art forms of paper cutting and wood printing. If you’re around Darlinghurst this Mardi Gras, why not come by and have a look?

SJM for Mardi Gras 2024

Jewish Swimming Championships
Sunday 3 March 2024

Come and challenge yourself at the 74th Annual Jewish Swimming Championships. A great day of racing, prizes and socialising for young and old. Maccabi Swimming Club President and organiser of this event, Emanuel parent Elan Miller, says: “From as young as 7 to over 70’s we have a race for you. We hope our Emanuel students, parents and grandparents will come along and support this community event brought to you by Maccabi Swimming.” Entries and enquiries here. 

Jewish Champs flyer 2024[71]

Jewish Food and more at the Entertainment Quarter
Sunday 10 March 2024, 10.00 am – 3.00 pm

The Jewish Food Festival celebrates the diversity of Jewish cuisine and culture and is set to delight – food stalls bursting with sweet and savoury delicacies, cooking competitions and demonstrations, food sustainability workshops and a dedicated children’s zone. Stations include a creative station, recycling station, sensory station, reading nook and more.

Shalom Jewish Food Festival 2024

Sydney Jewish Museum (SJM)

Did you know entry to SJM on a Sunday is free? There are lectures and exhibitions at the Museum all the time. Here is a selection of what’s on now or coming up soon. You may see some familiar faces when you visit – parents, grandparents and even some great grandparents past and present work and/or volunteer at SJM. It is indeed a very special place for so many very special reasons and I encourage you to visit this iconic space if you have never been. You can take a walk down memory lane at their latest exhibit that explores memories from the fascinating history of their 100-year-old building, The Maccabean Hall. The front cover of the brochure promoting this exhibition, is of the Bar/Bat Mitzvah of Emanuel grandparent Max Freedman and his twin sister back in 1962. Here is also a recent photo of Max with his grandchildren Harry, Emily, Zoe and Lola.

Bar and Bat Mitzvah of Maxwell (Max) Freedman and his twin sister Judith, at The Macc, June 1962

Max Freedman with his grandchildren

On Valentine’s Day last week, SJM shared a very special story of the parents of Museum volunteer, Holocaust survivor and Emanuel great grandparent, Alice Loeb. The first thing her parents, Rosa and Sigi, did when they fled Vienna for safety in Switzerland was to get married, first in the Registry Office and then in the Synagogue on 15 July 1938. When they wrote to Rosa’s parents to say they were married, Rosa’s mother baked a chocolate torte and sent it to them. When Rosa and Sigi cut the cake, they found gold wedding rings inside to replace the wrappers of Swiss chocolates that they had been using as wedding bands. Alice is holding a photograph of herself with her parents, which was taken in December 1946. (SJM Collection. Photography by Katherine Griffiths).

Alice Loeb

Reverberations: A future for memory
Closing on Thursday 28 March 2024

 Another fabulous exhibition at the Museum, not to be missed, is “Reverberations: A future for memory”. Through the power of AI and storytelling, you will meet a digital Holocaust survivor – perhaps one who is a member of our Emanuel School community.

Reverberations – a future for memory. Yvonne Engelman OAM, Eddie Jaku OAM and Olga Horak OAM

We look forward to sharing our news and yours, so if you have photos and/or news you would like to share with us, please send to Sonia Newell.    

Shabbat shalom, stay safe and have a great weekend, as we hope and pray for the safe return of all hostages still held in Gaza, and for peace to be restored in Israel soon.

Join our team

Careers

Claire Pech – Careers Advisor

Allegedly, family and parental influence can affect a student’s work and career choices by up to 70%. From a variety of sources, this can manifest in various ways. I hear, from working with students and talking to adults, about the pressures and influences that can come from family. The theory suggests that the stronger the parental bond, the higher and greater significance that influence can be.

We all know that teenagers are highly influenced by their friends, in terms of how they look, who they listen to and what they want to do. Some studies in the UK about parental influence suggests that parents will have a higher-order influence when it comes to futures, educational institutions and values surrounding career choice.

In the interests of helping and supporting our students, what can family members do to try and foster positive career development?

Pic 1

In a study by Joblist, 48% of respondents felt that they had strong parental influence. A lot of other studies that I have read, with a much wider participant uptake, was as much as 70%. Interestingly in that same Joblist study, respondents felt heavily pressured by parents to follow their suggested career paths. 

pic 2

As parents, we are only trying to help. So how can we help, support and influence in a positive way, without being over the top, too influential, or put our own spin on things?

Here are a few suggestions:

• Talk naturally and candidly about your own work history – this has big influence. A happy, interested, job-happy mum or dad working as an Investment Banker, will have a strong influence, without even trying, just by being a role model for that career. Sharing career stories, highs, lows, gender pre-conceptions and influences can all be positive conversation starters.
  
• Try and get your child/ren talking to adult friends of yours who have an array of different jobs. This widens exposure and keeps new questions coming in – whether it’s an aunt working as a vet, a cousin working in a new data science role, a neighbour who has just founded a new start-up, or an uncle whose new restaurant has just closed down. This widens career discussions and keeps younger minds curious.
  
• Do some research. We all have a lot of beliefs that can be set in stone (incorrectly) and from a different era. Find out more. Such as:
  
  1. What are the newest job areas?
  2. What industries look to be changing with technology?
  3. How is AI changing that sector?
     

For example, at UNSW on Friday the students were giving statistics on the Health sector being the biggest and most solid employer of our future for the next few decades for all of our young people. They also discussed how AI was not to be feared. AI will not be taking our jobs, per se, but the people who are best able to use AI within their roles will take our jobs.

• Encourage job investigations. Deciding on an area, industry or career to move into can be a daunting task. As we know now, our current students will work in many jobs over many industries. We should encourage any type of job exposure. Simply studying, getting a degree and then hoping for work isn’t enough anymore. Applicants need to show skills they have honed and aptitudes and attitudes they bring to the table. Students can get this exposure by job research. Doing any type of job shadowing can be very beneficial (something I recommend) as students get to see that role in action. Work experience during holidays, during uni breaks and even upon graduation can be helpful.
  
• Encourage skill development. This does not need to be in a work setting. It can be in a volunteering organisation. It can be at school. It can be in a society, organisation, youth group or community production. Remember that communication is the number one skill, across the board. What the top 10, top five or top one skills that employers are looking for comes up time and time again and has been top of the pile year in year out. As young people find it increasingly difficult to make cold calls and strike up conversations with people they don’t know, this is an area to push as a parent. The next time you need to make a booking or enquiry over the phone, pass the phone to your teen, and get them to do it.
  
• Internships, exchanges and work-related learning are now being heavily pushed by all universities. This is where you can do some learning that will give you skills that are work ready and will make you all that more employable.

Notices, dates and details 

• If you are keen to set goals for 2024, this is a great article to show you exactly how to do that and to make life easier for the year ahead.
• New Ventures Worldwide GAP Year providers are running sessions for students interested in worldwide GAP placements at the following 2025 volunteering placements around the world.
  • Tuesday 27 February 2024: 7.30 pm ACST  Click Here to Register 
  • Thursday 29 February 2024: 730 pm ACST  Click Here to Register 
• UNSW dates for the diary for 2024:
  • Tuesday 12 March 2024: Medicine Information Evening 
  • Monday 22 April 2024 – Wednesday 24 April 2024: Year 10 and Year 11 Experience Days
  • May 2024: Year 10 Information Evenings (to be confirmed)
  • June 2024: Year 12 Information Evenings (to be confirmed)
  • Saturday 7 September 2024: Open Day

Watch out for updates or connect with UNSW to get release of dates as they can fill up quickly.

•  UAC 2024 details:
  • UAC 10 most popular uni courses in 2024 
    Business (UTS) and Medicine (UNSW) being right at the top.
    
  • Top tips for starting university 
    Especially for our new students who are about to embark on university.

(© Feb 2024 www.studyworkgrow.com.au)

Music Matters

Lisa McCowage – Assistant Director of Music (Extra Curricular) K-12

Welcome to our Music Matters page! 🎶

We are thrilled to share exciting updates about our Extra-Curricular Music activities! All our ensembles and choirs are now up and running for the year. On the Music Portal Page you’ll find links to our rehearsal schedule as well as information about enrolment into private tuition, the Years K -2 Infant Strings Program, and how to borrow an instrument. 

We are delighted to announce the introduction of a training band, set to commence at the beginning of Term 2, offering a fantastic opportunity for our beginner musicians to enhance their skills at a level appropriate to their abilities. Notably, our Tuesday morning Wind Band (in Room M16) will now serve as our core Primary School Band, predominately comprised of Years 5 and 6 students.

Meanwhile, the Tuesday morning Concert Band (in Room M11) transitions to become our Intermediate High School Band for students in Years 7-9. Symphonic Winds (on Thursday afternoon in Rooms M12 and M13) will be our premier Concert Band for students in Years 9-12. This diverse array of bands ensures a comprehensive musical education, allowing musicians to progress at a pace that suits their current abilities while offering opportunities for growth and advancement as their skills develop over time. Watch this space for the “new” composer names associated with each group.

Rock Bands are gaining popularity among our students, and auditions for these bands will take place during Week 6 recess on Tuesday, Wednesday, and Thursday. The audition sign-up sheet is located on the glass wall opposite the Music Department office. Prepare to showcase a song you love and feel confident with and be open to demonstrating your skills with some sight reading.

It is worth noting that due to their popularity the small rock bands and jazz bands are the most difficult ensembles/groups to get into, as they require a high level of musical skill and musical autonomy, so there is no expectation that everyone who auditions will be given the opportunity to become a member. Fortunately, there is a core ensemble or choir for everyone!

We are confident that these enhancements to our Extra-Curricular Program will create a vibrant and enriching experience for all our talented musicians. Whether you are a delving into the world of rock bands, joining our established ensembles or exploring the possibilities of the training band, there is a place for everyone to cultivate their passion for music!

Music Competition 2024

If you would like to submit a recording to the Music Competition, please use this link.

Gifted & Talented

What’s on in the Gifted and Talented Department?

Future Problem Solving Program 

The Future Problem Solving Program is a research-based academic program that teaches problem solving strategies, collaboration, critical and creative thinking, and effective communication. The interdisciplinary approach helps develop ethical leadership skills, prepares students for future challenges, and equips them with the skills they need to succeed in a rapidly changing world. Emanuel is excited to be offering this program in both the Primary and High School this year. For further information please head to the G&T parent portal tile here.

Primary School

Students from Years 5-6 will be offered the opportunity to participate in this program throughout terms 2-4 this year. Participating in the Global Issues Category, this will be offered both during lunchtime clubs and additional sessions on a needs basis. 

High School

All four FPS programs: Global Issues Problem Solving, Community Problem Solving, Scenario Writing and Scenario Performance, are available for students in Years 7-11, throughout terms 1-4 this year. We have had significant success over the last 3 years at the FPS National Final. In order to support students enrolment in this program, Critical and Creative Thinking Sessions will be provided twice a term. Based on the FPS Topics for 2024, Tourism, Urbanisation, Antarctica and Autonomous Transportation, these sessions will teach critical thinking skills, stimulate creativity and encourage development of a vision for the future. Support and guidance will also be provided on a needs basis every Friday lunchtime or during recess Monday to Thursday.  

Young Scientist Awards Program

The Young Scientist Awards Program encourages and inspires authentic student investigations and inventions in science and technology for students across NSW. Students can enter this competition either individually or in a small group, and in one of the two categories:

• Scientific Investigations
• Technological Innovations

This year, we will be holding a lunchtime club dedicated to supporting students from Years 3-10 with their submissions and entries for this Award Program. If your child is interested in science and technology, please encourage them to come along to the Young Scientist Awards Club on Tuesdays. For further information please head to the G&T parent portal tile here.

What’s coming up in Term 1?

Primary School (K-6)

• da Vinci Decathlon Coaching Club commences (Week 5, Monday 26 February 2024 at lunchtime) 
• Years 3-6 Emanuel Chess Cup (Week 7, Friday 15 March 2024)

High School (7-12)

• Critical and Creative Thinking Session Two (Week 6, Monday 4 March 2024) 
• Senior Ethics Olympiad Training Day (Week 7, Monday 11 March 2024)
• Debating Round One (Week 8, Monday 18 March 2024)
• Mock Trial Round One (Week 10, Wednesday 27 March 2024)
• Mock Mediation Round One (Week 9, Thursday 28 March 2024)
• Future Problem Solving – Global Issues Problem One (Week 9, Thursday 4 April 2024)

  Whole School (K-12)

• G&T Parent Information Night (Week 7, Wednesday 13 March 2024)

Light on the Library

Allison Lee – Head of Library & Information Services (7-12) | HSIE Teacher

This week’s news from the High School Library

DoE volunteering opportunity

Would you like to volunteer in the Library for the Duke of Edinburgh’s Awards? If so, please contact Ms Lee at the Library to find out more.

What’s on

• Monday and Friday in L04 – Social Gaming (Minecraft)
• Tuesday – Thursday quiet study in L04
• Every day – games in the main library

Ebooks and audiobooks

We receive regular updates about additions to our Eplatform Library of audio and ebooks.

New titles for February

You can access the Eplatform site via the High School Library website or direct at Eplatform. It is a free service for all staff and students in the High School.

If you don’t find the book you are after, please email Ms Lee to request that title and we can order it from Eplatform.

Reminders

Food

Please don’t eat anywhere in the library, including the top of the stairs. In wet weather the teachers on duty will open the lower B level classrooms for you to eat your lunch.

Beanbags

Beanbags are to be used for chatting, reading, and playing games. This area is designated as laptop-free, and beanbags should remain near our new shelving under the clock.

Maths Word of the Week

Roisin McGrath – Acting Head of Mathematics | Mathematics Teacher

Maths Word of the Week

Each week, the Mathematics Department will present a new mathematical term to enhance your understanding of mathematical literacy. In your own time, explore the meaning and applications of each term in both mathematical contexts and everyday life. 

Consider creating a list of these words, and by the end of the year, you’ll have your own mathematical dictionary! (How cool!)

If you have interesting math words you’d like featured in announcements, please email
Ms McGrath.

Stadium means……

The mathematical name for a race track shape. Also known as a discorectangle.

Book now for autumn camping!

Dates for the Diary

• Fridays in Term 1: P&F Friday Chills from 3.30 pm. Bring $1.00.
• Friday 15 March 2024 – Sunday 17 March 2024: Emanuel P&F Family Camping Weekend. Book now!
• Friday 10 May 2024: P&F Mother’s Day Morning (7.00 am)

PSG

Thank you to our volunteers from the last week.
(Monday 12 February 2024 – Friday 16 February 2024)

Greg Chesler, Anthony Joshua, Salina Jamani, Shirley Goldrei, Tal Harpaz, Paul Berkovic, Kirsty Greenfield, Gary Nissim, Barry Odes, Rina Michael, Barry Sherman, Daniel Novy, Guy Olian, Danny Berkovic, Jessica Mendoz-Roth, Gavin Kawalsky, Anthony Milner, Josh Itzkowic, Robert Jochelson, Craig Forman, Melissa Kery, David Eliovson, Benjamin Opit, Neil Levin and Shaun Gross.

Help keep our kids and community safe: sign up to PSG here.

Important dates

What’s happening next week 

High School

Monday 26 February 2024

• Canteen closed 
• SRC BBQ Day – Non Uniform Day
• Future Problem Solving: Critical and Creative Thinking Sessions
• Years 5-7 Parents Bar/Bat Mitzvah Information Evening 

Tuesday 27 February 2024

• Year 9 Jewish Studies Be the Change to Chifley Public School, Malabar
• Year 10 Jewish Studies viewing of The Pianist

Wednesday 28 February 2024

• AICES Opens Boys Basketball
• Year 9 PDM Workshop

Thursday 29 February 2024

• K-12 Absentee Student/Sibling Photo Day
• AICES 16yrs Boys Basketball
• CDSSA Touch Football 
• Year 12 Society and Culture Tea Ceremony
• Year 12 3WLC (online zoom meeting)

Friday 1 March 2024

• New Parents Breakfast 
• Year 11 & Year 12 Geography to Long Reef and Collaroy

Primary School

Monday 26 February 2024

• Canteen closed 
• Primary BBQ Day 
• NSW CIS Boys and Girls Tennis 
• Years 5-7 Parents Bar/Bat Mitzvah Information Evening 

Wednesday 28 February 2024

• Year 6 Leadership Day

Thursday 29 February 2024

• Year 6 Leadership Day
• K-12 Absentee Student/Sibling Photo Day

Friday 1 March 2024

• Year 6 Leadership Day
• New Parents Breakfast 
• Friday Chills 

Community notices