Design takes centre stage during STEAM week, where students participated in a range of design and STEAM related challenges
News and Events
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Early Learning Campus Updates
From Water to STEAM
Future-proofed skills start from an early age
Elementary Campus News
8 Israel Lacrosse Team
The U20 Israel National Lacrosse Team visits Carmel School's Elsa High School campus.
Elsa High School Section Sports Day
Track and field records smashed in day full of House spirit and friendly competition
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Celebrations
A look back at some of the festivals and celebrations this term.
10 Achdut Experience
Grade 6 begins their High School journey with an experience to build unity.
23 Careers Fair
High School students get access to, and dive deep with professionals from a range of industries.
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Glitz & Glam Gala
A recap of the PTA Glitz & Glam Gala
Holly Rofe Early Learning Campus News
“Our little ones in Tzutzik and Ganeynu celebrated Channukah with festive crafts, delicious treats, and the warm glow of menorahs. More Celebrations on Page 28
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Carmel Pre School Campus Open Day
Our Robinson Road Preschool campus Open Day was a burst of fun, learning, and discovery! From hands-on activities for little ones to insightful info sessions and guided tours, it was a day to remember. Missed out? Don’t worry—stay tuned for our next Open Day and join the adventure!
How We Express Ourselves Unit of Inquiry
The children in Nursery and Pre-K have had a wonderful time exploring their first Unit of Inquiry this year, focusing on how emotions are expressed in different ways. Through a variety of activities such as inquiry, games, songs, crafts, and role play, they have deepened their understanding of emotions and how people convey them with their facial and body expressions.
Additionally, the children are gaining insight into how their emotional expressions can impact those around them, both positively and negatively. This exploration not only fosters emotional awareness but also encourages empathy and connection with others.
Nursery and Pre K Sponsored Walk
Nursery and Pre-K children have taken action as part of their "Sharing the Planet" Unit of Inquiry by participating in a sponsored walk. Following a presentation Plastic Free Seas, the children, along with their parents and helpers, walked from Repulse Bay to Deep Water Bay, raising money for this important cause. After the walk, they enjoyed a snack on the beach and participated in a scavenger hunt before returning to school.
From Water to STEAM
Educating children now means delivering a curriculum that prepares them for a rapidly evolving world. Increasingly, institutions are embracing STEAM—an interdisciplinary blend of Science, Technology, Engineering, Arts, and Mathematics—to cultivate creativity, critical thinking, and resilience. This holistic approach equips students with technical skills and also fosters the imaginative thinking needed to solve tomorrow’s challenges.
Why STEAM?
While STEM focuses on foundational technical knowledge, integrating Art transforms it into a dynamic framework where innovation thrives. Art encourages children to visualize concepts, experiment with design, and embrace diverse perspectives—skills vital in fields like robotics, architecture, or environmental science.
Designing a model bridge becomes an exercise in engineering and aesthetics, blending structural integrity with creative expression.
Our early learners had blast discovering the importance of hygiene and developing social skills through water play.
Learning Through Play: The Early Years
The foundations of STEAM are laid in early childhood through play. Schools recognize that activities such as water play and sensory exploration are in themselves teachers of scientific principles. When toddlers pour water through sieves or mold kinetic sand, they instinctively grasp physics concepts like flow and viscosity, hone math skills by measuring volume, and engage in trial-anderror problem-solving. These playbased experiences build through informal and instinctive learning - so beneficial and valuable for older learners.
Art naturally intertwines with these activities. From the youngest age, experiences such as mixing colored liquids in water play introduces color theory, while for older students sculpting with clay or crafting collages from natural materials merges sensory motor skills with artistic design. Such activities show children that creativity and logic are not opposites but partners in the learning journey of discovery.
The IB’s trans-disciplinary approach thrives in such environments. By
framing learning around themes like “How the World Works” or “Sharing the Planet,” students explore issues through multiple lenses, naturally integrating STEAM skills. A young learner investigating water conservation, for example, might conduct experiments on filtration (Science), calculate water usage statistics (Math), prototype solutions using 3D modeling (Technology/Engineering), and advocate for change through art installations or digital media (Arts). These experiences nurture cognitive flexibility, allowing future leaders to approach problems with creativity and resilience.
A Foundation for the Future
When learning is playful, integrated, and creative, children see the world as interconnected—a place where curiosity and analytical thinking coexist: today’s water play experiment could inspire tomorrow’s sustainable city planner or ground-breaking designer.
In a world where innovation knows no bounds, STEAM education ensures Carmel's students don’t just keep up—they lead.
Students gearing up for the FIRST Robotics Competition. They are required to design and build a robot to accomplish a tournament-specific task - requiring creative thinking, and skills from across many subjects.
Carmel Elementary Campus News
Unit of Inquiry "Who We Are"
Grade 5 explored mentorship and leadership in their Unit of Inquiry "Who We Are". Divided into six groups, they partnered with Grade 2 students as learner buddies. The groups prepared activities like an obstacle course, board game, scenario cards, memory challenge, quiz, and scavenger hunt. This experience helped Grade 5 students consolidate their learning while guiding their younger peers.
Celebrating Mid Autumn Festival
Our students from Kindergarten through to Grade 5 joyfully crafted their own lanterns to celebrate the Mid-Autumn Festival, illuminating our school with creativity and festive cheer.
Grade 4 Examine Sustainable Energy Sources
Grade 4 students dove into the exciting world of energy advancements that have revolutionized our planet, discovering how windmills are essential for harnessing sustainable energy. Students were hands-on with the mechanics of wind turbines and learned about their incredible benefits for the environment.
Mini Job Fair
Kindergarten and Grade 1 students showcased their dream jobs at the PYP Mini Job Fair held in December. Grade 1 students had been exploring their interests and researched various professions using library books, Raz Kids, Epic, Pebble Go, Brain Pop Jr., and more. Kindergarteners presented their chosen careers through creative uniforms, props, and activities. They also displayed their artwork and performed a lively Mandarin career song.
Grade 3: Transportation in Chinese
Exciting day outdoors for our Grade 3 students! During our recent Chinese sentence scramble activity they collaborated to reinforce our current PYP unit's theme on transportation systems. This engaging experience allowed them to connect their studies to real-life scenarios while enjoying the sunshine. Their enthusiasm and teamwork truly made learning fun!
ICT Lessons
In Kindergarten, our little tech wizards are having a blast exploring Dash robots during their ICT lesson! They're discovering how to navigate and interact with Dash, engaging in hands-on activities that spark their curiosity and creativity.
Video Highlights
Elsa High School Campus News
Israel’s U20 Girls’ Lacrosse Team Visits Elsa High School Campus
Aviad Grade 11
On Friday 23 August Carmel School had the privilege of welcoming the U20 Israel National Lacrosse Team to Carmel School. They taught us the game of lacrosse and spoke to us about their experiences playing in the National Team. The team visited Hong Kong as they were participating in this year’s Women’s U20 Lacrosse Championship. In the championship, 20 teams from all around the world qualified to participate in this annual tournament. Out of the 20 teams, Israel managed to secure the 13th spot, leveling up their power ranking to the top 10 in Europe!
On their visit to our school, we first went to the astro to play around with the lacrosse sticks and learn the basics of the game. After about fifteen minutes, we started a game between some of our younger students and the national team. It was a learning curve! In assembly, the assistant coach gave us an introduction to the team and to the game of lacrosse and then three players from the team stepped forward to speak to us about their experiences playing lacrosse in Israel: how they started, how they made the national team, and what it's like playing at such a high level.
It was an exciting as well as informative visit and many of us learned a lot about a sport we didn’t really know much about. I was surprised to find that there was such a big lacrosse community in Israel as I barely knew coming into this experience what lacrosse even was. We had a lot of fun with the coaches and players and we are thankful they came in to provide us with this unique experience. Thank you to Consul General of Israel in Hong Kong and Macao Mr. Amir Lati for letting us know the team were in Hong Kong.
Summer Internship Reflections
I was delighted to welcome Grade 12 student Hinako, a former Senior Robotics student, to present her wonderful summer experience at HKU to our current Robotics team last week. Her time in our Senior Robotics program last year inspired her to tackle real world problems by using design principles and 3D computer aided design (CAD).
Mr. Sunny Ma Senior Robotics Team Director
Hinako (Grade 12)
This past summer, I had the opportunity to intern at a robotics lab at HKU for 6 weeks, which was a direct outcome of my participation in Senior Robotics last year. During this internship, I designed a robotic gripper capable of picking up and folding clothing, whilst also learning essential principles of mechanical design, CAD, and other fascinating concepts. What truly inspired me was seeing how cutting-edge research is conducted and how researchers collaborate to tackle complex, real-world problems. My experience last year in Elsa FIRST Robotics was invaluable: I gained practical hardware skills and a problem-solving mindset that proved essential during my internship. I hope my experience inspires the Carmel robotics team. I encourage the students in the program this year to take full advantage of the opportunities they have to explore, create, and innovate in the upcoming season!
Peter (Grade 10)
Robotics and Engineering is all about solving problems. However solving these problems can require intricate contraptions and designs. Last year, while manufacturing the robot, due to a lack of precise planning, we had to always go back and fix mistakes. I was excited to see how Computer-Aided Design, or CAD would allow us to accurately design our robot for the upcoming season.
My key takeaways from this presentation were opportunities that can be found in STEM. As a robotics student, what we do in robotics is very applicable to the professional world. Engineers use CAD on a daily basis, and one of the ways we can grasp a deep understanding of CAD is by being exposed to real-world usage of CAD. In order to apply and develop the knowledge gained in robotics. It is critical to search for opportunities within the professional STEM world such as internships, in order to further improve these skills.
Overall, I feel much more confident in the fact that so much information can be learned in such a short amount of time. Learning CAD has always been a daunting task, yet Hinako has proved that learning and applying CAD within a short period of time is possible. We will be sure to implement a heavier use of CAD in the upcoming robotics season
My experience last year in FIRST robotics was invaluable: I gained practical hardware skills and a problem-solving mindset that proved essential during my internship.
Hinako (Grade 12)
Grade 6 ACHDUT EXPERIENCE
FINDING UNITY
“Achdut,” means unity in Hebrew. At Carmel's Elsa High section, the annual Achdut trip is a three-day residential educational visit designed to immerse students in educational, recreational, and adventurous activities away from home and school. As the name suggests, the primary goal of this trip is to promote unity among students.
Throughout this experience, students engage in group physically-based activities and challenges while also socialising. This year’s Achdut was unique as it was the first time we have taken the students to Shenzhen. This provided them with an excellent opportunity to prepare for future educational visits abroad.
This Achdut trip has been an adventure filled with excitement! We explored the 14th-century Dapeng fortress during a scavenger hunt that challenged students to use their Mandarin skills. They faced their fears in a thrilling high ropes activity, discovered potential future Olympic champions while surfing, and tackled the physical challenges of kayaking, among other experiences.
Day 1 (Written by Megan)
Today we had a full day. First, we went on the bus to the border and it was very busy, almost an adventure in itself! Then we took the bus to our campsite and played some team games as introductions to our guides - they seemed nice! This was followed by a scavenger hunt around Dapeng fortress and we had to interact with the locals who live there - this gave us the opportunity to practice our Chinese. We also went rope climbing and although at first I felt a bit nervous, when I was actually on the broken bridge, I felt less anxious and it was fun. I was pleased that I had faced my challenge and overcome it. In the evening, we had some yummy s’mores which rounded off a delicious supper.
Day 2 (Written by Noam)
Most of us woke up in our cozy dorms when the sun rose as we didn’t have our phones so we couldn’t tell what time it was. Later we found out we had woken up quite early. After collecting our bags and tidying our dorm, we went down to tefilla and current affairs. We had cereal, eggs, and spreads with thick bread or pita for breakfast. After we tidied up our area, we traveled to a beach-surfing area. When we arrived at the beach, we took a group photo and then got to work. First, the instructors showed
us how to paddle with the board, then we learned how to pop up. Lots of people were getting the hang of it quickly! Getting into the water was very refreshing as it was a really hot day. I already had some surfing experience so I did not need help to catch waves. After surfing, we had a quick cool-down shower and then lunch. For lunch, we had schnitzel sandwiches and fruit with some snacks. Then, our guides made some games for us in the meeting room. The first game was a game where you had to make a creative advert for a beach toy. My group was a company that turned plastic waste into beach toys! Then we played team charades. After putting on loads of suncream, we started the beach Olympics. We played games like tug of war, sand sculpture building, and more. Finally, we all checked into the beautiful hotel and took a nice shower before heading down to have dinner and call home.
Day 3 (Written by Leah)
Day three was the last day of the Achdut trip and I had a lot of fun. We first checked out of the hotel, then did some kayaking. Kayaking was great because the sea was pretty, blue, and clean. On the kayaks, I was with Lily, and we both shared the experience and helped each other go faster and also gave each other breaks. We did two fun and energydraining games, the first one was related to The Simpsons. We had to challenge other people who were in the same rank as us and spin the fastest. If we won we went up a rank. The different ranks are the different Simpson family members. The second game we played was a catching game. We had to pass the ball over the opponents' kayaks, and catch it or land it in the kayak. I felt very happy and energetic being with my friends. The biggest challenge I faced was finding a life jacket that fit. The next challenge was getting all that sand off me; I succeeded in taking some of it off, but it still was very uncomfortable.
"We met new people, made new friends, learnt about others and ourselves, but most importantly, managed to step out of our comfort zone with the support of our peers and teachers." Ari
Elsa High School Student-Parent-Teacher Conferences
Students and parents were invited to the Elsa High School campus for the first round of Student-Parent-Teacher (SPT) conferences. We emphasise that the student comes first in these meetings - the conversation is led by and for them, with parents able to ask questions and seek clarification. It is always a pleasure to see students take ownership of their learning, and the SPT Conferences are a great opportunity for parents to better understand what the Approaches to Learning (ATL) skills are and how they are applied across the subject areas.
Mr. Adam Darell MYP Coordinator
Ari (Grade 6): I prepared for the PTC meetings by bringing my ATL report, writing down my own successes and areas for improvement, and revising what to say. My main takeaway was in English. I have improved very much and I can only get better in the future! One target I have made is to do all my homework the day it is set. This way, the lesson will be fresh in my mind.
Micah (Grade 7): The goal that I will be setting for myself in the near future is to improve my social skills because I see a pattern in my leadership skills and I would like to enhance them so next year I would be able to volunteer and be a strong leader with a high level of confidence.
Felix (Grade 8): After the conferences, I realised how important it is to connect with my teachers and communicate openly about my learning. I learned that my teachers genuinely care about my success and want to help me grow. It was also clear that communication between my parents and teachers is key to my learning.
Aiden (Grade 9): I think that the Student-Parent-Teacher conferences are really useful, as they give you the opportunity to have deeper thoughts and feedback on your behaviour and approaches to learning in class. I prepared for these meetings by highlighting areas which I wanted to improve on and/or didn't understand.
Annabelle (Grade 11): Being in the DP means I need to be very proactive and manage my time well, so these discussions felt more like collaborative planning sessions than before. My conversation with my physics teacher was particularly memorable. Mr. Ma motivated me to approach physics with a hands-on mindset, as I could see the relevance of the subject to real-life applications, especially since I’m interested in pursuing physics in my EE. These targeted goals will help me build strong foundations across my subjects and stay motivated.
Jack (Grade 12): During the recent Student-Parent-Teacher conferences, I had a positive and rewarding experience that truly reflected the hard work I’ve put in this semester. Over the years, these conferences provided a platform for me to express my academic goals and aspirations, and I valued the insights my teachers offered. It was encouraging to see how invested they are in our success, and it made me feel supported in my educational journey.
Grade 7 Design: Making Educational Toys: Project Play
This term in Design class, Grade 7 explored the concept of educational toys and how they can help children at different developmental stages foster creativity and improve problem-solving.
Using sustainable materials, students learned to work with resistant materials like wood, plastic, metal and fabrics to create these educational toys. By iterating through the design cycle and learning new skill sets many of the students were able to create excellent prototypes of their educational toy designs.
Mr. Robin November, Design and ICT Teacher
Chloe: In Design for the past couple of weeks we have been making educational toys. I made a tetris puzzle. This has been a really fun unit because I got to use all sorts of materials that I never used before. I cut acrylic and wood with the laser cutter and used sandpaper to sand the burned pieces of the wood down. Lastly, I glued my two pieces of acrylic between a piece of wood. I did this for each piece of my tetris puzzle. The most challenging part of this product was to get the specific measurements right for each piece.
Aliyah: For our design unit, we started an exciting project: designing an educational toy for children. We were tasked with brainstorming, designing, and prototyping a toy that would entertain and also educate. I wanted to create something that could teach children geometry and problem solving skills. The marble path seemed like a perfect fit because it allows experimentation and improves problem solving. First I made a prototype using cardboard, and for the final design I laser cut the pieces and glued them together, learning new skills along the way. This experience provided me with valuable skills for the IB design process.
Aliyah
Omri
Chloe
Zoe
ELSA HIGH SCHOOL SECTION
DESIGN CHALLENGE
This year’s design challenge aimed to push the boundaries of students' skills and abilities. While previous challenges focused on speed, the Cableway Challenge emphasized control. Students were presented with a scenario set in a future world where populations were forced into mountainous terrains, relying on aerial transport to meet various needs. With this context, participants were divided into three specialized categories. Despite the technical demands of the challenge, students rose to the occasion, producing exceptional and innovative solutions. This year's challenge proved to be the most successful yet, showcasing the remarkable creativity and problem-solving skills of the students. My thanks go to all the teachers for their support and a special thank you to Mr. Alan Seigrist who brought his vast knowledge of mechanical engineering and passion for innovation - a highlight for the students!
Mr. Micah Donnoli, Design Proramme Director
Student Reflections
Ayla (Grade 9): Every year, the Design department at Elsa High School organises a unique STEAM challenge for Grades 6-10. This year, from Monday 16 - Wednesday 18 December, Mr. Donnoli and Mr. November prepared a cable-car-themed challenge for us. We were placed in groups of 5-6 people and designed a gondola to achieve one of three objectives: rescue, tourism or construction. This was one of the most technical and difficult Design challenges I have participated in.
We used an Arduino board for electrical tasks, motors and controllers for moving our LEGO Technic chassis, along with mixed materials for branding and aesthetics.
Throughout these challenges, we learned how to solve problems logically, collaborate with different people, and acknowledge the importance of the perspectives that each person provides. This year, there was much less instruction provided, which prompted students to be the ones asking for help and to think critically.
Although the event was challenging at times, it was very enjoyable, and everyone learned something--regardless of their contribution.
Trisha (Grade 10): This year we were challenged to build gondolas, based on one of three categories: Rescue, Tourism or Construction. My team and I were part of the Tourism team, and we named our gondola the Cloud Cruiser. It imitated the design of the Peak Tram, as a more effective and modern mode of transportation which still embodied Hong Kong’s traditional roots. We faced our biggest hurdle with our motor, which was faulty in its initial stages. With some help from the teachers, my team and I were able to fix it. All in all, it was an exciting experience, which geared us up for the end of term.
The elevator pitch challenged students to brand and market their designs in a 90-second video pitch
Tel Aviv University
Visits Elsa High SChool
This term we were fortunate to welcome representatives from Tel Aviv University to Elsa High School. Elsa High School has long held strong connections with Tel Aviv University, and it was fantastic to have their representatives come in person to speak with our students. Students in Grades 9-12 sat down for a presentation about university life in Tel Aviv and in a seperate presentation, Dr. Roey Tzezana delivered a talk entitled Artificial Intelligence: Myths, Trends, and Truths.
University Life
(Reflection by Tamir, Grade 10)
On Monday 23 September Grades 9-12 were invited to a talk from representatives at Tel Aviv University, one of the top universities in Israel. During the talk, the Vice President of the university, Prof. Milette Shamir, introduced to us the philosophy of the university where learning is taught through handson experiences which helped give us an idea of the values of the university and how they approach students' learning.
Within the presentation, we also learned about the high level education provided by the university, their achievements worldwide, as well as the programmes available for international students in the university. This gave us students an idea of the opportunities which would be provided to us by the university, and what was needed in order to be accepted and thrive in the university's environment.
Dr. Roey Tzezana: AI Myths Trends and Truths
(Reflection by Peter, Grade 10)
On Thursday 26 September Grades 9-12 we were given the precious opportunity to learn once again from another TAU professor in the same week. Dr. Roey Tzezana gave an interactive lecture, in which students were able to delve into the capabilities of Artificial Intelligence. We learned about Large Language Models, such as ChatGPT 4.
The interactive section included a demonstration of AI's current ability. With human input, we were able to use AI to create a unique song about Carmel Elsa High School that combined multiple different genres of music, and use an AI generated avatar to sing that song for us.
Dr. Roey Tzezana and Prof. Milette Shamir and speak with Elsa High School students
Elsa High School SECTION Sports Day
The Elsa High School section Sports Day was held on Monday 9 December at Aberdeen Sports Ground. Students and staff gathered to be part of a day of thrilling competition and camaraderie.
Carmel's three Houses—Akiva Jerusalem, David Tel Aviv, and Hillel Haifa—battled it out for the coveted Sports Day Cup, while also vying for the Spirit Shield, awarded for enthusiasm and sportsmanship. The day was packed with track and field events, and included a new tug-of-war competition, and a spirited "House Cheer" competition. With eight new school records set (and one record equalled), the event was a resounding success.
The day began with a burst of energy as the House Captains showcased their creativity and passion through a House Warm-Up followed by a quick practice of their "House Cheer", ready for competition in the afternoon.
On the track, the competition was fierce, with over 63 races held throughout the day. Mr. Darell, master track starter, ensured all races began fairly, while Mr. Donnoli, head timekeeper, meticulously recorded the results of the tight finishes. The incredible talent and determination of our Elsa High School section students was on show; among the standout performances in the morning was a record-breaking 400m sprint by David Tel Aviv's star runner, Aviad, who left the crowd in awe of his speed as he powered over the line to break a record that had stood since 2016!
Aviad on his way to breaking the 400m record
The field events were equally thrilling, with students competing in long jump, high jump, shot put, javelin, and discus. Akiva Jerusalem and Hillel Haifa won two field events each with David Tel Aviv winning the Discus. All of the field events were close except for the Javelin with Hillel House winning by a clear 23 points.
A new addition to this year’s Sports Day was the tug-of-war competition, which quickly became a crowd favorite. The teams dug deep, showcasing their strength and teamwork. David Tel Aviv emerged as the first-ever winners of this event, adding more points to their overall tally and edging them closer to Sports Day victory.
As the day progressed, the competition for the Spirit Shield remained fierce. In the morning session Hillel Haifa were clear leaders tallying up many points due to their unwavering enthusiasm and support for their teammates, while David Tel Aviv continued to shine with their sportsmanship and energy. Akiva Jerusalem woke up in the afternoon with a strong House Cheer and great support for each other as all others were getting tired. Ultimately, the Spirit Shield was awarded to Hillel Haifa, whose House spirit could be felt by all.
After a day filled with incredible performances and unforgettable moments, Akiva Jerusalem took home the Sports Day Cup, narrowly edging out their rivals David Tel Aviv 1161 to 1004. The difference came down to the number of bonus points they scored for new records!
The Elsa High School section Sports Day was a day to remember, filled with record-breaking performances, spirited competition, and a strong sense of community. Well done, Elsa students - we are already looking forward to next year!
Student Reflections
Ido and Trisha, David Tel Aviv House Captains: As House captains of David, Ido and I tried our best to make Sports Day a memorable and inclusive event for all members of our House. We brought merchandise such as pom-poms, flags hairspray, and DIY posters and ornaments to hold up during the cheer.
Everyone was excited to participate in their events, and many stood at the finish lines of races/events to cheer for our House. All in all, we had a fun day where all members of the House demonstrated teamwork, resilience, and House spirit!
Akiva & Mauv, Akiva Jerusalem House Captains: During Sports Day, Mauv and I were happy to be Akiva House Captains. We put lots of effort into our House cheer and made signs for it. We kept everyone very active and encouraged good sportsmanship. It was a great day out with many records broken and sore legs! We are so happy we were able to lead our House! Our thanks go to Mr. Baldwin and all of the teachers who helped to supervise the events.
Amanda and Lea, Hillel Haifa House Captains: Lea and I tried to make this year’s Sports Day exciting for all the members of Hillel House. It was a refreshing event for me, since I finally got to lead the cheer, rather than follow it. I loved hyping up my fellow teammates and we felt a great overall energy throughout the day. We tried to make it as immersive as possible by providing the members of our House with merchandise like tutus, sunglasses and flags. We cheered them on throughout their races, and ended the day with a great showcase of our prepared performance and cheer recital!
Video Highlights
Back to Nature Poetry
Grade 7 have been studying Romanticism in Literature, and specifically the poets who celebrate nature in their works. Inspired by the works of William Blake, William Wordsworth and more recently of Mary Oliver, students were asked to compose their own poems that reflect on, celebrate, and explore in all its facets, our connection to the natural world.
Through vivid imagery and heartfelt verses, students celebrate the abundance of the earth, reflect on spiritual connections to nature and the divine, and champion environmental consciousness.
Nature’s Fade By Nicholas
In the heart of the forest, where silence once reigned, The whispers of nature now echo in pain. Rivers once crystal, now murky and gray, Show shadows of beauty, fading away.
The sun through branches casts shadows so thin, While clouds of pollution darken within. Flowers that danced in the morning breeze, Now wither and fade, reduced to their knees.
The songbirds that chirped in sweet sounding cheer, Struggle for breath, their tune now unclear. Mountains stand solemn, with their peaks covered in haze,
Mourn the light of their glorious days.
Nature's whisper, once soothing and calm, Now trembles with grief, a haunting alarm. As Nature departs with betrayal and sorrow, It’s almost unclear if she’ll be here tomorrow.
The Sea of Flowers By Kasen
I woke up surrounded by flowers. With my heart feeling hollow. Like I was the odd one out. And I can’t fill the hollow of my heart.
I stood up feeling lonely. Like a kid that doesn’t have friends. Like feeling that I got left out. I can see a road of happiness that ends.
I sat down feeling depressed. Like a little duckling that lost its guidance. There I saw a flower that was left out like me. We became best friends.
After that I do not feel lonely anymore. I found my guidance again. I fill the hollow of my heart again. I found the thing that I always wanted: Happiness.
Cloud's Lament By Tristan
Musing at a cloud, It whispers like a lullaby. It shifts from blue to grey, Hiding the sun’s bright ray. It weeps, a canvas of shining light, While behind it, brightness takes flight.
After all the noise, The sky mends itself with poise. Now only the tears of the heavens fall, Dripping like jewels, quiet and small. The storm laughs, a witch’s cackle, As thunder grapples, a ghostly shackle.
I sat on the worn-out stairs, Thinking of the secrets nature shares, And the gentle ways it shows it cares. I woke from my dream, still in a daze, Ready to express my thoughts in a haze.
Rain is like my reflection, Tears flowing from my heart’s connection. Nature holds my pain with grace, Softly cradling my truth in its embrace …
Guest Speaker: Clive Lawton
On Tuesday of this week, Elsa High School had the privilege of welcoming Clive Lawton, the Chief Executive Officer of the Commonwealth Jewish Council, to our campus.
Following a tour conducted by a few of our upperclassmen, Mr. Lawton engaged with students in grades 11 and 12 regarding the significance of compensatory learning environments. He underscored the importance of recognizing one's position in the world by encouraging exposure to experiences beyond one's comfort zone, exploring the unfamiliar, and cultivating empathy by considering perspectives different from one's own.
Grade 9-12 Careers Fair
On Tuesday 19 November Elsa High School students from Grades 9-12 attended the annual Elsa High School section Careers Fair. The Fair was structured as a series of mini-sessions where each student had the chance to talk with over 20 career professionals.
Thank you to the PTA and all the visiting professionals for their time and dedication to this event, and for making it such a valuable experience for our students.
Mr. Adam Darell, MYP Coordinator
Student Reflections:
Lyora (Grade 9): One of the conversations that really stood out to me was with a representative from the 3D printing field. I learned how this technology is revolutionising industries in ways I hadn’t thought of before...It was very enlightening to hear diverse perspectives and experiences.
Noah Lazar (Grade 10): As I met and came to speak with a wider range of people, I was excited to learn about creative occupations, such as Mr. Burgess bespoke content consultation and creation firm; this was a field he had been passionate about since his childhood. I learned of the intricacies of each and every profession behind those doors, by looking at both the benefits and drawbacks of their profession, and asked many questions as to how their living supports them, their loved ones, and their self-fulfillment needs.
Aarussh (Grade 12): One experience that stood out was the creative director's booth. The professional shared his work experience, which I found fascinating. Since I enjoy interacting with people and consider it a strength, this career path appealed to me.
Charlotte (Grade 12): Since I’ve always been interested in medicine and medical research, I was really excited when I found out that there was a medical doctor, and I really enjoyed talking to her as we discussed various medical related topics. Talking with her also solidified my interest and passion in medicine, and confirmed that my interest really lies within the medical field.
Video Highlights
In Memory of Rabbi Lord Jonathan Sacks
Mr. Pinny Kreizel
Jewish Studies Teacher
This Thursday 21 November, the 20th of Cheshvan, was the Yahrtzeit (memorial day) of Rabbi Lord Jonathan Sacks of blessed memory. Rabbi Sacks was a well known Rabbi, Teacher, Educator and Moral voice. Rabbi Sacks served as the Chief Rabbi of the United Kingdom and the Commonwealth. In this context he visited Carmel School several times and inspired our students.
On his Yahrzeit, his day of passing, Carmel School participated in learning sessions as part of the Rabbi Sacks Global Day of Learning. During the session students were placed in groups, with older students leading the younger students in a discussion of Rabbi Sacks’ Torah and teachings.
The theme of this year's Day of Learning was People of the Book. Rabbi Sacks proposes a novel answer for Mark Twain’s question, “What is the secret to the immortality of the Jews?” Rabbi Sacks offers a new reading for the Talmud story where King David, at the end of his life, attempts to evade death by studying Torah all day. In the end the Angel of Death finds a way to trick him into stopping for just a brief moment.
Rabbi Sacks reads this story as an answer to how King David answers the question, ‘How does the Jewish Nation stay alive forever?’ And the answer that King David finds is that the secret is through Torah study. By maintaining the ideas and values of Judaism and passing them on from generation to generation through education, the Jews discover how to be immortal. Individual Jews can die but not the nation.
As Rabbi Sacks puts it so eloquently, “We are not just a nation of the book but a nation only because of the book”.
May his memory be a blessing.
Student Reflection
Tamir: On the fourth Yahrzeit of Rabbi Lord Jonathan Sacks, and as part of the Rabbi Sacks Global Day of Learning, the Jewish Studies department held a whole school ‘chavruta’ in honor of Rabbi Sacks’ impact on the Jewish community worldwide. Rabbi Sacks previously visited the school, and although young, I am one of the few students left in the school who had the privilege of listening to his lecture in person.
In the school's ‘chavruta’ on Thursday, we learnt about Rabbi Sacks’ life achievements, and studied a portion of the Mishnah (oral Torah) with his commentary, looking at the eternal soul of Judaism and Mark Twain’s quote about Jewish survival: ‘All things are mortal but the Jew; all other forces pass, but he remains.’ It was a very powerful session which allowed us all to learn from Rabbi Lord Jonathan Sacks and continue his teachings into the next generation.
I would like to thank the Jewish Studies department for holding this ceremony in remembrance of the late Rabbi.
Video Highlights
Glitz & Glam Fundraiser
The Carmel School PTA hosted the unforgettable Glitz & Glam fundraiser on 5 December, transforming Lan Kwai Fong’s vibrant energy into a night of philanthropy and celebration. With glowing lights, lively music, and a spirit of unity, the event brought together parents, stakeholders, and community members to support Carmel's STEAM educational programmes and student resources—ultimately raising an astounding HK$790,000.
A heartfelt thank you to all our incredible guests who joined us - your support made the evening unforgettable and will have a lasting impact on our students' future. Together, we’re building a brighter tomorrow!
MAKING a Torah SCROLL
The most precious item in Jewish practice is a Torah scroll. It is the focal point of a Synagogue and a very important part of the weekly prayers. Beyond that, the Torah contains guidelines on how to live a moral and upstanding life. In Jewish Studies, students learned how a Torah scroll is created. As the culmination of their lessons each student had a chance to write their own letter in a Torah scroll. The following are pictures and reflections from this exciting
Adam A Torah scroll is made by taking any kosher animal skin and then refining and smoothing it. The text must be hand written with a feather quill and special black ink. Each Jewish person is obligated to write one, however you don't have to write an entire scroll, even just contributing is fine. I accomplished this by writing 1 letter and it was very enjoyable to learn how to use a feather to write.
Lily In Jewish Studies class we learned how a Torah scroll is made. It can be made with the skin of any kosher animal such as a cow, sheep or goat. The hide must be soaked so that the hair and oil can be scraped off. Then it must be stretched and sanded to make a smooth parchment which can be written on. We had the chance to write our own letter for a Torah scroll.
It felt good learning about my heritage and it also felt pretty cool knowing that I just wrote a letter in a Torah. But it was also hard to make the letter perfect. The fact that it is so hard to make the Torah, makes it even more precious.
Noa In Jewish Studies, we learned how a Torah scroll is made. The Torah is made out of kosher animal skin such as deer skin. You need to remove the hair by soaking the skin and scraping off the hair and oils and it needs to be stretched. Every Jewish person should make a Torah or contribute to one.
In class, we got the option to experience writing one letter each. I learned that even if a single letter is missing, you can’t use that Torah. The letters on the Torah are written differently from modern Hebrew script, and we can't use a metal pen because metal is used for killing and the Torah is supposed to bring life. Ultimately, the Torah was given to make the world a better place.
Leah In Jewish studies we learned how a Torah scroll is made. These are the steps on how to make a Torah scroll by using a kosher animal skin. First, the animal skin needs to be soaked in a special chemical liquid. Then the skin must be scraped so it has no hair on it. Then it is stretched and finally sanded it so it’s nice and smooth
Every Jewish person has an obligation to write a Torah. In class we all had the opportunity to write a letter. The experience of writing a letter was fun although the ink kept on running out. The thing I never knew was that you had to say a sentence in English or Hebrew before you write. Here is the sentence in Hebrew also with the English translation: "םשל בתוכ ינירה הרות רפס תשודק." In English, this translates to: "I am writing with the intention of the holiness of a Sefer Torah."
Writing just one letter made me feel connected with G-D and I tried to make the letter perfect with a lot of effort because it is very holy.
Rosh Hashanah
Rosh Hashanah literally means ‘Head of the year’. There are all sorts of customs and commandments prescribed for this time to help usher in a year full of blessings and goodness. The first evening of Rosh Hashanah is a time when people eat ‘Simanim’, symbolic foods, and recite special blessings. These include an apple dipped in honey to signify sweetness for the coming year, pomegranates to symbolize our good deeds being as great in number as the seeds of a pomegranate; the head of a fish which symbolizes that we should be at the head of things and not at the tail.
In Jewish studies, students had an opportunity to taste these special foods and thereby enter the holiday spirit.
Mr. Pinny Kreizel Jewish Studies Teacher
Aiden: On Thursday we talked about the simanim of Rosh Hashanah. We learned about apples dipped in honey, which are symbolic of a sweet new year. We also talked about dates, which are symbolic of our enemies coming to an end. We also talked about the symbol of the pomegranate which stands for our merits multiplying, like the seeds of a pomegranate. We also talked about the carrots symbolizing that our negative decrees will be torn apart. I really enjoyed this activity, as I got a deeper understanding of what I do every year and we did this while having a lot of fun by trying each one of the symbolic foods.
Aaron: During our Jewish Studies lesson on Thursday, we learnt all about the Rosh Hashanah Simanim. The Simanim are different foods that act as symbols, with a deeper meaning. One example of Simanim is the fish head. The fish head represents the head of the year and by eating the head, we are bringing the idea of us being at the head and not the tail into reality. Another siman is the pomegranate. The pomegranate is a siman for righteousness because it is said to have 613 seeds, each representing one of the 613 mitzvot of the Torah. These are just two of the many simanim of Rosh Hashanah. In conclusion, Rosh Hashanah has many simanim that we learnt about in Jewish Studies class and I would like to learn even more about them.
TasHlich at Aldrich Bay
Our School community came together for a meaningful Taslich experience at Aldrich Bay. Students participated in a beautiful ceremony, a symbolic act of casting away our sins as we welcomed the new year. The day was filled with reflection and unity, culminating in prayers by the water. To celebrate our time together, we enjoyed delicious ice lollies that added a sweet touch to our gathering.
Lea, Tehilla, Lyora (Grade 9): On Tuesday 8 October during lunch recess, Grades 6,7, and 9 participated in the Tashlich activity together at the Harbour of Shau Kei Wan. Tashlich is a Jewish ritual performed on Rosh Hashanah, where participants go to a body of water to symbolically cast away their sins from the past year. This act of reflection and renewal emphasizes the importance of forgiveness and starting anew as the New Year begins. Tashlich's significance lies in its emphasis on renewal and personal growth, allowing us to acknowledge our struggles and embrace a fresh start.
During the activity, we gathered by the water to reflect on the past year and think about our hopes for the future. Afterward, we were treated to popsicles, which added a fun and refreshing touch to our day. Overall, the Tashlich walk was a meaningful way to start the year, leaving us feeling lighter and more hopeful for what lies ahead.
Rabbi Zamek and Chazan Eyal
Rabbi Mendy
Sukkot
Channukah Celebrations
Mr. Pinny Kreizel Jewish Studies Teacher
Chanukah, also known as the Festival of Lights, is an eight-day celebration commemorating the rededication of the Second Temple in Jerusalem during the second century BCE. The festival remembers the miracle of a small quantity of oil, meant to light the Temple's menorah for just one day, burning for eight full days. Today, Jewish people around the world celebrate by lighting the chanukiah (nine-branched menorah), playing dreidel, eating foods cooked in oil like sufganiyot (jelly doughnuts), and exchanging gifts.
This year school was not in session during Chanukah, but we were till determined to bring the Chanukah spirit to the School. As part of Spirit Week, the Jewish Studies and Hebrew department arranged sessions of Chanukah activities. To begin, students gathered in the auditorium to highlight the meaning and message of Chanukah, and were introduced to the various activities. Students were then split into four groups; each group rotated around the various stations that were set up.
The activities were:
• making and decorating sufganiyot/donuts
• created personalised Chanukiah out of small bottles
• a fun Chanukah-themed
• an informative Chanukah Kahoot.
All students and staff then enjoyed a BBQ lunch on the astro-turf. It was a fun and spirited day for all the students of the Elsa High School section.
